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How to Create Connection in the Workplace: A Review of “Fired up or Burned Out” by Michael Lee Stallard

How to Create Connection in the Workplace: A Review of “Fired up or Burned Out” by Michael Lee Stallard
Fired Up or Burned Out cover

How do business leaders create a sense of connection and shared passion in their organizations? How can you make your employees (and by extension you r company) more productive and more innovative — instead of struggling to maintain the status quo?

These are the questions that Michael Lee Stallard sets out to answer in his book Fired Up or Burned Out: How to Reignite Your Team’s Passion, Creativity, and Productivity (Thomas Nelson, Inc. 2007; with Carolyn Dewing-Hommes and Jason Pankau). Stallard and his partners are the founders of E Pluribus Partners, a think tank and consulting firm focused on helping companies build connection among their employees and with their customers and clients. In Fired Up, they explain why such a sense of connection is important, and how to create it, offering good advice that would be as useful for small businesses and non-profit organizations as much as for corporations.

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The Case for Connection

We live in strangely disconnected times. While the Internet gives rise to new forms of connectedness, in our day to day lives, Americans (among other industrialized peoples) feel a great disconnectedness. This affects us i our homes, our communities, and especially in our workplaces.

In a 2002 Gallup study, only 25% of American workers reported feeling engaged at work. A global study carried out by the Corporates Executive Board in 2004 found that 76% of workers had an only moderate commitment to their employers, and 13% had little or no feeling of commitment.

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Organizations with disconnected and disengaged employees pay the price in lost productivity, lost innovation, and ultimately lost money — to the tune of $250-300 million dollars in the American economy as a whole, according to Gallup. On the other hand, corporations that have learned to foster a connection culture enjoy greater success by almost every measure. And employees who feel connected at work find themselves feeling more connected in other parts of their lives.

The Keys to Connection

Stallard identifies three factors that forster greater connection within an organization — Vision, Value, and Voice — and offers suggestions to increase them within an organization.

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  • Vision: Having a strong vision that employees identify with and that gives their work meaning encourages engagement across the board. Employees in organizations with strong visions are inspired and feel that their roles are important — from upper management to front-line and maintenance staff.
  • Value: By “value”, Stallard isn’t referring to values in the ethical sense, but to the value of people. Too many organizations fail to recognize or acknowledge the value of their employees, leading to disengagement. Organizations show they value their employees by making sure they’re in the right role for their particular strengths and talents, empowering them to make decisions within their area of expertise, and actively listening to them. Stallard cites the example of David Neeleman, the CEO of jetBlue, who sets aside a day every week to work alongside the crew on the company’s planes.
  • Voice: Vision and value come together in organizations that give employees a voice by fostering knowledge flow from bottom to top and back. Making sure the knoweldge flows both ways engages employees, allowing them to make better decisions, participate more fully in shaping and realizing the organization’s identity, and innovate more freely. Encouraging the flow of knowledge involves more than just putting a suggestion box outside the CEO’s door, but requires a total reshaping of the corporate or organizational culture.

Evaluation

I should say that I’m as far from the corporate world that Stallard and his co-writers describe as I could be. As a writer, I work more often than not on my own; as an adjunct instructor, I am only marginally attached to the two colleges I teach at. Still, I found much of the book exhilarating. I’ve worked too many hours and months of my life for corporations, non-profits, and other organizations that captured knowledge in rigidly stratified hierarchies, all too often leaveing the lower and middle reaches of the org-chart without adequate kunderstanding to perform our jobs, let alone to be more innovative.

Stallard and co. illustrate their work throughout with examples drawn from today’s corproate world, as well as from sports, military history, and elsewhere. The last part of the book, especially, shows Stallard’s ideas in action, with a close examination of the lives and careers of 20 notable leaders, ranging from Gen. George Marshall and Queen Elizabeth I to Frances Hesselbein (CEO of Girl Scouts of America from 1976 – 1990) and neurosurgeon Dr. Fred Epstein. These examples assure that the ideas expressed in Fired Up or Burned Out stay concrete and approachable, never zooming off into abstractions. And the ideas are good — the importance of fostering connection between employees and their organizations cannot be over-estimated.

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I did have a few qualms. The first has to do with the repeated use of “leadership” when they mean “management”. I understand that the corporate world lives and dies by the illusion that the terms are interchangeable, but Stallard’s work itself shows that is not the case. What kind of leaders allow their teams to become totally detached from their mission? What kind of leaders need to be told to share their vision, to value their people, and to give their team a voice?

Equating leadership with management creates an important gap in the book — because vision, value, and voice are assumed to come from management, there is little room left for, and thus little attention paid to, the kind of “grassroots” leadership that often rises from below to create vision, value, and voice in the absence of strong management. I’d have liked to see Stallard pay more attention to this — how can employees in leadership-deficient organizations create leadership from below?

My last issue isn’t the fault of the book, really, which is clearly aimed at a business audience. That said, given the ever-thinner line between our worklives and the rest of our lives, I’d like to have seen more attention paid to building connection outside of the workplace. Maybe in the next book… Or, more likely, the next author.

In the end, though, Fired Up of Burned Out is a powerful, interesting read, packed with great examples and practical advice. The information is most valuable to mid-level and higher management and team leaders, but there are lessons here for workers at every level, as well as for entrepreneurs and even the self-employed.

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Last Updated on March 25, 2020

How to Take Notes: 3 Effective Note-Taking Techniques

How to Take Notes: 3 Effective Note-Taking Techniques

Note-taking is one of those skills that rarely gets taught. Almost everyone assumes either that taking good notes comes naturally or, that someone else must have already taught about how to take notes. Then, we sit around and complain that our colleagues don’t know how to take notes effectively.

I figure it’s about time to do something about that. Whether you’re a student or a mid-level professional, the ability to take effective, meaningful notes is a crucial skill. Not only do good notes help us recall facts and ideas we may have forgotten, the act of writing things down helps many of us to remember them better in the first place.

One of the reasons people have trouble taking effective notes is that they’re not really sure what notes are for. I think a lot of people, students and professionals alike, attempt to capture a complete record of a lecture, book, or meeting in their notes — to create, in effect, minutes. This is a recipe for failure.

Trying to get every last fact and figure down like that leaves no room for thinking about what you’re writing and how it fits together. If you have a personal assistant, by all means, ask him or her to write minutes; if you’re on your own, though, your notes have a different purpose to fulfill.

The purpose of note-taking is simple: to help you work better and more quickly. This means your notes don’t have to contain everything, they have to contain the most important things.

And if you’re focused on capturing everything, you won’t have the spare mental “cycles” to recognize what’s truly important. Which means that later, when you’re studying for a big test or preparing a term paper, you’ll have to wade through all that extra garbage to uncover the few nuggets of important information?

What to Write Down

Your focus while taking notes should be two-fold. First, what’s new to you? There’s no point in writing down facts you already know. If you already know the Declaration of Independence was written and signed in 1776, there’s no reason to write that down. Anything you know you know, you can leave out of your notes.

Second, what’s relevant? What information is most likely to be of use later, whether on a test, in an essay, or in completing a project? Focus on points that directly relate to or illustrate your reading (which means you’ll have to have actually done the reading…). The kinds of information to pay special attention to are:

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1. Dates of Events

Dates allow you to create a chronology, putting things in order according to when they happened, and understand the context of an event.

For instance, knowing Isaac Newton was born in 1643 allows you to situate his work in relation to that of other physicists who came before and after him, as well as in relation to other trends of the 17th century.

2. Names of People

Being able to associate names with key ideas also helps remember ideas better and, when names come up again, to recognize ties between different ideas whether proposed by the same individuals or by people related in some way.

3. Theories or Frameworks

Any statement of a theory or frameworks should be recorded — they are the main points most of the time.

4. Definitions

Like theories, these are the main points and, unless you are positive you already know the definition of a term, should be written down.

Keep in mind that many fields use everyday words in ways that are unfamiliar to us.

5. Arguments and Debates

Any list of pros and cons, any critique of a key idea, both sides of any debate or your reading should be recorded.

This is the stuff that advancement in every discipline emerges from, and will help you understand both how ideas have changed (and why) but also the process of thought and development of the matter of subject.

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6. Images

Whenever an image is used to illustrate a point, a few words are in order to record the experience.

Obviously it’s overkill to describe every tiny detail, but a short description of a painting or a short statement about what the class, session or meeting did should be enough to remind you and help reconstruct the experience.

7. Other Stuff

Just about anything a professor writes on a board should probably be written down, unless it’s either self-evident or something you already know. Titles of books, movies, TV series, and other media are usually useful, though they may be irrelevant to the topic at hand.

I usually put this sort of stuff in the margin to look up later (it’s often useful for research papers, for example). Pay attention to other’s comments, too — try to capture at least the gist of comments that add to your understanding.

8. Your Own Questions

Make sure to record your own questions about the material as they occur to you. This will help you remember to ask the professor or look something up later, as well as prompt you to think through the gaps in your understanding.

3 Powerful Note-Taking Techniques

You don’t have to be super-fancy in your note-taking to be effective, but there are a few techniques that seem to work best for most people.

1. Outlining

Whether you use Roman numerals or bullet points, outlining is an effective way to capture the hierarchical relationships between ideas and data. For example, in a history class, you might write the name of an important leader, and under it the key events that he or she was involved in. Under each of them, a short description. And so on.

Outlining is a great way to take notes from books, because the author has usually organized the material in a fairly effective way, and you can go from start to end of a chapter and simply reproduce that structure in your notes.

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For lectures, however, outlining has limitations. The relationship between ideas isn’t always hierarchical, and the instructor might jump around a lot. A point later in the lecture might relate better to information earlier in the lecture, leaving you to either flip back and forth to find where the information goes best (and hope there’s still room to write it in), or risk losing the relationship between what the professor just said and what she said before.

2. Mind-Mapping

For lectures, a mind-map might be a more appropriate way of keeping track of the relationships between ideas. Now, I’m not the biggest fan of mind-mapping, but it might just fit the bill.

Here’s the idea:

In the center of a blank sheet of paper, you write the lecture’s main topic. As new sub-topics are introduced (the kind of thing you’d create a new heading for in an outline), you draw a branch outward from the center and write the sub-topic along the branch. Then each point under that heading gets its own, smaller branch off the main one. When another new sub-topic is mentioned, you draw a new main branch from the center. And so on.

The thing is, if a point should go under the first heading but you’re on the fourth heading, you can easily just draw it in on the first branch. Likewise, if a point connects to two different ideas, you can connect it to two different branches.

If you want to neaten things up later, you can re-draw the map or type it up using a program like FreeMind, a free mind-mapping program (some wikis even have plug-ins for FreeMind mind-maps, in case you’re using a wiki to keep track of your notes).

You can learn more about mind-mapping here: How to Mind Map: Visualize Your Cluttered Thoughts in 3 Simple Steps

3. The Cornell System

The Cornell System is a simple but powerful system for increasing your recall and the usefulness of your notes.

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About a quarter of the way from the bottom of a sheet of paper, draw a line across the width of the page. Draw another line from that line to the top, about 2 inches (5 cm) from the right-hand edge of the sheet.

You’ve divided your page into three sections. In the largest section, you take notes normally — you can outline or mind-map or whatever. After the lecture, write a series of “cues” into the skinny column on the right, questions about the material you’ve just taken notes on. This will help you process the information from the lecture or reading, as well as providing a handy study tool when exams come along: simply cover the main section and try to answer the questions.

In the bottom section, you write a short, 2-3 line summary in your own words of the material you’ve covered. Again, this helps you process the information by forcing you to use it in a new way; it also provides a useful reference when you’re trying to find something in your notes later.

You can download instructions and templates from American Digest, though the beauty of the system is you can dash off a template “on the fly”.

The Bottom Line

I’m sure I’m only scratching the surface of the variety of techniques and strategies people have come up with to take good notes. Some people use highlighters or colored pens; others a baroque system of post-it notes.

I’ve tried to keep it simple and general, but the bottom line is that your system has to reflect the way you think. The problem is, most haven’t given much thought to the way they think, leaving them scattered and at loose ends — and their notes reflect this.

More Note-Taking Tips

Featured photo credit: Kaleidico via unsplash.com

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