leadership dot #2160: for us

“Do you have any questions for us?” It’s a common question in the interview process and one that trips up a surprising number of candidates.

There is a fine line between asking questions to which you really want to know the answer (like “how much is the pay?” and “is my boss-to-be a jerk?”) and asking questions which advance your candidacy and establish you as a professional.

I believe that most questions at this juncture should be job-specific. Hopefully, you have done enough research to know more than a surface level about the organization and can ask questions that show your insight. It has often been said that you should think of your interview as your first day on the job, and so it is appropriate to formulate your inquiries in a similar way. Ask about the “why” regarding certain things or seek clarification where you have conflicting information.

A key rule for the questions you ask: they should not be something you could know without asking. In other words, don’ ask anything that you could have found out on your own if you had invested the time.

To help you from being tongue-tied at this crucial interview moment, I have developed a list of 25 questions that the candidate can adapt to ask the employer. You should have a written list prepared; some specific to the interviewer and others where it is good to ask everyone and compare responses.

Don’t discount the importance of asking good questions. The insight that candidates showed through what they asked has made the difference for many hires.

leadership dot #2139: search

My sister was just unexpectedly in the hospital and I found myself continually looking at my phone as it could give me minute-to-minute updates like it does for a sporting event. Even if there were no changes in her condition, I would have had more comfort in knowing that as opposed to being in the dark. It made me realize that I have come to expect that my “magic phone” (as I dubbed it when I first got a smartphone) knows everything.

I want to reach for my phone all the time to ask questions which have answers, but are unknown by Google: “how many people are at this event,” “who is that person I know from somewhere but can’t place,” “what size shirt does my brother wear,” or “when do the eggs in the refrigerator expire?” [It can be a fun icebreaker to ask people to share a question that has an answer that Google does not know.]

But I also sometimes wish that I could look up answers to questions to which there are no answers, important questions like: “should I pursue this line of work or that one”, “what is the best course of action to complete this project” or “what investment plan is the most beneficial to pursue?” These are things I do not know, and the phone cannot help me.

There are so many questions to which the phone has no answers. Maybe those are the big questions we should spend our time asking.

leadership dot #2130: patch

Firefighters, police and military units identify themselves through the use of patches on their uniforms. I was recently at a Firefighters Museum and was able to see a display of hundreds of different patches – all in one place. Even though they all represented firefighting teams in Minnesota, they all displayed their own personality and uniqueness.

If your profession wore a patch on a uniform, what elements would you want it to convey? How could such a common identity serve to foster team pride? You don’t have to wear a literal patch to create one or to convey the intent behind it. Maybe it could be your next team builder to create one!

leadership dot #2121: matrix

Brainstorming is a productive activity for generating new ideas, but it does not always lead to action. Often there are so many ideas at the conclusion of a session that it becomes overwhelming and hard to know where to begin. Adding a second step in the process can facilitate action by loosely prioritizing ideas before participants depart.
Define your topic/problem as a question: “How might we attract more youth to our business?” or “What incentives could we offer next year?”.

Begin by giving each member a small pad of sticky notes and a pen. Have them stand by a wall or piece of flip chart paper and brainstorm ideas for a set period of time – writing one idea per sticky note and saying it aloud as they write it. (This will help trigger other ideas from others in the group.)

When all the ideas have been generated, on a second sheet of flip chart paper draw a grid with Implementation across the horizontal axis and Impact along the vertical axis. Create a quadrant with Hard/Easy Implementation and High/Low Impact. Then have participants place their brainstormed ideas into the appropriate quadrant.

• Ideas that are Hard to Implement and have Low Impact (Red) can be forgotten without any discussion.
• Ideas that are Easy to Implement and have Low Impact (Orange) can likely be set aside too. Even if they are easy, they still require some resources, and why bother if there is little to be gained.
• Ideas that are Hard to Implement and have High Impact (Yellow) can be considered later or incorporated into more strategic planning.
• Ideas that are Easy to Implement and have High Impact (Green) are where you should begin.

The entire brainstorming and prioritization process can happen in less than an hour but engages all the participants in both aspects of the discussion. Try it and see if it doesn’t move your ideas to action more quickly than brainstorming alone.

Download handout here.

Source: The Abel Group, Diamond Leadership Workshop, June 26, 2007

leadership dot #2116: pairing

The commercial side of Easter highlights bunnies, colored eggs, baskets and candy. What an odd combination. If you were starting out from scratch, you would not put bunnies and eggs together. You would not have a rabbit deliver chocolate versions of its likeness to be devoured by children. You would not add dyes to a natural food and hide them outside. None of it makes logical sense and sounds more like an April Fool’s joke than a widely-accepted practice.

And yet, in homes across the country today, there is a prevalence of chocolate rabbits, egg hunts and baskets of candy allegedly delivered by bunnies that walk on their hind legs.

It reminds me of a creative thinking exercise that asks participants to pair unlikely items together and see what new combination they form. Teams draw from a stack of index cards with adjectives and a stack of cards with nouns and see what ideas the pairing stimulates. What does a Happy Toaster look like? How about a Clean Chair? Or what about an Eccentric Shoe?

Try it for yourself and see if you stumble upon a winning combination like Chocolate-filled Rabbits or Multi-colored eggs!

Happy Easter!

leadership dot #2113: prototype

In the Human-Centered Design process, once you answer the How Might We question (see dot #2112), one of the next steps is to create a prototype of your idea. I will admit that when I first heard the word, I envisioned a fully-formed working model of something, but the rapid iteration of prototypes in this design process relies more on clay, construction paper and ingenuity. The goal is to make one aspect of the idea tangible so that you can share it – with the goal of learning from the feedback you receive.

As with the How Might We question, I was surprised at the impact of this technique. Initially, it felt like more of a crafts class than a helpful tool, but after putting prototyping into practice, I have become a believer in its power. Even a “mobile market” that was little more than paper fruits and vegetables taped to paper plates elicited design-changing feedback from the guests we recruited to role play a purchase.



In a real and more serious scenario, animal scientists from around the world have been using the design process to create an artificial nest to prevent African penguin extinction. An international effort and prototyping have reduced the field to two designs that hold promise as a substitute habitat. While the designs may look similar, their nuances are distinct enough to matter to the penguins – something the scientists would not have known if not for prototypes and testing.

The next time you have an idea, set aside your hesitations and create a concrete version that allows you to learn about a key component of your plan. Even a rudimentary and seemingly amateur model can unlock lessons that will make your idea much stronger in the end.

leadership dot #2112: how might we

A team of colleagues and I are enrolled in our second Human-Centered Design class to learn more about the problem-solving process that seeks to have the end user as the core component of all the design elements. There are many aspects to this process but one concept that you can apply in your work today is asking the question: “How Might We…?”

I have been astonished at the breadth and depth of ideas that come from asking this simple question. How Might We improve health in our community? How Might We reduce absenteeism in our schools? How Might We make fresh food accessible to senior citizens? How Might We provide clean water to impoverished communities in Kenya?

Asking this question at the onset causes you to focus on what you could do rather than being limited by what may be difficult to achieve. It inspires a bit of crazy – we could improve health by building a biodome park to allow activity during inclement weather or we could redesign refrigerators for pullout vegetable drawers or we could offer American Ninja Warrior programs at all elementary schools, etc. How Might We (lovingly abbreviated as HMW since it is used so frequently) places the emphasis on possible solutions and action.

The next time you are faced with a problem at work or home, start generating solutions by asking the HMW question. It is only one small aspect of the overall Human-Centered Design process, but one that packs a mighty punch on its own.

leadership dot #2107: power of moments

“We tend to remember the best or worst moment of an experience, as well as the last moment, and forget the rest.” This is the main premise of the book The Power of Moments by Chip Heath and Dan Heath, a fascinating account of how to intentionally orchestrate experiences to create moments that are memorable.

People have more opportunities to develop “defining moments” than they may first realize. The book cites examples of a high school that produced a “signing day” for college enrollment with all the pomp and circumstances of an athletic signing day, but for all students continuing their education. A resort created a binder of pictures showing what a child’s forgotten stuffed toy did on its “extended vacation.” A company created an intentional “First Day Experience” with messages from the chairman, a gift and group luncheon. Two high school teachers collaborated to create a mock trial in a real courtroom as a way to make an academic experience that was more memorable than prom.

It is in everyone’s best interest to create moments that matter. Not only do they provide a more satisfying experience for the customer, they distinguish the company from others that are likely providing the same service. A friend just recounted his round of college visits with his daughter and the sameness of all the presentations. What a lost opportunity to create a visit experience that was memorable, thus increasing the chances that someone will invest tens of thousands of dollars through their enrollment. McDonald's is losing market share (in my opinion) not because of the food, but because the experience of eating there ranges between generic and poor. Their once innovative Playland has become passé and they have done little to intentionally consider the dining experience. Contrast that with an Eataly restaurant where you can watch staff making pasta by hand or even with Five Guys who provide free peanuts and display the name of the farmer who grew the potatoes used in their fries that day.

Author Cesare Pavese said: “We don’t remember days, we remember moments.” Utilize the Heath Brothers’ resource to help you unlock the power of moments through intentionality instead of leaving them to chance.

leadership dot #2061: transcribe

Many schools and organizations celebrate Black History Month with traditional programs such as speakers or dramatic events. Here is a new way for anyone to become engaged in learning about the history of our country: transcribing anti-slavery manuscripts.

The Boston Public Library is looking for volunteers to read the handwritten text and transcribe it by typing it out as a way to preserve the documents and make their contents more widely accessible. Anyone who has a computer can volunteer!

Instead of passively commemorating this month, take an active role to both learn about history and help share it.

Thanks, Meg!

leadership dot #2058: refreshed

I have written before about how socks are the most requested items in homeless shelters. Not only do they keep your feet warm but clean socks also have an amazing ability to make you feel refreshed. This is a bonus for those in shelters who may not have access to clean clothes or showers, but even if you have a drawer full of Bombas or the finest hosiery, keep this tip in mind.

Switching your socks is a training tip that I learned long ago while attending a full-day workshop. The presenter had on very colorful and distinctive socks so we noticed it when he returned from break sporting a new pair. He insisted that just donning a clean pair of socks – with no other interventions – provided a boost of energy to get him through the long hours.

Whether you are attending a convention, retreat, or a day at an adventure park, socks are an easy-to-transport way to provide a refresh during the mid-day lull. Think of socks as cotton caffeine and use them the next time you need an energy boost!

leadership dot #2057: draw the line

My favorite ethics exercise is “Where Do You Draw the Line?” In this simulation, participants are given different scenarios and must determine whether the behavior is acceptable, somewhat acceptable, somewhat unacceptable or unacceptable.

What the groups don’t know is that even though the character in each group has the same name, each group has a different scenario with a similar bottom line. So, when the groups process as a whole, there is often much discussion and debate about how one group could find “Adam’s” behavior acceptable while the other emphatically found it unacceptable.

For example: In one scenario Adam took $10 worth of pencils from work and gave them to a charity (often seen as acceptable or somewhat acceptable) while another group has Adam taking $10 from someone’s purse (usually seen as unacceptable). Both scenarios involve ten dollars – where do you draw the line?

The ethics line can quickly become fuzzy when you start applying rationale to justify why something that could be seen as wrong should be allowed in certain circumstances. Strive for a clear demarcation of your ethics line.

leadership dot #1998: answers

How often have you been in a meeting where the pretense was to gather input, but really the person in charge already had determined all the answers?

At a recent event, I participated in an icebreaker that can help you to illustrate this point in a light-hearted and humorous way.

One participant was given a plate with strips of paper marked QUESTIONS. The person sitting next to them was given a plate with strips marked ANSWERS. Person A drew a question then person B drew an answer to respond to it. All of the answers are interchangeable, and some provide hilarious combinations. After person B answers, the plate of QUESTIONS is passed to them and the ANSWERS are given to person C and it keeps going around the table until everyone has asked and answered a question.

For example:
Q. Would you like to be a millionaire?
A. No, once I tried, but it ended up a disaster.

Q. Do you have any shortcomings?
A. People do not speak about it aloud.

Q. Do you love children?
A. During my lunch hour.

Use this to show the futility of having pre-conceived answers without acknowledging what the question is – or just use it as a fun icebreaker at your next event (or Thanksgiving dinner). It avoids that awkwardness of not knowing what to say because the answers are provided for you!

(Get a sample list of questions and answers here.)

Thanks to Kayla Morrison for sharing.

leadership dot #1991: red flower

There is a new (to me) philosophy for teaching art to elementary students that involves focusing on self-expression rather than technique. Students are encouraged to pick their own topic to explore, then taught how to use tools and technique to create that art. Instead of being about projects, class is about artistic expression.

When I heard about this concept, I immediately thought of the story about the red flower that was memorialized in an old Harry Chapin song and which is in story form here. In short, a teacher gives explicit instructions so many times that students become reliant upon them and are unable to create on their own, even when given permission to do so.

I think the red flower story has relevance to today’s structured activities for kids – because they grow up always having something on the calendar it becomes difficult for them to create their own fun, even when time permits. And after completing 12+ years of structured schooling, new employees are often challenged in taking initiative at work, instead wait for their supervisor to tell them what to do.

I applaud all efforts that help people – of all ages – truly think about things instead of memorizing them, and bravo to teaching that helps people learn how to conceptualize and understand the rationale of the fundamentals behind what they are studying.

Here’s to creating a gallery of snakes and snowmen and elephants and mice!

leadership dot #1986: influencers

On one of my in-class feedback forms, I had a student ask me for recommendations for additional reading on topics such as leadership and culture. I love teaching adults!

My list is ever-changing, but I compiled a selection of resources that I thought would be beneficial for her. Then I thought that they might be of interest to my readers as well, so I am including the list here for you.

As I said in a recent guest post, my bookshelf played a key role in my career evolution. I have shelves upon shelves of books in the leadership/culture/organizational behavior area – and I would have countless more if I had not moved so many times!

I share this for two reasons:
   1.  pay attention to what kind of reading you gravitate towards – maybe it can unlock a clue to your true passions and interests;
   2.  I obviously love to read, so share your recommendations in the comments or email me. Winter is coming, and there is nothing like snuggling up with a good book!

Happy reading!

]  most influential book on my list!

leadership dot #1984: aha

Daylight Savings Time, even when you “gain” an extra hour, always throws off my rhythm. So for today’s dot, I provide you with a simple video motivation.

Mutual of Omaha created their “aha moment” campaign, including “The Moment You Know” video here. It is a quick two minutes but may be just what you need to jumpstart your Monday and face the week ahead with some positive mojo.

What you tell yourself does matter. You may not feel like others listen to you, but you listen to you! Feed your brain with some words of inspiration today.




Thanks, Lucy for sharing!

leadership dot #1982: young readers

The New York Times has new series of books to help young readers learn about important people and historical events. I saw a display of all of them and wanted to read them myself.

Two things I found fascinating: first, who/what was on the list, and secondly, what one book sold out first.

The list includes some of the usual suspects like Rosa Parks, George Washington and Abraham Lincoln, but then brings in Malala Yousafzai, Jane Goodall, George Lucas and J.K. Rowling. The events/places that are featured are the Declaration of Independence, the Underground Railroad, Ellis Island, D-Day and the Twin Towers.

Which book is missing? Amelia Earhart!

It would make a fascinating icebreaker for your next gathering to have participants list which people they would feature in a series for young readers limited to 20 titles. Who are the people or what are the events that provide a historical context for youth to understand? Who can serve as an inspiration or provide context for who we are today?

Or you could provide this list and ask what is missing: Martin Luther King, Jr., the Civil War, Pearl Harbor, Thomas Jefferson, Jonas Salk, Katharine Graham, Henry Ford, Katherine Johnson or the Electoral College. Or go deeper by asking “why” something/someone is included – or not.

There are many ways to turn the young reader series into a thought-provoking discussion for people of all ages – Happy thinking!

leadership dot #1967: tendencies

Socrates said: “To know thyself is the beginning of wisdom” and even though the advice is two thousand years old, it is still valid; self-knowledge is one of the most powerful tools that you can have in your career arsenal.

I have always been fascinated with personality assessments and tools that help you gain insight into your personal preferences or styles. I look at them as mirrors, bringing into resolution an aspect of myself that I otherwise would not see. The assessments also provide me with language to describe feelings or behaviors that are so ingrained that I take for granted that everyone possesses them.

One of the newest insights has occurred through Gretchen Rubin’s Four Tendencies Quiz. The results describe how you respond to inner expectations we set for ourselves and outer expectations that others impose. Rubin outlines four frameworks for the Tendencies: Upholder (who meets both inner and outer expectations), Rebel (who resists both), Questioner (resists outer but meets inner) and Obliger (meets outer but resists inner).

You can take the free quiz here.

Having additional knowledge about yourself can help you design strategies to compensate in areas where you are challenged and to set up systems that play to your strengths. Knowing such information about your staff can also help you tailor your supervisory style to align with others’ tendencies and help everyone achieve success.

Spend a few minutes today heeding Socrates’ advice and gain some wisdom that will help change your habits.

leadership dot #1963: radical candor

As we commemorate Bosses Day today, I remind all bosses and aspiring bosses that one of their most important functions is to provide feedback to employees. One model that helps to frame the spectrum of feedback options was developed by Kim Scott, author of the 2017 book Radical Candor.

Kim’s premise is that for effective feedback, the person must Care Personally and Challenge Directly. If someone has accomplished both aspects, she terms their feedback as Radical Candor – where you can provide direct and helpful feedback to help the person grow.


People often Care Personally – a lot – and because of their focus on being nice, they fail to challenge directly. Kim believes this is Ruinous Empathy, luring the person into a false sense of security because they have not received the honest feedback they deserve.
The opposite extreme is Obnoxious Aggression – feedback that is given without care and thus is often ignored or seen as not helpful.

On her website (radicalcandor.com), Kim shares stories and provides many more examples of the quadrants in action, but I believe this simple diagram will provide you with some fodder to consider today.

Where do you fall on the Care Personally/Challenge Directly spectrum? Have you truly shown your employees (or colleagues, partner, children, etc.) that you care about them? Do you care enough to provide the honest feedback that they would benefit from hearing or do you avoid it to keep yourself comfortable?

We'd all be better off if we delivered feedback with Radical Candor, keeping the civility and care as part of the equation while still saying what needs to be said.

Radical Candor handout

Thanks to Meghan for connecting me with this resource!

leadership dot #1940: years

As the “dot” numbering gets deep into the 1900s, the number of the dot has started to remind me of significant events that occurred during those years – which reminds me of a favorite icebreaker in a similar vein.

The facilitator writes different years on strips of paper and tosses them into a basket. Years should be from last year back through the approximate age range of participants, with one year written separately on each strip.

Participants then draw a year out of the basket and share a story with the group of what they were doing during that year or what memory the year stimulates. There will likely be a lot of mental calculating involved as people try to recall how old they were or what they were doing during that year, but it just adds to the fun. I have also heard of people doing the same activity using pennies with different years (if you have the fortitude to assemble such a variety!).

An adaptation of this is to assign each person (or allow people to draw) a year in advance of a gathering and ask people to research what was happening within the organization during that period. It’s a quick way to infuse some stories of the organization and provide context for how things have evolved. You can do several assignments before a group event or have one per meeting over a period of time.

Or you can even play along at home for the next few months and think of what each dot number represents as a year in your world!

leadership dot #1920: dress down

Last weekend, Major League Baseball celebrated Players Weekend and allowed the players to deviate from their standard uniforms and wear colorful attire on the field. Players were also allowed to use their nicknames on their jerseys instead of the traditional and standard last name.

Players took the field as “Cookie”, “El Mago”, “Mr. Smile” or “Toddfather”. Some used blue or purple bats or colorful cleats. It was the first time the Yankees were not in pinstripes.

All of the special jerseys were auctioned off for charity and the players probably had some fun with the variety. It was like “dress up day” at school where kids get a reprieve from wearing their uniform to come in pajamas or crazy combinations of clothes.

How can you take a page from the MLB playbook and mix up your dress code at work for a day? Maybe you allow staff to come in shorts and flip flops on a hot summer Friday. Or perhaps you go the other way and have a formal day when awards are given. Another option is to encourage spirit wear for local sporting events or to provide special t-shirts for a company occasion.

If a break with tradition can work for the Yankees, maybe your organization can hit a home run by allowing different attire for a day.

Source: Yankees break with legendary jersey tradition by Mike Fitzpatrick for the Associated Press in the Telegraph Herald, August 27, 2017, p. 4B.

How does this dot connect with you? Leave a comment and share your observations with others.