My usual behaviour after presenting or facilitating a training course (back then) had been to accuse myself of a poor performance.  I would then reinforce this severe self-judgement by mulling over the ‘happy sheets’ – the so-called evaluation forms that participants completed at the end of a course.  They were called ‘happy sheets’ because they could only record the level of happiness felt by each participant with the course itself, the room, the food and the trainer.  Participants would have had neither the time nor the opportunity to trial the use or effectiveness of the material or methods offered or developed at the course before completing this so-called evaluation.

As I grew in confidence, I replaced my focus on these happy sheets with a focus on the experience of each course, so that I could then capitalise on that experience in perfecting my further writing on the course topic.

The art and importance of adaptation

This change of focus led me to continue presenting my courses as I had initially designed, trialed and refined them – instead of trying to constantly change the content, format or style in response to the happy sheet evaluations.  I saw that the basic course didn’t need improving or changing: it just needed adapting to each separate audience.

It was the adaptation that became my challenge, not the course content or format.

Adaptation meant acknowledging and responding to the level of consciousness within the group, within the room.  It meant dealing with the sum of energy brought into the room by the individuals in each separate group.

I clearly saw that adaptation had nothing to do with the course: it had everything to do with where each person in the group was ‘at’ when they entered the room, and what they would chose to do with their thoughts and personal energy throughout the course.

Participant entry and exit maturity levels in training courses

This led me to understand and acknowledge what I’ve called ‘entry maturity’ – the level of maturity with the course topic or theme brought by each course participant as they entered the training room at commencement of the course.

‘Maturity’ is a combination of confidence, competence and comfort with the course topic or theme.

Participants whose entry maturity was low would drain the group energy; participants whose entry maturity was high would contribute to the group energy; and participants whose entry maturity was uncertain would challenge the group energy.

Together, these three levels of entry maturity would create the group’s collective consciousness.  And I could rely on the collective consciousness being an amalgam of the entry maturity level of all participants – at least for the first hour of each course.

Most importantly, I recognised that each separate group‘s collective consciousness needed to be monitored throughout the course.  It was capable of encompassing a wide range of entry maturity levels – speaking with one voice, with authority, with compassion and with direction.

One of my early lessons as a Trainer

My tools and methods for adaptation needed to respond to the group’s collective consciousness in each training course.  (Trainers often refer to their own connection with a group’s collective consciousness as ‘having their antennae tuned into the group’ or ‘using their intuition’ to check the response level of a group throughout a course.)

The course topic or theme would have brought the participants to the room and given them the context, the purpose, the framework for attendance.  My responsibility was to ensure that my notes and the course format were adequate to satisfy their immediate need for confidence or competency or comfort – or all three – in relation to the topic or theme.  The collective consciousness in the room was an energy that I had firstly to acknowledge, and then confidently respond.   My tools and methods included:

• identifying with individual participants by acknowledging each as a valuable and valued contributor to the course,
• using terms, concepts and language that were familiar,
• balancing anecdotes with factual details, encouraging small group discussions, and validating participant experiences or concerns as they surfaced, and
• closely monitoring and responding to the three major components of effective communication throughout the course – the words used by participants, their tone of voice, and, most importantly, their body language.

At the end of a course, individual participants would have achieved or acquired an ‘exit maturity’ – desirably a higher level of maturity (ie competence, confidence and/or comfort) with the course topic or theme that they would take back to their workplace or private life for use, application or reference.  And always offering my availability by phone or email for any queries or requests for follow-up information.

‘Flow-on’ choices for me

With this enlightenment, I made the following ‘flow-on’ choices:

• to strengthen the course content and notes with examples, anecdotes or scenarios appropriate to each separate group of participants,
• to allow each participant to be responsible for his/her own actions and behaviours during the course,
• to allow our collective consciousness to work with and through the group, and with and through the individuals in the group, and
• to draw my own energy from the collective consciousness, and thus to deflect any energy in the group that was not contributing positively to the collective consciousness.

Further ‘flow-on’ choices for me were to relax; accept the differences in ‘entry maturity’; work toward an achievable ‘exit maturity’, and understand that each participant would take their particular aspect of the collective consciousness with them from the training room into their workplace or private lives.

This article is an extract from my e-book, My Spiritual Journey as an Independent Consultant

Effective communication is passing the right message or information to the right person with the right effect, impact and outcome.

Face-to-face (ie person to person) communication is the most effective form of communication, and carries the following percentages of impact in terms of effectiveness:

• words:                   7% of impact
• tone of voice:        38% of impact
• body language:     55% of impact

Therefore listening, questioning, explaining, clarifying, encouraging, facilitating, challenging, convincing, verifying, comforting and supporting must include the right words, the right tone of voice, and the right body language. Otherwise, chances of effectively communicating with another person or group of people are slim.

For instance, a task or request can be expertly analysed and prepared.  However, if the task is not effectively communicated to the person or group responsible for carrying it out, then the desired result will not – and cannot – be achieved.

How and why technology is a major problem

1. how many emails have you received:
• that you’ve had trouble reading – let alone understanding?
• with ‘text language’ inserted – obviously to save time on the part of the sender?
• meant for someone else?
2. how often have you read text (in any form or document) that obviously has not been edited for accuracy, flow and consistency?
3. how often have you received a written response to a request for information in which the sender of the response has misread or misunderstood your request – but hasn’t bothered to check back with you?
4. how often have you been requested to complete a ‘(client, customer, staff, etc) satisfaction survey’ by linking to an electronic survey instrument – relying entirely on words… which means no tone of voice or body language, therefore 7% of impact: and how often have you found that such a survey is seen to be an effective quality assurance tool!!!

So let’s look further into the basic tools for effective communication – ie effective knowledge and information transfer.

The four basic tools are:

• questioning
• listening,
• expressing, and
• observing.

You must think through what you want to communicate, be prepared to question or be questioned, listen to what is being said or implied (and what is not being said), note the tone of voice, observe the body language… and use the appropriate method or means to express or transfer your knowledge or information.

Where you need to transfer specific knowledge, information, instruction or detail, or where a record of the content is required, it is wise to use written communication – and note that almost all written communication involved technology.  And in doing so, always check that you’ve written what you need to say in a manner that readers will read what you want them to read, know what you want them to know and be able to do what you are asking them to do.

It is easy to assume a level of knowledge and understanding in a reader or listener that is simply not there. Easy, too, to assume a commitment to your ideas, knowledge or instructions for action or change when it would be better to provide greater detail in order to earn or ensure the required commitment.  Misplaced assumptions can be at worst dangerous, at best unproductive.

Your style of verbal communication is worth checking too, as to tone and emotion, language and emphasis, method of addressing, amount of information presented, and the skills of the listener to question and listen.

Great care should be taken to use acceptable and appropriate language and forms of communication, whether person-to-person, in meetings, and when distributing information within and from your organisation.  Relevant factors in determining appropriate language and forms of communication include:

• the culture and background of the people involved or affected,
• levels of confidence, competence and comfort,
• use of symbols where there is a language or literacy barrier,
• use of large-print, audio tapes or video where sight is impaired, and
• use of sign language or visuals where hearing is impaired.

Much research has been undertaken over many years into the concept, meaning, application and transfer of knowledge.

My dictionary states that ‘knowledge is (1) the facts or experiences known by a person or group of people, (2) the state of knowing (which is defined as being or feeling certain of the truth or accuracy of a fact, etc); (3) to have a familiarity or grasp of, and (4) to be intelligent, informed, or sensible enough to do something… and there are eight other definitions given!

Knowledge is power – but only if knowledge is transferred to another person or group in a form and manner that is (a) effective, and most inportlantly, (b) genuinely and speedily checked by the sender as to effectiveness.

My own experience with and understanding of information has been described in many of my publications, viz:

What is information?

Information is knowledge acquired through experience or study, knowledge of specific events, people, places or things or instruction, advice, opinion or judgement.  Information circulates through – and contributes to:

• action, research, trial and error,
• decisions and choices,
• discussions, debates and problem-solving,
• ensuring a healthy commitment to the purpose of the organisation,
• experiences, behaviour, attitudes and values,
• knowledge, fact and opinion, and
• perceptions, observations, analysis, views and opinions.

Information flows within any group, family, workplace or organisation from a variety of internal and external sources.  It is then processed, applied, altered, added to or discarded through a series of procedures and processes by different
people:

• if information circulates easily and well, knowledge and understanding will increase and all involved will benefit,
• if information is stifled, deliberately misinterpreted, misquoted or circulated in a way that displays negative use of power and authority, the effect can be traumatic for all involved,
• it takes courage to demand information that should be freely available,
• it takes courage to challenge people who are using information in a destructive or divisive way.

To manage information effectively and efficiently, each person must be able – or be assisted – to:

1. express themselves adequately,
2. convey exactly what they intend and need to convey,
3. assess and compare information,
4. trust the source and the content, and
5. appreciate and accept the results of the management of their information.

Management of information must ensure that:

1. a person or group is responsible for the content and quality of each piece of information moving through the organisation,
2. each piece of information is managed to and from each position and each level in the organisation, with the source and author/s clearly shown, and
3. every person is able to manage the relevant information to and from her/his position effectively and efficiently.

To manage information, it is necessary to:

1. treat information as a valuable and valued resource, product and service,
2. ensure clarification of expectations and requirements as to availability, which means establishing a number of categories to define the status of particular information, eg confidential, restricted, available on request, desired reading or required reading, and
3. determine appropriate audiences, frequency, format, status, timeliness give clear instructions as to storage, ie paper (hard-copy) filing systems, procedures and security; and computer access, back-up, filing, retrieval, disposal, security.

Effective and efficient information should, at the appropriate time, enable each person to:

1. inform, express and explain with accuracy,
2. predict, educate, persuade, empower, challenge,
3. convey emotion, logic, direction, choices, implications.

To be effective, information should be:

1. created and used sensitively,
2. captured in writing and in conversation,
3. portrayed in visual and graphic form,
4. assessed, queried, clarified, verified, tested, compared, acted upon,
5. owned,
6. located, stored, retrieved, disposed of,
7. built on, added to,
8. applied, adapted,
9. analysed, debated, criticised,
10. translated, explained,
11. offered, presented, defended, and
12. used economically.

Risks with information

Information can be mis-managed, which means it can:

1. cost or waste money and time,
2. cause frustration and despair,
3. generate hostility and lack of trust,
4. contribute to defensiveness and counter-productive attacks,
5. distance one community, organisation or group from another,
6. distance person from person,
7. further complicate any undesirable circumstances, and
8. contribute to the very problems that communities, organisations, groups or individuals are working so hard to redress.

There is such a thing as ‘un-managed’ information:

1. ad hoc in nature, interpretation and use,
2. has no clear or accepted policy and procedure for its use,
3. carries no obvious accountability,
4. creates mixed and misleading expectations,
5. can lead to confusion, embarrassment, distrust,
6. can lead to reduced job satisfaction, low morale, and lack of personal and professional credibility, or
7. can damage the professional reputation of a total organisation.

Mis-managed or un-managed information is open to abuse, to mis-interpretation, and to negative and disruptive use of power and control.

Organisations need formal information to function effectively and efficiently, and to achieve the objectives of the organisation.    Organisations need informal information for support, sharing, feedback, floating ideas and initiatives, inspiration or removing stress and distress.

Organisations need a system and process for the management of information which positively empowers its people to perform their responsibilities as effectively and efficiently as possible. 

If your system or process includes – or relies on – technology, be very sure that such technology is a tool for effective communication – as a means of transfering knowledge and information, and achieving organisational effectiveness.

1. Board performance
2. Why should a Board be concerned about quality in their own performance?
3. Tribute to the late Philip B Crosby – author of Quality is Free - the art of making quality certain, (Published by McGraw Hill, 1979).
4. Quality Maturity
5. Total Quality Management (TQM) is the recommended basis for Quality Maturity in Board Performance
6. How do we apply TQM to the governance role and function of the Board?
7. There are 5 levels of Quality Maturity in Board Performance – with a summary of the quality attributes in each level
8. Checklist for a Board to improve the level of Quality Maturity in Board Performance:
9. Action-research base for the 5-Levels of Quality Maturity in Nonprofit Board Performance

Board performance

‘Performance’ is the manner or quality of functioning’, the ‘mode of conduct or behaviour’.

Within any nonprofit organisation, it is vital that each group of people working as a team is able to perform to the best of its ability. This means achieving the purpose of the team, and contributing to the purpose for which the organisation exists.   The performance of a team improves as the confidence and competence of team members improve.

Board performance is a team performance.      There is an individual level of responsibility for each Board member to know and understand in order for each to be committed to the philosophy and purpose of the organisation – and to consistently demonstrate  loyalty to the organisation and all involved.   And there is a collective level of responsibility required from the Board to work as a cohesive group who understand and accept the role they have agreed to undertake, ie governance of the organisation.

The Board-as-a-whole should perform in such a way as to ensure wise governance, sound management and operational effectiveness in achieving the purpose of the organisation.

Why should a Board be concerned about quality in their own performance?

Board members may be elected, selected or appointed – and are unpaid, in that their services and time are voluntarily contributed to their organisation.   The Board is accountable and responsible for the endorsement and monitoring of the organisation’s strategic, policy and financial framework in order to achieve the purpose for which the organisation has been legally incorporated or registered, with nonprofit status.

The ideal working relationship between a Board and CEO is one of mutual respect, open communication and shared commitment to achieving the purpose of the organisation, and the Board-endorsed strategic, financial and operational targets.

Board members need to know the right questions to ask of their CEO in order to receive the information and advice they need to assist or challenge their performance.    CEOs similarly need to know the right questions to ask of their Board in order to receive the direction and authority they need to effectively and efficiently carry out the management function in regard to the day-to-day affairs and activities of the organisation.

This article offers a proven and practical tool to guide a Board in the process of increasing the confidence and competence of individual Board members, and to increase the quality of performance of the Board as a whole.

The Board is legally required to govern the affairs and activities of the legal entity on behalf, and in the interest, of the association, company or co-operative members.    (The CEO is included in all references to the Board in this article in the role of Executive Officer to the Board)

Tribute to the late Philip Crosby

During the late 1990s, I contacted Philip Crosby in USA after reading his Quality is free – the art of making quality certain, (Philip B Crosby: Publisher, McGraw Hill, 1979).   With my earlier experience as a partner in a the family precision engineering company, I understood and appreciated his Quality Maturity Model, featuring five levels – Level 1 representing ‘uncertainty’, and level 5 representing ‘certainty’.  I easily recognised the application of this model to nonprofit organisations, and approached Crosby for permission to adapt his work: he readily agreed, not long before his death.   The objective of this adaptation is to enable a Board to identify the current level of Quality Maturity – and commence a planned progression to or toward Level 5.

Qualty Maturity

As the confidence and competence of individual Board members increase, the performance of the Board as a team improves.   This improvement is referred to as the ‘quality maturity’ of the Board.

• ‘Quality’ is the totality of the attributes of a service or product which meets the requirements of the user of the service or owner of the product: the degree or standard of excellence, especially a high standard.
• ‘Quality Maturity in Board Performance’ is the degree or standard of excellence the Board achieves and maintains as it develops confidence and competence in undertaking the governance role, and effectively fulfilling the governance function.

Total quality management (TQM) is the recommended basis for Quality Maturity in Board Performance

TQM is defined as the extent to which a Board consistently meets or exceeds the expectations and requirements of the governance role and function:

1. the extent to which the Board is able to make wise decisions, ie quality of research
2. the extent to which the design of the Board’s structure, process and values enables the Board to consistently meet or exceed the expectations and requirement of the Board, ie quality of design
3. the extent to which the Board functions and continues to function as intended, ie quality of conformance.

TQM provides a sound basis for Quality Maturity in Board Performance.  The ongoing challenge then is continuous quality improvement, and again, there are 3 stages:

1. to increase the Board’s knowledge and understanding of the expectations and requirements of the governance role and function,
2. to improve the design, so that the mix of Board structure, process and values more closely meets or exceeds the expectations and requirements of their role and function, and
3. to improve the Board’s ability to operate in a manner and to an extent that consistently conforms more closely to the design.

How do we apply TQM to the governance role and function of the Board?

If there is a positive attitude to quality and quality improvement at the governance and management levels of the organisation, there will be an active, positive and healthy attitude to quality and quality improvement in Board performance.

Positive attitudes manifest as behaviour, and this will be displayed throughout the organisation in the manner and extent to which:

1. problems or risks are identified and anticipated – and therefore either (1) avoided or (2) managed if and when they do occur
2. cost effectiveness and cost efficiencies are in place throughout the whole organisation
3. planned and resourced activity toward quality improvement is evident throughout the organisation, and
4. an active commitment is evident throughout the organisation to the relevance and importance of quality

There are 5 levels of Quality Maturity in Board Performance

The quality attributes listed below within each Level enable a Board to determine their present level of quality maturity.

Entry point to the 5 levels of Quality Maturity in Board Performance is Level 1

The starting point for a Board is to discuss and agree that the listed attributes in Level 1 demonstrate a sound understanding of and confidence in the governance role, responsibilities and relationships.    Without confidence and competence in all Level 1 attributes, it is extremely difficult for a Board to plan and achieve improvement in the quality of its own performance.   Each Level through to Level 5 indicates an increasing maturity and consistency in:

1. levels of Board member confidence and competence, and
2. quality of Board performance

Level 1 is the basis for Board performance, with each Board member having confidence and competence in the role, responsibilities and relationships of the Board as the governing body.  The Level 1 quality attributes are:

1. Board structure and process, including Board member recruitment and orientation
2. Formal relationship and demarcation between governance, management and the point/s of service delivery - including delegation of authority, lines of accountability and service standards
3. Introducing policies, procedures and practices to strengthen the function of the Board as a whole, Board office-bearers, Board members who are not office-bearers, sub-committees/Board committees, and the CEO or senior paid staff position
4. Legal and organisational structure
5. Legal role, duties, responsibilities and obligations of Board members, including the endorsement of the strategic and policy framework

Level 2 requires the Board as a whole to be able and willing to measure and improve their own performance.  Level 2 quality attributes are:

1. Current Board member skills audit
2. Designing the desirable Board membership and representation
3. Ensuring a high level of job satisfaction for each Board member
4. Identifying performance indicators to measure and improve Board performance
5. Recruitment, orientation and retention of confident and competent Board members

Level 3 ensures a sound Board performance in supporting organisational responsibilities and effectiveness, and leading the organisation in risk management and risk avoidance procedures.  Level 3 quality attributes are:

1. Code of conduct
2. Conflict of interest
3. Financial methods
4. Financial monitoring
5. Governance and management styles
6. Grievance procedures
7. Identifying risk potential and designing risk management/avoidance procedures
8. Internal and external audit procedures
9. Legislative requirements
10. Meeting procedures
11. Reporting procedures
12. Separation of risk, crisis and damage

Level 4 ensures continuous quality improvement in organisational effectiveness through quality definitions, methods and procedures.  Level 4 quality attributes are:

1. Auditing functions
2. Continuous improvement
3. Critical success factors
4. Quality factors
5. Self assessment

Level 5 ensures that the Board is capable to initiate and maintain organisational growth in breadth and/or depth of activity and effectiveness leading the organisation through entrepreneurial activity:

1. Business principles and practices
2. Financial factors
3. Operational factors
4. Quality factors
5. Regulatory requirements
6. Reporting and monitoring procedures
7. Risk assessment
8. Separating core from non-core business activity
9. Structural options
10. Succession planning

The challenge for a Board at Level 5 is to ensure continuous improvement in the planning and delivery of services that are consistent with Level 5 quality attributes.

Checklist for a Board to improve their level of Quality Maturity in Board Performance

1. find out what the Board must do, and why
2. find out whether the Board is doing this at the best possible level of quality and performance
3. decide the most important attributes for immediate or early improvement
4. fix up the obvious, so that the Board performs as it should
5. start work on processes to improve performance – setting measurable targets for time-specific improvements, and
6. continuously improve performance

Each Board member is responsible for the quality of their own performance – and for continued improvement of the quality of their performance.  If each Board member is to be responsible for the quality of their own performance, each needs to know:

1. the purpose for which the organisation exists, the rules by which the Board is required to govern, and requirements and standards of the governance role and function
2. the quality of the governance role and function that will ensure the best possible business practices to achieve the best possible experience for service-users, and the best possible job satisfaction for staff and Board members
3. how to consistently perform as a Board to the desired level of quality
4. how to measure the quality of their own – and the Board’s – performance
5. how to make improvements in the quality of their own – and the organisation’s – performance

Similarly, Board members need to know and understand the value that their voluntary effort as the governing body brings to the organisation: this is basically the effectiveness, efficiency and humane-ness of their efforts and achievements in fulfilling the role, duties and obligations of their position in the organisation.

Action-research base for the 5-Levels of Quality Maturity in Nonprofit Board Performance

My action-research to assess the training and support needs of voluntarily managed organisations in Victoria (Australia) was undertaken from 1989 to 1992 – with focus on small and medium organisations providing services for people with an intellectual disability.  Through 1989-1991, I worked directly with 78 voluntary committees of management and their senior paid staff in identifying and addressing the issues of immediate interest or concern to them.  During this  work, I designed and developed a variety of analytical tools, checklists, strategies and templates to improve decision-making and resource-allocation, and to more effectively and efficiently deal with a variety of issues at governance, management and operational levels of activity.

In 1992, I designed and wrote a 300-page training manual, with 6 modules, 38 units and 24 group activities for in-house training at governance and management levels: the first task in this work was to create a nonrofit governance framework. This manual was launched at a state-wide conference in 1992 by the Victorian Government, the major funding source for this project – and circulated by (then) Community Services Victoria throughout the disability sector in Victoria.

From 1992 to 2004, I continually worked as an independent consultant with nonprofit organisations providing a wide variety of services in Australia – extending, refining and building on the contents of the 1992 training manual.

In 2004, I published my book/CD ROM Managing Governance in Nonprofit Organisations in Australia – featuring 29 Building Blocks and 44 Units.    Together, these 29 Building Blocks provide evidence that:

• people using or accessing the services provided receive a high quality of service in a consistent manner
• staff, volunteers and Board members experience a high level of job satisfaction
• Association/Company members or Cooperative shareholders are confident that the organisation is using its available resources effectively and efficiently to achieve or address the purpose for which the organization exists
• funding bodies are confident that the organisation is able to meet and maintain the terms and conditions of funding and service agreements, and quality/service standards
• communities experience a positive and practical impact and benefit from the activities of the organisation in building a strong and supportive geographic community or community of interest

Together with the 29 Building Blocks, there are 44 Units – each fitting within one or more of the Building Blocks.  The Units present the basis for Quality Maturity.

This work follows the traditional ‘3-level hierarchy’ model, in which a quality factor has a number of components, and each component has a number of elements.  The Building Blocks are the quality factors: the Units are the components: and the tools, strategies, checklists, templates, etc., are the elements.

History is defined as the study of past events: the past considered as a whole.  Living history means that the past is used to inform the present; and the present is used as a basis for planning the future.  The present and future are history in the making, and people in organisations should be making sure that the people who come along after them will have a historical record to ‘dig into’.

In April of 2004, I visited the Greek Island of Santorini, classically known as Thera, and quickly became enthralled with the landscape, seascape and history.  My treasured book Fire in the Sea (by Walter L Friedrich) states that “the Island erupted dramatically in the seventeenth century BC, producing one of the largest explosions ever witnessed by humankind.  The event covered Bronze Age settlements on the island with volcanic ash and altered the course of civilization in the region”.  We travelled by bus to the thrilling and extensive excavations at Akrotiri, and were able to walk through, marvel at and appreciate a re-discovered Bronze Age settlement!

This experience started me thinking about organisations that ‘do things differently’ or ‘do different things’ compared with ‘how’ or ‘what’ new committee members, staff or service-users expected.    My vivid memory of Akrotiri is that the excavations revealed an age, customs and lifestyle for me to wonder about and marvel at.   I could imagine people moving about in their daily activities and relationships.  And I have to admit that I was amazed at the level of sophistication that was obvious among the excavations.

But I still needed to buy the books and read about their wider world – the things going on ‘out there’ that affected these people in ways and to an extent they couldn’t appreciate.

I thought of the saying about the benefit of hindsight – being able to review or recall past events and relationships with the benefit of current knowledge, understanding and wisdom.

Looking at the history of an organisation provides a basis for both subjective and objective analysis – with the benefit of hindsight.  People of today can explore events, incidents and experiences with the benefit of their current knowledge, understanding and wisdom.  They will learn more about the passions, commitment and energy that gave birth to their own organisation, contributed to its establishment and growth and enabled it to continue – sometimes in the face of considerable or overwhelming odds against survival.

Valuing history is an exercise in suspending judgment.    Hindsight can give us a sense of being in a position to approve or disapprove.  However, if we suspend judgment, we also suspend the right to approve or disapprove.  We simply acknowledge and appreciate the effort, passion and experiences of the past that have given us the present.

The responsibility of the present is to plan the future – and the benefit of examining the past should ensure a measure of wisdom in planning, choosing and deciding the future.

The means of examining your organisation’s history are many and varied, and include:

• oral and anecdotal history – listening to and recording the stories of people who have been involved with or have observed the organisation in the recent to distant past
• written history – reading through documents, letters, newspaper articles, etc., about the organisation through its lifetime
• graphic history – gathering photographs, images, drawings, diagrams, illustrations of any nature and kind that capture an aspect of the organisation’s people, places and activities
• legal and factual history – searching through Committee or Board minutes, correspondence (from paper-based through to electronic), annual reports, financial records, newsletters, etc., that reveal the official history

An Archaeological Dig project for your organisation?

If your organisation hasn’t already commenced the process, encourage your colleagues to consider initiating an ‘archaeological dig’.

The process will require interest and commitment from a small group of people, access to historical documents and records, introduction to people who can fill in gaps from and about the past – and access to a budget allocation to fund the process and the outcome.

Of course, there will be an outcome… a booklet, an exhibition, a celebration, a capsule that will be deposited somewhere safe for a far-future ‘dig’,  a theatrical presentation – perhaps even a musical!

Privacy and confidentiality will be an issue, so be sure to treat these very seriously.

Accuracy may be a factor – it should be found in the legal and factual aspects, but needn’t be a factor in the other components of the project.   Perception is truth – how people perceived the organisation at different times in its history will be their understanding of fact.

At Akrotiri, we walked through several of the winding streets in this Bronze Age settlement, and there were surprises at each turn.  We saw features within the settlement that spoke of individual differences and styles.  And I could imagine the differences in age, personalities, behaviours, habits, expectations, and contribution to the Settlement’s peace, security and prosperity among the people who made up the Settlement.

In my reading that followed my visit, there wasn’t any attempt to judge: simply to unravel and acknowledge the passion, commitment and energy available to the Settlement from and among the people who lived there for however long they
stayed.   Some stayed for a lifetime (however brief), and others stayed on their way to or from somewhere else.

Factual history

No matter how many years your organisation has been in existence, there have been requirements for records of information, activity, transactions, negotiations, statistics, decisions, etc., to be introduced, updated, maintained and protected.  Such requirements may have been externally imposed, or internally established.

With the introduction of incorporation legislation for nonprofit organisations, specific ‘tools’ were developed for recording the organisation’s legal and factual history.   Examples
of such tools (in alphabetical order include:

1. annual budgets
2. annual meeting minutes and papers
3. annual or triennial funding and service agreements
4. annual reports
5. audited annual financial statements
6. Committee/Board minutes and meeting papers
7. contracts, newsletters and programs
8. official minute book
9. pamphlets, brochures, flyers, policy and procedure manuals
10. quality improvement manuals
11. register of members
12. sequential constitutions and amendments
13. special general meeting minutes and papers
14. staff records
15. strategic, business, corporate, annual plans
16. tenders and submissions
17. volunteer effort
18. and more

This might be the starting point.  When these are gathered, dusted off, and handed out to the people who have volunteered to undertake this Archaeological Dig Project, the task could be to sort things into bundles appropriate for:

• oral and anecdotal history
• written history
• graphic history
• legal and factual history

An Archaeological Dig wider than your organisation?

It is highly likely that your organisation has played a key role in the history and development of your neighbourhood, town, city or suburb.  If this is so, perhaps your Committee or Board could suggest a wider Archaeological Dig that will include but not be confined to your organisation.

Keep the image and example of a Bronze Age Settlement uppermost in your mind.  At some time in the future, the 20^th and 21^st centuries may well be regarded as equivalent to our Bronze Age!  Do your best to leave a range of information that will inform the future – or far-future – of the passions, commitment and energy that is driving your organisation, neighbourhood, town, city or suburb today.

Good digging!

• define ‘ethics’ in terms of their individual work practices, in order to
• ensure an ethical workplace – which in turn contributes to
• an ethical relationship with internal and external stakeholders.

Ethics can be examined as a concept, as a theory and as a practice. This 35-page Toolkit concentrates on Ethics as a practice in a Nonprofit or SME Workplace. A 10-step Checklist is supported by eight Tools to introduce and strengthen an Ethical Workplace through a collaborative process.

It is available on request for consideration by Nonprofit Boards/CEOs, SME Owner/Managers, Peak Bodies, Educational Institutions, and individuals and organisations advocating on behalf of the Nonprofit and SME Sectors.

Enquiries are welcome from Australia and internationally.

Please complete this form to be considered for this free trial.

We are experiencing a continuing global roll-out of a political, social and economic environment that is impacting on governments, businesses, investments, entrepreneurial initiatives, and community/social activities – as well as on individuals, families and neighbourhoods.   The impact of these changes can affect our personal, professional and business comfort and confidence – and has given voice to an increasing variety of spokespersons who regularly (even daily) share their ‘expert’ opinions and accusing predictions in and through a wide range of media.

Tough times can be the catalyst for innovation.

• Service-providers may be called upon to respond to changes in the practical or emotional needs of their service-users,
• Businesses are being called upon to initiate new or different products or components, methods of selling, and even the language and style of their customer contact,
• Community groups are dealing with increasing demands in the reality of decreasing resources,
• Member-based organisations (including peak bodies, service clubs, professional associations and political parties) may be facing the challenges of lower levels in membership recruitment, retention and revenue,
• Small and medium businesses may be facing changes in their customer or supplier base, and in credit facility demands or availability,
• People of all ages are dealing in a variety of ways with the overwhelming – and to some overpowering – presence, cost, intrusion and opportunities of or through technology,

A few things we can be sure about:

• increasing demand and opportunity for personal and organisational support,
• competition for available skills, competencies and resources,
• opportunities for innovation, new ways of thinking and collaborative ways of working.

Nonprofit and Corporate Boards, CEOs and SME Owner/Managers will need to consider the implications for their organisations on two fronts:

• impact on their structure and processes – which contribute to the manner and extent to which they plan and achieve growth, or are overcome by others more effective in planning and achieving growth, and
• impact on the immediate and wider context or environment within which their organisation chooses or is forced to exist.

My approach is always practical – take a few minutes to scan through the tools, strategies and suggestions offered in the variety of content categories on this website.

May I suggest starting with Core Business Strategies.

Don’t hesitate to Contact Jean if you would like to discuss specific strategies and tools.

The key question for any nonprofit governing body whose organisation is using IT/Technology internally is this:

• Is IT/Technology working better than what it is meant to replace?

There are varying levels of awareness, confidence and competence among nonprofit governing bodies about the role of IT/Technology in their organisation. It is critical in this day and age that at least one member of a governing body has a background, working knowledge and acute understanding of the opportunities and challenges associated with IT/Technology. The role of this person includes helping the board-as-a-whole to understand the:

a) problem to be solved,
b) function to be introduced or improved, or
c) opportunity to be considered and carefully costed.

The role and benefit of the IT/Technology-aware board member can include:

a) interpreting language and jargon,
b) understanding what the board currently knows
c) understanding what the board doesn’t know, and
d) the questions it needs to ask of potential external advisors, tender respondees or suppliers

Each nonprofit Board is also wise to consider these three questions about their own nonprofit:

1. Has the development of technology left the importance and value of the human factors (ie people) behind?
2. Are we bringing people’s competency along at a rate sufficient for them to be comfortable, confident and competent with technology?
3. Is technology working better than what it is meant to replace?

View the Presentation: The critical link between Governance. IT/Technology, Staff Competencies and Resource Availability

• Are there any hints for Baby Boomers in managing Generation Xers?
• Why are we labelled just because of our birthdates – with so-called ‘experts’ telling us with great certainty what we think, how we act, why we are so hard to get on with, and what our future holds?
• Is it possible that these labels result from frantic efforts to climb academic, research, media or company ladders?
• So-called ‘experts’ use generalisations and labels to climb the so-called ‘expert’ ladder
• Corporate cultures and behaviours are heavily influenced by generalisations and imposed expectations: the effect on ‘lesser level’ workers can be traumatic when we are treated as a ‘herd’ or ‘tribe’
• If you are older than Baby Boomers you are no longer visible  – you are ‘generalised’ as aged, infirm, incapable of making a contribution to society, and an unacceptable and unfair financial burden for Baby Boomers (to some extent) and Generation Xers (to a great extent)
• If you are younger than Generation Xers, your interests are ‘generalised’ as hand-held technology and irresponsible behaviour
• Oh so tired of these generalisations that regularly appear – or are quoted - in the media (especially ‘opinion’ pieces), advertising and marketing

My thanks to those who commented on the website, by email and in person.

Each Board Chairperson is responsible for the conduct of each Board meeting.

Introducing six categories of ‘Board talk’

Board Chairpersons need to be aware of this reality – and consider how they can channel this predictable level of Board activity to contribute to the best interests of the legal entity.

Boards are made up of people – they can be all women, all men, or a mixture of women and men.   And all people talk a lot – to themselves, to other Board members, to people who are not Board members, as small groups, and as the total Board.  They talk in meetings, in between meetings, and just prior to or following a meeting. 

It is important for a Board member to talk with others: however, it is even more important for each Board member to respect and honour the requirements of Board membership concerning confidentiality, privacy, loyalty and the parameters of their governance role.

It’s interesting to examine each of these six categories of ‘Board Talk’ objectively:

‘Self-talk’ – takes place within each Board member and is known only to that Board member, yet it can influence thoughts, utterances, body language, decisions or indecision, and confidence or lack of confidence:

•  ‘Board Member Self-talk’ is the unexpressed conversation within heart and mind, between intellect and emotion, filtered by the person’s own knowledge, understanding and experiences that are brought to mind by agenda items, ‘table-talk’, challenges, opportunities, observations, and even fears.
•  ‘Board Member Self-talk’ will either help or hinder the person in knowing and understanding what they think or know at a particular point in time, and has the potential to enable the person to know and understand her/himself.

‘Pillow-talk’ – takes place within familial relations, personal or business networks which may or may not include fellow Board Members.  As well as the private conversations between two people, ‘Pillow Talk’ can take place by between-meeting emails, using mobile phones in public places for private discussions, conversations, SMS messages, casual or planned chats:

• ‘Board Member Pillow-talk’ is always informal, and always assumes confidentiality and trust, yet is able to influence the ideas, opinions and intentions of individual Board Members that, in turn, will certainly influence the individual Board Members’ contribution – or lack of contribution – at future Board meetings.
•  ‘Board Member Pillow-Talk’ can often extend, confirm or clarify a ‘Board Member’s Self-Talk’.
• ‘Board Member Pillow-talk’ raises ethical and code of conduct issues - in particular confidentiality, privacy, trust, respect and loyalty to other Board Members, to the Board as a whole, and to the organisation of which the Board is the governing body

‘Body-talk’ – takes place through facial expressions, body movements and body positioning – particularly when a Board Member is speaking to or with others:

• ‘Board Member Body-talk’ presents strong messages through non-verbal communication, including the way a person takes notes, displays interest or disinterest, handles papers, checks their mobile phone, moves around the table or around the room, joins in or refrains from small group discussions, chooses their place around the Board table.
• ‘Board Member Body-talk’ manifests the person’s state of mind, levels of knowledge and understanding, degrees of confidence and comfort, and familiarity with any topic, theme and agenda item.
• ‘Board Member Body-Talk’ can be either conscious or unconscious, can be used to consciously add weight to her/his words, and can be read by his/her audience as displaying conviction or lack of conviction.

‘Small-talk’ – takes place in and between meetings, usually seen to be peripheral but yet can be a major contributor to decision-making – off-the-cuff remarks, light banter, etc:  

• ‘Board Member Small-talk’ includes casual and informal conversations with individual or groups, off-the-cuff remarks, light banter.  One thinks of the easy conversations during the coffee break, leaving the meeting, entering the lift, in the car park, or when passing the corridor or street
• ‘Board Member Small-talk’ may extend, confirm or clarify what the person thinks, knows or understands: – and raises the critical issues of listening, questioning and checking.
• ‘Board Member Small-talk’ can include sharing confidences, caucusing, posing options, gathering support – or even sharing gossip.

‘Table-talk’ – takes place in formal Board meetings, and leads to informed and validated decisions:

• ‘Board Member Table-talk’ is recorded in official Board minutes, should contribute to strategic thinking and discussion, and should lead to sound and wise decision-making.
• ‘Board Member Table-talk’ should satisfy the Board’s Code of Conduct and Code of Ethics; the requirements of privacy, confidentiality, loyalty to the organisation; and the legal requirements attached to the governance role and function.
• ‘Board Member Table-talk’ places responsibility on each and every Board member to contribute to and complete the agenda, and to support the Board Chairperson in her/his role.

‘Smart-talk’ – takes place when the Board is operating at the strategic level, leading to informed and validated decision-making:

• ‘Board Member Smart-talk’ raises the issues of strategic and critical thinking, and the ability to link past and present performance with possible future scenarios
• ‘Board Member Smart-talk’ builds and respects the organisation’s corporate memory; endorses the strategic and policy framework for the organisation; ensures succession planning and risk management; monitors the organisation’s strategic, operational and financial performance; and ensures wise governance, sound management and operational effectiveness.
• ‘Board Member Smart-talk’ ensures that all Board office bearers and Board members are constantly aware of their individual and collective responsibilities and accountabilities.

 This item is an extract from Governance Kit No. 3: Personal responsibilities of nonprofit Board Members – including code of conduct, conflict of interest, confidentiality, and loyalty to the organisation’s purpose (Jean Roberts, 2008),  structured in five Sections (with nine Reflection Worksheets), to facilitate Whole Board discussion on:

• Personal responsibilities of a nonprofit Board Member
• Board Talk                                                                                                                           
• Board Style
• The Human Side of Governance
• Board loyalty to the Organisation’s Purpose     

The ‘Board Talk’ Section in Jean’s Governance Kit No. 3 goes on to introduce and explain:

• tools of effective communication being questioning, listening and expressing
• use and misuse of information and language
• critical thinking and strategic discussion enabling Board members to individually and collectively use and apply their available knowledge, intelligence and skills
• the mixture of maturity, ability, willingness and personal attributes among Board Members
• how Board members’ backgrounds and areas of interest or concern differ – and impact on Board decisions and actions

 The process of critical thinking should evidence four basic Board tools:

• an intellectual acceptance of a variety of ways of thinking and expressing,
• adopting the Ockham’s razor strategy, meaning that each topic is willingly reduced to the simplest possible explanation,
• accepting the burden of proof, meaning that the responsibility of proving a statement rests with the person who makes the statement, and
• evidential basis, ie practical and measurable evidence is required for each statement or claim, not only anecdotal or conceptual.

 Reflection Worksheet No. 6 poses these questions for whole Board discussion and clarification:

• Board ‘Table Talk’ - how can the Board Chairperson encourage all Board members to contribute to and participate in the Board meeting agenda?
• Board ‘Smart Talk’ - how can Board office-bearers and Board members ensure that they engage in critical thinking and strategic decision-making on major agenda items?
• Board communication - how can the Board’s communication policies, procedures and work practices be improved?
• Board information - how can the Board’s information be monitored to ensure confidentiality, privacy and loyalty to the organisation’s purpose?
• Board language - how can all Board office-bearers and Board members fully understand and appreciate the acronyms and jargon used in Board correspondence, reports and discussion?
• As a potential Board member - what questions would you prepare for discussion before accepting nomination or appointment to an existing Board?

The role of Board Chairperson in a Nonprofit Organisation

(Note – ‘Association’ refers to Association, Company limited by shares or guarantee, and Cooperative: ‘Board’ refers to the governing body of the legal entity)

The first task of the Chairperson as Team Leader is to check your Team

Identify the names, positions and backgrounds or categories of current Board members, and compare the actual membership with the requirement as set out in the organisation’s constitution.

1. make a list of the Board members’ names
2. beside each name, note the position held by that person at this time, ie Vice-President, Secretary, Treasurer, Public Officer, Committee (ie Committee of the Board) Convenor or Portfolio and note the length of time each position has been held by each person to date
3. beside each position, note the constituency/category of membership and expertise/skill, eg association member, staff or service-user representatives, professional expertise, community member, familiarity with the target group, etc
4. check the rules for:

a)     the required or recommended number and categories of Board members

b)     the required or recommended official positions or office-bearers

c)      any restrictions or directions given in the rules regarding office-bearers, for example,

d)     a nominated period of office (eg 2 years) for any one person to fill a position of office, eg Chairperson/President

e)      any category of member prevented from holding office

f)        if there are any differences between your list and the rules, make a note of them. Possible differences include:

• there are more, or less, Board members than the rules require
• where categories of membership are given in the rules, some categories are not represented or are over-represented

g)     check the rules for requirements for member attendance at, apology for and leave of absence from formal meetings

h)      where there are differences, have the Board as a whole discuss whether these differences are important: if they are, there are two options:

• immediately take steps to bring the Board membership and officers into line with the rules
• agree on changing the rules relating to Board membership and officers, ie change the Constitution

i)        if the second is the preferred option, the rules will have a section toward the end outlining the necessary procedure for changing the Constitution

The Team Leader needs to know and understand that every member of their team is valuable and valued.

The Team Leader’s responsibility is to bring out the best and the uniqueness that each person can offer.

The Team Leader has the potential to improve the quality of individual and team performance and relationships, leading to increased effectiveness within the total organisation.

Chairperson/CEO working relationship

This working relationship is the most critical relationship in your organisation, therefore the following checklist:

1. agree with the CEO that there will be ‘no surprises’, good or bad, during your term of office,
2. ensure confidentiality and privacy for all discussions on contentious issues,
3. be accessible, particularly in times of emergencies,
4. collaborate on policies and procedures for conflict resolution and grievances at Board level, and within the Association,
5. ensure an effective procedure for quick and efficient responses to all reasonable requests,
6. keep a running list of items that you want to discuss with the CEO and tick them off as you attend to each one,
7. set a regular time before each Board meeting to review the agenda with the CEO and ensure that each item is suitably resourced, again, to reduce the possibility of ‘surprises’,
8. collaborate on starting and ending meetings or appointments on time,
9. collaborate to ensure a clear distinction between the work of the Board and that of Committees of the Board,
10. collaborate on mentoring or nurturing your successor: and ensuring a clear role for your predecessor, and
11. collaborate on monitoring and improving the performance of the Board, and the job satisfaction of Board members.

Chairing Board Meetings

The Chairperson’s duties regarding meetings are to ensure that:

1. meetings are properly convened in accordance with the rules of the organisation .. that proper notice is given and that a quorum is present at each meeting,
2. all statutory regulations and the organisation’s rules, policies and procedures are observed,
3. the agenda is prepared and circulated, setting out items of business to be considered,
4. adequate opportunity is given to Board members who wish to speak,
5. control of the meeting is maintained,
6. s/he acts impartially and that discretionary powers are used in the best interests of the association members,
7. end-of-meeting summaries are given of decisions made and tasks allocated so that each person leaves with a clear idea of what has happened and what is expected of them, and
8. the meeting is closed only after the business at hand has been properly concluded.

The Chairperson may not carry out all of the 8 duties personally, but has the authority to see that they are done.

The Chairperson’s specific powers:

1. to rule on points of procedure
2. to put the question to the vote
3. to accept or reject proxies or representation
4. to rule on voting
5. to remove disorderly persons
6. to adjourn the meeting

1)       If there is a position description, how is it useful to the manager?

2)       How effective is the formal organisational structure in the delegation of authority and lines of accountability:

• is a formal management team a good use of a manager’s time?
• how do managers mix the role of team-member at that level with that of team-leader in their role as manager?

3)       Their self-image as a manager – whether it is adequate and appropriate to their level of responsibility and span of control, or lesser or greater than adequate and appropriate?

4)       How does each manager understand, accept and utilize her/his ‘natural’ management style in the relationships that are critical to their performance and job satisfaction?

Some notes on each of these four core issues:

The first issue is important, because it should both drive and guide performance, and be the basis for indicators by which performance will be monitored and measured.  Performance appraisal in turn leads to provision of adequate and relevant supports for improvement, eg training/learning and development, mentoring, qualification, networking with peers in other organisations or, conversely, for counselling or discipline.

• email me jean@jeanroberts.com.au if you would like a draft Performance Management Tool that links SME/Nonprofit Strategic Priorities with  individual Manager Performance

The second issue relates to the organisational cultures that exist in any SME/Nonprofit (yes, there can be more than one in any organisation), and is an important component in the environment within which each manager is required to function.

• email me  jean@jeanroberts.com.au if you would like a basic tool to understand and appreciate organisational cultures.

The third issue is a very personal one, and comes down to the confidence of the individual in the role they have achieved or been given.  It can be discussed in a group situation or on an individual basis.

• email me  jean@jeanroberts.com.au if you would like a basic exploration of the components of self-image as a manager – each of which can be positive or not-so-positive, given different circumstances.

The fourth issue is a critical one, but with open discussion of style options and processes, individuals can objectively consider where their own style sits and see how they can move to other styles under particular situations or circumstances. In other words, they see that they can adopt various styles for various situations which gives them choices and flexibility while still retaining their status and authority with the people they are managing or supervising.

• email me  jean@jeanroberts.com.au if you would like some clarity on individual management styles.

Management style is the term given to the manner in which a manager or management group carries out the role of managing, ie the attitudes, values and behaviour which underlie decisions and actions associated with achieving agreed objectives with and through people.

It could be said that the management style is the ‘art’ of management.

People with management responsibilities will each have their personal style of doing things. In the same way, groups with management responsibilities will have a collective style. It is important that managers and management groups know and understand their management style, and accept that their style may not be consistent – for a range of valid  reasons.  The challenge is to be able – and willing – to adopt the style best suited to the immediate task of achieving an agreed and specific objective with and through a defined group of people.

There are three broad management styles:

1.       crisis management,

2.       re‑active management, and

3.       pro‑active management

1.         What is Crisis Management?

It is the style of management where nothing new or different is considered unless and until a situation of crisis proportions is reached, where the status quo reigns and problems or opportunities are ignored or bypassed until a crisis is reached, emotions are exposed and war is declared!

For example – a senior staff member has been asking for a position description since starting in the job six months ago.   Her manager has noted these requests, but taken no action. Complaints have been received indicating that ‘she has not been doing what he is employed to do’. These too have been noted but still no action taken by the manager.

The senior staff member has now accused her critics of back‑stabbing, given notice, and publicly criticised her manager.  The manager now decides he had better prepare a position description.   He also has a crisis of major proportion on his hands!

2.         What is Re‑active Management?

It is the style of management where decisions are made absolutely and only in response or reaction to a problem or opportunity – where no action is taken to prevent problems or create opportunities, and very rarely is anything planned or initiated by the manager.

Continuing the example, the manager would step in to prepare the position description a little earlier than the crisis manager – probably when the complaints had been received.

3.         What is Pro‑active Management?

It is the style of management where the possibility of problems or opportunities is examined, where the manager thinks ahead, initiates action and therefore takes the lead in preventing problems, creating possibilities and projecting the interests and needs of his staff and his areas of responsibility.

Continuing the example – this manager would have had a position description prepared before advertising the position: the position description would have been the basis for interviews and for negotiations with the preferred  applicant.

Comparison of these three management styles – starting with the pro‑active management style and working back to crisis management style -

–      a pro‑active manager is committed to a healthy body (ie the manager’s areas of responsibility, and the people through whom he is expected and required to achieve agreed objectives).  This includes taking great care with delegations, building trust and openness, and initiating a health care regime which ensures job satisfaction for the manager’s staff, positive working relationships with his peers, and significant benefits for the company or organisation as a whole.

• the pro-active management style is committed to maintaining a healthy body.

 –      A re‑active manager is committed to ‘band‑aiding’, recognises wounds (eg mistakes in records, unwise decisions, faulty communication, unclear expectations of staff) after they are inflicted (often self‑inflicted), sometimes cleans the wound, and applies the band‑aid – then another as that one drops off! This management style reacts to each problem or opportunity when it is no longer possible to ignore it. In short, this manager buys band‑aids in bulk, and has no planned health care regime.

• the re-active management style wishes desperately that it had a healthy body.

–      A crisis manager is into surgery! An event or incident is traumatic, affecting the whole body:  anaesthetic is applied for each crisis and all else becomes stagnant while a crisis is handled.

The wound is opened up to reveal inept behaviours, lack of forethought, and reluctance in accepting responsibility.  Heavy bleeding occurs, causing loss of energy, activity and confidence - with body parts being repaired or removed (accompanied by project failures or resignations). Suturing is completed and, if the manager is lucky, a healing process is allowed.

• The crisis manager thinks that repeated surgery creates a healthy body.

Any manager will be able to identify with one or more of these three management styles, either through their own experience or by observation.  It is possible that a manager could be using each of the three at the same time! For instance, adopting a re‑active style in decision-making, a pro‑active style in supervising staff, and a crisis management style in addressing tensions among the people through whom agreed objectives are expected to be achieved.