COACHING

An Outline for Exploring

the Theory and Practice of Coaching in A Team-Based Environment

COACHING IN

HIGH PERFORMANCE

WORK SYSTEMS

Coaching is a word which has been around for some time and has primarily been associated with sports and athletics. But it has taken on new and broader meaning as companies re-think how people should be organized, developed and integrated as more important parts of the producing system. Individuals who have the capability for coaching within the system become extremely valuable assets in finding the path to high performance.

Coaches are not just supervisors and managers renamed. This happens often and, in fact, many of the companies supervisors and managers are certainly necessary to lead the organization through a transition to high performance teams. Still, their success depends not simply on being designated "coaches" or being "trained" in how to be a coach. They must be individuals who can constantly reshape their role and change with the growth and development of the teams and the organization. Coaches are not "players," but must know the plays. Coaches do not stand above, but must not get in the way. They must be able to flow between roles for example:

They must demonstrate strength, conviction and passion in driving toward the next horizon,

Blend in with the team as skills and assignments are grown and shared

Leave the group, allowing them to grow and struggle together while the coach looks ahead to the next opportunity.

Coaching Competencies

As we look at Coaching and leadership within our organizations, six (6) essential competencies emerge as necessary in understanding, building and fulfilling this new role. Each competency effects the others and effective coaches are continually learning and growing in each of these areas. A brief assessment for your individual use is included in this booklet.

Visioning

The ability to build a positive description of what the future can become while exploring possibilities and alternatives, creating common understandings, recognizing and defining consequences, establishing meaningful and stretchable targets, creating a sense of urgency and a bias for action, staying in constant touch and harmony with those outside your team and organization, and encouraging innovation and creativity.

Coaches must be able to envision the future in very specific terms. Only then can they make decisions and help a team make decisions based on the long term results and consequences of such decisions. Steven Covey identifies this ability as his second "habit" of highly effective people, "Begin with the end in mind." There are four (4) scenarios they must be able to envision:

1.	The future "desired" or Goal state—what do we want/need to achieve and what are the specific characteristics of successfully reaching that state.

2.	The future effect of our current processes and procedures on this future state (positive or negative)(are we going toward or away from the state).

3.	Options, changes, and possibilities which could move us faster toward the future state.

4.	The broader, system-wide effects of making changes and how it will impact our future state.

Coaches who effectively "see" in these ways are then able to make decisions and choices which build toward the vision. Then they help the team gain or recognize those skills in its members.

Enabling

The ability to create a learning environment that encourages independent thinking by providing critical information readily, building relationships and trust between people and teams, and establishing team norms and standards congruent with growth values.

One key statement here is "create a learning environment." A learning environment is not filled with meetings and endless training sessions. If the environment is to allow learning, then individuals must be presented with the opportunity to observe and to act, then to make sense out of what they have seen and done in the context of what they were trying to achieve and make changes for their next action.

Many of us fall into the trap of explaining endlessly to individuals what they should have done, or should have learned from it. Coaches require individuals to explain what they observed, what it should have done, and what they learned from it. Knowing this, the coach is then in a position to help reinforce the vision they should be accomplishing and help align future actions with that vision. This enables the individual to learn from mistakes and anticipate future results. In effect, the coach is enabling the vision of the individual to integrate with the vision of the system, and make choices with both in mind.

Leading

The ability to offer direction and establish standards in an environment of mutual respect and integrity while creating new ideas, keeping focused on the vision, guiding the course without coercion or intimidation, being real and allowing, even embracing mistakes that lead toward learning.

In most organizations, the "coach," at least in early stages of transformation, is also the "company representative" (formerly a supervisory or managerial responsibility). There is inherent power with this type of designation. Coaches know this and allow themselves to feel confident that they could "stop the team and take control!!!" But they don't. They recognize that the strength of this leadership comes from the team "choosing" to be influenced by the coach rather than being "required" to.

This leadership is neither weak nor absent. We continually hear that supervisors must "let go" and allow the team to "make mistakes." This reflects what James Collins has termed "The tyranny of the OR." Coaches rely on the "Genius of the AND." They require the team to account for their performance and their adherence to standards. Then they insure that together they face the numbers, take the actions, and decide on a course which leads to higher ground and results.

Counseling/Confronting

The ability to respond to others appropriately, with sensitivity to their needs, feelings and capabilities; to deal effectively with others in both favorable and unfavorable situations, regardless of status or position. The ability to bring differences and conflict out into the open and model collaborative problem-solving and consensus-seeking behaviors.

"Leaders don't Sanction Incompetence!!" is a favorite concept Mike Vance uses when he identifies the qualities of leaders such as Walt Disney and Bill Marriott. Incompetence here can be defined as "acting or behaving in a way which is contrary to agreements or standards." That doesn't mean they pounce on problems or "call people on the carpet" when they observe something out-of-line.

Coaches don't ignore problems or difficulties. They don't "wink" at them and hope they will go away on their own. Instead they listen and observe carefully, they confront caringly, they bring the right parties together to gain perspective, and they require the situation to be dealt with together, in the open, within the group.

Communicating

The ability to effectively and clearly present and express information by using appropriate eye contact, gestures, and body language, being concise, using appropriate vocabulary, grammar and punctuation, and having appropriate voice inflection, modulation, volume, etc.

Coaches stretch their information sources to gain a broad perspective of what is going on with the business, the customers, the industry, even the world. They recognize that information is key to being ready and able to adapt to sudden course corrections and anticipate "whitewater" ahead. They then encourage, even require the team to build systems for gathering, processing, and using this information themselves in order to make better decisions, plans, and projections.

Reasoning/Logic

The ability to identify, incorporate, and organize the critical elements of a situation and plan alternative courses of action based on identifying obstacles or potential problems, delineating the problem, reasoning with others to gain a common understanding, dealing with ambiguity and paradoxical constraints, and establishing a plan of action noting major milestones and tasks required.

Many coaches have risen to their previous positions within the company based on their ability to process information, build and execute plans, and "get the job done." But now they are not one of the players and they must use their skills in a different way. Sometimes this involves showing the team how to process the information and share their framework for solving the problem. Sometimes it is learning to ask the right questions which causes the team to explore options and build alternate plans, then work with them to assess and choose the best alternatives.

The greatest skill for the coach to employ is to help the team "incorporate" seemly contradictory constraints or demands and really explore win-win alternatives. Too often we allow our logic to pick the "least offensive" solution, or the "most reasonable compromise." Teams and individuals "vote" on the outcome, rather than build a comprehensive solution which meets all the major needs. George Bernard Shaw observed:

"The reasonable man succeeds at adapting himself to the world around him. The unreasonable man persists at trying to adapt the world around him to himself, therefore all progress depends on the unreasonable man."

Only by seeking out a broader solution, reaching for all insights, exploring deeper options can the team establish a new logic for the high performance system they are building.

Conclusions

Coaching is a role requiring "multiple" strategies, tactics, and skills. It is being hard and soft, resolute and ambivalent, direct and indirect, answering and questioning. It requires the ability to see the "game" in play, not just the score; the stance of the batter, not just whether he hit the ball; the readiness and position of the fielders, not just whether the ball was on time. Players keep their eyes on the ball while the coach keeps his eyes on the players, on the crowd, on the umpires, on the other team, and he builds in the players the ability to see all that he sees.

Coaching is not a retirement role, it's a role which many players, regardless of position will play as they grow and develop. It's a role oft seen in the past, but required in the future.

CORE COMPETENCIES

The Essential Elements of Team Leadership

Visioning

Self Rating

1 2 3 4 5

The ability to build a positive description of what the future can become while exploring possibilities and alternatives, creating common understandings, recognizing and defining consequences, establishing meaningful and stretchable targets, creating a sense of urgency and a bias for action, staying in constant touch and harmony with those outside your team and organization, and encouraging innovation and creativity.

Enabling

Self Rating

1 2 3 4 5

The ability to create a learning environment that encourages independent thinking by providing critical information readily, building relationships and trust between people and teams, and establishing team norms and standards congruent with growth values.

Leading

Self Rating

1 2 3 4 5

The ability to offer direction and establish standards in an environment of mutual respect and integrity while creating new ideas, keeping focused on the vision, guiding the course without coercion or intimidation, being real and allowing, even embracing mistakes that lead toward learning.

Counseling/Confronting

Self Rating

1 2 3 4 5

The ability to respond to others appropriately, with sensitivity to their needs, feelings and capabilities; to deal effectively with others in both favorable and unfavorable situations, regardless of status or position. The ability to bring differences and conflict out into the open and model collaborative problem-solving and consensus-seeking behaviors.

Communicating

Self Rating

1 2 3 4 5

The ability to effectively and clearly present and express information by using appropriate eye contact, gestures, and body language, being concise, using appropriate vocabulary, grammar and punctuation, and having appropriate voice inflection, modulation, volume, etc.

Reasoning/Logic

Self Rating

1 2 3 4 5

The ability to identify, incorporate and organize the critical elements of a situation and plan alternative courses of action based on identifying obstacles or potential problems, delineating the problem, reasoning with others to gain a common understanding, dealing with ambiguity and paradoxical constraints, and establishing a plan of action noting major milestones and tasks required.

COACHES:

ATTRIBUTES & ACTIONS

A

In order to help others learn and work in a team-based environment, coaches must create a role based on what it means to be a coach, and what they really are to do as coaches. Coaches continually ask themselves those questions and are always updating the lists based on the current needs of their group. Below are some of the attributes and actions of coaches in high performance systems:

COACHING ATTRIBUTES

What Coaches Are (Their characteristics):

•	Envision how they, the company, and the world might be

•	See greater potential in people than the people do

•	Caring—Nurturing—Supporting—Loving

•	Exemplary—they walk the talk

•	Fully committed to the other person's success

Things Coaches Remember:

•	The journey to reinvent myself as a leader (coach) and my company is not as scary as they say—it's worse

•	What I have to listen to is more important than what I have to say

•	People don't care how much I know until they know how much I care

COACHING ACTIONS

What Coaches Do (Their Activities):

•	Coaches interrupt the present in order to:

•	Reinforce and recognize

•	Keep the vision and mission in the forefront

•	Know, recognize, and reinforce the critical success factors

•	Give credit where credit is due

•	Keep attention on the game and the players, not the scorecard

•	Distinguish and differentiate

•	Which are the trees, where is the forest, where are we

•	Clarify behaviors and activities which support or fail to support the purpose

•	Get specific, don't generalize

•	Help the employee to see the differences and to differentiate themselves

•	Listen to the language used

•	Coaches stay in touch by:

•	Recognizing accomplishment

•	Being available to people and aware of concerns

•	Staying connected with people over time

•	Coaches are continuously learning, changing, and adapting by:

•	Taking themselves on as a leader and challenging who they are and what they do

•	Continually reinventing how they operate as a Coach/Leader

•	Coaches line-out and let go by:

•	Not doing for others what they can do for themselves

•	Clarify boundaries and responsibilities

•	Coaches walks the talk by:

•	Learning and living the principles of high performance

•	Thinking of things as processes and patterns

•	Building and revising their own processes in all seven core areas

•	Being real (authentic)

•	Coaches are prepared, in that they:

•	Think and plan ahead of time and help focus the participants on their task

•	Are available to the teams while they are working

•	Are prepared with questions to ask which will help them focus on what issues need solving and resolving

•	Know the key outcomes expected of the team

•	Are able and willing to help fulfill those outcomes

•	Coaches clarify tasks by:

•	Recognizing the team will be unclear about their tasks at various times

•	Not telling them how to do it

•	Clarifying the principles, tasks, and outcomes

•	Listening to the group's discussions

•	Providing only what insights can aid them in gaining clarification and understanding

•	Avoiding statements that are absolutes or focused on only one way

•	Learning to explore with them what is happening and see it from a new perspective

•	Helping tie and integrate ideas

•	Coaches lead beyond conflict by:

•	Staying balanced and valuing the energy of the team

•	Seeking and gaining understanding

•	Creating and adhering to process

•	Building for mutual benefit (win-win)

•	Sharing responsibility and accountability

5 L'S FOR COACHING

PROBLEM SOLVING

For High Performance Teams

In creating a "High Performance Team" promoting environment, Coaches, Facilitators, and Leaders of all kinds, struggle with how to delegate and develop team competency in solving problems, when those problems are pressing and require immediate attention. The following framework may be helpful in "thinking through" the process to get the right people together with the right authority to solve the right problems.

Line Up (Gaining Alignment)

Describe the problem/task

Identify the desired needs/outcomes (What, not how)

Determine who owns it/who is affected by it

Determine who should solve it. Who has the knowledge, skills and abilities?

Lift Off (Leading and Initiating the Process)

Plan communications and gain a common understanding with the team

Identify what involvement you need? (None, approval, part of decision)

Help them kick it off or simply get out of the way

Let Go (Making sure the task stays with the problem owner)

If you "lined up" well, stay out of internal methods and details

If the right people are there, don't rethink whose functional responsibility it is. Remember that the "right people" may include leaders with a vested interest in the solution

Demonstrate your trust in the process and in the knowledge, skills, and abilities assembled. Don't "jump in" at the first sign of trouble. "Trust the 'process,' Luke."

Lend Support (Cheerleading, mentoring, responding to needs)

Ensure effective support/service systems

Facilitate the work and development of others

Offer encouragement, time, money, and permission

Model appropriate behavior

Find out from the team what support they need, and then provide the support they need, not support you'd rather give

Look Outward

Ensure inputs and outputs meet the needs of the work system

Keep the vision

Manage the environment

Anticipate the future

Recognize accomplishments and consequences

L

I

N

I

N

G

U

P	The Problem/Task

Describe in your own words:

The Desired Outcomes, Needs, Expectations...

The "Owner:"

Whose problem is

it, really?

Units Involved
Managemen
t

Team	Business

Team	Front

Line

Coaches	Team

A	Team

B	Team

C	Team

D	Support

Team	Support

Team
Who Else?

Who else is affected by the problem, causing it, involved, knowledgeable, dependent on a solution, etc.?
Who Should

Solve it?

The smallest unit of organization that

"contains" the answer to 1, 2 & 3, above is probably best equipped to solve the problem.
To Lift Off—I will:

To Let Go—I will:

To Lend Support—I will:

To Look Outward—I will:

HOW TO BE A

PROCESS OBSERVER

Can a small group of people successfully sit down together, calmly and effectively discuss problems of mutual concern, and come up with workable solutions to the problems? The answer, of course, is that they can, but this skill and ability is not automatically built into the group. The group must build the skills and develop the processes to become effective.

Most of us could become more effective group members; however, it is more difficult to be an active participant in a group and at the same time analyze what is going on in the group. In fact, it is extremely difficult to analyze your own role in a group, how others perceive you, how you effect the group, or to assess your own understanding and use of group skills.

Since the effectiveness of the group is directly tied to the effectiveness of the group's members, we need to have a process, a way to look in the mirror and take a close look at both the group dynamics and our own performance in the group.

A "process observer" can help provide this mirror. This observer could be a person outside your group who can meet with you to listen, look, feel, and analyze the group processes as your team works together. They then can provide the members with feedback on the effective use of their team processes. Or, you could take a "time out" from your role as a member of the team and become a process observer yourself. This will force you to become aware of the process and let you analyze the ways in which a group functions.

General Guidelines for the Observer

*	Do not try to observe too many things at one time.

It is easy to observe a group and try to watch all the processes taking place and end up with no in-depth analysis of any one specific aspect of group behavior. Try to focus on a few aspects of group behavior at one time and then you can move on to other aspects. Limit your observations so you can do a thorough job.

*	Assume that group members already understand and possess good team skills.

It is critical not to come to the team as the "expert" who will "analyze and solve" their poor processes. Try to understand the processes they are using, identify the positive skills being displayed, and build on these by reminding them of what they already know through your feedback.

*	Always look for what the group is doing right, what is good, and what is being accomplished. In giving groups or individuals feedback, stress the positive. Point out what the group is doing well. Focus on successes and reinforce the positive.

*	Provide your feedback to the group or individual in the form of questions. Remember, you are not in charge of the group and are not responsible for the group. The group has asked for feedback and your responsibility is to provide this feedback about process, not to assume responsibility for the group.

*	Remain neutral with respect to the task or direction of the group.

You should not participate in any controversy that is taking place in the group. Particularly, do not focus on the content of the group, but on the process of how the group is working on the content. For example, you might say "I wonder if all the members understood the purpose of the meeting," rather than "The meeting would have been more efficient if you had changed your topic and discussed something else." You might make a comment such as, "I wonder if the group realizes you discussed grading, scheduling, and advisor meetings in the space of the last eight minutes." Your comment should urge the group to consider whether eight minutes was too much or too little time to devote to these issues, not to have them discuss whether those were the appropriate issues to be talking about.

The purpose of asking questions is to allow the group to analyze its own behavior. If one or two members are dominating, you might ask, "Is everyone getting an equal chance to participate?" Having the group deal with the question of participation is far better than your telling the group that one or two individuals dominated. Try to draw the group out and get their comments.

*	Try to provide the participants with some feedback that they can see. You might use a chart, or graph, some kind of display. This is far more effective than your just telling them. Leave the group with something tangible. If nothing else, leave the group with a written record of your questions.

Examples and Tools for Process Observation

Below are various forms of observations which can be made to help the group evaluate the effectiveness of their processes. The text in italics shows ways in-which the observations can be provided to the group.

I.	Open Communications

As a process observer you may listen and record the type and content of communications used within the group.

OBSERVATION:

"That's not on the agenda"

"I see no point in talking about that again"

"It'll never work"

"You would not say that if you understood the problem"

"Wait until you have been around as long as I have"

RESPONSE:

Here are some comments I picked up (write the list above on a flip-chart). Are they evidence you were staying with your agenda, or was there a tendency to not have everyone fully express themselves? How do you feel? Do you feel you have open communication? What are some things your group can do that would increase open communication?

II.	Private Agenda

You may listen for and note the similarities or differences between the group's stated agenda and the agendas you observe from individuals.

OBSERVATION:

Group Agenda	Individual Agenda

Develop specs for new truck	Make sure we don't get Brand-X

Present information to management	Get a trip to the manufacturing plant

Meet our schedule	Get done in time for lunch

RESPONSE:

I have listed the stated agenda and the private agendas I felt were expressed. If I am correct, how do you deal with this issue?

III.	Who does the talking?

Start Time_________ End Time _______

Observe the group for a few minutes. Record the length of the observation and the number of times each person talks.

RESPONSE:

(Show the group the chart) "Considering what you were doing, is this the involvement you would like?"

IV.	Interruptions

You may identify the interruptions which keep the group from staying together on the issues.

OBSERVATION:

Phone call

Two members left the meeting to make phone calls

Two left to get Cokes

One left to find a report

One left to give material to secretary

A manager came in to talk with one member

RESPONSE:

Do you feel the interruptions hurt the group progress? How do you each feel about the interruptions and what might you do to improve or better control them?

V.	Group Interaction

Start Time_______ Stop Time______

Observe the group for a few minutes. Record the length of the observation.

In this case, draw an arrow from the person who is speaking to the person he is talking to. If comments are directed to the group as a whole, draw the arrow to the center.

RESPONSE:

(Show the chart)

This shows interaction for a five minute period; however, it is typical of the entire meeting. What conclusion do you draw from the interaction?

VI.	Successes

Focusing on positive actions and reactions within the group is a way of recognizing and reinforcing the teams processes and growth.

OBSERVATIONS:

A person was always complimented for a new idea as evidenced by: "That's good!" "Why didn't I think of that?" "You're right!" "Good!"

Everyone seemed to feel a responsibility for the group.

All members had a clear idea of the agenda and most conversation was on the topic.

During the controversy, you dealt with issues not personalities.

You came to closure on every item. When decisions were postponed, it was clear they were being postponed.

RESPONSE:

These are the things I feel helped make your meeting successful. How do you feel about my observations?

The importance of process is another discovery.

Goals and endpoints matter less. Learning is more urgent than storing information.

Caring is better than keeping. Means are ends.

The journey is the destination.

Marilyn Ferguson

Feedback to Individuals

Unless the group is very sophisticated and the individuals secure, feedback is usually better given to the group as a whole. Individuals may get defensive, be offended, feel "put down" or "on the spot," and this may not be very effective. However, you have to be the judge of when you may or need to be specific and direct with persons in the group in order for the group to be effective. Following are some tips for when you use individual feedback:

*	Always describe what you observed or perceived, rather than pass judgement. You want to avoid putting anyone on the defensive. Rather than saying, "I really felt that you were extremely hard on the group," you might say, "I sensed that others grew very angry with you when..." Tell the person how you think others felt, not that he was hard on others. Clarify that you are giving "your" reaction or perception to what took place and you realize that you may not be totally accurate. You cannot be a judge of what a person meant or of his feelings when he made a statement, but you can identify the actions and reactions you observed.

*	Be sensitive to the needs of the person who is receiving the feedback. How secure do you feel he is? Is he accepted within the group? Has he ever received this type of feedback before. Remember not to get emotionally involved in the discussions. Do not give feedback to relieve your own tensions. You are there to help the group with their processes, not to relieve your own tensions or frustrations.

*	Wait until you are asked for comments, rather than bombarding a person with your observations. To receive feedback effectively, the person must open the door for himself. And once he has opened it, if the feedback overloads his system, he may begin to close it again. Be sensitive to facial expressions and other non-verbal clues. He may be telling you he wants you to stop and if you begin to pick up these clues, stop. Do not tell any more than he really wants to hear. Drop it.

*	Check with the participant to see if your feedback is understood. Get the participant to verbalize what he heard. You might ask him, "Could you tell me what you understood me to say?" Or, "Could you restate the point I've tried to make?"

*	Allow plenty of time for feedback.

Don't schedule just enough time to "give" your feedback, allow time to understand the issues together. Don't worry that the conversation must be continuous, moments of silence are fine; they allow the participants to think about things, ask questions, clarify the issues, and really seek understanding.

*	Give feedback about those things that can be changed.

For example, noting that the individual's personality or his way of addressing people is less than perfect will not alter their behavior. Only deal with behaviors you can specifically describe and that the person can take action on. Be realistic. Ask yourself if you could improve your performance based on the feedback you are about to give.

INDIVIDUAL

CHANGE PROCESS

Continual improvement requires continual change. Leading the change requires changing the Leader. Initiating, implementing, accomplishing, and sustaining change requires individuals who are continually looking at themselves to improve, change, and grow, and have developed, either purposefully or inherently, an Individual Change Process with the following key elements:

Felt Need—People will change if they really feel the need to change. This felt need can be either:

Externalized—Imposed on the individual by:

Fear/Threat	Punishment

Crisis	Guilt

Coercion	Stigma

Internalized—Generated and owned internally with:

Clear data	Feedback

Information	Vision of what you want to achieve

Involvement	Reward

Most felt needs start from externalized sources, but must be internalized in order to have lasting effects.

Third Party Feedback—People need the involvement of a significant "other person" to get a clear view of

if, how, and how much they are changing or staying the same.

We can't go it alone

We are interdependent with the individuals around us

We cannot see ourselves clearly in our own mirror

A process which involves others will allow us to seek a balanced, 360 degree, three dimensional, historical and visionary perspective. We may then choose our responses and take the necessary course corrections to move forward in our changes.

Re-Commitment and Renewal—People can sustain change in the long haul when their processes:

Move from the general to the specific	Move to new connections and ties

Move from either/or to both/and	Differentiate and distinguish improvement

Build on interdependent relationships	Move toward self esteem and self confidence

Move from external to internal commitment

QUOTES WORTH REMEMBERING:

"It's hard work to make improvements without changing anything."

-Mikhail Gorbachev

"Best is the enemy of Better."

-Anonymous

"All People Dream...but not equally.

They who dream by night in the dusty recesses of their minds

wake in the day to find that it is vanity.

But the dreamers of the day are dangerous, for they act their dreams with open eyes, to make it possible."	-T. E. Lawrence

"The joy of this quest if not in triumph over others,

but in the search for the qualities we share with them

and for our uniqueness, which raises us above all competition."

-Theodore Roszak

"Another discovery: We are not liberated until we liberate others.

So long as we need to control other people, however benign our motives,

we are captive to that need.

Giving them freedom, we free ourselves,

And they are free to grow in their own way."

-Marilyn Ferguson

"Those who succeed and do not push on to greater failure are the spiritual middle classers. Their stopping at success is the proof of their compromising insignificance. How petty their dreams must have been!...

Only through the unattainable does man achieve a hope worth living and dying for—and so attain himself."

-Eugene O'Neill

LEADERS CREATE

ACTIONS FOR WALKING THE TALK

Everyone sees the obstacles

Leaders create paths to go beyond the obstacles.

Many can see the possibilities

Leaders create expeditions to explore possibilities.

Most of us see the needs

Leaders create ways to meet the needs.

Anyone can block progress

Leaders create processes to unblock and promote progress.

Followers look to the past and expect more of the same.

Leaders create a vision of the future and build a better world.

Individuals divide life into parts and can't do it all.

Leaders create life as a whole, bringing individuals together to accomplish more than they dared to dream.