Page 1; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

32 Capabilities of Highly Effective People in Any FieldTowards Defining Customer Requirements for Educational Institutions, Corporate Universities, and Personal Careers

By Richard Tabor GreeneProfessor of Knowledge and Creativity Management, School of Policy Studies, Kwansei Gakuin University, Sanda, Japan

Email: richardtgreene@alum.mit.edu

Research Questions;1. What prevents colleges, of all sorts, corporate, public, and private, from turning out effective people as grads?2. What is a scientifically valid way to define “effectiveness”, those components of it shared across diverse fields/professions?3. What are domain general effectiveness capabilities as defined by people in diverse fields/professions who are known as highly effective people?4. What distinguishes educatedness, creativity, and effectiveness?5. How do models of effectiveness from research literatures differ from models from highly effective people, given interviews and questionnaires?

Managers in industry typically find it takes two or more years before MBAs from the world’s best universities become effective in fundamental ways (Bok,1990). Hiring organizations, public and private, find humanities and social science graduates of the world’s best universities are missing brainstorming, team-work, editing, political, neurosis self management, and time management skills essential for effective work (Soundings, 2003). Employers find engineering andscience graduates cripplingly lacking in the social, political, and psychological skills, and most importantly in the verbal expressiveness skills essential to team-work in modern organizations (Soundings, 2003). Highly educated people, in terms of degrees earned, and highly creative people in terms of maverick disposi-tions and early accomplishments typically are ineffective in modern work organizations, many of them throughout their entire careers (Xerox, 1992). Even themost famous corporate universities privately admit that they continually retrain employees and managers in the same or similar skills because even slight changesof context confuse employees and cause them to fail to map previous skills to new task areas. Since modern business amounts to continual change of customer,market, and product, employees and managers end up re-training, re-re-training, and re-re-re-training in the same skills throughout their careers (Motorola, 1995).Many decades ago, research already demonstrated that to the extent that colleges emphasized intellectual success they stunted lifetime good outcomes of their stu-dents (Heath, 1977); it was psychic maturity achieved in college that predicted good lifetime outcomes, not grades, GREs, or the like (and treatment of such matu-rity as a goal of educating was happenstance where it existed at all, including a great deal of imprecision about just what it was). It could not be more apparentthat colleges and corporate universities are either unable or unwilling to graduate people capable of operating effectively in modern organizations. Apparentlythey either do not know what effectiveness requires or, if they know it, they do not wish to provide it. Five explanations of this refusal of making grads into effec-tive people are explored: culture gap, goal gap, speciality plethora, context sensitivity, and mystification. Several of these causes of ineffective grads can beblunted if a consensus on what effectiveness consists of, across fields, is obtained in a valid and reliable manner. That is the task this paper undertakes. We areall more likely to create effective people if we know what effectiveness consists of, based on a scientificly valid study of who the world’s most effective people areand what it is that makes the capable of such effectiveness.

Research Method:1. Double stage recommendations of 315 eminent people nominating 150 “highly effective people” half US, half global, in 63 diverse strata of society2. The 150 people nominated as highly effective, given questionnaires and interviews, asking what makes them effective and what makes others effective

To this end an artificial intelligence technology approach combined with a total quality approach to defining “effectiveness” was pursued by asking 315 (5per each of 63 parts of US society) eminent people in a stratified sample of 63 parts of society, half American, half global, to nominate “highly effective people”.These eminent nominators were asked who was the most effective person in their lives and in their particular discipline/profession, what behaviors were unique tosuch highly effective people, and how they distinguished highly effective behaviors/responses from highly educated and highly creative ones. They were alsoasked what, exactly, they expected of highly effective people in various roles around them in their career and work (using certain total quality customer satisfac-tion dimensions). Their answers were used to add items to an interview given to the highly effective people that they nominated in the same of 63 parts of USsociety they were from. A total of 150 such nominated people were given interviews and questionnaires that resulted from interviewing the people who nomi-nated them.

Data Analysis:1. Thousands of statements in questionnaires and interviews given by 150 subjects nominated as “highly effective people” categorized by similiarity on

one level then those results categorized to form another level, till a top level of 8 overall concepts is attained2. Research literatures of various kinds of effectiveness similarly categorized in a bottom up manner to produce models of effectiveness to be compared

with the model from the 150 “highly effective people” Analysis of questionnaires and interview transcripts was done, marking behaviors unique to effectiveness, marking distinctions of effectiveness from edu-

catedness and creativity, naming marked ideas, grouping similar such ideas, ordering them, resulting in a hierarchical model having 8, 32, 96, 288 dimensions of“effective person behavior” (each dimension at the 96 item layer in the model was mentioned by at least 30 nominees) and 288 step by step procedures, 1 for eachof the 288 smallest scale dimensions. The results were put into a Fractal Concept Model format (where different hierarchical layers of ideas, each with the same“branching factor” follow the same ordering principle), and a book explaining each of 96 domain-general effectiveness methods. 32 general capabilities of highlyeffective people were thusly identified, then information processing models of each general capability were formed. Component functions of effectiveness foreach of the 32 capabilities were articulated from components of each in the dataset. The resulting model was compared with models of effective behaviors in 8fields developed by academic researchers. Explanations of particular gaps between these models and this paper’s model are offered as hypotheses for testing inlater research.

Results:32 capabilities, 96 methods, 288 functions, and 288 procedures of highly effective people produced from categorization of questionnaire and interview

resultsUse of this paper’s effectiveness model to assess the degree of “effectiveness” produced by various institutions and instructors, and to specify exact solu-

tions, for certain hard-flaws-to-correct in business persons, that any manager encounters, is described.

Keywords: effectiveness, capabilities, skill repertoires, orthogonal disciplines, tacit knowledge, communities of practice,knowledge management, procedural literacy

Are the Capabilities that Effective People Have Domain Specific or General?Artificial intelligence people built tens of thousands of expert systems in the 1980s and 1990s world wide, in nearly every field of professional endeavor. Naturally, nearly all these sys-tems involved extremely careful study and modeling of people who were expert in some field. Most of these “expert” people were also extremely effective. So effective people innearly every field were studied intensively over a 20 year period as people built expert systems, in software, to mimic and automate and distribute many of their expert capabilities. Thebest expert systems typically start with something called a “protocol analysis” of an expert handling a hard case, an easy case, and a typical case, in various subdomains of his or herwork. Protocol analysis is an extremely demanding and detailed procedure for laying bare inchoate, nascent, inarticulate, automated, unconscious routines, methods, and procedures.Typical protocol analysis sessions involve an expert handling his or her case and, interrupted every 15 seconds by a bell, stating then what is on his or her mind. A huge transcript ofthese remarks results and gets marked into cognitive operators that operate on cognitive operands in the expert’s mind. Cogent sets of operators and operands are identified and the entiretranscript re-articulated as applications and re-applications of standard sequences of these operators and operands. These standard sets correspond well with what you and I would call“methods” of work or of thought. There is a method to every expert madness. Casual comparison of different expert systems of experts operating in the same domain, quickly revealsmany shared such “methods” of work (Chi et al, 1988). Comparison of expert systems made of highly expert people and not so highly expert people working in the same domain revealsa sequence of such “methods” with certain ones appearing only as people become more expert in the field, and certain other ones disappearing, being replaced by others, as peoplebecome more expert in the field. Careful examination of these sets of methods across different fields showed obvious similarities (Chi et al, 1988). Typically 60% of such methods weregeneral, found in widely different domains, and 40% were found only in one domain (the estimates vary from 40% domain specific, the rest domain general, to 60% domain specific, therest general). This is prima facie evidence that methods of effectiveness are general, not entirely or even mostly domain specific. Note that quite a few studies underestimated domaingenerality of methods because overt differences in terminology and place of application hid more abstract similarities among the methods.

More recent study of knowledge flows in economies found that ideas spread easily, rapidly, and accurately within “practices” (without articulation, often by observation and mimicry) butspread across such practices required re-invention of the ideas in the contexts unique to each practice, a laborious procedure (Brown and Duguid, 2000). Methods spread similarly, easilywithin practices (the practice is the context) and with painstaking re-invention in new contexts across different practices. Nearly all methods can be spread thusly, but the work involvedin de-contexting some from a domain and re-contexting them in another domain is not worth the power found in the method--inventing a new method from scratch in the new context ismore efficient. Thus, 60% of methods (or less down to 40%) being general, that is, translating across practices, and 40% (up to 60%) not translating due to a poor cost/benefit of trans-lation ratio, make sense.

Note Sternberg, Amabile, and other scholars studying similar to effectiveness capabilities like “practical intelligence” have often published all but the capabilities they found to constitute“effectiveness” preferring lucrative private consults as their venue for exposing such contents of their research to journals available at low cost to all--I have deliberately done the oppo-site in this paper, in part because of a personal disrespect for creeping commercialization of academia. However, because of their not publishing the capabilities they found, I cannot inthis paper compare my results to theirs.

Why are Universities and Corporate Colleges Avoiding Providing Effective People as Grads?There are many explanations that immediately suggest themselves. Anthropologically, academia is an entirely different culture than industry so even when both deal with the same idea,frameworks, purposes, traditions, values, and goals of treating it differ greatly. This explanation conforms to much actual experience we have as persons--ideas from industry droppedinto academic settings or vice versa, ideas from academia dropped into industrial settings getting stared at, as alien spaceships arriving. There is the issue of purpose and mission. Thebest universities do not even try to teach well--researching well is most that they reward, except in nominal terms for public relations, many suggest. Corporate colleges are under pres-sure to break even on training investment quickly, forcing training content to further immediate present manager goals, not long term employee capability, destiny, and ambition. The

Page 2; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

division of companies into departments and functions and the division of universities into highly similar departments and functions works to keep methods of effectiveness looking agood deal more domain specific than they actually are. Since no apparent large set of domain general methods appears to people whose entire lives are spent in one field (function ordepartment), no one seeks it, finds it, and transmits it (Herbst, 1975). Indeed many careers naturally fall into two periods, early years of specialization work, and as experience of lifegrows with age, a later period of general management of the specialty field as speciality specific skills wane and as interest in narrow speciality topics fails to compete with interest inwider domains of life and work. As people age they grow from responsibility for particular contributions to a field, to responsibility for the field’s destiny as a whole, determined rela-tionally by its interactions with surrounding fields. In part the second period corresponds to discovery that up to 60% of one’s methods actually do translate fairly well to other domainsof life, making one’s excellence achieved within a speciality 60% general effectiveness in many fields. Becoming effective in one domain is 60%, approximately, becoming effective inmany domains. The split of careers into an early narrowly specialized part and a later general management part in dozens of diverse fields is indirect anecdotal evidence in support ofthis. It should be noted that mastery in one field, making one 60% master of general methods that apply to other fields, does not immediately make one a master in those other field. Aperson has to spot what, when, where in that other field calls for particular already known methods, and master differences in case contexts, other variables, not present when implement-ing the same method in one’s own original field. This is the reinventing work of transplanting across practices mentioned by Brown and Duguid.

Gender studies shows us a third explanation for why universities and corporate colleges avoid providing effective people as grads. In the US in the late 1990s in nearly every major city,waiting lists for all female physicians and no waiting lists for all male physicians prevailed. The explanation was simple--research found that women listened better than men (Tannen,1990). Not only in medicine but in field after field, especially service fields, women were more in demand than men, because they listened better and more, than men did (Tannen,1990). One would think men deficient and lacking given this data, however, the ability of men to not listen is highly valued in other fields. Insensitive people are good warriors, goodat quick and decisive action selection, good at moving groups from focus on personalities to focus on achievements or visionary ideas. In other words, effectiveness methods that arevaluable in these latter contexts are ineffective or harmful in medical and other service contexts, and vice versa, listening abilities key to effectiveness in the work of physicians and otherservice work are hindrances in the latter contexts. No general effectiveness sets have been identified and taught in part because effectiveness methods, though up to 60% shared acrossfields, are yet context-sensitive, in some contexts in any field they are ineffective and in other contexts in the same field they are effective. Generality across fields is not generalitywithin fields. The lack of effectiveness of effectiveness methods in some contexts in any given field has been seen and over-generalized into a conclusion that such methods would notwork in more extreme differences of contexts found in other fields.

Finally, people mystify how they do what they do--deliberately hiding how they do things or deliberately exaggerating the difficulty of what they do to better impress themselves and oth-ers. Anyone who has protocol analyzed any expert runs into lots of this. Experts tell you over and over they have no method, no definite way, no approach, but the transcript of themhandling a case clearly shows the same sequence of operations applied to the same types of situation. When shown the evidence, many experts express disbelief--they really believe theyhave no method there, in spite of the evidence. At times you can even catch an expert mystifying how he or she does something--they face a new situation, flop around ineffectively fora minute, then latch onto an approach that works magically, telling you they had a sudden insight or inspiration. The transcript, however, reveals a well trodden effectiveness methodused for the first time in a new context. In this way experts may unconsciously mystify how they do things, fooling themselves as well as others, by looking vastly more methodless thanthey really are.

What Would Entice Universities and Corporate Colleges into Providing Effective People as Grads?Above we have culture gap, goal gap, speciality plethora, context sensitivity, and mystification causes of a general set of effectiveness methods not being researched, identified, turnedinto specific procedures for various fields, taught, and produced as capabilities shared by all grads of universities and corporate colleges. Can we get academia and industry to share thesame culture? Can we get academia and industry to share the same goals? Can we get academia and industry to see phenomena shared across narrow specialities? Can we get academiaand industry to not confuse context sensitivity of a method with domain specificity of it? Can we get effective people to reveal to us actual procedures for how they do things they claimare merely insights or inspirations? Sharing culture and goal is probably nearly impossible for young people (under the age of 40) in most fields--any time not spent entirely within theirspeciality directly hurts their ultimate fame, achievement, and destiny within that field. However, older persons in any special field nearly always stray into other fields as contributorsor collaborators as they cross the 40 year old barrier. They simply accumulate enough new broader responsibilities, interests, and experiences, of successful translation of a within-fieldability to a new field, to serve as the glue between fields, and as managers of inter-disciplinary projects. Older more expert, already accomplished, people in nearly all fields may wellrecognize and accept a standard set of effectiveness methods found in nearly all fields. By the same token, older more accomplished people in nearly all fields can see across differentspecialities, hence, can see and value a set of effectiveness methods shared across fields. Next, older more accomplished people in nearly all fields can understand the question about notover-generalizing from context-sensitivity of effectiveness methods to domain-sensitivity of those methods. If they can understand the question they probably can appreciate the impor-tance and practical power implicit in not thusly over-generalizing. It remains, therefore, to present to the older, more accomplished figures in nearly all fields a specific suggested set ofeffectiveness methods shared across domains. That is what this paper does. Finally, expert systems prove that we can uncover method where effective people tell us there is merelyinsight, inspiration, or magic.

A Note on Culture as a Context that Effectiveness Methods are Sensitive ToWhen in Rome do as the Romans do, if you want to be effective, the saying goes. This is partly true and partly completely false. It is a matter of what “doing” is, that is, what “themethod of effective operation” is. If you mean by that, one defined set of procedures you can plug into any context, and therefore, into any culture, it is false. If you mean by that, onedefined set of procedures, that originated in one culture and has supports there and hindrances there, that differ from the supports and hindrances that another culture has, for the same setof procedures (such that you add to the method four things--steps to handle supports in the origin culture missing in the target culture, steps to handle hindrances in the origin culturemissing in the target culture, steps to handle supports in the target culture missing in the origin culture, and steps to handle hindrances in the target culture missing in the origin culture),then it is true (this latter approach is called “transplanting practices across cultures” (Greene, 1993)). Transplanting any idea or procedure across practices, cultures, or organizationsinvolves, at least, the four additions just mentioned above. They are much of the re-inventing mentioned by Brown and Duguid (Brown and Duguid, 2000).

There are really several aspects of asserting domain-independence of effectiveness methods. First, is being careful about what you articulate as the method itself. It is very easy to be tooconcrete, and thereby pick up happenstance aspects of the concrete case that showed you an effectiveness method, as if they were parts of the method in “general”. Secondly, where yoususpect certain domain dependencies in an effectiveness method, you have to ask yourself is there a relatively simple translation process, that, if applied to a carefully formulated domain-independent effectiveness method, would move it from one domain to another. If you can be abstract enough to do the first work--abstract a domain general form of an effectivenessmethod found in a specific case--and if you can be tactically clever enough do do the second work--invent a procedure of translating an effectiveness method across particular types ofdomain--then you can assert a set of effectiveness methods as domain-independent “as you formulate them” and “as you translate them among different domain types”.

A final irony is found here, as one of the effectiveness methods, of this paper’s research, mentioned by many of my 150 respondents, is transplanting practices across cultures (finding dif-ferences in helps and hindrances between origin and application cultures and tactically handling them). Effective people can articulate domain-independent versions of their practices(including how they do various functions effectively) and hence leverage one learning in plural domains. Being effective in part includes being able to form domain-general forms ofways you achieve effective outcomes in one domain.

A Note on Fundamental Ambiguities in the Concept/Construct of “Effectiveness”Joe is effective at playing social games among managers at work. What makes him effective at that social activity or function is an ability to keep track of plural expanding promises andcommitments and an attitude he has built up of being delighted by the intensity of attention required to handle social games well. He has built up a great number of discrete other capa-bilities as he has played more and more social games and as he has played certain such games better and better in repeat performances of them. So his effectiveness consists of:

1) a part of life he inserts himself into2) a primary ability or two that permit him to not be overwhelmed by the challenges to basic human processing there3) an attitude or two that permit him to stay motivated and attentive there4) an evolving list of smaller scale and larger scale abilities and attitudes built up by repeated situation aspects he faces.

Assumed in this discussion is a particular criterion:1) of what parts of life are suitable for calling behavior “effective”2) of what outcomes, goals, or visions are suitable in those parts of life for being “effective” at doing3) of particular time scales applied to parts of life and outcomes/goals/visions when calling some behavior “effective”4) of particular abstract frameworks of nearly any sort that, applied to situations of nearly any sort, highlight some aspects.

It is this last item in this second list that is the killer. There are, to put it simply, infinitely many frameworks that can seriously be applied to any situation, each of which leads to differentjudgements about what being “effective” consists of (Cameron and Whetten, 1983). I do not wish to solve this conceptual problem in this paper. Nor do I wish to clear conceptual brushby somehow circumscribing theoretically what I wish to call “effective”. Rather, I beg the question, in this paper, by letting a stratified sample of a population tell me what 1) parts oflife 2) primary abilities 3) primary attitudes 4) evolving other scale abilities and attitudes 1) parts of life again 2) outcomes/goals/visions 3) time scales 4) frameworks are important tothem when they call something or someone “effective”.

Grounding This ResearchI graduated from MIT as an undergrad in 1971. Now, many years later, I occasionally bump into MIT grads at various events and on various committees. More often than not, a certainbitterness gets expressed to me by these grads. Many of them spent their entire professional lives in particular industries, developing particular new technologies, but having no influ-ence on the ultimate use, market, and destiny of what they invented. They have seen giant war machines distort their inventions, remote capitalists exploit markets and consumers withthem, and the like. Their own lack of political savvy, social influence, persuasiveness, articulateness, and public polish comes home to haunt them, condemning them to lives of being thehuman tools of more socially, politically, and verbally adept persons. Their immense specific effectiveness within a certain technology realm is mocked by the larger more importantineffectiveness of themselves in the realms that context, fund, and use technology they develop. The more effective they are in their speciality area, the more their ineffectiveness in thebroader contextual realms around that speciality comes back to haunt them and undermine the value of what they do. A certain bitterness infests their later years, I have found. If MITand other scientific and engineering universities had a model of basic forms of effectiveness and structured their degrees to foster those forms in all students, such older grads would notbecome somewhat bitter. By the same token, if humanities and social science university powerhouses, like the University of Michigan and Princeton had a model of basic forms of effec-tiveness and structure their degrees to foster those forms in all students, their grads would also avoid similar bitterness based on a different set of missing capabilities. The truth is, whenstudents choose one university and not another, one degree program and not another, one advisor and not another, they are in effect saying no to most methods of effectiveness in life andsaying yes to a small subset of overall general effectiveness methods. When such students by such choices are not saying no to the full set of general effectiveness methods, we will bedoing a responsible job of educating people. Until that time we have a job to do--to define a set of general effectiveness methods in a solid well-researched way and persuade universitiesand corporate colleges of all sorts to guarantee that all their grads become effective in each of those ways.

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Suppose We Ask Effective People and Users of Effective People What Effective Behavior Is?Is there any consensus on what the behaviors of “effective” people are, and if so, how do we find it? We might turn to whomever, in our societies, our best, most accomplished, mostadmired people tell us are “behaving in an effective manner”. That is, we might ask highly effective people, highly accomplished people, and highly creative people whom they see asacting in a most effective manner. Then we might go to those people and ask them what they consider “acting in an effective manner”. This is the approach used in prior research in arti-ficial intelligence to define expert-novice differences in field after field, that is, expertise. The best people by some crude approximate criterion were asked to nominate the best peopleby some less crude criterion and those nominees were interviewed for their ways of doing things, which ways were then compared to novice ways in the same domains (Sternberg, 1999;Ericcson and Smith, 1991).

From the perspective of total quality theory (Cole et al, 2004; Greene, 1993) we can define behavior types such as effective behavior by asking customers who receive it as output whatbehaviors satisfy their requirements of effective behaving (and which do not). Who are the customers of effective behavior? Our entire civilization is one--it needs each generationeffective enough to forestall massive historic scale civilizational decline. Our social institutions are another--they need people effective at conforming to existing roles and performingsuch roles effectively. The needs of people and institutions not being met by existing institutions and social roles are another customer. They require that each generation be effective atsensing needs and developing the political skills of changing roles and institutions to meet them. Our selves are another customer of effectiveness--we require of the educations wereceive (on streets of hard knocks or in schools and colleges) that they make us effective, at least, in that one field we choose to excel in.

If we go to highly effective people, highly accomplished people, and highly creative people and ask them what forms of effective behavior civilization, social roles and institutions, unmetneeds, and our selves currently require, we might get find a core of effectiveness approaches shared by many fields, roles, people, and situations.

The Distinction Between Capability, Method, and FunctionThis paper’s research was inductive--bot-tom up. Thousands of individual “effec-tive people do X” statements weregrouped by similarity across questionnaireand interview subjects, those groupsnamed and grouped, all this repeated until

a top level of 8 items was reached. The resulting hierarchy has six levels: 8 general functions, 32 less general functions, 96 still less general functions (split into “method” and “func-tion” parts for each of the 96), 288 near bottom level functions, and step by step procedures for doing each of those 288 functions. The 288 step by step procedures were obtained by tak-ing specific ways of particular interview subjects and combining them where compatible, selecting one best one in my opinion where incompatible. For the sake of ease of reference Ihave termed these layers in the hierarchy of “effective people do X” statements as: 8 general functions, 32 capabilities, 96 methods (split into “methods” and “functions” statements), 288functions, 288 procedures. However, this is terminology for ease of reference, nothing conceptually deep distinguishes one layer from another. This needs to be said because not a fewscholars bother making distinctions between functions people are effective at and what procedures make them effective doing those functions. My approach in this paper is this--I do notcare whether you tell me some function that only effective people worry about or some procedure that only effective people apply to some usual function--I accept either as “effectivepeople do X” material for this paper’s model. In reality, people discover functions that if attended to make you effective and that is the frontier of performance for a while till someoneelse comes along and, being unable to “discover” that same function for the first time, instead, suggests a new way to perform that function as key to being effective. Thus effectivenessas a frontier of actual human performance is always a mix of newly discovered/distinguished functions and old functions done with newly discovered/invented procedures.

The SampleThe two diagrams below summarize the research method employed, the first showing the process of research including samples used, and the second showing the strata used in the sam-

pling.

Transcripts were content ana-lyzed with variables affectinghow effectiveness was achieved,what was the core of behavingeffectively, and what was consid-ered effective behaving, markedand categorized, first for each ofthe 20 doorways (see the sectionimmediately below this one), thenresults across doorways merged.Similar results across interviewsubjects were grouped resultingin 334 effective behaviors. A fur-ther more painstaking analysis ofsimilarities among behaviorsreduced that number to 288 typesof effective behavior (this mostlyinvolved spotting overly elabo-rate behaviors in individuals andtreating them as combinations oftwo or more simpler effectivebehaviors found in other inter-viewed nominees already).These were then grouped andgroups named resulting in 96behaviors of a more general type.The same grouping and namingapplied to the 96 resulted in afinal 32 general effective behav-iors. These layers were termed: 8general functions, 32 generalcapabilities, 96 methods (eachwith an associated “function”),288 functions, and for each of thelatter one or more recipes. Bykeeping branch factors within andbetween layers the same in themodel and ordering items on andacross levels similarly a FractalConcept Model could be built(the triangle model at this article’send). A book was made (Greene,Are You Effective?, 2003), withfifteen pages for each of the 32general capabilities, plus step by

step recipes fused across interview subjects for each of the 288 functions. Research literature in many fields was then surveyed for models of effective behaviors similar to those foundin interviews (1600 books were surveyed, full citation, impossible due to space here, is found in Greene, Are You Creative? 60 Models, 2003). Where such similar models were found,terminology of the effectiveness behavior was changed to make such similarities evident.

Leaders: Customers:Civilization ScaleSocial Institutions ScaleUnmet Needs ScaleSelves Scale

High PerformersCreatorsEffective Achievers

Who ShouldDefine

“Effectiveness”

the same peopledifferent viewpoints

Artificial Intelligence:Expert Systems’Protocol AnalysisTechniques

Total Quality:CustomerRequirementsAssessmentTechniques

This Paper’s Method: Role Models and Customers

150U of Chicago

MBA Students

315Eminent

Nominators5 each from 63

distributed strata

150 Highly Educated-Acting People150 Highly Effective People150 Highly Creative People150 Great Leaders150 Greatly Led People150 Highly Artful People150 Greatly Affected by Art People 150 People Who Produce High Quality & 48 other sorts of high performance

7x9=63 Strata Stratified Sample

50 Item Questionnaire50 Item Interview

Artificial Intelligence

Protocol Analysis of Mental Processesof cases: hard, easy, freq., rare

Total Quality

Dimensions of Products that Determine Customer Satisfaction

Induce hierarchy of categories (group similar

Regularize branch factor, name formats, ordering principle;

= Fractal Concept Modelof traits of X People

The Orthogonal Disciplines: Research Process Flowchart

Sets of Nominees

Results:

Categorical Models

The 315 nominators named

Purpose:Supplant old talent vs. practice theories ofcapability with what total quality and arti-ficial intelligence methods produce from highly distributed sets of high performers.

Talent Practice

Structure

Non-LinearAmplification

Marked TranscriptsAnalyzed Questionnaires

Each student selected 1 eminentperson per box for 63 strata times150 students = 150 eminent peopleper box/stratum; delphi processused to reduce 150 per stratum to5 “most eminent”; internationalstudents mixed with US produced315 nominators also globally mixed.

Each nominator

Nominators suggested20 questionnaire itemsand 20 of the interviewitems, to fill gaps left ininstruments that I designedusing AI, TQ, and MBA student suggestions. They

1

2

3

4

5

6

7Not determinants ofaverage performancebut of high perfor-mance.

Subjects distinguishtypes of high per-formance themselves.

New assessmentinstruments.

Trade-offs of howeach environmentvariable helps somehigh performancetraits and hurts others for eachtype of high perfor-mance.

A New Mediate Variable Found Between Talent-Practiceand Non-linear Amplifiers of Them into High AbilityA

B

C

D

Emean age = 41 years

male = 61%mean education = 6.2 years of college

US residents or citizens = 52%

subjects having Nobel Prize = 22 individual person new to you = 7 months

mean elapsed time since last met extrordinarymean # of books read in last month = 3.2

= 9.5

mean years since last major career change = 5.8

mean years in present job/position/role nationality = 1.8

mean # of long term friends not of own

of more (other than birth nation) = 2.3mean # of nations lived in for 1 year

other nationalities = 48%

named 54 orthogonol fields.

54 Orthogonal Fields +

56 Sets of People:150 MBAs find 315 eminent nominators who nominate: 54 orthogonal fields +2 people each in each orthogonal field as found in their own field: 150 educated-acting people, 150 effective people, 150 creative people;150 great leaders, 150 people greatly led, 150 artful people, etc.

Compare:categorical model from high performers with categorical model fromtheoretical/research literatures--how do those liviing an idea differ intheir view of it from those who research it, when protocol analisys fromAI and customer requirements methods from TQ are applied.

items; name groups, groupgroups; name super-groups)

answers surveyon top people intheir field andbasis of top-ness;cagorizing theseproduces 54 ortho-gonal fields; eachnominator namespeople good at each orthogonalfield = 150 perorthogonal due tomissing data

150 people good at each of the54 orthogonal fields, who weresurveyed for key capabilities.

Page 4; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

The final model has 8 general functions, 32 general capabilities, 96 methods (each with its own function statement), 288 functions, and 288 step by step procedures (the latter omittedfrom this paper but found in the above-mentioned book). It is important to remember that these layers are not theoretically, practically, or conceptually distinct--they differ merely in sizescale and were formed by similarity grouping of lower size scale items. Though for ease of reference I change terminology by layer (general functions, methods, capabilities) the layerscan all be considered functions or methods. The layer I term “methods” in this paper corresponds in size scale to commonsense usage of the term “method” in daily life. The recipes areomitted from this article due to limitations of space (see the book Greene, 2000). Uses of the model, to be explored in future research, are discussed below.

The InterviewInitial test interviews were not satisfactory at getting the images of “effective behavior” in subjects of the interviews. Gradually certain doorways were found that did succeed at gettingpeople to articulate who “effective” people were and what about their behavior was “highly effective”. In addition, we asked everyone “what exactly are highly effective people good atand capable of that less effective people are not good at or capable of?” and, “how would a not highly effective person do X” and “how would a highly effective person do that same X”.The less direct doorways, below, however, were more effective in many cases.

Doorway 1: Fundamentals: What are people effective at in your field (what functions do they perform effectively)? How do they achieve that level of effectiveness at each function? Doorway 2: Noticings: What are some effective behaviors you have noticed in your field? What does each such behavior consist of in terms of steps? What makes each effective? Doorway 3: Alternatives: What other ways of doing the same function are also as effective or nearly as effective? What would make any of those effective ways even more effective?

What is the most effective way of doing that function that you can imagine actually doing yourself? Doorway 4: Metaphor: What is a highly effective person like? What is their way of operating like?Doorway 5: Difficulty: What stymies or stops or defeats everyone except highly effective people?Doorway 6: Uniqueness: What about how highly effective people do things clearly reveals the effectiveness with which they act?Doorway 7: Evolution: What about the most “effective” you know now differs from the most “effective people” you knew decades ago? How is the set of capabilities that effective peo-

ple have changing over time? In what direction? Doorway 8: Surprise: What surprises do highly effective people generate through their work? What do they do that less effective people do not do? What do they not do that less effec-

tive people do do?Doorway 9: Wit, Inventiveness: What do highly effective people invent or improvisationally do that less effective persons do not do?Doorway 10: Revolt: What mistakes, faults, flaws, or errors in people or the matters of your domain do highly effective people engage or solve that others skip or exacerbate?Doorway 11: Contrast: What would highly ineffective doing of X look like? What would highly effective doing of X look like? What other highly effective way of doing that same X

is there?Doorway 12: Factors: What factors tilt a person toward highly effective behaving? What factors tilt a person away from highly effective acting? Doorway 13: Alien Viewpoint: Would an alien from another world be able to distinguish people on the basis of whether they were highly effective or not? If not, why not? If so, what

would they notice to make this distinction? Doorway 14: Conquest: What do highly effective people conquer that less effective people fail to conquer? Doorway 15: Emergence: What emerges from the actions or behavior of highly effective people? What do they produce beyond what they envision or intend producing? Why? How? Doorway 16: Hiring: What do you expect of people you hire that you get only from highly effective hires?Doorway 17: Civilizational Need: What particular functions does our entire civilization need effective doing of that are in terribly short supply now? What aspect of doing that requires

effectiveness? How? What sort of effectiveness? What specific aspect of our civilization needs what specific effectiveness type? Why? How? Doorway 18: Social Needs: What unmet social needs today are noticed and practically engaged only by a few special people? What needs to be done especially effectively if those needs

are even to be met? What sort of effectiveness do most of us lack that causes us to not notice or not practically engage these needs?Doorway 19: Self Growth: What limits to your own aspiration and growth as a person have you accepted, perhaps harmfully, that more highly effective people probably would not have

accepted? What people do you know have settled for less than life really offers them and what do they lack, in terms of specific capabilities for being effec-tive, that causes them to settle for less?

Doorway 20: Panoply: What are all the behaviors that highly effective people you have known exhibit? What are all behaviors you can identify found only in people not highly effec-tive? What are all the types of capabilities that highly effective people have that others do not? What are all the functions that especially need effective treat-ment now, for your whole civilization, for you society’s major institutions, for meeting needs unmet by those institutions, for your own life, career, and self?What exact sort of effectiveness does each such function need?

Each doorway was asked four different ways during the interview. One of those four ways of asking was a game or prop manipulation of some sort, asking the subject to use a tool orprop in certain ways to indicate highly effective or not highly effective behaviors.

In addition, why each nominator thought each nominee “highly effective” and what he or she was effective at were captured, before the nominees were interviewed, and used to makeitems such as the following, given to the nominees during their interviews.

You are on a national prestigious committee, surrounded by people who seem famous and superior to you in accomplishments, and, after six meetings, you notice that everyone on the committee thinks and lives in highly similar ways. Based on nothing much more substantial than this you take the following action:a. relax a bit and begin to enjoy the shared values, ways, and goals of the other committee membersb. challenge the committee to think outside its comfortable boxc. bring along a guest to the next meeting who, though accomplished, is entirely different in style and way-of-thinking

A director of your organization, who has not met you personally except in the most superficial slight ways and about whom you know nearly nothing is circulating a letter highly critical of you in parts to other eminent people in your organization. You respond by:a. asking around to find out more about this person and what might have set them off against youb. circulate a note of your own pointing out faults in this director or his/her actionsc. phone the director, apologizing for whatever from you irritated or disappointed him, and ask for a meeting to get his/her advice

An employee or other sort of subordinate of yours, works competently but shows absolutely no interest in continually improving or over the long term further developing their life and capabilities. A certain ambitionlessness hovers about him/her. Write how you would respond in the lined space below:---------------------------------------------------------------------------------------------------------------------------

Frequency Distribution of Results: How Many of the 150 Subjects Mentioned Each Category of the 96 Third Level Effectiveness “Methods”

The interviews probed in 20 different ways (called “doorways”) for effective behaviors. A total of nearly 5000 effective behaviors were found in the interviews, though those not beingmentioned by at least 30 respondents were dropped from the model (about 1750 items), leaving just under 3000 items making up the model presented below. One remarkable respondentsupplied more than 4 specified effective behaviors per doorway on average (more than 80), as marked sections of the transcripts of her interview. The mean number supplied was slightlymore than 231 per doorway (39 total mean number supplied per person of the 150 person sample). 1 item was mentioned approximately 80 subjects, 2 items by 65, 4 items by 60, 11items by 55, 2 by 50, 1 by 45, 2 by 40, 41 by 35, 32 by 30 subjects. In subject transcripts absolutely every effective behavior found was marked, then grouped and categorized, withindoorways, across doorways within subjects, then across subjects. A more or less arbitrary cut off point of 30 was selected--items mentioned (at the 96 item layer in the hierarchy of themodel) by less than 30 subjects of 150 were dropped. This number was chosen because the next most frequently mentioned item was mentioned by only 7 people, the biggest gap in fre-quency found overall. Out of 1750 items mentioned by less than 30 respondents each, there were over 864 behaviors mentioned by less than 15 people each, most by less than 3, that

Science Art Humanities Social Science Engineer-ing Professions Fad & Fashion Lifestyle Systems

Eco

nom

ic technology ventures,

idea markets,

invention markets

museums, exhibitions,

concerts, tours, coffee

houses, clubs

resource limitation man-

agement; mystifications,

historic preservation

economics: markets,

pricing, regulation,

trade regimes & orgs

financial engineering,

inventors

agriculture

business and manage-

ment

advertising & marketing

fashion designers, brand-

ing, multi-industry mar-

keting by events

housing, communities

locale type

technical innovation,

quality movements

Po

liti

cal voting

gaming

representation

campaigning

awards, cannons agreement limitation

management,

power embeddings

realization

political science: elec-

tions, campaigns, admin-

istrating, consensus

cyberdemocracy,

internet funding of cam-

paigns, net volunteer

management

administration

military

party politics, third party

movements

involvement dimensions policy deployment, dis-

satisfaction deployment

Cu

ltu

ral ethics and religion

policy making

social clubs

charities

art venture districts meaning limitation man-

agement. false con-

sciousness identifying

anthropology: deliberate

culture invention, com-

munity enhancement

community organizing,

environmental,

religion

education

lifestyle inventions,

green movement

performing-consuming

balance; diet, videogam-

ing, manga

diversity management &

expansion

So

cia

l C

han

ge

democratization

globalization

social cabarets confidence and direction

limitation management,

frame-limited revolts

sociology: social pro-

cess and structure--

decline, fixing, invention

innovation

venture districts/clusters

movement builders intellectual movements,

liberation movements

social entrepreneurs, self

funding “profitable”

charities

coalition building, foun-

dation grants

Tra

dit

ion

al

astronomy

geology

meterology

oceanography

space sciences

painting, music (song writers, performers, con-ductors), sculpture, dance, comedy, drama (theatre stars, movie stars), poetry,

history

philosophy

tribal community:

festivals, calendars,

wealth inheritance,

bias in laws

exploration,

civil,

architecture

medicine, nursing

welfare

crowd generation, trend

riding marketing, trend

seeding,

social imbalance exacer-

bations

festival organizers,

theme parks, global

event organizers

value sharing, negotia-

tion, non-medical heal-

ing, reputation networks

Est

ab

lish

men

t

physics

biology

chemistry

math

performance, design literature,

counseling regimes,

critics, awards,

theatre industries

rise and fall of civiliza-

tions, rutted cultures

mechanical, electrical,

aeronautics & space

law & justice epidemic generation,

rights movements

(human rights etc.)

consumer movement value sustaining/imposi-

tion

Em

erg

ing information

media

silicon and non-silicon

computing h/w

digital art,interactive art,socially composed art, cyberart, virtual worlds

applied humanities,

group composing,

composing contests

networks, social virtual-

ity

biological & genetic, computer,internet society,nano tech--their blends

info tech, quantum

devices

internet options: 6 billion

channel TV broadcast-

ing, agile economy

lifestyle inventors,

micro institution devel-

opment via viral growth

regimes

complex adaptive sys-

tems research

Page 5; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

were dropped from the model of 96 methods in 32 categories presented here. The research this paper reports sought some measure of consensus about what effective behaviors/capabil-ities are, not quirky capabilities of very few people. After all, it makes no sense to promote widely among colleges, corporate and university, sets of methods only a very few people useand are capable of. Before working on that narrower mission, we have the larger task of getting any sort of consistent baseline effectiveness out of grads of these sorts of institution.

Minimal Description of All 32 General Capabilities and 96 Specific Methods of Highly Effective People

Highly effective people have eight general capabilities. The first four such capabilities are ways of using liberty they make for constructing, establishing, and founding enduring changesin lives and the world. They have ways, when encountering difference and otherness, of keeping what is new, difficult, and unknown or challenging from being absorbed and assimilatedto their existing models and preferences. They have ways of preserving the otherness of what they encounter. Second, they have ways of unearthing the most buried, subtle, intimate,and vital forces and things inside themselves and examining them for possible use or improvement. Third, they have ways of bringing order to their own selves and to the selves of thosein groups around them. Fourth, they have ways of turning insights, ideas, experiences, and the like into impacts on society, actual changes in how things are arranged and done. Thesecond four general effectiveness capabilities are ways of protecting novelty from erosion by large, traditional, already established powers of the world. Fifth, they have ways doingthings with style and verve rather than doing them perfunctorily. Sixth, they have ways of upping the performance of all dimensions of their selves, work, and lives, not just some or afew. Seventh, they have ways of influencing people, in many channels, modes, and means. Eighth, and last, they have ways of operating with new commonsenses, they borrow orinvent, that make their automatic reactions up-to-date and future-looking.

Other awareness capabilities of effective people include ways of knowing and improving the quality of their work, ways of leading others, ways of learning with vast depth and speed,and ways of orienting themselves firmly in the anxieties and opportunities of existence. Knowing and improving quality involves having a way of measuring how well the outputs youproduce satisfy users of those outputs. It also involves ways of identifying what it is, in how you produce those outputs, that causes traits in the outputs that dissatisfy users. It alsoinvolves ways of fixing problems in particular steps of how you product outputs, so traits in outputs that irritate customers go away. Effective people care about how they are doing inothers’ eyes and work practically to continually do better. Less effective people care less about this or care the same but lack practical ways of adjusting outputs that dissatisfy peoplereceiving them. Other awareness capabilities of effective people also include ways of leading people. Leading people involves a way of using people’s time and talents well when peo-ple are together in meetings and events, a way of making every group or occasion you are in productive even if you have no formal leadership role there, and a way of getting others andyourself to develop and exercise power where situations or other people have to be influenced. Effective people are not content to let any situation they are associated with flop into slop,ineffectivity, or directionless mediocrity. Other awareness capabilities of effective people also include ways of learning with vast depth and speed. It is not an exaggeration to say thateffective people excel in working with ideas in every context of their work and lives. They use, invent, apply, revise, fuse, improve, and inspire ideas. Effective people have a way ofperceiving and operating mentally on entire structures of meaning, not just isolated single ideas. Effective people have ways of putting ideas into vertically and horizontally ordered pat-terns, regularized for easy long term memory and quick application to situations. Effective people’s models of ideas differ in being more ordered, more visually appealing, and easier towork with than the models of less effective people. Effective people have ways of using tools outside their brains to make themselves intelligent instead of trying to be intelligent merelyby cramming things into their brains, as schools unfortunately emphasize. Effective people excel mentally, handling dozens of time the number and quality of ideas as others do, but withgreater precision and relevance in the same periods of time. Other awareness capabilities of effective people, finally, include ways of rooting self and emotion, goal, and career in thedeepest anxieties and dimensions of human existence. There is an emotional poise and solidity to effective people that draws other to them. They generate happiness that others insteadseek and search for, it appears. First, effective people have ways of inventing their own happiness in any situation that they are in, rather than needing certain situations or tools to makethemselves happy. They amaze others with their abilities to invent ways to be happy in situations that totally dismay people around them. Effective people have ways of taking com-plete responsibility for every aspect of who they are, good and bad, and every aspect of what their situation is, good and bad. Effective people do not use aspects of their background orsituations as excuses for inept performance. Effective people, finally, have ways of turning problems instantly into opportunities, rather than getting angry when expectations are notmet, or when surprises bust up their plans.

Self awareness capabilities of effective people include ways of knowing yourself and linking it to evolving aspects of the world, ways of stepping back from all of your self and life anddeclaiming about the arbitrary aspects and sufferings of existence, ways of educating yourself in any situation or part of life, and ways of pursuing career in plural simultaneous dimen-sions of life. Knowing your self as a person and linking that person to evolving aspects of the world involves delaying reactions and using that delay to invent a style of presenting your-self to others and situations. It involves spotting baby new areas of knowledge or technology in the world and positioning yourself to ride them as they develop. It involves ways ofbreaking habits from schooling of inputting only all day with new habits of turning every input into some form of output others can be impacted by. Effective people link their lives sol-idly to fast evolving promising parts of their world. Stepping back from your self and life and declaiming about aspects of it all involves expressing anger at how human life and the uni-verse are constructed and operate. It involves dialoguing with every important aspect of life and figuring out how you have related to it and how you might change how you relate to it.It involves exercising your abilities to invest yourself fully in life and situations and to remove yourself fully from life and situations. Effective people build and rebuild, over and overagain, new relationships with everything that exists, and with whatever created everything that exists. Educating yourself in any situation or part of life involves having a way of readingto fill holes and gaps in previous readings, in a spiral of learning, that allows you to teach yourself anything, even when you understand less than a third of what you at first read. Itinvolves having a way of learning to present well enough to move immense audiences, transporting the spirit of all who hear you. It involves having a way of getting your ideas, imagi-nations, or accomplishments published and made present to remote audiences you could never personally contact. Effective people have myriad ways of becoming present to ideas, face-to-face, and remote audiences. Pursuing plural simultaneous careers in parallel tracks as you move through life involves having a way of balancing work to get money with work youlove to get history’s attention. It involves having a way of getting “promotions” not only in jobs, and in lifework efforts of love, but also in hobbies and professional association off-hoursroles. It involves having ways to get paid three or more ways for everything you invent--so you get paid for the invention itself, then you get paid again when you publish what youinvent, and you get paid a third time when you teach others to invent or use that invention using what you publish. Effective people pursue plural career chances on parallel tracks allthroughout life.

The capabilities that effective people have for ordering chaos include ways of changing yourself, creating culture, changing organizations, and using diversity in society rather than beingdisrupted or delayed by it. Changing yourself involves having ways of removing contents from your self and replacing them with better contents, helped by new friends and associationsthat welcome the new you that you are building. It also involves having ways of stopping your habitual customary ways of responding, long enough to insert consciously chosen betterresponses. It involves having a way of doing things indirectly by erecting environments around you that nudge others in directions you desire. Creating cultures involves having waysof inventing stories that sway and persuade people, having ways of stretching capabilities by intentional challenges just beyond your current capabilities, having ways of inventing newcultures among members of any group. Effective people generate culture daily through how they live and work, as a primary way of being in the world. Changing and creating organi-zations involves having ways of building coalitions and movements out of unmotivated unorganized masses of people. It involves having a way of reversing cultures that generate insol-uble recrudescent problems. It involves having ways of teaching, not individual people, but entire organizations so how they operate gets studied and improved. Effective people use,revise, create, and combine organizations with facility toward achieving their ends. Using diversity involves having ways of mastering the roles of other genders, age groups, nationali-ties, cultures, professions, eras and the like, and using aspects of them yourself as extensions of your personal role repertoire. In also involves replacing whole sets of leaders with othersets dominated by particular types of culture, gender, age, nationality, profession, or other diversity dimension. It involves ability to transplant practices from one culture to another.Effective people use diversity astutely to get things done, and they get things done inside and around diverse sorts of diversity.

Impacting society involves having ways of changing self and situation, inventing never seen before things, processes, and arrangements, getting things done by groups that others do indi-vidually, and letting go of self enough to effectively care for others in strategic ways. Changing self and situation starts with having a way of finding the cost of every talent you have andnot letting it undermine what you do when exercising that talent. It also involves having a way of replacing, continually, how you presently do functions with new means, invented, bor-rowed, or copied. It finally involves systematic comparison of how you do things with whoever in the world is better at doing similar things and learning from them. Effective peoplemanage the costs of what they have become, the means by which they do things, and do this in strict relation to whoever is best in the world at doing similar functions. Inventing involveshaving ways of harnessing the evolutionary dynamics among ideas, technologies, and markets. It involves combining diverse separate industries, that is, the ideas and trends in thoseindustries, to continually evolve new nascent industries and products. It involves extrapolating from the most unusual, to you, products in a market, principles of that market, and newinventions more extremely embodying those principles. Effective people have ways of manufacturing invention, not depending on one-time “big” insights. Getting things done bygroups now done by individuals involves having ways of optimally using facilities to get cognitive work done, as people pass through, around, or into them. It involves having ways ofbecoming an expert in fields completely new to one in days, not weeks or years. It involves having ways of getting work that takes small professional staffs months or years to do, donein days in mass workshop events by dozens or hundreds of people. Effective people use people to multiply the speed, quality, thoroughness, and volume of cognitive work done. Lettinggo of self enough to strategically care for others is key to effectiveness. It exposes people to new emotions, stabilizes personality and emotion, and exposes people to new ideas, situa-tions, and people. It involves designing environments that transform minds, ideas, capabilities, and people. It involves designing basic units that inter-relate to do a function and achieve

Frequency Distribution of Top 96 Effectiveness Methods: rounded # of interviewed subjects mentioning an item (the item numbers below match triangle numbers in the triangle model near the end of this article)

80 x

75 x

70 x

65 x x x

60 x x x x x x x

55 x x x x x x x x x x x x x x x x x x

50 x x x x x x x x x x x x x x x x x x x x

45 x x x x x x x x x x x x x x x x x x x x x

40 x x x x x x x x x x x x x x x x x x x x x x x

35 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

30 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

Item 2

5

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Page 6; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

viral growth. It involves having a way of self funding growth of new ideas and products. Effective people match the immensity of unmet human need with tactics that have automaticreplication built in. The scale of their solving matches the scale of the problems they solve, rather than romantic “helping” of a few while immense crowds still suffer.

Effective people develop style. This can take the form of charisma, charm, elan, aura, care and other intangibles so that effective people speak to others both with actual direct content aswell as intangible haunting suggestion and enticement. They deploy emotionally and cognitively in parallel. This involves having a way of creating (hence, a way of surprising others),having a way of managing emotion, having a way of detaching when things get serious, and having a way of continually caring in places and ways that others cannot match. Creatinginvolves having a way of alternating engagement with detachment, building up an index of failures till they, collectively, inversely define a possible solution. It involves having a way ofseeing relationships between ideas and entities in extremely different domains. It involves having a way of modeling all that is known in many categories on each of many levels, thenexpanding all category sequences and level sequences in the model to generate dozens or hundreds of new ideas at once, all ordered in relations to existing knowledge. Effective peopleautomate inventing and creating, using well honed procedures. Managing emotion involves having a way of observing yourself, standing emotionally outside yourself, while you are inany situation whatsoever. Powerful meditation disciplines give people this ability. Managing emotion also involves becoming a mood artist, learning to design environments that forcepeople into forms of mood and happiness, rare in their lives. It finally involves having ways of cultivating relationships with people--mostly by showing them their worth and importanceagain and again when they are doubting themselves. Effective people nurture the emotions in their own lives and in lives of others, both by stepping back from emotionality in powerfulways and by creating specific emotions in equally powerful ways. Detaching when things get serious is vital to all forms of effectiveness. It involves having a way of switching con-texts, operating in new and unusual contexts, detaching from whatever context is forcing itself on you and others from environments and situations you are now in. It involves havingways of clowning--revealing truths too painful and powerful to ever be directly expressed, using humor, song, wit, joke, questioning, puzzlement. You must be able to lightly and sym-pathetically name the selfish, evil, nasty, harmful aspects of people and situations around you in every situation of your life. It finally involves having ways of cloaking power, actingwith force and influence, without being seen as doing so. You must have ways to be powerful while looking innocuous and passive. Effective people use humor as a weapon, to delivertruth where less witty and humorous persons, burn things up by being too direct or ruin them by avoiding powerful operant truths at the center of situations or persons. Effective peoplehave ways of continually caring in places and ways others cannot match. This involves having a way of seeing the immature stages within your own way of thinking about moral andleadership situations. It involves having a way of planning and standing responsible for the reactions of stakeholders to the reactions of other stakeholders to aspects of what you do.You stand aware of and responsible for second order non-linear side-effects of whatever main effects you plan and intend. It involves having a basis for moral action, and creating suchbases in groups you are involved with. You establish the requisites of people knowing about and caring about other people rather than depending on people following some “do good”rules as a basis of moral action. Effective people establish the basis of caring among people rather than imposing rules and “do good” attitudes blindly.

Effective people regularly and continually upgrade their own performance and the performance of those around them. This involves upgrading sensitivity and awareness through art,upgrading mental acuity and performance through study, upgrading social power and impact through gaming, and upgrading ability, focus, and productivity via greater leveraging of abil-ities. Upgrading sensitivity and awareness through art involves having a way of naming the nascent things just entering your consciousness, and the things at the very edges of your con-sciousness. It involves separating the different layers of how you respond to stimuli and working for unbiased completeness of sensation at each layer before moving to the next layer ofresponse. It involves getting other people to invent art that communicates to all the new challenges, psychic weaknesses, and emotional blocks to futures they desire each year. Effectivepeople use art to improve performance, keeping psychic innovation linked to social influence and impact innovation. Upgrading mental acuity and performance through study involvesbasing your life on evidence not opinion. This means eating breakfast that protects you from major disease rather than eating what your mom prepared or what you “like” based on mereopinion. More and more of your daily living gets based on evidence, proven results of research. It involves continually forming study groups that tackle extremely hard subjects byrepeated reading the same chapter four, five, and more times, getting a little more each time till finally all becomes clear to the study group’s members. It involves selecting a type of selfto be, a technique that many domains of the world can use, and a domain in the world to contribute to, early in college life or just after. Effective people create formal study groups andprocesses in every group and job and week of their lives, tackling ideas beyond what they can comfortably learn, and strategically choosing what to study so as to link themselves andtheir destinies strongly to newly emerging important parts of the world. Upgrading social power and impact through gaming involves translating actual social situations into game for-mats and thereby seeing bold interesting moves you can make to impact those games. It involves identifying the types of game space your social or political situations amount to andusing that information to make appropriate moves. It involves having a way of studying the game rules, plays of others, and best game performers around you, then deliberately turningserious situations into less serious and intimidating games that you boldly challenge or change the rules of. This is a type of courage to “game” situations others treat as immovable.Effective people demystify and remove intimidation from situations, seeing current arrangements as temporary, fallible, partial, provisional arrangements in an evolving human learningprocess, not endpoints or “correct” eternal givens to be obeyed and lived within the rules of. Effective people game the world, instead of merely obeying it. Upgrading ability, focus, andproductivity via leveraging abilities better involves having a way of building a vast repertoire of well-practiced, structured moves and responses to select your actual response to currentsituations from. It involves having a way of establishing a hierarchy of disciplines of executing any particular function you do. It involves having a way of doing things three ways: redi-recting historic forces, rebalancing abstract dynamics in a situation, or tuning interaction of a social automaton of people interacting in small local neighborhoods using standard behav-iors of acting and reacting. Effective people are repertoire people. They have built up well-practiced routines for self and others to use and easily switch among those routines to tuneany situation to high performance.

Effective people influence people in all channels, modalities, and dimensions. This involves having a way of programming behaviors, devices, and self, that is, pre-built pre-practicedrepertoires of routines instantly deployable or re-deployable in situations. It involves researching particular situations to enough depth that actual causal factors and outcomes of impor-tance are identified along with ways of affect them. Effective people find how to use aspects of new situations to influence people. Influencing also involves having a way of presentingand speaking to people that moves them rationally, emotionally, socially, and spiritually. It ends in having a way of brokering, bargaining, negotiating, and compromising among diverseinterests and traditions. Programming your self and others involves having a way of directing all features of social programs and software programs you make to the root causes ofexactly those process steps whose dysfunctions cause outputs of the processes to displease customers of the process. It also involves inventing mini-languages of very abstract operandsand very abstract operators applying to those operands to model complex situations using a minimal number of types of objects. Modeling genius allows precise application of persua-sion, force, input, or resource to influence things at minimal cost. Sloppy modeling diffuses all inputs and influences till their effects are minimal. It also involves having ways of get-ting groups to invent social or software programs for other people or software devices to use. Social and machine software are now primary avenues of influence in our world and cannotbe left to manager or programmers. Researching situations involves having a way of quickly yet profoundly reading accumulated literatures of research by others on your topic. Itinvolves having a way of rapidly yet thoroughly interviewing key players in a topic area for their most current ideas. It involves having a way of organizing the process of knowledgedevelopment via research through time so that finding key variables qualitatively is followed by finding measures that work for measuring those variables, which is followed by usingdata from measures of such variables to find which of them correlate with other variables. Effective people are superb at getting knowledge rapidly about topics they now know nothingabout. Presenting and speaking powerfully to others involves having a way of judging what type of presenting is great and what is not. It involves having a set of tools for turning anytopic into a great presentation. It involves having a repertoire of mini-presentations on sub-topics of many major topics, and a repertoire of major presentation components that allownew presentations to be quickly populated with known, proven, winning components. Effective people are great communicators to individuals and crowds. Negotiating well involveshaving a way of living negotiation so it become a way you life, getting practiced all day every day. It involves having a way of learning new frames that others use and building a reper-toire of such frames so you can see meanings in messages that no one else detects. It involves having a way of setting up processes of interacting among parties and people so that asolace system emerges that makes the parties want each other to win. Effective people bring people and ideas together, not as one-time actions, but as a style of living each day. Com-plex configurations of human relations are a kind of artwork they love to build.

Changing commonsense involves having a way of being productive, operating effectively in non-linear systems, generating complex outcomes from simple inputs, and implementingideas effectively in noisy competitive unfocused environments. Being productive involves having a way of turning nearly all aspects of your life into products. It involves talking to theworld through things or events you produce. It involves having a way of eliciting “the willing” within groups, communities, and organizations, then forming them into effective newways of work toward new products of work. It involves having a way of globalizing quality by meshing the primary types of quality from diverse global movements in everything youimplement. Effective people have ways of producing a lot, with quality that astonishes. Operating effectively in non-linear systems involves having a way of designing things that self-consciously evolve, not designing them the same way you design machines and buildings. It involves having ways of predicting myriad non-linear and indirect side-effects of mainintended actions. It involves having ways of anticipating types of surprise that may happen and inventing countermeasures. Effective people plan on being surprised by unintendedside-effects. They plan on situations evolving and customer requirements changing as products are received. They live evolutionary lives. Generating complex outputs from simpleinputs is an almost magical quality that effective people share. It involves a way of setting up darwinian style populations of competing ideas and individuals to get things done. Itinvolves using biologic style processes of work instead of mechanical ones. It involves ways of organizing people into automata patterns and tuning their interactions till better-than-wanted results emerge. Effective people replace “design” with “emergence”. Implementing ideas effectively involves sharing pain. Instead of letting happenstance aspects of the goalbeing achieved make suffering and work unequal among those achieving it, effective people reallocate roles so all bear nearly equal costs from goal achievement. It involves setting upphase gates and making projects meet the requirements of each gate before moving on, resisting all calls of people, schedules, or budgets to do otherwise. It involves optimizing the flowof energy through a group of people or through an organization or through a device towards the ideal intended direction and actions, leaving little or no energy around to create trouble,distraction, or under-mining costs and side-effects. Effective people align the emotions, the sub-goals, and the energy flows of work perfectly to turn idea into reality.

Comparison with Other Effectiveness Models: Role Model Manager Specs, Emotional Intelligence, High Performance, Practical Intelligence, Knowledge Management

There are domains like chemistry that have lots of effective people in them and other domains, like leadership, that are about effective performance of several sorts. We can look at whatresearch has turned up about how to be effective in the latter. Combining results across a number of such effectiveness-related domains we end up with a model that we can comparewith this paper’s model. I have done this below, in the form of 128 effectiveness functions gathered for group dynamics, emotional intelligence, creativity, innovation, high performance,leadership, organizational learning and knowledge management, and network economy. We can compare this new model with this paper’s model and both of those can be comparedwith common results from tacit knowledge research and business training (see the Appendix). When we make these comparisons, the following observations appear.

First, there are numerous sources of self illusion and error presented in the models below (including the Appendix). Second, there is an emphasis on balancing in the models below,emphasizing paradoxes, extreme values on either side of which cause failure. Third, a good portion of the items below dealing with sources of error present non-linear system dynamicseffects, the side-effects of intended actions. Fourth, many if not most of the items below can be generated by applying creativity functions to different parts of persons and societies--inother words, leadership, for example, may be modeled efficiently as abstract creativity operators (below these are: diversity, combination, selection, and reproduction from Darwin’s nat-ural selection process of creation, the process that created human beings) applied to a social automaton of followers to make followers into leaders, while high performance, for anotherexample, may be modeled efficiently as abstract creativity operators applied to moves in a performance to produce a historic performance. These gaps lead to the following hypothesesfor testing by subsequent research.

Hypothesis 1: all effectiveness methods can be expressed without loss or added complexity as balancing among unattractive or attractive polar opposites.Hypothesis 2: all effectiveness methods can be expressed without loss or added complexity as a standard set of creativity operators applied to diverse aspects of persons or

societies.

Page 7; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Hypothesis 3: all effectiveness methods can be expressed without loss or added complexity as particular errors to avoid and particular errors to avoid in any domain can be expressed as domain general effectiveness methods.

Hypothesis 4: all effectiveness methods can be expressed without loss or added complexity as particular non-linear system effects to be handled by particular non-linear human interventions in systems.

Hypothesis 5: all four of the above hypotheses can be combined into a new one: that effectiveness is handling non-linear aspects of reality to avoid typical classes of error using creativity operators that balance among polar opposite aspects of persons and the world.

In other words, we might be able to re-articulate all the methods in both my model of this paper and in the researcher’s model herein, as particular creativity operators applied to para-doxes from reality’s particular non-linearities that avoid certain classes of error. That is future work. A very interesting light, supporting these hypotheses and this paper’s model, comesfrom prior research (Heath, 1977):

1) scholarly productivity not predicted by GRE2) lifetime income predicted by academic degrees3) lifetime income predicted by total hours in classrooms of any sort or quality4) lifetime incomes not predicted by grades in college, GRE scores, or faculty recommendations5) faster promotions and higher salaries in companies predicted by SAT scores6) higher salaries earned by higher academic ranking in college7) marital happiness and job satisfaction increase with amount of education, measured in years without regard for quality of any sorta) increasing verbal aptitude is related to increasing lack of integration in self-concept and loss of empathyb) increasing quantitative aptitude is related to increasing masculinity of interest and values and increasing interpersonal immaturityc) curvilinear relation of scholastic aptitude to adult maturity, competence, and accomplishment--too little hurts, too much hurtsd) conventional academic success measures do not predict subsequent competency, accomplishment, maturity, and satisfaction in lifee) maturity in college predicts vocational, paternal, and other adult competencies better than scholastic successf) the primary goal of education, in this view, needs to be fostering psychic maturity achievement during college timeg) academic success is bought at a cost of suppressing feeling, sexuality, empathy, sensitivity, spontaneity, and creativity.

In other words, a general educatedness of the entire person, achieved in college by not entirely succeeding intellectually, predisposes people to good lifetime outcomes, while intellectualsuccess in college predisposes people to success in subsequent grad schools, not life. This could mean, competencies (effectiveness) at many domains in life outside of intellectual ones,as well as “educatedness” achievements (whatever that might mean that differs from what effectiveness means) predispose people to lifetime good outcomes not encouraged by purelyintellectual brilliance and success in college. Colleges by emphasizing intellectuality generate ineffective and uneducated people.

Next StepsAn assessment instrument was created that assesses the degree to which any person has achieved each of the 32 general capabilities, 96 effectiveness methods, and 288 effectivenessfunctions from this paper’s research and the degree to which each of them is supported or hindered by arrangements in and around particular organizations and workgroups. It has not,at this date, been applied to a sufficiently broad and representative sample of society, to produce results usable for research. A book with a simplified version of this assessment instru-ment, in a self assessment questionnaire format, and detailed descriptions of each general capability, method, and function, is available from the author of this paper (contact by email,please). The book is used with corporate consulting clients and college undergraduates to assess current client degree of effectiveness and based on that prescribe corrective actions formissing or weak dimensions of effectiveness (all dimensions from this paper’s model).

It is natural to want to measure particular individuals, leaders, institutions, educational arrangements, organizational forms to ascertain how “effective” they are in any capability, method,or function, and how many of them they cover. It is also natural to want to measure career outcomes, life satisfaction, career achievement, career creativity and see which of them inwhat ways, for particular people or types of people, link to which of this paper’s 32 capabilities, 96 methods, and 288 functions. This is work for the future.

Quality certifications, such as the ISO 9000 and ISO 14000 series, from the European Union, have great financial power in industry and have spread world wide among over 144 nations.Should a quality certification arise that handles effectiveness capabilities, methods, and functions of college grads, company managers, social and agency leaders, revision of educationand training regimes to achieve assessed effectiveness dimensions might occur. As long as we do not measure outputs, we are unlikely to find increased effectiveness of persons andgroups. This paper presents, really, two models. A model of a process of defining vague general concepts like “effectiveness” and a particular application of such a process with themodel it produced. Both of these may stimulate, it is hoped, other applications of similar processes to produce better models of effective behavior sets shared across domains in futureyears.

Page 8; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

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man

y rig

ht w

ays;

statin

g th

eir c

ase

not y

our c

ase;

vuln

erab

le se

lf no

t inv

ulne

rabl

e sel

f;

Self

vs. O

ther

s:So

ciab

ility,

Pe

rson v

s. Env

ironm

ent:

environ

ments

you set

up inf

luence

othe

rs n

ot y

ou d

irect

ly;

mind

vs. m

ind or

perso

n vs.

perso

n;wo

rd to

wor

d vs.

fram

e to f

ram

e;be

come

lead

er by

mak

ing ot

hers

leade

rs;tun

e basi

c unit

inter

action

s not t

op dow

n com

mand

;la

ck o

f inf

luen

ce =

influ

ence

;

Gen

der,

Mal

e v

s. Fe

mal

e:est

ablis

h inti

macy

or ra

nk;

talk

to sh

are e

xper

ience

or

to fi

x sit

uatio

ns;

talk

to in

clud

e or

exc

lude

;ta

lk to

bui

ld re

latio

nshi

p vs

.ta

lk to

get

/giv

e in

fo;

rela

te b

y lis

teni

ng v

s. re

late

by

talk

ing;

reve

al se

lf as

nov

ice

vs. a

s exp

ert;

Infl

uen

ce,

Rhyt

hm E

ntra

inm

ent:

word

less e

motio

n tra

nsmi

ssion

;lin

kups

with

conn

ecto

rs;

learn

ing &

refra

ming

fram

es;

doin

g th

e m

issio

n vs

.do

ing

the

miss

ion

that

do

ing

the

miss

ion

reve

als;

all a

ction

s are

polit

ical

not s

ome;

acco

untin

g fo

r tas

ks v

s.ac

coun

ting

for c

osts

of ta

sks-

-pa

in sh

arin

g;

com

mit

tota

lly a

ndte

mpo

raril

y--c

omm

itted

prov

ision

al re

lativ

ism;

right

vs r

ight

, vs,

right

vs w

rong

;

doin

g wh

at y

ou sa

y vs

sayi

ng a

s wha

t you

do;

Pla

ns

as

Lau

nch

Pad

s:Act

ions a

s Care

:

Know

ns U

sed

to F

ind U

nkno

wns:

Lin

k W

ord

/Dee

d,

weak

ties

in m

any w

orld

s vs.

stron

g ties

in fe

w wo

rlds;

one l

eade

r per

mee

ting v

s.plu

ral le

aders

per m

eeting

;

miss

ion

vs. r

elatio

nshi

pma

nage

ment

;team

s doin

g wha

t in

dividu

als u

suall

y do; up

front

lead

ing v

s. co

mbi

ne o

ther

s’ id

eas

from

back

of ro

om =

empo

werm

ent;

deliv

ery o

f man

agin

g fu

nctio

ns:

socia

l cla

ss in

vent

ory v

s.JI

T ev

ents

Self/

Oth

er, T

oday

/Tom

orro

w:

Lin

ked

Iso

late

s:S

ocie

ties

as D

oers

:

Lea

der-

Rai

sing

Lea

ders

hip:

Eve

nt

Del

iver

y:

soci

al a

soci

ality

:so

cial

ly a

ccep

ted

asoc

ialit

y;su

ppor

ted

alon

enes

s:w

hen

mos

t alo

ne h

ave

supp

orte

rs;

foll

ower

pee

rs:

peer

s be

com

e fo

llow

ers/

prom

oter

s;

belo

ved

mon

ster

:n

eed

accl

aim

bu

t lea

ve w

ake

of d

estr

oyed

oth

ers;

unde

rsto

od e

nigm

a:de

sire

man

y to

acc

laim

w

hat

man

y ca

nn

ot

fath

om;

vani

shed

diff

icul

ty:

impo

sin

g in

pro

spec

t,ca

nnot

be

seen

in r

etro

spec

t;in

bu

t not

of:

kno

w f

ield

wel

len

ough

to

chan

ge it

bu

t not

so w

ell a

s to

be

abso

rded

by

it;

obse

rve

by v

iola

ting:

hon

or t

radi

tion

by

brea

kin

g it

;

chao

s cre

ates

ord

er:

inje

ct n

ew c

haos

into

dom

ain

to d

rive

it to

hig

her

leve

l of

orga

niz

atio

n;

un

fitt

ingn

ess

=

crea

tivi

ty:

acce

pted

lack

of f

it of

crea

tive

pro

duct

wit

h d

omai

n;

indu

lgen

t

child

-like

self

indu

lgen

cem

ixed

with

asc

etic

ext

rem

es;

delib

erat

ely

mar

gina

lize

self

but b

reak

dow

n fr

om to

o m

uch

mar

gin

aliz

atio

n:

solu

tion=

prob

lem

ch

an

ge:

disc

over

ed p

robl

ems

vers

us

pres

ente

d on

es;

sudden

from

lon

g gr

ind:

accu

mul

atin

g fa

ilure

su

sed

as s

olu

tion

trai

tsp

ec

focu

s fr

om

mul

ti-ta

skin

g am

ong

dive

rse

proj

ects

allo

ws

focu

s;

rare

ord

inar

ines

s:bo

th s

peci

al p

eopl

e&

trai

ned

ordi

nary

ones

can

be

crea

tive

;

flex

ible

mon

oman

ia:

open

nes

s w

ith

dri

vin

gab

sorp

tion

;un

crea

tivity

of

the

crea

tive

proc

ess-

-ob

serv

er

vs.cr

eato

r;

dete

rmin

istic

inde

term

inis

m:

dete

rmin

isti

c m

eth

ods

that

prod

uce

non-

dete

rmin

istic

resu

lts;

des

ign

ing

pers

on tu

nes

inte

ract

ion

of p

erso

n, w

ork,

fie

ld,

dom

ain

= c

reat

ivit

y;

unpo

pula

r ac

clai

m:

wid

ely

accl

aim

edu

npo

pula

r ac

ts;

legi

tim

ate

illi

giti

mac

ysk

unkw

orks

;

cons

tant

figh

tbe

twee

n p

lan

& e

mer

gen

ce;

don

e in

pas

t = g

ood,

do

ne

now

= b

ad;

cre

ati

vit

y:

inn

ovat

ion

s ar

eill

egiti

mat

e cu

z vi

olat

en

orm

s, b

ound

arie

s, e

tc.

fluid

coali

tion c

hoos

esch

ampi

on a

t end

gam

e;no

t 1 c

ham

pion

but

plur

al fl

owin

gin

& o

ut;

emer

gent

res

ults

of

diff

use

proc

esse

s m

an-

aged

as i

f pre

dict

able

resu

lts o

f fi

xed

proc

esse

s;

stru

ctur

es a

re p

roce

sses

:no

t fix

ed p

roje

ct b

ut fl

uid

wax

ing

and

wan

ing

proc

ess

with

peo

ple

join

ing

&le

avin

g al

l the

tim

e;

one

is s

ever

al:

not 1

inve

ntio

n bu

tpl

ural

inve

ntin

gs &

re-i

nven

tings

;

play

is w

ork:

play

inten

sified

until

it g

ets

wor

k do

ne:

mom

s ki

lls b

abes

: in

vent

ion

baby

fai

ls to

fit

the

orga

niza

tion:

nove

lty k

ills i

nven

tions

:m

ost i

nnov

atio

ns f

ail c

uzah

ead

of m

arke

t, pe

ople

cann

ot s

ee w

hat n

eed

they

fill

;

the

usel

ess

is u

sefu

l:in

nova

tions

1st

app

ear

usel

ess

till s

omeo

ne s

pots

wha

t the

y ca

n be

com

e;

one

is m

any:

show

up

alon

e but

cann

otbe

use

d wi

thou

t acc

ompa

nyin

got

her

inve

ntio

ns;

inve

ntio

ns

situ

atio

nsar

e pe

ople

:

inno

vativ

e/no

n-in

nova

tive

depe

ndin

g on

how

org

anize

d;cr

eatin

g is

unc

reat

ive=

proc

ess b

orin

g, re

sults

exc

ite;

creati

on is

invent

ionplu

s valu

e-spo

tting f

rame;

so ca

n cr

eate

but

not

see

valu

e so

outsi

ders

spot

the

valu

e and

hen

ce cr

eate;

desig

n the

emerg

ence:

inno

vatio

n is

emer

gent

pro

perty

of

inte

ract

ing

popu

latio

ns o

f res

ourc

esan

d id

eas,

tune

d til

l cre

atio

n is

spot

ted

know

n fa

ilure

pre

ferr

edto

unk

nown

succ

ess:

org

that

crea

tes m

ay d

isown

rath

erth

an do

colla

teral

chan

ges

need

ed;

illeg

itim

ate:

emer

gen

ce:

asc

etic

:

insi

gh

t

para

llel

eff

orts

:

sam

e fo

lks

grou

ps a

rein

divi

dual

ID:

join

gro

ups

to

Un

equ

al

Pow

er =

Pow

erl

ess

ness

Su

bgro

ups

as

Pow

er

En

dle

ss

Form

ing

Cue-l

ess Fr

ames

& V

ice

Vers

aE

nacte

dSt

ruct

ures

Act

Givin

g Pow

erIn

crea

ses

It

Creati

on

Des

tro

ys

Po

wers

“N

ot”

Fram

es

Bli

nd

Judg

ing

=St

anda

rds

In =

Out

Tru

st

Gif

ts

Th

ieves

In n

ot=

Out

Gro

up

Nir

van

aD

evel

opm

ent,

From

Creati

ng a

Self

to a

Self

Creati

ng

Page 9; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

65

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8788

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90

91

92

93

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99100

101

102

103

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105

106

107

108

109

110

111

112

113

114

115

116

117

118

119

120

121

122

12

3

12

4

12

5126

127

128

HIG

H P

ER

FO

RM

AN

CE

LE

AD

ER

SH

IP

& O

RG

AN

IZA

TIO

NA

L L

EA

RN

ING

K

NO

WL

ED

GE

MA

NA

GE

ME

NT

NE

TW

OR

K E

CO

NO

MY

En

larg

ed S

hri

nk

age

Con

serv

ed L

iber

alit

y

Unpr

epar

ed P

repa

redn

ess

Ric

h P

over

ty

App

eara

nce

is R

ealit

yPr

oble

ms a

re A

nsw

ers

Th

ings

are

Op

pos

ites

Thin

gs P

rodu

ce O

ppos

ites

Form

ulat

e E

xper

ienc

eV

iola

te B

oun

dar

ies

Kn

ow U

nk

now

ns

Sepa

rate

Join

s/Join

Sep

arat

es

Dif

fere

nt

= B

ette

rSt

anda

rds

are

Prod

ucts

Peo

ple

are

Cap

ital

Losi

ng i

s W

inn

ing

Cop

yrig

ht

2003

by

Ric

har

d T

abor

Gre

ene,

All

Rig

hts

Res

erve

d, U

S G

over

nm

ent

Reg

iste

red

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

div

com

sel

rep

oppo

rtun

istic

inte

grity

:

non-

fittin

g op

portu

nitie

s whi

lebe

ing

oppo

rtuni

stic;

liber

al c

onse

rvat

ive:

fo

rm w

hile

free

ly im

prov

ising

;

eli

te d

isca

rds:

scro

ungi

ng d

iscar

ds o

f oth

ers:

pred

icta

ble

deve

lop

pred

icta

ble b

ehav

iors

team

mem

bers

can

gues

s whi

leim

prov

ising

wild

ly;

mun

dane

gen

eros

ity:

cont

ext w

hile

inve

sting

ener

gyin

par

ticul

ars;

ever

yon

e m

anag

er:

chal

leng

es in

each

smal

lest

unit

while

spec

ializ

ing

the

tale

nts o

f eac

h un

it;

larg

er s

mal

lnes

s:

scal

es th

an o

ppon

ents

while

op

erat

ing

on sm

alle

r sca

les t

oo;

perfe

cted b

reakin

gs:

brea

k ro

utin

es w

hile

pe

rfec

ting

them

;

fres

h e

xhau

stio

n:

wh

ile b

eing

fres

her t

han

oppo

nent

s in

perf

orm

ance

s;

plan

ned

spon

tane

ity:

of si

tuat

ion

othe

rs d

o no

t thi

nk o

fwh

ile ac

ting m

ore s

ponta

neou

sly th

anop

pone

nts;

per

fect

ch

an

gin

g

sudd

enly

chan

ge ro

utin

e and

pr

actic

e sty

le w

hile

perf

ectin

g &

aut

omat

ing

larg

er re

perto

ires

of ro

utin

e tha

nop

pone

nts;

unle

arn

chal

leng

e own

rout

ines

re

gula

rly w

hile

perfe

ctin

g th

em th

roug

hpr

actic

e;

vica

riou

s

comp

ete vi

cario

usly

while

com

petin

g in

real

ity;

celeb

rativ

e sob

riety:

sac

rifici

ng &

celeb

ratin

g m

ore t

han

othe

rs;

pove

rty

do th

ings w

ithou

t reso

urce

stha

t othe

rs req

uire r

esour

ces fo

r,su

pply

extra

ordi

nary

reso

urce

sat

poi

nts w

here

crys

talli

zing

expe

rienc

es m

ay h

appe

n;

expe

rimen

tal

get t

eam

to su

ppor

t ind

ivid

ual

expe

rimen

ting w

hile

getti

ng in

dividu

alsto

supp

ort t

eam

expe

rimen

ting;

learn

from

thos

e you

surp

ass:

be pr

oblem

atic t

o oth

ers b

y avo

iding

exte

rnal

nor

ms;

seek

ulti

mat

es in

mun

dane

s:va

lue t

ask

intri

nsic

sen

ough

for

ultim

ate

victo

ry;

appe

aring

to ha

ve po

wer i

s pow

er;fo

rm is

cont

ent:

peo

ple r

emem

ber

the f

orm

not

cont

ent o

f wha

t we

trans

mit;

list

enin

g i

s sp

eak

ing

:

hear

d is t

o lis

ten (b

est w

ay to

lead

is to

serv

e oth

ers’

gro

wth

to

lead

ersh

ip;

lost

cau

ses

are

rea

lism

:

does

is p

oliti

cal i

n th

at it

une

venl

y di

strib

utes

pow

er )l

ost c

ause

s are

the

mor

e rea

listic

goa

ls);

best

prac

tices

are

disa

sters

:all

meth

ods w

ork eq

ually

well

,(th

ere is

no on

e righ

t way

)

prob

lem

s

visi

bilit

y is

hig

ing,

the

obvi

ous

is i

nvis

ible

;

solu

tio

ns

are

pro

ble

ms:

treate

d as i

f the

y are

prob

lems,

beco

mewo

rse;

we a

re h

ow w

e tre

at o

ther

s:pe

ople

rega

rd u

s as w

ere

gard

them

;

the

prob

lem

is th

e so

lutio

n:

peop

le to

cure

a p

robl

em a

re th

epe

ople

havin

g the

prob

lem; h

ardn

ess i

s e

asy:

mak

e tha

n sm

all o

nes;

lead

ing

is lu

ck:

lead

ersh

ip is

90%

taki

ng cr

edit

for l

uck

and

10%

avoi

ding

cred

it fo

r bad

luck

;

skills

mak

e us s

kill-l

ess:

skill

s allo

w us

to b

e ope

n(te

chni

quele

ss) to

situ

ation

s &pe

ople

(we c

anno

t “lea

rn” h

ow to

rela

te to

peo

ple b

ecau

se “

rela

ting”

in

volv

es es

sent

ial o

penn

ess &

vu

lner

abili

ty an

d er

ror).

too

late

is

on t

ime:

su

rviv

ing

cris

es;

all n

ews i

s old

;ev

ery s

treng

th is

a w

eakn

ess:

ever

y stre

ngth

and

tale

nt is

a fo

cus c

ausin

g we

akne

ssin

wha

t is n

ot

focu

ssed

on;

solu

tions

are

pro

blem

s:

we a

re w

illin

g to

call

“a so

lutio

n” a

reth

ings

gua

rant

eed

to p

erpe

tuat

e ou

r pro

blem

s;

grea

ter n

eed=

less a

ction

: w

e nee

d cr

eatio

n an

d ch

ange

the

less w

e do t

hem

(peo

ple f

acin

gcri

sis do

their

pasts

or ta

lents

bette

r rath

er tha

n doin

gan

ythi

ng n

ew;

chan

ge p

eopl

e by n

otch

angi

ng th

em:

the w

ayto

chan

ge p

erso

nal b

ehav

ior

is ch

ange

situ

atio

ns n

otbe

havi

or d

irect

ly;

happ

ines

s is u

nhap

py:

the h

appi

er &

hea

lthier

you

are,

the m

ore d

iscon

tented

you

are (

mun

dane

gru

mbl

es =

unhe

alth

y org

; hig

h le

vel g

rum

bles

=he

alth

y one

);

need

ing so

methi

ng m

akes

it in

effec

tive:

orgs

in su

chtro

uble

that

they

nee

d X

are

not c

apab

le en

ough

to im

pleme

nt X

well

enou

gh to

hel

p;

auto

mat

ion

incr

ease

swo

rk: t

echn

ology

crea

tes m

ore

of wh

ateve

r it is

supp

osed

to re

duce

;m

ore i

s les

s: t

he m

ore w

e tal

k th

ele

ss w

e com

mun

icat

e;ra

tiona

lity i

s irr

atio

nal:

pla

nnin

ggu

aran

tees

big

ger &

wor

se su

rpris

es;

prai

se is

bla

me:

pra

ising

peo

ple l

ower

s pro

ducti

vity;

rewa

rds d

emor

alize

them

(rew

ards

pun

ish);

succ

ess fa

ils: s

ucce

ss cre

ates

failu

re (i

ntern

al co

pyin

g of s

ucce

ssful

prac

tices

till

inter

nal s

impl

icity

prev

ents

resp

onse

to en

viron

-m

ent v

ariet

y);

mak

e oth

ers’

expe

rienc

es m

ine;

my e

xper

ience

is o

ther

s’:

proc

ess i

s stru

cture

: com

pile

work

arou

nds i

nto

new

struc

ture

s;

subv

ersion

= est

ablis

hmen

t: str

uctu

re on

impr

ovisa

tions

;sn

oopin

g is l

egiti

mate:

mak

e sp

ying l

egiti

mate:

supp

ort

periph

eral p

articip

ation

inun

fittin

g are

as;

violat

e man

ager

rank

boun

darie

s:co

llabo

rate

with

com

petin

g &

hig

her

level

man

ager

s;vio

late

know

ledge

are

bor

ders

:wo

rk in

unf

ittin

g fie

lds;

viol

ate

org

boun

dari

es:

firm

s at s

ame t

ime;

viola

te sta

tus b

orde

rs:

work

with

hig

her a

nd lo

wer

orde

rs o

f peo

ple;

un

learn

learn

ings:

that

your

way

and e

nviro

nmen

ts ar

e an

d bad

thin

gs th

ey te

ach

you;

unin

tende

d int

ensio

ns:

beres

pons

ible f

or the

unkn

owab

le co

nseq

uenc

es of

actio

ns;

comm

itmen

ts are

trial

effor

ts:de

sign

entir

e bus

ines

ses t

o be

statis

tical

expe

rimen

ts;se

para

tion=

toge

ther

ness

:]b

ring

toge

ther

who

ever

are n

ot g

ettin

gto

geth

er;

fin

ish

ing

=

get e

ndin

g tea

ms to

teac

hex

perie

nce t

o beg

inni

ng on

es;

irre

leva

nce

com

bine

peo

ple n

ot re

levan

tto

each

oth

er;

bias

= l

eade

rsh

ip:

un

ique

& st

rang

e peo

ple i

nch

arge

of t

hing

s;

rem

ote

is n

ear:

dista

nt n

ear a

nd th

e nea

r dist

ant;

explo

re w

hile

explo

iting

: ex

plor

atio

n wi

th ex

ploi

tatio

n re

sults

borro

w inv

entin

g:

inve

nt th

ings

your

self

while

borr

owin

g m

axim

ally

from

othe

rs’ s

ucce

sses

;

go fo

rwar

d by g

oing

back

ward

:

forw

ard &

back

ward

reas

onin

g; fi

gure

out w

hat m

ust h

appe

n to

attain

goal

swh

ile fi

gurin

g out

wha

t you

can

build

on

top

of p

rese

ntcir

cum

stanc

es;

inve

nt c

opyi

ng:

be ex

pert

at co

pyin

g wh

ilebe

ing

expe

rt at

inve

ntin

g;

map “

not t

here

”s:

prec

isely

map

wha

t is

not k

nown

or

expl

ored

;

targe

t “kn

owns

” for

re-k

now

ing;

map

ass

umpt

ions

& d

epen

dabl

esth

en in

vent

repl

acem

ents

for e

ach;

rich

get r

icher

:fir

st m

over

adv

anta

ge;

learn

ing

is m

ore

expe

nsiv

e tha

n bu

ying

:sw

itchi

ng co

sts;

colla

teral

pro

ducts

cost

mor

e tha

n pr

imar

y pro

ducts

:lo

ck in

;

com

petin

g =

colla

bora

ting:

the u

nit o

f com

petit

ion;

prof

it =

givin

g th

epr

oduc

t awa

y: th

e rea

lpr

oduc

t is b

ecom

ing

the

stand

ard;

expecta

tions =

sales:

vapo

rwar

e ess

entia

l so

you

blun

t oth

ers’

firs

t mov

erad

vant

ages

;

pay e

qual

s sto

ck:

empl

oyee

equi

ty st

akes

as p

ay;

work

= hom

e:wo

rk dis

cipliin

e is pe

rsona

l not

corpo

rate “

style”

;

trave

l = w

orkp

lace

:vi

rtua

l wor

kpla

ces;

caree

r = fiv

e ven

tures:

hope

1 in

5 suc

ceeds

durin

g

20 y

ears

of 4 y

ears

each

;ge

ograp

hy =

the in

terne

t:ou

tsour

ce ne

arly a

ll; bein

g bou

ght =

victo

ry:

live t

o go p

ublic

/sell

out;

vent

ure =

indu

stria

l dist

rict:

stru

ctur

al h

oles

;the p

oor f

und

vent

ures

:an

gels

fund

star

t ups

;

ventu

re ca

pital

fund

ssu

ccess

es: g

rowt

h fun

ding;

surf

enou

gh fl

ows t

ill

wave

of vi

ctory

:pu

t you

rself

whe

re fl

ows o

fid

eas,

peop

le, ta

lents,

mon

ey a

re;

tipp

ing

poin

ts:

in m

arke

ts fro

m n

eed

tocr

owd

phen

omen

a en

thus

iam

s

user-

winn

er sta

ndard

sde

feat s

uppli

er-wi

nner

stand

ards

mai

ntai

n bo

unda

ries w

hile

say n

o to

cons

erve

chos

enwo

rk in

hist

oric

oper

ate o

n la

rger

cont

rolli

ng a

spec

tsha

rd w

orko

uts

addr

ess o

vera

ll th

e bes

t hu

man

pred

icame

nts

big

chan

ges a

re ea

sier t

o

best

way t

o be

see t

he cu

rricu

lum

com

bine

work

at p

lura

l

feed

base

is r

elev

ant:

mak

e the

put

beg

inn

ing:

Switc

hing

Cos

ts

Lock

In

orgs

cha

nge

by

the m

ore

the o

nly t

hing

sC

hang

e =

No

Ch

ang

e:

Need

Fail

s:

ever

ythin

g ev

eryo

ne

stead

fastn

ess:

impr

ovis

atio

ns:

real

ity:

as w

ealth

:

lear

ning

s:

rou

tin

e re

pert

oir

e:

are a

nswe

rs:

Hig

h P

erfo

rman

ce:

Den

ison

, 1990,

Vail

l, 1

989,

Gh

isel

in, 1952,

Kla

r et

al,

1992,

Mu

llen

an

d G

oet

hals

, 1987

Lea

der

ship

:F

ars

on

, 1996,

Joh

nso

n, 1998,

Am

ab

ile,

1996,

May,

1975,

Pasm

ore

an

d W

ood

man

, 1997,

Ste

rnb

erg a

nd

Lu

bart

, 1995,

Wall

ace

an

d G

rub

er, 1989

Org

an

izati

on

al

Lea

rnin

g:

Hu

an

g e

t al,

1999,

Pasm

ore

an

d W

ood

man

, 1997,

Post

rel,

1998,

Sh

ap

iro a

nd

Vari

an

, 1999,

Pep

per

s an

d R

oger

s, 1

997,

Coh

en a

nd

Sp

rou

ll, 1996,

Wei

ck, 1993,

Tre

vic

a, 1998

Net

work

Eco

nom

y:

Sh

ap

iro a

nd

Vari

an

, 1999,

Post

rel,

1998,

Norm

an

, 1993,

Pep

per

s an

d R

oger

s, 1

997

From

Desig

ned

to E

mergen

t In

flu

en

ce

Page 10; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

TOWARDS PROCEDURAL LITERACY--100 METHODS EVERYONE SHOULD KNOW

Other Awareness Self Awareness

Ordering Chaos

Impacting Society

From Liberty to Freedom

Developing StyleUpping Performance

Influencing People

Changing Commonsense

From Historical Dream to Conserving the New

Quality Leadership Person SpiritExisting Society Career

Cognition Charity Self Venture

Change

Self Change Culture

Organizing

Diversity

Academia Art Emotion CreativityHigh Per-formance Complexity Morality

GamingProduction

Implemen- tation

SystemsHumor

Research Program- ming

Negotiating

PublicSpeaking

CustomerRequirements

Gathering

Agent

Education

ProcessModelling &

Improvement

ProblemSolving

MeetingManage-ment

ShadowManage-

ment

PowerManage-ment

CreateStyle

Knowledge

ReplacingInput with

Output

PsalmingSpirit

Conversing

SpiritDisciplineExercises

PhoneResearch

IdeaRooms

ManagingBy

Events

Work,Hobby,Profession

Job versusLifework

Invent,Publish,Teach

StructuralReading

FractalConceptModeling

ExtendedMind

Structuring

SelfDirectedReading

PresentationSpiral

GettingPublished

IndustrialCombinatorics

EcologicalBusiness IdeaDevelopment

Absurd ProductExtrapolation

TotalizingResponsibility

HappinessInvention

ProblemlessLiving

NeurosisCompen-sation

EnvironmentalSeminars

MicroInstitution

Demo Projects

VentureFund

Raising

MetaphorMapping

The InsightProcess

FractalModel

Expansion

PersonalRe-Eng-ineering

Best PracticeReplication

SelfEmpowerment

Process

ResponseStopping &Checklist

Being anEnvironment

StoryPower

DisciplineStretch

Retreats

CultureCreationProcess

BuildingCoalitions &Movements

CreatingSolutionCultures

TeachingOrganiza-

tions to Learn

GenderRoleReversals

CleavageLeadership

Shifts

TransplantingPractices

Across Cultures

Charm: EmotiveEnvironments & Mood

Setting

Ego & Response

Management

RelationshipCultivation

ContextSwitching

SpiritMode

Clowning

PowerCloaking

MoralEvolution

SystemMorality

SolaceSystems

Cartooning: Naming the

Edges of Conscious- ness

StratifiedResponding

TheQuality

Cabaret

WeighingEvidence inAcademic Papers

Spiral, Social,Plural Studying

Three Majors:Self, Career, Method

Social Games& Their

ParadoxesGame Spaces

GamingReality

Coinci-dental

Opportunism

Disci-pline

Stretching

EffortLeverage

Processware

SituationModeling with

Levels ofAbstrac-

tion

EcologicalSoftware

Develop- ment

ReviewingLiterature

Interviewing

Research

EvaluatingPresentationTools

Repertoire

Reframing

SelfEmergentConsensus

ProductDevelopment

GlobalQuality

EvolutionaryEngineering

SystemModeling

SurpriseTheory

GeneticAlgorithm

SocialCellular

Biosense

Pain Sharing

PhaseGates

OptimizeIdeal EnergyManage-

ment asMovement Bldg.

Flow

12

3

45

6

7 8

9

1011

12

1314

15

16

17

18

19 20

21

22

23

24

25 26

27

28 29

30

31 32

33

3435

36

3738

39

4041

42

4344

45

4647

48

4950

51

5253

54

5556

57

58

59

60

6162

63

6465

66

6768

69

70 71

72

7374

75

7677

78

7980

81

82 83

84

85 86

87

88 89

90

91 92

93

9495

96

UbiquitousNegotiating

Process

The

Presentations

Develop-ment

Betting

AutomataProcess

Some of T

he World’s M

ost Effective P

eople

100 Dom

ain Independent Methods Shared by

195 213

245

261

273 283

293

303

319 327

339

355

367377

389

405

427447

461

469

483493

505

515

527537

559

573

587 599

619

641

Copyright 2000 by the author All Rights Reserved, Government Registered: This model

is actually the table of contents of a 700 page book presenting the 288 shared functions,

96 methods, and 32 general capabilities of effective people. The 32 big numbers are

page numbers for each of the 32 general capabilities.

ARE YOU EFFECTIVE?

Page 11; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

32 General Effectiveness Capabilities, 96 Particular Effectiveness Methods, 288 Functions Effective People are Good at or Not Done by Ineffective People

Capability MethodMethod

Description Function Function Description Scoring

Oth

er A

ware

nes

s:

Bala

nci

ng

Ass

imil

ati

ng O

ther

nes

s to

Yo

u t

o A

ssim

ilati

ng Y

ou

to I

t

Qu

ali

ty:

Sati

sfyin

g Y

ou

rL

ife’

s C

ust

om

ers

Customer Require-

ments Gathering:

a way of finding youroutputs, the customersof each, and what traitsof each dissatisfy cus-tomers (how)

questionless questionnaires a way of asking very many questions formatted for very fast easy unconfusedresponse

0..1...2..3..4..5..6..7..8..9.10

not true of me true of me

guessed present & future

determinants of satisfaction

a way of updating questionnaires at each administration to the same party so fill inrare responses from past administrations become new scales of determinants ofpresent and future satisfaction

0.1...2..3..4..5..6..7..8..9..10

not true of me true of me

dimensions of satisfaction a way of separating each different aspect of any output that independently satisfiesor dissatisfies customers of that output

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Process Modeling

& Improve-

ment:

a way of modeling theprocesses by which youproduce things andfinding steps in themcausing output traitsthat dissatisfy custom-ers

step typology a way of separating waste steps from value adding steps, information from actionsteps, performance from improvement steps, human from device steps, consciouslydone from unconsciously done step plus other distinctions

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

step time scale hierarchy a way of separating small, medium, and large time scale steps by step type fromabove to make a matrix of sequences and leaps of modality and time scale from stepto step

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

key step determination a way of going backwards from traits of outputs that do not fully satisfy customersto steps in processes that have traits causing those dissatisfying output traits

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Problem Solving:

a way of improvingsteps in processesresponsible for outputtraits that dissatisfy bygetting to root causesfrom superficial ones

the finding format a way of repeating the same process of finding to problems, causes, solutions,implementations, effects, and errors

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

finding step deepening &

distributing

a way of going beyond human automatic unthinking answers via routines for think-ing depth and going beyond human locality bias via routines for distributing expla-nations through the system a problem appears in

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

step tool evolutionary ladder a way of continually updating the tools by which any finding type is executed asnew methods, tools, technologies, and organization types appear or are invented

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Lea

der

ship

: In

crea

sin

gE

ver

yon

e’s

Pow

ers

Meeting Manage-

ment

a way of making thetime people spendtogether more produc-tive than the sum of allof them working indi-vidually

democratic rules of order a way of getting groups to design participatorily their meeting’s agenda as the firstitem on that agenda, assigning elsewhere all possible delayable tasks, and assigningdifferent treatments to each included topic and different leaders, one for each treat-ment-topic pair

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

frequency distribution of

remark types

a way of counting types of remarks to find distributions typical of effective meet-ings and ineffective ones

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

toastmaster style extensions a repertoire of functions that members of a meeting can lead while the meeting goeson

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Shadow Manage-

ment

a way of leading any sit-uation without author-ity or formal position,making people morethan they are

phone re-meetings a way of debriefing everyone at a meeting after the meeting by phone, creating ineffect a new after-meeting meeting that changes evaluation and results from theoriginal meeting

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

structural remark making a way of changing the direction of every meeting you are in by structurally readingthe flow of remarkers and their remarks, then stating a question mentioning talentsof particular others in the meeting that might help answer that question

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

media and event anchors a way of making points via surprising visual, auditory, dance, display, or activitymedia sprung on an otherwise boring meeting

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Power Manage-

ment

a way of creating powerfrom nothing andincreasing everyone’spower rather thanfighting for portions ofalready set up power

personal power balance

assessment

a way of assessing what relationships exert negative, assertive, partnering, andtransforming power over you and which you exert those types of power over others

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

the power of not doing &

whistle point finding

a way of getting power by not following the herd and using highly abstract modelsof situation dimensions to spot clumps of problem generators revealing tippingpoints

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

dimensions of facilitation a way of mapping costs of all types of talents of group and individual and by reduc-ing such hidden unadmitted costs, releasing immense new sources of energy intoprograms

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Cog

nit

ion

: O

per

ati

ng o

n

Patt

ern

s o

f T

ho

ug

ht

Structural Reading

a way of mentally oper-ating on structures andpatterns of meaningsnot individual ideas,vastly increasing cogni-tive productivity

count, name, order principle a way of perceiving the number of points, their names, and the principle by whichthey are ordered in the text and a way of displaying all of that on one or two pages

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

fractal readings a way of reading the structure on multiple size scales: sentence, paragraph, chapter/article, book, entire literature

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

stratified structural readings a way of reading different modalities of a text at the same time, displaying structureinteractions in parallel: topic, function, topic of topic, proposition, imagery,assumed views, etc.

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Fractal Concept

Modeling

a way of organizingideas in regularized for-mats allowing far moreideas to be handledthan others handle

regularized branch factor a way of organizing hundreds of ideas without getting lost in irregular numbers oflevels and categories per level

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

fractal ordering principle a way of keeping analogically the same ordering principle within levels horizontallyand between levels vertically in large arrays of ideas

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

naming for structure repre-

sentation

a way of naming points so their position relative to other ideas at the same level andtheir level are immediately evident from their name

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Extended Mind

Structuring

a way of structuringtools outside your mindto amplify various men-tal processes far beyondwhat brains alone canhandle

personal project inventory a way of realizing the extremely diverse types of project than anyone’s life, loves,and works amount to and modeling the types of data they each need

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

project data needs fractals a way of representing all the types of data each set of projects of the same type for aperson requires

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

filing, library, cognitive

friend net deployment

a way of adjusting separate extensions of your brain that make you smarter thanyour brain can make you to support all the data all your types of projects need

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Exis

tin

g:

Ro

oti

ng Y

ou

r

Sel

f in

Exis

ten

ce

Happiness Invention

a way of creating hap-piness in every situationrather than needingtypes of situation inorder to be happy

learning to live without hap-

piness dependencies

a way of reducing the situations you must have in order to be happy--learning toenjoy life based on elemental aspects of all situations rather than traits of specialones

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

making each day a work of

art

a way of at regular intervals during each day assessing what type of human ultimateexperience is missing and go for it in the next few hour section of the day

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

dividing days into experi-

ments

a way of trying out each item on a repertoire of possible ways to generate happinessfor others and thereby yourself to see what works

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Totalizing Responsi-

bility

a way of taking respon-sibility for all you havebecome, good and bad,rather than excusingparts of yourself withyour background or sit-uation

the costs of each major

dimension of your identity

a way of seeing how each aspect of your identity has made the world you knowabout, care for, and impact smaller and less interesting: gender, age, profession,class, nation, culture, family

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

alternative denial and choice

justification

a way of reviewing alternative scopes for each scope your present identity impliesto find how you justify omitting or including them

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

becoming the inventor of a

life, your own

a way of devising types of complete uniqueness you can achieve with a life youdesign

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Problem-less Living

a way of taking anger-lessly interruptions,surprises, and changesof circumstance, thatdistract and infuriateothers

treachery is normal a way of expecting to be disappointed, surprised, and disoriented as the normal flowof all work and living

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

shock is peace a way of enjoying the shock and surprise that stun others or anger them 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

plans are launch pads not

futures

a way of letting go of plans emotionally, seeing them as doors revealing unexpect-ednesses

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Page 12; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Self

Aw

are

nes

s: K

now

ing Y

ou

r S

elf

, W

orl

d, an

d T

heir

Rel

ati

on

ship

s

Per

son

: L

ink

ing

Sel

f

to W

orl

d

Create Style

a way of injectingbetween you and anysituation a consistentemotionally rich stylethat attracts othersemotionally as well asrationally

conscious style a way of slowing reactions to situations and substituting wanted reaction for “natural” that ishabitual ones

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

unconscious style a way of putting yourself into environments and new communities of associations that changethe default tone of your self and relationships

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

stages of psychic growth a way of moving from being an object, needs, values, beliefs, relationships, commitments,refusal to mystify any one viewpoint or system to having, that is, not building personal iden-tity based on them but managing them

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Knowl-edge Bet-

ting

a way of linking your-self to emerging fieldsand trends and ridingthem to success

baby field finding/betting a way of knowing where new fields of knowledge are when they are first born and choosingthree or more of them to follow, master, and make contributions to as they grow, riding them,hopefully, to success

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

exploration via contribution a way of exploring life via making visible, memorable contributions to diverse different grow-ing fields in 3 year or so increments of invested time per field

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

diverse compensatory repertoire a way of distributing baby fields that you select so that they differ immensely from each otherin ways that match the most diverse talents or drives within you

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Replacing Input with

Output

a way of undoing habitsof not producing andnot creating fromschooling, replacingthem with turningevery input into aunique output you pro-duce

assessing input/output balance a way of coming to emotional and rational terms with one’s own tendency to continually inputvastly more than one outputs in life, changing that balance after fully admitting imbalance infavor of inputting

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

undoing socialization’s input

bias

a way of recognizing society’s interest in reducing your output tendencies and schooling’spower of establishing in you of habits of inputting only

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

developing discipline of an out-

put for every input type

a way of inventing various disciplines as experiments to find one you can repeatedly use thattransforms you from a person inputting more than he\she outputs to a person who outputsvastly more than he/she inputs

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Sp

irit

: D

etach

ing

fro

m

All

, E

nga

gin

g A

ll

Psalming a way of stepping backfrom all of life and theuniverse and telling allthat exists just whatyou think about it andhate about it

addressing the infinite to tell it

its faults

a way of talking to the source of your ultimate problem with life--the entirety of what exists--accusing it frankly of the faults you see in it that infuriate you by ignoring humanity of youand others

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

admitting hubris a way of collapsing your accusatory attitude toward all of existence, admitting your non-cen-trality in the universe

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

forging a new relation to every-

thing that is

a way of relating to existence without requiring of it supports for aspects of humanity it neverreally is capable of

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Spirit Con-versing

a way of examiningeach primordial dimen-sion of life and livingand building new rela-tionships to it recogniz-ing more its wonderand thrall

elemental dimensions of life a way of distinguishing the contents of all lives shared by all lives, appreciating the wonderfuluniqueness of each

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

stratified responses to each

dimension

a way of slowing responses and sharing all contents from various people on each stratumbefore moving onto contents of all for the next stratum: observations, feelings, remindings,patterns, frameworks, interpretations, decisions

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

the one story of each member’s

life of any group

a way of turning utterly unique experiences, people, and their stories of experiencing elemen-tal life dimension into the one story that every religion, every novel, every human ultimatelyalways tells and retells

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Spirit Dis-cipline

Exercises

a way of building uppowers of concentra-tion, detachment, ormeditation that youdeploy daily to pierceirritants & distraction

dimensions of relating to life a way of separating ways of relating to life for special attention to each: meditation, contem-plation, prayer, poverty, chastity, obedience, meta-knowing, meta-being, meta-doing

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

driving for comprehensiveness

and up-to-date-ness of dimen-

sions of life relation

a way of making the contents of each way you relate to life more comprehensive in contentsfrom history and the global present and more relevant to your current experience

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

drive for recognizing uncon-

scious contents and replacing

them with chosen ones for each

dimension of relating to life

a way of updating contents of the diverse ways you relate to life so as to replace contents putthere while you grew up or were socialized by some institution with contents you freely selectfor history’s best or the contemporary world’s best

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Sel

f E

du

cati

on

: T

each

Yo

urs

elf

to L

earn

An

yth

ing

Self Directed Reading

a way of teaching your-self to learn anything atall, not matter how ini-tially hard or out ofyour league

weekly collection of research

articles on any topic of interest

a way of spending two 3-hour periods per week gathering research level articles on new ideasin any area that interest you, every year that you life (10 articles per 3 hour period weekly =1000 articles per year times 50 to 70 years after 20 years old = 50,000 to 70,000 articles perlifespan, enough for 50 Ph.ds.

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

model-based further reading

selection

a way of turning sets of articles that you have marked main points of into formal models unit-ing points across sets of articles, then using these models to direct you to choose further read-ings, to fill in blanks or expand areas of interest on your models, or explain difficult points

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

quarterly interviews built from

accumulated models

a way of turning accumulated weekly and monthly built models from readings into structuredinterviews that you give to leading figures found in the articles you read

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Presenta-tion Spiral

a way of teaching your-self how to move sys-tematically to worldbest levels of publicpresentation by obeyingevaluations of audi-ences around you

select venue having evaluations

for learning to present

a way of being completely driven by customer/audience requirements and evaluations of howyou present till audience advice drives you to becoming the top rated speaker after 3 or soyears of practice

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

develop repertoire of tools a way of giving practical form to all particular learnings from observing better others andyourself

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

develop repertoire of presenta-

tions

a way of diversifying strategically the venues\audiences you present so present successes qual-ify you and make you visible to larger more strategically placed audiences

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Getting Published

a way of getting most ofyour ideas and accom-plishments into contactwith remote audiencesyou could never meetface to face

menu of contents packagings a way of inventing plural packagings of the same idea contents, tailored for different uses andaudiences

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

menu of package distribution

circuits

a way of circulating different packagings of some idea contents differently among audiencesand media, letting different circulation processes compete to find which is most effective

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

bootstrap funding of self pub-

lishing till publisher interest

a way of getting profits from small scale forms of printing, display, gaming, or distribution, instages till numbers sold, revenues earned, earn the interest of global publishers

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Ca

reer

: S

et U

p P

ara

llel

Tra

cks

to S

ucc

ess

Job versus Lifework

a way of graduallymanaging to get paidfor doing what youlove, bringing the twocloser and closertogether throughout life

the job to lifework transition

process

a way of gradually getting jobs that more and more match the work you love, your lifework,until you are getting paid very well for doing only what you love

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

job shrinkage via goal pruning,

re-engineering, & platform cre-

ation

a way of shrinking job work, that is work done for money, investing time saved in using workaspects for doing lifework tasks

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

using job aspects as lifework

resources and vice versa

a way of using aspects of any job you have to further lifework goals and vice versa a way ofusing aspects of lifework you do to further job goals

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Work, Hobby,

Profession

a way of managing par-allel careers in threedifferent domainsweekly using eachdomain to find oppor-tunities for advance-ment in the others

the compilation circle a way of compiling job to hobby to profession to charity to lifework to job, that is, a way ofusing success or promotion or awards in any one career modality to produce similar success inthe others

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

managing separate careers in

each modality of careering

a way of imagining and tactically pursuing entirely separate careers in different modalities ofcareering: job, hobby, profession, charity, lifework

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

career modality combinatorics a way of combining career aspects across different career modalities to produce innovation inone or several of the parallel simultaneously pursued careers you have

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Invent, Publish, Teach

a way of getting paidthree ways for any onething you do--innovat-ing, publishing thestory of it, then teach-ing using those publica-tions

compiling creation into publish-

ing into teaching into further

creation

a way of turning job work into inventions and turning inventions into presentations and turn-ing presentations into publishing and turning publishings into teaching and turning teachinginto job work inventions

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

getting paid three or more ways

for every deed

a way of getting any one accomplishment deployed across diverse media and modes, each ofwhich produces independent wealth from it

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

using alternate media and mar-

kets as adverts for each other

a way of using the presence of an accomplishment in one medium as advertising for its pres-ence in other media

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

32 General Effectiveness Capabilities, 96 Particular Effectiveness Methods, 288 Functions Effective People are Good at or Not Done by Ineffective People

Capability MethodMethod

Description Function Function Description Scoring

Page 13; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Ord

eri

ng C

haos:

B

rin

gin

g O

rder

to M

esse

s a

nd

Coll

ab

ora

tive

Pu

rpo

se t

o S

trif

e

Sel

f C

han

ge:

F

arm

ing

New

Sel

ves

Self Empower-ment Pro-

cess

a way of regularly leav-ing parts of yourselfbehind, finding bridgecommunities of newfriends calling for thenew you

stop and start environments a way of removing yourself from old familiar environments and inserting yourself in environ-ments entirely new to you--involves ability to tolerate being a baby again, learning from scratcheven in when old

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

burn and build bridges a way of removing easy way outs of clinging to the past and a way of assembling from strangers asupport community who knows only the new you and calls for it, rejecting the old you

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

formalize and influence bridge

communities

a way of turning informally established bridge communities into formal organizations that youdevelop later influence on

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Response Stopping & Checklist

a way of stopping hab-its and emotions insideyou enough to replacethem with better reac-tions and feelings youconsciously choose

delay reaction a way of observing yourself second by second while you respond to situations, and delaying your“natural” reactions

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

spot natural but unwanted reac-

tions

a way of editing your natural reactions, stopping and eliminating unwanted ones and substitutingfor them newer wanted ones

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

substitute wanted new reactions

and rehearse till automatic

a way of repeating, again and again, delaying reaction, stopping natural reactions, and substitutingnewer wanted reactions till doing the new reaction becomes as automatic and “natural” as the oldone was

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Being an Environ-

ment

a way of acting indi-rectly by erecting envi-ronments that getothers to do what youwish rather than youacting directly or ask-ing directly

personal quality checklists a way of creating a regular event as an environment from you to you, which environment is whereyou count how you are doing in your self change projects, spotting trends in the data, and addingchanges for them

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

wastes, missed opportunities,

function expansions (switches)

a way of being realistic about what types of changes in yourself can really be done by identifyingwastes that serve no purpose from wastes that hide essential but unadmitted psychic or socialfunctions

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

acting by erecting environments a way of affecting things by environments you design and erect instead of affecting things directlywith you yourself

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Cu

ltu

re:

Cre

ate

Cu

ltu

res

& T

ools

th

at

Act

For

Yo

u

Story Power

a way of getting toother people and influ-encing them by howyou frame realities instory form

audience analysis a way of grounding your story’s purpose and contents in powerful emotional and rational needs ofthose you want to affect

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

cost/benefit and questions-of-

existence story types

a way of deciding whether to tell stories that persuade people to change via rational advantages orthat persuade people via resolving unadmitted fears of eternal dimensions of existing of being aliving being

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

the one story that all diverse sto-

ries really are

a way of recognizing that all stories have the same elements in them, some stories slighting someand emphasizing others and other stories slighting different elements and emphasizing others

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Discipline Stretch

Retreats

a way of taking time offto stretch particularcapabilities beyondcomfortable norms andlevels

identifying mundane activities

capable of 100 times intensifica-

tion

a way of envisioning mundane tasks the doing of which can be intensified by factors of 20 to 100or more

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

design of events & event results

that can come from training and

practice of such skill intensifica-

tion

a way of inventing events with interesting results that come from training groups in ways of inten-sifying mundane skills to absurd levels and getting them to practice actual performance at thatintensity level till interesting results emerge

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

deployment of stretch skills back

in normal life and work

a way of getting thusly stretched skills embedded in normal work and life times, places, roles, androutines

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Culture Creation Process

a way of managinginteractions amongpeople till they create anew culture unique tothem

identify basic functions of any

community and establish them

a way of identifying basic functions of any self sufficient community and establishing them oneby one in any group you are in: study & publish, act & feedback, celebrate & ritual, discipline &benchmarking

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

rotate leadership of basic func-

tions

a way of assigning particular people to each basic community function, then rotating those assign-ments over time so that all group members master leading all community functions over time

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

repertoire of ways developed for

each community function

a way of identifying all functions of the community’s life and developing a repertoire of ways ofdoing each that increases over time, expanding the community’s ways of work

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Org

an

izin

g:

Gen

era

tin

g

Ma

ss M

ov

emen

t

Building Coalitions & Move-

ments

a way of creating coali-tions and social move-ments among largemasses of people

needs mapping a way of mapping rational, emotional, psychic, social, historic, technical gaps recognized by acommunity, unconsciously in a community, or possible to powerfully and easily impress on acommunity

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

collective idea ownership estab-

lishment and invisibility principle

a way of setting up lunch conversation or after hours drinking circuits wherein by questioning oth-ers you get them to invent ideas you have already invented and combining such people makingthem famous as authors of a new movement’s ideas

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

manage stages: liberty, freedom,

historic dream, conserve novelty

a way of moving thoroughly and disciplinedly through stages of social evolution so noise andexcitement or negative feedbacks to not move your movement off track

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Creating Solution Cultures

a way of specifying thefailure cultures thatsustain repeated prob-lems and reverse theminto solution culturesthat eradicate recrudes-cent problems

diagnose what is the failure cul-

ture

a way of using recurrent recrudescent problems in a community to identify deep cultural underpin-nings of such ineradicable problems causing the community to offer only solutions guaranteed tofail (the hidden profits of failure unadmitted in the community)

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

reverse into a solution culture a way of reversing each traits of the failure culture to specify a new solution culture for you toimplement

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

invent new work way and result a way of using solution culture traits as the basis of coming up with new ways of work and newresults of work that move a community past its recrudescent problems

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Teaching Organiza-

tions to Learn

a way of setting updynamics in organiza-tions that change howthey react to inputs andenvironments

elicit and combine layers from

bureaucratic hierarchies

a way of eliciting from a bureaucratic organization layers of volunteers for ;handling fluid chal-lenges of the organization, using the organization itself as a mere library for such layering

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

deploy learning processes a way of getting events, new processes, or new sections to perform organizational learning func-tions: formulating experience, violating borders, erecting new borders, establishing feedbacks,achieve new combinations, and balance types of learning

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

measure org learning competi-

tively

a way of measuring changes in potential responses to recurrent challenges of an organization toidentify failed organization learning mechanisms in parts of the organization for improvement

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Div

ersi

ty:

Usi

ng

Div

ersi

ties

Gender, Culture,

Profession: Role

Reversals

a way of using othergenders, ages, eras, pro-fessions, nations, cul-tures as parts of yourown repertoire ofbehaviors and thoughts

investigation and specification of

others’ exact ways

a way of investigating and characterizing in detail how others do things differently than you dothem and why

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

exercises in playing the roles the

way others play them not you

a way of practicing yourself how others do things that you do and how they do things you neverdo till you become adept at ways of others, including seeing for the 1st time faults/lackings in howyou do things

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

expanding personal behavior rep-

ertoires eclectically

a way of selecting eclectically parts of others ways of doing things and normalizing/automatingthem as parts of how you do things for a continually expanding personal repertoire of ways to dothings

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Cleavage Leader-

ship Shifts

a way of putting entireother diversity types incharge of things so newimaginations drive oldstructures to new inno-vative accomplishments

identify social cleavage types a way of identifying segments of any group or society that share a powerful subculture and uniqueviews

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

split leadership into existing

leader consultants and particular

cleavage groups as actual leaders

a way of removing existing leadership sets, turning them into advisors, of a new leadership sets,all from one cleavage group in society, sharing a unique subculture’s imagination

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

push implementation of new

imagination from cleavage group

leaderships

a way of having that new leadership set push their unique perspectives hard enough that imple-mentation drastically changes in what it produces, following their unique perspectives

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Trans-planting Practices

Across Cultures

a way of transplantingany set of practicesfrom its culture of ori-gin to any target cul-ture, adjusting fordifferent supports andhindrances betweenthem

identify culture of origin of prac-

tices

a way of articulating the culture of any set of practices along standard dimensions by whichhuman groups approach parts of work and life differently

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

identify culture of application of

practices

a way of articulating the culture of any group, society, or community in which you wish to applypractices invented elsewhere using a standard set of dimensions of culture differences

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

invent tactics to handle differ-

ences in origin supports/hin-

drances and target supports/

hindrances

a way of modifying practices to handle: supports in origin cultures missing in target cultures, hin-drances in origin cultures missing in target cultures, supports in target cultures missing in origincultures, and hindrances in target cultures missing in origin cultures

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

32 General Effectiveness Capabilities, 96 Particular Effectiveness Methods, 288 Functions Effective People are Good at or Not Done by Ineffective People

Capability MethodMethod

Description Function Function Description Scoring

Page 14; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Imp

act

ing S

oci

ety:

M

atc

hin

g S

cale

of

So

luti

on

to

Sca

le a

nd

Sty

le o

f P

roble

m

Ch

an

ge

Ag

ent:

R

ebu

ilt

Ho

w Y

ou

Do

Fu

nct

ion

s

Neurosis Compensa-

tion

a way of spotting thecosts of talents ofgroups and themselvesand keeping such costsfrom vitiating the tal-ents they come from

levels of neurosis a way of spotting the costs of the particular talents/features (foci) of dimensions of life: personal,professional, organizational, era, national, gender, and life neuroses

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

types of cost a way of articulating exactly what each talent/feature/capability of any life dimension costs thoseexercising those abilities: missed side-effects, slighted other goals, creeping modality bias, atro-phied sensation, increasing self display bias, refusal of further babyhoods for further growth

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

pairing strategy a way of balancing each talent in each life dimension with a corresponding skill that compensatesfor the primary costs of that talent in that dimension of life

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Personal Re-engi-neering

a way of updating themeans you use to dofunctions in life andwork continually linkedto evolving means in theworld at large

identify present ways of operating

and assumptions of functions

needed

a way of articulating in detail how you do what you do and what assumptions about what to doand how to do it, functionally, that way of doing is based on

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

identify assumptions in present

ways of what materials, social or

technical, for doing each function

a way of articulating in detail what social or technical materials have been used by you or others todo a function and finding new materials you might substitute for the ones you now use in yourways of work

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

replace assumptions and materials

per function

a way of replacing old assumptions about functions needed with new ones and old materials,social or technical for doing functions, with new ones

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Best Prac-tice Repli-

cation

a way of scouring theentire world for greatperformances orapproaches to switchwith how you do things

identify how you do what you do a way of articulating in detail a non-ideal realistic image of exactly how you achieve importantfunctions

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

identify others doing the same

functions better

a way of spotting the same functions being done better in vastly different parts of the world or bydirect competitors

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

transplant their ways into your

purposes and environments

a way of transplanting better practices from their culture or origin to your culture as culture ofapplication taking into account differences in supports and hindrances

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Ven

ture

: H

arn

ess

Evo

luti

on

ary

Fo

rces

Ecological Idea &

Business Develop-

ment

a way of weavingdiverse evolvingstrands of idea andinvention around youinto continual inven-tions by you yourself

competing populations of func-

tions & means of delivering func-

tions

a way of modeling industries, markets, companies as competing populations of possible functions,or actual means to do existing functions, spotting new functions without adequate means

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

backwards reasoning a way of envisioning a future state and working backwards to what must have been accomplishedjust before it, for it to happen, then, for each of those, what must have happened before each ofthem. till you get to present circumstances

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

bootstrap funding inventions a way of growing an idea or business entirely from internally generated funds 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Industrial Combinat-

orics

a way of getting distantdiverse industries tointersect and use suchintersections to inventtechnologies no oneindustry could everhave imagined

imagine functions only combina-

tions of industry could envision

a way of spotting functions that need particular combinations of diverse industries in order to bemade real

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

imagine what functions particular

unthinkable combinations of

industries would invent

a way of spotting what particular arbitrary and unlikely combinations of industries might invent 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

implement fractal progression of

industrial combines

a way of combining industries on successively larger time, and size scales till new industriesemerge from it

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Absurd Product

Extrapola-tion

a way of using extremeproducts in any marketto reveal underlyingdynamics in it enoughto extrapolate alongthem beyond presentlevels to produce newinventions

study absurd products for their

principles of success

a way of using extreme examples from a particular market of successful products and services toreveal underlying dynamics in that market and its customers

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

turn collection of principles of

success into market dynamics

model

a way of turning collections of market principles into an overall model of the market’s dynamics 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

invent products/services embody-

ing all, then some, then 1 market

dynamic

a way of inventing new products and services that embody all of the market dynamics of a market,then others than embody some subset of those dynamics, then invent still others that embody just1 such dynamic

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Soci

ety:

Get

Gro

up

s to

Do F

un

ctio

ns

No

t In

div

idu

als

Idea Rooms

a way of getting massesof people using ordi-nary facilities andarchitecture to do cog-nitively rich work

developing idea development pro-

tocols

a way of researching and laying bare the exact mental and/or social procedures by which particu-lar idea results get achieved

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

translating idea protocols into dis-

play devices and device layouts

a way of designing a sequence of displays with viewer participation actions that execute each stepof an particular idea development protocol

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

regular reconfiguring feeding data

collected into new things to col-

lect

a way of feeding back answers made to existing displays so as to change the contents of the nextday’s or week’s displays so they ask for something else in the way of viewer participation

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Phone Research

a way of becomingexpert in any field newto you in a few days ofintense work

concentric expert rings devel-

oped from library research

a way of doing intense quick library research on a new topic to find everyone and every institutionin the world developing/researching that topic, and how to contact them

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

outside in phone interviews,

debriefed into marked transcripts

a way of phoning people expert in a new topic, taking notes during the interview, debriefing theinterviewers after the interview, marking the transcripts of those that results, and turning that intoa model

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

marked transcripts translated into

models translated into new targets

to interview and new questions to

ask

a way of turning transcripts into models and using those models to develop better questions to askthe next concentric ring of more expert people to interview

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Managing by Events

a way of getting workdone by hundreds inmass workshop eventsin day that took smallstaffs months or years

developing world best expert pro-

tocols for doing important func-

tions

a way of studying people best in the world at doing some function well enough to lay bare exactlyhow they do what they do

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

turning protocols into procedures

for mass participation workshops

a way of taking expert protocols for doing some function and simplifying and ordering them sothat newcomers to the area can follow the procedures that result to achieve results nearly as goodas the expert achieves

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

weaving parallel workshops plus

spice events into overall event

a way of combining ten to forty or more parallel mass participation workshops, each based on dif-ferent expert protocols with punctuating “spice” events, processes, and functions into a wonderfulintense event

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Ch

ari

ty:

Matc

hin

g P

rob

lem

Sca

le w

ith

So

luti

on

Sca

le

Environ-mental

Seminars

a way of transformingpeople in short timeperiods by erecting lev-els of environmentseach drawing behaviorand thought in coherentdirections

whistle point finding a way of using populations of problems plotted on abstract models of dynamics to spot problemgenerators, places where small inputs have huge outputs in society

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

goal fractality: rational, emotive,

enactment

a way of selecting a profound analysis or synthesis procedure and embedding it in multiple sizescales of an event so the flow of everything conveys and illustrates the main method/point of theevent

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

design process flow a way of designing a basic analysis or synthesis process for an event that engages each participantentire capacity to invent, imagine, and grow--listen, speak, read, design, interact

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Micro Institution Develop-

ment

a way of configuringsmall local units toaccomplish a goal and,by viral growth, tospread till the entireworld is transformed

basic unit of interaction a way of selecting the basic unit of action of a campaign or system whose motivation, morale, anddiscipline empowers a fundamental transformation you wish to make in society

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

viral growth replication format a way of getting such basic units to interact that results in successful old such units recruiting mul-tiple new units so the overall transformation grows exponentially

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

social irrationality boundary loca-

tion

a way of selecting the method and purpose of basic unit interactions so that powerful, unaddressedgaps and unfairnesses in social arrangements are exposed and solved by basic unit interactions

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Venture Fund Rais-

ing

a way of blending forprofit and non profit inone organization somissions replace fundraising as prime activi-ties

mass funding circuits a way of turning customers or clients of a venture into teams that raise funds for it by visitingwidely in circuits of travel

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

major donor campaign funding a way of exposing every major funder in a society to basic units of your venture’s product users inways that provoke major funding support

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

self funding by seminars, publish-

ings, tours, methods, alliances

a way of turning your product or service into further formats the sales of which raise additionalfunds

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

32 General Effectiveness Capabilities, 96 Particular Effectiveness Methods, 288 Functions Effective People are Good at or Not Done by Ineffective People

Capability MethodMethod

Description Function Function Description Scoring

Page 15; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Dev

elop

ing

Sty

le:

Ex

pan

din

g R

ati

on

al

to E

mo

tive,

Soci

al,

Tra

nsc

end

ent

Ch

an

nel

s

Cre

ati

vit

y:

In

ven

tin

g

Wh

at

Nev

er B

efore

Was

The Insight Process

a way of alternatingengagement withdetachment building upa failure index tillreversing it specifies asolution

using despair: exhaust frames,

invent frames

a way of alternating engagement with detachment, by trying everything that you know till youdespair of ever finding a solution based on it, then, forced, you invent entirely new frames to try

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

failure index from failure invari-

ants

a way of showing serious interest in your own accumulating failures; a way of collecting triesthat fail, while meticulously keeping track of exactly how and why each try failed

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

specification of solution traits a way of inverting failure indexes you have built so they incrementally specify in more and moredetail traits that any eventual solution must have

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Metaphor Mapping

a way of bridgingentirely differentdomains with ideaswhile specifying exactlywhich parts of thoseideas pertain to whichparts of specific newdomains

repertoire of types of metaphor to

apply

a way of generating truly diverse types of metaphor of some situation troubling you, so as tohighlight possible entities and relations among entities beyond what your existing frames reveal

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

source/target similars/differ-

ences specification

a way of specifying what in a source domain resembles what, how, in a target of “image” domain

and differs from what, how, in that target domain

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

source/target gap explorations a way of finding entities and relations in a target domain different than those in the sourcedomain but that might have “analogs” if you explore hard enough and imaginatively, abstractly,and thoroughly enough

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Fractal Model

Expansion

a way of modeling allclasses of things on allsize scales in one modelthen, by expanding hor-izontally all classes andvertically all levels gen-erate dozens of inven-tions automatically

fractal concept model creation a way of regularizing the branching factor and principle of ordering among item on one level andacross all levels of categorical models

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

fractal model addition/subtrac-

tion, multiplication/division

a way of applying one fractal concept model to others, systematically, commutatively, distribut-edly, symmetrically, reciprocally so ordered idea combinations can be operated using semi-groupmath operators

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

fractal model expansion for

invention

a way of anchoring invention work at the point of every existing idea or entity in a domain andinterpolation/extrapolating along an ordering of all those existing ideas or entities--all this doneon plural size scales simultaneously

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Em

oti

on

: U

sin

g i

t a

s a

Wo

rk M

ate

ria

l

Ego & Response Manage-

ment

a way of practicingsevere detachment thendeploying it in daily lifeto powerfully give youperspective just whenothers are sucked intothe present

stretching detachment powers a way of detaching from deeper and more intimate layers of your “self”, making that detachmentas stance you can quickly erect in the midst of situations

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

perceiving your perceiving self a way of seeing all you are, conscious and unconscious, watching your mind work, discoveringyour mind as a worry-generating machine

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

catching & editing habitual

responses

a way of observing your self as it automatically generates responses and interrupting such auto-matic responses, replacing them with better new responses you consciously design or choose

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Charm: Emotive Environ-ments &

Mood Set-ting

a way of designing setsof environments in situ-ations that powerfullyappeal to emotions ofothers, drawing themyour way

spotting environment aspects you

can inject into ordinary situations

a way of spotting leeway, tolerances, and latent desires in situations that allow you to erect vari-ous mood altering or inviting environment acts, events, music, words, relations

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

perfecting environments you

erect in each daily life environ-

ment

a way of building a personal repertoire of environments you are good at erecting in an increas-ingly broad and numerous number of situation types

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

operating repertoires of wanted

emotions in self and others

a way of optimizing single environments you erect and environments in your repertoire aroundachieving certain sequences of mood in your self and others

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Relation-ship Culti-

vation

a way of taking care ofentire lives of otherscontinually to the pointthat they value rela-tions with youimmensely

mapping social occasions a way of noticing all the unbalanced neurotic self promoting or self denying behaviors amongpeople sharing a social occasion and figuring out how to us each piece of that to improve rela-tions among people there, particularly relations with you

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

peripheral participation a way of being at the margins of various sub-groups and relationships within a social occasion,observing and mapping possible interventions to make yourself later

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

self and other disclosure a way of getting far beyond using other people for self promotion purposes in social occasions: away of using what you map, observe, and peripherally notice in social occasions, not for impres-sion management or self promotion, but for creation of genuine lasting relationships of mutualself disclosure and trust

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Hu

mor:

U

sin

g I

t to

Han

dle

Hid

den

Po

wer

s &

Pain

s

Context Switching

a way of using the unac-knowledged variety offrameworks for viewingin this world to createjokes that force power-ful recognition of dif-ferences otherwisedenied

take on the deflation project a way of spotting human insecurity at work in every situation via self promotion, self exaggera-tion, selfishness, denial of flaw, avoidance of responsibility, denial of costs of talents and thelike--and puncturing that bombast with single surgically precise barbs

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

represent situations in plural

diverse frames

a way of representing any one situation with plural diverse frameworks, so you spot differentaspects of the situation from each framework

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

crafting succinct context switches a way of quickly crafting succinct sudden switches from viewing a situation in one frame to

viewing it in another, so the suddenness and profound value difference in your switches of con-

text astonish and amuse people

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Spirit Mode

Clowning

a way of analyzing com-prehensively the spiri-tual state of a person orgroup and designingjokes that move them tospiritual health andpeace

mapping spiritual states of people a way of comprehensively reviewing the spiritual energy investments of a person or group,across all fundamental dimensions of existing and all anxieties/limits of existing

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

spotting spirit lapses, gaps in

people

a way of spotting where the spirit of a person or group is weak, fleeing or shrinking reality ratherthan embracing all of reality

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

crafting jokes that heal spirit gaps a way of bringing to happy attention to a person or group their weak points of spirit by craftingjokes that make visible their flight from, hiding from aspects of reality

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Power Cloaking

a way of powerfullycountering other pow-ers yet in sociallyacceptable ways bydelivering unpalatabletruths cloaked inhumor

mapping the types of power at

work in situations, persons, and

careers

a way of mapping all the types of power being exercised by all the participants and stakeholdersof a situation

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

spotting latent attacks, defenses

in power situations

a way of spotting weaknesses that may invite attacks by powerful others and strengths that mayinvite a person to attack others or may protect them from attacks by others

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

crafting jokes that cloak the

power of attacks or defenses

a way of making hidden latent power aspects of situations realized and public, uncloaking themusing humor

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Mora

lity

: E

stab

lish

th

e

Fo

un

dati

on

s of

Ca

re

Moral Evo-lution

a way of plotting yourcurrent values andthinking along dimen-sion of moral growth solaggard areas of your-self can be spotted andaddressed

mapping moral capability of self

and others

a way of spotting on a comprehensive map of approaches to moral thinking where you and otherspresently are, where particular arguments and tenets in discussions are

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

sensing the limits of your present

moral stage--where who you are

does not work

a way of emotionally coming to terms with and admitting limits your present self and identitycannot handle

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

thinking situations through all

stages

a way of analyzing situations from the viewpoint of all moral stages of development simulta-neously so you see what the most dangerous and primitive and most sensitive and responsiblepeople see

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

System Morality

a way of taking respon-sibility for unforeseenside-effects of actionsrather than pretendingyou did not expect any

mapping possible surprise types

in situations

a way of anticipating all the unexpected possibilities of any situation 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

repertoire of possible ways to

handle each non-linear surprise

type of a situation

a way of gradually building up a repertoire of ways to handle each of the types of surprise thatnon-linear aspects of situations generate

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

discipline of systematic explora-

tion of moral decision issues

a way of disciplining yourself to examine moral dimensions of situations and decisions as thor-oughly as corporations examine siting franchises

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Solace Sys-tems

a way of establishingthe personal commu-nity of care basis of allmoral action ratherthan hoping rule fol-lowing would makepeople moral

refusal of morality by rules a way of refusing to attempt to get yourself or others to act morally by following rules, especiallyrules thousands of years old devised for different cultures and times

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

repertoire of ways to form com-

munity among contending parties

a way of getting hostile or contending parties to care about each other by forming them into acommunity whether they want to form one or not--a way to form community even among peoplewho do not wish it

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

de-stranger-ification program a way of turning strangers into comrades in situation after situation 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

32 General Effectiveness Capabilities, 96 Particular Effectiveness Methods, 288 Functions Effective People are Good at or Not Done by Ineffective People

Capability MethodMethod

Description Function Function Description Scoring

Page 16; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Up

pin

g P

erfo

rman

ce:

Cre

ati

ng

an

d F

ocu

ssin

g N

ew K

ind

s of

Inte

nsi

ty

Art

: U

sin

g A

rt t

o

Tra

nsf

orm

Peo

ple

Naming the Edges of

Conscious-ness: Car-

tooning

a way of bringing toconscious attentionnascent things on theedge of awareness

portray via inversion a way of making slight subtle phenomena visible, evident via inverting their partial, new,inchoate nature, treating them as solid, tradition, core realities

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

find nemesi a way of finding nascent phenomena that are the nemesi of other nascent phenomena, pair-ing them, in order to make both evident, visible, and consciously dealt with

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

target suffering caused by miss-

ing edge of consciousness phe-

nomena

a way of spotting denial of edge-of-consciousness phenomena and its associated costs 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Stratified Respond-

ing

a way of slowing andseparating reactions toanything into separatestrands of reacting youpush to completenessbefore moving ontonext strands

slowing reaction a way slowing down reactions of self, others, or groups to events encountered 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

stratifying reaction a way of separating types of perceptual, cognitive, and motor processes constituting anyparticular reaction, roughly in the order in which they occur in the mind

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

completeness of content and

source per stratum

a way of getting individuals or groups to sequentially go through each stage in responding toan event however pushing for complete recall of observed event or reaction contents fromall sources observing

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

The Qual-ity Cabaret

a way of analyzing agroup’s spiritual statethen inventing arts thatmove that toward whatfuture tasks require ofthe group

community spirit state analysis a way of mobilizing a community or its latent leaders to specify together all the values,styles, habits, traditions, and cultural elements in the community that predispose it to miss ordistort its best possible futures

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

fractal patterning of art inven-

tion

a way of turning myriad observations about gaps between a community’s style and spirittoday and what is needed to handle its future into one cogent new sequence of thoughts/actions that repeat on all size scales of thought and action, first in arts and events, then as anew commonsense of the community

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

fractal shows within the show a way of turning sessions of design work, rehearsals of scripts, sales of tickets, preparationsof a particular show, follow ups of a show into mini-shows each following the same newpattern of thoughts/actions constituting the core of the show: ordering lines in verses, versesin songs, arts in acts, acts in shows by the same sequence

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Aca

dem

ia:

Dev

elop

ing

a L

ife

Ba

sed

on

Kn

ow

led

ge

Weighing Evidence in

Life & Papers

a way of replacing opin-ion as a basis of yourlife and work with evi-dence

recognize the dangers of opin-

ion

a way of detecting arguments, stances, policies, and actions based only on opinion andnoticing self serving distortions and biases tilting opinions away from truth (combiningmultiple diverse frameworks’ results)

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

evidence types sequenced by

validity

a way of ranking types of evidence in order from least valid to most convincing 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

arguing which evidence is most

convincing and why

a way of comparing, not opinions themselves, but the evidence supporting them, selectingwhat to believe by what has the best evidence rather than by what appeals best to unexam-ined birth-culture assumptions within a person

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Spiral Social Plu-ral Study-

ing

a way of masteringextremely hard ideasand materials byrepeatedly studyingthem in group settings

spiral study a way of tackling difficult ideas and materials via multiple partially successful passes ratherthan trying for immediate breakthroughs in one heavy push

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

social study a way of mobilizing the ideas of entire groups as your own individual way of mastering newinformation, rather than studying alone

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

plural study a way of pursuing simultaneously related but different topics, the learning of each of whichinforms and makes easier the learning of the others

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Self, Career, Method Develop-

ment

a way of extending yourself into three dimen-sions, all of which yougrow in and manage

entooling enticing career paths a way of assembling from incomplete and suboptimal sources enough tools to master partic-ular wanted careers and career paths

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

entooling empowering self

understanding

a way of finding, exploring, and healing personal psychic and emotional demons rather thanputting them aside while more worldly success is pursued, later ruined by unresolved psy-chic and emotive problems

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

entooling yourself in hot new

methods

a way of spotting and mastering hot new methods, developed in one field but applicable tomany, years before they are so well known that supply outstrips demand for them

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Gam

ing

: R

eco

gn

izin

g &

Ch

an

gin

g S

oci

al

Gam

es

Social Games &

Their Par-adoxes

a way of expressingsocial situations you arein as games with play-ers and rules thenexperimenting power-fully by changing rules,games, or players

mapping social situations to

game types

a way of quickly and accurately identifying types of social/psychic games at work in variouscommon social situation types

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

complete characterization of

game characteristics

a way of elaborating all the game rules, players, landscapes of possible moves, and othercomponents of the games within and around social situations plus the courage to test limitsof them all via personal actions

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

recognizing where you play

smaller more limited games

than the real ones there

a way of observing yourself and admitting where you habitually play smaller or largergames than the real games there to be played or being played by others around you

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Game Spaces

a way of spotting thetype of gaming you arein, in social situations,and taking appropriateactions based on that

how you advance in particular

game spaces

a way of spotting the particular type of move required by particular game spaces if you areto advance

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

different types of game spaces a way of identifying different types of game space, each of which requires a different type ofmove if you are to advance

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

making moves from other game

spaces not seen by those around

you

a way of representing any one social situation as plural game space types at once, andthereby making types of moves other players are ignoring or incapable of

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Gaming Reality

a way of developingcourage by approach-ing serious situations asgames that you experi-mentally tinker withthe rules of

observing the play of others a way of differentiating the great, the good, the average, and the poor players of all the vari-ous social and psychic games around you

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

testing the borders of games a way of making experimental moves in order to surface and learn aspects of games other-wise hidden, deliberately or incidentally

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

inventing new rules and games a way of so orchestrating existing moves of a game so as to invent new rules, new moves,new players, or entirely new games

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Hig

h P

erfo

rma

nce

: O

per

ate

Sli

gh

tly B

eyo

nd

Yo

ur

Cap

ab

ilit

ies

Coinciden-tal Oppor-

tunism

a way of turning read-ings and experiencesinto a huge repertoireof mastered routinesyou select and combineto expand the frontierof opportunities youcan notice and utilize

use negation a way of working contradictorily, violating social norms, using others rejects 0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

know thyself a way of saying “no” to unfitting situations, resources, opportunities while addressing chal-lenges in every unit of each size scale of your self

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

automate opportunistic and

improvisational use of reper-

toires of routines

a way of building large diverse repertoires of practiced procedures shared by a group so wellautomated that instant shifting and improvising from one intricate pattern to another caneasily be done as subtle shifts in situations dictate improvisational needs

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Discipline Stretching

a way of building uphierarchical levels ofincreasingly sophisti-cated discipline in howyou think and act

identification of levels of disci-

pline

a way of distinguishing task components, self mobilization components, invention compo-nents, and social creativity components within any disciplinary area

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

identification of current per-

sonal boundary of discipline

achievement on each level

a way of assessing, at each level of any discipline, your current capability free of exaggera-tions from egotism, narcissism, self concern, pride or the like

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

extrapolation beyond personal

capabilities at each disciplinary

level

a way of designing exercises that require operation beyond personal disciplinary skillsalready achieved, just far enough beyond to be attainable but not so attainable as to beunchallenging, hence, not mobilizing fully one’s resources and attention

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Effort Leveraging

a way of developingextremely diverse chan-nels for your effort thatdeploy it in fundamen-tally different ways

resolving historic force para-

doxons

a way of getting large results from small inputs via directing those inputs at where historicscale forces are supporting unwanted dynamics or blocked from supporting wanted ones

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

rebalancing abstract situation

dynamics

a way of getting large results from small inputs via directing those inputs at growingabstract dynamics slighted or underattended to by current investments or shrinking suchdynamics overemphasized by current investments

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

tuning interactions among

social automata basic units

a way of getting large results from small inputs via directing those inputs at ways to tune theinteraction patterns of large numbers of interaction units in social automata models of situa-tions

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

32 General Effectiveness Capabilities, 96 Particular Effectiveness Methods, 288 Functions Effective People are Good at or Not Done by Ineffective People

Capability MethodMethod

Description Function Function Description Scoring

Page 17; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Infl

uen

cin

g P

eople

: R

ou

tin

es,

Res

earc

h, R

each

Ou

t, a

nd B

rok

erin

g

Pro

gra

mm

ing:

Dev

elo

p

Rep

erto

ires

of

Ro

uti

nes

Process-ware

a way of designing soft-ware such that everyfeature addresses theroot cause of why someprocess is not satisfyingsome customer with itsoutput’s traits

all software features address pro-

cess root causes

a way of getting all software features to address root causes of why outputs from process steps dissat-

isfy customers of process outputs

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

all software features accompanied

by socialware products

a way of specifying for each software feature what new social arrangements of work are required to getvalue from the software feature

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

software platform kaizen a way of identifying software feature sets and socialware feature sets shared across applications andincrementally improving such sets continuously and independently of new applications being built

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Levels of Abstrac-

tion Model-ing

a way of representingany situation with thefewest (hence mostabstract) ideas so myr-iad complexities can besimply expressed bycombining a fewabstract operators andoperands

local operators and operands speci-

fication of software situation

a way of categorizing the types of operators applied to the types of operands involved in every functionthat an application is to perform in a situation

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

organizing local operators and oper-

ands into minimal grammar

a way of finding the minimal set of operators and operands sufficient to cover every possible functionwanted or needed to handle unexpected non-linear side-effects of operators operating in a situation

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

extreme generalization of minimal

grammar components

a way of generalizing every possible abstract dimension of any minimal grammar so that the actualapplication built from that minimal grammar merely sets parameters specifying one system from myri-ads of related systems specified by other parameter settings

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Ecological Software Develop-

ment

a way of harnessingevolutionary processesto create software out oftuned interactions ofhuman in social arrays

minimize building a way of getting customers to distinguish need-to-haves from want-to-haves on a scientific basis and away to articulate functions needed so finely that routines for most of them can be found on the openmarket rather than built

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

establish a market of groups of peo-

ple competitively creating code for

all functions

a way of setting up a market of groups of people composing code together than competing with othergroups to offer code for each function in a project, and competitively presenting why their group’s wayof coding is better than the ways of other competing groups

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

division of all applications into

macro language, and application

functions built by users and devel-

opers with it

a way of creating a language, for all applications, in which developers create the application and inwhich users add additional functions later turned into “the application” in annual developmentalupdates

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Res

earc

h:

Tu

rn I

nfo

to

Kn

ow

led

ge

Reviewing Literature

a way of comprehen-sively summarizingwhat knowledge accom-plishments are latent ina literature quickly andaccurately

reading for completeness of history,

method, results, themes, schools,

questions researched

a way of pushing what you read and how you read it so your reading produces complete coverage ofquestion researched, themes pursued, results achieved, methods applied, and overall history of develop-ment of each of these in a field

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

producing causal models from read-

ings

a way of turning articles read into causal models showing what input variables interact in what ways toproduce what output variables

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

representing knowns and unknowns

and their degree of establishment in

a field

a way of mapping all the unknowns that a field has discovered and wants now to investigate and all theknowns that a field has established with some degree of solidity and wishes to move beyond

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Interview-ing

a way of structuringinterviews so that manyextremely diverse ave-nues are applied multi-ple times each toextract information

a typology of what to interview for a way of distinguishing what you wish to get from interviewing people--information types, sourcetypes, access types

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

turn naive questions into research

questions

a way of specifying the knowledge entity types you wish an interview question to produce, and theform of interaction between interviewer and respondent that best produces that knowledge entity type

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

fractal interview dramaturgy a way of segmenting overall interviews into three or more smaller similarly structured dramas ofinquiry, so interruptions do not eviscerate the cognitive emotive drama of inquiry

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

The Research Process

a way of sequencinginformation tasks sothey accumulate intovalid research resultsabout how parts of theworld affect other parts

maintaining superior creativity

standards of all component steps of

researching

a way of driving each component of researching toward levels of creativity greater than what existingcompetitors, journal editors, publishings, and institutions expect, tolerate, or forbid

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

experimental and boolean combina-

tion practice and theory case collec-

tions

a way of collecting practice cases and theory invention cases, and organizing them into experimentalframeworks or boolean combinations that highlight crucial outcomes and crucial inputs, and crucialrelations between inputs and outcomes

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

parallel development, testing, and

implementing of competitive mod-

els

a way of developing plural diverse models of the same phenomenon in parallel, testing them all rigor-ously enough to spot patterns and uniquenesses among them that become your invented new theories/practices

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Pu

bli

c S

pea

kin

g:

En

tra

nce

Oth

ers

wit

h I

dea

s

Evaluating Presenta-

tions

a way of evaluating howwell presentationsimpact their audiences

how many environments did you

turn into channels of communica-

tion

a way of starting out poor at presenting and using feedback from audience evaluations to drive you toperfection not overall only, but to perfection in each possible environment latent in the presenting situa-tion

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

what boring norms of each channel

did you violate and improve on

a way of defining “perfecting” your presenting relative to what others do before and after you so youperfect what is actually there in audiences when and where you present not vague general situationsthey are not now in

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

what research of audience before

and after presenting drives your

points home

a way of mastering now just contents to present but models of who you are presenting to so your pre-senting is packaging crafted to perfectly impact actual present audiences hopes, dreams, sufferings,confusions in ways that result in mastery of the contents you are out to “convey”

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Presenta-tion Tools

a way of deliveringmultiple types of con-tent each via multiplechannels of human sen-sitivity and sensationtill critical mass isachieved

using anything but your words and

mouth to communicate with

a way of recognizing that series of words from a mouth to a passively sitting audience are the slowestand least effective way to communicate anything so you develop tools beyond them that communicatefor you

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

types of presentation environments a way of distinguishing continuously displayed messages, interaction events, and cognitive/emotivesequential dramas unfolding as ways of conveying any message

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

presenting by surprises a way of making interruptions, errors, latecomers, audience members, competitor speakers, waiters themain conveyors of your messages instead of you up front talking or pointing or popping Powerpointslides

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Repertoire Develop-

ment

a way of building up arepertoire of parts ofpresentations andentire presentations tocut and paste into myr-iad new instantly greatones

turn interests into material packages a way of comprehensively surveying your own interests and the worlds and choosing topics where bothintersect to develop cognitive, display, analysis, human interest tools and equipment for

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

researching the hooks that get audi-

ence lives into topics

a way of researching topics not just for innovative idea content or pioneering applications and uses butalso and more importantly for transformations of audience member life aspects that audience memberscan do something about after hearing you speak

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

using single presentations as cracks

into which whole repertoires

expand

a way of turning single speaking invitations and occasions into doors for presenting sequentially yourentire repertoire of already developed topic-tool sets

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Neg

oti

ati

ng

: T

urn

Str

ife

into

Co

mm

un

itie

s o

f C

are

Ubiquitous Negotiating

a way of living a life ofcontinual daily negotia-tion: practicing chang-ing the terms of everysolid situation in yourworld

develop the habit of asking for

exception

a way of developing the courage to find the limits and boundaries of every situation then investigateexceptions and ways to violate them, without harm, in every situation of every day

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

turn people encountered into part-

ners of exception invention

a way of talking to other people encountered that turns them into partners helping you get exceptions noone else asks for

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

leave your mark on every situation a way of changing the rules in every situation and person you face so they never forget encounteringyou and have tangible changes around them after you leave proving that something wonderful wasthere

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Reframing a way of developinghuge repertoires offrameworks for viewingideas then selectingparticular frames thatallow you to see whatmessages mean in otherpeople’s frames

visible and invisible negotiator

assessment

a way of fully realizing the parties negotiating for each side, both those visible and appointed and thoseinvisible but there by consultation or eventual reaction threat, and tuning offers to influence all partiesnot some

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

the 70 component negotiations of

any one negotiation

a way of handling all the quotidian negotiations within any one big one so as to expose differences offramework that make messages mean differently to receivers than senders till all master all frames/mes-sages

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

establishing a solace system of con-

tending collaboration

a way of establishing incrementally a community of common suffering and frustration and care andhope among the people negotiating that becomes the basis for fair treatment and honest evaluation/offering

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Self Emer-gent Con-

sensus

a way of turning negoti-ating parties into com-munities of care thatwant all their membersto win

negotiation inversion a way of partnering with your negotiation opponents to commonly devise negotiations with the backersof yourself and them back home that create the chance for designing a win win solution both parties cansupport

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

establishing and tuning negotiation

social automata

a way of establishing flows of interaction among all parties, visible and invisible, present to a negotia-tion and tuning their connectedness, diversity, and patchings distribution till consensus emerges

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

a repertoire of frameworks for

viewing negotiation

a way of developing a repertoire of diverse ways of framing any negotiation that allow you to outflankcontinually and easily rigid pre-conceived “strategies” that aim to manipulate a victory by defeatingother parties

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

32 General Effectiveness Capabilities, 96 Particular Effectiveness Methods, 288 Functions Effective People are Good at or Not Done by Ineffective People

Capability MethodMethod

Description Function Function Description Scoring

Page 18; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Ch

an

gin

g C

om

mo

nse

nse

: U

pda

tin

g D

eep

est

Ass

um

pti

on

s, E

xpect

ati

on

s, R

ou

tin

es

Pro

du

ctio

n:

Ta

lk t

o t

he

Wo

rld

by

Wh

at

Yo

u P

rod

uce

Product Develop-

ment

a way of continuallytalking to the worldthrough things orevents you producerather than with yourmouth

the need, capability, and product

track of product development

a way of keeping distinct and individually managing the evolution of what is needed, of capabilitiesnecessary to meet such needs, of processes that produce products using those capabilities to meet suchneeds

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

establish a social automaton to

develop the product

a way of setting up populations of interacting basic units, organized into abstract neighborhoods, andorganized thru time by rhythms of connecting and separating, detaching and engaging, etc. to evolveneed, capabilities, and processes/products

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

tune production social automaton

till product and process emerges

a way of tuning interactions of production social automatons by adjusting connectedness, diversity, anddistribution of patchings till better-than-wanted results emerge

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Manage-ment as Building

Movements

a way of recruiting vol-unteers to implementnew visions by formu-lating them into localchapters, entooled topioneer demonstrationprojects

assessing idea waves that pass over

the world economy

a way of counting, naming, and ordering the waves of new ideas and practices that pass over the world,so that you combine and edit sets of them to implement as movements in organizations you are respon-sible for

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

the paradigms of movement forma-

tion

a way of establishing movements, eliciting them from bureaucracies used as libraries of capabilities todraw from, that calls forth volunteers, forms them into local chapters, equips them with common meth-ods, and intensifies them into markets of competing excellence

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

the fractality of all movements a way of setting up large-scale movements each region of which sets up its own medium scale move-ments, each site of which sets up its own local movements--all adapting the same themes and practiceprotocols to their local needs and terrains of capability and interest

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Global Quality

a way of fusing pro-found quality principlesat the base of dozens ofglobal movements inanything you do

fusing ten global quality-related

movements into one

a way of articulating ten or more global quality-related movements in a common framework of prac-tices and movemental tactics directed at heightening various forms of possible quality

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

inventing value-meshing practices a way of uniting quality-related movements that usually compete, not cooperate, by inventing localpractices that unite the fundamental values of several of them

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

evolving into other dimensions of

globalization

a way of globalizing bodies of knowledge not just in terms of getting entire workforce to master them,not just in terms of uniting global movements related to them, but in terms of commonsense type used,technology base, ways of assessing customer need, creativity models used, plus others

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Sy

stem

s:

Pla

n O

n &

Use

Sid

e-E

ffec

ts a

s Y

ou

r M

ain

On

es

Evolution-ary Engi-neering

a way of designing sys-tems that self con-sciously evolve

engineering systems that self con-

sciously evolve

a way of changing design processes from ones devised to handle design of mechanical systems to newones devised to handle design of self conscious systems that evolve in response to how they see them-selves evolving

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

managing design by events and sur-

prise

a way of getting hundreds of people in mass workshop events, following expert protocols in parallelinteracting workshops, to do the steps of evolutionary engineering design, rather than depending onsmall elite staff experts

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

perform error analysis a way of using errors found in products of evolutionary engineering processes to improve continuouslythe definition of that process and how its parts of done

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

System Modeling

a way of modeling non-linear system so as tonotice and predict thetypes of behaviors theyare capable of

the “gets done and does not get

done, works and does not work”

matrix

a way of getting people in organizations to map the talents of any group and the neuroses--costs of eachof those talents--for that group

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

reactions to reactions matrix a way to map how each stakeholder reacts to the particular reactions of certain other stakeholders to anyone action

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

simulation: system dynamics, pop-

ulation automata, social simulations

a way to evolve from abstract, unconstrained models to more concrete and constrained, realistic mod-els, extrapolating from their differences what real operation will be like

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Surprise Theory

a way of spotting thetypes of surprise a sys-tem is capable of pro-ducing and preparingfor them

map of types of surprise a way of building a map of all the major types of surprise that living in a non-linear world produces inpeople equipped perceptually, emotionally, and cognitively as humans are

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

dimensions of life and work in

which surprise appears

a way of accounting for all the dimensions of life and work of any person, in each of which all surprisetypes are likely to appear

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

extrapolating your projects into

your future surprises

a way of mapping the component tasks of your personal projects onto types of future surprise they willlikely lead to, non-linearly

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Co

mp

lexit

y:

Gen

era

te C

om

ple

x

Ou

tcom

es f

rom

Sim

ple

In

pu

ts

Genetic Algorithm

a way of setting up pop-ulations of competingagents the most adapt-ing of which spreadthroughout the popula-tion mutating into con-tinually improvedforms

properties of genetic algorithmic

systems

a way of distinguishing/establishing aggregation means, nonlinearity sources, resource flows, diversityconcentrations in systems of genetically competing populations

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

mechanisms of genetic algorithmic

systems

a way of distinguishing/establishing tags (names), internal models (of the system as world), buildingblocks (semi-permanently aggregated local units in systems of genetically competing populations

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

processes of genetic algorithmic

systems

a way of distinguishing/establishing performance subsystems (if then rules), credit assignment sub-systems (who contributed to good partial results), and rule discovery (rule schema with some blanks) insystems of genetically competing populations

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Biosense a way to replacemechanical means ofthinking and doing withmore biologic ways

dimensions of mechanical sense to

update

a way of ferreting out all the aspects of your life and work that now are based on unconsciouslymechanical images of operation

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

the indirectness and populationness

of biologic thought

a way of practicing and imagining the degrees of indirectness and acting-via-setting-up-populations-of-interacting-units involved in biological ways of thought and action

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

niche cascades a way of distinguishing evolution from complexity of basic units behavioral repertoires, to complexityof basic unit mergings with other units, to complexity of the system components inventing grammarsrepresenting what combinations of other components do, to complexity of components as programssequencing actions of other system components then sequencing other such programs

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Social Automata

Process

a way of organizingpeople into cellulararrays and tuning theirinteractions till better-than-wanted resultsemerge

establish the social automaton and

its reflection system

a way of setting up basic unit populations, having designated behavior repertoires, organized intoabstract neighborhoods, with interactions within and among neighborhoods

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

tune the automaton performance a way of tuning the degree of connectedness, diversity, and patchings distribution in the system till bet-ter-than-wanted results emerge

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

filter out accumulating noise, prune

it away

a way of pruning away happenstance “noise” effects that mask recognition and operations of better-than-wanted emergent results and pruning away unneeded tuning parameter constraints for gettingthose results

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Imp

lem

enta

tio

n:

Tu

rn

Idea

in

to R

eali

ty F

ull

y

Pain Shar-ing

a way of equalizing theoutcomes of implemen-tors so none areunfairly taxed or disad-vantaged doing imple-mentation work

switching conceptualization cul-

tures to implementation cultures

a way of making people conscious of deep roots of avoidance, dislike, disrespect for, or avoidance ofthe practicalities of implementations and replacing those roots with roots of embracing, liking, respect-ing and improving the practicalities of implementations

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

specifying fully what implementa-

tion means, involves, costs, attains

a way of fully imagining, conceptually, socially, emotionally what each aspect of implementing an ideaor practice really costs, requires, involves, produces

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

balancing costs to personnel of

implementation aspects

a way of pairing those whose work/lives are made easier by implementation aspects with those whosework/lives are made more demanding or difficult so all can fully support implementation and shareloads

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Phase Gates

a way of insuring thatphase gate criteria aremet before projectspass on, preventing theexpense of delayedproblem solving

defining phase gates a way of segmenting an overall production process into intermediately produced partial products theattainment of each of which requires complete resolution of certain profound problems of production

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

forcing the uncovering of problems

at each phase gate

a way of using each phase gate in reality to force all stakeholder problems into visibility and commonconsideration beyond the confines of that stakeholder for collective solution by all stakeholders ratherthan blaming the stakeholder responsible

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

specifying and carrying out phase

gate battles

a way of conducting each phase gate battle to surface hidden problems by some stakeholders so as tomake it completely impossible for problems to be avoided, hidden, and having their solution delayed

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

Optimize Ideal

Energy Flows

a way of getting all theenergy in a system to gowhere it is intended,removing the possibilityof unwanted side-effects from free undi-rected energy at work

optimizing not wanted results but

ratio of results over variance in con-

ditions of use

a way of optimizing organizations or designs so that it is not raw performance that is optimally obtainedbut that performance achieved over all variations likely to be encountered in the actual use environmentencountered in reality

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

optimizing not to eliminate prob-

lems but to get energy to entirely

flow in intended paths of the design

a way of optimizing not to make visible problems go away but to get all energies in the system to flowin intended design paths of the system so not extra energy lies around available to cause trouble

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

optimizing not to attain point per-

formance values but to hold reliably

entire lines of values to subsystem

can adjust to help each other

a way of optimizing not to attain single planned best point values but to reliably attain entire line seg-ments of values so each subsystem design can be modified, while holding reliable performance, so as tohelp adjacent or influenced subsystems nearby to attain their wanted performance values--this elimi-nates fights between subsystem teams

0..1..2..3..4..5..6..7..8..9..10

not true of me true of me

32 General Effectiveness Capabilities, 96 Particular Effectiveness Methods, 288 Functions Effective People are Good at or Not Done by Ineffective People

Capability MethodMethod

Description Function Function Description Scoring

Page 19; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Brief Models of Strategic Leadership Capabilities in Businesses and Practical Intelligence Skills of Various Professions for Comparison

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128 Functions Basic to Leadership & Management from Academic ResearchCopyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Create a Self:Assess yr personal

culture; Educatedness;

Assess cultures of others

W&C

Correct

in Reasoning:Correlate not= cause;

past not= future;problems not = crises;

Flaws

S&H

Tune/BalanceEmotion:

W&C

confidence to pride;respect to fawning;

Manage Self Interior:expce to strata tomodels to apply;

Mzreflection

S&H

Attractive:warm & openenough to win

trust, elicit concernsof others

Xx

Influencefrom Empathy:

Make all all aroundyou more powerful

sensing wants/needs/ables

S&HForesight

from Empathy:Guess emotive

reactions/ideas ofothers via benevolent

embracing of humanityof others

S&H

Undying Skeptic:knows human self

exaggeratn impor-tance inflatn

tendency

W&C

EstablishSolace Systems:

before morality peoplemust see/meet to care;

get people to care bygetting them to meet others;

W&CCompensate

for Neuroses:

Courage to care inmarkets; dissent in

hierarchy; think in clans;have discipline in anarchy

S&HSituation

Discrimination:Know when to slack/tighten; give/take;believe/challenge

S&H

Position toPersuade:Spot situatn thatallows persuasn.Move to close.

Slough Mind:transcendentallyposition self/mind

beyond reason’scacophony

W&C

Case Repertoire:read much from

slight signs;speed

diagnosisS&H

Learn from Failures:

S&H

Accumulate failure index into insights; blend

forward/backward reasoning

XxPersonal

Strength & Maturity:messes = neats;

crises = borings;

S&H

Problemlessness:use plans as

observation platforms;take disruption as normal

XxOpenness to

Self Change:

solicits feedack &models for continualself improvement

S&HExpose

Espouse/Enact

in self and others:uproot defensive

reasoning; spot theorie-in-use

Gaps

S&H

Internalize OtherStakeholder

Viewpoints on myacts

XxQuick Study;

able to master entirely new fields

in days/weeks not months

BroadMental Speed:

able to reason/feelthru complex situationsrapidly, flexibly, loosely

S&H

S&H

CognitiveOperation Efficiency:use relevenat cues,

apply apt procedures,determine urgency;

Mz

Learn from BestAround You:

seek excellence& apply it

MzInvent

Multi-dimensnlActions:

acts that fulfill pluraldiverse goals with 1 action

Mz

Wealth fromDiscerng the Game:

use mor e stringentframes to spot routes

to wealth from allowed games

MzImproved

Lives/Societiesfrom Discerng the Game:

stringent frames to spotroutes to social improvement

Mz

Invention:ChangedGames via Discerng

the Game:creation from

stringent framing

Xx

Strategic Thinking;translate long term

trends intoown orgchanges

Implement Strategy: able to change

huge orgs inwanted ways

Xx

Personal Integrity:refusal to use complexity

& plural dimensionsas hiding places, for self &

others Xx

Leading =Make Others

Leaders, caring =make others care

Mz

Xx

CustomerDriven:

refuse any priorityover satisfying customers

XxQuality

Totalization:tool generations,

process cascade toolsfor continuous improvement

installed

MzTeach

Learng fromExcellence:

legitimate peripheralparticipation

Analytic & CreativeStandards of Solving:

finding p/c/s/i/e &failr index

bldg W&C

S&H

DevelopmtSpace for

Subordinates:deploy challenges &

skills & net supports

S&HHelp Yr BossSucceed:

create/use suchdependency

S&H

TranslateBetween Levels:

up-needs to policy,down-goals to means

W&C

Increase Social Indexing Level:

by events, workpersonalizn.

W&CCommunity

of Doers/Be-ers/Knowers Motivatn.

perfmce=aptdXtrngXresXdesireXcommitmt

W&CDelegate &Empower:

small wins, goal/authority/res.s delegated

XxDevelop

Orgl Talent:balance perfmce

now & later

Xx

Deploy All Yr Tasks:develop capabilities till you can de- ploy all yr tasks

Xx

CrossFunction Teaming:

work acrossprofessns.

Xx

Effective Teams: topic-treatment repertoires developed

W&C

Enforce Absolute Get- ting Ahead:

holdg back others found &

W&CReplace SocialCapital with

Tolerant Diversity

MzMz

Mz

Mz

XxXx

Mz

Mz

Mz

S&H

Xx

W&C

Mz Mz

Mz

Mz

forbidden

Schedule Well:plan/emergents,

reason/emotion;staff/customer

Administer Well: flows in/out;

measuring/allocating

Designing Well:engineering skills

applied to vision, goal, measures, deploymts.

IllusionlessAnalysis:

balance themeasurable w

the unmeasurble

Own Standards’Personal Drive:

above peers &sitns.

Drive for Results:short/long terms; all stakehldrs

Push Yr Items on Others”Agendas: formulate

messes/vaguenesses into yr proposls

Fix FlawedSituations =

missg 1/2 keyingrediants

Invent Great Disciplinesof Handling Time,

Info, Stress, Career:

manage self externally

Decide Well:wise risking when face

imperfect

alternatives

Establish Credibilitywith Super/Subord.s: fufill their expectns

then surpass them all

Evolve Powerof Self/Others:Thru Stages:

neg/ass/partnr/trans

CoachIndividuals:

erect envnmts.they adapt to = grow

CoachGroups:

apply wide repertoireof diverse frames

Coach Org.ns:

package messagesfor differeces in frame;practice org-changing

moves

Coach Configs of Orgs:lateral management w/o authority

Consistent Direction in

Self and Others: adapt, fix errors,

follow thru

S&H

Update Tech.l Knowledge:embrace new means that others still

avoid/delay

Xx

Environment & IndustryPerspectives:

maintain connection outside orgn. so

can orient it

Xx

XxBsns/Fncl

Perspective:see all as flows of

money

Skill Acquisition Strategy:

declr/procdrl content; abstract/grounded content; plural appln scales W&C

Mobilize: convert inertia into initiative, morale, effort, challenge,

growth

Mz

Communicate Actually:surpass boring Power- Point slides; present

after get audience requiremts.

Mz

ManageConflict:

De-person-alize &Personalize;

Evolve power in stages

W&C

Tune Operating Performances:

inputs/outputs; focus/finish;

self/others; Xx

Staff for High Perfmce:

find/attract/grow people better than

yourself

Xx

Balance Operations,Developmt., External Communication: focus + report

S&H

LeadInnovation:

Invite coalitionsfor change, weave them

Xx

GenerateNew Power

from Nothing:rather than compete

for old estabshd power

W&C

Organizefor AttaingVisibility:

find/fix org’sbiggest problem

S&H

Seed Non-Linear

Amplification ofVirtues into Virtue

Bubbles

W&C

Master Discipline ofTransplantg

Practices Across Cultures

Mz

Seed Orgn with Virtues: measure productivity effects of virtues; solace system

supportsW&C

Split AllRoles into

Public/Private Parts:resp.ble for own

plus relatns to whole

W&C

Division of Power: only leaders that em-

power followers to stop their own

faults succeed

W&C

UpdateVirtues forTimes/Needs:

debunk traditions

Xx

Avoid Vision Flaws: partial,

unurgent;

changing,unconvincing,

KotterKotter

Kotter

Kotter

Avoid Operation Flaws:weak coalition, under-

communicating, obsta-

cles to vision un-

removed, no seeding with

small wins

Avoid Declaring Victory Too Early:

before non-linear responses/effects

are in

ChangesUnanchored:

in culture, structures,institutn., envnmt.

KelleyKelley

Kelley

Kelley

Broad/Deep Self/Orgn.Risks:

risk must penetrate and be chosen by whole orgn.

Perfect Clarity of Self”s: nature/goals/ways/values

Exent Own Mind: with social nets

See Beyond Others: in peers,custmrs, co.,

competitors, creation

Lead byKnowledge,

Focus, Show,Extreme Investment

Spot Ability Unused: in natnl/orgnl

cultures

Bennis

Bennis Bennis

Bennis

Evolve:

resolve/view/msre/desire/mastery/strategy/expressn/ldership

PromoteDreams:

weave variety,enthuse from abyss

Dually DoToday &

LongTerm:exquisite balancing

of stakeholder interests;finesse peo. into growth

K&P

K&P

K&P

K&P

Challenge Current Ways & Processes: opportunity,

experiment,risk

Inspire Shared Vision: envision the future,

enlist allies, find & tip tipping points

Enable Others to Act:reward helping others succeed more than

helping self succeed

encouragethe heart &

set example:recognize/celebrateGardner

Gardner

Gardner

Gardner

Community w Audiences& Engage/Detach

Rhythm

Embodiment from Storyand Vice Versa:

marshal s/o to risk challenge part

of world

See Self as Tool, Widen

Contacts Till Huge, relative to audiences

Check PersistPowers with

followers empoweredto stop leader faults

Leaders Create Identityin followers pulls them beyond $;

L=Philosophic Art

Grint

Leaders Fulfill Steps inAudience Imagined “Leader Idea”: but depart enough for

authenticityGrint

Inventive Enough to wrongfoot consistent

opponentsGrint

Leaderschoose followers

that do not followenough to fixleader errors

Grint

S&H

S&H

S&H

S&H

Fear createsbad data & turns

leaders to defensivetyrants

deliberateabrasion, hire

opposites, embracedragon of why can’t

Helicopter:draw back at times;

Break boundaries;home at work

Apply Design Skills to Extremely Outside Areas for insight

Senge

Senge

Senge

Senge

Not personsbut systemsas causes

Distinguishdetail from

dynamic complexity

90% workto find tippingpoints; 10% to

act at such points

Deepen causes beyond CS, distribute causes across whole system

G&O

G&O

G&O

G&O

Leadershiphides/fightsemergents

If Leadertraits are instead

follower ones =good leaders

the Sage-Fool Tandem:zuz followers make

leaders overween

Great Leader= makes followers

brave enough to notflee responsibility

via leader worship/blame

Jaworski

Jaworski

Jaworski

Jaworski

Lack of self

& world knowledge;preference for

happenstance own ways

Rich MeansPoor Ends:

why and what forquestions unasked

ChangelsssChanges:

even nominal risksscare them

Miss Plural Stake-holder Interactions that are really in chargecontext

CBellCBell

CBell

CBell

Call to Adventure: Refusal of Call;

Despair in present self

The Guide, Threshold,Road of Trials

Tests-Helpers & the Supreme Ordeal

the Return,

the Elixir Gift,new Call to Advtr

Manage Your Self Manage Your Emotions

Manage Your Positioning

Think Beyond Others

Poise [Structural] Cognition

Use Abstract Models

Integrity of Actions

Evolve Quality to Creativity Manage Level & Function Inter-Relations

Develop Capabilities

Non-Conformant Teaming

Efficient Office LogisticsExemplary Drive

Grow Power

Evolve Inter-Level Power

SELF AS EXQUISITE TOOL THOUGHT TO ACTION MACHINE

GROWING THE POWERS OF OTHERS

ALL SCALE EXERCISE OF POWER

Plurality of ViewpointsMotion Generator

Weaving Coalitions

Multi-Frame Visibility

Invite to CareShun Superficiality of Action

Guide to Deep Places inConsciousness & Life

Replicate Own Growth Process

Elicit MovementPlay to the Unborn

Self Correction by Followers

Get Outside the Box

Handle System Effects Leadership is Mere Myth

Bribed into Conservatism

WEAVE DIVERSITY INTO FOCUSSED MOTIONFOUND EFFORTS IN HUMAN SPIRIT DEPTHS

WEAVE LEADERSHIP OF OTHERS

Live the 1 Story

HIGHER STANDARDS THAN YOUR OWN WORLD

ELICITING AND WEAVING POWER

ELICITING AND WEAVING HUMANITY

Xx = Role Model Manager Spec, Xerox, 1992, draft; S&H = Sternberg & Horvath, Tacit Knowledge of Leaders, 1999; Mz = Mintzberg, Managerial Competencies, 2004; W&C = Whetten and Cameron, 5th edn. Developing Management Skills, 2003; Kotter, Kelley, Bennis, Louzes and Posner (K&P), Gardner, Suarez and Hirshberg (S&H), Senge, = all from van Maurik, Writers on Leadership, Penquin, 2001; Jaworski Synchronicity, BK, 1996; Gammil and Oakley (G&O) from Steers et al, Motivation and Leadership at Work, McGraw Hill, 1996; CBell = Joseph Campbell, Hero with 1000 Faces, 1958

Page 20; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Role Model Manager Spec, Xerox, 1992,

unpublished draft

Tacit Knowledge of Leaders,

Sternberg and Horvath, 1999

Managerial Competencies

by Mintzberg 2004 (modified by Greene)

Whetten and Cameron, 5th Edition and Cameron, Dutton, Quinn 2003

Miscellaneous Other Lists of Leadership Skills

strategic thinking--interpretlong range trends into ownorg imperatives 29

establish credibility withsuperiors and subordi-nates--ferret out and distin-guish what they expect, need,want from you and demon-strate mastery of all requisiteskills, justifying any depar-tures from thosedessiderata59

managing self, internally (per-sonal competencies): turnimpression into experience,derive abstract model from casesextending application range,grounding abstract modelsappropriately in local cases,reflection, strategic thinking4

developing self awareness (personal) personal culture, adaptability (personal change culture), interaction

habits (social interaction culture), learning styles (cognitive culture)--cause: self management, emotional intelligence, understanding dif-ferences of others; defining your personal culture in enough detail todistinguish self from others at levels of detail you can act on toimprove yourself; outgrowing all the values put into you by growingup in a particular family, tradition, nation, gender, era, profession,locale, language (educatedness)1

American Management Association 2000customer focus, use info to solve, recognize problems, implement solutions, up-down-peer

credibility, turn words into acts, listen and ask, contribute to firm mission, team work,identify innovation chances, set standards, coach, time management, implement improve-ments, set priorities

1

strategic implementation--marshal processes,resource allocations, staff-ing, and structure behindintents30

shrink the crisis-componentof all problems brought toyou (except a very rare few)--establish management ofself and emotion by demon-strating poise under pressureand under relaxation, treat-ing crises as normal, talkpeople through simple obvi-ous solution strategies and letthem apply them freely16

managing self, externally (per-sonal competencies): buildingcompetitive disciplines, findingand cloning great disciplines,surpassing great disciplines ofhandling: time, information,stress, career57

managing stress (personal)eliminate stressors, develop resiliency, use temporary coping mecha-

nisms: time (overwork, lack of control), encounter (role, issue,action conflicts), situational (unfavorable work conditions, rapidchange), anticipatory (unpleasant expectations, fear) stressors; han-dle time stress via separating urgency from importance, via entool-ing for handling importance, handle encounter stress via buildingcommunity with colleagues, via managing emotion with meditativedetachment exercises; handle situational stress via work redesign toinvent freedom of maneuver; handle anticipatory stress via “sur-round” environmental tactics, via incremental small win steps;develop resiliency--physical self management, psychic balanced lifedimensions, social support/supporting nets13

Luthans, Rosenkrantz, Hennessey, 1985build power, communicate with outsiders, manage conflict, make decisions, communicate

with insiders, develop subordinates, process paperwork, plan and set goals

2

customer drivenness--refus-ing any priority over thatof satisfying customers33

create developmental spacefor subordinate leaders--create space for subordinatesto develop themselves by try-ing roles, responsibilities,skills out, give rough proce-dures for success and inviteelaboration and extension byothers; deploy decisionswidely to others39

leading individuals (interper-sonal competencies): setting upenvironments that others growby adapting to, using andenhancing diversities of varioussorts in individuals and groups:selecting, teaching, mentoring,coaching, inspiring, dealing withexperts61

solving problems creatively (personal)[Greene improved] analytic solving: finding problems, causes, solu-

tions, implementations, effects, errors: deepen and distribute each;creative solving: alternate engagement with detachments accumu-lating a failure index rich enough to suggest full solutions: developlifespan repertoire of diverse frames allowing you to see more in sit-uations than anyone else; 36

Camp, Vielhaber, Simonetti (why managers fail)poor communication, poor people handling, unclear expectations, little delegation, little

teamwork, missing trust or integrity, inability to motivate, poor plans, performanceunmonitored and missing feedback, little unblocking of blocks to performance

3

inspiring shared visions--mobilizing motivations fora challenging but reachablefuture while enabling con-crete steps towards it39

translate between org levels--translate institutional strate-gic goals into imperatives forsubordinates and translatesubordinate situational limitsto institutional authorities39

leading groups (interpersonalcompetencies): developingimmense repertoire ofimmensely diverse frames thenusing them for: team building,resolving conflict, mediating,facilitating processes, runningmeetings68

communicating supportively (interpersonal)problem not person, emotion/thought consistency not inconsistency,

describe not evaluate, validate others’ experience and own differ-ences of experience, specific not global/general, connect to previousstatement of other rather than leap to own different context/interests,take personal responsibility for statements rather than situationalizethem, ask for stratified responses in sequence [Greene improve-ment]71

Andersen Consulting 2000Leaders: less controlling, share authority, culturally attuned, encourages challenge, clear

vision, likes risk, creates motivation, handles intellectual diversity, entrepreneurEmployees: creative, builds teams, flexible, technical competence, handles ambiguity, fast

accurate execution, socially smooth, emotionally suave, communicates well

4

decision making--wise risk-ing when choosing amongimperfect alternativeswhile having limitedinformation58

link practically local successesyou achieve with wholeorganization challenges--protect the organization,manage so as to change itappropriately, and masterindirect ways to handle prob-lematic people andsituations40

leading organizations (interper-sonal competencies): packag-ing messages for interpretativeframe differences throughoutcommunication channels so“said” becomes “heard” for:organizing, merging, buildingculture, managing change63

gaining power and influence (interpersonal)Personal Power Sources: expertise, attraction, effort, legitimacy; Posi-

tional Power Sources: centrality, criticality, flexibility, visibility, rel-evance; Select Strategy to influence others, Influence UpwardOthers, Assertive Negation of others’ influencing you inappropri-ately; Influence Strategies: retribution, reciprocity, reason; SellUpward: role appropriate, mix self-other-firm benefit, erect commu-nicative environment, propel best part of firm’s values/visions, dem-onstrate superiority to thinkable alternatives, demonstrate practicallypayoff and do-ability, form coalition having all needed medium-termskills, find which leader sponsor will benefit most careerwise bysponsoring you,60

Curtis, Winsor, Stephens 1989minimal: communicates well, listens, enthusiastic, writes well, technical competence,

attractive appearance; medium: socially smooth, communicates/writes well, determinedand persistent, enthusiastic, technical competence; optimal: works well 1 on 1, gathersinfo and decides well, works well in groups, listens and counsels well, gives effectivefeedback, writes effective reports, knows job well, projects good firm image, uses comput-ers and latest cellular display publishing devices, knows management theory finance mar-keting accounting

5

quick study--willing andable to master and modelcomplex new areas ofknowledge in days orweeks not months/years asneeded by the business21

help your boss succeed--detectwhat your boss’ customers,subordinates, and superiorsrequire of him/her anddirectly devise programs thatassist him/her satisfyingthose requirements38

leading configurations of organi-zations (interpersonal compe-tencies): managing laterallyrather than vertically (up anddown) replacing authority andlocal repute with emergentauthority and repute: network-ing, representing, collaborating,promoting, lobbying, negotiat-ing, dealing, politicking, protect-ing, buffering64

motivating employees (interpersonal)performance = aptitude x training x resources (= ability) x desire x

commitment (= motivation);motivate by: goals/expects that are clear, accepted, challenging, with

performance feedback; ability developed via aptitude, training,resources; reinforcement of goals and performance via disciplineand rewards; equity via social comparison pain sharing and personalexpectation benefit sharing; salience by personal talents spot/use andpersonal needs/weakness spot/use; timeliness by pulsed accelerationof pacing into accomplishment weaves41

Van Velsor and Leslie 1995(the skills of failing)interpersonal relations problems, missed business objectives,failures to build or lead well a team,failures to self change and adapt

6

managing operating perfor-mances--setting up sys-tems, resources, andpeople to succeed and tun-ing their performances tillthey succeed73

continually expose your ownand others’ gaps betweenword, deed, and theories inuse--find defensive reason-ing, find rules that preventpeople seeing gaps betweentheir espoused values,enacted values, and theories-in-use19

communicating verbally (infor-mational competencies): com-municating structure, content,packaged for differences ofinterpretative frame: listening,interviewing, speaking, present-ing, briefing, writing, info gath-ering, info disseminating71

managing conflict (interpersonal)issue vs people conflicts: personal difference level, info difference

level, role conflict level, environmental level; forcing (negativepower), avoiding (no power), compromising (assertive power),accommodating (assertive power), collaborating (partnering power)responses; solve by: problem id (own the problem, de-personalizedescription, de-evaluative description, persist till understood, elicitsame steps from other parties, increment till plural dimensions con-verge), solution generate (id commonalities, discuss multiple diversesolution approaches incrementally rather than focus on favored one,etc.)72

Kelley’s Star Performer Skills 1998broad/deep initiatives self/org risks;extend own mind with cognitive net;perfect clarity on self’s nature/goals/values developed apart from the orgn.;see beyond others: colleagues, customers, company, competitors, creativity;star following--partnering up for mutual successes; leading by knowledge, people marshal-

ling, severe focus; teams selected to fix omitted org mixing dimensions; repute manage-ment--dual, triple, quad careers in distinct domains; show and tell--invent visibilityattaining initiatives communicate into profound visibility89-92

7

staffing for high perfor-mance--able to find,attract, grow, develop,coordinate, and inspirepeople smarter than youare as needed by thebusiness74

balance operations, develop-ment, communication--bal-ance operational excellencewith building the organiza-tion and interfacing withexternal constituenciesaffecting it75

communicating non-verbally(informational competen-cies): seeing, sensing71

empowering and delegating (group)empower by: state clear goals, get others to do small wins, model good

approaches, spot and praise good approaches done, arouse emotionalinvolvement, provide feedback info internal and external, provideresources; delegate by: assign end clearly first, incrementallyincrease delegated portion, delegate cognitive and enactive dimen-sions in parallel, match authority with responsibility, authorizewithin structure and structure exceptions, provide support and sup-port limits, enact accountability events, check for perfunctorinessand undermining by other powers, avoid upward rebound delega-tion, measure results publically72

Kotter’s How to Fail as Leader, 1988not establishing enough urgency;not establishing strong guiding coalition;changing, unconvincing, partial vision;undercommunicating by factor of ten;not removing obstacles to the vision;not seeding effort with initial short-term wins;declaring victory too soon before non-linear second order reactions/effects;not anchoring changes in institutional factors, forces, environs, culture;85-88

8

developing organizationaltalent--balancing achieve-ment of key objectiveswith development of keyfuture capabilities forobjectives yet unknown43

be receptive to new ideas--when events disrupt plans,know that plans are platformsfor receiving suchdisruptions17

analyzing (informational compe-tencies): making measures thatwork of the immeasurable, mak-ing models that capture ways ofactually influencing situations,optimizing impacts of modelsnot abstractions of them for:data processing, modeling, mea-suring, evaluating52

building effective teams (group)Task roles: direction giving, info seeking, elaborating, urging, moni-

toring, process analyzing, reality testing, summarizing; Relationroles: supporting, harmonizing, tension relieving, confronting, ener-gizing, developing, consensus building, empathizing; Blockingroles: dominating, overanalyzing, stalling, passivity, overgeneraliz-ing, faultfinding, prematurity, opinions pretending to be facts, reject-ing, pull rank, resist, deflect; Groupthink roles: illusion ofinvulnerability, shared stereotypes, rationalization, illusion of moral-ity, self censorship, direct pressure, mind guarding, illusion of una-nimity; High performance roles: push to complete changes in world,take purposes seriously, voluntary internal accountability amongplayers, engaging beyond formal roles, intense rehearsal of handoffsamong roles, bottom up emergent efficiency not efficiency fromstart, play to audience of unborn for historic quality levels, hungryfilching from anyone of tools for improvement, powerful member-ship identity boundary, profound recognition of each others talentsand neuroses45

Grant & Bem’s Psychological Androgyny 1988identify costs of US culture being excessively masculine;identify costs of business culture being self defeatingly masculine; identify costs of you being excessively masculine;rehearse femininity’s cultural traits: verbal fluency, drive for affiliation over self promotion,

power from helping not dominating, physicality’s concreteness not abstraction’s hit andrun generality; positive power of expressing doubts and weakness versus hiding flaws anddoubts; nurturing people rather than using them for goals;

broaden US repertoire, business’ repertoire, own repertoire by adding feminine powersapplied where masculine habits underperform

9

delegation and empower-ment--in principle deploy-ing all your own workresponsibilities and func-tions to other people instructures, processes, orevents you design, tuningthem and intervening onlywhen design flaws jeopar-dize key objectives44

demonstrate jungle tough-ness--it is a dog-eat-dogworld often and you must attimes clearly demonstratethat you are tough enough toencounter and handle mean,nasty, ego-centric dishonestpeople without blowing upsituations and becoming thebutt of gossip circuits; yoursuperiors do not want to haveto protect you all the timefrom invasive/underminingothers72

scheduling (actional competen-cies): weaving the emotive,rational, social, emergent dramasand sequences via: chuncking,prioritizing, agenda setting, jug-gling, timing49

skill acquisition strategy skill assessment, individuality assessment,framework variety assessment, conceptual learning of declarativemodel of skill, experiential grounding of declarative model of skill,conceptual learning of procedural model of skill, experientialgrounding of procedural model of skill in own experience, experien-tial grounding of procedural model of skill in others’ experiences,skill practice, skill application 69

McCall and Lombardo, Kaplan and Drath and Kofodimos Executive Derailers 1990specific business performance problem;abrasive, bullying style;cold, aloof, distant, arrogant style;betraying trust by one-upping others;over-managing;bruising peer and others in trying to get personally ahead;staffing poorly--too few, wrong skills, yes-men only;caught by details and presents, lose strategic sense;adaptive--able to adapt to bosses of diverse styles;over-dependent on mentor or advocate

10

managing teamwork--ableto elicit vertical, horizon-tal, diagonal, and multi-company multi-nationteams as needed and trainthem in the skills neededfor them handling thediversity among them46

achieve intelligent consistencyof direction in self and oth-ers--master how to mold ateam, be seen as learningfrom mistakes, followthrough with commitmentsyou make65

administering (actional compe-tencies): managing flows ofthings into and out from initia-tives and groups: resource allo-cating, delegating, authorizing,systematizing, goal setting, per-formance appraising50

measure and use the productivity effects of virtues (positive socialscience perspective, PSSP hereafter) wisdom and knowledge(originality, curiosity, open-mindedness, love of learning, perspec-tive), courage (valor, diligence, perseverance, integrity, honesty,enthusiasm), love (intimacy, reciprocity, kindness, benevolence,social intelligence), justice (loyalty, public service, equity, leader-ship, pain sharing), temperance (forgiveness, modesty, prudence,self control), transcendence (wonder, beauty, gratitude, optimism,playfulness, humor, spirituality, cosmic purpose)81

Belbin’s Effective Team Roles 1994the people composer focus the team;mission-aries push toward goal;wizards toss deep ideas often ignored;aloof critic fixes slop & irrelevance;implementor turns idea into actions;people persons create fellow feeling;detective diplomats explore externals;finishers drive to usable finished products;89-92

11

Page 21; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

cross-functional teamwork--establishing all the intan-gible community dynam-ics of shared fate andpersonal relationships thatundergird shared functions/projects and make themserious and effective notperfunctory and dilatory45

map flaws in common humanreasoning and correct forthem--intuition tends to mis-take correlation with causa-tion too often, to project thefuture from past sequencestoo much, and to see prob-lems as crises too much2

designing (actional competen-cies): sensing, learning,enhancing, and applying theengineering skills of any othercompetency on this list: plan-ning, crafting, visioning51

compensating for organizational (and other) neuroses PSSP thecourage to care and trust in markets, the courage to dissent in hierar-chies (bureaus), the courage to force thought in clans, the courage toimpose responsible order in organized anarchies 10

Bennis Self Educating into Leadership 1985develop leaders: reflection leads to resolution;resolution leads to perspective;perspective leads to points of view;points of view lead to tests & measures;tests & measures lead to desire;desire leads to mastery;mastery leads to strategic thinking;strategic thinking leads to self expressn.;self expression leads to leadership.functions of leaders: create and promote dreams;embrace error for learning from it;solicit feedback on own flaws/talents;encourage variety, dissent, plural approaches;ground enthusiasm in anxieties at abyss underneath the human condition;invite people to grow beyond talent limits;develop exquisite touch as sense of what a particular organ. can become;perfect immediate and long terms dually;maintain exquisite stakeholder balances;partner and ally actively into profitable coalitions;drive to unleash human potential missed by national and business cultures;avoid appointing McLeaders from MBA programs94-96

12

leading innovation--continu-ally proposing and estab-lishing and endorsingcoalitions for change andinvention throughout yourown work roles, systems,staffs, and organizations76

optimize positioning for per-suasion and closing the per-suading--go after agreementwhere timing and locale andnews makes it possible andgo for the kill at such timesnot for steps or progresstowards12

mobilizing (actional competen-cies): compiling inertia intolaunch, commitment, and followthrough: firefighting, projectmanaging70

balancing/tuning emotions PSSP from self-worth to pride, fromcourage to calamity, from care to indulgence, from respect to fawn-ing, from independence to backbiting, from involvement to busy-body-ness, from influence to dictatorship3

Kouzes and Posner High Tech Leadership 1991challenge the process (seek opportunity, experiment with risks); inspire shared vision (envi-

sion the future, enlist allies); enable others to act (foster collaboration, strengthen others);model the way (set example personally, highlight other examples, plan small wins);encourage the heart (recognize individual contributions, celebrate group accomplish-ments)97-100

13

drive for business results--balancing short term reve-nue growth and profitabil-ity against long termcustomer retention andmarket/technology leader-ship so both are splendidrather than one achieved ata cost to the other54

discrimination of situations--know when to give slack andwhen to be unyielding, whento joke and when not tojoke11

handle situations missing one ormore key requisites of success(challenge competencies): fixmesses, handle emergencies,undo violations, resolve hatreds,invent ways around missingresources, cooperations, author-ity, experience, talent, motive56

appreciative inquiry PSSP fill the recognition deficit, the loss of thepublic sphere, the monopolization of limelight by rich central eliteswith regular structured inquiry into what other roles, functions,groups, and persons are all about, conquering, facing, afraid of, mas-ters of--get everyone into everyone else’s shoes for a day19

Gardner’s Study of Historic Leaders 1997institutionalize community with audiences;engagement/detachment rhythm;embodiments emerging from stories and vice versa;marshal self & others powers to risk challenge major piece of the world;broaden circle of contacts till huge vis-a-vis audiences later addressed as leader;understand self as tool--strengths and weaknesses;immense powers of persistence that can burn up followers and own accomplishments unless

checked by followers allowed to check the leader;101-104

14

use of quality--using thetotal quality way of mobi-lizing and upgrading entireworkforce talent and tools,aimed always at customerneed and world best bench-mark capability to meetcustomer need34

broad mental quickness--abil-ity to absorb, organize inyour mind, and make appli-cable knowledge aboutwholly unexpected orunusual situations andpeople22

populate others’ agendas withitems you formulate (chal-lenge competencies): turnambiguity, emergents, nascence,mess into formulations thatappeal to others and focus theirthinking, motives, and work55

establish solace systems PSSP before morality can occur people haveto know others, get inside their shoes, enough to care about their fatebecause they identify with their struggles and victories and defeats9

Grint’s 4 Arts of Leadership 2000leadership as: philosophical art of identity establishment between greed and honor, love and hate--success

of leaders is degree to which they can create identity in followers that pushes them furtherthan money pulls them;

performing art of persuasion/communication establishment between props and audience,talk and action--successful messages cause followers to execute leader wishes when lead-ers are not around, leaders actively construct their society’s narratives about themselves,leaders perform the words and deeds followers conventionally expect leaders to performbut unconventionally enough that followers feel leaders are doing things in reality not justdoing a performance = a performance that appear not a performance;

fine art of strategic vision establishment between why and where, what and when--indistin-guishable social and personal visions of living in leaders plus success of leaders is degreeto which they are sufficiently inventively inconsistent to wrongfoot more consistent oppo-nents, leaders must create utopian vision that is yet consistent with realities here and nowelse it becomes dystopia;

martial art of organizational tactics between neutralize and invert, dominate and submit--successful leaders leads organizations empowered to spot and compensate for leader errorsplus leaders sidestep their own temptation to always seem in control and hog visibilitywanted by followers; successful leaders create inventiveness in followers sufficient tocompensate for leader faults and errors;

the end of leadership the following that followers do causes leaders to err, leaders whodevelop uncompliant (to leadership) followers succeed as such followers fix leader errors,105-108

15

openness to change--activesolicitation of feedbackand continual self changebased on it18

warm and open--warm enoughto be close to others and learnfrom them, excellent listenerand able at any status or ageto apply good pointsobserved in others, whethersuperiors or subordinates5

invent actions that fulfill multi-dimensional goals, agendas(challenge competencies): revelin the art of maximizing thenumber and diversity of goalsaccomplished via one cleverlyinvented and deployed action,continually increase the ratio ofgoals handled per effortdeployed25

increase social indexing levels use events, assignment rotations, after-hours hobby groupings, and the like to increase everyone’s knowl-edge of others’ interests, needs, and capabilities40

Rees and Porter Skills of Management 1984deciding to leave specialization for general managementlearning to identify managerial type work: effectiveness not activity, short term vs long term

results, role set analysis, time management, strategic planning;learning the organization you are to manage: theories of orgn, factors generating orgn, sec-

ond order effects to manage, role relations, quality achievements, public vs private organi-zations;

styles of managing = styles of legitimizing leadership: 360 aspects, style options, nationalculture constraints, male vs female aspects;

delegating authority, resources, decisions, functions: need for delegation, skills of delegat-ing, obstacles, empowerment theories;

motivating people: theories of performance, theories of motives, job design, emotional intel-ligence, coping repertoire;

payment systems: financial incentives, status incentives, scope of authority/action incen-tives, job evaluation, career pathing;

communicating: obstacles, skills (oral, writing), media considerations;selecting the right people: creating selection criteria, collecting info about people, interview-

ing, selection panels, bias and discrimination, being interviewed;appraising work of others: flaws in formal systems, competency approaches, linking

appraisal payment performances firm-outcomes;training: identify training needs, structuring training use/impacts;counselling: coaching, mentoring, solving, handling grievances;disciplining and dismissing: legal considerations, psychological requirements, procedural

needs;employee and labor relations: legalities, unions, pro-active context setting;negotiating: theories, frameworks, procedures, pr0cess, outcomes;meeting management: activity contents, meeting roles, prep-conduct-followup;

16

interpersonal empathy andinfluence--promotingexpansion of your ownpower via making thosearound, above, and belowyou more powerful: seetheir differences and tal-ents, neuroses and growth,thought and emotion6

empathetic foresight--beingable to foresee the personal,human, social responsesbeyond internal organizationboundaries and across it lev-els to future situations andpresent policies, benevolentembracing of the humanityunderneath human situa-tions, responses, feelings, andaccomplishments7

discern the game and generatewealth using it (framing com-petencies): frame all situationsanew, more rigorously, with radi-cally updated viewpoints thenplay out those new rules rigor-ously enough to produce wealthfor all around you26

set up public and private aspects of all roles establish democratic cit-izenship of all roles and role players in a polis community among allroles so work splits into doing role well and arranging environs of allroles so they intermesh well: split work into exclusive own pro-cesses and inclusive all processes79

Ready’s Conditions of Current Leadership Survey 1993manage transformation not work as usualmost important org capabilities next 5 years: organize around customer needs, be flexible,

be quality leader, be customer service leader, have tangible strategic visiongetting better at what already good at rather than being flexible enough to follow customer

needs faster better deepertrust and credibility gap between all employees and top managersfive most important capabilities of great leader in next five years: vision building, empower-

ing, leading the changes, producing results, customer focushow leadership can be developed now: experience, coaching, feedback, self development

not formal management traininggap between globality of mindset, tools, actions needed and globality there in the organiza-

tion and its people and traditions

17

personal drive--demonstratea drive to operate at stan-dards of performanceabove those required bysituations and organiza-tions you are now in53

read much from slight signs--adept reading accurately pro-found states of mind and sys-tems readiness from slightsigns14

discern the game and generateimproved lives and societiesusing it (framing competen-cies): frame all situations anew,more rigorously, with radicallyupdated viewpoints then play outthose new rules rigorouslyenough to produce better livesand social dynamics/institutionsaround you27

seed non-linear amplification of virtues into virtue bubbles counternon-linear amplification of failures into failure bubbles (disasters)by seeding with virtues the results of which get amplified by furthervirtue investment, creating virtue bubbles (harness self-reinforce-ment dynamics for positives)82

Suarez and Hirshberg Reducing Fear in Workplaces 1990fear produces questionable data which produces strategic errors = disastersfear turns managers from empowerers into self protective tyrantsfear types: of reprisal, of failure, of success causing envy, of change undermining knowl-

edge/skills/positions, of speaking upmaking creativity an absolute priorityachieve polarity: creative abrasion joining opponents on same project, hire opposites into

organization, embrace the dragon of why we think things cannot be doneconduct work in semi-conscious relaxed-intense forums for creationhelicoptering as punctuation--drawing back at key points all staff wander and ask all other staff what they are doing--nothing proprietaryfailure, cheating, play, are normal work not aberrationsset up boundaries and specializations then break their boundaries, blurpractice core design skills applied to ridiculously out of bounds projects to bring back new

perspectivesalternate between entirely professional and entirely personal/customer perspectives, office

mindsets and home mindsets109-112

18

personal strength andmaturity--manage failure,bad luck, disappointment,harsh environments, over-whelming jobs as splen-didly and professionally asyou manage easy, great,wonderful jobs andenvironments16

profound omnipresent skepti-cism--knows the human ten-dency to self exaggerationand self importance inflationand deflates it in allsituations8

discern the game and generatefundamental (they change thegame) inventions and cre-ations using it (framing com-petencies): frame all situationsanew, more rigorously, with radi-cally updated viewpoints thenplay out those new rules rigor-ously enough to produce inven-tions and creations thatfundamentally change andimprove the game itself28

enforce absolute getting ahead the myriad relative ways of gettingahead allow denigrating, holding back, blocking and otherwise hurt-ing or ignoring others to be just as promotatory as developing yourself well: stop this negative path to progress entirely via institutionalinspection means and rigorous sanctions and via recognizing andrewarding primarily those who establish virtues in all around themrather than only in themselves (so they can shine and be superior invirtuousness to others)47

Senge Systems Commonsense for Leading 1995see inter-relations among things, not the things themselves, invest in relationshipsget beyond own blame tendencies to system design defects as causes rather than bad people

as causesdistinguish detail complexity (many factors at play) from dynamics complexity (delayed

results/responses over time as surprises)do the work, research, experimenting to find tipping points, 90% invest in locating an action,

10% invest in the action itselfdeepen causes beyond automatic ones from own mind, distribute causes beyond locales

where problems appear--tackles roots not symptoms113-116

19

Role Model Manager Spec, Xerox, 1992,

unpublished draft

Tacit Knowledge of Leaders,

Sternberg and Horvath, 1999

Managerial Competencies

by Mintzberg 2004 (modified by Greene)

Whetten and Cameron, 5th Edition and Cameron, Dutton, Quinn 2003

Miscellaneous Other Lists of Leadership Skills

Page 22; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

References:Adams-Price, editor; Creativity and successful aging; New York City; Springer-Verlag; 1998.Amabile; Creativity in context; Boulder, Colorado; Westview Press; 1996.Arendt, On Revolution; New York City, Viking; 1963. Arendt, The Human Condition; Chicago; Univ. of Chicago Press, 1958. Bak, How Nature Works, Copernicus, 1996. Barrow; The artful universe; New York City; Penguin, 1995. Bok, Higher Learning, Harvard, 1989Brown and Duguid, The Social Life of Information, Harvard Business School, 2000Cameron and Whetten, Organizational Effectiveness, Academic Press, 1983 Casti, Would-Be Worlds, Wiley, New York, 1997. Chemers, An Integrative Theory of Leadership; Mahwah, NJ; Laurence Erlbaum Associates, 1997. Chi, Glaser, and FArr, eds, The Nature of Expertise, LEA, 1988Cilliers, Complexity and postmodernism; New York City; Routledge; 1998. Cohen and Sproull, editors; Organizational learning; San Francisco, Sage Publications; 1996. Cole, Dale, Kano, editors, Handbook of Total Quality Management, Blackwell, 2004 Covey, The 7 habits of highly effective families; New York City; Golden Books, 1997. Csikszentmihalyi; Creativity; New York City; HarperPerennial, 1996.Csikszentmihalyi, The evolving self; New York City; HarperPerennial; 1994. Dacey and Lennon; Understanding creativity; San Francisco; Jossey Bass; 1998Davenport and Pearlson, “Two Cheers for the Virtual Office”, Sloan Management Review, Summer, 1998.Dixon, The organizational learning cycle, New York City; McGraw Hill; 1994.Earl and Scott; “What Is a Chief Knowledge Officer?”, Sloan Management Review, Winter, 1999. Eden and Spender, editors; Managerial and organizational cognition; London; Sage; 1998. Egan, Working the shadow side; San Francisco; Jossey-Bass; 1994. Epstein and Axtell. Growing Artificial Societies. Princeton, NJ. Princeton University Press, 1996.Ericcson and Smith, Toward a General Theory of Expertise, Cambridge, 1991Farson, Management of the absurd; New York City; Touchstone Books; 1996. Feldman, Csikszentmihalyi, Gardner; Changing the world; Westport, Conn.; Praeger; 1994. Fukuyama, Trust; New York City; the Free Press; 1995. Ghiselin, editor; The creative process; Berkeley, CA; Univ. of California Press; 1952. Goleman, Emotional intelligence; New York City, Bantam Books; 1995. Goleman, Working with emotional intelligence; London, Bloomsbury; 1998.Greene, Are You Educated?, self published, 1999Greene, Are You Creative? 60 Models, self published, 2003Greene, Are You Creative? 128 Steps, self published, 2002Grerne, Are You Effective? Towards Procedural Literacy--100 Methods Everyone Should Know, self published 1999Greene, Global Quality, ASQC and Business One Irwin (now McGraw Hill), 1993Greene, Managing Complex Adaptive Systems, self published, 2000Greene, Art Power: Weaponizing Art, Wielding It in Business and Government, forth coming, 2004Greene, Dimensions of Management, forth coming, 2004Greene, R., Global Quality. Milwaukee, WI: American Society for Quality Control with Homewood, IL: Business One Irwin, 1993. Greene, R., Predictors of adoption of TQM by a research faculty: The collision of professionalization of knowledge in the academy with TQM’s concept of deprofessionalizing knowl-

edge. Ph.D. dissertation, University of Michigan. Ann Arbor,MI: UMI, 1994.Greene, R., Industry Methods Applied to Universities: Total Quality Applied to Research Universities, Annual Studies, Kwansei Gakuin University, 1995Greene, R., Evolutionary Engineering: Designing Systems That Self Consciously Evolve--the Defining Skill of Human Ecologists, Journal of Policy Studies, Sept. 1996Greene, R., The Social Cellular Automata Process: Applying Complexity Theory to Improve the Movement Building Aspects of Management, Journal of Policy Studies, March 1997Greene, R., What Complexity Theory Can Contribute to Three Current Japanese Policy Challenges--Internationally Competitive: Higher Education, Venture Business, and De-regulation,

Sept. 1997Greene, R., Gathering Customer Requirements of Public Sector Services Using Questionless Questionnaires--Automating Policy Making and Leadership in Customer-Driven Democra-

cies, Journal of Policy Studies, March 1998.Greene, R., unpublished book, Emergent Re-engineering, 1994 Greene, R., “Attaining Both High Performance and Total Quality Performance by Applying Control Point Theory, Management by Signal, & Visual Self Management”; Presentation at

AIC Conference on Non-Financial Performance Measures; Chicago, Illinois, Oct 5, 1994Hampden-Turner, The seven cultures of capitalism; NYC, CurrencyDoubleday; 1993. Hansen & Bird, “The Stages Model of High-Tech Venture Founding: Tried but True?”, Entrepreneurship Theory and Practice, Winter, 1997Heath, “Academic Pedictors of Adult maturity and Competence” in Journal of Higher Education, vol. 48, no. 6, Nov./Dec. 1977, p. 613Herbst, “Maps of Knowledge and the Design of Educational Organizations in Sociotechnical Design, Tavistock, 1975, p. 190.Holland, Emergence. Helix Books, Adison-Wesley, Reading, Mass., 1998. Holyoak and Thagard; Mental leaps; Cambridge, Mass.; MIT Press; 1995. Huang, Lee, and Wang; Quality information and knowledge; Upper Saddle River, NJ; 1999.

personal integrity--avoidusing the complexity andmulti-farious aspects ofwork as hiding places foravoiding responsibility,avoid letting others aroundyou do the same31

achieve cognitive operationalefficiency--select relevantcues, evaluate prototypicalaspects plus exceptions,anticipate urgency, and plancourses of action23

transplant practices across con-texts (framing competencies):master the disciplines of uproot-ing practices grown/developedon one context and plantingthem in a far different one,accounting for all differences inenablements and hinderances80

de-mental-ize conscious life social being together inevitably fills ourhearts and minds with the noise, the cacophony of competing ways,ideas, views, results, proposals drawing us into our minds and intous till our families, bodies, souls, and after death contributions to lifewither away: a primary skill is meditation regimes or other ways(hiking in forests alone and others) of sloughing gradual focus on usand ego and mind and words, restoring transcendental positioning ofour selves in the wonderfilled grounds of existence13

Gemmill & Oakley: Leadership as Myth, 1996young men want to lead but not to any where = leadership as reificationleadership is social defense allowing emotional mindlessness of groups projecting “cause” of

emotions/events as “the leader” not each other so peer relations become simple, habitual,mindless

leadership allows followers to flee from responsibility = learn helplessnessleadership is idea used to hide reality of emergent change = solidarity attributed to Lech

Valensa not spontaneous interactions among manyif dysfunctions in society seen as due to bad or not enough “leadership” then most of us non-

leaders have nothing to worry or think about = we can maintain wanted mindlessnessif traits written in books on leadership are read instead as traits of followers, then you ask

with followers like that what traits are needed for leaders of such followers you getextremely different image/role/functions of leading

the sage-fool tandem = hubris linked with buffoonery puncturing foolstudying how things now are done assumes all potentials, possibles, principles are now fully

used and illustrated = failure to learn and growpeople want UFOs = longing for wholeness denied by current leaders/hipour wish for leaders = a wish to someone authoritative to us to remove responsibility from us

for figuring out how concretely to work well with the diversity of people and opportunitiesaround us = we want to be told how to be our freedom = we fear and flee from our freedom

leadership is an exact measure of degree to which followers wish to be non-human, strippedof the costs of being free and responsible

the great leader, then, today, makes people brave enough to no longer wish for leaders sim-plifying their lives this way117-120

20

environmental and industryperspective--direct social,personal, intellectual, andprofessional connectionsmaintained to major trendsoutside the business poten-tially influencing it67

learn from failure--diagnosefrom principles induced fromcases experienced, treat,observe effects, revisit diag-nostic loose ends if treatmentfails, switch from forwardreasoned diagnosis to back-ward reasoned new ond15

performing well yourself as get-ting others to perform well(framing competencies): mea-suring your leadership by howmany of your associates youmake into leaders; measuringyour caring by how many ofyour associates you make intocaring persons; and so forth32

beyond social capital to the tolerant tumultuously interactingdiversities that create connecting people, being close, relating toothers all have their costs in conformity, group think, loss of self, sohealthy togetherness is dosed with high doses of detachment andapartness whenever it is healthy--tuning connectedness degree out-performs enhancing connectedness blindly48

Jaworski Inner Paths to Leading: flaws in US leaders, 1998lack of self knowledge = no management of self cuz small self therelack of appreciating leadership of non-leader followers = limelight hoggingfragmented by labels = missed connectednessignorance of the world = preference for happenstance own waysrich means poor ends = why and what for questions unaskedchanges that do not change = even nominal risks scare themfear of nobody in charge causes them to put themselves nominally in charge = miss plural

stakeholder interactions that are in charge reallyignorance of context, environments, consequences = everything for show now before self

only, no real aim to contribute to the world of the unborn121-124

21

business and financial per-spective--abstract under-standing of all aspects ofthe business as deploy-ments of investor moniesfor maximum returns andwillingness to make thehard decisions to keepthose returns attractive toinvestors when doing socosts personal and organi-zation suffering or sacrificeor effort68

internalize other stakeholderviewpoints on my actions--map out who all the stake-holders actually are for anysituation and role-based andpersonality-based unique-nesses to their viewpoints,then learn to think and actwithin constraints set by howthey will respond, includingthe courage to irritate them orviolate their norms accompa-nied by tactics to talk themthru their response to yourmoves20

learning to learn from the bestpeople and accomplishmentsaround you (learning compe-tencies): seek and find excel-lence and learn from all of itaround you of whatever sort24

division of power only leaders who are stopped by their followerswhere followers discern leader blindspots and excesses eventuallysucceed, similarly, all roles must have audiences able and willing tostop them and edit their direction at times of dangerousdivergence83

van Maurik Competencies of Leaders 2001Wisdom: create visions that fit the future; envisions evolution next steps of ways of work

and business methods; inspiring mentor; persuades others; sees big picture and trends;manages orgn. politics well

Integrity: shows others why they are worthy of trust; has no hidden agendas; is honest whendescribing roles and changes and realities; able to give bad news accurately;

Sensitivity: coaches, listens, empowers, develops others, sets up and manages teams well,has repertoire of good processes for handling various issues; learns anything anytime;spots future opportunities in every situation;

Creative: conforms when needed non-conforms when needed; challenges conventionalviews, viewpoints, values, habits, norms, paradigms; manages diversity of opinion well;fosters uniqueness of each person, calls for it; can think outside the box; articulates over-arching directions; likes risks chooses them wisely

Tenacity: manages own stress well and others’ stresses well; disciplined in approach, capa-ble of immense workloads when needed; persists far beyond initial obstacles; power anduncertainty used well; carries ideas through to good impactful execution; enemy of per-functoriness in all

22

overall technical knowl-edge--leading all aroundyou in embracing, practic-ing, and mastering newtechnology bases of doingwork functions as theycontinually change under-neath you and the globaleconomy66

organize for visibility attain-ment--organize for highlyvisible unique contributionson theme for the organiza-tion’s overall biggest crisis ormission of the moment48

getting those around you to learnfrom the best people andaccomplishments around them(learning competencies): entic-ing those around you to seek andfind excellence and learn fromall of it around them of whateversort35

generating new power instead of competing for old established role orpositional or organizational powers: set up the social revolutiondynamics of establishing the utterly new in society and deploy themto invent your way out of problems77

Joseph Campbell the 1 Story that All Stories Are = Leadership 1954call to adventure; refusal of the call; absolute despair in existing self;the guide, crossing the threshold, enter no-man’s-land, road of trialstests-helper combinations, develop new self of new capabilities, supreme ordeal--apotheosis, extinction of all of old self identity, rise from zeroreturn, vanguishing resistors, disappointing tempters, the gift--elixir.call to adventure again, etc.125-128

23

Role Model Manager Spec, Xerox, 1992,

unpublished draft

Tacit Knowledge of Leaders,

Sternberg and Horvath, 1999

Managerial Competencies

by Mintzberg 2004 (modified by Greene)

Whetten and Cameron, 5th Edition and Cameron, Dutton, Quinn 2003

Miscellaneous Other Lists of Leadership Skills

Page 23; Copyright 2004 by Richard Tabor Greene, All Rights Reserved, US Government Registered

Johnson, CEO logic; Franklin Lakes, NJ; Career Press, 1998. Junge; Creative realities; New York City; University Press of America; 1998.Kauffman, Origins of Order. Oxford University Press, New York, 1992. Kegan, In over our heads; Cambridge, Mass.; Harvard Univ. Press; 1994. Kelly, Out of Control; Addison-Wesley, Reading, Mass.; 1994Klar, Fisher, chinsky, and Nadler; editors; Self change; New York City; Springer-Verlag; 1992.Kohn, Punished by rewards; Boston; Houghton Mifflin; 1993. Langton, Artificial Life, an Overview. MIT Press, Cambridge, Mass., 1995. Lloyd; Creating a Life Worth Living; New York City; HarperPerennial, 1997Markides, “Strategic Innovation in Established Companies”; Sloan Management Review, Spring, 1998. May; The courage to create; New York City; W. W. Norton; 1975.Mintzberg, Managers Not MBAs, Barrett-Kohler, 2004MIT, “MIT Welcomes its First Interdisciplinary Major”, MIT Soundings, Fall 2003, p. 5. Motorola, “Potential Solutions to the Re-Training Problem of Motorola University”, Headquarters, Personnel, Schaumberg, Illinois, 1994Mullen and goethals, Theories of group behavior; New York City; Springer-Verlag; 1987.Norman, Things that make us smart; Reading, Mass.; Addison-Wesley, 1993.Pasmore and Woodman, editors; Research in Organizational Change and Development No. 10; London, England; JAI Press, 1997.Peppers and Rogers; Enterprise one to one; New York City; Currency Doubleday; 1997.Pfeffer, Managing with power; Cambridge, Mass.; Harvard Business School Press, 1992. Piirto; Understanding those who create; Scottsdale, Arizona; Gifted Psychology Press; 1998.Postrel, The future and its enemies; New York City; the Free Press, 1998. Prigogine, I. and Stengers, I., Order Out of Chaos, Bantam, New York, 1984. Resnick, Turtles, Termites, and Traffic Jams; MIT Press, 1995Runco, The Creativity Research Handbook, volume one. Hampton Press, Inc., Cresskill, NJ, 1997. Shapiro, and Varian, Information rules; Cambridge, Mass.; Harvard University Press, 1999. Shelling, Micromotives and Macro Behavior, W. W. Norton, New York. 1978. Smith and Berg; Paradoxes of group life; San Francisco; Jossey-Bass; 1988. Smith and Ward and Finke, editors; The creative cognition approach; Cambridge, Mass.; MIT Press; 1995.Steptoe, editor; Genius and the Mind; New York City, Oxford Univ. Press; 1998. Sternberg and Berg; Intellectual development; New York City; Cambridge University Press; 1992Sternberg and Horvath, eds, Tacit Knowledge in Professional Practice, LEA, 1999 Sternberg and Davidson, editors; The nature of insight. Cambridge, Mass.; MIT Press, 1995.Sternberg, editor; The nature of creativity. New York City; Cambridge Univ. Press, 1988.Sternberg and Lubart; Defying the crowd. New York City; the Free Press, 1995.Sternberg and Wagner; Mind in context; New York City; Cambridge Univ. Press, 1994.Sternberg, Handbook of Creativity, Cambridge, 1999 Tannen, You just don’t understand; New York City; William Morrow; 1990.Tatsuno, Created in Japan; NYC, Harper and Row, 1990. Trevica, “Information Aspects of New Organization Designs”; Journal for American Society of Information Science; Vol. 49 No. 13, 1998. Tsagarousianou, Tambini, Bryan, editors; Cyberdemocracy; London, Routledge, 1998. Vaill, Managing as a performing art; San Francisco; Jossey-Bass, 1991. Wallace and Gruber; Creative people at work; New York City; Oxford Univ. Press, 1989.Ward and Smith and Vaid, editors; Creative thought; Washington D.C.; American Psychological Association Press; 1997.Weick, “Organizational Redesign as Improvisation”; in Huber and Glick, Organizational Change and Redesign; New York City, Oxford 93. Xerox, Role Model Manager Specifications, Final Draft pre-publication, Xerox Headquarters, Personnel, Stamford, Conneticut, 1992