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| Preface | |
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| Surviving the High Risk Culture | |
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| An Alternative to Working and Living in a Fantasy world | |
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| Keeping the Safety Nets in Place | |
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| Why It Doesn''t Work Anymore | |
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| A Great Capacity for Change | |
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| Benefits of Working without a Net | |
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| How I Know What I Know | |
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| A Caring Approach | |
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| How This Book Will Facilitate Your Ability to Grow and Manage Growth | |
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| An Alternative to the Typical Management Book | |
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| Six Paradigms for Keeping your Balance in a High Risk Culture | |
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| Caring for People Is Not Synonymous with Taking Care of People | |
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| People''s Ability to Change Is Not a Function of Capacity but of Choice | |
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| We Need To Change Our Attitudes Toward Change | |
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| We Must Redefine What Constitutes Acceptable Work, Moving from Adequacy to Peak Performance | |
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| Who We Are Personally Is Inextricably Connected to Who We Are Professionally; the Goal Is to Lead Blended, Not Balanced, Lives | |
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| We Must Create Value-Driven Personal and Professional Lives | |
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| A New Way to View the World | |
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| The Impact of Information on Competitive Advantage | |
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| Expect New Expectations | |
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| Impact One: Increased Competition | |
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| Impact Two: Decreased Profits and Margins | |
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| Impact Three: People Are the Competitive Edge | |
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| But What About Price? | |
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| Being Open to Information | |
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| Decision-Making and the Information Cycle | |
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| From Information to Choices | |
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| From Choices to Decisions | |
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| From Decisions to Change | |
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| From Change to Information | |
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| How People Make Decisions | |
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| Decision-Making Can Be Taught | |
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| Teach Yourself How to Make High Risk Decisions | |
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| The Only Way Out | |
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| Working with the Cycle (Instead of It Working Against You) | |
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| Relationship-Building: Moving from Schmoozing to Intimacy | |
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| Prerequisite One: A High Drive for Growth | |
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| Prerequisite Two: A Capacity for Intimacy | |
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| Prerequisite Three: Honest and Direct Communication | |
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| Prerequisite Four: A Transition from High Maintenance to Low Maintenance Relationships | |
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| Blending Our Lives | |
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| The High Risk Culture | |
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| Autonomy Versus Security | |
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| Trade-offs | |
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| But What If We Opt for Low Risk? | |
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| Doing Business in a Shrinking World | |
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| How We Avoid Conflict | |
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| Signs of the High Risk Shift | |
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| Identifying High Risk People | |
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| Paying the Price | |
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| Growth and Success | |
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| Growth and Success: High Risk Models and Tools | |
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| Entrepreneurial Versus Corporate | |
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| Entrepreneurial Traits | |
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| Pinpointing the Problem: A Diagnostic Tool | |
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| Starting at the Top: A Remedy | |
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| Other Effects of Success and Growth | |
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| The Dilemma of Developing Successful People | |
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| Helping Everyone Make the Transition | |
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| Individual Growth and Success: Learning to Cope with Loss | |
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| What We Gain and What We Lose | |
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| Losing the Familiar | |
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| Loss of Roots | |
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| The Loss of Necessary Limits | |
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| The Function of Goals | |
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| How to Keep Choosing New Limits | |
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| Success and Growth as a Grieving Process | |
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| Shock and Denial | |
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| Anger | |
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| Bargaining | |
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| Depression | |
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| Acceptance | |
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| Why Now? | |
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| Overcoming common Obstacles | |
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| Clarifying Confused Values | |
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| The Value Clarification Instrument | |
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| Evaluating the Profile | |
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| How To Move Toward High Risk Positions | |
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| Organizational Uses of the Instrument | |
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| One Final Note About Scores | |
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| Coping with Delayed Development | |
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| The Secret Impact of Technology: Prolonged Adolescence | |
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| The New Developmental Stages | |
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| How to Deal with Adolescent Worker | |
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| How to Deal with Young Adults | |
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| How to Deal with Adults | |
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| The Gray Areas | |
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| Three Requirements for Managing Stages | |
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| Accountability: The Seven Prerequisites | |
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| The Value of Accountability | |
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| Accountability Is to Individuals; Not to Groups, Committees, or Organizations | |
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| Clarify the Areas in Which One Will Be Held Accountable | |
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| Expectations Must Be Stated in a Specific and Clearly Differentiating Manner | |
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| Measurement of Expectations Must Delineate Quantity and Time Frame | |
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| Consequences for Meeting or Failing to Meet Established Expectations Must Be Stated in Detail | |
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| Consequences Must Be Enacted with Immediacy, Objectivity, and Clarity | |
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| Accountability Must Be Consistently Modeled by Top Management | |
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| The Accountability Test | |
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| A Caring for Model | |
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| Goals and Accountability | |
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| Reassuring Limits | |
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| Setting Limits to Promote Growth | |
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| Setting Goals | |
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| Three Types of Goals | |
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| Your Personal Mission | |
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| What Core Value System Drives You? | |
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| Conflict, Anger, and Loyalty | |
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| Five Steps to Conflict Management | |
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| Conflict Versus Hostility | |
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| larifying Discrepancies | |
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| Setting Expectations | |
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| Defining Limits and Boundaries | |
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| Taking Ownership of Choices | |
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| Making a Decision | |
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| What''s Wrong with the Other Conflict Management Processes | |
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| Common Types of Conflict | |
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| Tailoring the Process to People and Circumstances | |
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| Anger and Productivity | |
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| A Third Model | |
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| How Anger Gets Shut Down | |
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| The Four-Step Process for Using Anger | |
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| Getting Shut Down in the Process | |
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| An Action Plan for Expressing Anger | |
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| Translating Anger into Productivity | |
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| Loyalty in a High Risk Culture | |
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| Two Types of Loyalty | |
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| Determining Your Organization''s Loyalty Type | |
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| Making the Transition | |
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| The Most Difficult Obstacle | |
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| Autonomy, Structure, and Ethics | |
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| Autonomy and Independence | |
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| The Three Stages of Development | |
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| Characteristics of Autonomy | |
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| Using High Risk Tools to Become Autonomous | |
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| The Theory of Plenty Versus the Theory of Scarcity | |
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| How to Foster Autonomous Behavior | |
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| Control, Structure- and Conflict | |
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| What You Have to Do Versus How You Have to Feel | |
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| Where the Controlling Impulse Comes From | |
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| Identifying and Resolving Control Issues | |
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| Dealing with Employees Who Can''t Deal with Structure | |
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| The Common Control Issues | |
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| A Natural StructureChapter 19Doing the Right Thing | |
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| How This Definition of Ethics Applies to You | |
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| Conclusion | |
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| Acknowledgements | |
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| Index | |