Monday, February 23, 2026

The "Boss" is Dead: Why Empathy, Purpose, and Adaptability Are the New Pillars of Leadership

For decades, leadership was often synonymous with a top-down, command-and-control approach. The boss knew best, decisions flowed from the executive suite, and employees were expected to execute. While this model had its time and place, the rapidly evolving world of work, technological advancements, and a generational shift in values have rendered it largely obsolete.

Welcome to the era of the New Leadership Mindset, where true influence is built not on power, but on connection, clarity, and agility. If you're still leading with an iron fist, you're not just falling behind – you're actively losing your best talent and stifling innovation.

This new mindset isn't about discarding structure entirely; it's about fundamentally rethinking how leaders engage, inspire, and navigate change. It's built on three critical pillars: Empathy, Purpose, and Adaptability.

1. Empathy Over Ego: Leading with a Human Heart

The old adage "leave your problems at the door" has no place in modern leadership. We hire whole people, not just skill sets. Life happens, and it impacts performance. The new leader understands this deeply.

• What it means: High emotional intelligence (EQ) is the new high IQ. It's about actively listening, seeking to understand diverse perspectives, and acknowledging the human experience of your team members. It means offering flexibility when possible, providing support during challenges, and celebrating individual successes.

• Why it matters: When employees feel seen, heard, and valued as individuals, they develop trust. Trust fosters psychological safety, which is the bedrock of creativity, risk-taking, and genuine collaboration. Teams led with empathy are more resilient, more engaged, and significantly less prone to burnout.

• How to cultivate it: Practice active listening, ask open-ended questions, conduct regular one-on-one check-ins focused on wellbeing as much as performance, and strive to understand the "why" behind someone's actions or feelings.

2. Purpose Over Power: Inspiring with a Clear "Why"

In today's competitive landscape, simply offering a good salary isn't enough to attract and retain top talent. People, especially younger generations, are looking for meaning in their work. They want to contribute to something bigger than themselves.

• What it means: Profit is a vital outcome, but purpose is the powerful engine that drives sustainable success. Leaders must articulate a compelling vision and clearly connect daily tasks to the organization's overarching mission. It's about answering the question: "Why does our work matter, and how does it make a difference?"

• Why it matters: When employees understand the "why," their work transcends mere tasks and becomes a meaningful contribution. This fuels intrinsic motivation, boosts morale, and aligns individual efforts with collective goals. A clear purpose provides a North Star during times of uncertainty and inspires dedication even when challenges arise.

• How to cultivate it: Regularly communicate your organization's mission and values. Share stories of impact. Ensure individual and team goals are clearly linked to strategic objectives. Help employees see how their specific contributions fit into the larger picture.

3. Adaptability Over Authority: Navigating Change with Agility

The only constant in today's world is change. Market conditions shift, technologies evolve, and global events create unforeseen challenges. Leaders who cling rigidly to outdated plans or hierarchical authority will find themselves, and their teams, quickly becoming irrelevant.

• What it means: True authority in the new paradigm comes from the ability to stay calm amidst chaos, pivot quickly when necessary, and empower teams to find solutions. It means fostering a culture of continuous learning, experimentation, and iterative improvement. An adaptable leader isn't afraid to say, "I don’t have all the answers, but we're going to figure them out together."

• Why it matters: In an uncertain world, adaptability ensures survival and creates competitive advantage. Teams that are encouraged to experiment and learn from failure are more innovative and responsive. An adaptable leader builds resilient teams capable of thriving in dynamic environments, rather than being paralyzed by change.

• How to cultivate it: Embrace a growth mindset, encourage feedback, learn from both successes and failures, empower teams to make decisions, and communicate changes transparently and frequently. Lead by example in welcoming new ideas and challenging the status quo.

The Bottom Line: Leadership as a Choice, Not a Title

The "boss" who dictates from above is a relic of the past. The new leader is a facilitator, a coach, an inspirer, and a guide. Leadership is no longer a position you hold; it’s a conscious choice you make every single day to empower, uplift, and enable those around you to achieve their fullest potential.

By embracing empathy, clearly defining purpose, and fostering a culture of adaptability, leaders can build thriving teams, drive sustainable growth, and truly shape the future of work.

What pillar of the New Leadership Mindset resonates most with you? How are you integrating these principles into your own leadership journey? Share your thoughts in the comments below!

Below is the "Self-Leadership Checklist" to help you evaluate your alignment with the new leadership mindset.


📋 Self-Leadership Evaluation: How Modern Are You?

(Rate yourself from 1 to 5 on each point: 1 = Rarely, 5 = Always)

ðŸĪ Pillar 1: Empathy over Ego

  [ ] Active Listening: I listen to my team's concerns without interrupting, judging, or immediately jumping to conclusions.

  [ ] Human-Centric Approach: I am aware of the personal challenges or stressors my team members face, and I offer flexibility where appropriate.

  [ ] Psychological Safety: My team feels safe coming to me with "bad news" or admitting mistakes without fear of harsh retribution.

ðŸŽŊ Pillar 2: Purpose over Power

  [ ] Connecting the Dots: I can clearly explain to a team member how their specific task (no matter how small) contributes to the company’s success or helps the customer.

  [ ] Vision Alignment: My team knows exactly what our "North Star" or primary goal is for this year and where we are headed.

  [ ] Walking the Talk: I lead by example, embodying the values of the organization in my daily actions rather than just quoting them from a handbook.

🌊 Pillar 3: Adaptability over Authority

  [ ] Openness to Feedback: I actively seek and listen to critiques from my team, and I am willing to change my methods if someone proposes a better way.

  [ ] Composure in Crisis: When the unexpected happens, I focus my energy on "finding a solution" rather than "finding someone to blame."

  [ ] Culture of Learning: I encourage my team to experiment and view "calculated failures" as valuable data points rather than performance issues.

📊 Scoring Your Leadership

  40 - 45 Points: The Modern Visionary – You are a true bridge to the future. Keep mentoring others and stay curious!

  30 - 39 Points: The Growing Leader – You have a strong foundation but may still fall back on old habits occasionally. Focus on your lowest-scoring area this month.

   Below 30 Points: The Traditional Boss – You might still be leaning on "Command and Control." Try practicing more active listening and transparency to build deeper trust.


Pro-Tip: If you’re feeling brave, ask a trusted team member to fill this out about you anonymously. The gap between your self-perception and their reality is where your greatest growth lies.

āļŦāļĄāļ”āļĒุāļ„ "āđ€āļˆ้āļēāļ™āļēāļĒ" (Boss): āļ—āļģāđ„āļĄ Empathy, Purpose āđāļĨāļ° Adaptability āļ„ืāļ­āđ€āļŠāļēāļŦāļĨัāļāđƒāļŦāļĄ่āļ‚āļ­āļ‡āļāļēāļĢāđ€āļ›็āļ™āļœู้āļ™āļģ


āļŦāļĨāļēāļĒāļ—āļĻāļ§āļĢāļĢāļĐāļ—ี่āļœ่āļēāļ™āļĄāļē āļ āļēāļžāļˆāļģāļ‚āļ­āļ‡ "āļ āļēāļ§āļ°āļœู้āļ™āļģ" āļĄัāļāļˆāļ°āļœูāļāļ•ิāļ”āļ­āļĒู่āļัāļšāļāļēāļĢāļŠั่āļ‡āļāļēāļĢāļˆāļēāļāļšāļ™āļĨāļ‡āļĨ่āļēāļ‡ (Top-down) āđ€āļˆ้āļēāļ™āļēāļĒāļ„ืāļ­āļœู้āļ—ี่āļĢู้āļ”ีāļ—ี่āļŠุāļ” āļāļēāļĢāļ•ัāļ”āļŠิāļ™āđƒāļˆāļ–ูāļāļˆāļģāļัāļ”āļ­āļĒู่āđƒāļ™āļŦ้āļ­āļ‡āļšāļĢิāļŦāļēāļĢ āđāļĨāļ°āļžāļ™ัāļāļ‡āļēāļ™āļĄีāļŦāļ™้āļēāļ—ี่āđāļ„่ "āļ—āļģāļ•āļēāļĄ" āđāļĄ้āđ‚āļĄāđ€āļ”āļĨāļ™ี้āļˆāļ°āđ€āļ„āļĒāđƒāļŠ้āđ„āļ”้āļœāļĨāđƒāļ™āļ­āļ”ีāļ• āđāļ•่āđƒāļ™āđ‚āļĨāļāļ—ี่āļŦāļĄุāļ™āđ„āļ§ āđ€āļ—āļ„āđ‚āļ™āđ‚āļĨāļĒีāļĨ้āļģāļŦāļ™้āļē āđāļĨāļ°āļ„่āļēāļ™ิāļĒāļĄāļ‚āļ­āļ‡āļ„āļ™āļ—āļģāļ‡āļēāļ™āđ€āļ›āļĨี่āļĒāļ™āđ„āļ› āļ§ิāļ˜ีāđ€āļ”ิāļĄāđ† āļāļģāļĨัāļ‡āļˆāļ°āļāļĨāļēāļĒāđ€āļ›็āļ™āļ‚āļ­āļ‡āđ‚āļšāļĢāļēāļ“

āļĒิāļ™āļ”ีāļ•้āļ­āļ™āļĢัāļšāļŠู่āļĒุāļ„āļ‚āļ­āļ‡ "Mindset āļ‚āļ­āļ‡āļœู้āļ™āļģāļĒุāļ„āđƒāļŦāļĄ่" āļĒุāļ„āļ—ี่āļ­ิāļ—āļ˜ิāļžāļĨāļ—ี่āđāļ—้āļˆāļĢิāļ‡āđ„āļĄ่āđ„āļ”้āļĄāļēāļˆāļēāļāļ­āļģāļ™āļēāļˆ (Power) āđāļ•่āļĄāļēāļˆāļēāļāļ„āļ§āļēāļĄāđ€āļŠื่āļ­āļĄāđ‚āļĒāļ‡ (Connection) āļ„āļ§āļēāļĄāļŠัāļ”āđ€āļˆāļ™ (Clarity) āđāļĨāļ°āļ„āļ§āļēāļĄāļ„āļĨ่āļ­āļ‡āļ•ัāļ§ (Agility)

āļŦัāļ§āđƒāļˆāļŠāļģāļ„ัāļāļ‚āļ­āļ‡āđāļ™āļ§āļ„ิāļ”āļ™ี้āļ›āļĢāļ°āļāļ­āļšāļ”้āļ§āļĒ 3 āđ€āļŠāļēāļŦāļĨัāļāļ—ี่āļ„ุāļ“āļ•้āļ­āļ‡āļĄี:

1. Empathy āđ€āļŦāļ™ืāļ­āļāļ§่āļē Ego: āļ™āļģāļ—ัāļžāļ”้āļ§āļĒāļ„āļ§āļēāļĄāđ€āļ‚้āļēāđƒāļˆāļ„āļ§āļēāļĄāđ€āļ›็āļ™āļĄāļ™ุāļĐāļĒ์

āļ„āļģāļāļĨ่āļēāļ§āļ—ี่āļ§่āļē "āļˆāļ‡āļ—ิ้āļ‡āļ›ัāļāļŦāļēāļŠ่āļ§āļ™āļ•ัāļ§āđ„āļ§้āļŦāļ™้āļēāļ›āļĢāļ°āļ•ูāļ­āļ­āļŸāļŸิāļĻ" āđ„āļĄ่āļĄีāļ—ี่āļĒืāļ™āđƒāļ™āđ‚āļĨāļāļ›ัāļˆāļˆุāļšัāļ™āļ­ีāļāļ•่āļ­āđ„āļ› āđ€āļžāļĢāļēāļ°āļ„āļ§āļēāļĄāļˆāļĢิāļ‡āļ„ืāļ­āđ€āļĢāļēāļˆ้āļēāļ‡ "āļĄāļ™ุāļĐāļĒ์" āļ—ั้āļ‡āļ„āļ™ āđ„āļĄ่āđ„āļ”้āļˆ้āļēāļ‡āđāļ„่ "āļ—ัāļāļĐāļ°" āđƒāļ™āļāļēāļĢāļ—āļģāļ‡āļēāļ™

• āļĄัāļ™āļ„ืāļ­āļ­āļ°āđ„āļĢ: āļ„āļ§āļēāļĄāļ‰āļĨāļēāļ”āļ—āļēāļ‡āļ­āļēāļĢāļĄāļ“์ (EQ) āļ„ืāļ­āļ­āļēāļ§ุāļ˜āđƒāļŦāļĄ่ āļĄัāļ™āļ„ืāļ­āļāļēāļĢāļĢู้āļˆัāļāļŸัāļ‡āļ­āļĒ่āļēāļ‡āļ•ั้āļ‡āđƒāļˆ (Active Listening) āļžāļĒāļēāļĒāļēāļĄāđ€āļ‚้āļēāđƒāļˆāļĄุāļĄāļĄāļ­āļ‡āļ—ี่āđāļ•āļāļ•่āļēāļ‡ āđāļĨāļ°āļĒāļ­āļĄāļĢัāļšāļ§่āļēāļžāļ™ัāļāļ‡āļēāļ™āļ็āļĄีāļ„āļ§āļēāļĄāļĢู้āļŠึāļāđāļĨāļ°āļŠีāļ§ิāļ•āļ”้āļēāļ™āļ­ื่āļ™āļ—ี่āļŠ่āļ‡āļœāļĨāļ•่āļ­āļāļēāļĢāļ—āļģāļ‡āļēāļ™

• āļ—āļģāđ„āļĄāļ–ึāļ‡āļŠāļģāļ„ัāļ: āđ€āļĄื่āļ­āļžāļ™ัāļāļ‡āļēāļ™āļĢู้āļŠึāļāļ§่āļēāļ•āļ™āđ€āļ­āļ‡āļĄีāļ•ัāļ§āļ•āļ™ āđ„āļ”้āļĢัāļšāļāļēāļĢāļĢัāļšāļŸัāļ‡ āđāļĨāļ°āļĄีāļ„่āļēāđƒāļ™āļāļēāļ™āļ°āļĄāļ™ุāļĐāļĒ์āļ„āļ™āļŦāļ™ึ่āļ‡ āļžāļ§āļāđ€āļ‚āļēāļˆāļ°āđ€āļิāļ” "āļ„āļ§āļēāļĄāđ„āļ§้āļ§āļēāļ‡āđƒāļˆ" (Trust) āļ‹ึ่āļ‡āđ€āļ›็āļ™āļĢāļēāļāļāļēāļ™āļ‚āļ­āļ‡āļ„āļ§āļēāļĄāļ›āļĨāļ­āļ”āļ ัāļĒāļ—āļēāļ‡āļˆิāļ•āđƒāļˆ (Psychological Safety) āļ—ี่āļŠ่āļ§āļĒāļāļĢāļ°āļ•ุ้āļ™āļ„āļ§āļēāļĄāļ„ิāļ”āļŠāļĢ้āļēāļ‡āļŠāļĢāļĢāļ„์āđāļĨāļ°āļāļēāļĢāļāļĨ้āļēāđ€āļŠี่āļĒāļ‡āđ€āļžื่āļ­āļ­āļ‡āļ„์āļāļĢ

• āļ§ิāļ˜ีāļŠāļĢ้āļēāļ‡: āļึāļāļ•ั้āļ‡āļ„āļģāļ–āļēāļĄāļ›āļĨāļēāļĒāđ€āļ›ิāļ”āđ€āļžื่āļ­āđ€āļŠ็āļāļ„āļ§āļēāļĄāđ€āļ›็āļ™āļ­āļĒู่ (Check-in) āđ€āļ›็āļ™āļ›āļĢāļ°āļˆāļģ āđ„āļĄ่āđƒāļŠ่āđāļ„่āļ–āļēāļĄāđ€āļĢื่āļ­āļ‡āļ‡āļēāļ™ āđāļĨāļ°āļžāļĒāļēāļĒāļēāļĄāļ—āļģāļ„āļ§āļēāļĄāđ€āļ‚้āļēāđƒāļˆ "āđ€āļŦāļ•ุāļœāļĨ" āđ€āļšื้āļ­āļ‡āļŦāļĨัāļ‡āļāļēāļĢāļāļĢāļ°āļ—āļģāļŦāļĢืāļ­āļ„āļ§āļēāļĄāļĢู้āļŠึāļāļ‚āļ­āļ‡āļ—ีāļĄ

2. Purpose āđ€āļŦāļ™ืāļ­āļāļ§่āļē Power: āļŠāļĢ้āļēāļ‡āđāļĢāļ‡āļšัāļ™āļ”āļēāļĨāđƒāļˆāļ”้āļ§āļĒ "āđ€āļ›้āļēāļŦāļĄāļēāļĒ" āļ—ี่āļŠัāļ”āđ€āļˆāļ™

āđƒāļ™āļ•āļĨāļēāļ”āđāļĢāļ‡āļ‡āļēāļ™āļ—ี่āļĄีāļāļēāļĢāđāļ‚่āļ‡āļ‚ัāļ™āļŠูāļ‡ āđ€āļ‡ิāļ™āđ€āļ”ืāļ­āļ™āļ—ี่āļ”ีāļ­āļēāļˆāđ„āļĄ่āđ€āļžีāļĒāļ‡āļžāļ­āļ—ี่āļˆāļ°āļ”ึāļ‡āļ”ูāļ”āļ„āļ™āđ€āļ่āļ‡āđ„āļ§้āļ­ีāļāļ•่āļ­āđ„āļ› āļ„āļ™āļĒุāļ„āđƒāļŦāļĄ่āļ•้āļ­āļ‡āļāļēāļĢ "āļ„āļ§āļēāļĄāļŦāļĄāļēāļĒ" āđƒāļ™āļŠิ่āļ‡āļ—ี่āļžāļ§āļāđ€āļ‚āļēāļ—āļģ āļžāļ§āļāđ€āļ‚āļēāļ­āļĒāļēāļāļĢู้āļ§่āļēāļ‡āļēāļ™āļ—ี่āļ—āļģāļ­āļĒู่āļ™ั้āļ™āļŠāļĢ้āļēāļ‡āļ­ิāļĄāđāļžāļ„āļ­āļ°āđ„āļĢāđƒāļŦ้āļัāļšāđ‚āļĨāļ

• āļĄัāļ™āļ„ืāļ­āļ­āļ°āđ„āļĢ: āļœāļĨāļāļģāđ„āļĢāļ„ืāļ­āļœāļĨāļĨัāļžāļ˜์ āđāļ•่ "āđ€āļ›้āļēāļŦāļĄāļēāļĒ" (Purpose) āļ„ืāļ­āđ€āļ„āļĢื่āļ­āļ‡āļĒāļ™āļ•์ āļœู้āļ™āļģāļ•้āļ­āļ‡āļŠāļēāļĄāļēāļĢāļ–āļŠื่āļ­āļŠāļēāļĢāļ§ิāļŠัāļĒāļ—ัāļĻāļ™์āļ—ี่āļˆัāļšāļ•้āļ­āļ‡āđ„āļ”้ āđāļĨāļ°āđ€āļŠื่āļ­āļĄāđ‚āļĒāļ‡āļ‡āļēāļ™āļĢูāļ—ีāļ™āđƒāļ™āđāļ•่āļĨāļ°āļ§ัāļ™āđ€āļ‚้āļēāļัāļšāļžัāļ™āļ˜āļิāļˆāļ—ี่āļĒิ่āļ‡āđƒāļŦāļ่āļ‚āļ­āļ‡āļ­āļ‡āļ„์āļāļĢ

• āļ—āļģāđ„āļĄāļ–ึāļ‡āļŠāļģāļ„ัāļ: āđ€āļĄื่āļ­āļžāļ™ัāļāļ‡āļēāļ™āđ€āļ‚้āļēāđƒāļˆāļ§่āļē "āļ—āļģāđ„āļ›āđ€āļžื่āļ­āļ­āļ°āđ„āļĢ" āļ‡āļēāļ™āļˆāļ°āđ„āļĄ่āđ„āļ”้āđ€āļ›็āļ™āđāļ„่āļŦāļ™้āļēāļ—ี่ āđāļ•่āļĄัāļ™āļ„ืāļ­āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„ุāļ“āļ„่āļē āļŠิ่āļ‡āļ™ี้āļˆāļ°āļŠāļĢ้āļēāļ‡āđāļĢāļ‡āļˆูāļ‡āđƒāļˆāļˆāļēāļāļ āļēāļĒāđƒāļ™ (Intrinsic Motivation) āđāļĨāļ°āļŠ่āļ§āļĒāđƒāļŦ้āļ—ีāļĄāļĄีāđ€āļ‚็āļĄāļ—ิāļĻāđƒāļ™āļĒāļēāļĄāļ—ี่āļ•้āļ­āļ‡āđ€āļˆāļ­āļัāļšāļ§ิāļāļĪāļ•

• āļ§ิāļ˜ีāļŠāļĢ้āļēāļ‡: āļŠื่āļ­āļŠāļēāļĢāļžัāļ™āļ˜āļิāļˆāļ‚āļ­āļ‡āļ­āļ‡āļ„์āļāļĢāļš่āļ­āļĒāđ† āđ€āļĨ่āļēāđ€āļĢื่āļ­āļ‡āļĢāļēāļ§āļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāļ—ี่āđ€āļิāļ”āļˆāļēāļāļ‡āļēāļ™āļ‚āļ­āļ‡āļ—ีāļĄ āđāļĨāļ°āļŠ่āļ§āļĒāđƒāļŦ้āļžāļ™ัāļāļ‡āļēāļ™āđ€āļŦ็āļ™āļ āļēāļžāļ§่āļēāļŸัāļ™āđ€āļŸืāļ­āļ‡āđ€āļĨ็āļāđ† āļ‚āļ­āļ‡āđ€āļ‚āļēāļŠ่āļ§āļĒāļ‚ัāļšāđ€āļ„āļĨื่āļ­āļ™āļ āļēāļžāđƒāļŦāļ่āđ„āļ”้āļ­āļĒ่āļēāļ‡āđ„āļĢ

3. Adaptability āđ€āļŦāļ™ืāļ­āļāļ§่āļē Authority: āļ™āļģāļ—ีāļĄāļ—่āļēāļĄāļāļĨāļēāļ‡āļ„āļ§āļēāļĄāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

āļŠิ่āļ‡āđ€āļ”ีāļĒāļ§āļ—ี่āđāļ™่āļ™āļ­āļ™āđƒāļ™āđ‚āļĨāļāļ›ัāļˆāļˆุāļšัāļ™āļ„ืāļ­ "āļ„āļ§āļēāļĄāđ„āļĄ่āđāļ™่āļ™āļ­āļ™" āļœู้āļ™āļģāļ—ี่āļĒึāļ”āļ•ิāļ”āļัāļšāđāļœāļ™āļ‡āļēāļ™āđ€āļ”ิāļĄāđ† āļŦāļĢืāļ­āļš้āļēāļ­āļģāļ™āļēāļˆāļˆāļ°āļžāļšāļ§่āļēāļ—ีāļĄāļ‚āļ­āļ‡āđ€āļ‚āļēāļˆāļ°āļ„่āļ­āļĒāđ† āļĨ้āļēāļŦāļĨัāļ‡āđāļĨāļ°āļĨ้āļĄāđ€āļŦāļĨāļ§āđƒāļ™āļ—ี่āļŠุāļ”

• āļĄัāļ™āļ„ืāļ­āļ­āļ°āđ„āļĢ: āļšāļēāļĢāļĄีāļ—ี่āđāļ—้āļˆāļĢิāļ‡āđƒāļ™āļĒุāļ„āļ™ี้āļĄāļēāļˆāļēāļāļāļēāļĢāļĢู้āļˆัāļāļ™ิ่āļ‡āļ—่āļēāļĄāļāļĨāļēāļ‡āļžāļēāļĒุ āļāļēāļĢāļāļĨ้āļēāđ€āļ›āļĨี่āļĒāļ™āļ—ิāļĻāļ—āļēāļ‡ (Pivot) āđƒāļŦ้āļ—ัāļ™āđ‚āļĨāļ āđāļĨāļ°āļāļēāļĢāļŠāļ™ัāļšāļŠāļ™ุāļ™āđƒāļŦ้āļ—ีāļĄāļ—āļ”āļĨāļ­āļ‡āļŠิ่āļ‡āđƒāļŦāļĄ่āđ† āļœู้āļ™āļģāļĒุāļ„āđƒāļŦāļĄ่āļ•้āļ­āļ‡āļāļĨ้āļēāļĒāļ­āļĄāļĢัāļšāļ§่āļē "āļœāļĄāļĒัāļ‡āđ„āļĄ่āļĄีāļ„āļģāļ•āļ­āļšāļ•āļ­āļ™āļ™ี้ āđāļ•่āđ€āļĢāļēāļˆāļ°āļŦāļēāļ—āļēāļ‡āļ­āļ­āļāđ„āļ›āļ”้āļ§āļĒāļัāļ™"

• āļ—āļģāđ„āļĄāļ–ึāļ‡āļŠāļģāļ„ัāļ: āļ„āļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļ–āđƒāļ™āļāļēāļĢāļ›āļĢัāļšāļ•ัāļ§āļ„ืāļ­āļ—āļēāļ‡āļĢāļ­āļ” āļ—ีāļĄāļ—ี่āđ„āļ”้āļĢัāļšāļāļēāļĢāļāļĢāļ°āļ•ุ้āļ™āđƒāļŦ้āļĨāļ­āļ‡āļœิāļ”āļĨāļ­āļ‡āļ–ูāļāļˆāļ°āļĄีāļ„āļ§āļēāļĄāļĒืāļ”āļŦāļĒุ่āļ™ (Resilience) āđāļĨāļ°āļŠāļēāļĄāļēāļĢāļ–āļ•āļ­āļšāđ‚āļ•้āļัāļšāļŠāļ–āļēāļ™āļāļēāļĢāļ“์āļ—ี่āđ€āļ›āļĨี่āļĒāļ™āđ„āļ›āđ„āļ”้āđ€āļĢ็āļ§āļāļ§่āļēāļ„ู่āđāļ‚่āļ‡

• āļ§ิāļ˜ีāļŠāļĢ้āļēāļ‡: āđ€āļ›ิāļ”āļĢัāļš Feedback āļˆāļēāļāļ„āļ™āļ—ุāļāļĢāļ°āļ”ัāļš āđ€āļĢีāļĒāļ™āļĢู้āļˆāļēāļāļ„āļ§āļēāļĄāļœิāļ”āļžāļĨāļēāļ”āđāļ—āļ™āļāļēāļĢāļ•āļģāļŦāļ™ิ āđāļĨāļ°āļŠ่āļ‡āđ€āļŠāļĢิāļĄāļ§ัāļ’āļ™āļ˜āļĢāļĢāļĄāļāļēāļĢāđ€āļĢีāļĒāļ™āļĢู้āļ•āļĨāļ­āļ”āđ€āļ§āļĨāļē (Continuous Learning)

āļšāļ—āļŠāļĢุāļ›: āļ āļēāļ§āļ°āļœู้āļ™āļģāļ„ืāļ­ "āļ—āļēāļ‡āđ€āļĨืāļ­āļ" āđ„āļĄ่āđƒāļŠ่ "āļ•āļģāđāļŦāļ™่āļ‡"

"āđ€āļˆ้āļēāļ™āļēāļĒ" āļ—ี่āļŠี้āļ™ิ้āļ§āļŠั่āļ‡āļˆāļēāļāļŦāļ­āļ„āļ­āļĒāļ‡āļēāļŠ้āļēāļ‡āļāļĨāļēāļĒāđ€āļ›็āļ™āļ­āļ”ีāļ•āđ„āļ›āđāļĨ้āļ§ āļœู้āļ™āļģāļ„āļ™āđƒāļŦāļĄ่āļ„ืāļ­āļœู้āļŠāļ™ัāļšāļŠāļ™ุāļ™ āđ‚āļ„้āļŠ āđāļĨāļ°āļœู้āļŠāļĢ้āļēāļ‡āđāļĢāļ‡āļšัāļ™āļ”āļēāļĨāđƒāļˆ āļ āļēāļ§āļ°āļœู้āļ™āļģāđ„āļĄ่āđƒāļŠ่āļŠิ่āļ‡āļ—ี่āļ„ุāļ“āđ„āļ”้āļĢัāļšāļĄāļēāļžāļĢ้āļ­āļĄāļัāļšāļ™āļēāļĄāļšัāļ•āļĢ āđāļ•่āļĄัāļ™āļ„ืāļ­āļŠิ่āļ‡āļ—ี่āļ„ุāļ“āđ€āļĨืāļ­āļāļ—āļģāđƒāļ™āļ—ุāļāđ† āļ§ัāļ™āđ€āļžื่āļ­āļ”ึāļ‡āļĻัāļāļĒāļ āļēāļžāļ‚āļ­āļ‡āļ„āļ™āļĢāļ­āļšāļ‚้āļēāļ‡āļ­āļ­āļāļĄāļēāđƒāļŦ้āļ–ึāļ‡āļ‚ีāļ”āļŠุāļ”

āļ„ุāļ“āļ„ิāļ”āļ§่āļēāđ€āļŠāļēāļŦāļĨัāļāļ•้āļ™āđ„āļŦāļ™āļ—ี่āļŠāļģāļ„ัāļāļ—ี่āļŠุāļ”āļŠāļģāļŦāļĢัāļšāļ„ุāļ“āđƒāļ™āļ›ีāļ™ี้? āļĄāļēāđāļĨāļāđ€āļ›āļĨี่āļĒāļ™āļ„āļ§āļēāļĄāļ„ิāļ”āđ€āļŦ็āļ™āļัāļ™āđ„āļ”้āļ—ี่āļ”้āļēāļ™āļĨ่āļēāļ‡āđ€āļĨāļĒāļ„āļĢัāļš!

āļ”้āļēāļ™āļĨ่āļēāļ‡āļ™ี้āļ„ืāļ­ "Self-Leadership Checklist" āļ—ี่āļ­āļ­āļāđāļšāļšāļĄāļēāļ•āļēāļĄ 3 āđ€āļŠāļēāļŦāļĨัāļ (Empathy, Purpose, Adaptability) āđ€āļžื่āļ­āđƒāļŦ้āļ„ุāļ“āļĨāļ­āļ‡āļ›āļĢāļ°āđ€āļĄิāļ™āļ•ัāļ§āđ€āļ­āļ‡āđāļšāļšāļ‹ื่āļ­āļŠัāļ•āļĒ์āđƒāļ™āļāļēāļ™āļ°āļœู้āļ™āļģāļĒุāļ„āđƒāļŦāļĄ่āļ„āļĢัāļš

📋 āđāļšāļšāļ›āļĢāļ°āđ€āļĄิāļ™āļ•ัāļ§āđ€āļ­āļ‡: āļ„ุāļ“āđ€āļ›็āļ™āļœู้āļ™āļģāļĒุāļ„āđƒāļŦāļĄ่āđāļ„่āđ„āļŦāļ™?

(āđƒāļŦ้āļ„āļ°āđāļ™āļ™āļ•ัāļ§āđ€āļ­āļ‡ 1-5 āđƒāļ™āđāļ•่āļĨāļ°āļ‚้āļ­: 1 = āļ™้āļ­āļĒāļ—ี่āļŠุāļ”, 5 = āļĄāļēāļāļ—ี่āļŠุāļ”)

ðŸĪ āļ”้āļēāļ™āļ„āļ§āļēāļĄāđ€āļŦ็āļ™āļ­āļāđ€āļŦ็āļ™āđƒāļˆ (Empathy)

 * [ ] āļāļēāļĢāļŸัāļ‡āļ­āļĒ่āļēāļ‡āļ•ั้āļ‡āđƒāļˆ: āļ‰ัāļ™āļŸัāļ‡āļ›ัāļāļŦāļēāļ‚āļ­āļ‡āļĨูāļāļ™้āļ­āļ‡āđ‚āļ”āļĒāđ„āļĄ่āļžูāļ”āđāļ—āļĢāļ āļŦāļĢืāļ­āļ”่āļ§āļ™āļ•ัāļ”āļŠิāļ™ āđāļĨāļ°āļžāļĒāļēāļĒāļēāļĄāđ€āļ‚้āļēāđƒāļˆāļ„āļ§āļēāļĄāļĢู้āļŠึāļāđ€āļšื้āļ­āļ‡āļŦāļĨัāļ‡āļ„āļģāļžูāļ”āļ‚āļ­āļ‡āđ€āļ‚āļē

 * [ ] āļāļēāļĢāļĄāļ­āļ‡āđ€āļŦ็āļ™āļ„āļ§āļēāļĄāđ€āļ›็āļ™āļĄāļ™ุāļĐāļĒ์: āļ‰ัāļ™āļĢู้āļ§่āļēāļ„āļ™āđƒāļ™āļ—ีāļĄāļĄีāļ āļēāļĢāļ°āļŦāļĢืāļ­āļ„āļ§āļēāļĄāđ€āļ„āļĢีāļĒāļ”āđ€āļĢื่āļ­āļ‡āļŠ่āļ§āļ™āļ•ัāļ§āļ­āļ°āđ„āļĢāļš้āļēāļ‡ āđāļĨāļ°āļ‰ัāļ™āļžāļĢ้āļ­āļĄāļĒืāļ”āļŦāļĒุ่āļ™āđƒāļŦ้āļ•āļēāļĄāļ„āļ§āļēāļĄāđ€āļŦāļĄāļēāļ°āļŠāļĄ

 * [ ] āļ„āļ§āļēāļĄāļ›āļĨāļ­āļ”āļ ัāļĒāļ—āļēāļ‡āļˆิāļ•āđƒāļˆ: āļ„āļ™āđƒāļ™āļ—ีāļĄāļāļĨ้āļēāļ—ี่āļˆāļ°āļšāļ­āļāļ‚่āļēāļ§āļĢ้āļēāļĒ āļŦāļĢืāļ­āļĒāļ­āļĄāļĢัāļšāļ„āļ§āļēāļĄāļœิāļ”āļžāļĨāļēāļ”āļัāļšāļ‰ัāļ™āļ•āļĢāļ‡āđ† āđ‚āļ”āļĒāđ„āļĄ่āļ•้āļ­āļ‡āļāļĨัāļ§āđ‚āļ”āļ™āļ•āļģāļŦāļ™ิāļĢุāļ™āđāļĢāļ‡

ðŸŽŊ āļ”้āļēāļ™āđ€āļ›้āļēāļŦāļĄāļēāļĒāļ—ี่āļŠัāļ”āđ€āļˆāļ™ (Purpose)

 [ ] āļāļēāļĢāđ€āļŠื่āļ­āļĄāđ‚āļĒāļ‡āļ„āļ§āļēāļĄāļŦāļĄāļēāļĒ: āļ‰ัāļ™āļŠāļēāļĄāļēāļĢāļ–āļ­āļ˜ิāļšāļēāļĒāđƒāļŦ้āļĨูāļāļ™้āļ­āļ‡āļŸัāļ‡āđ„āļ”้āļ§่āļē āļ‡āļēāļ™āļ—ี่āđ€āļ‚āļēāļāļģāļĨัāļ‡āļ—āļģāļ­āļĒู่ (āđāļĄ้āļˆāļ°āđ€āļ›็āļ™āļ‡āļēāļ™āđ€āļĨ็āļāđ†) āļŠ่āļ‡āļœāļĨāļāļĢāļ°āļ—āļšāđ€āļŠิāļ‡āļšāļ§āļāļ•่āļ­āļšāļĢิāļĐัāļ—āļŦāļĢืāļ­āļĨูāļāļ„้āļēāļ­āļĒ่āļēāļ‡āđ„āļĢ

[ ] āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢāļ§ิāļŠัāļĒāļ—ัāļĻāļ™์: āļ—ีāļĄāļ‚āļ­āļ‡āļ‰ัāļ™āļĢู้āļŠัāļ”āđ€āļˆāļ™āļ§่āļēāđ€āļ›้āļēāļŦāļĄāļēāļĒāļŠูāļ‡āļŠุāļ”āļ‚āļ­āļ‡āļ›ีāļ™ี้āļ„ืāļ­āļ­āļ°āđ„āļĢ āđāļĨāļ°āđ€āļĢāļēāļāļģāļĨัāļ‡āđ€āļ”ิāļ™āđ„āļ›āļ—āļēāļ‡āđ„āļŦāļ™

 [ ] āļ„่āļēāļ™ิāļĒāļĄāļ—ี่āļˆัāļšāļ•้āļ­āļ‡āđ„āļ”้: āļ‰ัāļ™āļ—āļģāļ•ัāļ§āđ€āļ›็āļ™āđāļšāļšāļ­āļĒ่āļēāļ‡ (Lead by Example) āļ•āļēāļĄāļ„่āļēāļ™ิāļĒāļĄāļ—ี่āļšāļĢิāļĐัāļ—āļ•ั้āļ‡āđ„āļ§้ āđ„āļĄ่āđƒāļŠ่āđāļ„่āđ€āļ‚ีāļĒāļ™āđ„āļ§้āļšāļ™āļœāļ™ัāļ‡

🌊 āļ”้āļēāļ™āļāļēāļĢāļ›āļĢัāļšāļ•ัāļ§ (Adaptability)

[ ] āļāļēāļĢāđ€āļ›ิāļ”āļĢัāļš Feedback: āļ‰ัāļ™āļĒิāļ™āļ”ีāļĢัāļšāļŸัāļ‡āļ„āļģāļ§ิāļˆāļēāļĢāļ“์āļˆāļēāļāļĨูāļāļ™้āļ­āļ‡ āđāļĨāļ°āļžāļĢ้āļ­āļĄāđ€āļ›āļĨี่āļĒāļ™āļ§ิāļ˜ีāļ—āļģāļ‡āļēāļ™āļ–้āļēāļĄีāļ„āļ™āđ€āļŠāļ™āļ­āļ—āļēāļ‡āļ—ี่āļ”ีāļāļ§่āļē

 [ ] āļ„āļ§āļēāļĄāđƒāļˆāđ€āļĒ็āļ™āđƒāļ™āļ§ิāļāļĪāļ•: āđ€āļĄื่āļ­āđ€āļิāļ”āđ€āļŦāļ•ุāļāļēāļĢāļ“์āđ„āļĄ่āļ„āļēāļ”āļัāļ™ āļ‰ัāļ™āđ‚āļŸāļัāļŠāļ—ี่ "āļāļēāļĢāļŦāļēāļ—āļēāļ‡āļ­āļ­āļ" āļĄāļēāļāļāļ§่āļē "āļāļēāļĢāļŦāļēāļ„āļ™āļœิāļ”"

 [ ] āļŠ่āļ‡āđ€āļŠāļĢิāļĄāļāļēāļĢāđ€āļĢีāļĒāļ™āļĢู้: āļ‰ัāļ™āļŠāļ™ัāļšāļŠāļ™ุāļ™āđƒāļŦ้āļ—ีāļĄāļĨāļ­āļ‡āļœิāļ”āļĨāļ­āļ‡āļ–ูāļ āđāļĨāļ°āļĄāļ­āļ‡āļ§่āļēāļ„āļ§āļēāļĄāļĨ้āļĄāđ€āļŦāļĨāļ§āļ„ืāļ­āļšāļ—āđ€āļĢีāļĒāļ™ āđ„āļĄ่āđƒāļŠ่āļ•āļĢāļēāļšāļēāļ›

📊 āļāļēāļĢāđāļ›āļĨāļœāļĨāļ„āļ°āđāļ™āļ™

 40 - 45 āļ„āļ°āđāļ™āļ™: Modern Visionary – āļ„ุāļ“āļ„ืāļ­āļœู้āļ™āļģāļĒุāļ„āđƒāļŦāļĄ่āļ—ี่āļĒāļ­āļ”āđ€āļĒี่āļĒāļĄ! āļĢัāļāļĐāļēāļĄāļēāļ•āļĢāļāļēāļ™āļ™ี้āđ„āļ§้āđāļĨāļ°āļ„āļ­āļĒāļŠ่āļ‡āļ•่āļ­ mindset āļ™ี้āđƒāļŦ้āļ„āļ™āļ­ื่āļ™

 30 - 39 āļ„āļ°āđāļ™āļ™: Growing Leader – āļ„ุāļ“āļĄีāļžื้āļ™āļāļēāļ™āļ—ี่āļ”ี āđāļ•่āļĒัāļ‡āļĄีāļšāļēāļ‡āļˆุāļ”āļ—ี่āļžัāļ’āļ™āļēāđ„āļ”้ āļĨāļ­āļ‡āđ‚āļŸāļัāļŠāļ‚้āļ­āļ—ี่āļ„ุāļ“āđ„āļ”้āļ„āļ°āđāļ™āļ™āļ™้āļ­āļĒāļ—ี่āļŠุāļ”āđ€āļ›็āļ™āļžิāđ€āļĻāļĐ

 āļ•่āļģāļāļ§่āļē 30 āļ„āļ°āđāļ™āļ™: Traditional Boss – āļ„ุāļ“āļ­āļēāļˆāļĒัāļ‡āļ•ิāļ”āļ§ิāļ˜ีāļāļēāļĢāļšāļĢิāļŦāļēāļĢāđāļšāļšāđ€āļ”ิāļĄāđ† āļĨāļ­āļ‡āđ€āļ›ิāļ”āđƒāļˆāļึāļāđ€āļĢื่āļ­āļ‡ Empathy āđāļĨāļ°āļāļēāļĢāļĢัāļšāļŸัāļ‡āđƒāļŦ้āļĄāļēāļāļ‚ึ้āļ™ āļˆāļ°āļŠ่āļ§āļĒāđƒāļŦ้āļāļēāļĢāļ—āļģāļ‡āļēāļ™āļĢāļēāļšāļĢื่āļ™āļ‚ึ้āļ™āļĄāļēāļāļ„āļĢัāļš

Tip: āļĨāļ­āļ‡āļŠ่āļ‡āđ€āļŠ็āļāļĨิāļŠāļ•์āļ™ี้āđƒāļŦ้ "āļĨูāļāļ™้āļ­āļ‡" āļŦāļĢืāļ­ "āđ€āļžื่āļ­āļ™āļĢ่āļ§āļĄāļ‡āļēāļ™" āļŠ่āļ§āļĒāļ›āļĢāļ°āđ€āļĄิāļ™āļ„ุāļ“āļ”้āļ§āļĒāļŠิāļ„āļĢัāļš! āļĄุāļĄāļĄāļ­āļ‡āļˆāļēāļāļ„āļ™āļ­ื่āļ™āļ­āļēāļˆāļŠ่āļ§āļĒāđƒāļŦ้āļ„ุāļ“āđ€āļŦ็āļ™āļˆุāļ”āļšāļ­āļ” (Blind Spots) āļ—ี่āļ„ุāļ“āļĄāļ­āļ‡āđ„āļĄ่āđ€āļŦ็āļ™āđ€āļ­āļ‡āļ็āđ„āļ”้

Saturday, October 26, 2024

Aligning Employee Strengths with Organizational Goals.

 Aligning Employee Strengths with Organizational Goals


The alignment of employee strengths with the overarching goals of an organization has become an essential strategy for improving performance, enhancing employee engagement, and driving overall success. This alignment is crucial not only for maximizing individual potential but also for ensuring that the combined abilities of the workforce effectively contribute to the organization's strategic objectives. This blog post delves into the conceptual framework for aligning employee strengths with organizational goals, highlights the numerous benefits derived from this alignment, provides practical illustrations from various organizations, and concludes with actionable recommendations for achieving effective alignment.


Understanding Employee Strengths


Employee strengths refer to the innate abilities and unique talents that individuals possess, which can be nurtured and utilized to improve effectiveness in the workplace. Research by Clifton and Harter (2003) indicates that focusing on strengths rather than weaknesses results in higher levels of employee engagement, productivity, and job satisfaction. To fully understand employee strengths, organizations can use assessment tools such as Gallup’s StrengthsFinder, which helps identify individual talent themes that can be leveraged for the organization's benefit. By recognizing these strengths, organizations can strategically place employees in positions where they can excel.


The Importance of Alignment


The alignment of employee strengths with organizational goals is vital for several reasons. Primarily, it fosters increased employee engagement. When employees are empowered to use their strengths in their roles, they tend to experience greater job satisfaction, motivation, and commitment to their work (Robinson, 2006). This heightened engagement not only contributes to lower turnover rates but also enhances team collaboration and sparks innovation.


Moreover, alignment leads to improved efficiency within organizations. By recognizing and strategically deploying employee strengths, businesses can optimize performance and minimize redundancy. For example, Google has been at the forefront of assigning projects based on employees' strengths, which has resulted in increased creativity and innovation in product development (Sundararajan, 2016). This strategic deployment of talent allows for a more agile and responsive organization.


Practical Examples of Alignment


1. Zappos: Zappos serves as a prime example of how aligning employee strengths with organizational goals can create a thriving workplace. The online retailer prioritizes a robust company culture focused on exceptional customer service. By implementing an innovative hiring process that assesses both cultural fit and individual strengths, Zappos ensures that employees are positioned in roles that resonate with their skills and values. This alignment not only cultivates a positive work environment but also translates into outstanding customer experiences (Hsieh, 2010).


2. IBM: Similarly, IBM places a significant emphasis on aligning employee strengths with its strategic vision of becoming a leader in digital services. The company utilizes internal talent marketplaces, enabling employees to pursue roles that align with their strengths and career aspirations. This approach not only allows IBM to harness critical expertise within its workforce but also supports employees in their individual career development (McElroy, 2019).


3. Starbucks: Starbucks has developed training programs aimed at identifying and nurturing employee strengths. The company’s "Career Connect" initiative aligns employees' skills with specific roles, enhancing job satisfaction while simultaneously grooming future leaders within the organization. This program reflects Starbucks' commitment to aligning employee strengths with its goal of providing a premium customer experience (Schultz & Gordon, 2011).


Strategies for Alignment


To effectively align employee strengths with organizational goals, leaders should adopt a comprehensive strategy:


1. Strengths Assessment: Organizations should conduct regular strengths assessments to gain insights into the capabilities of their workforce. Utilizing tools like StrengthsFinder or the VIA Survey of Character can be effective in identifying individual strengths.


2. Tailored Development Programs: Establishing targeted training and development initiatives can equip employees with the necessary skills to achieve organizational objectives while allowing them to capitalize on their strengths.


3. Encouraging Open Communication: Organizations must create a culture that encourages employees to express their strengths and career aspirations. This can be facilitated through regular feedback sessions, mentoring programs, and strong leadership support.


4. Goal Setting: The process of strategic alignment should involve integrating individual strengths into performance goals. This ensures that objectives are aligned not only with organizational needs but also with employee capabilities and interests.


Conclusion


Aligning employee strengths with organizational goals is a strategic necessity for modern organizations seeking long-term success. By cultivating a culture that recognizes and nurtures employee strengths, companies can enhance engagement, stimulate innovation, and achieve their goals more effectively. As demonstrated by organizations like Zappos, IBM, and Starbucks, the strategic alignment of employee capabilities with organizational goals benefits both individual employees and the organization as a whole. Moving forward, organizations must prioritize the identification and development of employee strengths to ensure they are well-equipped to navigate the complexities of the contemporary business environment.


 References


Clifton, D. O., & Harter, J. K. (2003). Investing in strengths. In R. A. Buch, P. A. Latham, & C. M. Vergne (Eds.), Advances in positive organizational psychology (Vol. 1, pp. 33-56). Emerald Group Publishing Limited.


Hsieh, T. (2010). Delivering happiness: A path to profits, passion, and purpose. Business Plus.


McElroy, D. (2019). IBM's talent marketplace. Harvard Business Review. Retrieved from  


Robinson, S. P. (2006). Organizational behavior (11th ed.). Prentice Hall.


Schultz, H., & Gordon, D. J. (2011). Onward: How Starbucks fought for its life without losing its soul. Rodale Books.


Sundararajan, A. (2016). The sharing economy: The end of employment and 

the rise of crowd-based capitalism. The MIT Press.

Saturday, August 10, 2024

āļšāļ—āļšāļēāļ—āļ‚āļ­āļ‡āļœู้āļ™āļģāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡: āļāļĨāļĒุāļ—āļ˜์āđƒāļ™āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āļัāļšāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒ

 

        āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđ€āļ›็āļ™āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāļŠāļģāļ„ัāļāļŠāļģāļŦāļĢัāļšāļ­āļ‡āļ„์āļāļĢāđƒāļ™āļāļēāļĢāļ›āļĢัāļšāļ•ัāļ§ āđāļĨāļ°āļ›āļĢāļ°āļŠāļšāļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāđƒāļ™āļŠāļ āļēāļžāđāļ§āļ”āļĨ้āļ­āļĄāļ—ี่āđ€āļ›āļĨี่āļĒāļ™āđ„āļ›āļ­āļĒ่āļēāļ‡āļĢāļ§āļ”āđ€āļĢ็āļ§ āļāļēāļĢāđ€āļ›็āļ™āļœู้āļ™āļģāļ—ี่āļĄีāļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļĄีāļšāļ—āļšāļēāļ—āļŠāļģāļ„ัāļāđƒāļ™āļāļēāļĢāļ‚ัāļšāđ€āļ„āļĨื่āļ­āļ™āđ‚āļ„āļĢāļ‡āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒ่āļēāļ‡āļŠāļģāđ€āļĢ็āļˆāđ‚āļ”āļĒāļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āļัāļšāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāđƒāļ™āļ—ุāļāļĢāļ°āļ”ัāļš āđƒāļ™āļšāļ—āļ„āļ§āļēāļĄāļ™ี้ āđ€āļĢāļēāļˆāļ°āđ€āļ™้āļ™āļ„āļ§āļēāļĄāļŠāļģāļ„ัāļāļ‚āļ­āļ‡āļāļēāļĢāđ€āļ›็āļ™āļœู้āļ™āļģāļ—ี่āļĄีāļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āđāļĨāļ°āļāļĨāļĒุāļ—āļ˜์āđƒāļ™āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āļัāļšāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒ āđ‚āļ”āļĒāđƒāļŠ้āļ•ัāļ§āļ­āļĒ่āļēāļ‡āļ—ี่āđ€āļี่āļĒāļ§āļ‚้āļ­āļ‡āļĄāļēāļŠ่āļ§āļĒāđƒāļ™āļāļēāļĢāļ­āļ˜ิāļšāļēāļĒ


āļšāļ—āļšāļēāļ—āļ‚āļ­āļ‡āļœู้āļ™āļģāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

        āļšāļ—āļšāļēāļ—āļ‚āļ­āļ‡āļœู้āļ™āļģāđ€āļ›็āļ™āļŠิ่āļ‡āļˆāļģāđ€āļ›็āļ™āđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđ€āļ™ื่āļ­āļ‡āļˆāļēāļāļœู้āļ™āļģāļĄีāļšāļ—āļšāļēāļ—āđƒāļ™āļāļēāļĢāđƒāļŦ้āļ—ิāļĻāļ—āļēāļ‡ āļāļĢāļ°āļ•ุ้āļ™āļ„āļ§āļēāļĄāļĄุ่āļ‡āļĄั่āļ™ āđāļĨāļ°āļ™āļģāļ—āļēāļ‡āđƒāļ™āļāļēāļĢāļ›āļĢัāļšāļ•ัāļ§āđƒāļŦ้āđ€āļ‚้āļēāļีāļšāļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļŠ่āļ§āļ™āļŠāļģāļ„ัāļāļ‚āļ­āļ‡āļāļēāļĢāļ™āļģāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ„ืāļ­āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ§ิāļŠัāļĒāļ—ัāļĻāļ™์āļ—ี่āļŠัāļ”āđ€āļˆāļ™ āđāļĨāļ°āļŠื่āļ­āļŠāļēāļĢāļ­āļĒ่āļēāļ‡āļĄีāļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļ–ึāļ‡āļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒ āđ‚āļ”āļĒāļāļēāļĢāļ­āļ˜ิāļšāļēāļĒāđ€āļŦāļ•ุāļœāļĨāđƒāļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđāļĨāļ°āļāļģāļŦāļ™āļ”āļ›āļĢāļ°āđ‚āļĒāļŠāļ™์āļ‚āļ­āļ‡āļĄัāļ™ āļœู้āļ™āļģāļŠāļēāļĄāļēāļĢāļ–āļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļĄุ่āļ‡āļĄั่āļ™ āđāļĨāļ°āļāļēāļĢāļŠāļ­āļ”āļ„āļĨ้āļ­āļ‡āđƒāļŦ้āļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāđ€āļŦ็āļ™āđ„āļ”้


        āļ•ัāļ§āļ­āļĒ่āļēāļ‡āđ€āļŠ่āļ™ āđ€āļĄื่āļ­ Satya Nadella āđ€āļ‚้āļēāļĄāļēāđ€āļ›็āļ™ CEO āļ‚āļ­āļ‡ Microsoft āđƒāļ™āļ›ี 2014 āđ€āļ‚āļēāđ€āļĢิ่āļĄāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ—āļēāļ‡āļ§ัāļ’āļ™āļ˜āļĢāļĢāļĄāļ—ี่āļŠāļģāļ„ัāļāđ„āļ›āļŠู่āļ§ิāļŠัāļĒāļ—ัāļĻāļ™์āļ—ี่āđ€āļ™้āļ™āļāļēāļĢāļ—āļģāļ‡āļēāļ™āļĢ่āļ§āļĄāļัāļ™āđāļĨāļ°āļĄีāļˆิāļ™āļ•āļ™āļēāļāļēāļĢāđƒāļŦāļĄ่ āļ āļēāļĒāđƒāļ•้āļāļēāļĢāļ™āļģāļ‚āļ­āļ‡āđ€āļ‚āļē Nadella āļŠื่āļ­āļŠāļēāļĢāļ§ิāļŠัāļĒāļ—ัāļĻāļ™์āļ—ี่āļ™่āļēāļŠāļ™āđƒāļˆāđ‚āļ”āļĒāđ€āļ™้āļ™āļāļēāļĢāļ—āļģāđƒāļŦ้āļžāļ™ัāļāļ‡āļēāļ™āļĄีāļ­āļģāļ™āļēāļˆāđāļĨāļ°āļŠ่āļ‡āđ€āļŠāļĢิāļĄāļˆิāļ™āļ•āļ™āļēāļāļēāļĢāđƒāļ™āļāļēāļĢāđ€āļ•ิāļšāđ‚āļ• āļ‹ึ่āļ‡āļœāļĨāđƒāļŦ้āļĄีāļāļēāļĢāļĄีāļŠ่āļ§āļ™āļĢ่āļ§āļĄāđāļĨāļ°āļāļēāļĢāļĒāļ­āļĄāļĢัāļšāļĄāļēāļāļ‚ึ้āļ™āļˆāļēāļāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒ


āļāļĨāļĒุāļ—āļ˜์āđƒāļ™āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āļัāļšāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

1. āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢāđāļĨāļ°āļ„āļ§āļēāļĄāđ‚āļ›āļĢ่āļ‡āđƒāļŠ

        āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢāļ­āļĒ่āļēāļ‡āļĄีāļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāđ€āļ›็āļ™āļŠิ่āļ‡āļˆāļģāđ€āļ›็āļ™āđƒāļ™āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āļัāļšāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāđƒāļ™āļ‚āļ“āļ°āļ—ี่āļĄีāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļœู้āļ™āļģāļ„āļ§āļĢāļŠื่āļ­āļŠāļēāļĢāļ­āļĒ่āļēāļ‡āđ€āļ›ิāļ”āđ€āļœāļĒāđāļĨāļ°āđ‚āļ›āļĢ่āļ‡āđƒāļŠāđ€āļี่āļĒāļ§āļัāļšāđ€āļŦāļ•ุāļœāļĨāđƒāļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļœāļĨāļĨัāļžāļ˜์āļ—ี่āļ„āļēāļ”āļŦāļ§ัāļ‡ āđāļĨāļ°āļœāļĨāļāļĢāļ°āļ—āļšāļ•่āļ­āļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒ āđ‚āļ”āļĒāļāļēāļĢāđƒāļŦ้āļ‚้āļ­āļĄูāļĨāļ­ัāļžāđ€āļ”āļ—āļ­āļĒ่āļēāļ‡āļŠāļĄ่āļģāđ€āļŠāļĄāļ­āđāļĨāļ°āļ‚āļ­āļ„āļģāđāļ™āļ°āļ™āļģāļœู้āļ™āļģāļŠāļēāļĄāļēāļĢāļ–āđāļ้āđ„āļ‚āļ›ัāļāļŦāļē āļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāđ€āļŠื่āļ­āļĄั่āļ™ āđāļĨāļ°āđƒāļŦ้āļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāļĄีāļŠ่āļ§āļ™āļĢ่āļ§āļĄāđƒāļ™āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡


        āļ•ัāļ§āļ­āļĒ่āļēāļ‡āđ€āļŠ่āļ™ āđƒāļ™āļŠ่āļ§āļ‡āļāļēāļĢāļ›āļĢัāļšāđ‚āļ„āļĢāļ‡āļŠāļĢ้āļēāļ‚āļ­āļ‡ IBM āđƒāļ™āļ•้āļ™āļ›ี 1990 āļ›āļĢāļ°āļ˜āļēāļ™āļšāļĢิāļŦāļēāļĢ Lou Gerstner āđƒāļŦ้āļ„āļ§āļēāļĄāļŠāļģāļ„ัāļāļัāļšāļāļēāļĢāļŠื่āļ­āļŠāļēāļĢāđ€āļ›ิāļ”āđ€āļœāļĒāļัāļšāļžāļ™ัāļāļ‡āļēāļ™āđ€āļžื่āļ­āļĨāļ”āļ„āļ§āļēāļĄāļัāļ‡āļ§āļĨāđāļĨāļ°āļ„āļ§āļēāļĄāđ„āļĄ่āđāļ™่āđƒāļˆāļ‚āļ­āļ‡āļžāļ§āļāđ€āļ‚āļē āđ‚āļ”āļĒāļāļēāļĢāđ€āļ›ิāļ”āđ€āļœāļĒāđ€āļี่āļĒāļ§āļัāļšāļ„āļ§āļēāļĄāļ—้āļēāļ—āļēāļĒāļ‚āļ­āļ‡āļšāļĢิāļĐัāļ—āđāļĨāļ°āļ„āļ§āļēāļĄāļˆāļģāđ€āļ›็āļ™āđƒāļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ Gerstner āļŠāļēāļĄāļēāļĢāļ–āļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļĢāļ°āļ”āļĄāđƒāļŦ้āļžāļ™ัāļāļ‡āļēāļ™āļĄีāļ§ิāļŠัāļĒāļ—ัāļĻāļ™์āļĢ่āļ§āļĄāļŠāļģāļŦāļĢัāļšāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡


2. āļāļēāļĢāļĄāļ­āļšāļ­āļģāļ™āļēāļˆāđāļĨāļ°āļāļēāļĢāļĄีāļŠ่āļ§āļ™āļĢ่āļ§āļĄ

        āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āļัāļšāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāļ™ั้āļ™ āļšāļĢิāļĐัāļ—āļ•้āļ­āļ‡āļĄāļ­āļšāļ­āļģāļ™āļēāļˆāđƒāļŦ้āļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāļĄีāļŠ่āļ§āļ™āđ€āļ‚้āļēāļĢ่āļ§āļĄāđƒāļ™āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļœู้āļ™āļģāļ„āļ§āļĢāļĄāļ­āļšāļ­āļģāļ™āļēāļˆāđƒāļŦ้āļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāđ€āļ‚้āļēāļĢ่āļ§āļĄāđƒāļ™āļāļēāļĢāļ•ัāļ”āļŠิāļ™āđƒāļˆ āļ‚āļ­āļ„āļģāđāļ™āļ°āļ™āļģāđƒāļ™āļāļēāļĢāļ•ัāļ”āļŠิāļ™āđƒāļˆāļŠāļģāļ„ัāļ āđāļĨāļ°āļĄāļ­āļšāļŦāļ™้āļēāļ—ี่āđ€āļžื่āļ­āđāļŠāļ”āļ‡āļ„āļ§āļēāļĄāđ€āļŠื่āļ­āļĄั่āļ™āđāļĨāļ°āļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļĢู้āļŠึāļāđ€āļ›็āļ™āđ€āļˆ้āļēāļ‚āļ­āļ‡ āđ‚āļ”āļĒāļāļēāļĢāļĄāļ­āļšāļ­āļģāļ™āļēāļˆāđƒāļŦ้āļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒ āļœู้āļ™āļģāļŠāļēāļĄāļēāļĢāļ–āđƒāļŠ้āļ„āļ§āļēāļĄāđ€āļŠี่āļĒāļ§āļŠāļēāļāđāļĨāļ°āļ„āļ§āļēāļĄāļĄุ่āļ‡āļĄั่āļ™āļ‚āļ­āļ‡āļžāļ§āļāđ€āļ‚āļēāđƒāļ™āļāļēāļĢāļ‚ัāļšāđ€āļ„āļĨื่āļ­āļ™āđ‚āļ„āļĢāļ‡āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒ่āļēāļ‡āļŠāļģāđ€āļĢ็āļˆ


       āļ•ัāļ§āļ­āļĒ่āļēāļ‡āļ—ี่āļ™่āļēāļŠัāļ‡āđ€āļāļ•āđƒāļ™āļāļēāļĢāļĄāļ­āļšāļ­āļģāļ™āļēāļˆāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ„ืāļ­āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ‚āļ­āļ‡ Starbucks āļ āļēāļĒāđƒāļ•้āļāļēāļĢāļ™āļģāļ‚āļ­āļ‡ Howard Schultz āđ‚āļ”āļĒ Schultz āđƒāļŦ้āļ„āļ§āļēāļĄāļŠāļģāļ„ัāļāļัāļšāļāļēāļĢāļĄāļ­āļšāļ­āļģāļ™āļēāļˆāđƒāļŦ้āļžāļ™ัāļāļ‡āļēāļ™āļŦāļĢืāļ­ "āļžāļēāļĢ์āļ—āđ€āļ™āļ­āļĢ์" āđ‚āļ”āļĒāļāļēāļĢāļĄีāļŠ่āļ§āļ™āļĢ่āļ§āļĄāđƒāļ™āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāļ•ัāļ”āļŠิāļ™āđƒāļˆ āļŠ่āļ‡āđ€āļŠāļĢิāļĄāļ„āļģāđāļ™āļ°āļ™āļģ āđāļĨāļ°āļĢัāļšāļĢู้āļāļēāļĢāļĄีāļŠ่āļ§āļ™āļĢ่āļ§āļĄāļ‚āļ­āļ‡āļžāļ§āļāđ€āļ‚āļē āļ§ิāļ˜ีāļāļēāļĢāļ™ี้āđ„āļĄ่āđ€āļžีāļĒāļ‡āđāļ•่āļ—āļģāđƒāļŦ้āļžāļ™ัāļāļ‡āļēāļ™āļĄีāļŠ่āļ§āļ™āļĢ่āļ§āļĄ āđāļ•่āļĒัāļ‡āļ—āļģāđƒāļŦ้āļĄีāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“์āļĨูāļāļ„้āļēāļ—ี่āļ”ีāļ‚ึ้āļ™āđāļĨāļ°āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļ˜ุāļĢāļิāļˆāđ€āļžิ่āļĄāļ‚ึ้āļ™


3. āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āđāļĨāļ°āļāļēāļĢāļŠāļ™ัāļšāļŠāļ™ุāļ™

      āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āļ—ี่āđāļ‚็āļ‡āđāļāļĢ่āļ‡āļัāļšāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāđ€āļ›็āļ™āļŠิ่āļ‡āļˆāļģāđ€āļ›็āļ™āļŠāļģāļŦāļĢัāļšāļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒ่āļēāļ‡āļĄีāļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļž āļœู้āļ™āļģāļ•้āļ­āļ‡āđāļŠāļ”āļ‡āļ„āļ§āļēāļĄāđ€āļŦ็āļ™āđƒāļˆ āļŸัāļ‡āļ­āļĒ่āļēāļ‡āđƒāļˆāļˆāļĢิāļ‡āļ•่āļ­āļ„āļ§āļēāļĄāļัāļ‡āļ§āļĨāļ‚āļ­āļ‡āļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒ āđāļĨāļ°āđƒāļŦ้āļāļēāļĢāļŠāļ™ัāļšāļŠāļ™ุāļ™āļ•āļĨāļ­āļ”āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āđ‚āļ”āļĒāļāļēāļĢāđāļŠāļ”āļ‡āļ„āļ§āļēāļĄāđ€āļ‚้āļēāđƒāļˆāđāļĨāļ°āđƒāļŦ้āļ„āļ§āļēāļĄāļŠ่āļ§āļĒāđ€āļŦāļĨืāļ­ āļœู้āļ™āļģāļŠāļēāļĄāļēāļĢāļ–āļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์ āļŠ่āļ‡āđ€āļŠāļĢิāļĄāļ„āļ§āļēāļĄāđ€āļŠื่āļ­āļĄั่āļ™ āđāļĨāļ°āđāļ้āđ„āļ‚āļāļēāļĢāļ•้āļēāļ™āļ•่āļ­āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡


        āļāļĢāļ“ีāļĻึāļāļĐāļēāļ—ี่āđ€āļ›็āļ™āļ•ัāļ§āļ­āļĒ่āļēāļ‡āļ‚āļ­āļ‡āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ„ืāļ­āļāļēāļĢāļāļĨัāļšāļĄāļēāļ‚āļ­āļ‡ General Electric (GE) āļ āļēāļĒāđƒāļ•้āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļ‚āļ­āļ‡ CEO Jack Welch āđƒāļ™āļ›ี 1980 Welch āđƒāļŦ้āļ„āļ§āļēāļĄāļŠāļģāļ„ัāļāļัāļšāļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āļัāļšāļžāļ™ัāļāļ‡āļēāļ™ āļĨูāļāļ„้āļē āđāļĨāļ°āļ™ัāļāļĨāļ‡āļ—ุāļ™ āđ‚āļ”āļĒāļāļēāļĢāļŠāļĢ้āļēāļ‡āļ§ัāļ’āļ™āļ˜āļĢāļĢāļĄāļ‚āļ­āļ‡āļ„āļ§āļēāļĄāđ€āļ›ิāļ”āđ€āļœāļĒ āļ„āļ§āļēāļĄāđ€āļŠื่āļ­āļĄั่āļ™ āđāļĨāļ°āļāļēāļĢāļ—āļģāļ‡āļēāļ™āļĢ่āļ§āļĄāļัāļ™ āđ‚āļ”āļĒāļāļēāļĢāļŠāļ™ัāļšāļŠāļ™ุāļ™āļžāļ™ัāļāļ‡āļēāļ™āļœ่āļēāļ™āđ‚āļ›āļĢāđāļāļĢāļĄāļึāļāļ­āļšāļĢāļĄ āđ‚āļ­āļāļēāļŠāļžัāļ’āļ™āļēāļ­āļēāļŠีāļž āđāļĨāļ°āļāļēāļĢāļĢัāļšāļĢู้ Welch āļŠāļēāļĄāļēāļĢāļ–āļāļĢāļ°āļ•ุ้āļ™āļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāđƒāļŦ้āļĒāļ­āļĄāļĢัāļšāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđāļĨāļ°āļ‚ัāļšāđ€āļ„āļĨื่āļ­āļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ‚āļ­āļ‡ GE āļ­āļĒ่āļēāļ‡āļŠāļģāđ€āļĢ็āļˆ


āļŠāļĢุāļ›

        āđƒāļ™āļŠāļĢุāļ› āļāļēāļĢāļ™āļģāļ—ี่āļĄีāļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāđ€āļ›็āļ™āļŠิ่āļ‡āļˆāļģāđ€āļ›็āļ™āļŠāļģāļŦāļĢัāļšāļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒ่āļēāļ‡āļŠāļģāđ€āļĢ็āļˆāđ‚āļ”āļĒāļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์āļัāļšāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒāđƒāļ™āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āđ‚āļ”āļĒāļāļēāļĢāļŠāļĢ้āļēāļ‡āļ§ิāļŠัāļĒāļ—ัāļĻāļ™์āļŠัāļ”āđ€āļˆāļ™ āļŠื่āļ­āļŠāļēāļĢāļ­āļĒ่āļēāļ‡āđ€āļ›ิāļ”āđ€āļœāļĒ āļāļēāļĢāļĄāļ­āļšāļ­āļģāļ™āļēāļˆāļœู้āļĄีāļŠ่āļ§āļ™āđ„āļ”้āļŠ่āļ§āļ™āđ€āļŠีāļĒ āļāļēāļĢāļŠāļĢ้āļēāļ‡āļ„āļ§āļēāļĄāļŠัāļĄāļžัāļ™āļ˜์ āđāļĨāļ°āļāļēāļĢāđƒāļŦ้āļāļēāļĢāļŠāļ™ัāļšāļŠāļ™ุāļ™ āļœู้āļ™āļģāļŠāļēāļĄāļēāļĢāļ–āļāļĢāļ°āļ•ุ้āļ™āļ„āļ§āļēāļĄāļĄุ่āļ‡āļĄั่āļ™ āļŠ่āļ‡āđ€āļŠāļĢิāļĄāļāļēāļĢāļ—āļģāļ‡āļēāļ™āļĢ่āļ§āļĄāļัāļ™ āđāļĨāļ°āļ‚ัāļšāđ€āļ„āļĨื่āļ­āļ™āđ‚āļ„āļĢāļ‡āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ—ี่āļĒั่āļ‡āļĒืāļ™ āļœ่āļēāļ™āļ•ัāļ§āļ­āļĒ่āļēāļ‡āļ‚āļ­āļ‡ Satya Nadella, Lou Gerstner, Howard Schultz, āđāļĨāļ° Jack Welch āđ€āļĢāļēāđ€āļŦ็āļ™āđ„āļ”้āļ§่āļēāļāļēāļĢāļ™āļģāļ—ี่āļĒāļ­āļ”āđ€āļĒี่āļĒāļĄāļŠāļēāļĄāļēāļĢāļ–āđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļ‡āļ„์āļāļĢ āđāļĨāļ°āļ—āļģāđƒāļŦ้āļŠāļēāļĄāļēāļĢāļ–āļ™āļģāļ—āļēāļ‡āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒ่āļēāļ‡āļĄีāļ„āļ§āļēāļĄāļĒั่āļ‡āļĒืāļ™āđāļĨāļ°āļ„āļĨ่āļ­āļ‡āļ•ัāļ§āđ„āļ”้


āļ­้āļēāļ‡āļ­ิāļ‡

Nkomo, S. (2018). Leading and managing change: Establishing a sense of urgency and developing a guiding coalition. In The New Strategic Dynamics in the American Corporation (pp. 23-45). Springer.


Kotter, J. P. (1996). Leading change. Harvard Business Review Press.


Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publicati

ons.

Tuesday, August 6, 2024

The Role of Leadership in Change Management: Strategies for Engaging Stakeholders.

Change management is a crucial process for organizations to adapt and thrive in a dynamic environment. Effective leadership plays a pivotal role in driving successful change initiatives by engaging stakeholders at all levels. In this essay, we will explore the importance of leadership in change management and strategies for engaging stakeholders, supported by relevant examples.

The Role of Leadership in Change Management:
Leadership is essential in change management as it provides direction, inspires commitment, and navigates obstacles throughout the change process. A key aspect of leadership in change management is establishing a clear vision and communicating it effectively to stakeholders. By articulating the rationale for change and outlining its benefits, leaders can create a sense of purpose and alignment among stakeholders.

For example, when Satya Nadella took over as CEO of Microsoft in 2014, he initiated a significant cultural shift towards a more collaborative and innovative mindset. Through his leadership, Nadella communicated a compelling vision centered on empowering employees and fostering a growth mindset, which resulted in increased engagement and buy-in from stakeholders.

Strategies for Engaging Stakeholders in Change Management:
1. Communication and Transparency:
Effective communication is essential in engaging stakeholders during change management. Leaders should communicate openly and transparently about the reasons for change, the expected outcomes, and the impact on stakeholders. By providing regular updates and soliciting feedback, leaders can address concerns, build trust, and involve stakeholders in the change process.

For instance, during the restructuring at IBM in the early 1990s, then-CEO Lou Gerstner prioritized open communication with employees to address their fears and uncertainties. By being transparent about the company's challenges and the need for change, Gerstner was able to engage employees in a shared vision for transformation.

2. Empowerment and Involvement:
Engaging stakeholders also requires empowering them to contribute to the change process. Leaders should involve stakeholders in decision-making, seek their input on key decisions, and delegate responsibilities to demonstrate trust and build ownership. By empowering stakeholders, leaders can leverage their expertise and commitment to drive successful change initiatives.

A notable example of empowerment in change management is the transformation of Starbucks under Howard Schultz's leadership. Schultz empowered employees, or "partners" as he referred to them, by involving them in decision-making processes, encouraging feedback, and recognizing their contributions. This approach not only engaged employees but also led to improved customer experiences and business performance.

3. Relationship Building and Support:
Building strong relationships with stakeholders is crucial for effective change management. Leaders must demonstrate empathy, listen actively to stakeholders' concerns, and provide support throughout the change process. By showing understanding and offering assistance, leaders can build rapport, foster trust, and address resistance to change.

An illustrative case of relationship building in change management is General Electric's (GE) turnaround under CEO Jack Welch in the 1980s. Welch focused on building relationships with employees, customers, and investors by creating a culture of openness, trust, and collaboration. By supporting employees through training programs, career development opportunities, and recognition, Welch successfully motivated stakeholders to embrace change and drive GE's transformation.

Conclusion:
In conclusion, effective leadership is essential for successful change management by engaging stakeholders in the change process. By establishing a clear vision, communicating openly, empowering stakeholders, building relationships, and providing support, leaders can inspire commitment, foster collaboration, and drive sustainable change initiatives. Through the examples of Satya Nadella, Lou Gerstner, Howard Schultz, and Jack Welch, we see how exemplary leadership can transform organizations and enable them to navigate change with resilience and agility.

References:

Nkomo, S. (2018). Leading and managing change: Establishing a sense of urgency and developing a guiding coalition. In The New Strategic Dynamics in the American Corporation (pp. 23-45). Springer.

Kotter, J. P. (1996). Leading change. Harvard Business Review Press.

Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.

Saturday, August 3, 2024

āļāļēāļĢāļ§ัāļ”āļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡: āļ•ัāļ§āļŠี้āļ§ัāļ”āļŦāļĨัāļāđāļĨāļ° KPIs āļŠāļģāļŦāļĢัāļšāļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđ€āļ›็āļ™āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāļ—ี่āļŠāļģāļ„ัāļāļŠāļģāļŦāļĢัāļšāļ­āļ‡āļ„์āļāļĢāđƒāļ™āļāļēāļĢāļ™āļģāļ—āļēāļ‡āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒ่āļēāļ‡āļĄีāļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāđƒāļ™āļŠāļ āļēāļžāđāļ§āļ”āļĨ้āļ­āļĄāļ˜ุāļĢāļิāļˆāļ—ี่āđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒ่āļēāļ‡āđ„āļ§āđƒāļ™āļ›ัāļˆāļˆุāļšัāļ™ āļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāļ‚āļ­āļ‡āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđ€āļ›็āļ™āļŠิ่āļ‡āļŠāļģāļ„ัāļāđ€āļžื่āļ­āđƒāļŦ้āđāļ™่āđƒāļˆāļ§่āļēāđ€āļ›้āļēāļŦāļĄāļēāļĒāļ‚āļ­āļ‡āļ­āļ‡āļ„์āļāļĢāđ„āļ”้āļĢัāļšāļāļēāļĢāļšāļĢāļĢāļĨุāđāļĨāļ°āļœāļĨāļĨัāļžāļ˜์āļ—ี่āļ•้āļ­āļ‡āļāļēāļĢāđ„āļ”้āļĢัāļšāļāļēāļĢāļšāļĢāļĢāļĨุ āļšāļ—āļ„āļ§āļēāļĄāļ™ี้āļŠāļģāļĢāļ§āļˆāļ•ัāļ§āļŠี้āļ§ัāļ”āļŦāļĨัāļāđāļĨāļ°āļ•ัāļ§āļŠี้āļ§ัāļ”āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļž (KPIs) āļ—ี่āļŠāļēāļĄāļēāļĢāļ–āđƒāļŠ้āđƒāļ™āļāļēāļĢāļ§ัāļ”āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļ‚āļ­āļ‡āļ„āļ§āļēāļĄāļžāļĒāļēāļĒāļēāļĄāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

āļ•ัāļ§āļŠี้āļ§ัāļ”āļŦāļĨัāļāļŠāļģāļŦāļĢัāļšāļāļēāļĢāļ§ัāļ”āļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

1. āļāļēāļĢāļ—ุ่āļĄāđ€āļ—āļ‚āļ­āļ‡āļžāļ™ัāļāļ‡āļēāļ™ (employee engagement): āļāļēāļĢāļ—ุ่āļĄāđ€āļ—āļ‚āļ­āļ‡āļžāļ™ัāļāļ‡āļēāļ™āđ€āļ›็āļ™āļ•ัāļ§āļŠี้āļ§ัāļ”āļžื้āļ™āļāļēāļ™āļŠāļģāļŦāļĢัāļšāļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāļ‚āļ­āļ‡āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļžāļ™ัāļāļ‡āļēāļ™āļ—ี่āļ—ุ่āļĄāđ€āļ—āļĄีāđ‚āļ­āļāļēāļŠāļĄāļēāļāļ‚ึ้āļ™āļ—ี่āļˆāļ°āļĒāļ­āļĄāļĢัāļšāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļĄีāļŠ่āļ§āļ™āļĢ่āļ§āļĄāđƒāļ™āļ—āļēāļ‡āļ—ี่āļ”ีāđāļĨāļ°āļ›āļĢัāļšāļ•ัāļ§āļ­āļĒ่āļēāļ‡āļāļēāļĢāļāļĢāļ°āļ—āļģāđ„āļ”้āļ­āļĒ่āļēāļ‡āļĢāļ§āļ”āđ€āļĢ็āļ§ āļŠāļģāļĢāļ§āļˆāļ„āļ§āļēāļĄāļ—ุ่āļĄāđ€āļ—āļ‚āļ­āļ‡āļžāļ™ัāļāļ‡āļēāļ™āļœ่āļēāļ™āļāļēāļĢāļŠāļģāļĢāļ§āļˆāļ„āļ§āļēāļĄāļ„ิāļ”āđ€āļŦ็āļ™āđāļĨāļ°āļāļēāļĢāļŠัāļ‡āđ€āļāļ•āļāļēāļĢāļ“์āļŠāļēāļĄāļēāļĢāļ–āđƒāļŠ้āđƒāļ™āļāļēāļĢāļ§ัāļ”āļĢāļ°āļ”ัāļšāļāļēāļĢāļ—ุ่āļĄāđ€āļ—āļ‚āļ­āļ‡āļžāļ™ัāļāļ‡āļēāļ™āļ•āļĨāļ­āļ”āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

2. āļ­ัāļ•āļĢāļēāļāļēāļĢāļ™āļģāļĄāļēāđƒāļŠ้ (adoption rate): āļ­ัāļ•āļĢāļēāļāļēāļĢāļ™āļģāļĄāļēāđƒāļŠ้āļ‚āļ­āļ‡āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāđƒāļŦāļĄ่ āļĢāļ°āļšāļš āļŦāļĢืāļ­āļžāļĪāļ•ิāļāļĢāļĢāļĄāđ€āļ›็āļ™āļ•ัāļ§āļŠี้āļ§ัāļ”āļŠāļģāļ„ัāļāļŠāļģāļŦāļĢัāļšāļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāļ‚āļ­āļ‡āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļ­ัāļ•āļĢāļēāļāļēāļĢāļ™āļģāļĄāļēāđƒāļŠ้āļŠูāļ‡āđāļŠāļ”āļ‡āļ§่āļēāļžāļ™ัāļāļ‡āļēāļ™āđ„āļ”้āļĒāļ­āļĄāļĢัāļšāđāļĨāļ°āļ™āļģāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļĄāļēāđƒāļŠ้āđƒāļŦ้āđ„āļ”้āļœāļĨ āļāļēāļĢāļ•ิāļ”āļ•āļēāļĄāļ­ัāļ•āļĢāļēāļāļēāļĢāļ™āļģāļĄāļēāđƒāļŠ้āļŠ่āļ§āļĒāđƒāļŦ้āđ„āļ”้āļ‚้āļ­āļĄูāļĨāđ€āļี่āļĒāļ§āļัāļšāļĢāļ°āļ”ัāļšāļāļēāļĢāļĒāļ­āļĄāļĢัāļšāđāļĨāļ°āļāļēāļĢāļĢāļ§āļĄāđ€āļ‚้āļēāļ‚āļ­āļ‡āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ āļēāļĒāđƒāļ™āļ­āļ‡āļ„์āļāļĢ

3. āļĢāļ°āļ”ัāļšāļ„āļ§āļēāļĄāļ•้āļēāļ™āļ—āļēāļ™ (resistance levels): āļ„āļ§āļēāļĄāļ•้āļēāļ™āļ—āļēāļ™āļ•่āļ­āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđ€āļ›็āļ™āļ„āļ§āļēāļĄāļ—้āļēāļ—āļēāļĒāļ—ี่āļžāļšāļš่āļ­āļĒāđƒāļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ‚āļ­āļ‡āļ­āļ‡āļ„์āļāļĢ āļāļēāļĢāļ§ัāļ”āļĢāļ°āļ”ัāļšāļ„āļ§āļēāļĄāļ•้āļēāļ™āļ—āļēāļ™āļœ่āļēāļ™āļāļēāļĢāļŠāļģāļĢāļ§āļˆāļ„āļ§āļēāļĄāļ„ิāļ”āđ€āļŦ็āļ™ āļāļēāļĢāļĢ้āļ­āļ‡āđ€āļĢีāļĒāļ™ āđāļĨāļ°āļāļēāļĢāļ‚ัāļ”āđāļĒ้āļ‡āļŠāļēāļĄāļēāļĢāļ–āļŠ่āļ§āļĒāđƒāļ™āļāļēāļĢāļĢāļ°āļšุāļžื้āļ™āļ—ี่āļ—ี่āļ•้āļ­āļ‡āļāļēāļĢāļāļēāļĢāļŠāļ™ัāļšāļŠāļ™ุāļ™āļŦāļĢืāļ­āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢāđ€āļžิ่āļĄāđ€āļ•ิāļĄ āļāļēāļĢāđ€āļ‚้āļēāđƒāļˆāđāļĨāļ°āļāļēāļĢāđāļ้āđ„āļ‚āļ„āļ§āļēāļĄāļ•้āļēāļ™āļ—āļēāļ™āļŠāļēāļĄāļēāļĢāļ–āļĄีāļœāļĨāļāļĢāļ°āļ—āļšāļ­āļĒ่āļēāļ‡āļĄāļēāļāļ•่āļ­āļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāļ‚āļ­āļ‡āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

4. āļœāļĨิāļ•āļ āļēāļžāđāļĨāļ°āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļž (productivity and performance): āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđƒāļ™āļ•ัāļ§āļŠี้āļ§ัāļ”āļœāļĨิāļ•āļ āļēāļžāđāļĨāļ°āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļŠāļēāļĄāļēāļĢāļ–āļš่āļ‡āļŠี้āļ–ึāļ‡āļœāļĨāļāļĢāļ°āļ—āļšāļ‚āļ­āļ‡āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ•่āļ­āļœāļĨāļĨัāļžāļ˜์āļ‚āļ­āļ‡āļ­āļ‡āļ„์āļāļĢ āļ•ัāļ§āļŠี้āļ§ัāļ”āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļŦāļĨัāļ āđ€āļŠ่āļ™ āļĢāļēāļĒāđ„āļ”้āļˆāļēāļāļāļēāļĢāļ‚āļēāļĒ āļ„āļ§āļēāļĄāļžึāļ‡āļžāļ­āđƒāļˆāļ‚āļ­āļ‡āļĨูāļāļ„้āļē āđāļĨāļ°āļ­ัāļ•āļĢāļēāļāļēāļĢāļŦāļĄุāļ™āđ€āļ§ีāļĒāļ™āļ‚āļ­āļ‡āļžāļ™ัāļāļ‡āļēāļ™āļŠāļēāļĄāļēāļĢāļ–āđƒāļŠ้āđƒāļ™āļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļ‚āļ­āļ‡āļ„āļ§āļēāļĄāļžāļĒāļēāļĒāļēāļĄāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđƒāļ™āļāļēāļĢāļŠāļĢ้āļēāļ‡āļœāļĨāļĨัāļžāļ˜์āļ—ี่āļ”ี

5. āđ€āļ§āļĨāļēāđƒāļ™āļāļēāļĢāļ™āļģāđ„āļ›āđƒāļŠ้ (time to implementation): āđ€āļ§āļĨāļēāļ—ี่āđƒāļŠ้āđƒāļ™āļāļēāļĢāļ™āļģāđ„āļ›āđƒāļŠ้āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđ€āļ›็āļ™āļ•ัāļ§āļŠี้āļ§ัāļ”āļ—ี่āļŠāļģāļ„ัāļāļ•้āļ­āļ‡āļžิāļˆāļēāļĢāļ“āļē āļāļēāļĢāļĨ่āļēāļŠ้āļēāđƒāļ™āļāļēāļĢāļ™āļģāđ„āļ›āđƒāļŠ้āļŠāļēāļĄāļēāļĢāļ–āļ™āļģāđ„āļ›āļŠู่āļ„่āļēāđƒāļŠ้āļˆ่āļēāļĒāļ—ี่āđ€āļžิ่āļĄāļ‚ึ้āļ™ āļāļēāļĢāļĨāļ”āļ‚āļ§ัāļāđāļĨāļ°āļāļģāļĨัāļ‡āđƒāļˆ āđāļĨāļ°āđ€āļžิ่āļĄāļāļēāļĢāđ€āļŠีāļĒāđ‚āļ­āļāļēāļŠāđ„āļ”้ āļāļēāļĢāļ•ิāļ”āļ•āļēāļĄāđ€āļ§āļĨāļēāđƒāļ™āļāļēāļĢāļ—āļģāļ‚ั้āļ™āļ•āļ­āļ™āļ•่āļēāļ‡ āđ† āļ‚āļ­āļ‡āļāļĢāļ°āļšāļ§āļ™āļāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļŠ่āļ§āļĒāđƒāļ™āļāļēāļĢāļĢāļ°āļšุāļˆุāļ”āļ‚āļ§āļēāļ‡āđāļĨāļ°āļžื้āļ™āļ—ี่āļ—ี่āļ•้āļ­āļ‡āļ›āļĢัāļšāļ›āļĢุāļ‡

āļ•ัāļ§āļŠี้āļ§ัāļ”āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļž (KPIs) āļŠāļģāļŦāļĢัāļšāļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

1. āļ„āļ§āļēāļĄāļžāļĢ้āļ­āļĄāđƒāļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ (change readiness): KPIs āđ€āļี่āļĒāļ§āļัāļšāļ„āļ§āļēāļĄāļžāļĢ้āļ­āļĄāđƒāļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āđ€āļŠ่āļ™ āļĢāļ°āļ”ัāļšāļāļēāļĢāļĄีāļŠ่āļ§āļ™āļĢ่āļ§āļĄāļ‚āļ­āļ‡āļœู้āļ—ี่āđ€āļี่āļĒāļ§āļ‚้āļ­āļ‡ (stakeholders) āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāđƒāļ™āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢ āđāļĨāļ°āļ­ัāļ•āļĢāļēāļāļēāļĢāļึāļāļ­āļšāļĢāļĄāļŠāļģāđ€āļĢ็āļˆ (training completion rate) āļŠāļēāļĄāļēāļĢāļ–āļŠ่āļ§āļĒāđƒāļ™āļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļ„āļ§āļēāļĄāļžāļĢ้āļ­āļĄāļ‚āļ­āļ‡āļ­āļ‡āļ„์āļāļĢāļŠāļģāļŦāļĢัāļšāļāļēāļĢāļ™āļģāđ€āļŠāļ™āļ­āđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļ„āļ§āļēāļĄāļžāļĢ้āļ­āļĄāđƒāļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđ€āļ›็āļ™āļŠิ่āļ‡āļŠāļģāļ„ัāļāļŠāļģāļŦāļĢัāļšāļāļēāļĢāļ™āļģāđ„āļ›āđƒāļŠ้āļ­āļĒ่āļēāļ‡āļ›āļĢāļ°āļŠāļšāļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆ

2. āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāđƒāļ™āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢ (effective communication): āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢāļ­āļĒ่āļēāļ‡āļĄีāļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāđ€āļ›็āļ™āļŠิ่āļ‡āļŠāļģāļ„ัāļāļŠāļģāļŦāļĢัāļšāļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒ่āļēāļ‡āļ›āļĢāļ°āļŠāļšāļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆ KPIs āđ€āļี่āļĒāļ§āļัāļšāļāļēāļĢāļŠื่āļ­āļŠāļēāļĢ āđ€āļŠ่āļ™ āļ­ัāļ•āļĢāļēāļāļēāļĢāļ•āļ­āļšāļŠāļ™āļ­āļ‡āļ‚āļ­āļ‡āļ‚้āļ­āđ€āļŠāļ™āļ­ āļ„āļ§āļēāļĄāļŠัāļ”āđ€āļˆāļ™āļ‚āļ­āļ‡āļ‚้āļ­āļ„āļ§āļēāļĄ āđāļĨāļ°āļˆāļģāļ™āļ§āļ™āļŠ่āļ­āļ‡āļ—āļēāļ‡āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢāļ—ี่āđƒāļŠ้ āļŠāļēāļĄāļēāļĢāļ–āļŠ่āļ§āļĒāđƒāļ™āļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļ‚āļ­āļ‡āļāļĨāļĒุāļ—āļ˜์āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢāđƒāļ™āļĢāļ°āļŦāļ§่āļēāļ‡āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

3. āļāļēāļĢāļึāļāļ­āļšāļĢāļĄāđāļĨāļ°āļžัāļ’āļ™āļē (training and development): KPIs āđ€āļี่āļĒāļ§āļัāļšāļ­ัāļ•āļĢāļēāļāļēāļĢāđ€āļŠāļĢ็āļˆāļŠิ้āļ™āļāļēāļĢāļึāļāļ­āļšāļĢāļĄ (training completion rate) āļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļāļēāļĢāļžัāļ’āļ™āļēāļ—ัāļāļĐāļ° āđāļĨāļ°āļ„āļ§āļēāļĄāļ„ิāļ”āđ€āļŦ็āļ™āļˆāļēāļāļžāļ™ัāļāļ‡āļēāļ™āđ€āļี่āļĒāļ§āļัāļšāđ‚āļ›āļĢāđāļāļĢāļĄāļāļēāļĢāļึāļāļ­āļšāļĢāļĄ āļŠāļēāļĄāļēāļĢāļ–āļŠ่āļ§āļĒāđƒāļ™āļāļēāļĢāļ§ัāļ”āļœāļĨāļ‚āļ­āļ‡āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāļึāļāļ­āļšāļĢāļĄāļ•่āļ­āļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāļ‚āļ­āļ‡āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļāļēāļĢāđƒāļŦ้āļāļēāļĢāļึāļāļ­āļšāļĢāļĄāļ­āļĒ่āļēāļ‡āđ€āļžีāļĒāļ‡āļžāļ­āļŠāļģāļ„ัāļāļŠāļģāļŦāļĢัāļšāļāļēāļĢāđƒāļŦ้āļžāļ™ัāļāļ‡āļēāļ™āļĄีāļ—ัāļāļĐāļ°āļ—ี่āļˆāļģāđ€āļ›็āļ™āđƒāļ™āļāļēāļĢāļ›āļĢัāļšāļ•ัāļ§āđ€āļ‚้āļēāļัāļšāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

4. āļāļēāļĢāļŠāļ™ัāļšāļŠāļ™ุāļ™āļˆāļēāļāļœู้āļ™āļģ (leadership support): āļāļēāļĢāļŠāļ™ัāļšāļŠāļ™ุāļ™āļˆāļēāļāļœู้āļ™āļģāļ—ี่āđāļ‚็āļ‡āđāļāļĢ่āļ‡āđ€āļ›็āļ™āļŠิ่āļ‡āļŠāļģāļ„ัāļāļŠāļģāļŦāļĢัāļšāļāļēāļĢāļ™āļģāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđƒāļ™āļ­āļ‡āļ„์āļāļĢ KPIs āđ€āļี่āļĒāļ§āļัāļšāļāļēāļĢāļĄāļ­āļ‡āđ€āļŦ็āļ™āļ‚āļ­āļ‡āļœู้āļ™āļģ āļāļēāļĢāļŠāļ­āļ”āļ„āļĨ้āļ­āļ‡āļัāļšāđ€āļ›้āļēāļŦāļĄāļēāļĒāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āđāļĨāļ°āļāļēāļĢāļĢัāļšāļĢู้āļ‚āļ­āļ‡āļžāļ™ัāļāļ‡āļēāļ™āļ•่āļ­āļœู้āļ™āļģāļŠāļēāļĄāļēāļĢāļ–āļŠ่āļ§āļĒāđƒāļ™āļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļ‚āļ­āļ‡āļœู้āļ™āļģāđƒāļ™āļāļēāļĢāļ™āļģāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

5. āļ„āļ§āļēāļĄāļĒั่āļ‡āļĒืāļ™ (sustainability): āļāļēāļĢāđƒāļŦ้āļāļēāļĢāđāļ™āļ°āļ™āļģāđƒāļŦ้āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđ€āļ›็āļ™āļĒั่āļ‡āļĒืāļ™āđƒāļ™āļĢāļ°āļĒāļ°āļĒāļēāļ§āđ€āļ›็āļ™āļŠิ่āļ‡āļŠāļģāļ„ัāļāļŠāļģāļŦāļĢัāļšāļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāđƒāļ™āļĢāļ°āļĒāļ°āļĒāļēāļ§ KPIs āđ€āļี่āļĒāļ§āļัāļšāļāļēāļĢāļ•ิāļ”āļ•āļēāļĄāļœāļĨāļĨัāļžāļ˜์āļ‚āļ­āļ‡āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļāļĨāđ„āļāļāļēāļĢāļ•āļ­āļšāļĢัāļš āđāļĨāļ°āļ„āļ§āļēāļĄāļžāļĒāļēāļĒāļēāļĄāđƒāļ™āļāļēāļĢāļ›āļĢัāļšāļ›āļĢุāļ‡āļ•่āļ­āđ€āļ™ื่āļ­āļ‡āļŠāļēāļĄāļēāļĢāļ–āļŠ่āļ§āļĒāđƒāļ™āļāļēāļĢāļ›āļĢāļ°āđ€āļĄิāļ™āļ„āļ§āļēāļĄāļĒั่āļ‡āļĒืāļ™āļ‚āļ­āļ‡āļ„āļ§āļēāļĄāļžāļĒāļēāļĒāļēāļĄāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡

āļŠāļĢุāļ› āļāļēāļĢāļ§ัāļ”āļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆāļ‚āļ­āļ‡āļิāļˆāļāļĢāļĢāļĄāļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āđ€āļ›็āļ™āļŠิ่āļ‡āļŠāļģāļ„ัāļāļŠāļģāļŦāļĢัāļšāļ­āļ‡āļ„์āļāļĢāđƒāļ™āļāļēāļĢāļšāļĢāļĢāļĨุāļœāļĨāļĨัāļžāļ˜์āļ—ี่āļ•้āļ­āļ‡āļāļēāļĢāđāļĨāļ°āļŠ่āļ‡āđ€āļŠāļĢิāļĄāļāļēāļĢāļ›āļĢัāļšāļ›āļĢุāļ‡āļ­āļĒ่āļēāļ‡āļ•่āļ­āđ€āļ™ื่āļ­āļ‡ āđ‚āļ”āļĒāđƒāļŠ้āļ•ัāļ§āļŠี้āļ§ัāļ”āļŦāļĨัāļāđāļĨāļ° KPIs āđ€āļžื่āļ­āļ›āļĢāļ°āđ€āļĄิāļ™āļāļēāļĢāļ—ุ่āļĄāđ€āļ—āļ‚āļ­āļ‡āļžāļ™ัāļāļ‡āļēāļ™ āļ­ัāļ•āļĢāļēāļāļēāļĢāļ™āļģāļĄāļēāđƒāļŠ้ āļĢāļ°āļ”ัāļšāļ„āļ§āļēāļĄāļ•้āļēāļ™āļ—āļēāļ™ āļœāļĨิāļ•āļ āļēāļž āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļž āļ„āļ§āļēāļĄāļžāļĢ้āļ­āļĄāđƒāļ™āļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāđƒāļ™āļāļēāļĢāļŠื่āļ­āļŠāļēāļĢ āļāļēāļĢāļึāļāļ­āļšāļĢāļĄāđāļĨāļ°āļžัāļ’āļ™āļē āļāļēāļĢāļŠāļ™ัāļšāļŠāļ™ุāļ™āļˆāļēāļāļœู้āļ™āļģ āđāļĨāļ°āļ„āļ§āļēāļĄāļĒั่āļ‡āļĒืāļ™ āļ­āļ‡āļ„์āļāļĢāļŠāļēāļĄāļēāļĢāļ–āđ„āļ”้āļĢัāļšāļ‚้āļ­āļĄูāļĨāļĄีāļ„่āļēāđ€āļี่āļĒāļ§āļัāļšāļ›āļĢāļ°āļŠิāļ—āļ˜ิāļ āļēāļžāļ‚āļ­āļ‡āļ„āļ§āļēāļĄāļžāļĒāļēāļĒāļēāļĄāđƒāļ™āļāļēāļĢāļšāļĢิāļŦāļēāļĢāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡ āļāļēāļĢāļ•ิāļ”āļ•āļēāļĄāđāļĨāļ°āļ›āļĢāļ°āđ€āļĄิāļ™āļ•่āļ­āļ•ัāļ§āļŠี้āļ§ัāļ”āđ€āļŦāļĨ่āļēāļ™ี้āļŠ่āļ§āļĒāđƒāļŦ้āļ­āļ‡āļ„์āļāļĢāļŠāļēāļĄāļēāļĢāļ–āļĢāļ°āļšุāļžื้āļ™āļ—ี่āļ—ี่āļ•้āļ­āļ‡āļ›āļĢัāļšāļ›āļĢุāļ‡ āļ•ัāļ”āļŠิāļ™āđƒāļˆāļ­āļĒ่āļēāļ‡āļĄีāđ€āļŦāļ•ุāļœāļĨ āđāļĨāļ°āļ™āļģāļāļēāļĢāđ€āļ›āļĨี่āļĒāļ™āđāļ›āļĨāļ‡āļ­āļĒ่āļēāļ‡āļ›āļĢāļ°āļŠāļšāļ„āļ§āļēāļĄāļŠāļģāđ€āļĢ็āļˆ
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Measuring Change Management Success: Key Metrics and KPIs for Evaluating Change Initiatives


Change management is a critical process for organizations to navigate transitions effectively in today's dynamic business environment. Evaluating the success of change initiatives is essential to ensure that organizational goals are met and that the desired outcomes are achieved. This essay explores the key metrics and key performance indicators (KPIs) that can be used to measure the effectiveness of change management efforts.

Key Metrics for Measuring Change Management Success

1. Employee Engagement: Employee engagement is a fundamental metric for assessing the success of change initiatives. Engaged employees are more likely to embrace change, contribute positively, and adapt quickly to new processes. Surveys, feedback sessions, and observation can be used to measure employee engagement levels throughout the change process.

2. Adoption Rate: The adoption rate of new processes, systems, or behaviors is a crucial metric for evaluating change management success. High adoption rates indicate that employees have embraced and implemented the changes effectively. Monitoring the adoption rate provides insights into the level of acceptance and integration of the changes within the organization.

3. Resistance Levels: Resistance to change is a common challenge in organizational transitions. Measuring resistance levels through feedback, complaints, and conflicts can help identify areas where additional support or communication is needed. Understanding and addressing resistance can significantly impact the success of change initiatives.

4. Productivity and Performance: Changes in productivity and performance metrics can indicate the impact of change initiatives on organizational outcomes. Key performance indicators such as sales revenue, customer satisfaction, and employee turnover rates can be used to assess the effectiveness of change management efforts in driving positive results.

5. Time to Implementation: The time taken to implement change initiatives is a critical metric to consider. Delays in implementation can lead to increased costs, decreased morale, and missed opportunities. Tracking the time to complete different stages of the change process can help identify bottlenecks and areas for improvement.

Key Performance Indicators (KPIs) for Evaluating Change Initiatives

1. Change Readiness: KPIs related to change readiness, such as stakeholder engagement levels, communication effectiveness, and training completion rates, can help assess the organization's preparedness for change. Evaluating change readiness is essential for successful implementation.

2. Communication Effectiveness: Effective communication is vital for managing change successfully. KPIs related to communication, such as feedback response rates, clarity of messaging, and the number of communication channels used, can help evaluate the effectiveness of communication strategies during change initiatives.

3. Training and Development: KPIs related to training completion rates, skill development assessments, and employee feedback on training programs can help measure the impact of training initiatives on change management success. Providing adequate training is crucial for ensuring that employees have the necessary skills to adapt to change.

4. Leadership Support: Strong leadership support is essential for driving change within an organization. KPIs related to leadership visibility, alignment with change goals, and employee perceptions of leadership can help assess the effectiveness of leadership in guiding change initiatives.

5. Sustainability: Ensuring that change initiatives are sustainable in the long term is crucial for long-term success. KPIs related to ongoing monitoring of change outcomes, feedback mechanisms, and continuous improvement efforts can help evaluate the sustainability of change management efforts.

Conclusion
Measuring the success of change management initiatives is essential for organizations to achieve their desired outcomes and drive continuous improvement. By utilizing key metrics and KPIs to evaluate employee engagement, adoption rates, resistance levels, productivity, performance, change readiness, communication effectiveness, training and development, leadership support, and sustainability, organizations can gain valuable insights into the effectiveness of their change management efforts. Continuous monitoring and evaluation of these metrics enable organizations to identify areas for improvement, make informed decisions, and drive successful change initiatives.

References

Kotter, J. P. (2012). Leading change. Harvard Business Review Press.

Cameron, E., & Green, M. (2015). Making sense of change management: A complete guide to the models, tools and techniques of organizational change. Kogan Page Publishers.

Hiatt, J. M., & Creasey, T. J. (2012). Change management: The people side of change. Prosci.

Prosci. (2020). Best practices in change management. Retrieved from https://www.prosci.com/resources/articles/change-management-best-practices

Hayes, J. (2014). The theory and practice of change management. Palgrave Macmillan.