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DO YOU NEED A TOOL ..?• Thatmakesyourparticipantsbuy

intothegameandengage,becau-setheyaremetbyrecognizablechallengesandchallengingoptions.

• Thatcanbeadaptedtodifferentenvironmentsandgroups,fromchangemanagementonorganiza-tionleveltotheabilityofindividualemployeestoworkwithfocusedcitizencommunication.

• Thatcanfunctioninadditiontothetoolsalreadyinyourtoolbox.

MULTIPLE PLATFORMS TO PLAY ONRelationTechnologies’learningcon-cepts,suchasMindsetter,6StylesandPublicProfessional,aretypicallyorgani-zedaroundaphysicalrepresentation.Forexample,thatcouldbeacircularboardwithgamepiecesrepresentingstakeholders.Asaparticipant,youareengagedthroughhands,eyes,dialogueandreflections.Thephysicalrepresen-tationcomesindifferentsizes,suitable

foruseinlargegroupsorforthecoa-chingofsmallerunits.Inadditionthereisanonlinesimulatorforeachconcept,wheretheprogressionofthegamecanbefollowedvirtually,andthusthecomplexitiesoftheprocessaremadetransparent.

THE THEORETICAL FOUNDATIONSWebuildourconceptsonimportanttheoreticianswithinthefieldthattheconceptaddresses.Inaddition,throughtime,wehavedevelopedourconceptsincooperationwithourclients.Ifourclienthasalreadyworkedwithchangetheory,managementtheoryorsystemicorappreciativeapproachesoftheirown,wehavecombinedthiswithourcon-cepts,andthusadaptedourconceptstoworkwithapproachesthathaveachievedwidepopularitywithmanybusinessesandorganizations.

THE AUTHORIZATION COURSEAuthorizationtakesplacewithatwo-

Authorization

daycourse,whereyouareintroducedtothetheorybehindtheproduct,andyoulearntofacilitatethevariouslearningtoolsassociatedwiththeproduct.Ithasbeenourexperiencethatatwo-daycourseisnecessarytoensurethattheindividualconsultantlaterfeelsconfi-dentinusingthelearningtechnologiesintheirownteaching.Withyourautho-rization,yougainaccesstoanewsetofdynamictoolsusableforteaching,developmentprocesses,coachingandmuchmore.Thetoolsarebasedonasolidfoundationofprofessional,specia-listknowledgethatcanaidinevolving

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Copyright Relation Technologies. Allrights reserved.www.relationtechnologies.cominfo@relationtechnologies.com

Contact Relation Technologies for information about the retail-networkTelephone: +45 7070 2030

1

Kilde: John Kotter

Oplevelse af nødvendighed 3

• Hvem er centrale eksterne aktører for forandringen?

• Hvordan vil de forklare, at forandringen er nød-

vendig?

• Hvor synligt er det for aktørerne, at forandringen er

nødvendig?

• Hvorfor er der eventuelt forskel mellem aktørernes

oplevelser?

• Hvilke tegn kan potentielt fortælle aktørerne,

at forandringen ikke er nødvendig?

MindSetter - CoachingKort Kotter_V3.indd 1

04/11/09 07.06

1

Source: John Kotter

Sense of urgency3

Who are the key internal and eksternal stakeholders

of the change?

How will they explain the necessity of the change?

How visible is the urgency of the change to the stake-

holders?

Why might there be differences between the perspec-

tives of the stakeholders?

What signs can possibly tell stakeholders that the

change is not urgent?

Informations-overvejelser 2

Hvilke spørgsmål bliver stillet af hvilke aktører?

Hvad er forandringen? Hvorfor er den nødvendig?

Hvad er der galt med den måde, tingene fungerer på i

dag? Hvor meget og hvor hurtigt behøver organisatio-

nen at ændre sig?

Hvilke spørgsmål er vigtigst at give svar på? Hvad kan

du fortælle?

Kilde: Ken Blanchard

Source: Ken Blanchard

What questions are being asked by the stakeholders?

What is the change? • Why is it necessary? • What is

wrong with the way things are working today? • How

much and how fast does the organisation have to

change?

What questions are important to answer? • What can

you tell?

2Information concerns

thewayyouworkwithchangemanage-ment,asconsultant,aseducatororwithyourownprocessesofchange.Thetoolsgiveyounewmethodstoworkwith,andcanhelpstrengthenyourprofileasaconsultant.

WHO DO THE CONCEPTS ADDRESS?Asusersofourconceptswehavebothindependentconsultants,consultingfirmsandinternalconsultantsinbusi-nessesandorganizations.

WHAT ARE THE ADVANTAGES OF AUTHORIZATION?Bybecomingauthorizedforoneofourproducts,yougaintheoptionofusingtheassociatedlearningtechnologiesinyourteachingorconsulting.Fortheindividualconsultants,authoriza-tionforoneormoreofourconceptscanbeanexpansionoftheircompetencesthatsupportsandgroundstheprocessesthattheyalreadyworkwith.

Severalofourexternalconsultantsexperiencethatourconceptsenableanentirelynewwayofofferingtheircli-entsaninnovativeandretentivetoolforhandlingboththeirownchangeneedsandthoseoftheirorganizations.Fromourinternalconsultantsinbusi-nessesandpublicorganizations,wehearthatourconceptshelpcreateacommonplatformandacommonlan-guagethathelptheorganizationhandlechanges,diverginginterests,resistanceetc.

Leadersexperiencethatourconceptsgivethemawaytofacilitateproces-sesofchangeinamanagementteam,handleresistanceinanemployeeteamandhandleprocessesacrossstructures.

RELATION TECHNOLOGIESRelationTechnologiesisahighlyspe-cializedbusinessthatcreateslearningdesignandlearningarchitecturefor

businessandorganizationdevelopment.Ourhallmarksarethatwetransformtheoryintopracticebygroundingourconceptsinconcretetools–physicalorvirtual.Ourconceptsareusedforlongerdevelopmentoreducationprocessesorforshorterworkshopsandconsultations,aswellasfore-learning.Ourconceptshaverousedenthusiasmaroundtheworld,andtoday,fiveyearsafterlaunchingourfirstconcept,wearerepresentedonfivecontinents.ThemissionofRelationTechnologiesistomakeiteasier,moreexcitingandmoreeffectivetoworkwithlearning,aswellastakinglearningwithyou–inmanyways.Wearealwaysatworkdevelo-pingnewconcepts.

Areyouinterestedinbeingauthorized?Contact:info@relationtechnologies.com

Readmoreat:www.relationtechnologies.com

The affiliative leadership style

The affiliative leadership style

The experiences from work-

ing with 6styles have shown

that the effect of all six

leadership styles depends

on both the character of the

style as well as the way it is

being used. To create clarity

on these effects we have

added two concepts to the

styles: intended effect and

unintended effect.

The intended effect of the

style contains the depths

All rights to 6stylestm

belong to Relation

Technologies.

and values that the style is

designed to create in the

relation between leader and

employee. The unintended

effect is an expression

of the risk that the style

contains of influencing the

relation in ways that are not

wanted in leadership.

Intended and unintended ef-

fects are not contradictions.

They are more of a total

reflection on the leadership

style, where it becomes

the leader’s ability to reflect

on and talk about what is

going on in the relation that

is crucial to whether the

style affects the intended or

the unintended. Below you

can read about the affiliative

leadership style’s unin-

tended effect. The intended

virtues and values of the

style you can find on the

front of the sheet.

The style in one sentence: People first

The affiliative leader’s

trademark is a ‘people first’

attitude.

The leader that works in this

style focuses on creating

harmony and emotional

bonds.

Affiliative style is also a way

of building more dialogue

and thereby creating a more

open feedback culture. This

style is especially effective

in building team harmony

and increasing moral in the

* The description of the leadership style is developed by Relation Technologies. The categorisation of the six leader-

ship styles takes its starting point in a theoretical foundation, originally developed by the company HayGroup.

** The term refers to a fundamental personal need in the theory FIRO-B, developed by Will Schutz.

Modus operandi*Creates harmony and emotional bonds

The form of the style The leader shows interest and recognition

The leader creates connections between people

The leader is empathetic

The style focuses on The wellbeing of people

Social contact: Security

Closeness: Relations

The style creates resonance By creating an experience of attachment, security and impor-

tance

The style motivates by Creating trust – We support each other …

Empathetic interest – How are you?

Appreciation – You are important!

The style communicates

through

Asking questions

Showing interest: Being in contact!

Recognising the importance of people

The style listens toThe way employees experience and feel the world

Job satisfaction, Attachment, Feedback

The style is bestWhen attachment between group members is required

When different groups have to cooperate

When employees have to be motivated through stressful

times

The style aims atA sense of community.

Openness, Dialogue

The style creates culture Which is harmonic

Which is personally meaningful

In which one can speak of emotions and attitudes

The style relates to power By striving to even out the power relation through a personal

closeness

The style is driven by

(in the leader)

Expressed closeness**

Expressing kindness, sharing, honest feedback, sensitivity,

consideration

The style obligates the

leader

To follow up on the relation and keep the offer of closeness

The style as a metaphor The Humanist

The Familiar

The Mediator

Modus operandiCreates harmony and emotional bonds

Risk of experienced form The leader focuses too little on effort and results

The leader is too ‘soft’

The leader is inhibited by his/her close relations and cannot

execute

The style focuses indirectly

on

People as being the most important value in work relations

Dependence on job satisfaction and relations

The style is at risk of creat-

ing dissonance

By welcoming a degree of attachment that exceeds the em-

ployee’s limits

The style is potentially

demotivating by

Creating dependence – I need you to be close to me.

Giving too few or too small demands – I must not push my-

self!Being clingy – I would like to act more independently!

The style leaves out in the

communication

To place demands on effort

To challenge

The style is at risk of ignor-

ing

The employees’ non-spoken needs for competency develop-

ment or re-orientation

Lack of effort

Subjects that will challenge the closeness in the relation

The style functions poorly When the leader sets too low standards

When the leader does not set goals for the effort

When the leader does not correct for poor effort

The style risks creating Unclear roles

Inefficiency

Dependency/lack of originality

The style potentially creates

culture

That is too ‘familiar’

That is not enough oriented towards effort and results

That can have difficulties creating authority around the leader

The potential power utilisa-

tion of the style

Accidentally uses the personal closeness to obligate the em-

ployee to a potential unwanted interaction

The style risks overseeing

(in the employee)

Not-wanted closeness**

Being reluctant, reserved, avoiding conflict

The style risks capturing

the leader

With employees that are difficult to challenge without violating

the established closeness

With employees that are ‘stuck’ in close relations

The style as a metaphor The Humanist

The Familiar

The Mediator

group.But in its way of focusing

on recognition, the style

can accidentally permit that

poor performances are not

criticised.

Professional) knowledge

Knowledge about professions

and practise field and of glo-

bal and local relations

• Cultural understanding

Professional reperto

The ability to use profes-

sional knowledge in a

relevant practise field

• facilitator competence

Self awareness

Awareness of and un-

derstanding of ones own

emotions and ones own

strengths/weaknesses

Self control

The ability to control and

motivate own action

Social awareness

Awareness of and under-

standing of the emotions and

actions of others

Social skills/abilities

The ability to act in ways that

create appropriate responses

from others

• Communication

• Team spirit

• Cooperation

Democratic style

Increase:

Responsibility

Team spirit

Coaching style

Increase:

Competency

Innovation

Pace setting style

Increase:

Result

Ambitions

Affiliative style

Increase:

TrustInterest

Visionary style

Increase:

Direction Hope

Commanding

styleIncrease:

Professionalism

Adaptation

The democratic leadership style

The democratic

leadership style:

Involvement

Commitment

-60

-60

-60

-60

-60

-60

-60

+60

+60

+60

+60

+60

+60

+60

Flexibility

Responsibility

Standards

Rewards

Clarity

Engagement

Total influence

* The model is a graphic picture of measured results presented in Daniel Goleman: Leadership that gets results, HRB.

** The model is developed by Relation Technologies. The link between leadership style and emotional competences take its

starting point in Daniel Goleman: Leadership that gets results, HRB.

Correlation to organisational climate*

Underlying competences**

Professional competence Personal competence Social competence

Aw

aren

ess

Act

ion

Key persons for help and support

Feedback and input needs

REAl SElf IdEAl SElf

Actions

0-6 monthsMilestones

6-12 months

Learning goals

1-5 years

I think my subordinates must take part in

defining the goals for our unit

2

I focus on building friendly relationships

4

I am good at communicating my own or

other people’s visionary ideas

5

I focus on building friendly relationships

4

0%

100%75%

50% 25%

Stilen i en SætningDen RammeSættenDe Stil

Den tempoSættenDe Stil

Den tilknyttenDe Stil

Den UDviklenDe Stil

Den inDDRagenDe Stil

Den pRoblemløSenDe Stil

Den RåDgivenDe Stil

Den inSpiReRenDe Stil

”Formålet er …”

”nu skal der ske noget”

”Jeg vil gerne lære dig at kende”

”Du kan mere, end du er bevidst om”

”Hvad synes du?”

”Det klarer jeg”

”mit råd til dig er …”

”nu skal du bare høre”

klaDDe

REFLEKSIONSKORT

RÅDGIVENDE

BONUSKORT

BONUSKORT

MÅ

L

MÅ

L

2. S

EKV

ENS

1. S

EKV

ENS

3. S

EKV

ENS

4. S

EKV

ENS

5. S

EKV

ENS

REFLEKSIONSKORT

PROBLEMLØSENDE

REFLEKSIONSKORT

INSPIRERENDE

REFLEKSIONSKORT

TEMPOSÆTTENDE

REFLEKSIONSKORT

TILKNYTTENDE

REFLEKSIONSKORT

RAMMESÆTTENDE

REFLEKSIONSKORT

INDDRAGENDE

REFLEKSIONSKORT

UDVIKLENDE

FOKUSERET

KAOTISK

REALISTISK

FORSTÅR IKKE

HA

R FA

RT P

Å

BREM

SER

ER K

ØRE

NDE

ER I

NØ

D

KAN SELV

KAN IKKE

TAGER STYRING

DELTAGER IKKE

ER ÅBEN

LUKKER A

F

OPTIM

ISTISK

MO

DLØS

UNDERSØ

GENDE

VÆGELSINDET

ER FORVIRRET

HÆ

NG

ER P

Å

ER P

Å SP

ORE

T

KAN LIDT

MEDVIRKER

LUKKER O

P

OVERSKUD

FREMDRIFT

OVERBLIK

RETNIN

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HÅBÅBENHED

ANSV

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TRIN

G

Jeg er god til at få borgeren til at forstå, hvad der er det bedste at gøre i den situation, vedkommende står i.

3

Jeg bruger god tid på, at lade borgeren selv finde løsninger til sin situation.

2

Jeg er god til at få borgeren til at fokusere på ting,

der kan ændre sig til det bedre.

12