The textbook I use in AMAOB is hot off the press.  Yet, there is little if anything of significance in the chapters of this latest edition that addresses how technology programs and devices change workplace behaviors.  When I looked up “Technology” in the Index, the definition was “The way in which an organization transfers its inputs into outputs” and mentions three pages where the topic can be found in the text.  The purpose of AMAOB’s written assignment is to help my students understand and manage the uses and/or abuses of technology by employees.

On July 26, 2010, Fortune Magazine published an article on “Ten Smartest People in Tech.”  What goes into being the smartest people in technology?  Fortune states that it’s, “An alchemy of intellect, ambition, and that uncanny ability to peer around corners.”

Not used in AMAOB

When looking through the list of the smartest people in tech, I started thinking about a guideline I have in my classroom.  That is, I do not allow the use of laptops and request that all technical devices such as cell phones are turned off—or on vibrate—and placed out sight.  It has taken a few class sessions to get full compliance.

Mine is a classroom based on experiential learning.  I want my 30 ambitious students each evening to have their full attention on listening to me and their classmates, contributing their thoughts and experiences, and being respectful of the sanctity of the classroom.  The classroom is where seeds are planted, ideas are generated, knowledge transferred, and invitations to “peer around corners” delivered.  It’s an opportunity to learn and grow from one another.  It is also a chance to be intellectually challenged.

If I had one thing to say to the smartest people in technology, it’s this:  “Technology is important.  I couldn’t communicate the way I am doing now without the use of technology.  Yet, there are limits when people need to take center stage and interact with one another.  A classroom on the topic of management is a time to unplug students from technology and allow them to relate to what they will be doing in their careers:  developing interpersonal skills and understanding workplace behaviors.

Okay, it’s now time to answer the question: Who are the smartest people in technology according to Fortune Magazine?  Here’s the list:

Smartest CEO:  Steve Jobs, CEO, Apple
Smartest Analyst:  Mary Meeker, Analyst, Morgan Stanley
Smartest Founder:  Mark Zuckerberg, CEO, Facebook
Smartest Engineer:  Christophe Biscigila, Co-Founder, Cloudera
Smartest Designer:  Jonathan Ive, Senior VP of Industrial Design, Apple
Smartest Investor:  Jim Breyer, Accel Partners
Smartest Hybrid:  James Cameron, Director, Avatar
Smartest Scientist:  Robert Morris, VP, Services Research, IBM Research
Smartest Academic:  Danah Boyd, Social Media Researcher, Microsoft Research
Smartest Executive:  Todd Bradley, EVP, HP Personal Systems Group

And I am going to be the smartest person in class this evening.  Why?  I’m going to use technology to transfer knowledge contained in a PowerPoint presentation to my class while interacting each one of my students, all of whom will be giving me their total attention since they are not using technology.

Spring 2010---A Management Approach to Organizational Behavior

When I look at the picture, I see my spring 2010 class of “A Management Approach to Organizational Behavior”—a class that whether they liked it or not, moved out of their comfort zones to meet and excel at challenging course expectations.

When I look at the picture, I see a microcosm of Baruch College, the nation’s most ethnically diverse campus of over 15,500 students who speak 110 languages and come from 160 countries.

When I look at the picture, I see decision makers who will climb the corporate—or small business—ladders to achieve the success that they so much want to attain.

When I look at the picture, I see the future, a future that includes other students in classes like mine who will take what they have learned in college and use it to be effective and efficient managers and leaders.

When I look at this picture on my computer or now posted on my blog, I smile.  These “students” are part of today’s workforce.  While working to be a leader, they are making a difference in people’s lives as a manager, an intern, a small business owner, an executive at their parents’ company, a receptionist at a medical office, a technology lab assistant.  They are working to be managers and leaders, and in that process using directly or indirectly the knowledge that they gained in my class.

When I look at this picture, I see these and other individuals who in coming years will be making decisions about the future of America.  I like to think that the curriculum of the class that they took with me will help them make those decisions.  That required essays to examine their organizational behavior; identify and understand the bully or the procrastinator or the older worker in the workplace; acquire a realistic perspective on women in leadership from guest speakers and conference panelists; and compare a founding father with a technology pioneer helped to put innovation and risk-taking into a meaningful and historical context.

Part of my students’ final written assignment was to write about workplace 2020—what they will be doing, how they will be working, where they will be doing that work, etc.  Their essays included finding work-life balance and needing to be continuous learners.  One student, the only one in a class where everyone included technology as part of their future, mentioned that soft skills—interactions with others—will also be needed.

Relationships are part of the future.  My relationship with my students was a rewarding one, one where I could see the future develop during each and every class.  I salute my class of spring 2010 and wish them great achievement.

If you are scheduled for a stay interview and want to be clear on what you need to remain at the company, try using the “Mojo” process that Marshall Goldsmith describes in his book, Mojo: How to Get it, How to Keep It, How to Get It Back If You Lose It.

If you’re thinking that mojo is a folk belief in the supernatural powers of a voodoo charm, you’re right.  It’s used in other contexts to describe alignment of one’s energy so good things can happen.  Ever hear a recording of American blues musician Muddy Waters singing “Got My Mojo Working”?  Listen and you’ll understand mojo.

Goldsmith, one of the top ranking executive coaches in the world, has brought Mojo into the business world: “Mojo is that positive spirit toward what we are doing now that starts from the inside and radiates to the outside.”

Below are his four vital ingredients that combined will bring you clarity and great Mojo.

1. IDENTITY
“Who do you think you are?”  The key to answering the question is to be honest and truthful about how you perceive yourself.  This is not about what others think of you; it is about your self-assessment.  Don’t back away from owning and sharing your self-appraisal.

2. ACHIEVEMENT
“What have you done lately….that have meaning and impact?”  A good question, isn’t it?  With many of my coaching clients, I suggest they write a monthly report and e-mail it to their supervisor regularly.  Although the supervisor may never acknowledge or mention it, you will be aware of your accomplishments—and ready for your annual performance review.

Goldsmith looks at achievements from two perspectives:  “What we bring to the tasks?” and “What the task gives to us?”  Think about your answers and dig deep to find your truths about the give and take of what you do.  “Until we can honestly put a value on what we’ve accomplished lately, we may not be able to create or regain our Mojo,” are words the coach uses with a CEO or her reports.

3. REPUTATION
“Your reputation is a scorecard kept by others,” Goldsmith writes in yet one more best-selling business book (to see more go to http://marshallgoldsmithlibrary.com).  What he says is true, especially in a world where online networking, communication, and evaluation websites (such as www.RateMyProfessors.com) offers ways to influence an individual’s reputation.  Questions you can ask yourself about your reputation include, “Who do other people think you are?  What do other people think you’ve done lately?”  (Visit www.ReputationDefender.com if you want help to monitor and manage your reputation.)

4. ACCEPTANCE
“What can you change and what is beyond your control?”  Another good question, isn’t it?  I’ve written about acceptance before as too many of my clients perseverate about what they can’t change and don’t invest their valuable time in what they can change.  “When Mojo fades, the initial cause is often failure to accept what is—and get on with life.”

Feeling any Mojo from answering the above questions?  Are you feeling a positive spirit toward what you are doing that starts inside and is radiating out so that others can experience your best self?

 Want to know your Mojo score?  Go to www.mojothebook.com to download a guide to Mojo and the Mojo scorecard.  Using these tools can improve your self-awareness.  The process can also help you set priorities and gain clarity when you are called in for a stay interview—or decide that it is really your exit interview.

After a brief overview of his program, Kandel introduced William D. Cohan, author of House of Cards:  A Tale of Hubris and Wretched Excess on Wall Street and a contributing writer for Fortune magazine; and Gregory Zukerman,  The Wall Street Journal reporter who writes the paper’s column “Heard on the Street” and author of The Greatest Trade Ever:  The Behind-the-Scenes Story of How John Paulson Defied Wall Street and Made Financial History.

Offering the background to the headlines, Kandel’s guests shared stories of the executives who individually and collectively ignored the indicators of a financial crisis.  According to his publisher Random House, Cohan’s book on Bear Stearns is “A blistering narrative account of the negligence and greed that pushed all of Wall Street into chaos and the country into a financial crisis.”  Zuckerman described in some detail how the risk-taking Paulson sought out and then earned billions by betting on the housing collapse others—including mortgage, real estate, and investing experts—had missed.  Since Paulson had created a market for his product by using Goldman Sachs as a salesman, the two brilliant business writers weighed in on the government investigation of Goldman.

Wikipedia’s definition of a firestorm “is a conflagration which attains such intensity that it creates and sustains its own wind system.  It is most commonly a natural phenomenon, created during some of the largest bushfires, forest fires, and wildfires….Firestorms can also be deliberate effects of targeted explosives.”  A conflagration is defined as “an uncontrolled burning that threatens human life, health, property or ecology.  A conflagration can be accidentally or intentionally created (arson).”  Kandel’s choice of the word firestorm for his event seems very appropriate.

The reason I attended the program was to further my education on the culture of Wall Street, and especially, to hear Cohan speak.  His previous book, The Last Tycoons: the Secret History of Lazard Frères & Co., spins “A tale of restrained ambition, billion-dollar fortunes, Byzantine power struggles, and hidden scandal.”  Cohan’s employment as a vice president at one of the world’s preeminent financial advisory and asset management firms coincided with mine.  However, he was involved in the business transactions while I was on the sidelines watching the action from my position as a temporary secretary.  In my over five years at the firm, I worked with a majority of partners, numerous vice presidents, and many other bankers.

When Zuckerman mentioned that Paulson’s analyst in creating his deals was Paolo Pellegrini, my ears perked up since he, too, was a former Lazard banker.  However, unlike Cohan who moved from Lazard to be a managing director of telecom mergers and acquisitions at JPMorgan Chase, Pellegrini according to Zuckerman in an article (“Profiting from the Crash,” WSJ, 10/31/09) had “a career of disappointments” and that “Paulson & Co. likely was his last stop on Wall Street.”  The disappointed analyst earned an estimated $45 million in his first year at his “last stop.”

What I took away from hearing the stories and learning more about Wall Street’s demeanor and greed was nothing new.  It was the same old story:  the behavior on Wall Street won’t change.

Specifically, words that I recorded in my notebook in the darkened auditorium include these thoughts from Cohan on proposed government regulation of Wall Street: “Wall Street buys the sort of regulation they want” … “Their actions are just smart enough not to go over the edge” … “We haven’t changed how Wall Street behaves not even in a small way” … “Goldman people don’t feel comfortable voicing dissent.” … “Nobody is blowing the whistle.”

Cohan made a very interesting statement: “There is no memory on Wall St.”  The younger people on Wall Street make decisions not knowing the history of the previous crisis—like the Internet IPOs in the late 90’s or the housing downturn in the early 90’s—and don’t take time to reflect on the consequences of their behaviors.  Instead, it seems clear, Wall Street moves from one crisis to another, like an addict who seems incapable of staying away from drink, drugs, or other substances to get a high, all the while knowing but not accepting that a big downer follows.  Rather, the user, when he needs it, seeks out another source to get high.

Zuckerman stated that, “We need the best and the brightest to be in financial services.”  To me, that seemed to affirm that what was going on within Wall Street firms was okay.  And that the results, although possibly catastrophic for the majority of America and a good part of the globe, are what matters.  It matters to those who profit from the results.  Do bankers stop to think about those who are negatively impacted by the results?

Last year, I wrote a special report entitled, “Temping with Tycoons:  Lessons from My Leadership Reinvention” —an account of what I learned at Lazard about the firm’s culture, group behavior, and individual actions. Documenting what I observed and reading about the firm, I used Lazard as the business school I could afford.  And it was during those years experiencing the hubris of bankers, the carelessness of analysts, and their overall ignorance of the real world that inspired me to teach future leaders about the human side of business.  “Temping with Tycoons” is required reading at the beginning of “A Management Approach to Organizational Behavior,” a course I teach to undergraduates at the Zicklin School of Business within Baruch College, the nation’s most ethnically diverse campus.  Primarily working class and first generation, the students are able to learn about some behaviors on Wall Street. They are also often aghast and angry at what they read.

One of my students put it very simply, “Why is there such a divide?”

I don’t know exactly.  Future posts will include notes from “M.B.A. Under Siege:  Reimagining Management Education,” an all-day conference held at Fordham University where business school educators from as far away as Kazakhstan in Eurasia listened to presentations from highly regarded business school professors and participated in discussions.  Especially of interest was the role that management—or lack of it—played in the collapse of the global economy.  Watch this space for more information on the culture and management of Wall Street.

Last August, my niece and I went to see “Julie & Julia”—a delightful movie about the life of Julia Child who, in 1948 and in her mid-thirties, discovered her career as a French chef and educator then evolved into a major cookbook author and television personality and making public appearances until her death in 1992.  The character “Julie Powell” was portrayed in the movie as a young writer whose job was to answer phones for those needing help after 9/11.  She felt frustrated at work and started a blog about Julia Child.  She also decided that she was going to cook 524 recipes from Mastering the Art of French Cooking co-authored by Julia Child in 365 days.

This spring, this same  niece lent me her copy of My Life in France, an autobiography of Julia Child written with Alex Prud’homme.  I started reading it at a pace of about 10 pages a day.  However, when I was about 100 pages into the book last weekend, I thought, “Why am I reading this?  I don’t really like French food!  I grew up on the basics, I cook the basics and I eat out to savor complicated dishes.”  Not one to give up on a book, however, I began to think about why I should continue reading and that brought me to remembering the first time I heard about Julia Child.

When I was a junior at the University of California at Berkeley, I had a part-time job as a work-study student in the Art & Music (A&M) Department at the Main Branch of the Berkeley Public Library.  As a Librarian’s Assistant, I helped patrons locate books, albums (!), and prints of major artists.  And I was also to report the behavior of a regular visitor—one of the many “characters” who at times put mirrors on the top of their shoes and stood very close to a female patron who was wearing a skirt.

Bruce Munly was the Librarian for A&M and manager of one full-time and many part-time employees.  Other part-time people included four middle-aged (and slightly older) women married to college professors and another Berkeley undergraduate student (he later became my husband).

“What did you think of Julia?” was Mr. Munly’s ritual greeting when one of the women arrived in the department.  They then would proceed to talk about the delicacy that Julia had prepared on the latest episode of “The French Chef” on our local public broadcasting station.  It was “all about Julia” for the first ten to fifteen minutes of a woman’s shift—and would often be revisited, many times when another gourmand arrived to talk about what Julia had prepared.

An effective manager who made the most of this diverse group, Mr. Munly organized a staff dinner once or twice a year.  This potluck supper was held at his or one of the women’s homes, often one in the Berkeley Hills with a spectacular view looking out beyond the Golden Gate Bridge.  When it came time to volunteer to bring food to the dinner, Mr. Munly and the women would decide which dish they would bring—usually a “Julia” dish.  The college students and the full-time employee would bring wine, bread, and possibly dessert—first asking the “elders” for specific instructions on what to buy.

Memories of one—if not the best—workplace experience of early career came flooding back to me last weekend as I turned each page of My Life in France.  Ignoring the world outside, I gave myself the afternoon to follow Julia’s journey through her writing career which she embraced enthusiastically and spent the evening learning how she had found her way to television.  Reading her book was like eating a good meal; I finished it feeling satisfied and satiated with good memories.

Looking back at his management style, I see how Mr. Munly maximized the talent he had in his small department.  He created a congenial atmosphere—based in part on Julia’s recipes—where he engaged and motivated his team to be productive through food, a love of the arts, and a great spirit.

At the close of each episode of “The French Chef”—and at the very end of her book—Julia wishes everyone a bon appétite!

As I asked at the beginning of this post, what is your recipe to be an effective manager?  No matter your “cuisine,” or your particular management style, I wish you time to think about how you manage.  Specifically, what is the thread of the conversations you have with your staff members and how do you connect with them on a regular basis?

While you are creating and enhancing your own recipe of effective management, I wish you bon appétite!

The panelists addressed how to remain relevant, successful, and satisfied in an evolving career; investments in nips and tucks to stay looking young; and the legal implications of aging in the workplace.  And we had just the right professionals  on our panel to talk about these topics:  Jane Cranston, Managing Director, Executive Coach NY and Great Job in Tough Times; Wendy Lewis, President, Wendy Lewis & Co., a global aesthetics consultant who is popularly known in the media at “The Knife Coach” and is founder of a the popular website called BeautyintheBag.com; and Doris Traub, of Traub & Traub PC, Esquire, who has devoted her thirty-year career as a lawyer to advocating on behalf of employees who have faced workplace discrimination.

Leigh, Wendy Lewis, Jane Cranston, Doris Traub, Lynda Johnson

Before asking questions, I offered some background information on the need for this program.  As an Adjunct Lecturer in the Management Department at the Zicklin School of Business and an older worker, I am able to take the pulse of different groups and serve as a bridge to communicate effectively across the ages.   My “Pearls of Wisdom” to the group of around 40—only one woman was in her 20’s and one in her 30’s— served as a good introduction.

1.  Be Precise with Terminology:  This semester, one of my students wrote a paper on “The Elderly in the Workplace.”  Yipes!  Was my first reaction.  Wasn’t he in class the evening I gave “the lecture” that the term to use is “older” not ”elderly.”   The first request I had of Doris was to define the difference between “elderly” and “older.”  She was very definite in stating that the term elderly is not appropriate for any workplace, that the connotations are negative, and that the assumptions that go along with the word elderly are possibly discriminatory.   Jane gave a wonderful example of a woman who sought out her coaching services.  Her client was 80-years-old and wanted help to define her next career.  Some might call this woman “elderly.”  I’d call her resilient and resourceful.

2.  Understand the Statistics:  There has been a 134 percent increase in the number of workers over the age of 55 who are looking for work since December 2007.  Today, about 7% are over 55 and working.  Over 20% of the workforce is expected to be 55 and over by the year 2015.  Older workers want and, in many cases, need to work since many of their retirement investments disappeared during the worst economy since the Great Depression.   Workers 40 and older (even younger ones) are seeking some form of image enhancement to keep a youthful appearance.  Wendy said that though her business slacked off last year, she is doing better in 2010 in part because of the men who were formerly on Wall St.  Now looking for work, they want to look and feel younger to compete for positions that they used to have in the financial services industry.  The most popular enhancement for both women and men is to get rid of crows feet around the eyes.

3.  Performance Perception:  The number one consistent complaint I hear from my 20 something students is that the older worker is resistant to change.  And that they are reluctant and outright refuse to learn how to use computer programs.  In some cultures, older men and women are seen as wise because of their age.  In our culture, wisdom is to be acquired by learning how to navigate a keyboard to help them  send e-mails and manipulate databases.  Wendy is very well connected on LinkedIn, Facebook, etc. and Jane is a great example of someone who knew that technology was part of building her business and has successfully taught herself.

After the program, one of the attendees came up and told me it was an excellent panel.  In fact, she told a lot of people she was so inspired to be, at 69, opened up to growing in new ways.  She wrote on her evaluation that she would no longer refer to herself as “this old gal” and that she would push herself to ask for and get training on the computer. 

Staying relevant and open to growth, it’s definitely not over for those 40…50…60…70…80!

Sufia Farha, President of WIB,  and her team of dedicated, organized, and helpful students made the evening an enjoyable one for everyone.  I did not want to turn down the opportunity to be the moderator for the third year in a row but I also had a class in “Organizational Behavior” to teach during the exact time of the panel.  A resolution was to assign “Women in Leadership” as my students’ next written assignment, require my class to attend, and give these achievement oriented students the opportunity to be part of an event that evening students do not often get the chance to attend.

Leigh, Virginia McNeil Montague, Lenore Janis, Heather Maloney, Dr. Barbara Lawrence, Diane Garnick

One of my students came up to me at the close of the program and said, “I’m grateful that you required us to attend.”  Later that evening, another student wrote me an e-mail in which she said, “Thank you for inviting us to such an invigorating event.  It was way better than I thought it would be.”

Why was it ”way better”?  The inspirationalprofessional  knowledge the guests offered. 

The keynote address by Diane Garnick brought audience members—and panelists—to tears when hearing of the adversities she overcame and how she challenged herself to enter the world of finance.   One “Pearl of Wisdom” Diane shared was, ”If your palms aren’t sweating enough, your game isn’t big enough.”  Today, after sweating a lot, she is an investment strategist at Invesco, an investment management company.  To read more about Diane and her volunteer work, here’s a link to her facebook page http://www.facebook.com/pages/Diane-Garnick/188133090053?v=info 

The WIB committee had developed a series of questions for the panelists and I had the opportunity to ask these inquiries (with a little embellishment) on behalf of the young women just starting their careers.

Panelists included Heather Maloney, Executive Director, Hope & Heroes Children’s Cancer Fund; Lenore Janis, President, Professional Women in Construction National; and Virginia McNeil Montague, President of The New York Coalition of One Hundred Black Women.

Each response from the panel brought helpful insights into the lives of women who hold executive leadership positions.  One particular question from the audience brought this series of replies:  “Do whatever scares you.”  “Life is a series of trials and tests.”  “Go to the gym.”  What was the question?  I don’t remember.  What I do know is that the answers represent the ways that these women faced, managed, and overcame the obstacles in their careers.

Near the end of the question and answer period from the audience, I noted that about one-quarter to one-third of the audience were males.  Yet, not one male asked a question.  “Okay,” I said.  “It’s time for a man to ask a question.”  One of my students raised his asked and asked the panel, “What can men do to help women succeed?”  The overall answer from the panelists was, “Men need to talk to women to hear what they need.  And men need to talk to talk other men about what women need.  They also need to work with women so that they can understand and help women get the respect and acknowledgement they have earned in the workplace.”

Leigh with the wonderful Women in Business team

It was a great evening for so many reasons.  One of which is that after stepping off the dias at the end of the panel, I was invited to be the moderator for the Fifth Annual Pearls of Wisdom Women’s Leadership Conference.  I’m looking forward to the event already.

“The Bull Pissed in My Living Room:  Prof. Leigh’s Guide to Recession Resilience,” LTR’s latest level playing playing field special report, is my way of putting together the pieces of what I experienced and the process that brought me to a really good place in my life.

“Bull”  will be formally introduced at today’s meeting of the Employee Assistance Professionals Associaion (EAPA)-New York Chapter.  I chose this opportunity to let others know about my report because it explains the complex factors that can impact workplace intelligence.  It’s also a good venue  because I’ll be the moderator of a panel discussion on “It’s Not Over Yet!  You Still Have a Chance:  Resilience and Reinvention in the Older Worker.”

 Like others who have been dramatically impacted by the worst economy since the Great Depression, I wondered how I had the strength and resiliency to survive my “worst case”—the downturn of business and sale of sale of my recently renovated co-op apartment on Manhattan’s tony Upper West Side.  Using a format similar to that in “Temping with Tycoons” and my other well-received special reports, I tell the story of not just how I reinvented myself but what I learned during the process.  And how, now, I’m enjoying a “best case.”

A natural educator (strangers on the subway ask, “You’re a teacher, aren’t you?”), I use what I experienced as a platform from which to inform, inspire, and instill in readers greater awareness to face their own “bull.”  At the end of each chapter, I include “Resilience Guideposts”— helpful suggestions on how to navigate succesfully on your evolutionary highway.

To download your copy of “The Bull Pissed in My Living Room,” click on the link below.  After you read it, contact me with your feedback.

The Bull Pissed in My Living Room by Leigh Henderson

 “March is Women’s Month at Brandeis” was the headline on a brochure that caught my attention one day as I was going through the VP’s mail.  I carefully read the list of all the events being scheduled throughout the month and looked for one I could attend.  “What about a program for the women who work on campus!”  I thought after not finding even one program. “Don’t we exist?”

Leigh (l), Moderator, "9 to 5 The Brandeis Way"

 Taking the initiative, I met with a Women’s Studies professor and proposed a panel discussion called, “9 to 5 The Brandeis Way.”  We discussed my idea of having women I knew from different departments share their stories about job sharing, part-time work, and other experiences of being employed at the university.

 “If one person shows up for the program, consider yourself lucky,” the professor kindly cautioned.  Her words made me more determined to develop an audience.  I created a flyer and posted it around campus, submitted a news release to the local paper, contacted professors I knew, and tried to be positive that in addition to the panelists and my then husband, other people would attend the event.

 Seventy-five staff, students, and faculty showed up for “9 to 5 The Brandeis Way,” the first of what became a series of panel discussions on workplace issues.  The event was a success and, as my career evolved, a path I continued to travel.

 Thursday, March 18, 5:30p.m.-8:30p.m. The Fourth Annual “Pearls of Wisdom” Women’s Leadership Conference, Baruch College.

This is my third time as moderator of the panel and I’m very enthused about the executives that the “Women in Business” committee has selected. The keynote speaker is Diane Garnick, Investment Strategist, Invesco Ltd. Panelists include Heather Maloney, Executive Director, Hope & Heroes Children’s Cancer Fund; Lenore Janis, President, Professional Women in Construction National; and Virginia McNeil Montague, President of The New York Coalition of One Hundred Black Women. The event is free to students (dinner with wine included). For more information, visit Baruch’s “Women in Business” website at http://baruchwib.webs.com/ or contact Sufia Farha, President, Women in Business, at sufia.farha@gmail.com

 Tuesday, March 23, 1:00p.m.-3:30p.m. “It’s Not Over: You Still Have a Chance! Reinvention and Resilience in the Older Worker” hosted by the Employee Assistance Professionals Association-New York City Chapter (EAPA-NYC).

As Co-Chair of the EAPA-Women’s Issues Committee, I had the pleasure of moderating a panel on the multigenerational workplace last year. This year, the panel is focused on ways those 40 and over can remain positive and competitive in the job market. Lynda Johnson, my Co-Chair, will welcome the audience. The panel I’ll moderate includes Jane Cranston, Managing Director, Executive Coach NY; Doris Traub, Traub & Traub, P.C., attorney specializing in age discrimination in the workplace; and Wendy Lewis, President, Wendy Lewis & Co. Ltd, a Global Aesthetics Consultancy—an image enhancement consultant dubbed “The Knife Coach®” by the media. The fee for the event is $20 for a guest. To confirm times and get location, please contact Barbara Friesner at barbara@agewiseliving.com

Since I just read Goldsmith and Reiter’s newest book:  Mojo:  How to Get It, How to Keep It, How to Get It Back If You Lose It  (Hyperion, 2009, 205 pages) and realized that before I write my review of that one, I wanted to post this entry. 

 Goldsmith’s methods for changing behavior are straightforward.  For instance, one of the 360 assessments he uses consists of gathering feedback on an executive’s behavior from meaningful colleagues and constituencies.  The client is asked to listen carefully to how others experience his behavior, formulate ways to improve interactions, give thanks for the feedback, apologize where needed, and practice feed-forward.

There are other parts of his book that I will highlight in future posts, but I want to focuse on the group exercise in feed-forward that Goldsmith conducted at a meeting I attended of the New York City Chapter of the International Coach Foundation.  I also used this exercise during one of the management classes I teach at the Zicklin School of Business at Baruch College.  In both cases, I found the exercise to be a worthwhile endeavor.

Here’s how the feed-forward process works.

1.  Identify one behavior you want to change in your life.  The behavior change should bring about a positive difference in your life.

2.  Describe the behavior you want to change in a one-on-one dialogue with someone:  a spouse, child, best friend, or coworker—or in the case of the ICF-NYC meeting, a perfect stranger would do.

3.  Ask that person for two suggestions for the future that might help you achieve a positive change in your selected behavior.

4.  Listen attentively to the suggestions.  Take notes if you like.  Your only ground rule:  You are not allowed to judge, rate, or critique the suggestions in any way.  And you are not even to say anything positive such as, “That’s a good idea.”  The only response you’re permitted is, “Thank you.” 

You can then repeat the process with someone else—until you have a good sample of ideas to improve your behavior.

One book that I found very helpful—especially for those at the beginning of your careers—was one written by Goldsmith—and other well-known executives.  The book is Learning Journeys: Top Management Experts Share Hard-Earned Lessons on Becoming Great Mentors and Leaders by Marshall Goldsmith (Davies-Black Publishing, 2000).  Read a chapter at a time, do the exercises, and reflect on how you can be a better leader.

If you practice feed-forward, let me know how effective it was  by sending an e-mail to Leigh@ltr-nyc.com