Educating the Jury Pool

Someone educating jury members

Which of the following statements about a jury, civil or criminal, are true?

  1. Prospective jury members never lie regarding their advance bias about a case.
  2. Jury members are always truly “peers” of the defendant.
  3. Jury members never talk about a case outside of jury deliberations, or read and watch TV about a case when sequestered, once directed not to do so by a judge.

If your answer is “none of the above,” you begin to appreciate the potential value of crisis/issues management for the purpose of educating a jury pool. Now, I am aware, though not an attorney, that members of the bar are not allowed to influence a jury. Ed Novak, a partner at the Phoenix-based law firm, Polsinelli Shugart, bridges the gap between influencing and educating.

“While it is unethical to attempt to influence prospective jurors, there is nothing unethical or unprofessional about having an accurate picture of your client presented to the media and other audiences,” said Novak.

A jury consultant is typically not called in until there is some high certainty that a case will, in fact, go to trial. By then, if the case in question has been highly visible in the press, it may well be too late to educate a jury pool “contaminated” by the media’s interpretation of events.

Any honest reporter (yes, there are honest reporters who might even acknowledge there are honest attorneys) will admit that he or she brings a natural bias and an institutional editorial perspective to a story. Journalists will do their best, in that context, to report in a “balanced manner,” with the exception of columnists, who are often free to say pretty much what they please and not worry about “balance.” These media representatives are a gateway through which both plaintiff/prosecutor and defendant can communicate not only to the publics thought of most often – business contacts, community VIPs, etc. – but also to potential jury members. It is the responsibility of counsel, with expert assistance as necessary, to direct media relations that can shift the balance of coverage.

“If we say something to the media, we realize we may be talking to future jury members as well, and if we don’t say something, we’re telling those jury members ‘we don’t care enough about you to keep you informed.’ When we get to court, they’ll remember that,” said Novak.

And, he notes, his firm has realized that the same analysis done by crisis management professionals to anticipate multi-audience response to various public relations tactics also helps them anticipate jury response.

“I’ve had a crisis consultant sit in on practice sessions for depositions, resulting in a change in the client’s choice of words,” he said. In that circumstance, the crisis consultant was actually hired as a jury consultant under the law firm’s umbrella of confidentiality.

What tactics can be used for this public education process? They include, but are not limited to:

  • The use of spokespersons trained to deliver key messages to the media and other audiences.
  • Educating employees of defendant or plaintiff’s companies about what to say or not to say about the situation at hand when they’re back home, out in the community which will eventually be the source of jurors.
  • Advertorials — buying print space or broadcast time in which one puts news-like stories about your client organization that are designed to help balance any misinformation which may already be in the public eye. This tactic is usually only employed if the media has consistently mis-reported the facts.
  • Launching blogs and websites.

The battle for the hearts, minds and votes of jury members does not begin in the courtroom. In my experience, advance communication begins immediately after a legal situation hits the media. It can work together with legal tactics to (a) preclude a case ever going to trial (assuming that’s a desired outcome for either side of the issue) or (b) affect public perception sufficiently to enhance either side’s chance of a favorable outcome in court.

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For more resources, see the Free Management Library topic: Crisis Management
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[Jonathan Bernstein is president of Bernstein Crisis Management, Inc. and author of Keeping the Wolves at Bay – Media Training.]

Reasons for the spirituality in the workplace movement

Stack of stones outdoors

There are many reasons that contribute to this movement around spirit in the workplace. Here are a few reasons I’ve found on why it began.

Employees want more from their organizations and organizations demand more from their employees. With all the corporate downsizing and restructuring, employees who are left tend to work longer hours. As a result, they want to bring more of their outside self to work. As organizations continue to struggle to find and keep talented employees, they need to offer more than just “a job.” Employees yearn to feel part of a mission, to add value and to contribute in a meaningful way.

Previous movements in the 1980’s and 1990’s such as the new age, work/life balance, simplicity and others have paved the way for this one as well as newer ones like the green movement.

Different generations are contributing to it as well. The majority of the population, 78 million baby boomers, are reaching mid-life and looking at spiritual issues such as: What is my legacy? What is my purpose? What is really important to me? Generation Xers are driven toward a what’s-in-it-for-me mentality and are willing to make organizational changes to meet those needs for work-life balance. Generation Y is the other dominate generation with 76 million. This value-based, team-focused generation is influencing the workplace in many positive ways, one being wanting flexible workplaces that provide meaning and growth opportunities.

In general it is also a reflective time in society as we experienced the first decade of the millennium. As we are living this momentous time in history, society as a whole is reflecting on matters related to spirituality, ethics and humanity.

Why do you think the spirituality in the workplace movement began?

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For more resources, see our Library topic Spirituality in the Workplace.

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Leadership Competencies for the Common Good

An executive director talking with a leadership coach

Reason’s whole pleasure, all the joys of sense,
Lie in three words — health, peace, and competence.

~ Alexander Pope

Alexander Pope penned those lines of iambic pentameter in the first half of the 1700s. But I wouldn’t be surprised if I heard them from a stressed-out 21st century nonprofit executive director. Imagine the conversation.

An Executive Director, on the verge of burn-out, talks to her leadership coach:

Nonprofit ED: (stress evident in her voice) I still care about the mission. I want to move this organization forward. But I can’t see the big picture. Everyone wants something from me. The budget’s a mess. We’ve set some tough goals and I’m feeling overwhelmed. Like I’m just not up to it.

Coach: What do you need?

Client: I want to enjoy my work again. I want be able to make choices with all my senses intact. It’s pretty simple, really. I need health, peace, and competence.

Leadership Competence in Civic Life

In Tuesday’s blog post, Steve Wolinski wrote, “The primary benefit of competencies is that they provide an easily shared and understood view of leadership that can be used in a wide variety of ways to build human capital and drive business outcomes.”

This morning, I’ll share a set of four competencies, developed by the Kansas Leadership Center, to help individuals exercise leadership in civic life. For two years, I’ve been using these competencies in coaching conversations with clients in Kansas and across the country. We find them useful in guiding the answers to two common questions about leadership:

  1. What can I do to focus my efforts?
  2. What should I pay attention to in order to make progress on the issues I care about?

Civic Leadership Competencies (courtesy of Kansas Leadership Center)

DIAGNOSE SITUATION

  • Explore adaptive and systemic interpretations
  • Distinguish the technical and adaptive elements
  • Distinguish the process challenges from the content challenges
  • Test multiple interpretations
  • Read the temperature in system
  • Identify the locus of the work

ENERGIZE OTHERS

  • Engage unusual voices
  • Work across factions
  • Start where they are
  • Speak to loss
  • Infuse the work with purpose
  • Build a trustworthy process
  • Discover connecting interests

MANAGE SELF

  • Identify you capabilities, vulnerabilities and triggers
  • Figure out how others perceive your role in the system
  • Distinguish self from role
  • Choose among competing values
  • Increase tolerance for uncertainty, ambiguity and conflict
  • Experiment beyond your comfort zone

INTERVENE SKILLFULLY

  • Make conscious choices
  • Raise the heat
  • Give the work back
  • Hold relentlessly to purpose
  • Speak from the heart
  • Act experimentally

What do you think? What interests you? Any thing you want to experiment with? What competencies or sub-points do you want to hear more about?

The importance of team governance

An-elderly-man-talking-to-a-group-of-people

From guest writer David Kershaw, from eVisioner MetaTeam®

A friend of mine who has been in business for many years advises new managers who are trying to run an organization for the first time. Several times he has told me stories of young execs who get down in the weeds helping to get the actual work done while the company starts to drift and lose its way. His advice to them has to do with separating the work of organizing the work from helping to perform the work in progress. “Look, playing the odds that things will continue to go right is a bad idea,” he says. “Pretty often you have to step back and work on the business, not in the business.”

Running a business can be a bit like juggling
Managing a business or team can be a bit like juggling

In simple form, that pretty much sums up the situation many team leaders find themselves in. A pretty broad swath of project managers and team leaders are savvy enough to know that organizing the group at the outset is Job One. They bring people together using good communication, create a charter laying out the goals and ground rules, and overall get things off on the right foot. Great initial organization = great project, right? Continue reading “The importance of team governance”

Hank’s Top Ten Fundraising ‘”Musts” 6-10

the board members of a non profit organization

10. All Board Members, MUST be donors – to the best of their ability. Not all board members are wealthy, but everyone should give at the highest level possible for their circumstances. It is important to be able to say to the public that 100% of your board supports your mission with their dollars. If your board members won’t give, why should anyone else?

9. You MUST give people reasons that will make them want to give. That you need money is not one of those reasons. Show prospective donors how their giving will make a difference in people’s lives. And, more importantly, show them how their giving will make a difference in their own lives.

8. You MUST understand that the best person-to-person fundraiser is a well-trained and well-motivated volunteer who solicits his/her peers, friends, family and colleagues. Professional fundraising staff or counsel can help you design and run your program and train your volunteers, but staff and counsel cannot usually do as good a job soliciting as can an impassioned volunteer.

7. You MUST do adequate planning/research before implementing any fundraising strategy — no matter the size of the gifts you’re soliciting or the goal you need to reach. And, you MUST periodically test variations of your fundraising methodology to ensure that your efforts are as cost-effective as possible.

6. You MUST have a means/method of tracking your fundraising and leadership prospects, your donors and your contacts with them. If you’re a very small organization and only have a few prospects/donors, you could probably use file folders and/or spreadsheets; but, once you have significant numbers of individuals to track, you must have the appropriate computer software.

There are many brands of such software, some is free, some is expensive, but don’t buy on the basis of cost. Select the software that will allow you the best use of the data you will collect. And don’t try to design your own — unless you’re a fundraising database expert, you don’t know what information to collect and how to arrange it.

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Have a question about starting or expanding your fundraising? Email me at AskDCA@Major-Capital-Giving.com. With over 30 years of counseling in major gifts, capital campaigns, bequest programs and the planning studies to precede these three, we’ll work to answer your question.

Is the “Social” In Social Enterprise Redundant?

An office space with workers sitting at their desk

Do we still need a “social” enterprise sector? Many businesses have “social impact” at least with their customers. And these customers around the world are demanding greater accountability and environmental sensitivity.

Here’s what a reader to this blog wrote last week. “The underlying distinction made between social and business enterprise is thin,” noted Ashim Kumar Chatterjee. “All businesses have to serve some social need to be able to last. I would be inclined to believe that there is a direct relationship between the business of a business enterprise and social needs. So long as the deliverables of the business remain socially relevant, the business will survive and sustain itself. The entire gamut of eco-friendly products and technologies are a case in point.”

Several people who work in the business sector made similar points to me last week at the SEA Summit + World Forum in San Francisco. These are folks who share the goals of the social enterprise movement but don’t use that term in their work. For at least some of their investors and customers, “social” comes across as uncompetitive, higher priced, inefficient.

So should we call the whole thing off?

I don’t think so. We have a long ways to go before all or even most businesses incorporate public impact into their business decisions. Think BP. And the nonprofit sector has just as long an entrepreneurial row to hoe to have social impact given the challenging philanthropic realities of the 21st Century. I think social enterprise is still a powerful term that helps organize our thinking (and ourselves) as we set out to “harness the power of the marketplace to solve critical social or environmental problems.”

What do you think?

OK, Mr. Blankfein, How are you going to put ethics first?

Ethics concept

From the Wall Street Journal on May 5, 2010:

“Frankly, at this point we have to go with an open mind and determine what we may be doing wrong,” Mr. Blankfein told customers of its private-wealth-management business during a 30-minute conference call. “On a very microscopic level, we’re going to use this as an opportunity for a deep dive on our practices and how we run things.”

0505blankfeinGoldman Sachs Chairman and CEO Lloyd Blankfein said the firm will always put clients first.

He pledged to clients that he wants Goldman to “be the leader in things like ethics, in putting clients first.” Mr. Blankfein added “we don’t want people to be OK with Goldman Sachs. We want people to be bragging that they have their accounts with Goldman Sachs.”

Making Ethical Culture a Priority

The challenge for any organization to make ethics a priority is a big one. For Goldman Sachs, it will require a deep level commitment of not just the senior staff, but from all of its Managing Directors. In today’s environment employees, as well as external stakeholders, have no tolerance for superficial ethics programs and pronouncements. Putting clients first because of Goldman’s ethics will not happen merely because every employee is given a curriculum of web-based training modules to sit through. Goldman’s leadership will need to come to understand where there are gaps between the expectations of its clients and the expectations of its directors. These gaps are real and need to be openly discussed. Clearly laying out those gaps will be the first step to creating a dialogue where real alignment of interests can happen. Keeping in mind what will earn real buy-in from clients, and from Managing Directors will be the only way Mr. Blankfein will keep his pledge.

Leadership Competencies

Paper boats illustrating the concept of good leadership

Introduction to Leadership Competencies

It is clear that competencies have become a dominant method for the selecting, developing, and directing the efforts of leaders in organizations. My current definition of competencies is that they are the qualities most strongly associated with advanced levels of leadership and desired outcomes in an organization. The following is an example of a competency I created for manager level leaders:

Maximize Relationships: The manager develops solid relationships and models the importance of working together in a collaborative manner. He/she works to remove unhelpful boundaries and promote collaboration between teams and business units. Strives to include and incorporate the ideas of others into decisions, tasks, and projects. He/she is willing and able to address and resolve conflict between and with others. Is sensitive to individual differences and respects the work styles of others. He/she stays aware of technological trends, his/her role in communicating with team members, and seeks ways to harness these activities to improve cooperation.

It is not uncommon for organizations to have different competencies for different levels of leadership (e.g. manager, functional leader, senior leader). It is more common for competencies to remain the same at different leadership levels, but the descriptions – also known as behavioral anchors — will vary based on the level of leadership. It is also not unusual to see individual competencies divided into segments designed to indicate the level of proficiency a person demonstrates within a specific area. For example, does an individual demonstrate underdeveloped, average, or advanced capacity in a particular competency.

Leadership Competency Models

The use of competencies is typically accomplished by the design of a competency model that is considered unique to the culture of an organization and aligned with the organization’s business goals and strategy. These models normally typically segment the individual competencies into type-alike groups and consist of a list of competencies with the corresponding descriptions or behavior anchors. Research suggests that the optimum number of competencies in a model, from a validity and reliability standpoint, is between six and ten. The following are a couple of models that have been used by some well-known organizations. I have not included the behavioral anchors in these models as it would make for a really long blog. IBM’s COMPETENCY MODEL

CATEGORY ONE: FOCUS TO WIN

  • Customer Insight
  • Breakthrough Thinking
  • Drive to Achieve

CATEGORY TWO: MOBILIZE TO EXECUTE

  • Team Leadership
  • Straight Talk
  • Teamwork
  • Decisiveness

CATEGORY THREE: SUSTAIN MOMENTUM

  • Building Organizational Capability
  • Coaching
  • Personal Dedication

CATEGORY FOUR: THE CORE

  • Passion for the Business

3M’S COMPETENCY MODEL

FUNDAMENTAL LEADERSHIP COMPETENCIES Fundamental competencies are those which an individual may possess at the time of hire, but which will develop further as the individual progresses through successive management positions.

  • Ethics and Integrity
  • Intellectual Capacity
  • Maturity and Judgment

ESSENTIAL LEADERSHIP COMPETENCIES: Essential competencies are those that the individual will develop as he becomes responsible for a functional unit or department.

  • Customer Orientation
  • Developing People
  • Inspiring Others
  • Business Health/Results

VISIONARY LEADERSHIP COMPETENCIES: Visionary competencies are those which leaders must possess to assume increased levels of responsibility.

  • Global Perspective
  • Vision and Strategy
  • Nurturing Innovation
  • Building Alliances
  • Organizational Agility

Origins of Leadership Competencies

It can be argued that the concept of competencies traces back to the 1970s. Concern developed at that time about the widespread use of intelligence and related aptitude tests in the workplace. The concern was that these instruments were too far removed from actual leadership practices and business outcomes. The idea took shape that knowledge, skills, abilities, and traits were a more useful and accurate method for measuring leadership abilities. The popularity of competencies gained considerable momentum in the United States in the early 1990s, in large part due to the accelerated pace and complexity of change taking place in many industries and organizations. The notion that leadership roles were a static set of behaviors and responsibilities was challenged by the idea that these roles should in fact be defined in more general terms, thus allowing leaders greater flexibility in roles.

Benefits of Leadership Competencies

The primary benefit of competencies is that they provide an easily shared and understood view of leadership that can be used in a wide variety of ways to build human capital and drive business outcomes. For instance, competencies can provide a unifying framework in such areas as recruitment and selection, leadership development, and performance reviews. In order for competencies to have maximum positive impact it is important that they are designed, introduced, and implemented in a manner that assures widespread support in the organization. It can be a powerful tool for growth and development when a set of competencies is embraced and incorporated into the dominant narratives of the organization.

Critiques of Leadership Competencies

One of the concerns is that the identification of competencies and competency models can be costly in terms of time and money. Some people believe that, when it is all said and done, selection and promotional decisions are rarely made based on competencies, and that it is a waste of time and money to develop and maintain. There is also concern with the efforts of some “experts” to try and arrive at a universal list of competencies – which would then be applied generically without an eye to culture and desired outcomes. Finally, there is some concern that competencies contribute to a culture that overly focuses on the deficits in its leaders rather than identifying and leveraging strengths. It is my opinion that these criticisms and concerns are far outweighed if competencies are designed, deployed, and utilized appropriately.

Do you agree? Do you think too much attention is given to competencies versus such areas as strengths or employee engagement? What are your thoughts, comments, questions about leadership competencies?

16 Ways to Derail Your Attempt at Building a Performance Culture

A-HR-staff-in-an-office-with-fellow-colleagues

Previous posts have provided tips on overcoming the myth of the paper trail. In an effort to examine this issue from a different angle, below is a list of things that can derail your attempt to create a performance culture.

  1. Save all your feedback on an employee’s performance until the annual review meeting.
  2. Rate an employee higher than they deserve so that they get a bigger raise. (Future post coming on the topic of linking pay to performance).
  3. Rate an employee higher than they deserve because you don’t like negative conversations or because you don’t want the employee to feel bad.
  4. Make the feedback about you.
  5. Only provide negative feedback.
  6. Fail to acknowledge improvements in performance or positive steps toward a goal.
  7. Fail to acknowledge team members who consistently meet expectations.
  8. Providing only one way feedback.
  9. Failing to address issues as they arise. Silence is acceptance.
  10. Allowing bullying or disrespectful behavior or exhibiting it yourself.
  11. Blaming corporate or HR when you provide negative or developmental feedback or consequences.
  12. Failing to explain the business reasons for decisions.
  13. Failing to explain how individual performance helps attain overall objectives.
  14. Failing to develop high potential employees.
  15. Failing to identify high potential employees.
  16. Failing to remain objective even with subjective measures.

What else would you add to the list? Your ideas are always encouraged!

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For more resources, See the Human Resources library.

Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is currently employed as the Human Resource Manager at EmployeeScreenIQ, a global leader in pre-employment background screening.

Instruments to Measure Post Training Effectiveness

Female-employee-raising-her-hands-to-ask-question-in-a-conference-hall

Evaluation is not just for the trainers and learning professionals, it’s for the adult learner, the middle managers and everyone involved in the process of training and development – Even more important, in today’s recession, training is unfortunately one of the first areas in a business to be trimmed or cut. So we have to have an effective instrument to evaluate post training, showing the people who “hold the purse strings” the value training and development plays in organizations.

Instruments include feedback, Donald Kirkpatrick’s training evaluation model, and Bloom’s taxonomy of learning domains are invaluable in post training evaluation. Here is a that you may want to look at to explore more evaluation tools http://www.businessballs.com/trainingprogramevaluation.htm#workplace_training_evaluation – there are free instruments you can look at too.

Learners and trainers alike benefit from evaluation at the end of training, it is a reinforcement for both parties. As we end the training remember to try and be positive and give constructive criticism try and show the positive outcomes and if there are negative outcomes discuss these in a positive manner.

There are several ways to evaluate training from surveys, interviews, performance reviews etc. One important thing to keep in mind is follow-up, make sure each training is followed up at intervals of 3, 6 12 months and depending on the extent of the training you might want to follow up at 24 months. (This could be useful when doing an ROI).

There are many websites that can help provide templates and such for evaluation just google instruments used in training evaluation and there you go!

Happy training and comments, concerns and guest writers are always welcome.

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For more resources about training, see the Training library.

– Looking for an expert in training and development or human performance technology?
– Contact me: Leigh Dudley – Linkedin – 248-349-2881
– Read my blog: Training and Development