Topic 3: Model and cultivate collaborative thinking

© State of New South Wales, Department of Education and Training, 2008 Version 1

Contents

Introduction 1

Fostering an inclusive team culture 2

The leadership role 6

Evaluating business opportunities 12

Achieving strategic results 16

More resources 19

Introduction Managers and leaders are realising that more efficient collaboration is the key to

their teams being more effective. When human beings are involved, the solution is

not going to be solely technological. Many companies have realised that everyone

having a Blackberry has not solved more problems. With the high levels of

employee stress reported, it appears that the human portion of the equation has not

benefited much; we just have to run a little faster it seems. Helping teams tap into

greater levels of collaborative intelligence at work promises many things at the least

making it possible for us to enjoy our work more which has to be a good thing.

Teamwork is essential for competing in today's global arena, where individual

perfection is not as desirable as a high level of collective performance. In

knowledge-based enterprises, teams are the norm rather than the exception. A

critical feature of these teams is that they have a significant degree of empowerment

or decision-making authority. There are many different kinds of teams: top

management teams, focused task forces, self-directed teams, concurrent

engineering teams, product/service development and/or launch teams, quality

improvement teams, and so on.

A team should not just be diverse; it has to make the most of its diversity. Involve

everyone, facilitate cross-pollination of ideas, and build and empower cross-

functional teams if you wish to harness the power of diversity. Challenge people

from different disciplines and cultures to come up with something better together

and achieve creative breakthroughs.

Learning guide 3: Model and cultivate collaborative thinking Version 1 1© NSW DET 2008

Fostering an inclusive team cultureCollaborative thinking means to work together, especially in a joint intellectual effort.

The cooperative potential within teams is huge; tapping into collaborative thinking is

something all leaders aim for. The question is: how can we model, cultivate and

build greater collaborative thinking? Consider the following ways to harness greater

collaborative thinking through an inclusive team culture.

Establish a ‘higher calling’ for the team

This is a common purpose that represents a higher calling and brings context to the

significance of the team’s existence. For example, Apple Inc. stating that they

‘educate the world’. Providing a service to society is the simplest way that an

organisation can isolate a higher calling for its existence. This process must be

entered with full sincerity. A ‘true’ higher calling is reflective of the culture and

intentions of the organisation as a whole and therefore is core to what the

organisation is ‘for’ and how it plans to achieve that.

Provide opportunities for sharing ideas during the project planning phase

People do not argue with their own material. When everyone has taken an active

part in the planning process then creating the buy-in for the project is much simpler.

It belongs to them; they are much more likely to give the project their full support.

Plan to use all of the experience within the team

Think of the years of life experience represented in a room of 15 people with an

average age of 35. It represents over 500 years of life experience. That’s a lot of

wisdom to tap into. Great team leaders and managers know how to harness and tap

into those years of experience and wisdom.

Raise awareness of the importance of shared assumptions

Assumptions cause us to run on ‘autopilot’. Supported by assumptions that go

unchecked and unchallenged, teams can continue to run the same old routines for a

long time without anyone noticing. If the same old routine is getting you and your

team the results you need, then that’s a good thing. If not, maybe it is time to lift the

hood and have a peep into what’s driving the team’s behaviour—look at the

assumptions.

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Encourage team members to find out about each other’s roles

The more they know about others’ perspectives, the more likely they will be able to

empathise with them when the going gets tough. In the past, empathy has been

considered a ‘soft skill’ that has no place in the business arena. In reality empathy is

an important business skill. The ability to put ourselves in another’s shoes helps us

understand what others’ needs and motivations are.

‘Intention’ is the keynote

Just as a team’s attention is important, so is intention. Intentions have an eerie way

of manifesting into reality. Setting intention causes our attention to notice specific

aspects of our environment. Intention directs attention so we must plan that very

carefully. Having the team form a positive intention around an objective is one of the

best ways of doing this.

Celebrate successes along the way

Celebration acts to reinforce the progress a team has made and empathises the

importance of the team process in reaching desired objectives. The rituals observed

in different cultures, such as Ramadan, Christmas, Honokaa and graduations, are a

testament to how important celebration is to us. Making celebration an integral part

of the life of a team/organisation helps the individual feel more deeply connected.

Invest resources in learning

Continuous improvement is only possible when individuals and the team as a whole

are learning new things. By publicly demonstrating support for the learning process,

leaders model the importance of building ‘learning organisations’. This serves

everyone in the long run. Creating ‘learning teams’ is a core strategy used to build

an organisation that is highly adaptive and responsive to change.

Establish a reward system for innovation and creativity

Ensure that rewards are equally available for ideas and innovations that don’t work

as for those that do. Rather than the practical results of any particular idea, the

focus will be on the level of innovation, even those that don’t result in successes in a

conventional sense. History is piled high with examples of ‘mistakes’ that became

innovations of great value. When we reward attempts at innovation we are stating

that it is the intention that is important.

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Workplace learning

Research collaborative communication and learning approaches and consider appropriate strategies for your business needs, staff, work environment and available resources.

Portfolio

For a specific business or project development needs, identify:

1. three new approaches or systems you plan to implement using an inclusive approach

2. obstacles you or the team may face along the way

3. how you or the team will know when you have achieved effective results.

Resources

Collaborative communication and learning

Australian Flexible Learning FrameworkA comprehensive collection of research, case studies and resources for using contemporary learning technologies can be explored at the Framework’s website.

Action learning, Appreciative enquiry, Communities of practice, Networking, Knowledge management, Strategic managementPublications available online which explain these methodologies for professional/workplace learning. Reframing the Future

Capability Development – Frameworks and modelsA comprehensive collection of resources on professional learning frameworks and models. TAFE NSW ICVET

Designing E-learning and Your guide to Social E-learningLearning resources for teaching and learning practitioners to assist with learning design and using e-learning systems and technologies. Australian Flexible Learning Framework

Networked learningAn online course to develop knowledge and skills in using web-based technologies for learning projects. Otago Polytechnic, New Zealand

Learning CircuitsA website dedicated to workplace e-learning technologies. American Society for Training and Development

MediaWikiA Wikipedia site about this free software package (originally built for Wikipedia) now popular with educators as a system for collaboration, and storing and sharing resources.

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Microsoft SharePointA Wikipedia site explaining the features and concepts of SharePoint—an application which is useful for professional communications, collaboration and sharing.

TAFE NSW ICVET In the ‘search’ function search under the terms ‘Jasinkski’ and ‘conversations’ to find the article ‘Creating a space for Learning and Innovation’ by Marie Jasinski, Director of Design Planet South Australia.

Cultivating teams and collaborative relationshipsAustralian Vocational Education and Training Research Association ‘Information literacy and TAFE: challenging librarian and teacher collaboration in the VET sector in a TAFE institute’ by Kathryn Leong, Box Hill Institute of TAFE

Australian Vocational Education and Training Research Association Clarke, K & Volkoff, V, ‘Passive, responsive or pro-active: Australian TAFE approaches to inclusiveness in VET’

Best for Business.com An action checklist for empowering staff.

TAFE NSW ICVET Read about the partnership between TAFE NSW, North Coast Institute, and Birdon Marine. In the search function type ‘Birdon Marine’ and from the list of returned items select ‘Making industry partnerships work’.

TAFE NSW ICVET ‘Workplace learning: Corporate relationship building’ by Jan Macindoe. Type ‘Macindoe’ into the search function and from the list of returned results select ‘Corporate relationship building’.

TTG Asia This site has an article by Mr Octavio Gamarra, General Manager of the Ritz Carlton, Millenia Singapore. The article is entitled ‘How to empower staff’. The site also has an article on ‘Being a leader in times of turbulence’ by Michael Heah, a Master coach trainer, that can be accessed at: www.ttgasia.com/index.php?option=com_content&task=view&id=1443

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The leadership role

Leadership is influence

Any time you try to influence the behaviour of another person, you are engaging in

an act of leadership. It usually involves influencing employees, members or

‘followers’ of some sort to carry out the goals of the organisation or group. The

knowledge, attitudes, and behaviours used to influence people in order to achieve a

desired mission must be carried out consistently on a day-to-day basis. Consistent

leadership is about the organisational vision, planning, communication and the

creative action that has a positive unifying effect on a group of people around a set

of clear values and beliefs to accomplish a set of measurable goals. The

transforming approach simultaneously impacts the personal development and

organisational productivity of all involved.

Leaders take actions to:

have a positive, unifying effect (help establish vision, values, beliefs)

lead to the accomplishment of goals (help set goals and create an empowering environment where others can succeed in the work and activities)

enhance personal development and organisational productivity (remove obstacles and assist followers to use their empowerment).

Leaders take on the responsibility to:

Create a vision with the followers (team players, partners, members, associates).

Facilitate and take action to assist the group in defining activities and goals to move toward the stated vision.

Help others develop commitment, skills and behaviours that increase personal and organisational productivity toward reaching goals.

Effective followers are those who engage in enthusiastic, intelligent, and self-reliant

participation in the pursuit of organisational or group goals.

Leaders develop and foster other leaders. It is the leader's job on a day-to-day basis

to make sure that the organisation is a place where the members can use their

power. They not only allow and encourage others to take on leadership roles but

create a climate and opportunity for them to do so.

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Be an effective motivational leader

To be a successful leader, you must first understand that you cannot motivate

anyone; you can only create an environment that encourages and promotes the

employees’ self-motivation. Motivation is getting people to do what you want them to

do because they want to do it. The challenge is to give them a reason to want to do

it because doing it will satisfy a need they have. You have to tune in to their needs,

motives and reasons, not yours.

You must also know what kind of behaviour you want staff to demonstrate. In other

words, what do you want the employee to do differently? For example, do you want

your staff to be punctual, more committed to work, coordinate with others in a

friendly manner, meet deadlines, assume more responsibilities etc? You must first

be clear about your objectives and expectations before you can communicate them

to your staff.

Are you a motivator?

The most important thing to keep in mind is that you are the most critical component

in the motivation process. Your actions set the tone, trend and tempo of the process.

Many managers/leaders embrace a ‘carrot-and-the-stick’ approach to motivate.

These practices take the form of incentive programs, promises of promotions,

rewards and bonuses. Some others employ the symbolic ‘whip or club’ by

emphasising the negative results of their behaviour. All these methods are just short-

term and create no permanent behaviour change.

Leaders whose management style is dictatorial, uncommunicative and non-

participative need to revise their work style. Today’s environment requires them to

be more empathetic, communicative and more trusting. Leaders must be a

‘difference-maker’ to make their teams feel important and successful. Therefore,

they need to create a positive and caring workplace that encourages employees to

become the best they can be. When staff feel good about themselves, they will

perform better and be more productive.

There is no quick fix solution to a behavioural problem. Changing attitudes takes

time and patience. You will notice that what works well for one person may not work

for another one. You may have to use ‘trial and error’ until you identify and match the

right method, or a combination of methods, to the relevant employee.

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Create an environment to promote self-motivation

In order to become an effective leader, use the following techniques to create an

environment which excites people at work.

Use appropriate methods of reinforcement. Rewards should be tied directly to an

individual’s performance.

Provide the staff with flexibility and choice. Whenever possible, give employees a

chance to make decisions, particularly when they affect them in some way.

Provide staff with support when it is needed. One key characteristic of the

achievement-oriented staff is the willingness to use help when it is needed.

Employees should be encouraged to ask for support and assistance.

Encourage employees to set their own goals and objectives. Let them participate

actively in the goal-setting process.

Demonstrate to the employees how their tasks relate to personal and organisational goals. Routine work can result in passivity and boredom unless

employees are aware of how the routine tasks contribute to their own development

and the success of the organisation. Point out how their task fits into the big picture.

Design tasks and environments to be consistent with the employee’s needs. What

may satisfy one employee may not satisfy another.

Clarify your expectations and make sure that employees understand them.

Regardless of the size of your organisation, you should have a job description for

every position, clearly outlining qualifications and responsibilities. Also identify the

expected standards of performance.

Have a flexible management style. Many supervisors/managers pride themselves

on treating everyone the same. This misconception can be dangerous. Employees

are individuals with individual needs. You need to treat everyone fairly but not

necessarily the same.

Provide immediate feedback that will help staff improve their performance in the

future. Feedback is most effective when it follows performance. Feedback should be

relevant to the task and should indicate to employees how they might improve their

performance.

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Identify and help eliminate barriers to individual achievement. Some staff

members who are labelled ‘failures or incompetent’ are simply being hindered by

relatively minor obstacles that their managers or supervisors have not recognised. It

may lead the employee to accept the failure label as a fact.

Exhibit confidence in employees. There is a great deal of research to support the

contention that people who are expected to achieve will do so more frequently than

others.

Establish a climate of trust and open communication. Productivity is highest in

organisations that encourage openness and trust. Trust and openness are created

by the way we communicate.

Listen to and deal effectively with employees’ complaints. It is very important to

handle problems and complaints before they go out of proportion.

Point out improvement in performance, no matter how small. This is particularly

important when employees are beginning work on a new project. Frequent

encouragement is very effective in improving the staff performance; however, it

should be reduced as the employees become more confident and proficient.

Demonstrate your own motivation through behaviour and attitude. Nothing turns

employees off faster than a leader who does not practice what they preach. Actions

speak louder than words; be a role model.

Criticise performance, not personality; judge behaviour, not the staff. An

individual can do a task poorly and still be a valuable employee. Always remember

to respect the staff. What goes around comes around.

You can motivate through self-esteem

Employees do want to make a difference at work; they want more meaning and

fulfilment from their job. A manager or leader motivates by getting them involved and

committed to the tasks that need to be done, not by forcing them. Use the natural

desires to make a difference at work and mould it into focused activity. Consider the

following points of validation, information and participation.

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1. Validation

Validation means:

respect for employees as people

flexibility to meet personal needs

encouragement of learning, growth and skills.

2. Information

Information means:

knowing why things are being done

getting inside information about the organisation.

3. Participation

Participation means:

involvement in decisions that affect you

employees having control over how they do their work.

Workplace learning

Professional conversationDescribe your leadership role to others, in terms of your jurisdiction,goals, responsibilities and accountabilities. After listening to everyone’s self accounts, discuss appropriate styles for a day-to-day leadership role for a motivational leader. Compare approaches.

JournalEvaluate your own day-to-day leadership style and reflect on your analyses according to the different organisational goals and priorities demanded in your workplace. Consider these three aspects of leader self-examination: personal style, leadership style, style flexibility.

Review your personal development goals in terms of:

improving and adapting your leadership style

promoting self-motivation amongst staff or team members.

Resources About.com: Human Resources

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‘Promote self discipline: Create a work environment that minimizes the need for disciplinary action’ by S M Heathfield.

Australian Vocational Education and Training Research Association ‘Professional development: What casual TAFE teachers want’ by Susanne Francisco.

Emerald Insight At this site you can purchase the article entitled ‘Day-to-day leadership’ by David Kesby, originally published by Human Resource Management International Digest; Emerald Group Publishing Ltd., 2008; vol. 16, 1, pp.3-5.

Parliament of Australia A quick look at the differing motivational levels of students completing VET modules within the school environment and those displayed by TAFE apprentices, by Andrew Britton, Gymea College of TAFE.

TAFE NSW ICVET Type ‘field stallard’ into the ‘search’ function of this site and from the results listed select ‘Getting value from workplace training and learning’ by Dr Laurie Field & Lynne Stallard.

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Evaluating business opportunitiesThe following model for evaluating business opportunities highlights the sorts of

questions and solutions that benefit from collaborative or participatory thinking and

contributions.

In analysing your business opportunities you must be able to pass them through a

test to determine if they truly are valid opportunities. All of your ideas must have a

demonstrated need, ready market, and ability to provide a solid return on

investment. Developing new business, products and/or services will need to involve

a range of intelligence sources, stakeholders and your staff to help identify

opportunities, test the feasibility of ideas, strategies to overcome barriers and

develop innovative and achievable solutions.

For an identified business opportunity, involve your team in answering the following

questions and undertake the business feasibility tasks.

Assess the concept

Is the business opportunity feasible?

What legislations apply?

Is there demand?

What research needs to be carried out?

Can it be done?

Are you able to pool together the persons and resources to pull it off before the window of opportunity closes?

Develop the business idea

Analyse the market to determine industry issues, market structure, market size,

growth rate, market capacity, attainable market share, cost structure, the core

economics, exit strategy issues, time to breakeven, opportunity costs, and barriers

to entry.

1. What is the need you fill or problem you solve (value proposition)? Eg merge

with another department

2. Who are you selling to (target market)? Eg Upper management or Directors

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3. How would you make money (revenue model)? Eg more students as well as

cost savings

4. How will you differentiate your services and products from what is already

out there (unique selling proposition)? Eg TAFE vs university offerings

5. What are the barriers to entry? Eg financial

6. How many competitors do you have and of what quality are they (competitive

analysis)? Eg other training providers and universities

7. How big is your market in dollars (market size)? Eg student demand

8. How fast is the market growing or shrinking (market growth)? Eg skills

shortages leading to a demand in enterprise training

9. What percentage of the market do you believe you could gain (market

share)?

10. How much would it cost to get started (start-up costs)?

11. Do you need an exit strategy?

12. Does the business opportunity require investment and, if so, how much

money will the business get back in return (return on investment)?

Consider the advantages of business opportunities

Look at cost structure.

Barriers to entry (large competitors, regulations, large capital

requirements). If there are many barriers to entry, it will be difficult to enter a

market. The higher the barriers to entry, the more disadvantaged you will be.

Intellectual property—do you have a proprietary advantage?

Distribution channel—how will you be selling your service? Will you sell it

direct to the consumer via the internet or sell it to businesses? If you can

develop a unique distribution channel this can surely be an advantage.

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Consider the marketplace

The need—is there a big need for this service? Make sure your service fills a

need or solves a problem.

Analyse target market—who are you selling to? Businesses? School

leavers? What demographics?

Pricing—what will be the price? Will there be a high enough mark-up?

Analyse market size.

Finally, consider the potential

Risk vs reward—how risky is the opportunity? If it is very risky, it there a chance for

the business to do very well. Will there be a high reward?

The team—is the team right for the business? Do you have enough knowledge in

this area?

Timing—is the market ready for your service? You may have a great idea, but if you

are not ready for it you may not be able to turn your idea into a successful business.

Goal fit—does the business concept fit the goals of the team to create a high

potential?

Workplace learning

Portfolio

Develop an action plan to evaluate business opportunities for your work area/department. Include methods to ensure ideas will align with organisational and team goals and objectives, be inclusive of staff ideas, expertise and capability for innovation, and promote high motivation for the ongoing implementation of ideas.

Resources

Australian Legal Information Institute This site allows you to check any legislation that may effect the area in which you work and business opportunities that present.

Australian Taxation Office This website will be helpful to you in understanding the taxation implications of any

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business opportunities you are examining.

Australian Competition and Consumer Commission Promotes competition and fair trade in the market place to benefit consumers, businesses and the community. It also regulates national infrastructure services. Its primary responsibility is to ensure that individuals and businesses comply with the Commonwealth competition, fair trading and consumer protection laws.

Australian Securities and Investments Commission ASIC is Australia’s corporate, markets and financial services regulator.

Department of Fair Trading NSW This department is responsible for managing consumer law in NSW. They aim to maintain a fair marketplace for all consumers and businesses.

Entrepreneur.com This site has information on many related topics, such as: business opportunities, management, marketing, sales etc

NSW Department of Commerce - Office of Industrial Relations (OIR) OIR can help you to find information about pay rates and other conditions of employment that operate in NSW. This website contains information for employers and employees about the NSW industrial relations system and covers most types of work done in NSW.

www.standards.com.au This website lists the industry Standards to be legally complied with in Australia. The information on this site can help you to know what performance criteria you should be meeting and provides a Standard against which you can self-assess your performance. The Standards Australia organisation is recognised by the Australian government as Australia’s peak Standards body.

Reserve Bank of Australia This website could be helpful to you in gaining financial information when assessing business opportunities.

TAFE NSW ICVET Type ‘talent management’ into the ‘search’ function of the website and then select from the results: ‘Talent management: Maximising business opportunity, capability development and organisational learning’ by TAFE NSW ICVET Manager, Maret Staron.

WorkCover Authority of NSW WorkCover promotes workplace health and safety, and provides a workers compensation system for the employers and workers of NSW.

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Achieving strategic resultsManagement experts agree that the most important factor for success is the

management team that makes the decisions, yet it is the factor most often

overlooked in determining the feasibility of a venture. So how do management

teams achieve strategic results?

Consider the following:

Manage alliances to strategically sustain value.

Identify and train a rapid response team to operate in collaborative, relationship-centric alliance.

Identify criteria for targeting alliance, and measure all potential alliances against the criteria.

Determine your critical success criteria and then measure and monitor value.

Develop infrastructure to strategically manage the relationship throughout the life of the alliance.

Measure, monitor, develop a lessons learned component throughout and transfer of that knowledge.

Discovery: compliment financial and strategic due diligence, with business culture and leadership team assessment.

Implementation: focus on integrating people, processes and systems.

Create collaborative work systems: embed leadership, communication, and organisational integration.

Measure, monitor: build functional capability to transfer knowledge.

Identify and build team capability to manage outsourcing process.

Identify communication strategies throughout process.

Provide team development to sustain value.

Measure and monitor value.

Develop lessons learned and knowledge transfer component.

Now consider aligning project management with team development:

provide team training and facilitation

conduct cross-cultural competency training

align stakeholders.

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Internal collaboration and capability building

Improve knowledge worker productivity across functions by developing collaborative

work systems. Using organisational development tools and leadership strategies,

achieve value by aligning the systems and building the culture to support your

strategy.

How do we develop collaborative work systems?

Discovery—meet with leadership team members and groups to identify individual

and team issues.

Design and Implement—based on results, develop a series of half-day to five- day

workshops that focus on the team understanding their work style preferences,

clarifying their charter, goals, roles and responsibilities and success factors.

Measure, monitor and knowledge transfer—evaluate success factors, and build

functional capability to continuously develop.

Consider a course of action

Audit business culture and assess the degree of professional/life integration experienced in the organisation.

Design and implement collaborative thinking based on audit results that create synergy with your culture and strategy.

Align performance management and measurement to sustain collaborative thinking that achieves life integration and business results.

Develop and delivery training, coaching, and redesign of work systems to promote professional/life integration.

Coach individuals to achieve professional/life integration, and navigate mid-life career and/or life transitions.

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Workplace learning

Portfolio

Summarise ways you could empower staff within your department. How would you encourage contributions from staff? What types of rewards and incentives could you provide?

Journal

Review your personal development goals in terms of your development as a role model for collaborative thinking and work practices.

Resources

1000ventures.com ‘Results-based leadership: Connecting leadership attributes to desired’ by Vadim Kotelnikov.

Business Improvement Architects This website has information on areas such as: strategic planning, aligning goals, managing change and measuring performance.

Negotiations.com Peel, K, ‘How to build and foster client relationships in times of conflict and mistrust’

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More resources

Anderson, T (1992) Transforming Leadership: New Skills for an Extraordinary Future, Human Resource Development Press, Amherst, MA. Bennis, W and Nanus, B (1985) Leaders: The Strategies of Taking Charge, Harper & Row, New York.

Comstock, TW (1985) Communicating in Business and Industry, 2nd edn, Delmar Publishers, New York.

Hopkins CR, Lambrecht JJ, Moss Jr. J and Finch, CR (1998), ‘On-the-job experiences of vocational administrators that develop administrative capabilities’, Journal of Vocational Education Research, Vol 23, No 1, pp 35-54.

Hubbard, G (2000) Strategic Management: Thinking, Analysis and Action, Prentice Hall, Australia.

Khoo, V (2002) ‘Leading the way’, Inform, 20th February, pp. 10-14.

Koehler, JW (1981) Organisational Communication: Behavioural Perspectives. 2nd edn, Holt, Rinehart & Winston, USA.

Kronemann, M (2001) ‘TAFE teachers: Facing the challenge’, paper presented at the Australian Vocational Education and Training Research Association Conference, Adelaide, South Australia.

Lee, C (1991) Followership: The Essence of Leadership in Training, Lakewood Publications Inc., Minneapolis, MN.

Peters, T (1987) Thriving on Chaos: Handbook for a Management Revolution, Harper Perennial, New York

Simons M & Harris R (1998) ‘Professional development in VET: How significant is it in today’s policy context?’, McIntyre J and Barrett M (eds) VET research: Influencing policy and practice, AVETRA, Alexandria.

TAFE NSW (2008) Building on Business: A TAFE NSW Workforce Capability Development Initiative Top 100 Leadership – Concept Paper.

TAFE NSW (2008) Doing Business in the 21st Century, Consultation Outcomes and Development of Proposals.

Thompson, AA & Strickland, J (2003) Strategic Management: Concepts and Cases. 13th edn, McGraw-Hill Irwin, New York.

Turn, J, (2007) ‘Developing Executive Leadership in the Public Sector’, Public Manager, Vol 36, Issue 4, pp. 50-55.

Verderber, RF, Verderber, KS (1998) Inter-Act: Using Interpersonal Communication Skills, 8th edn. Wadsworth, USA.

Viljoen, J & Dann, S (2000) Strategic Management: Planning and Implementing Successful Corporate Strategies. 3rd edn, Longman, Australia.

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