Category Archives: Leaders

Storm Damage – Why leading with integrity matters

While this article focusses upon the revelations of the systematic cheating by administrators within the Melbourne Storm Rugby League Club, the article is about organisational leadership and not sport.

The Melbourne Storm is a multi-million dollar business. It is in the business of elite-sport, television and entertainment. The deception not just a sporting deception, it is a business deception and legal investigations may result in charges being laid. Time will tell.
Today many thousands of people will wake up feeling betrayed and disgusted by the behaviour of a small number of people. Michelle Hunt from www.dreammakers.org suggests that leadership involves a serious meddling in other people’s lives. Many people will have their reputations tarnished simply because they work for the Melbourne Storm. If that doesn’t highlight the serious impact that poor leadership can have on other people, then I’m not sure what does!
On the morning of Thursday 22nd April 2010 I was compelled to add a comment to an article posted on the The Age website. I was unaware of the Melbourne Storm issue that was to unfold later in the day. The article was titled, “Congratulations you’re a manager….now what?“. I was drawn to the article because it mentioned a series of tips for first time managers. However, one of the sentences in the article’s introduction caused me some concern. The sentence was, “Is honesty always the best policy when managing up?”. I thought to myself, “Why wouldn’t it be?”. If you are honest when managing up and you got into trouble for that, then my view is your organisation is not worthy of your commitment and you have a choice to make.
The ‘war for talent’ still exists so if you have a strong and clear sense of your values and a good work ethic, then my view is that you have choice regarding where you work. Working for organisations that aren’t worthy of you commitment is therefore a choice.

To me preparation to become a leader starts well before a formal leadership role in an organisation is offered to you. It starts with becoming clear about your values and practicing them every day in all your life’s roles. Vision without an understanding of your values can lead to behaviour, such as systematic cheating, that is inconsistent with the vision. I don’t know the motives of the senior Melbourne Storm administrators for their behaviour. I do know that conscious development and mastery of your personal values takes time and is important for people to have mastery of their values before they commence formal leadership roles. It is my view that not enough people are clear about their values and how they are reflected in their behaviour at work. Are you clear about yours?

Please feel free to comment on this article.

Gary Ryan enables individuals, teams and organisations to matter.
Visit Gary at http://garyryans.com

Three Steps For Creating a Plan – for anything!

Are you one of those people who prefers to keep your plans in your head? Or maybe you prefer to “just do it” and not worry about planning at all?

Research by David Ingvar indicates that there is a significant and positive effect from writing down your plans. What is interesting is that your plans do not have to include detail to the ‘nth’ degree to be effective.

What you do have to do, however, is to write them!

A simple, yet effective process for creating effective plans for anything is outlined below. The process can work for achieving a certain grade for an assignment at university, for drafting a high level plan for a complex business project (that would then be used to create a more detailed plan using tools such as Microsoft Project) or a training session for the local U12s basketball team that you coach. Heck, I use this process all the time for planning my workshops and seminars!

In addition, this process can be used for creating a plan for an individual or a team.

Step One
Describe using dot points, what a successful outcome looks like. Provide as much detail as possible to enable you to clearly see the success that you desire.

Step Two
Identify your current experience and skills as they relate to achieving your goals. Be honest. Include both your good and not-so-good experiences.

Step Three Part A
Brainstorm everything that you will need to do to take you from your description in Step Two through to achieving the outcomes you have described in Step One. Include any research or training & development that you may need to acquire along the journey.

Step Three Part B
Having brainstormed your possible tasks, consider their relationship to each other and their level of importance. What tasks stand out as critical steps for success? These need to be treated as priorities (keeping in mind, of course, that even the ‘little things’ matter for true success).

Step Three Part C
If more than one person will be involved in actioning this plan, assign appropriate tasks to everyone on your team.

Plans for individuals and teams can be completed in under ten minutes and under 30 minutes respectively following this three-step process.

The challenge for most people isn’t following the process, it’s deciding to do it in the first place!

Give it a go, you will be pleasantly surprised at how simple and effective it is!

Please feel free to share your experiences of following this process.

Gen Y – we are in safe hands!

Over the past few weeks I have been conducting programs for university students. Amongst other themes, these programs have included the identification and launching of community based projects. No less than 75 students have been involved in these workshops, and this week will see another 40 students involved in a similar program.

All these students are in their low 20s and gave up their holiday time to participate in the programs. For all of them, their academic performance will not be affected by not attending the programs. Yet they have not only turned up but have enthusiastically committed themselves to creating projects that will benefit their university and/or the broader community.

Sometimes I hear people of my generation (Generation X) or from the Baby Boomers complain about Generation Y. “They aren’t like us”, they bemoan. “They simply aren’t committed to anything other than themselves!” they complain.

Well, Gen Y aren’t like us. That is okay because they shouldn’t be. Otherwise we’d be stuck in some sort of time vortex. However, Gen Y are committed, very committed to helping to create a better world. Just like the older generations, there are sufficient numbers of committed Gen Ys who are there ‘having a crack’ at creating a better world. And they are doing it right now. I have the evidence of this because I am lucky enough to be able to work with them and the student projects that I have described above are practical examples of Gen Y hard at work.

So, Gen X and Baby Boomers, don’t worry, our future is in safe hands!

Please feel free to share your experiences of the positive work that Gen Y are doing to create a better world.

Gary Ryan enables individuals, teams and organisations to matter.
Visit Gary at http://garyryans.com

Service excellence comes in many forms

Service is not just a traditional retail experience. Examples of service include the willingness to allow direct reports to make mistakes so that they can learn (even though you could have done the task faster and to a higher quality yourself). Cleaning up after yourself in the lunch room. Picking up rubbish in the foyer and placing it in the bin. Letting others go first through a doorway. Offering your seat to someone not as healthy as yourself when riding public transport. Listening to a colleague when they just need another human’s ear. These are all simple examples of service. Service can be everywhere and it can be nowhere. How present is service in your life?

Gary Ryan enables individuals, teams and organisations to matter.
Visit Gary at http://garyryans.com

Reacting to a redundancy

A magnificent two part article has just been released on the Pegasus Communications Blog. Chris Abbey wonderfully articulates his own experience of receiving what he terms a ‘warn letter’. In Australia we might refer to being ‘offered a redundancy’. On that point, I “chose to accept a redundancy” a number of years ago. I often hear people say that they were “made redundant”. When queried, people usually say that, in the end, they chose to take the ‘package’ rather than stay. I then suggest that they were an active participate in the process that they experienced, and while they may not have liked the experience, they were still an active participant, versus being a passive participant who had a redundancy ‘done to them’. While a subtle shift in self-talk, it is my view that the difference can have a massive impact on an individual’s capacity to work their way through the seven stages of grief. (listed below)

1. Shock and denial
2. Pain and guilt
3. Anger and bargaining
4. Depression, reflection, and loneliness
5. The Upward Turn
6. Reconstruction and working through
7. Acceptance and hope

Once again Chris Abbey articulates his experience over two articles (Part One & Part Two). They are worth reading irrespective of the stage of your career and his insights about using the experience to help you to become even better are powerful. He certainly describes what my experience has been!

Please feel free to comment on this article.

Gary Ryan enables individuals, teams and organisations to matter.
Visit Gary at http://garyryans.com

Report Indicates That Gen Y Now More Loyal

A recent report published on the CIO website indicated the Gen Y are now more loyal to their employer than they have ever been. For a number of years I have been arguing that Gen Y are not as different as the older generations like to claim that they are. I’m not suggesting that as a generation they aren’t different, what I am suggesting is that the degree of difference is not as high as some have been arguing.

For many years I was laughed at for suggesting that the apparent ‘lack of loyalty’ by Gen Y was more driven by a booming economy than anything else. Gen Y when new in the workforce are able to exercise their right to change employers if the employer’s promises didn’t match the reality of organisational life. Many of the rest of us would love to have had that freedom of mind to take the same action. The reality is that for many of the older generations, they choose to put up with poor cultures and organisations because of their life stage – many married with children and large mortgages. (I, for one took the “I’m creating my own path” choice and with my business partner Andrew I am loving that choice!)

It is little wonder, therefore that when the economy has changed Gen Y, when asked if they plan to stay or go have responded with a resounding increase in, “I plan to stay!” Gen Y aren’t stupid. There’s no point being ‘mobile’ in your career if there isn’t anywhere to go!

My hope is that Gen Y don’t lose their intolerance for organisations not matching what they say. I have experienced too many people in the older generations who wish that their organisation’s culture was better than it is. But many of these people stay in those organisations for fear of not getting another opportunity elsewhere. Unfortunately this means that the organisations don’t change like they should.

Gen Y may have a serious impact on organisational cultures over time because they may make them more accountable. While there is good reason to celebrate the reported increase in Gen Y ‘loyalty’ my hope and belief is that they are just plain smart and they’ll be loyal while they are shown loyalty themselves. I also believe that they will continue to take responsibility for themselves and their career development far more than previous generations. Such action comes with being ’employably mobile’.

Gary Ryan enables individuals, teams and organisations to matter.
Visit Gary at http://garyryans.com

How a collaborative style and positional authority work hand in hand for effective leadership

Below is a dialogue between two colleagues. One of them Paul, is upset with his manager because he believes that while she preaches ‘collaboration’, she is in fact (to him) a hypocrite. His colleague Aiden provides a different perspective and eventually enables Paul to see that maybe his manager isn’t the hypocrite he thinks she is.

Paul: “Amanda is a hypocrite!”

Aiden: “What do you mean?”

Paul: “Well, she says that she wants us to collaborate, so I gave her my opinion about the Seymour incident and she’s pulled rank on me. I’ve been told that it’s her decision and that if I do what I said I was going
to do, then I’ll be in trouble.”

Aiden: “Hmmm. You’re saying that Amanda has asked you for your opinion, you’ve given it and she’s made a decision that is not what you want. Is that correct?”

Paul: “Yes. That is exactly what has happened. She’s a hypocrite!”

Aiden: “Paul, let’s slow down for a second. What behaviour does Amanda display when you believe that she has listened to you?”

Paul: “Well, that’s easy. She does what I want. That proves that she has listened. After all, that’s what collaboration is, isn’t it?”

Aiden: “Well, not exactly. If we slow down and listen to what you’re saying it sounds like Amanda has to do what you want otherwise she isn’t seen to be listening to you. Is that what you mean?”

Paul: “No, not really. But she asked me to give my opinion and then she didn’t take it. What’s the point of asking me what I think?”

Aiden: “The point is that Amanda is seeking more information by getting your opinion. Think back over the past few times that Amanda has asked your opinion, have there been any times when she has appeared to listen to you?”

Paul: “Yes, a couple. There was the Monroe issue and the Pothole issue where Amanda’s final decision was very close to what I thought we should do.”

Aiden: “So, from your perspective Amanda does listen sometimes?”

Paul: “Yes, sometimes.”

Aiden: “What’s your definition of when Amanda isn’t listening to you?

Paul: “That’s obvious. When her decisions are different to what I want.”

Aiden: “Paul, Can you hear what you are saying? It seems to me that you’re saying that unless Amanda’s decisions equal what you want, then she’s being a hypocrite because she hasn’t listened to you. Yet you agree that there have been times when her decisions have been very similar to what your input recommended.”

Paul: “I’m listening” nodded Paul.

Aiden: “Look at it this way. When you’ve been a boss in the past, don’t you expect your positional authority to count for something from time to time?”

Paul: “Yes”

Aiden: “In that case, isn’t it possible that Amanda really has listened? In taking your opinion on board she has decided to do something different. She has then used her positional authority, which she is entitled to use, to make the decision. What’s wrong with that?”

Paul: “Okay. I suppose that you have a point. In fact she did say that she was using her positional authority to ‘make the call’. I took offence to that for some reason, but I’m not sure why”.

Aiden: “Great. I’m glad you’ve been open to having this chat.”

Paul; “Yeah, so I am I. I was going to go and do something that probably wouldn’t have been the right thing to do. In fact,, I probably would have undermined Amanda if I had continued with the action that I was planning to do. I suppose there are just times when I’m not going to fully understand Amanda’s decisions. I suppose I’ll just need to trust her and keep asking questions. That can’t hurt, can it?

Aiden: “Of course not. And my experience with Amanda is that she does listen and does try to explain why her decisions are what they are. I think that sometimes we don’t listen to her because we’re so focussed on what we want. Maybe it wouldn’t hurt for us all to have a chat about these issues at our next meeting.

Paul: “You really think that she’d be up for it?”

Aiden: “Yeah, I do.”

This dialogue highlights how powerful mental models (see How what you think affects what you see) can be and how they can influence what we see and don’t see. In this situation a manager who collaborates with her team is seen as being a hypocrite simply because she at times, makes decisions that aren’t exactly what her team members want her to do.

Collaboration exists when people work as a team. Teamwork requires members to perform their role from both a technical role and team role (see What Makes People Tick Personality Profile & Job Fit Assessments) perspective. In this context it is fair and reasonable for a leader to exert their positional authority from time to time when making decisions. Providing the leader is constantly seeking and absorbing input from team members, there may be times when the leader has to make a decision and that decision may not be popular with the rest of the team. The nature of a leadership role means that leaders are exposed to information that other staff are not able to access. (at least not in the same timeframe). This means that sometimes leaders have access to information as an input to their decision-making that other team members may not yet know. This can create a paradox for the leader who wishes to be known for their collaborative style because there are times (such as employee disciplinary processes) when a leader is not able to share all the information with their team members.

A way to manage this situation is for the leader to declare when they are expressing a view from the perspective of their formal position and authority, compared to when they are simply expressing a view. For such a system to work the leader will need to conduct a series of conversations with their team about how such a system should work. The intention of the system is to enable team members to be able to speak candidly with their ‘boss’ (see the video Transparency – How leaders create a culture of candor).

If conversations such as the ones just described had been conducted throughout Paul and Aiden’s team’s history, it is unlikely that Paul would have been so convinced that his manager, Amanda, was a hypocrite.

What have been your experiences with regard to the challenge of having a collaborative leadership style, with making decisions when required?

Please feel free to ask questions and comment on this article.

Gary Ryan enables individuals, teams and organisations to matter.
Visit Gary at http://garyryans.com

How to use illustrations to catalyse Conversations That Matter®

Creating Conversations That Matter® is a key skill for organisational leaders. Amidst forecasting, attending to meetings and writing reports, the development of this skill is often neglected. Think about it, how do you stimulate Conversations That Matter® with your peers, direct reports and your leaders? How do you stimulate them with your key stakeholders and clients?

Conversations That Matter® are conversations where people are able to speak from the heart, speak their truth (whatever it may be) in a safe environment where there will not be negative consequences for speaking their mind. This does not mean that people lose responsibility for what they say. Rather, their responsibility increases as respect is a core requirement for a conversation that matters to be conducted.

So how might a leader create a conversation that matters, especially when there may be a level of distrust present amongst team members?

One way is to use illustrations to catalyse your conversations. For these conversations to be successful, the leader must be prepared to do the following five practices:

1. Be prepared to ‘listen to understand’ to what is being said, rather than listening to defend/justify
2. Guarantee that no negative consequences will result to people as a result of the conversation
3. Listen more than speak – a good rule of thumb to follow is to speak 30% and to listen 70% of the time
4. Be prepared to ask open questions (see The Art of Skilful Questions)
5. Judge the quality of the conversation by the level of truth that is present in the conversation (see the video Transparency – How leaders create a culture of candor)

If you are able to follow the five practices above, then determine the focus of your conversation, then select an image that you could use and give it a go. As an example a great friend of ours Jock MacNeish has been creating such illustrations for the best part of his life. Over time Jock has created many illustrations for us and the 0 to 10 Relationship Management body of knowledge. As Licensed Elite Trainer Facilitators in 0 to10 Relationship Management, Andrew and I are able to use Jock’s illustrations.

The 0 to 10 Relationship Management Culture Survey illustrations are very powerful catalysts for enabling people to have a conversation that matters. If you were interested to know what your team members thought about the level of autonomy that they had in their jobs, you could place the illustration below on the table and ask them to mark on the scale where they believe the level currently sits.

When people place their finger on the scale that they believe represents their view, simply say, “Thank you for your honesty. What examples do you have that would help me to understand what this score means to you?”

Their answers will be powerful and enable you to identify what you should keep doing, start doing and stop doing. If, of course, you have tried this technique and no-one in your team spoke up, then you may have your answer anyway!

On the other hand if you’ve never tried this technique before please give it a go. Either print the illustration from this article or select a different onee for your team and create a conversation that matters. Please let us know how you go!

Finally, if you like this concept but aren’t sure what illustration to use, please provide a brief description of your issue in the comments box and I’ll help you find an appropriate illustration.

As a leader a significant part of your success is driven by your capacity to create and stimulate conversations that matter. Is this a skill that you possess? What are you currently doing to develop it?

Please feel free to ask questions and/or to make comments about this article.

Gary Ryan enables individuals, teams and organisations to matter.
Visit Gary at http://garyryans.com

How goals, structure and patience combine to create the results you desire

Gary uses the experience of his five year old son learning how to ride a bicycle as a metaphor for leaders. Goals, strcutures and patience can combine to create the success that you desire.

Learning to ride a bicycle acts as a metaphor for leaders

“You’re doing it, you’re doing it! Well done son, you can ride your two-wheel bike. Woo hoo!”, I called with delight.

“Yeah! I can go for a run with you now Dad!”, called back my five year old son.

My son has had a goal to ride his bike without its training wheels so that he would be able to go on a run with me. For nearly his entire life his older brother and then his older sister have been going for a run with me (they ride their bikes while I run). Since he was three my five year old son has asked, “Can I come too?”. “Yes, when you can ride on two wheels” has been my response.

Achieving this goal has required re-enforcement, a clear structure and patience. The re-enforcement of the goal has occurred everytime my son asked if he could come on the run with me. The structure has been the rule that in order to ride his bike while I go running, he must be able to ride on two wheels.

Patience has been present while I have waited for him to want to practice riding on two wheels.
After he would ask if he could come on a run with me I would ask, “Would you like to practice now? I’m happy to practice with you before I go on my run.”

Honestly, I don’t know how many times I asked that question over the past two years only to hear, “Hmmm, not really. Maybe another day.”

I would always respond with a re-enforcement of his goal. “That’s okay. Just remember that if you want to come on a run with Daddy, then you have to be able to ride your bike without your training wheels.”

I had learnt with his two older siblings that as soon as they were the ones motivated to want to practice, then five days in a row of practice would guarantee success. I regularly reminded my son about this structure as well. “When you decide that you are ready, we just need five days in a row of practice and you’ll be able to ride your bike!”

As it happened he only needed three days! He was the one who said to me, “Come on Dad, I want to be able to ride my bike. I really want to go on a run with you!”. Broom stick in hand (which is a tool that I jam in behind the bike seat so that I can walk behind the bicycle and assist with balance), pedals off (turning the bicycle into a scooter which makes it easier and safer to learn how to balance) we went out into our street to practice. About 15 minutes each day was all that was required.

The goal and structures were easy to create. Maintaining patience was the most challenging part of this process. Not from his perspective, but from mine!

Relating this experience to leadership in the workplace
This is very similar to what often occurs in the workplace. Many leaders expect that the new structures that they implement will produce immediate results. Time delays are inevitable when change takes place. Performance may not improve, yet ‘time is ticking’. Unfortunately this results in many leaders not persisting with good programs and structures. Instead, they declare that the current structure ‘obviously doesn’t work’, so they switch to something else. This creates a cycle of changing structures that produce no measurable performance improvements over time.

A simple example of this relates to the concept of using conversation starters (see How to stimulate conversations that matter) to create ‘conversations that matter’. The goal may be to create a strong sense of the organisation’s values on a day to day level at work. The structure may be that the leader provides an example of the values in action as a hand-out to read before a team meeting. The meeting agenda may also include a section on ‘Our values’.

When the first meeting is held the leader asks, “What were your responses to the story in the hand-out?”. Silence. The leader shifts uncomfortably in their seat. The silence continues. So the leader quickly moves on to another agenda item.

After the meeting the leader declares, “Well, that conversation starter stuff certainly didn’t work! I’ll never do that again.” Leaders often do the same thing when it comes to creating team ground rules for the first time. Sound familiar?

Just because a new structure doesn’t produce immediate results when you try it, doesn’t mean that it won’t work. The important aspects to consider are:
1) Does the structure align with the goals that you are trying to create?
2) What leadership skills are necessary to support the structure?
3) How will those skills be developed?
4) What was learned each time the structure was practiced?

As you develop your leadership skills and learn which structures are most likely to produce the results that you desire, it is amazing how you can also learn how to combine goals, structures and patience to maintain focus even when performance doesn’t appear to be improving. But when it all comes together, the performance improvement can be exponential, just like the seemingly fast performance improvement that my son displayed when he finally started to ride his two-wheel bike. While it seemed fast, the final performance improvement occurred as a result of patience over a long period of time, a clear goal and structures to support that goal becoming a reality.

When you understand the interplay between these variables you discover that, ‘slower is faster’. Maintaining patience in the face of zero performance improvement can eventually create a performance improvement that otherwise is unlikely to occur. Many leaders can become seduced by the ‘sense of speed’ that often comes with trying something new, which is why they keep changing structures without giving them the proper time to be successful. Your challenge is to be clear about what you want to create, to develop structures to support your goals, to be patient and to never stop learning.While it may seem slow, this process is often a faster way to achieve performance improvement.

What are your examples where goals, structures and patience have combined to create the results that you desire?

Please feel free to ask questions and to make comments on this article.

Gary Ryan enables individuals, teams and organisations to matter.
Visit Gary at http://garyryans.com

Discover the secret to motivating your team members

Over many years of facilitating leadership development programs I have been continually asked, “What is the secret to motivating my team members?”.

I have been taking the participants of our programs through a simple three step process to find the answer to this question. You might like to treat this process as an activity, so why not pull out some paper and pen and see what answers emerge for you.

Step One
Rather than focusing upon the factors that will enable you, as a leader, to motivate your team members, let’s consider your thoughts about the factors that enable you to be the best that you can be at work. Take out your pen and paper and jot down some points that, for you, enable you to be highly motivated at work.

Once you have completed your answer, look at the typical responses that I have received over many years of collecting participant responses to this question.

The following are the Top 10 typical responses that are listed in no particular order of importance.
• Recognition for the work that has been done
• Opportunities to be creative
• A sense of contributing to the company
• A sense that what I do has value
• A fair wage for my contribution, all things considered
• Being treated fairly and trusted to do my job
• Being given appropriate feedback on my performance
• Having work that is interesting and that uses my skills
• Having opportunities to develop and grow in the business
• Having opportunities for promotion

Step Two
Now place yourself into your leadership role. What factors do you think will enable your team members to perform to the best of their ability? Once again take out your pen and paper and write down your answer to this question.

Once you have completed your answer, look at the typical responses that I have received over many years of collecting participant responses to this question.

The following are the Top 10 typical responses that I have received over many years of asking this question.
• Being given compliments and recognition for doing good work
• Having appropriate work delegated to them
• Having opportunities to progress their career
• Having training and development opportunities
• Having work that uses their skills
• Being paid appropriately for their work, all things considered
• Having leadership opportunities
• Being shown that management actually cares about them as a person
• Being trusted to do their job
• Being consulted about changes before they happen

Step Three
Look at both lists of responses. What do you notice? What stands out to you?
Many people have responded that they are surprised at the similarities between the two lists. When I have asked why they are surprised about the similarities between the two lists, people have responded that they somehow thought that the motivators for leaders and everyone else would be different. In reality it seems that most people’s motivations are fairly similar.

In summary, people want:
• To be paid fairly for what they do
• To be provided work that uses their skills
• To be provided training and development opportunities
• To be recognised for the work that they do
• To be trusted to do their job properly
• To be provided with opportunities for advancement or promotion
• To be included in making decisions about changes that will affect them
• To be treated fairly including being given feedback on their performance
• To be shown that people in the organisation actually care about them as a person
• To have work that has some value

How to use this information
As a leader the easiest way to use this information is to look at the three lists and ask yourself, “How am I and my organisation performing with each of these motivating factors?”. Neither leaders nor organisations are perfect, so you are unlikely to have a positive tick against each item. However, if your team members are lacking motivation then I guarantee that the underlying reason will lie in what you and your organisation are not doing to help them to maintain their motivation.

The beauty about this simple exercise is that it can quickly highlight what you can do to increase motivation. If you discover that you aren’t properly recognising your team members for the work that they are doing, then start doing this behaviour. If you recognise that you aren’t providing appropriate development opportunities for your team members, then consult with your People & Culture department and discover how they might be able to help you. If you discover that some of your team members aren’t being paid properly, all things considered, why not commence whatever processes that you can to increase their pay to a more appropriate level? These actions and others can be taken to quickly enhance the motivation of your team members.

Motivating team members is not as difficult as many leaders think. Follow the three steps above and take action based on your results. You will be pleasantly surprised by the increase in motivation that your team members display..

Please feel free to comment or to ask questions about this article.

Gary Ryan enables individuals, teams and organisations to matter.
Visit Gary at http://garyryans.com