“If you do this, you’ll definitely increase revenue,” Mark said. Mark was a brash young consultant out to make a name for himself on his first consulting gig since graduating with an MBA. The client, Paula, was an experienced sales manager. She patiently listened to Mark’s presentation filled with consultant-speak and tired cliches. It was the “definitely increase revenue” claim that got her to chime in.

“Increasing revenue is always a great thing. Tell me, Mark, where have you done this before?” Paula asked.

“Well, our firm has done this with a lot of clients.”

“That may be true, but you’re pitching me on work that you specifically would be doing for us. I’m curious as to where you’ve specifically succeeded with a project like this and your experience with increasing revenue. Where have you done this before?”

Mark stammered for an answer. “I would have a team working with me that has the experience to deliver.”

“Mark, I’ve been around the block a lot and can tell when someone isn’t being up-front with me. You’ve never done a project like this before, have you?”

“Well, yeah; when working on my MBA we did a case study on this. I’m confident I can do the work and deliver results for you, Paula.”

Paula smiled politely. “Very good, Mark; let me think about it, OK?”

“Certainly. Can I call you next week?” Mark asked.

“I’ll be out, but I’ll give you a ring if we decide to pursue further. Thanks, Mark.”

Paula got up from her chair, shook hands with Mark and led him out of the office.

“Sheesh, what a poser,” Paula thought as she walked back to her desk, knowing she would not be calling Mark back.

Fred was livid with his performance appraisal. He had consistently been a strong project manager in his organization for several years, having received top-of-tier raises and bonuses from Gary, his previous manager. Earlier in the year he was reorganized into a new organization led by Janet, a seasoned and well-respected leader in the company. While Fred’s raise and bonus were respectable, he was not rated in the top tier of the organization. The two sat down to discuss his performance appraisal.

“Janet, this is the first time since working for this company I haven’t gotten an outstanding rating. I delivered everything on time, on budget, and within scope. Gary always gave me an outstanding rating and I did everything this year I’ve done in the past. What gives?”

“I’m glad we’re talking about this, Fred. Do you remember the discussion we had when you first joined my organization?”

“I do,” Fred said. “We talked about needing to be excellent in our delivery.”

“Yes, and what else did we talk about?”

“Thanks for meeting with me today,” Ann said as she sat down with Jim.

“Sure.”

“Jim, I’m starting up a new customer relationship management project and my boss suggested I talk to a couple of other project managers to get some lessons learned.”

“I’m happy to help. First off, on my last project we delivered our intended scope, came in under budget and ahead of schedule.”

“That’s impressive,” Ann said. “How did you do it?”

Jim went on for a about 30 minutes talking about what a success the project was, and how there was a lot Ann could learn from their project.

“That all sounds great,” Ann said. “If you had it to do all over again, would you do anything differently?”

Jim paused for a moment. “Well, our user representative wasn’t pulling his weight.” I would have demanded he be replaced.”

“So your lesson learned is about the user assigned to the project?”

“That’s right.”

“OK, thanks for the time, Jim,” Ann said as she got up and left.

“Something’s not quite right about this,” she thought as she went back to her desk. She decided to interview a couple of the leads on Jim’s project and got a different story. They told her how the project was in chaos from the beginning, how the claims of under-budget and ahead of schedule were only after management granted additional budget and schedule relief due to an unplanned overage and schedule slip, and that none of the leads would work with Jim again.

Brent was having a routine one-on-one with his boss Gail in her office. Over the six months since joining her organization, Brent noticed something different about Gail compared to his past bosses.

“Gail, can I ask you a question?” Brent asked.

“Certainly.”

“When you share your wisdom with others you are so transparent, even willing to admit when you were wrong about something. That’s very different from other bosses I’ve had. How did you get there?”

“Good question,” she said. “I learned a long time ago that wisdom is extremely valuable. Seeking and sharing it can make the difference between success and failure. Because I deeply care about not only my success but the success of others, I decided I needed to be willing to not just seek wisdom from others but candidly share my wisdom with others to improve their chances of success. I adopted what I call a wisdom steward mindset.”

“Wisdom steward?” he asked.

“Yes,” Gail said just as her phone beeped. She looked at the message. “Darn, I need to prep something for the board meeting in an hour. Can we continue the wisdom steward discussion at our one-on-one next week?”

“Sure,” Brent said.

“OK, see you later then.”

Brent got up and went back to his cubicle. “A wisdom steward?” he thought to himself as he sat in his chair.

This is part two of How an Autistic Child has Changed a Career…For the Better

In 2006 I wrote of Patty’s and my decision to homeschool our son Trevor to help provide a learning environment more conducive with his autism. It’s now twelve years later and time to write about how things worked out.

Trevor started seventh grade with a customized schooling plan. Patty focused on arts and language and I focused on math and science. He also attended a homeschool-assisted school which provided English and math classes and attended a science class at the middle school he would have normally attended. The curriculum plan was designed by Patty and me along with Trevor’s school counselor. It was a hybrid of homeschooling and traditional schooling which we felt gave Trevor the best likelihood of success. Trevor’s counselor was completely awesome in working with us and putting Trevor’s well-being first. The blended teaching worked very well in seventh grade, but we also noticed that Trevor wasn’t getting enough peer socialization. In eighth grade we decided to start the process of mainstreaming him back into the public-school system. Patty continued focus on arts and language and math and science topics were now being provided by Trevor’s middle school. I like to joke that I was fired as a homeschool teacher and that my wife and son did the firing. In reality the mainstreaming was the right answer because it allowed him to get needed socialization through spending more time at school while also giving him some additional 1:1 focus through homeschooling. In ninth grade we felt Trevor was ready to be fully mainstreamed into the public-school system. While we packed up our homeschool materials, our involvement with Trevor’s schooling and socialization growth was still strong.

In 7 Tips for Better 360-Feedback Evaluations, I discussed a situation where a non-profit leader whom I coached was reluctant to use 360-feedback evaluations due to an experience with a prior leader of the organization.

It was a textbook example of not only an unwillingness to improve based on feedback, but an unwillingness to even get feedback in the first place. The leader only underwent the 360 because the board he reported to required it. Those in the organization providing feedback insisted on it being anonymous, as they were concerned about retaliation from the leader.

An executive coach (not me) was assigned to administer the 360 process, gather the feedback through interviews, help distill the feedback, then present the feedback to the leader. The leader refused to accept the feedback and would not participate in any corrective action discussions.

The experience was so bad that even long after the leader had left the organization, those who remembered the process didn’t want to do it again with any other execs. Everyone lost, and the organization suffered as a result.
As someone who develops content intended for mass consumption, I am no stranger to feedback. Some feedback is positive, some more constructive. Some is helpful for taking action, while some falls into a vague “this stinks” bucket.

I get feedback from anonymous sources, as well as those as close to me (like my editor/wife, Patty). While I’ve learned to be better at accepting constructive feedback, sometimes it still hurts—particularly if it’s something that I’ve tried to address previously.

This part three of a three-part series on Mastering Credibility.  Part one is It's What You Know and part two is It's The Relationships You Build.

Bert was an associate at a premier management consulting firm.
Over the years he specialized in providing advice to senior management in information technology organizations.  Generally he had some pretty insightful ideas that many of the rank and file in the client organization viewed as a bit theoretical.  His advice was typically accompanied by general implementation timelines which client organizations rarely took verbatim.  Bert's advice usually culminated in some type of a Powerpoint presentation to the senior client management; then it was off to the next assignment.

For years Bert had been trying to get a foot into the door of Laner Robotics. 

In my emotional intelligence (EI) article series, I identified four crucial building blocks that cooperate to provide a holistic lens into an EI-capable leader, as follows:

1. Know Thyself – Understanding your strengths and weaknesses
   
2. Control Thyself – Recognizing how your actions impact others
   
3. Understand Others – Observing the strengths, weaknesses, and emotions of others
   
4. Relate for Results – Synthesizing how to adapt, coach, mentor, influence, and advise to deliver results
   

I believe the first three building blocks are prerequisites for the fourth. It would be incredibly difficult to relate for results without having a realistic understanding of your own strengths and weaknesses, how you come off to others, and the strengths, weaknesses and emotions of others. The four blocks can be expressed as follows

Read more at ProjectManagement.com.