(SAMPLE!) REQUEST FOR PROPOSAL

Women Having a Conversation

(SAMPLE!) REQUEST FOR PROPOSAL

Used with permission of Barbara Davis,
317 South Hamline, St. Paul, Minnesota 55105
© Copyright 1998-2007.

The Great Scott Arts Association,
a new organization in Mosquito Falls, MN, is seeking a consultant or consultants
to assist in its initial set-up and in the analysis of possible administrative
and performing space. See the associated “Agreement for Services”
which would typically follow this proposal, assuming the client finds a
consultant that he or she likes and enters into an agreement with them.

Situation

The GSAA was established in 1991 to assist several existing cultural groups
in Mosquito Falls and to promote and coordinate arts activities in the area.
Mosquito Falls is a town of 7500 people about 30 miles north of Saint Marvin,
on Highway 10. Cultural organizations in Mosquito Falls include a community
theater, community orchestra, the county historical society and a separate
history museum, a small concert series, a community art school and a Comprehensive
Arts Planning Program (CAPP) group, among others. To date, GSAA has nonprofit
and tax-exempt status and a board of directors, but no staff or office space.
No maximum budget for the consultancy has been established at this time.

Tasks to be accomplished

Continue development of the Association and plan for its future
· work with a task force of member organizations to determine what
joint needs the GSAA should address and how and to write GSAA by-laws
· implement a general membership structure and campaign
· design a GSAA newsletter and publish the first issues
· develop annual GSAA budget projections for three years

Develop a building use plan (in concert with member organizations):
· determine organizations’ individual space needs
· determine how space should best be used
· develop sample schedules of events to be held in the space
· develop recommendations on GSAA’s role in operating the space,
if any
· develop a list of policy issues that should be dealt with before
any building is acquired (i.e., should tenant organizations pay rent? how
should space be allocated?)
· meet with representatives of other institutions interested in the
space to determine the feasibility of shared use

Research possible funding sources for building remodeling and GSAA operations
· conduct the necessary library research to identify possible Minnesota
and national funding sources, both private and public
· gather guidelines from possible funders
· communicate with most likely funders to gauge their interest
· develop initial plans for seeking organizational and individual
funds from the Mosquito Falls community

This consultancy should begin in January 1999 and be completed no later
than June 1999.

How to submit a proposal

Interested people should submit the following, no later than October 9,
to Jason Johnson, Mosquito Falls Music Center, 116 8th Street, Mosquito
Falls, MN 56000. If there are questions, call Jason at 612-999-999.
1. A proposal describing your qualifications (or the qualifications of the
team of consultants) and how the tasks described above would be carried
out
2. A firm estimate of fees to be charged, and an estimate of expenses that
would be incurred
3. Resumes of all consultant who would be involved in the project
4. Names, phone numbers and contact people at three nonprofit organizations
who have been your clients during the last 18 months, whom we can all on
as references.
5. Interviews with finalists will be held during the week of October 12.

This information may be copied;
cite the owner on all copies.

© Copyright, Barbara Davis
Used with permission
Not to be used for commercial purposes


For the Category of Human Resources:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.

Related Library Topics

Recommended Books


How to Design Your Personal and Professional Development Program

Group of people in a meeting close to a glass wall

How to Design Your Personal and Professional Development Program

© Copyright Carter
McNamara, MBA, PhD, Authenticity Consulting, LLC
.

Self-directed learners can use these guidelines to develop
their own training plan. Whether their training goals involve
learning certain topics and/or skills, learners can start their
learning by starting their planning.

NOTE: Do not be intimidated by the length of this framework.
If you looked at a list of all of the steps necessary to go grocery
shopping, you’d likely stay at home! You can complete these guidelines
without being an expert. All you need is to make a commitment
and take a few hours of your time — time during which you’ll
be learning, too!

Sections of This Topic Include

Directions to Follow These Guidelines
Preparation for Designing Your Training
Plan

Determining Your Overall Goals in Training
Determining Your Learning Objectives and
Activities

Developing Any Materials You May Need
Planning Implementation of Your Training
Plan

Planning Quality Control and Evaluation
of Your Training Plan and Experiences

Follow-Up After Completion of Your Plan

Also consider
Related Library Topics

Optional: Also See the Library’s Blogs Related to Designing Training and Developments
Plans

In addition to the articles on this current page, also see the following blogs
that have posts related to training and development. Scan down the blog’s page
to see various posts. Also see the section “Recent Blog Posts” in
the sidebar of the blog or click on “next” near the bottom of a post
in the blog. The blog also links to numerous free related resources.

Library’s
Career Management Blog

Library’s
Human Resources Blog

Library’s
Leadership Blog

Library’s Supervision Blog
Library’s
Training and Development Blog


Directions to Follow These Guidelines

Fill In This Template

As you go through each of the guidelines in this document, fill in this Learning
Plan document.

If Designing a Leadership, Management or Supervisor Development Plan:

If you are designing a training plan to learn any of those topics, then follow
the directions in the respective topic: How
to Design Your Management Development Program
, How
to Design Your Leadership Developmen Program
or How
to Design Your Supervisor Developmen Program
. Each topic includes resources
about leadership, management or supervision and guides you through the steps
in these “Complete Guidelines …”


Preparation for Designing Your Training Plan

Don’t Worry About Whether Your Plan is Perfect or Not — The
Plan is Guide, Not Law

Don’t worry about whether you completely understand key terms
in training or whether your plan is “perfect” or not.
The key is to get started. Start simple, but start. Do the best
that you can for now. There is no perfect plan. You’re doing the
plan according to your own nature and needs.

Also, it’s not important to stick to the plan for the sake
of the plan. The plan will likely change as you go along. That’s
fine, as long as you’ve notice that it’s been changed and why.

Remember that Training and Development is a Process

So often when we design a plan, the plan becomes the end rather than the means.
The plan is a general guide — the real treasure found from implementing your
plan is the learning you achieve. Learning is an ongoing process.

Get Some Sense of These Basic Terms

You don’t have to be expert at the following terms — just
get a general sense about them.

training goal

learning objectives

learning methods / activities

documentation / evidence of learning

evaluation

overall results or capabilities you hope to attain by implementing
your training plan, e.g.,
1. pass supervisor qualification test
what you will be able to do as a result of the learning activities
in this plan, e.g.,
1. exhibit required skills in problem solving and decision making
2. exhibit required skills in delegation
what you will do in order to achieve the learning objectives,
e.g.,
1. complete a course in basic supervision
2. address a major problem that includes making major decisions
3. delegate to a certain employee for one month
4. etc.
evidence produced during your learning activities — these are
results that someone can see, hear, feel, read, smell, e.g.,
1. course grade
2. your written evaluation of your problem solving and decision
making approaches
3. etc.
assessment and judgment on quality of evidence in order to conclude
whether you achieved the learning objectives or not

The following articles might improve the quality of your training plan
Basic
Requirements of Learners

Suggestions
to Enrich Any Training and Development Plans

The following topic might give you additional ideas of topics to learn about.
Personal
Development (setting goals, learning styles, studying, taking tests, remembering,
etc.)


Determining Your Overall Goals in Training

This section helps you identify what you want to be able to do as a result
of implementing your training plan, for example, qualify for a certain job,
overcome a performance problem or meet a goal in your career development plan,
etc. Learners are often better off to work towards at most two to four goals
at a time.

  1. Optional: You may want to re-review some of the following
    information:

    Goals
    — Selecting the Training and Development Goals

  2. Are there any time lines that you should consider in your
    plan?

    Do you have to accomplish any certain areas of knowledge or skills
    by a certain time? If so, this may influence your choice of learning
    objectives and learning activities to achieve the objectives.
    (Record your time lines in the Framework
    to Design Your Training Plan
    .)
  3. Are you pursuing training and development in order to
    address a performance gap?

    A performance gap is usually indicated from the performance appraisal
    process. The performance appraisal document should already include
    careful description of the areas of knowledge and skills that
    you must learn in order to improve your performance. To understand
    performance gaps, see
    Employee
    Performance Management
  4. Or, is your plan to address a growth gap?
    If so, carefully identify what areas of knowledge and skills
    are needed to reach your goals in your career. Consider referencing
    job descriptions, lists of competencies or even networking with
    others already in the positions that you want to reach in the
    near future. The following links might help you.
    Job
    Descriptions
    | Competencies
    | Networking
    | Career
    Planning
    | Job
    Searching
  5. Or, is your plan to address an opportunity gap?
    If so, carefully identify what areas of knowledge and skills
    are needed to perform the job or role that soon might be available
    to you. Again, consider job descriptions, lists of competencies
    or even interviewing someone already in the job or role that
    may soon be available to you.
    The following links might help you.
    Job
    Descriptions
    | Competencies
    | Networking
    | Career
    Planning
    | Job
    Searching
  6. Get feedback from others
    Ask for advice from friends, peers, your supervisors and others.
    They can be a real treasure for real-world feedback about you!
    For example, you (and your supervisor, is applicable) could work
    together to conduct a SWOT (an acronym) analysis, including identifying
    the your strengths, weaknesses, opportunities
    and any threats to reaching the your desired goals.
  7. Should you conduct a self-assessment?
    For example, you (and your supervisor, is applicable) could work
    together to conduct a SWOT (an acronym) analysis, including identifying
    the your strengths, weaknesses, opportunities
    and any threats to reaching the your desired goals. There
    are also a wide variety of self-assessments available at
    Self-Assessments
    (numerous self-assessments)
  8. Is a list of competencies, job descriptions or job analysis
    available to help you identify your training and development
    goals?

    A competencies list is a list of the abilities needed to carry
    out a certain role. The list can be very useful to you when identifying
    your learning objectives in your training and development plan.
    See information in the sections
    Job
    Analysis
    | Job
    Description
    | Competencies
  9. Begin thinking about how much money you will need to fund
    your plan.

    You might need money, e.g., to pay trainers, obtain facilities
    and materials for training methods, pay wages or salaries for
    employees during attendance to training events, etc. Begin recording
    your expected expenses in the “Budget” section of the
    Framework
    to Design Your Training Plan
    .
  10. Identify your training goals.
    By now, you should have a strong sense of what your training
    goals are, after having considered each of the above steps. It’s
    important that goals be designed and worded to be “SMARTER”
    (an acronym), that is, specific, measurable, acceptable
    to you, realistic to achieve, time-bound with a
    deadline, extending your capabilities and rewarding
    to you. (For more guidance, see Goals
    and Objectives Should Be SMARTER
    .) Write down your training
    goals in the Framework
    to Design Your Training Plan
    .

Determining Your Learning Objectives and Activities

The purpose of this part of your planning is to design learning
objectives that ultimately accomplish your reaching your overall
training and development goals. You will also identify the learning
activities (or methods) you’ll need to conduct to achieve your
learning objectives and overall training goals.

  1. You may want to re-review information in the sections:

    Designing
    Training (identifying learning objectives, methods to use, etc.)

    Methods
    — Remembering Some Basic Principles About Adult Learning

    Methods
    — Some Basic Mistakes to Avoid When Selecting Methods

    Methods
    — Building More Learning into the Training and Development Plan

    Various
    Ideas for Ways to Learn

  2. Identify some preliminary learning objectives for each
    new area of knowledge or skills that you need to learn.

    Carefully consider each of your training goals. What specifically
    must be accomplished (that is, what objectives must be reached)
    in order for you to reach those goals? Which of these objectives
    require learning new areas of knowledge or skills? These objectives
    are likely to become learning objectives in your training plan.
    Similar to the nature of training goals, learning objectives
    should be designed and worded to be “SMARTER”. (See
    Basic
    Guidelines and Examples for Writing Learning Objectives
    .)
  3. In what sequence should the learning objectives be attained?

    Usually, learning builds on learning. It may be useful to learn
    certain areas of knowledge and skills before learning new areas.

  4. Carefully consider — When you have achieved all of your
    learning objectives, will you indeed have achieved all of your
    overall training goals?

    Now you’re read to write down your learning objectives in the
    Framework
    to Design Your Training Plan
    .
  5. What are the best learning activities (methods) for you
    to achieve your learning objectives?

    Do the methods match your particular learning style, e.g., reading,
    doing or listening? Do the methods stretch your styles, too?
    Are the methods readily accessible to you? Do the methods take
    advantage of real-life learning opportunities, e.g., use on-the-job
    training opportunities, real-life problems that occur at work,
    use of projects and programs at work? Note that learning activities
    do always match learning objectives on a one-for-one basis. You
    might benefit from the following links, Some
    Typical Ways of Learning
    , Some
    New Ways of Learning in the Workplace
    and Learning
    Style Inventory
    .)
  6. Do your learning activities include your ongoing reflections
    about your learning?

    You (and your supervisor, if applicable) will benefit from regularly
    taking time to stand back and inquire about what is going on
    in your training, what are you learning and how, if anything
    should be changed, etc. Skills in reflection are critical for
    ongoing learning in your life and work. Consider using a private
    learning journal
    . Now you’re read to write down your learning
    activities in the Framework
    to Design Your Training Plan
    .
  7. What observable results, or evidence of learning, will
    you produce from your learning activities that can be reviewed
    for verification of learning?

    For ideas about what results to design into your plan, see Samples
    of Learner’s Results as Means to Verify Learning.
    Now you’re
    ready to write down your evidence of learning in the Framework
    to Design Your Training Plan
    .
  8. Who will verify that each of your learning objectives
    were reached?

    Ideally, your learning is evaluated by someone who has strong
    expertise in the areas of knowledge and skills required to achieve
    your training goals. Now you’re ready to write down your evaluator
    in the Framework
    to Design Your Training Plan
    .
  9. Now that you know what activities that will be conducted,
    think again about any costs that will be needed, e.g., for materials,
    facilities, etc.

    You may want to update the “Budget” section in the
    Framework
    to Design Your Training Plan
    .
  10. How will you handle any ongoing time and stress management
    issues while implementing your plan?

    Professional development inherently includes the need for self-development,
    as well. Therefore, you might consider information in the sections
    Stress
    Management
    | Time
    Management
    | Work-Life
    Balance
    | Self-Confidence
    | Emotional
    Intelligence
    | Maintaining
    a Positive Attitude

Developing Any Materials You May Need

The goal of this phase of your planning is to obtain or develop
any resources you need to conduct the activities you selected
in the previous phase of the plan.

  1. You may want to review information in the section

    Developing
    Training Materials (developing facilities, documents, graphics,
    etc.)

  2. Consider if you need to obtain, or start:
    Enrolling in courses, buying books, scheduling time with experts,
    getting a mentor, scheduling time with your supervisor, etc.
  3. Now that you’ve thought more closely about learning methods
    and associated materials, think again about any costs that will
    be needed, e.g., for materials, facilities, etc.

    You may want to update the “Budget” section in the
    Framework
    to Design Your Training Plan
    .
  4. Should any of your planned learning methods be pretested?

    Should you have anyone else use the methods and share their impressions
    about the methods with you? Have you briefly reviewed the methods,
    e.g., documentation, overheads, etc? Did you experience any difficulties
    understanding the methods?


Planning Implementation of Your Training Plan

The goal of this phase of your planning is to ensure there
are no surprises during the implementation phase of your training.

  1. You may want to review information in the following section

    Implementation
    – Conducting or Experiencing the Training

  2. During your training, how will you be sure that you understand
    the new information and materials?

    Periodically conduct a short test, e.g., everyone once in a while,
    try recall the main points of what you have just learned, test
    yourself, etc. If you are confused, tell your trainer now.
  3. Will your learning be engaging and enjoyable?
  4. Are you sure that you’ll receive the necessary ongoing
    feedback, coaching, mentoring, etc., during your training and
    development activities?

    Consider information in the sections
    Sharing
    Feedback
    | Coaching
    | Mentoring
    | Motivating
    Employees
    | Counseling
    | Sustaining
    Morale
    |
  5. Where will you get necessary administrative support and
    materials?
    >
  6. During implementation, if any changes should be made to
    your plan, how will they be tracked? How will the plan be redesigned?
    How will it be communicated and to the right people?

Planning Quality Control and Evaluation of Your Training Plan
and Experiences

The goal of this phase of your planning is to ensure your plan
will indeed meet your training goals in a realistic and efficient
fashion.

  1. You may want to review information in the section:

    Evaluating
    Training Process and Results

  2. Who’s in charge of implementing and tracking your overall
    plan?

    How will you know if the plan is on track or needs to be changed?
  3. Consider having a local training expert review the plan.

    The expert can review, in particular, whether
    – your training goals will provide the results desired by you
    (and your organization, if applicable),
    – learning objectives are specific and aligned with your overall
    training goals,
    – the best methods are selected for reaching your learning objectives,
    and
    – your approach to evaluation is valid and practical.
    You may want to update the “Budget” section in the
    Framework
    to Design Your Training Plan
    .

  4. Are approaches to evaluation included in all phases of
    your plan?

    For example, are your methods being pretested before being applied?
    Do you understand the methods as they’re being applied? Are regularly
    providing feedback about how well you understand the materials?
    How will the you (and your supervisor, if applicable) know if
    implementation of the plan achieves the training goals identified
    in the plan? Are there any plans for follow-up evaluation, including
    assessing your results several months after you completed your
    plan?

Follow-Up After Completion of Your Plan

This is often the part of the plan that gets neglected. In
our society, we’re often so focused on identifying the next problem
to solve, that few of us have the ability to acknowledge successful
accomplishments and then celebrate. The design and of this plan
has probably been a very enlightening experience for you — an
experience that brought a perspective on learning you can apply
in a great many other arenas of your life. Congratulations!

  1. Are follow-up evaluation methods being carried out?
  2. Did you (and your supervisor, if applicable) complete
    a successful experience to develop and implement a training and
    development plan? Is this accomplishment being fully recognized?

    Consider information in the section Reward
    Systems

Go to main Training
and Development
page.


For the Category of Training and Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.

Related Library Topics

Recommended Books


Designing Your Web Page – The Basics

A desktop displaying a website

Designing Your Web Page – The Basics

Written by Carter McNamara, MBA, PhD

This presentation is located at https://staging.management.org/misc/np_web.htm
in the Free Management Library at https://staging.management.org

Sections of This Topic Include

· Preparation
· Naming Your Website
· Why Websites Fail
· Simple Guidelines About Page Format
· Simple Guidelines About Page Content
· Simple Guidelines About Promoting Your Site
· Useful Web Addresses About Web Basics


Designing Your Web Page — Preparation

· Your Web page is a communications tool — it is not a product by
itself
· Therefore, plans to build a good Web page should be part of planning
for client services
· Websites are easy to build — challenge is making it logical and
simple to follow
· First ask yourself some basic Web-planning questions:
1. What do you want to accomplish?
– Getting word out? (information-oriented, with “contact us” so
they can e-mail you)
– Build mailing lists, etc.? (they provide information to you)
– Building relationships? (interactive between you and Web page reader)
– Earned income over the Internet? (e.g., selling books, “e-commerce”)
– A specific interface to specific services?

2. Who is your intended audience?
– “What is my reader trying to solve?”

3. Where will you get the necessary expertise?
– Designing / drawing the page
– Technically programming the page
(this is not as hard as it used to be —
use “home made” home pages)

4. Who will conduct client services?
– Updating information on the page, etc.
– Answering e-mail messages, etc.
– Testing for broken links

Naming Your Website

Pick a name (up to 24 characters?)

· Think long-term when picking a name
· Name should be descriptive of your organization’s overall
services
· Pick a name that’s easy to type in …
· To register a name, go to http://www.networksolutions.com/ — that
site will tell you if the name currently exists or not
· If you pick a name that substantially resembles someone else’s,
they may sue you and have you remove the name

Suffixes

· “.com” identifies user as commercial entity
· “org” for non-commercial entities,
· “gov” for governmental bodies
· “.edu” for educational institutions, and
· “.net” for network services
· if outside the United States is usually an abbreviation for the
user’s country

Why Websites Fail

· The following is based on the work of Michael Gilbert, editor of
the “Nonprofit Online News”
· He identifies five types of problems that Websites have
1. Upside Down Site — content is good but is buried under an impenetrable
hierarchy
2. Dead Website — it’s never updated. A variation is the Dead on
the Outside
—- is updated, but you’d never know it
3. Disconnected Website — all the communication is one way, from the page
to you
4. Cool Website — “Las Vegas” effect — so enamored with technology,
it says nothing
5. Stingy Website — gives nothing of value
All of these problems are caused by focusing on the Website as a product
rather than means of client services

Simple Guidelines About Page Format

· Visit many Websites — pick which ones you like and think about
why you like them
· Pay attention to their coloring scheme, placement of text and images
· Have short, simple pages
· Be consistent with images, colors and formatting of text
· Be careful (avoid?) use of scrolling text and images, and blinking
images
· Be careful (avoid?) background images
· Try get all images or text on a page to fit in one screen
· Don’t overdue frames and graphics!
· Try put conclusions at the top of the page
· Have link to home page on every page
· Remember that diverse clients, countries, etc. are reading your
Web page
· Always tell visitors how to contact you
· Consider a “site map” – this tells users about the overall
arrangement of all of your pages
· Consider a “table of contents” or header at the top of
each page
· Test your page with several browsers, e.g., Netscape, Internet
Explorer, American Online and CompuServe — try a laptop, too
– Do color, images and text appear as you
preferred?
– How long does it take to download your
page — if more than five seconds, too long?
· Update your site regularly with new information — announce updates
· Avoid “Under Construction”!
· Have someone review your site for you — they get lost? any confusion?

Simple Guidelines About Page Content

Here are Some Emerging Criteria for Evaluating Web Page Information:
1. Accuracy? – is the information really
believable?
2. Authority? – sound hollow? half-hearted?
3. Objectivity? – too much hype?
4. Current? – if anything is out of date, it all is
5. Coverage? – mention all of your services?

Think about your clients — how do they speak? what do they value? what
would they want from your page? Write to that audience …

Design for disabled client? large fonts, minimal scrolling and clicking

Simple Guidelines About Promoting Your Site

· Announce your site to various search engines and directories
– “SubmitIt!” at http://submit-it.com/
– “Postmaster2” at http://www.NetCreations.com/postmaster/registration/try.html
· Monitor your traffic — find out how many “hits” you’re
getting per week
· Consider link relationships with other sites — you link to them,
they link to you
· Use signature files — mention your Website at the end of your
e-mail messages
· Join online newsgroups and participate — your signature files
is spread all over
· Put your URL on all of your letterhead, invoices, business cards,
etc.
· Consider issuing a free newsletter (watch copyright terms, etc.)


USEFUL WEB ADDRESSES ABOUT “WEB BASICS”
These addresses are in the web page Computers,
Internet and Web

located in the Free Management Library

GETTING CONNECTED TO THE INTERNET
Set Up Computer Networks and Connections
Getting Connected With ISPs

BASICS ABOUT THE WEB AND BROWSERS
https://websitebuilders.com/how-to/web-at-a-glance/web-browsers/
http://www.distant-star.com/issue9/jan_99_feat_web_and_net.htm
http://www.boutell.com/faq/oldfaq/index.html

DESIGNING AND EVALUATING A WEB SITE
http://www.gilbert.org/news/features/feature0014.html
http://www.useit.com/alertbox/
http://www.sun.com/styleguide/
http://info.med.yale.edu/caim/manual/contents.html
http://www.tsbj.com/editorial/02070508.htm
http://www2.widener.edu/Wolfgram-Memorial-Library/webeval.htm
http://info.med.yale.edu/caim/manual/
http://www.killersites.com

HIRING SOMEONE DESIGN YOUR WEB SITE

How to Successfully Hire and Work With an Excellent Consultant

GUIDE TO THE WEB AND MANAGING YOUR SITE
http://www.cs.umsl.edu/~sanjiv/xu_proj/webmanage.html

PROMOTING A WEB SITE
http://www.promotingyoursite.com/
https://www.wix.com/blog/2016/12/free-places-to-promote-your-website/

ADDITIONAL MISCELLANEOUS INFORMATION
http://www.coyotecom.com/tips.html
http://www.metronet.lib.mn.us/libpage/links.htm


For the Category of Information Technology:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.

Related Library Topics

Recommended Books


Holistic Organization Development: A Paradigm for the Future

Man Wearing White Long-sleeved Shirt Holding Black Pen in a Meeting

Holistic Organization Development: A Paradigm for the Future

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.

Traditional Definition of Organization Development (OD)

Social scientists have learned that our paradigms have a powerful effect on how we interpret the world around us. The following definition of organization development is rather standard.

“Organization Development is an effort (1) planned, (2) organization-wide, and (3) managed from the top, to (4) increase organization effectiveness and health through (5) planned interventions in the organization’s “processes,” using behavioral-science knowledge” (Beckhard, “Organization development: Strategies and Models”, Reading, MA: Addison-Wesley, 1969, p. 9).

The definition was developed in 1969 at a time when an organization was considered to be much like a stable machine comprised of interlocking parts. OD diagnoses an organizational problem and then prescribes an intervention to fix it, much like a traditional medical doctor treats a body today. The above definition is often cited when describing the field of OD. OD courses explain methods in terms of diagnosis, interventions and evaluations.

Traditional View of OD Must Change

Today’s organizations are experiencing change like never before. Many of us practitioners now find that after we’ve “treated” one organizational problem, another soon surfaces. This cycle occurs despite our efforts to diagnose the client’s problem. Some of us view our recurring interventions as if we’re peeling off layers of an onion to get to the real cause of the client’s problem. Others view recurring problems as inherent in the turbulent environments of today’s organizations.

This ongoing dilemma in OD is similar to that in medicine. Physicians rely on empirical forms of research based heavily on the scientific method. They work from a linear model in which the practitioner analyzes a symptom, makes a diagnosis, treats the apparent problem with an intervention of some sort and then waits to see what difference the intervention made. When the symptom goes away, the practitioner concludes that the problem is “fixed”. Particularly in today’s high-stress environment, the patient soon experiences other problems with other symptoms. Too often, the patient tragically assumes that discomfort is what life is all about and resigns to a lower quality of life than could otherwise be had.

Features of Holistic Medicine

Many people now seek remedies in alternative, holistic forms of medicine. Fortunately, a new paradigm seems to be developing in medicine that accommodates and integrate new forms of treatments. Medical schools recognize this new paradigm. We in OD must now do the same.

Holistic medicine works from a systems perspective rather than the linear model of traditional medicine. Service providers in holistic medicine consider the patient to be so dynamic that cause-and-effect perspectives can’t grasp the true nature of the patient “system”. Providers consider all aspects of the patient, including physical, mental, emotional and spiritual. Providers harbor no illusions of “fixing” anything. Instead, they work toward wellness, toward improving the overall quality of life for the patient. Providers believe that the patient’s system knows how to take care of itself. That is, the wisdom is there, but the provider and patient must work together to let this wisdom come out.

Holistic services include varied forms of treatment, for example, training about stress management, exercise, adjustments to diet, counseling, massage, acupuncture, herbal medicine, etc. Often these treatments are highly integrated into comprehensive treatment programs, including ongoing support to patients as they accomplish necessary life changes. There’s concerted effort on the part of service providers to train about methods of holistic treatments. Courses are held in homes and communities.

Beginnings: Holistic OD

Actually, developers have been adopting various forms of holistic development for several years. Many practitioners now take a systems view of organizations. They focus as much on the processes between the parts of an organization as on the parts themselves. They talk of patterns in organizations rather than events. They talk of paradoxes and polarities, rather than fixing. They count on guiding principles as much as verified facts from social sciences.

Self-organizing systems and self-managed teams are now mainstream in the literature. Spirituality in the workplace has become a common topic. Many management books reference principles from Eastern philosophies. Management development programs now include forms of self development as well. Dialogue groups enhance meaning for members. Interventions, such as coaching and peer-coaching seem to be on the rise. Consultants specialize in facilitating the rituals inherent in managing change. Consultants promise “learning relationships” with clients.

Yet to Be Done

However, much remains to be done. We recognize that leaders are faced with many anxieties while facing constant change. Yet we provide few avenues for leaders to get ongoing support to deal with these anxieties. Research indicates that adult learning is very organic in nature and occurs from ongoing actions, reflection and feedback. Yet too many of us resort only to traditional classroom techniques for leadership development. We recognize that change takes time. Yet we cave in to client demands to shorten the length of projects. Too many of us see only those symptoms that match the treatments only we can provide. Many continue to question why MBA programs include few, if any, courses in OD.

In addition, we need a new definition of OD — a definition that integrates and accommodates new methods to enhance the effectiveness of our organizations. It may not be a definition at all. It may be a set of guiding principles around which the field of OD self-organizes for now.

One New Definition of OD

Today, OD is counted on to improve organizations that are operating in a quite different environment than that of the 1960s. The nature and forms of organizations are changing dramatically. The field of organization development requires its own evolution to accommodate the evolution of organizations. Consider the following rather novel definition of organization development.

“Organization Development is the attempt to influence the members of an organization to expand their candidness with each other about their views of the organization and their experience in it, and to take greater responsibility for their own actions as organization members. The assumption behind OD is that when people pursue both of these objectives simultaneously, they are likely to discover new ways of working together that they experience as more effective for achieving their own and their shared (organizational) goals. And that when this does not happen, such activity helps them to understand why and to make meaningful choices about what to do in light of this understanding” (Neilsen, “Becoming an OD Practitioner”, Englewood Cliffs, CA: Prentice-Hall, 1984, pp. 2-3).

This definition places priority on “candidness” of organization members and their taking “greater responsibility for their own actions.” This definition places priority on nurturing the authenticity needed for members to continuously learn from themselves and each other. As Terry asserts: “authenticity self-corrects” (from “Authentic Leadership: Courage in Action”, San Francisco, CA: Jossey-Bass, 1993). This definition is probably one of several that could serve as basis to define or suggest what OD is today.

A recent discussion in the online ODNET discussion group discussed whether OD has a credibility problem or not. One of the major outcomes from the discussion was that the profession of OD means many things to many people. As with most things in life, this ambiguity has its advantages and disadvantages. As with most things in life, the benefit from this struggle comes not from the solution itself, but from the struggle.


For the Category of Organizational Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Guidelines to Conducting Effective Meetings

Smiling people using laptops in a meeting

Guidelines to Conducting Effective Meetings

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.

Adapted from the Field Guide to Leadership and Supervision in Business
and Field Guide to Leadership and Supervision for Nonprofit Staff.

Sections of This Topic Include

Also consider
Related Library Topics


Planning Effective Meetings

Meeting management tends to be a set of skills often overlooked by leaders and managers. The following information is a rather “Cadillac” version of meeting management suggestions. The reader might pick which suggestions best fits the particular culture of their own organization. Keep in mind that meetings are very expensive activities when one considers the cost of labor for the meeting and how much can or cannot get done in them. So take meeting management very seriously.

The process used in a meeting depends on the kind of meeting you plan to have, e.g., staff meeting, planning meeting, problem solving meeting, etc. However, there are certain basics that are common to various types of meetings. These basics are described below.

(Note that there may seem to be a lot of suggestions listed below for something as apparently simple as having a meeting. However, any important activity would include a long list of suggestions. The list seems to become much smaller once you master how to conduct the activity.)

Complete Guides

Selecting Participants

  • The decision about who is to attend depends on what you want to accomplish in the meeting. This may seem too obvious to state, but it’s surprising how many meetings occur without the right people there.
  • Don’t depend on your own judgment about who should come. Ask several other people for their opinion as well.
  • If possible, call each person to tell them about the meeting, it’s overall purpose and why their attendance is important.
  • Follow-up your call with a meeting notice, including the purpose of the meeting, where it will be held and when, the list of participants and whom to contact if they have questions.
  • Send out a copy of the proposed agenda along with the meeting notice.
  • Have someone designated to record important actions, assignments and due dates during the meeting. This person should ensure that this information is distributed to all participants shortly after the meeting.

Developing Agendas

  • Develop the agenda together with key participants in the meeting. Think of what overall outcome you want from the meeting and what activities need to occur to reach that outcome. The agenda
    should be organized so that these activities are conducted during the meeting. In the agenda, state the overall outcome that you want from the meeting
  • Design the agenda so that participants get involved early by having something for them to do right away and so they come on time.
  • Next to each major topic, include the type of action needed, the type of output expected (decision, vote, action assigned to someone), and time estimates for addressing each topic
  • Ask participants if they’ll commit to the agenda.
  • Keep the agenda posted at all times.
  • Don’t overly design meetings; be willing to adapt the meeting agenda if members are making progress in the planning process.
  • Think about how you label an event, so people come in with that mindset; it may pay to have a short dialogue around the label to develop a common mindset among attendees, particularly if they include representatives from various cultures.

Opening Meetings

  • Always start on time; this respects those who showed up on time and reminds late-comers that the scheduling is serious
  • Welcome attendees and thank them for their time
  • Review the agenda at the beginning of each meeting, giving participants a chance to understand all proposed major topics, change them and accept them.
  • Note that a meeting recorder if used will take minutes and provide them back to each participant shortly after the meeting.
  • Model the kind of energy and participant needed by meeting participants.
  • Clarify your role(s) in the meeting.

Establishing Ground Rules for Meetings

You don’t need to develop new ground rules each time you have a meeting, surely. However, it pays to have a few basic ground rules that can be used for most of your meetings. These ground rules cultivate the basic ingredients needed for a successful meeting.

  • Four powerful ground rules are: participate, get focus, maintain momentum and reach closure. (You may want a ground rule about confidentiality.
  • List your primary ground rules on the agenda.
  • If you have new attendees who are not used to your meetings, you might review each ground rule.
  • Keep the ground rules posted at all times.

How to Interject in a Meeting

Time Management

  • One of the most difficult facilitation tasks is time management — time seems to run out before tasks are completed. Therefore, the biggest challenge is keeping momentum to keep the process moving
  • You might ask attendees to help you keep track of the time
  • If the planned time on the agenda is getting out of hand, present it to the group and ask for their input as to a resolution.
    (Also see Time Management.)

Evaluations of Meeting Process

Evaluating the Overall Meeting

  • Leave 5-10 minutes at the end of the meeting to evaluate the meeting; don’t skip this portion of the meeting.
  • Have each member rank the meeting from 1-5, with 5 as the highest, and have each member explain their ranking
  • Have the chief executive rank the meeting last.

Closing Meetings

  • Always end meetings on time and attempt to end on a positive note.
  • At the end of a meeting, review actions and assignments, and set the time for the next meeting and ask each person if they can make it or not (to get their commitment)
  • Clarify that meeting minutes and/or actions will be reported back to members in at most a week (this helps to keep momentum going).

Various Types of Groups

Action Learning
Committees
Communities of Practice
Conflict
Management

Dialoguing
Facilitation
Focus Groups
Group Coaching
Group Conflict Management
Group Dynamics
(about nature of groups, stages of group development, etc)

Group Learning
Group-Based
Problem Solving and Decision Making

Large-Scale
Interventions

Open Space
Technology

Self-Directed
and Self-Managed Work Teams

Team Building
Training and Development
Virtual Teams

Additional Perspectives About Conducting Successful Meetings


Learn More in the Library’s Blogs Related to This Topic

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For the Category of Facilitation and Teams:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.

Founder’s Syndrome: How Corporations Suffer — and Can Recover

Woman Standing in Front of a Laptop

Founder’s Syndrome: How Corporations Suffer — and Can Recover

© Copyright 1995 Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.
Adapted from the Field Guide to Leadership and Supervision in Business
and Field Guide to Leadership and Supervision for Nonprofit Staff
and Field Guide to Developing, Operating and Restoring Your Nonprofit Board.

Also consider

Introduction

This syndrome occurs when, rather than working toward its overall mission, the organization operates primarily according to the personality of a prominent person in the organization, for example, the founder, board chair/president, chief executive, etc. The syndrome is primarily an organizational problem — not primarily a problem of the person in the prominent position. This manual happens to focus on the situation where the organization works according to the personality of the founding chief executive. However, it could be in regard to, for example, a Board Chair who came along after the founder had left — the symptoms and actions to recover are essentially the same.

Table of Contents

Preface

Founders’ Syndrome: During Tenure of Founder

  • A Typical Problem in Small Organizations
  • Some Troublesome Traits Among Founders
  • Typical Traits of Well-Developed Leaders
  • Basic Principles in Developing Leadership
  • Actions Boards Must Take
  • Actions Founders Must Take
  • Actions Staff Might Take
  • Summary

Transitioning to a New Chief Executive

  • Founder’s Syndrome: When New Chief Executive Replaces Founder
  • Typical Symptoms
  • Actions Boards Must Take
  • Actions New Chief Executive Must Take Before Taking the Job
  • Actions New Chief Executive Must Take After Taking the Job
  • What if Founder Left the Organization in a Mess?

Appendix A – Procedure for Transitioning to a New Chief Executive

Other Related Online Articles


Preface

I learned a great deal about Founders’ Syndrome while facilitating various Leaders Circles meetings, starting in 1995. A Leaders Circle is a peer-based development program that I developed in 1995, which includes five to seven members who meet regularly to share coaching for ongoing support, problem solving and networking. (Leaders Circles is a registered trademark of MAP for Nonprofits in St. Paul, Minnesota.)

I used the phrase Founders’ Syndrome to describe the set of symptoms that I noticed among struggling founders of organizations. I’m not sure where I got the phrase, whether I noticed it in literature or it came to my mind. At the time, it seemed like an appropriate phrase, but I’ve since come to regret using it because it’s an organizational problem, not a personal problem.

I wish to thank Joan Wells, Executive Director of Resources and Counseling for the Arts in St. Paul, Minnesota. She suggested that the syndrome be the focus of a workshop held by her organization. I developed and organized many of the ideas for this booklet in preparation for the workshop. I also wish to thank Joan for contributing the section “What New Chief Executives Must Do Before Taking Job”, as well as contributing several other key insights throughout this booklet. I also with to thank the editors of the Nonprofit World who allowed me to continue to share portions of this booklet that were also published in my article in their November-December 1998 issue.

This booklet may be freely distributed. The booklet should not be used for commercial purposes, i.e., to generate profits without the express written consent of the author. The booklet is available on the World Wide Web at https://staging.management.org/misc/founders.htm


Founders’ Syndrome: During Tenure of Founder

A Typical Problem Among Small Organizations

· To continue to meet the needs of their customers, organizations must evolve through a particular life-cycle change.

· This change is from typically entrepreneurial, seat-of-the-pants growth to well-planned and managed development.
· However, this development cannot occur without first establishing a stable administrative infrastructure.
· Developing this infrastructure often requires a change in the nature of the founder’s leadership from that of a highly reactive, individualistic style to a more proactive, consensus-oriented style.
· Many founders cannot make this transition. As a result, the organization remains managed, not in a manner that provides reliable services to customers, but according to the personality of the founder.
· Often, the organization experiences the same problems over and over again. For example, plans are not implemented. Money keeps running out. Board and staff members quickly come and go. The organization struggles from one crisis to another. No one really seems to know what’s going on. People become afraid of the founder.
· Founders Syndrome is no one’s fault — no founder sets out to damage their organization. Besides, the syndrome rarely takes hold without numerous members of the Board and staff exhibiting symptoms of the syndrome.
· Eventually, stakeholders confront the founder about the organization’s recurring problems (if the organization is a nonprofit, funders often will confront the chief executive or board). Often, the founder becomes increasingly anxious and defensive, and soon resorts to blaming Board members and staff (nonprofits also blame funders). Without ongoing coaching and support, it’s likely that the founder will be replaced, or even worse, the organization will fold.
· There are actions that founders and Board members can take to avoid these tragic outcomes. Start simple, but start.

Some Troublesome Traits Among Founders

Founders are dynamic, driven, and decisive. They carry clear vision of what their organization can be. They know their customer’s needs and are passionate about meeting those needs. Often these traits are strong assets for getting the new organization off the ground. However, other traits of founders too often become major liabilities. For example, founders often:

  •  Are highly skeptical about planning, policies, and procedures. They claim “they’re overhead and just bog me down”. They often believe they’ve found a new way to get things done.
  • Make reactive, crisis-driven decisions with little input from others. React to most problems with the lament “if only I had more money.”
  • In the case of nonprofits, executive directors attend mostly to fundraising and generating new ideas for services.
  • Hand-pick their Board members and staff. See these people as working for the founder as much as working for the organization’s mission.
  • Attract Board members through founder’s dynamic, often charismatic personality — not through focus on organization’s mission.
  • Count on whomever seems most loyal and accessible, and motivate by fear and guilt, often without realizing it.
  • Hold occasional staff meetings to report crises and rally the troops.
  • In the case of nonprofits, executive directors usually see their Boards mostly as a source for fundraising, and work to remove Board members who disagrees with founder.
  • Have a very difficult time letting go of the strategies that worked to quickly grow the organization, despite evidence that the organization can no longer absorb this rapid growth without major changes.
  • Ultimately, Founders Syndrome sets in because the organization becomes dependent, not on the systems and structures of the organization, but on the unique style of the leader — whether the leader is consistently decisive or consistently indecisive.

Typical Traits of Well-Developed Leaders

Leaders of lasting, well-developed organizations have experienced numerous changes, and managed to
develop their organizations and themselves along the way. Developed leaders:

  • Appreciate plans and budgets as guidelines, and realize these ultimately make their organizations more responsive to the needs of their customers.
  • Make proactive decisions based on mission and affordability.
  • Make staffing decisions based on responsibilities, training, and capabilities.
  • Value Board and staff members for their strong expertise and feedback.
  • Sustain strong credibility among customers and service providers.

Basic Principles in Developing Leadership

Eventually, most founders realize they must change the way they operate. Many go on to develop their leadership style to the next level. First, they realize they must change from within. They:

  • Understand that the recurring problems are not their fault — they’re doing the best they can.
  • Are willing to ask for and accept help.
  • Communicate often and honestly (this is sometimes difficult for crisis-driven, “heroic” leaders).
  • Engage in stress management, especially forms not related to their jobs.
  • Are patient with themselves, their Boards, and staff.
  • Regularly take time to reflect and learn, particularly about their value in service to others.

Actions Boards Must Take

Making this change in leadership style is often confusing, lonely, and stressful for the founder. The Board can be the founder’s greatest help.

1. Understand and take full responsibility for the role of Board member. Insist on focused Board training to review the roles and responsibilities of a governing Board. Undertake a yearly self-evaluation of the Board to ensure it is operating effectively.

2. Once a year, conduct a key risk management exercise: pretend the founder suddenly left the organization. Who will/can quickly step in? Are you sure? What activities are the staff really doing to carry out programs? In the case of nonprofits, what grants does the organization have to perform against and when report them? What is the cash flow situation? What stakeholders must be contacted? Where are the files/records?

3. Know what’s going on in the organization or how to quickly come up to speed. Ensure job descriptions are up-to-date. Have staff complete weekly or biweekly written status reports. Ensure yearly written performance reviews are completed. Ensure regular staff meetings are held and actions are written. Is a staff member being cultivated as an assistant chief executive? Is this needed?

4. Strategic planning is one of the best ways to engage the Board and take stock of the organization. Conduct regular and realistic strategic planning with the Board and staff. Focus on the top three or four issues facing the organization. Although most organizations scope plans to the coming three years, focus careful planning on the next 12 months. Establish clear goals, strategies, objectives, and timelines.

5. Develop highly participative finance committees (in the case of nonprofits, develop a fundraising committee, too).
Too often, Boards are extremely reluctant to face the founder by getting involved in finances. However, troubles with a chief executive’s performance are often revealed in financial problems. If a chief executive struggles or leaves, finances are usually the first to become major problems. Therefore, closely review regular cash flow, income and balance statements.

6. Don’t be part of the problem! Don’t take on the traits of the crisis-driven founder and staff, or worse yet, just “numb out.” Meet consistently and make decisions based on mission, planning, and affordability, not on urgency. Avoid the notion of any quick fixes, such as hiring an associate director with “people skills.” This doesn’t address the problem and may make things even worse.

7. Help Board members and staff to keep up their hopes. Regularly communicate with each other (through appropriate channels). Remind each other that the recurring problems are the result of the organization’s success and that current changes are to best serve the needs of its customers. Note that staff members’ morale will improve as they perceive stability, security, and progress.

8. Support the founder with ongoing coaching and affirmation. The founder will change to the extent that he or she feels safe, understands the reasons for change, and accepts help along the way. Consider a Board Personnel Committee to provide ongoing coaching to the founder (but not to replace his or her responsibilities and accountabilities). Include at least one or two experienced organizational leaders on this committee. Note that the founder is not changing roles, but priorities.

9. Carefully monitor implementation and deviations from plans. Don’t hold the founder to always doing what’s in the plan or budget — but do hold him or her to always explaining deviations and how they can be afforded.

10. Implement development and evaluation plans for the founder. Include his or her input. Be consistent with the founder’s accountability to implementing the plans or explaining deviations from them. Evaluate the founder according to meeting strategic objectives and to his or her job description.

11. Consider policies to carefully solicit feedback from staff to Board. Consider having staff representatives on Board committees. Consider a 360-degree evaluation process for the chief executive, wherein staff provide feedback about the chief executive’s performance. Establish a grievance procedure where staff can approach Board about concerns if they can prove they have tried to work with the chief executive to resolve these issues.

12. Closely monitor key indicators of successful change. Ensure ongoing communications between Board members and the founder, sound financial management, implementation of plans and policies, and stable turnover of staff. Perhaps the most useful indicator is continued positive feedback from customers.

13. If problems recur, take action. If, after attempting to follow the above suggestions, the same major problems recur over the next six to nine months, then take major actions regarding the founder’s position in the organization. If the founder’s leaving would cause the organization to fold, then the Board has not been doing its job all along. The Board should be strongly involved in strategic planning, financial management, (in the case of nonprofits, fundraising), authorizing policies, reviewing programs, evaluating the chief executive, etc.

Actions Founders Must Take

The major actions below are intended to help the organization become more stable and proactive. Each organization follows the practices according to its own needs and nature. They are not developed overnight and are never done perfectly. Start simple, but start!

1. Accept a mentor outside the organization and an advocate within. Founder’s syndrome comes from doing what’s natural for you. Changing your leadership approach may be rather unnatural. Seek and accept help.

2. Ensure a customer-driven organization. Always focus on customers. Regularly ask customers what they need and how the organization can meet their needs. Establish straightforward and realistic means to evaluate services. Start with basic questionnaires to gather customers’ impressions. Interview some customers to get their “story”.

3. Set direction through planning. Support the Board to carry out strategic planning. Ensure staff input as well. Conduct regular staff meetings to hear staff input. Cultivate strong finance (and in the case of nonprofits, fundraising committees), and help them to fully understand the organization’s finances and fundraising plans.

4. Organize resources to meet goals. Develop job descriptions with staff input to ensure mutual understanding of responsibilities. Develop staff-driven procedures for routine, but critical tasks.

5. Motivate leadership and staff to meet goals. Delegate to staff members by helping them understand the purpose of tasks. Get their input as to how the tasks can be completed. Give them the authority to complete the tasks. In regular staff meetings, celebrate successes! Bring in customers to tell staff how the organization helped meet their needs. Conduct regular performance reviews with staff to ensure organizational and staff needs are being met. In regular staff meetings, share status information and conduct day-to-day planning.

6. Guide resources to meet goals. Share management challenges with the Board and ask for policies to guide management. Work from the strategic plan and develop an associated budget to earmark funds.

7. Think transition! Help the Board to regularly undertake contingency planning, including thinking about what the organization will do if/when you’re gone. Have the Board pretend that, for some unknown reason, you were suddenly gone. What would they do? How?

Actions Staff Might Take

Staff can play a major role in helping the organization to recover. However, staff may be in somewhat of a high-risk situation because the founder (who often values loyalty at least as much as effectiveness) may perceive staff actions as hurting the organization, rather than helping it. Therefore, staff are advised to proceed with caution.

The syndrome can be quite stressful for staff. They can lose perspective amidst the continued confusion and anxiety in the workplace. If they’ve been in the organization long enough, they, too, become part of the problem. Therefore, it’s important for staff to get perspective on the nature and extent of the problem.

Work hard to identify an external mentor and an internal staff advocate. Bounce ideas off of someone else who’s judgment you highly revere.

1. Get clear perspective on your concerns by privately writing down what you perceive to be major problems in the organization.
Privately record your concerns. In order to minimize your own biases, record only what you have seen with your eyeballs. Record only those problems which seem to be persistent and/or which various people have tried to resolve but have been unsuccessful.

2. Match your recorded list of problems with those listed in the section “Some Troublesome Traits Among Founders.”
How many of the symptoms match those recorded in your list? Consider sharing your list and results with someone whom you trust. Do they agree with your approach and results? It’s up to you to conclude if the organization has the syndrome or not. Whether the organization has the syndrome or not, if there are enough other persistent problems, you may still want to take action.

3. Assess if you want to stay in the organization and help it recover. This requires that you carefully reflect on why you’re in the organization, what you can do to help the organization recover, the likelihood of it recovering and how well you manage your own stress.

4. If you elect to stay in the organization and try help it to recover, use the organization’s structure. That is, communicate your suggestions with peers and your immediate supervisor, whether that’s the founder or not. Give them a chance to address your concerns. Promptly go to the Board only if symptoms of the problem result in discrimination or harassment of you and your personnel policies include a grievance procedure for you to go directly contact the Board. You might consider a letter to the Board if you resign, but this may burn bridges for you.

5. Provide various suggestions from those listed in the sections “Actions Board Must Take” and “Actions Founders Must Take”. Don’t provide all of the suggestions at once. Always associate your suggestions with description of how they can constructively advance the mission of the organization. Don’t personalize your descriptions of concerns by blaming them on someone. Make your suggestions in writing, e.g., in status reports, in memos. Date the suggestions so can keep perspective on whether the suggestions are acted on or not. Tactfully share copies of this booklet.

6. Monitor whether the organization is recovering or not. Have you given the organization time to address concerns? Has the organization made substantial changes and the symptoms have decreased? Or, do you see the same symptoms over and over again?

7. Update your resume and consider looking for another job. Keeping your own health and happiness is the best thing you can do for yourself and the community. You’ll become ill if you stick around in the organization. Your leaving may actually contribute to the organization’s recovering if other staff realize why you left.

8. Don’t burn bridges.
It’s extremely compelling to write a blistering letter to all members of the board and various staff, explaining each and every problem in the organization. This may temporarily relieve you of your frustration, but it may also hurt your credibility with key members of the organization’s community. If you communicate your concerns and reasons for leaving, be respectful and tactful.

Summary

  • It may be that the founder’s greatest gift is converting a dream to reality by inspiring others with the ability to keep the dream real (and they will have their dreams, too!).
  • In that case, the best thing for him or her may be to leave the organization once that dream is real, when the dream evolves an organization that others should take forward.
  • However, no great leader leaves without ensuring their organization survives their leaving.
  • A sound transition plan, mutually developed with Board and staff, ensures the organization is passed on to capable hands.
  • Hopefully, the founder stays and goes on to see the organization become a stable and well-respected organization — an organization with a resilient and far-sighted leader who embraces change and, most importantly, knows how to manage it.

Transitioning to a New Chief Executive

A great deal of struggle and stress may be alleviated for the new chief executive if the Board effectively handles the transition to the new chief executive.
The following key Board activities will particularly help the new chief executive to get started in an effective fashion.
More detailed suggestions are included in Appendix A, “Procedure for Transitioning to a New Chief Executive”.

1. Ensure the Board has a strong idea of what it wants in a new chief executive. Be wary of the strong tendency to define the new chief executive in terms of what the founder was or wasn’t. Instead, hire a new chief executive based on the organization’s current needs, e.g., financial skills, personnel/supervisory skills, (and in the case of nonprofits, fundraising skills), planning skills, program skills, etc. Rank the skills in priority order and update the chief executive job description accordingly. Design the job ad from the job description and reference the description when developing interview questions as well.

2. Before the new chief executive begins employment, send them a letter welcoming them to the organization, verifying their starting date, providing them a copy of the employee policies and procedures manual, and providing a copy of the strategic plan and financials. (This can be included in the offer letter.)

3. The Board should send a letter to key stakeholders. The letter would announce the new chief executive, when he or she is starting, something about their background and why it’s useful, etc., and asking them to call the Board chair if they have any questions or concerns.

4. Meet with the chief executive to brief them up to speed on strategic information. Review the organization chart, last year’s annual report, the strategic plan, this year’s budget, and the employee’s policies and procedure manual if they did not get one already). In the same meeting, explain the performance review procedure and provide them a copy of the performance review document.

5. When the new chief executive begins employment (or before if possible), introduce them in a staff meeting dedicated to introducing the new chief executive.
If the organization is small enough, have all staff attend and introduce themselves. If the organization is larger, invite all managers to the meeting and, along with the new chief executive, have each manager introduce themselves.

6. Invite the new chief executive to a social event with Board members. This can greatly help to establish a comfortable rapport for the new chief executive.

7. Ensure the new chief executive receives necessary materials and is familiar with the facilities. Ensure an assistant gives them keys, gets them to sign any needed benefit and tax forms. Review the layout of offices, bathrooms, storage areas, kitchen use, copy and fax systems, computer configuration and procedures, telephone usage and any special billing procedures for use of office systems.

8. Schedule any needed training, e.g., computer training, including use of passwords, overview of software and documentation, location and use of peripherals, and where to go to get questions
answered.

9. Review any policies and/or procedures about use of facilities.

10. Assign a Board member to them as their “buddy” who remains available to answer any questions over the next four weeks.

11. Have someone take them to lunch on their first day of work and invite other staff members along.

12. During the first six weeks, have one-on-one meetings (face-to-face or over the telephone) with the new chief executive, to discuss the new employee’s transition into the organization, hear any pending issues or needs, and establish a working relationship with the new chief executive.

Founder’s Syndrome: When New Chief Executive Replaces Founder

Symptoms Depend On Nature of Founder

a) Highly entrepreneurial in nature; quick to do things without planning; value loyalty; very high energy (this situation is basically what we talked about earlier in this packet)
b) Or, highly administrative; highly valued paperwork and extensive planning and detail (this situation is less difficult for the new chief executive to overcome because Board and staff focus on organizational structures and processes rather than the founder)
c) Or, synergistic; accomplished a good balance between entrepreneurial and administrative natures

Also Depends on Nature of the Founder’s Exit, Including They:

a) Wanted to go on to do different things (usually they leave the organization in very good condition
for a successor)
b) Or, were overcome with some large organizational problem and wanted to just get out (often the new chief executive is received very well, almost as if a hero; however, the new chief executive must resolve the problems which caused the original chief executive to leave)
c) Or, were fired by the Board (much depends on if the staff had strong issues with the chief executive or not; if the staff disagreed with the Board’s decision to fire the chief executive, the new chief executive has a major challenge to earn staff loyalty and earn credibility)
d) Or, died or became very ill (the new chief executive may not be taken seriously; the Board must be clear to recognize the accomplishments of the founder, including some ritual or benchmark activity, and then support transition to a new chief executive.)
e) Others?

Typical Symptoms

These can occur alone or in combination.

1. Board members seem detached from the organization, are burned out from trying to change the founder and/or firing him or her, and just want the new chief executive to make everything better now (they treat the new chief executive as a quick fix).

2. Or, Board members micro-manage the new chief executive because Board members feel burned or lied to by the founder, are highly critical to any new actions for fear of making a major mistake, and ultimately don’t trust the new chief executive.

3. Or, Board members find themselves continually comparing the new chief executive’s plans and activities to what the founder did, rather than to the organization’s mission and established plans. New chief executive is working to founder’s “ghost”.

4. Staff seem reluctant to implement the new chief executive’s ideas; they respond with “Jack (the previous chief executive.) didn’t do it that way”.

5. Or, staff are eager to do everything the new chief executive says without any staff input, with the hope that the new chief executive will make everything better.

6. Or, the new chief executive initiates new ideas and plans in the name of the founder. “It’s what he or she would have done.”

7. Or, the new chief executive keeps commenting to the effect “I don’t want to hear about (the founder) anymore. Now we’re doing things my way.”

8. There’s a lot of blaming, etc., of the previous chief executive, or, if the founder was fired, there may be the staff’s blaming of the Board.

9. Board members and/or staff continually suggest that the founder be consulted about the new chief executive’s ideas or plans.

10. Founder keeps calling staff or Board members to see “how it’s going.”

Actions Boards Must Take

The Board may have had to hire a new chief executive because it had to fire the original founder. However, the Board is often part of the overall problem that caused the founder’s firing. Therefore, the Board’s actions in helping a new chief executive are similar to those when trying to help the founder.
The actions below are intended to help the organization retain focus and direction, and become more stable and proactive.

1. Understand and take full responsibility for the role of Board member. You’re there to set policy and guide strategic direction according to the mission and plans of the organization, not according to personalities of the leadership.

2. Don’t be part of the new chief executive’s problem! Don’t continually reflect on what the founder would have done. Work together with the new chief executive to find a solution that fits both the nature of the Board and the new chief executive. Meet consistently and make decisions based on mission, planning, and affordability, not on urgency. Avoid the notion of any quick fixes, such as firing the new chief executive to find someone else more like the founder. Quickly going from one chief executive to another reeks havoc on the organization, including damaging its credibility with stakeholders.

3. Carefully monitor implementation and deviations from plans. Don’t hold the new chief executive to always doing what’s in the plan or budget — but to always explaining deviations and how they can be afforded.

4. Support the new chief executive with ongoing coaching and affirmation. Like the founder, the new chief executive will change to the extent that he or she feels safe, understands the reasons for change, and accepts help along the way. Establish a Board Personnel Committee to provide ongoing coaching to the new chief executive (but not to replace his or her responsibilities and accountabilities). Include at least one or two experienced organizational leaders on this committee.

5. Implement development and evaluation plans for the new chief executive. Include his or her input. Be consistent with the new chief executive’s accountability to implementing the plans or explaining deviations from them. Evaluate the new chief executive according to meeting strategic objectives and to his or her job description.

6. Carefully consider policies to carefully solicit feedback from staff to Board. Consider having staff representatives on Board committees. Consider a 360-degree evaluation process for the chief executive, wherein staff provide feedback about chief executive’s performance. Get outside advice when you conduct 360-degree evaluations for the first time. Establish a grievance procedure where staff can approach Board about concerns if they can prove they have tried to work with the chief executive to resolve these issues.

7. Closely monitor key indicators of successful change. Ensure ongoing communications between Board members and the new chief executive, sound financial management, implementation of plans and policies, and stable turnover of staff. Perhaps the most useful indicator is continued positive feedback from customers.

Actions New Chief Executive Must Take Before Taking the Job

1. Develop your own approaches to personal support and stress management.
Have mentors and friends whom you can regularly talk to. What do you count on regularly to relieve stress, e.g., mediation? exercise? journaling? Engage in stress management — consistently.

2. Accept a mentor outside the organization and an advocate within. This is likely to be a major transition in the organization and your life. You’re likely to experience stress and loneliness. Seek and accept help.

3. Review the organization’s finances in detail. The most prominent long-term symptom of Founders’ Syndrome is financial problems, including inconsistent reports, continued deficits, Board disengagement, problems surfaced during audits, (and in the case of nonprofits, expressed concerns from Funders), etc. Look at past financial reports, including cash flows, income statements and balance sheets. Review any audit reports. Are Board members actively engaged and really aware of the finances?

4. Get the Board’s expectations of you in writing. See the job description. Review the strategic plan. Did the Board update the job description as reference during its interviews for a new chief executive. Are there any other separate documents that record expectations on the chief executive. What process does the Board use to evaluate the chief executive role?

5. Record and discuss your expectations of the Board. Don’t assume that all Board members realize the roles and responsibilities of a governing Board. Share your documented expectations, including with reference to roles of a governing Board. Expect a yearly written performance review. Emphasize strategic planning. Consider sharing this booklet with them.

6. Ask Board members “What role does the outgoing founder have with the organization? It’s very difficult for a new chief executive to be effective if the founder is still around in some capacity. If the founder is still associated with the organization, the founder’s new role should be clearly defined and of a substantially reduced role.

Actions New Chief Executive Must Take After Taking the Job

1. Acknowledge that the Board may either be highly skeptical of your credibility, or be giving you complete latitude to “save” the organization. Be patient with them. Set your priorities accordingly to establish your credibility, or set realistic expectations between you and Board.

2. During the first three months, ensure you have in writing, the Board’s expectations of you, including its priorities for the coming year. Count on reference to your job description, strategic plan and any chief executive development plan.

3. Fully understand the role of the governing Board and support the Board to carry out its role, particularly the finance (and in the case of nonprofits, fundraising) committees.

4. Carefully review the Board’s operational policies and the personnel policies. Ensure your activities are in accordance with these policies.

5. Fully and accurately communicate with all Board members through, e.g., in Executive Committee meetings (depending on the nature of the Board), Director’s Report, memos to Board members about status of transition to new chief executive, meetings with Board Chair, reports of status on objectives and
strategic plan, minutes from staff meetings, etc.

6. Suggest the start (or update) of strategic planning soon to get a chance for ongoing dialogues to share your ideas with Board and staff, and to include your input to any new vision.

7. Set high and clear expectations to staff and communicate these to them. Include their input. Be consistent about not accepting poor behavior.

8. Schedule staff meetings and 1-on-1 meetings every two weeks for first two months; then always do staff meetings and 1-on-1’s every month.

9. Invite staff to a party at the your house. Don’t conduct any business at this meeting, rather use the meeting to get to know each other.

10. Don’t ever bad mouth the previous chief executive or the Board.

11. If mention of the founder comes up, redirect discussion back to the organization’s policies, procedures and/or the issue at hand.

12. Ensure you have ongoing written performance evaluations.

What if Founder Left Organization in a Mess?

Occasionally, the transition does not go smoothly. This situation might occur if, e.g., the founder left the organization in a mess, was quickly fired, or had to leave suddenly for medical reasons. This situation is greatly alleviated if the Board has been doing its work all along! Still, when transitioning to a new chief executive, there may be major problems that the organization is not aware of. The new chief executive and members of the Board should conduct the following activities as soon as possible:

1. The new chief executive should share any and all concerns with Board members as soon as possible. Suggest an action plan with full, written reports to the Board. Ensure Board committees are highly involved in assessing the situation and responding to it.

2. In the case of nonprofits, consider applying for an emergency grant to fund any necessary activities to take stock of the organization. You may also need funds to cover any shortfalls because, when an chief executive suddenly leaves, the chief executive often has stopped carrying out necessary fundraising. Also, funds are often needed to hire a new chief executive.

3. Strongly consider bringing in an outside financial consultant to review and verify the financials, including to ensure that all income and expenses are known, financial statements are up-to-date and accurate, and to suggest necessary financial activities to manage finances. You may need to rely on an outside financial consultant for bookkeeping, financial reporting and analysis. Consider using the consultant who conducted your last audit, if applicable. Involve the finance committee. Provide a written report to the Board.

4. Promptly establish the cash flow position. How much cash exists and how far will it carry the organization, considering all known expenses? Involve the finance committee. Provide a written report to the Board.

5. Review all files and documentation. Is the organization involved in any lawsuits? Are there any letters of concern from key stakeholders? Have these been addressed? Are all personnel files secured?

6. In the case of nonprofits, review all current grants. Is the organization performing to promised outcomes in those grants? Are reports being provided to funders on a timely basis? Involve the fundraising committee.

7. Contact all key stakeholders. Strongly consider meeting face-to-face with all major funders, and sending letters to other funders as well. Tactfully explain the situation and ask for their patience. Indicate what you are doing to address the situation, and indicate when you will be getting back to them. Involve Board members in making these contacts.

8. Nonprofits should resume ongoing fundraising as soon as possible. It often takes several months to receive funds after initial application. The organization cannot afford to wait until the new chief executive comes in to start fundraising. Ensure the fundraising committee is strongly involved.

9. Shore up hope among staff members. Staff members will likely know almost as much as you do about the status of the organization. Tactfully communicate with them. Tell them about potential concerns. Tell them what you’re doing. Remind them of any successes of the organization. Have one or more Board members attend staff meetings until things are settled. Staff members will be greatly relieved if they see the new chief executive and Board highly involved in helping the organization.

10. Coordinate Board involvement through use of committees, and the Executive Committee should track actions and their completion. The Executive Committee and new chief executive should meet on a weekly basis and track actions to their completion. Concurrently, Board members must try retain the perspective of a governing Board — this can be a major challenge to not get stuck in micro-management!


Appendix A –

Procedure for Transitioning to a New Chief Executive

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.

This procedure can be used to guide an organization through the transition to a new chief executive. The procedure addresses most of the major considerations during the transition, but there will certainly be unique items that will come. The procedure should be carefully reviewed by the relevant board members and current chief executive to ensure it is complete for their needs. (Note that this list is very useful as a risk management mechanism, e.g., for contingency planning, for review by an organization even if the chief executive is not leaving.) If the current chief executive is being fired, this procedure should be modified accordingly. This document contains the following sections:

Current Chief Executive’s Notification to Board

1. Typically, the chief executive will notify the board chair or other board member. The chair should immediately notify the rest of the board members in the next board meeting.
2. Attempt to negotiate a four-week-notice period from the chief executive. It’s not unlikely that there will be a period without a new chief executive. This procedure will help guide through that period.

Confidentiality

1. The board members should be apprised as soon as possible. Occasionally, members believe that transitions should be handled so cautiously that even some board members should not hear about the transition. This is the wrong approach. Each board member is legally responsible for the leadership of the organization, and deserves to know about all matters when they occur.

2. Discuss how to handle public relations. The community will soon hear the chief executive is leaving. Agree on how this message will be conveyed to the community. If the transition is expected to take over a month (they often do), consider sending a letter to the major stakeholders (advisors, suppliers, “peer” organizations, funders if in the case of a nonprofit, etc.) notifying them of the transition and assuring them that transition planning is being carried out thoroughly. Ask them to contact the board chair if they have any concerns or questions.

3. Note that applicants to the chief executive role deserve complete confidentiality. Make every effort not to expose applicants’ names to the public or staff. If certain staff are selected to interview the candidates, they should be coached to not reveal candidate names to the rest of staff. This confidentiality is not a matter of secrecy to be manipulate, rather it is a matter of protecting candidates who may not want their names out in public as looking for a new job. Of course, this matter of confidentiality is ultimately up to the board, but if confidentiality is not assured, it is very likely that the number of candidates will be quite limited.

Board Preparation

1. Appoint an ad hoc transition board committee to focus on this transition – This committee will manage the transition and make recommendations to the entire board regarding any matters with the transition. This committee role could be assumed by the current Executive Committee or a Personnel Committee. Committee members should commit to availability over the next four to eight weeks.

2. This transition planning procedure should promptly be reviewed and updated to constitute the transition planning document.

3. As soon the transition plan is complete, the staff should promptly be notified of the transition. A board member should attend the staff meeting where notification is given and the staff should be assured that the transition is being planned and carried out. The plan might be reviewed in the staff meeting. A copy of the transition plan should be shared with all staff members.

4. In the case of a nonprofit, identify funding for the transition. For example, are any funds needed for a national search, to move the new candidate, for training the new candidate, will any consultants be needed, etc.?

5. Update the chief executive job description. The description will be referenced to write the ad for the position, during interviewing and for ongoing guidance to new chief executive, and ensuring adequate compensation. When updating the job description, consider: current overall responsibilities, strategic planning goals for the year and the nature of current major issues that need to be addressed. Identify the most important criteria for selecting the new person and then rank the criteria (this ranking comes in handy when comparing candidates). The board should update the job description among themselves. The current chief executive should update the description at the same time, but independently. The board and chief executive should share their comments to the job description and discuss differences to come to consensus. Write a final version of the job description.

6. Get ads out as soon as possible. The board should decide if they are going to do a local and/or national search.

7. Hiring the new chief executive. (See the section, “Hiring to Fill the New Role” later on in this document.)

Administrative Preparation

1. Establish an interim staff structure. Consider appointing an acting chief executive from among the top reports to the current chief executive. If this course is followed, ensure the job description is well understand by the acting chief executive and the acting arrangement is documented in a letter between the acting chief executive and the board. Send a memo throughout the staff, indicating this interim appointment and how the acting chief executive will work with the staff until a permanent chief executive is identified. (Be very careful with this type of temporary arrangement as it can set lull board members into believing the transition is complete, which it is not.)

2. Update the administrative calendar for the organization. Ask the chief executive to make a schedule of all major recurring activities during the year (e.g., performance reviews, special events, staff meetings, one-on-one meetings, lease/contract expiration dates, when paychecks come out, etc.)

3. Get a list of key stakeholders. Have the chief executive make a list of all community key stakeholders whom the new chief executive should know about, e.g., funders if the organization is a nonprofit, advisors (legal, accounting, real estate), “peer” organizations, etc.

4. Review chief executive’s office facilities. Ask the chief executive to document the status of his/her office, e.g., ensure there are labels on all documents and drawers. Appropriate staff and at least two board member should meet with the chief executive to review where he/she keeps their files and major documents. Staff should retain a key to the office and appropriate board members should retain keys to the desk drawers and file cabinets.

5. Review personnel status. Two or more board members should meet with the chief executive to review personnel files, e.g., are there any current personnel issues or pending major actions? If so, it may be best to wait until the transition to the new chief executive if this is expected to occur during the next month or so.

6. The current chief executive should complete performance reviews on all personnel before he/she leaves. This ensures that the chief executive’s important feedback to personnel is collected before he/she goes, gives personnel a fair opportunity to reflect their past performance to the new chief executive, and gives the new chief executive the input he/she deserves about each employee to ensure effective supervision.

Interim Coordination Between Board and Staff

1. Emergency contacts for the staff. Staff should be given names and phone numbers of at least two board members whom can be contacted if needed. These two members should brief the entire board on the nature of any emergency calls from staff, if calls were made.

2. Board and staff meetings. Depending on the size of the organization, have weekly meetings of full staff (if small) or all managers (if large) during the transition until a new chief executive is hired. Have a board member attend the meetings. Have a staff member (acting chief executive, or the current top reports, or rotate among top reports) attend portions of the board meetings.

3. Coming up to speed on chief executive’s current activities in the organization. Have the current chief executive ask all staff members to update a “todo” list of their current major activities over the past month, planned activities over the coming two months and any major issues they’re having now. These todo lists will serve to coordinate work details during the transition and help update the new chief executive come up to speed.

4. Authorization lists. Decide who will issue paychecks and sign off on them during the transition. Often, the board treasurer and/or secretary will conduct this sign-off role.

5. A board member should meet with the current chief executive once a week before he/she goes. Review status of work activities, any current issues, etc.

Hiring the New Chief Executive

1. Advertise the position – Post ads in classified sections of local major newspapers. In the ads, include the job title, general responsibilities, minimum skills and/or education required, whom they should send a resume to if they are interested and by when. Mention the role to customers. Send cover letters and job descriptions to professional organizations. Be sure to mention the role to all staff to see if they have any favorite candidates.

2. Note that current employees should be able to apply for the job. Considerations in hiring them for the new role will have to include the impact on the organization if the employee leaves behind a critical and unfilled role in the organization.

3. Screen resumes – Often, a board committee will screen the first round of candidates, including review of resumes and first round interviews. When screening resumes, note the candidate’s career objective — or the lack of it. If not specified, the candidate may not have considered what they want to do in the future, which may impact their commitment to your new role. Note if they stayed at jobs long or did they leave quickly. Are there holes in their work history? Note their education and training. Is it appropriate
for the new role? Consider what capabilities and skills are evidenced in their past and current work activities. Interview all candidates that meet the minimum qualifications. (At this point, be sure that you’re not excluding candidates because of unfair biases.)

4. Interview candidates – Send the job description to candidates before they come to the interview meeting. While interviewing candidates, always apply the same questions to all candidates to ensure fairness. All questions should be in regard to performing the duties of the job. Ask about their compensation needs and expected or needed benefits. Attempt to ask open-ended questions, i.e., avoid “yes-no” questions.

Talk for at most 25% of the time — the rest of the time, listen. Don’t rely on your memory — ask permission from the interviewee to take notes. Find out when they can start if offered the job. Consider having multiple people at the interview; although this can be intimidating to the interviewee, this practice can ensure them a much more objective and fair presentation. (If staff participate in the interviews, ensure they realize they are advisory in capacity.

Board members have the legal responsibility to select the new chief executive.) Have the same people as interviewers in all of the interviews. Consider asking some challenging, open-ended questions, such as Why do you want the job?, What skills do you bring to this job?, What concerns do you have about filling this role?, What was your biggest challenge in a past job and how did you meet it? Do you have a preliminary vision for (the nature of your agency’s services)?

Describe your ideal (board, fundraising if the organization is a nonprofit, budgeting, personnel management, program management) process. Don’t ask questions about race, nationality, age, gender, disabilities (current or previous), marital status, spouses, children and their care, criminal records or credit records.

Have all interviewers share/record their impressions of the candidate right after the interview meeting. Explain to the candidate that you’ll be getting back to them soon and always do this. Ask if you can get and check any references. Always check references and share them with the interviewers.

Be sure to tell candidates of any relevant personnel policies terms, such as probationary periods. (The best way to deal with a poor performer is not to hire him or her in the first place. It is often wise to have a probationary period of, e.g., six months, wherein if the employee does not meet the responsibilities of the position, you can terminate the employee.) If practical, look into the applicant’s background to ascertain if they have a criminal record.

5. Select the candidate – Usually, a board transition committee recommends the top two or three candidates to the entire board for discussion and selection. This may require another round of interviews, this time including more/other board members. Usually, this is not as easy as one would like because two or three candidates come in close. Have a highly focused meeting with all interviewers.

(Again, note that staff members can provide input to the selection of the new chief executive, but should not be involved in voting.) Have each interviewer suggest their favorite candidate. If there is disagreement, focus discussion to identify the one or two areas in which interviewers disagree about the candidates. Then have each interviewer explain their impressions. At this point, interviewers usually come to consensus and agree on one candidate.

6. If there does not seem to be a most suitable candidate – Consider if the job requirements are too stringent or are an odd mix. Or, consider hiring the candidate who came in closest and plan for dedicated training to bring their skills to the needed levels. Or, re-advertise the position. Consider getting advice from a human resources professional (at this point, your need for them is quite specific, so they might provide services on a pro bono basis). Or, consider hiring a consultant on a short-term basis, but only as a last resort as this may be quite expensive.

7. If everyone turns down the job – The best strategy is to ask the candidates why they turned the job down. Usually, you’ll hear the same concerns, e.g., the pay is too low or the benefits incomplete, the organization seems confused about what it wants from the role, the interview process seemed hostile or contentious, etc. Reconvene the interviewers and consider what you heard from the candidates. Recognize what went wrong and correct the problem. Call back your favorite candidates, admit the mistake and what you did, and why you’d like to make an offer to them again.

8. Offer letter – If they accept an offer, always follow-up with an offer letter, specifying the compensation, benefits, and starting date and reference an attached job description. Ask them to sign a copy of the offer letter and return it to you.

9. Start a personnel file – Include in the file, the signed offer letter, tax withholding forms, the job description and any benefits forms.

Orienting the New Chief Executive

Develop an orientation procedure and consider the following activities for inclusion on the list. The following activities should be conducted by the board, if possible.

1. Before the new chief executive begins employment, send them a letter welcoming them to the organization, verifying their starting date and providing them a copy of the employee policies and procedures manual. (This can be included in the offer letter.)

2. At this point, the board may send a letter to stakeholders. The letter would announce the new person, when they are starting, something about their background, etc., and asking them to call the board chair if they have any questions or concerns.

3. Meet with the chief executive to brief them on strategic information. Review the organization chart, last year’s final report, the strategic plan, this year’s budget, and the employee’s policies and procedure manual if they did not get one already). In the same meeting, explain the performance review procedure and provide them a copy of the performance review document.

4. When the new chief executive begins employment (or before if possible), introduce them in a meeting dedicated to introducing the new chief executive. If the organization is small enough, have all staff attend and introduce themselves. If the organization is larger, invite all managers to the meeting and have each manager introduce themselves.

5. Ensure the new chief executive receives necessary materials and is familiar with the facilities. Ensure an assistant gives them keys, gets them to sign any needed benefit and tax forms. Review the layout of offices, bathrooms, storage areas, kitchen use, copy and fax systems, computer configuration and procedures, telephone usage and any special billing procedures for use of office systems.

6. Schedule any needed training, e.g., computer training, including use of passwords, overview of software and documentation, location and use of peripherals, and where to go to get questions answered.

7. Review any policies and/or procedures about use of facilities.

8. Assign a board member to them as their “buddy” who remains available to answer any questions over the next four weeks.

9. Have someone take them to lunch on their first day of work and invite other staff members along.

10. During the first six weeks, have one-on-one meetings (face-to-face or over the telephone) with the new chief executive, to discuss the new employee’s transition into the organization, hear any pending issues or needs, and establish a working relationship with the new chief executive.


Other Related Online Articles

For the Category of Leadership:

To round out your knowledge of this Library topic, you may want to review some related topics,
available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Consulting & Organizational Development Guide

A Group of People Having a Meeting Inside the Boardroom
Much of the content of this page
came from this book:
Consulting and Organization Development - Book Cover

Consulting and Organization Development - Book Cover
Field Guide to Consulting and Organizational Development
by Carter McNamara, published by Authenticity Consulting, LLC.
Provides complete, step-by-step guidelines to identify complex issues in for-profit or government organizations and successfully
resolve each of them. This book is also helpful to organizations that are doing fine now, but want to evolve to
the next level of performance. This is one of the truly comprehensive, yet practical, books about this complex subject!
Includes online forms that can be downloaded. Many materials in this Library’s topic about guiding
change are adapted from this comprehensive book.

Is Action Learning Stuck?

Woman in White Dress Shirt Writing on White Paper

Is Action Learning Stuck?

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.

(This article appeared in the January 2000 issue of the International
Federation of Action Learning’s newsletter Action Learning News.)

Attention to the action learning process has increased dramatically over
the past ten years. The amount of applications and literature has increased
accordingly, yet their focus has remained largely the same. We seem stuck
in how we think about and use action learning. Perhaps it is time we reflect
on the status of action learning, take actions to further evolve the process
and reflect on what we learn.

Limited Focus of Applications and Literature

Books do a wonderful job of describing basic elements, core learning theories
and how to implement programs. Articles analyze dynamics of action learning
with reference to the learning equation, adult learning theories, systems
theory, etc.

Descriptions of applications, whether in books or articles, are almost
always in the context of management development in large organizations.
Each description briefly addresses the nature of the client organization,
design and composition of sets, types of projects and structure of meetings.
Primary emphasis is on various outcomes from the application.

To Evolve Action Learning …

1. Develop More Guidelines for Designing Programs and Groups
Action learning literature tends to gloss over critical questions of program
design. As programs expand to more practitioners and venues, we need guidelines
to answer questions, such as: Should we have a part-time or full-time program?
Use a single-project or open group program? Use horizontal- or vertical-
or diagonal-slice sets? Use familiar or unfamiliar settings and problems?

2. Reach Low-Income and Rural Areas
Action learning literature should place more focus on features of action
learning that make it so highly accessible. People can start their own groups
at very low cost. They can schedule their own meetings and locations. They
can incorporate free materials from the World Wide Web. The wide accessibility
of action learning makes the process ideal for application with low-income
groups and people in remote areas away from training centers. Action learning
“starter kits” could freely be made available on the World Wide
Web.

3. Provide Framework for Support Groups
Action learning purists tend to focus primarily on skills in reflection
and inquiry, and problem solving. The role of support is sometimes minimized.
Yet, there is tremendous pain in many organizations today as they struggle
to remain viable in an ever changing marketplace. Action learning can provide
ongoing support to participants without minimizing the role of actions and
learning. There are few other processes that can provide badly needed support,
while integrating ongoing actions and learning.

4. Cultivate Communities for Change
The concepts of popular and folk education are expanding rapidly across
the globe. Their purpose is to help people raise consciousness about their
roles in the world, cultivate shared meaning and vision, and implement strategies
to enhance the quality of their lives. Key values are that the people hold
the answers within themselves and that solutions must start from them as
well. Key group techniques include ongoing actions, inquiry and reflection.
Action learning holds tremendous promise as highly accessible means to developing
local learning communities for social action and learning. (For more information
about folk education, see www.goddard.edu/feaa/ on the World Wide Web.)

5. Offer Local Learning Clusters
Action learning can be straightforward means for self-directed learners
to organize local learning clusters. Members can download free materials
from the World Wide Web, hold open discussion about the materials, and then
go into an action learning format to deepen and enrich learning around the
materials. For example, members can download materials from the Free Management
Library, which includes 600 well-organized topics about personal and professional
development. (See managementhelp.org/topics.htm on the World Wide Web.)

6. Research Online Sets
We must find suitable means to carry out sets over the Internet/Web. This
venue has its limitations compared to face-to-face sets. However, the wide
expansion and accessibility of the Internet/Web make it a critical medium
for expanding the use and impact of action learning. More research must
be conducted in this venue.

7. Integrate with Other Programs
Too often, action learning is portrayed as a standalone program. However,
the process can be used to enrich other forms of development as well. As
Reeves (1996, p. 6) points out, “If action learning is to come of age,
it is time that its practitioners stopped sniping at alternative modes of
management learning and instead embraced their complementary strengths.
Otherwise, action learning really will be marginalised as a cult.”

8. Ally With Coaching and Peer-Helping Practices
Personal and professional coaching is fast becoming a major service to individuals
and organizations. The nature of this coaching and action learning are somewhat
similar. Both believe the agenda should come primarily from the client.
Both place strong emphasis on the roles of ongoing inquiry, reflection and
actions. Action learning provides a time-tested framework in which to conduct
group coaching.

Peer-helping services are highly efficient means to low-cost sharing
of services and materials. Perhaps the best example is peer-counseling and
peer-mediating programs in schools. Action learning certainly is certainly
another powerful example. Yet the process is rarely mentioned in peer-helping
organizations. Action learners would benefit from association with other
peer organizations. For example, see Peer Resources at www.peer.ca and the
National Peer-Helping Association at www.peerhelping.org on the World Wide
Web.

A Call to Action — And Learning

My doctoral work focused on developing and evaluating a national action
learning program, a program I have directed for the past five years. I have
spoken to numerous action learning practitioners and clients. Clearly action
learning has achieved almost mythical status among many of us. The process
is practical, basic and timely, and yet theoretical, abstract and eternal.
We have strong perceptions of what action learning should and should not
be, and what it should and should not include. Our perceptions may have
us stuck.

Fifty years ago, Reginald Revans fought hard against the dogma of traditional
educational institutions. At that time (and still too often now), learning
was interpreted only as that which was conveyed by an expert in a classroom.
Universities and colleges were viewed as the keepers of our learning.

With the help of pioneers, such as Revans, Myles Horton and Paulo Freire,
we have come to realize that without practice there is no knowledge. One
hopes we will learn that the broader the range of that practice, the broader
the range of our learning.

Footnote
Reeves, T. (1996, May). Is action learning a cult? Action Learning News,
15, 2, 6.


Some Novel Notions for Support to Nonprofits

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Some Novel Notions for Support to Nonprofits

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.

Many nonprofit service providers agree that nonprofits will experience challenges and stresses unlike those experienced before. Experts cite changes in funding (devolution, etc.), demographics, values, technology, etc.) For a very good overview of these changes, see the Peat Marwick report located at http://www.us.kpmg.com/ps/march97/orgtrans.html).

As the nature of nonprofit leadership must change to accommodate changes in the world, so must the nature of training and development programs. We trainers and developers continue to assert that leaders must “think out of the box”, but too many of us are still entrenched in our own narrow views of training and development.

The following table depicts some rather novel forms of training and development for nonprofits.

notion asked for from nonprofit executive directors

purpose the idea would serve

1 incubator service for new nonprofits to help them get off the ground until they are largely self-sufficient; would included facilities and basic materials (plans, policies, etc.)
2 comprehensive assessment instrument get perspective on overall situation; (see “Organizational Fitness” topic in the Nonprofit Managers’ Library“)
3 one-time orientation on 1) role of E.D. and 2) systems overview of the nonprofit organizations establish firm knowledge and perspective on the role of the E.D., board and organization; systems view conveys wise perspective on the ebbs and flows of organizations
4 low-cost or free library of basic how-to information and materials needed to run a nonprofit provide highly affordable and therefore accessible resources for a firm “foundation” of materials, to ensure appropriate structures, etc. (this is done now with the Nonprofit Managers’ Library)
5 ongoing E.D. training focused on systems view of nonprofit organization (the interplay of major organizational functions) provide a much more integrated and realistic perspective to leaders (than typically done by one-shot courses) about their organizations so they are better able to lead, diagnose and develop their organizations
6 seminars on E.D. & board state-of-the-art topics describe and discuss current and expected trends in nonprofit management
7 retreat center many assert that nonprofit leaders quickly get burned out, yet few services are provided to address burnout; a retreat center would provide yearly renewal, reflection, action planning and follow-up (to be accountable to peers); nonprofits leaders need “emotional intelligence” training, as well
8 dialogue groups for networking, ongoing reflection, to gain larger perspective and enhance meaning; and cultivate skills in appreciate inquiry
9 highly focused, peer-based support and problem solving groups for ongoing, low-cost problem solving and support (See All About Circles)
10 consulting panels of local elders (wisdom circles) one-time “deep” consulting and problem solving and “centering”; integrates wisdom of community with community needs
11 cadre of “certified” nonprofit consulting professionals provide intensive organization development services to organizations in trouble/pain; there are many consultants, but not enough who really understand the nature of nonprofits, particularly small ones
12 workshops for service providers train the trainers about nonprofits, holistic development, integrating interventions, etc.
13 emergency Helpline provide prompt response and referral to highly stressed leaders; service providers assert that nonprofits must collaborate but how many service providers collaborate among themselves, e.g., to provide a Helpline?
14 award “certification” to “graduates” this would indicate levels of the consultants’ proficiency to nonprofits

This information may be copied.


For the Category of Training and Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Guidelines and Resources for Whole Systems Change in Organizations

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Guidelines and Resources for Whole Systems Change in Organizations

Much of the content
of this topic came from this book:
Consulting and Organization Development - Book Cover

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.


Sections of This Topic Include

Understanding the Nature of Organizational Change

Also consider
Related Library Topics

Learn More in the Library’s Blogs Related to Organizational Change

In addition to the articles on this current page, see the following blogs which have posts related to Organizational Change. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog.


What is Whole Systems Organizational Change?

Whole systems change is a type of large-scale intervention to accomplish transformational — radical and fundamental — change in an organization. There are a variety of approaches to accomplish wholes systems change, for example, Marv Weisbord’s Future Search Conference, Dick Axelrod’s Conference Model Redesign, organizational redesign and roles, and cultural change. The approaches seek to involve all stakeholders in the intervention and where that is not possible, representatives are involved.

It is based on the premises that people will not accomplish significant change unless they have strong ownership in the approach to change. That, in turn, comes from each person’s understanding the need for change, helping to articulate the vision for change, participating in the selection of the most suitable approach to accomplish the change, and doing his or her part to implement the change. That is, the entire system needs to be involved in accomplishing the change. Large-scale interventions are often done in a highly facilitative and collaborative manner with participants.

The need for whole systems change is brought about by the organization’s needing to respond to dramatic changes in its external environment, for example, globalization of cultures and markets, changes in technology and new sensibilities among populations regarding the nature of leadership and change. See New Paradigm in Management

Whole systems change is based on whole systems thinking, that the parts of a system are all connected and, therefore, influence each other. In turn, all systems are connected, comprising a much large whole, including collaborations, communities and societies.

A Definition of Whole Systems Change (Whole Systems Transformation)

There are a variety of different models of whole systems change. Roland Sullivan provides the Whole Systems Transformation (WST) model. In his blog article, Whole Systems Transformation: An Effectiveness Paradigm Shift for Strategic Change, he defines it as an enterprise-wide breakthrough led by aligned leaders engaging the critical mass to join in strategic accomplishment. More specifically it is:

  • A methodology for the organization to reinvent itself with the latest social psychology. Small and large groups technology using organization dynamics is foundational.
  • A process for breaking down borders so participants can create business intelligence from diverse data and establish collaborative relationships across boundaries and between levels in the organization.
  • A search for common ground and clear focus for the organization to be effective in an external environment that is perplexing, quickening, and in flux.
  • Based on the premise that effective change must come from within rather than from external experts or change managers.
  • An enabling journey whereby the critical mass creates a new more effective culture and meaningful customer experiences in real time.
  • Philosophically based, utilizing appreciative inquiry, social constructionism, positive social psychology, applied behavior science, and polarity management depending on the situation.
  • The use of microcosms that transcend borders and represent the entire range of levels, functions, geography, and ideas in and beyond the organization–that is, customers, industry experts, supply chain entities, and so forth.
  • Engaging and empowering the whole system to put into use evolved twenty-first century action research to sustain a change journey embedded in an agile organization. He also shares the elements of the WST model.

Additional Descriptions of Whole Systems Change


Also See These Closely Related Topics


Additional Library Resources in the Category of Organizational
Change and Development