City Council Packet - 03/21/1983 TIGARD CITY COUNCIL PUBLIC NOTICE: Anyone wishing to speak on an
SPECIAL MEETING AGENDA agenda item needs to sign on the appropriate
MARCH 21, 1983, 7:30 P.M. sign-up sheet(s) . If no sheet is available,
CITY HALL ask to be recognized by the Chair. Non-agenda
items are asked to be kept to 2 minutes or less
and are heard at the discretion of the Chair.
1. SPECIAL MEETING: Call To Order and Roll Call
2. CONSENT AGENDA: These items are considered to be routine and may be
enacted in one motion without separate discussion. Anyone may request
that an item be removed for discussion and separate action. Motion to:
2.1 Approve OLCC Application As Follows:
o The Stadium Club (formerly Tortilla Machine), 11445 S.W. Pacific
Hwy. Tigard, Oregon
3. ADOPT SUPPLEMENTAL BUDGET Public Hearing and Adopt FY 82-83
o Public Hearing Opened
o Summation by City Administrator
o Public Testimony
o Public Hearing Closed
o Consideration/action by Council
r o RESOLUTION NO. 83- 28 A Resolution approving the Supplemental
€ Budget for the Fiscal Year ending June 30,
1983.
o RESOLUTION NO. 83- 29 A Resolution changing appropriations for the
Fiscal Year ending June 30, 1983.
4. COUNCIL WORKSHOP DISCUSSION
5.1 Ground Rules
5.2 Goals and Priorities
o City Administrator
5. PERFORMANCE REVIEW OF CITY ADMINISTRATOR (EXECUTIVE SESSION) The Tigard
City Council will go into Executive Session under ORS 192.660 (1)(d) to
consider issues related to Labor Relations
o City Administrator
6. ADJOURN i
(0316A)
TIGARD CITY C O U N C I L
SPECIAL MEETING MINUTES - MARCH 21, 1.983 - 7:30 P.M.
1. Meeting Called to Order by Mayor Bishop at 7:40 P.M. at City Hall
Conference Hall
ROLL CALL: Present: Mayor Wilbur Bishop; Councilors Tom Brian, John
Cook, Kenneth Scheckla (arrived at 8:10 P.M.) , Ima Scott; Bob
Jean, City Administrator; Dave Baker, Times; Tom Gaunt,
Oregonian; Geraldine Ball and Bob Bledsoe.
2. Motion to adopt Consent Agenda (OLCC Application for Stadium Club) and
reviewing Public Officials Caucus meeting notice from City of Beaverton by
Councilor Brian, seconded by Councilor Cock.
Approved by unanimous vote of Council present.
3. 82-83 SUPPLEMENTAL BUDGET PUBLIC HEARING
(a) Public Hearing Opened
(b) No Public Testimony
(c) Public Hearing Closed
(d) Motion by Councilor Brian, seconded by Councilor Scott to approve
Resolution Tido. 83-28, 82-83 SUPPLL4E.NTAL BUDGET
Approved by unanimous vote of Council present.
MOTE: Councilor Scheckla arrived at 8:10 P.M.
4. FINANCE DIRECTOR CONSULTATION by City Administrator with Council.
(a) Council discussed: Candidates #1 and #2. The Interview Committee's
recommendation for candidate #1 and the Administrator's
recommendation of his appointment of candidate #1; starting monthly
salary level below $30,000/year equivalent; no moving expenses unless
outside 300 mile distance. Councilor Scheckla emphasized the need to
relocate in Tigard within one year. Councilor Scott questioned the
need for the position as proposed.
(b) Discussion followed.
(r.) Mayor Bishop asked for a motion.
(d) Councilor Cook moved to support the City Administrator's recommended
appointment of candidate #1. Seconded by Councilor Brian•
Motion carried with 3 Yeas (Cook, Brian and Bishop) 2 Nays (Scott and
( Scheckla) .
4
PAGE i - COUNCIL MINUTES - MARCH 21, 1983
5. COUNCIL WORKSHOP
5.1 Discussion of Council Groundrules
(a) Notion by Councilor Cook to approve Groundrules as amended, seconded
by Councilor Brian.
Approved by unanimous vote of Council present.
5.2 Goals and Priorities. No discussion.
(a) notion by Councilor Cook to approve Goals and Priorities list of
1020183, seconded by Councilor Scott.
Approved by unanimous vote of Council present.
5.3 Discussion of City Personnel rules was asked for by City
Administrator Bob Jean due to recent inquiry by Councilor Scott.
(a) Discussion followed regarding possible amendments to sections 1.1 and
1.4 of the Personnel Rules. Councilor Scott wanted copies of certain
Personnel File materials provided to the Council. City Administrator
Bob Jean explained his inability under the rules to provide the
requested information under the rules.
(b) Consensus agreement was for the Administrator to bring back a
Resolution clarifying the Council's access to certain Personnel File
information.
Council recessed for a bree,.: at 9:45 P.M.
Reconvened at 10:00 P-9-
6. Executive Session per ORS 192.660 (1) (d) to evaluate the performance of
the City Administrator.
NOTE: Councilor Cook had to leave at 11:00 P.n.
7. ADJOURNMENT: 11:45 P.M.
w
City Adm istrator - City of Tigard
ATTEST:
Mayor - City of Tigard
PAGE 2 - COUNCIL MINUTES - MARCH 21, 1983
MEMORANDUM
March 16, 1983
TO: City Administrator/City Council
FROM: Chief of Police
SUBJECT: OLCC Renewal
RE: THE STADIUM CLUB (formerly the Tortilla Machine)
11445 S.W. Pacific Highway, Tigard, Or. 97223
Sir:
It is recommended that this O.L.C.C. renewal request be approved, and
forwarded to OLCC.
There is no status change involved in this renewal request.
Respectfully,
� R.B. Adams
Chief of Police
RBA:ac
1
Avoicl Verbal Messages A-i
CITY OF TIGARD
To:_ Chief Adams From :V Doris Hartig
Subject: OLCC License Renewal Date : March 10 1983
Please review and have recommendation to us by Wednesday, March 16th so we may include
it in the packets for the March 21st Council meeting. Thank you.
DA - The Stadium Club (formerly Tortilla Machine) OLCC approved the trade name change
11445 SW Pacific Highway on 11/22/82, but paperwork had not
Tigard, OR 97223 come through at the time this renewal
application arrived in the mail.
Their representative from VIP Restaurants
will attend the 3/21 Council meeting,
in case there are any questions.
t
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a �r
MEMORANDUM
March 16, 1983
TO: City Administrator/City Council
FROM: Chief of Police
SUBJECT: OLCC Renewal
RE: THE STADIUM CLUB (formerly the Tortilla Machine)
11445 S.W. Pacific Highway, Tigard, Or. 97223
Sir:
It is recommended that this O.L.C.C. renewal request be approved, and
( forwarded to OLCC.
T
There is no status change involved in this renewal request. j
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Respectfully,
� R.B. Adams
Chief of Police
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iANK 7®1YBst�l� siv e®
J� -
Oregon Liquor Control Commission
VicrOH 010K
OOVEIrCR P.O. BOX 22297, 9079 S.E. McLOUGHLIN BLVD., PORTLAND, OREGON 97222
November 22, 1982 __I_
VIP's Restaurants , Inc. — TELEPHONE 503/585-6221
11445 SW Pacific Highway
Tigard , Oregon 97223 STEVEN V. JOHNSON
CORPORATE COUNSEL
Remodeling Approval 250 LIBERTY STREET S.E. P.O.BOX 2508 SALEM,OREGON 97308
The Stadium Club VIP ' S RESTAURANTS . INC .
11445 SW Pacific Highway
Tigard , Oregon
Gentlemen :
The Licensing Committee of the OLCC has considered your request to
remodel the above premises .
You may consider this letter your authority to proceed with premi-
ses remodeling as per plans on file with the Commission . Upon
completion of remodeling, contact the license investigator in your
area for an inspection .
In addition , the change of trade name from the Tortilla Machine to
the Stadium Club is approved.
In conjunction with your remodeling _ and format changes , several
other changes are noted. There will be a net loss of five seats
r
in your lounge. Your menu has been expanded to include more Amer-
ican entrees in addition to your Mexican menu. Your hours of op-
eration have been expanded . Our records now show your business
will be open as follows: --- t
Restaurant Lounge
Monday-Friday: 11:00 a.m. to 11:00 p.m. 11 :00 a.m, to 2 :00 a.m .
Saturday 5 :00 p.m. to 11:00 p.m. 10:00 a.m. to 2 :00 a.m .
Sunday: 5 :00 p.m. to 11:00 p.m. 10:00 a.m, to 10 :00 p .m .
s ul Y,
G.
Iger
Director
License Divisio
ca:J
`, n .
AGR:BP:lg/383313 "'k-
AN EQUAL OPPORTUNITY EMPLOYER
ROBERT W. JEAN
PROGRESS EVALUATION
e MANAGEMENT TEAM AND COMMUNICATIONS (2-WAY, ESP. IN PD) --
e Police Department Annual Report andBudget Presentations. . .
e Management Training (Work Programs, Safety, Time Management, Policy
and Procedures, Performance Evaluation, Management Model ) . . .
e Unit Clarification. . . (Captain/Lt./Sgts. . .Office Manager) . . .
e DEPARTMENTAL PERFORMANCE EVALUATIONS --
e Annual Reports. . .
e Department Head Performance Evaluations. . .
e Work Programs. . .
e Productivity By Objectives (P.B.O. ) . . .
e Performance Measures in FY 83-84 Budget. . .
e SPACE NEEDS II --
e Rental Options Baseline Analysis. . .
e Financial Alternative Analysis. . .
e Questionnaire. . .
e Lease/Purchase Option (June?) . . .
(
• LID POLICY AND CODE AMENDMENT --
e Comprehensive Plan. . .
e Discussion Draft. . .
e ONGOING ROLE OF NPO'S; BOARD AND COMMITTEE INVOLVEMENT --
a CIP. . .
e Parks and Open Space Plan. . .
s LCDC Hearings. . .
e Post Acknowledgement and Maintenance. . .
e Annual Meetings with Council . . .
e REPORTS ON CATV --
e Monthly Reports. . .
e Progress Map. . .
o Greenriver Ordinance Amendment. . .
e PARKS AND OPEN SPACE PLAN --
e Comprehensive Plan. . .
e Flood Plain Policy. . .
s Bikepaths. . .
e REPORTS AND PRESENTATIONS --
a 72nd LID Update Chart. . .
e Monthly Reports and Update. . .
e Annual Reports and Budget Presentations. . .
e Slides, Flip Charts, Overhead Projectors, Maps. . .
. . . Continued . . .
ROBERT W. JEAN
PROGRESS EVALUATION
PAGE TWO
• POLICY OPTIONS --
Urban Services. . .
• 5-Year Financial Plan. . .
s Flood Plain. . .
s Legal Services. . .
• FY 83-84 Budget. . .
e 72nd AVENUE LID --
e Monthly Progress Reports and Chart. . .
• Daily Staff Inspection. . .
• Contract Administration (Pothole Issue) . . .
• Safety Striping. . .
s Engineering Services Report. . .
• WATER STUDY --
• Supply via Portland and Lake Oswego Contracts. . .
6 Press and Newsletters. . . (Despite "Politics") . . .
• Rate Increase (25% Predicted). . .
• UNI014 CONTRACTS --
€ a TPOA. . . ("Truce" vs. Binding Arbitration) . . .
• TMEA. . . (Salary Freeze. . .TMEA vs. OPEU) . . .
• Benefits Task Force. . .
s Pay Pian Survey. . .
• Salary and Compensation Policy
• COMPREHENSIVE PLAN --
s NPO/CCI/Planning Commission Process. . .
• Word Processing and Printing Turn-Around. . .
e Comprehensive Plan Text and Maps. . .
e Draft Development Code and Interim Zoning Map. . .
• Urban Plannina Area Agreement
• CONSISTENT CODE ENFORCEMENT --
s Monthly Codes Enforcement Report. . .
• Sign Code Housekeeping Ordinance. . .
• DOWNTOWN PLAN AND IMPLEMENTATION STRATEGY --
• CBD Plan and Zoning Designation. . .
e National Mainstreet U.S.A. Membership. . .
e "Let's Light Up Tigard Committee" Support. . .
• T.U.R.A. . .
e ECONOMIC DEVELOPMENT STRATEGY --
• Comprehensive Pian Element. . .
e Economic Development Steering Committee. . .
• COST CONTAINMENT (LEGAL FEES ESP. ) --
e Control Budget. . .
s Staff Associate. . .
• Budget Options for FY 83-84. . .
• Fees and Charges. . .
e Quarterly Financials. . .
a Benefits Task Force. . .
wM ® Z
ROBERT W. JEAN
PROGRESS EVALUATION
PAGE THREE
e OTHERS --
e Urban Services Study Committee. . .
e 5-year Financial Plan and Cut-Back Options. . .
® Productivity Increase of 15% in FY 82-83 and 8% for FY 83-84
(Proposed Budget for Maintenance of Service Levels) . . .
• Goals and Priorities Update. . .
• Council Groundrules Update. . .
e Benefits Task Force and Recommendation. . .
• Questionnaire and Poll . . .
• Finance Director/City Recorder Split. . .
• T.E.A.M. Committee. . .
• Productivity By Objectives (P.B.O. ) . . .
e A. I .M.S. Committee. . .
e Ballot Measure #3/12% Impact Analysis. . .
e Storm Drainage/Impervious Surfaces Fee. . .
• Bond Sale #1 and #2. . .
e Liability Insurance Review and Renewal . . .
• Mrs. Ball 's Questions. . .
e Consulting Engineering Selection Process. . .
e Plaid Pantry Liquor Licenses on Hall . . .
t e Housing Authority Workshop. . .
l
I INS! 11
BEAVERTON
March 18, 1983
Jack Nelson
Mayor
Dear Fellow Public Officials:
Discussion topics for the March 24th Washington County Public Officials
Caucus will include the following:
- Communicating with our Legislatures
- Economic Development
- Cable Television update
As a reminder, the meeting will begin at 7:30 p.m. Thursday, March 24 at
the Beaverton Operations Center.
If you have not yet done so, please notify my Assistant, Blair Crumpacker,
(644-2191, ext. 204; of whether you will attend.
I look forward to seeing you there.
egards,
yJackNelson
JN:kp
City of Beaverton a 4950 B.W. Hail Boulevard w Beaverton,Oregon 97005 • (503)644-2191
A;
CITYOFTIGARD CITY OF TIGARD, OREGON
WASHINGTON COUNTY.OREGON MANAGEMENT and PROFESSIONAL
EMPLOYEE PERFORMANCE REVIEW
EMPLOYEE BOB JEAN DATE MARCH 21, 1983
=OSITION CITY ADMINISTRATOR REVIEW PERIOD 9/82 - 2/83
:EPART 9ENT CITY ADMINISTRATIONLAST REVIEW 8/82
EWER CURRENT SAI,ARY $40,000/year
T'fP-c OF CURRENT REVIEW: PROBATION ANNUAL PROGRESS XXX
GGra/VcB;L GO�'$66$
1 .
TpTi�6S...
MAJOR GOALS/PROJECTS FROM LAST REVIEW: SATISFACTORY COMPLETION %:
o Management Team & Communications �S
o Departmental Performance Evaluations k",
o Space Needs Ii
0 LID Policy and Code Amendment
o Ongoing Role of.NPO's, Boards & Committees
o CATV Reports & Progress e7 3t- AktrA5�
o Parks and Open Space / 10
• Reports and Presentations
o Policy Options
c 72nd LID Progress pJZ0#C
0 Water Study ;4
o Union Contracts
o Comprehensive Plan 3�G
o Codes Enforcement
Downtown Plan & Implementation Strategy
o Economic Development Strategy
o Cost Containment (Legas Fees esp.)
o Other Projects as Needed
ESTABLISHED PERFORMANCE DIMENSIONS: (CIRCLE)
(!=Unsatisfactory; 2=Needs Improvement;
3=Satisfactory; 4=Good; 5=Excellent)
o Oral communications i! 1 - 2 -0 4 - 5
o Written communications i 1 - 2 - 3 4 -
o Leadership/initiative >* 1 - 2 - 3 - 4 - 5j
o Problem solving/decision making 1 - 2 3 - - 5
o Innovation/ingenuity/creativity 1 - 2 - 3 -<4 - 5
O Planning/organizing 1 - 2 3 4 5
O Interpersonal sensitivity 1 - 2 - 3 - 4 5
o Management control -IF 1 - 2 - 3 - 4 - 5
o Adaptability/flexibility/stress tolerance 1 - 2 - ��'- 5
o Resource utilization/economy 1 - 23 - 4 - 5
L o Council Relations 1 - 2 3 - 4 - 5
0 1 - 2 3 - 4 - 5
NOTES ON STRENGTHS AND WEAKNESSES:
---------------------------------------------------------------------------------------
--------------------------- ---- FOR OFFICE USE ONLY ------------
--------------------_-
---------------•------------------•---------------------------------------------
---------------------—�*-
EPR COMPLETED PAF COMPLETED NEXT REVIEW p
DATE EPR RET DATE PRF PIF C. S. & G.
ATE EPR PIF
SIGNATURE
3. EMPLOYEE TRAINING/SELF DEVELOPMENT -- LAST REVIEW PERIOD:
o LOC Conference
o Area Managers Meetings
o LGPI Seminars on Personnel Administration & Labor Relations
o Purchasing Seminar
o PBO Seminar
o Planner's conference
q. EMPLOYEE TRAINING/PLANS FOR IMPROVEMENT -- NEXT REVIEW PERIOD:
o Spring Oregon/Washington Manager's Conference
S. MAJOR GOALS/PROJECTS FOR NEXT REVIEW PERIOD:
p PBO PROGRAM...
p Space Needs II...
p LID Policy & Code Amendment...
O Parks & Open Space Flan (Spring'84 Levy or Bond?)...
O Comprehensive Plan & Development Code to LCDC...
p Codes Enforcement (w/in Resources)...
p Economic Development Plan & Implementation Strategy (esp. Triangle)...
O Downtown Plan & Implementation Strategy (Including Alts. to Tax Increment & TURA
Financials)...
O A.I.M.S. & Finance Progress Reports...
O TMEA/OPEU Contract...
0
Performance Evaluations/Merit System...
O Monitor CATV & Reports...
O Complete 72nd LID; Start Ash-Pacific & Dartmouth LIDs...
0
Intergovernmental Relations (esp. with Washington County)...
0
6. SUPERVISOR'S HELP NEEDED:
7. GENERAL COMMENTS (EMPLOYEE OR SUPERVISOR) :
8. ACTION RECOMMENDED -- Progress review for coaching purposes only...
----------------------
i
NEXT REVIEW DATE 8/83 ACTION APPROVED:
MERIT REVIEW i
i
EMPLOYE (Signature/Date) !
i
E �
REV ER (Signature/Date)
i
(Signat e/Date) } APPROVED BY
n�Q� I (Signature/Daze!
3
PUBLIC NOTICE
CITY OF TIGARD
SECOND NOTICE
NOTICE OF SUPPLEMENTAL BUDGET HEARING
A public hearing on the approved supplemental budget for the City of Tigard
for the fiscal year 1982-83 will beheld on March 21, 1983 at 7: 30 p.m. at
Fowler Junior High School, Lecture Room, 10865 S.W. Walnut Street , Tigard,
Oregon, 97223. The Budget document may be inspected or copies obtained by
interested persons at the office of the City Recorder, located at Tigard City
Hall, 12755 S.W. Ash Avenue (corner of Ash and Burnham) , between the hours of
8:00 a.m. and 5:00 p.m. Any person may appear at the public hearing on the
supplemental budget, and discuss the budget or any part of it. The total net
requirements for the supplemental budget represent $98,029 and there
is no tax levy change.
WILBUR A. BISHOP, MAYOR
City of Tigard
Washington County, Oregon
TT Publish March 10, 1983
t
IN
t
I
PUBLIC NOTICE
CITY OF 'IIGARD, OREGON
NOTICE OF SUPPLEMENTAL BUDGE-1 HEARING
A public hearing on a proposed supplemental budget for the City of Tigard for
the fiscal year 1982-83 will be held on March 21 , 1983, at 7: 30 p.m. at Fowler
Junior High School, Lecture Room, 10865 S.W. Walnut Street, Tigard , Oregon,
97223. The budget document may be inspected or copies obtained by interested
persons at the office of the City Recorder, located at Tigard City Hall , 12755
S.W. Ash Avenue (corner of Ash and Burnham) , between the hours of 8:00 a.m.
and 5:00 p.m. Any person may appear at the public hearing on the supplemental
budget , and discuss the budget or any part of it.
WILBUR A. BISHOP, MAYOR
City of Tigard
Washington County, Oregon
CITY OF TIGARD, OREGON
SUPPLEMENTAL BUDGET FINANCIAL SUMMARY
FOR THE FISCAL YEAR 1982-83
DEBT SERVICE FUND RESOURCES
Collection on Assessments $98,029
REQUIREMENTS
Debt Service
Expenditures for Interest
Bancroft Bond #13 $ 325.
Bancroft Zond #14 5235.
Bancroft Bond #15 26672.
Bancroft Bond #15 65797.
Total Interest $982029
Tigard Times Publish 3/3/83
r
v
COUNCIL GROUNDRULES
1
Communications Between Councilors , City Administrator and Staff
1 i
� ,1t
-`- Councilors are encouraged to maintain open communications with the City �lK'�
r
Administrator, both as a group and individually in one-on-one sessions. . . ti
- Councilors are encouraged to direct inquiries through the City
Administrator, giving as much information as possible to ensure a thorough
i response.. .
In the absence of the City Administrator, Councilors are encouraged to
contact the Department Head, realizing that the Department Head will
discuss any such inquiries with the City Administrator. . .
-- Contacts below the Department Head are to be discouraged due to the
possible disruption of work, confusion on priorities, and limited scope of
response.. .
-- Unwritten communications are to be treated by the Administration as
"advisory" only. . .Issues requiring action or follow-up by the Council as a
_ whole should be submitted to Administration in writing. . .
- Councilors should not expect immediate answers (e.g. , on-the-spot or even
next week) unless a less than thorough answer or qualified analysis is
-- acceptable. . .
Everyone needs to recognize agenda cycle and 10-day cut-off.. .Add-ons to
s be minimized, and handouts distributed at start of meeting, except
Executive Sessions. . .
-- Staff will attempt to schedule items assuming the longer timelines or
assuming second reading of ordinances. . .
Don't assume Staff is guilty until proven innocent. . .
Communications Among Councilors
-- Try to avoid surprises or "plops", especially it they appear intended to
embarrass or discredit. . .Councilors and Staff should try to prepare in
advance of public meetings and get issues into packets. . .If a "plop" is
dropped, its ok for 'victim" (Council or Staff) to ask to have the item
tabled...
Add-on-Agenda items are not "plops", but should be brought up at start of
meeting and generally considered only if continuing to a later agenda is
not appropriate. . .
-- Councilors are encouraged to suggest agenda topics at the bench or to
contact the City Administrator about scheduling an item into the Tentative
Agenda. ..
Requests for legislative action of Counc may be initiated by any
individual Councilor and responded to byd44� consistent with resources
and priorities;br referred to Council as a whole. . . . .
-- Try to avoid tridden agendas. . .
-- Try to qualify "Yes" vs. "No" on procedural issues. . .
-- "Safe" votes should be clarified amongst Councilors privately. . .
-- "No" votes should be explained, if not part of discussion. . . s
-- A motion to table is preferable to a forced or uninformed vote. . .
-- A "point of order" is always in order and may be used by Council (or #
Staff) to stop "cheap shots" or counter-productive actions. . .
}
i
Communications with the Community/General Public
-- Councilors and General Public need to be reminded of the Agenda cycle,
cut-off dates, general "need-to-know" of how public issues are handled and
how citizen input may be accomplished. . .
-- "Official" communications should come through City Hall and be provided or
the Administrator. . .Direct submittals or inquiries to the Council or
individual Councilors should be referred to the Administration, ori
Councilors may ask the Administration to look into an issue. . .
-- 'State of C t " ri hould be the result of dicussions with Staff and
CouncilorsP , tviewed as City policy. . -
-- Official "press releases" should be encouraged, both to ensure accurate
reporting and to advise Councilors and Staff of the official position
communicated to press. . .
-- Never get upset about what you read or hear in the press. Assume everyone
is misquoted. . .Don't respond to the press or get upset about what someone
supposedly said until you ask the person who supposedly said it. . .
General
-- A •ve m r i3rari ly/be
d - - .
Councilors are always Councilors in the eyes of the Administration, never
just private citizens. . .
-- Communications from spouses of Councilors will be viewed by the
Administration as if from the Councilor. . .
Infia�-- ian�0� u�cilor w' -viewed by the
I res o -
-- Information that "affects" the Council should -go to Council. The City
Administrator is to decide on "grey areas", but too much information is
referable to too little. . .
-- Council "Information Only" items will be transmitted either by mail or in
a separate envelope with agenda packet -- not as part of official record. . .
r
-- Performance evaluation criterion should be set at start of review period,
not just before the review. ..
-- If Councilors get involved in labor relations (e.g. , employee contacts or
public statements) while staff is negotiating, then the process become
the Councilor's to negotiate.. .
-- Budget cuts mean policy decisions. Budgets will not be cut "piece meal"
or "across-the-board", rather should be made in service or program areas,
giving Staff full opportunity to provide data clearly defining impact. . .
Use Request for Action form for "pothole" problems. Other concerns or]
items should be set for an agenda by contacting City Administrator or by
motion of Council. . .
--
ti
January 20, 1983
GOALS AND PRIORITIES
( ✓ ) PROGRESSING, BUT STILL NEEDS EMPHASIS. . .
COUNCIL AND ADMINISTRATION FINANCE AND ADMINISTRATION
4. 5 /Council and Advisory Board Relationships 4.5 Labor Relations
.-Annual Coal Review Workshop (until routine) ,,Classification and Compensation Policy
.,,Management System Organization
Productivity
Accountability 4_O •�Orchae
s
Budget Workshop ,-Purchasing
Cost Consciousness Fees and Charges
Taxes
4.0 ✓Civic Center Personnel System
- ✓GoaLs , Work Programs and Merit System Labor Negotiators
..,policy Options and Analysis
✓Service Levels _ 3.5 &.-Total Compensation Policy
✓Volunteerism -'Capital Improvement Plan
Intragovernmental (Internal) Communications ✓Contingency Reserve
Council Training Vacation Policy
i
Meeting Rules Fact Sheet Finances
3.5 -Philosophy of Government 3.0 Debt Management
Pacific Highway Computers and EDP Technology
Newsletter Code
Change Audit
Press and Media Relations l
Financial_ Analysis
Contracting Out LIBRARY
s
4
3.0 -Community Relations 4.5
✓Comparison With Other Cities i
Intergovernmental Coordination 4.0 ,/-Space Needs
Council and Board Relations
Appropriate Technology
;
2. 5 City Attorney 3. 5 Growth Impact
Purchasing
3.0 ✓Cable TV t
Pride in Library i
Library Services
Hours of Operation '
i
i
2. 5 Municipal Reference Library 1
Visibility
4
2_0 Social/Cultural/Arts
I
i€
4:
Ulf
COMMUNITY DEVELOPMENT PUBLIC SAFETY
4. 5 -Comprehensive Plan Versus NPO Plans 4 . 5 ,Union Contract
Density Police Department Image
Targeted Police Services
4.0 -Downtown Revitalization
-Street/Arterial System 4.0 . ICAP
.Sewer System ✓Police Department Space Needs
✓Park Plan ✓Crime Prevention 6 Community Relations
✓Parks Coordination with Law Enforcement
./Industrial Development Agencies
✓Community Involvement Police Staffing and Growth impact
Code Enforcement Dispatching
Growth Management Coordination Tracy Report Versus Chief's Response
Fleet Management Safety Valve
Municipal Judge
3.5 --Pedestrian Ways/Bikeways Police Radio Transmitter
✓Public Facilities Planning within
Urban Growth Bounds 3.5 Public Safety Resource
✓Cable Communications/Cable TV School District Coordination
✓Local Improvement Districts (LID's) :.lice Reporting
.-Economic Development Expanding Role of Police Department
✓Capital Improvement Plan and Program Alarm Response
Planning Director Equipment Replacement Policy
Street Lighting Policy Alternatives
Traffic Signs and Signals Computers and EDP Technology
Sign Code Report Writing
Building Department Municipal Court
Street Light Outages and Traffic Municipal Court Versus District Court
Light Malfunctions Citings
Beautification
3.0 Fire Districts Coordination
3.0t.-Recreation ;-_ght Bard
✓Evaluate Feasibility/Desirability of
Three Water Districts in Tigard 's 2.5 Tri-Met Coordination
UCB Becoming City Department
✓Senior Center 2.0 ✓Evaluate Feasibility/Desirability of:
Building Height Limits Tigard Fire Department
Chamber of Commerce
0.--mmunity Develop. Block Grant (CDBG)
Engineering
Cook Park
Planning Commission Minutes
Main Street Parking
_Added by the Park Board only:
-'Greenway Development and Acquisition
✓Park Development and Acquisition
2.5 Janitorial Services
COUNCIL GROUNDRULES
Communications Between Councilors, City Administrator and Staff
-- Councilors are encouraged to maintain open communications with the City
Administrator, both as a group and individually in one-on-one sessions. . .
-- Councilors are encouraged to direct inquiries through the City
Administrator, giving as much information as possible to ensure a thorough
response. . .
-- In the absence of the City Administrator, Councilors are encouraged to
contact the Department Head, realizing that the Department Head will
discuss any such inquiries with the City Administrator. . .
-- Contacts below the Department Head are to be discouraged due to the
possible disruption of work, confusion on priorities, and limited scope of
response. . .
-- Unwritten communications are to be treated by the Administration as
"advisory" only. . .issues requiring action or follow-up by the Council as a
whole should be submitted to Administration in writing. . .
-- Councilors should not expect immediate answers (e.g. , on-the-spot or even
next week) unless a less than thorough answer or qualified analysis is
acceptable. . .
-- Everyone needs to recognize agenda cycle and 10-day cut-off. . .Add-ons to
be minimized, and handouts distributed at start of meeting, except
Executive Sessions. . .
-- Staff will attempt to schedule items assuming the longer timelines or
assuming second reading of ordinances. . .
-- Don't assume Staff is guilty until proven innocent. . .
Communications Among Councilors
-- Try to avoid surprises or "plops", especially it they appear intended to
embarrass or discredit. . .Councilors and Staff should try to prepare in
advance of public meetings and get issues into packets. . .If a "plop" is
dropped, its ok for "victim" (Council or Staff) to ask to have the item
tabled. . .
-- Add-on-Agenda items are not "plops", but should be brought up at start of
meeting and generally considered only if continuing to a later agenda is
not appropriate. . .
-- Councilors are encouraged to suggest agenda topics at the bench or to
contact the City Administrator about scheduling an item into the Tentative
Agenda. . .
-- Requests for legislative action of Council may be initiated by any
individual Councilor and responded to by Staff consistent with resources
and priorities or referred to Council as a whole. . .
-- Try to avoid hidden agendas. . .
-- Try to qualify "Yes" vs. "Ivo" on procedural issues. . .
-- "Safe" votes should be clarified amongst Councilors privately. . .
-- "No" votes should be explained, if not part of discussion. . .
-- A motion to table is preferable to a forced or uninformed vote. . .
-- A "point of order" is always in order and may be used by Council (or
Staff) to stop "cheap shots" or counter-productive actions. . .
Communications with the Community/General Public
-- Councilors and General Public need to be reminded of the Agenda cycle,
cut-off dates, general "need-to-know" of how public issues are handled and
hjw citizen input may be accomplished. . .
-- "Official" communications should come through City Hall and be provided to
the Administrator. . .Direct submittals or inquiries to the Council or
individual Councilors should be referred to the Administration, or
Councilors may ask the Administration to look into an issue. . .
-- "State of City" address should be the result of dicussions with Staff and
Councilors as it may be viewed as City policy. . .
-- Official "press releases" should be encouraged, both to ensure accurate
reporting and to advise Councilors and Staff of the official position
communicated to press. . .
-- Never get upset about what you read or hear in the press. Assume everyone
is misquoted. . .Don't respond to the press or get upset about what someone
supposedly said until you ask the person who supposedly said it. . .
General
-- Administrative information provided to one Councilor will ordinarily be
provided to all. . .
-- Councilors are always Councilors in the eyes of the Administration, never
just private citizens. . .
-- Communications from spouses of Councilors will be viewed by the
Administration as if from the Councilor. . .
-- Information of interest to one Councilor will generally be viewed by the
Administration as of interest to all Councilors. . .
-- Information that "affects" the Courcil should go to Council. The City
Administrator is to decide on "grey areas", but too much information is
preferable to too little. . .
-- Council "Information Only" items will be transmitted either by mail or in
a separate envelope with agenda packet -- not as part of official record. . .
-- Requests by individual Councilors are to be treated by the Administration
as "Advisory Only". . .
-- Performance evaluation criterion should be set at start of review period,
not just before the review. . . i
-- If Councilors get involved in labor relations (e.g. , -mployee contacts or
public statements) while staff is negotiating, then the process becomes x
the Councilor's to negotiate. . .
-- Budget cuts mean policy decisions. Budgets will not be cut "piece meal"
or "across-the-board", rather should be made in service or program areas, '
giving Staff full opportunity to provide data clearly defining impact. . .
-- Use Request for Action form for "pothole" problems. Other concerns or
items should be set for an agenda by contacting City Administrator or by
motion of Council. . .
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A MODEL FOR PRODUCTIVE LISTENING:
(when the problem belongs to other person)
Psychologists have taught us that skillful LISTENING has a very positive
effect for a person with the problem of unmet needs. A skillful listener
accepts the person "where he/she is" without having to hide, distort or
defend. When one feels accepted, he/she can trust the listener and feel
free to use their energies and potential to interact in a search to
identify their problem. Once the problem has been identx"4,ed, choices
or solutions become more apparent; hence a sense of reliev and renewed
self-confidence emerge.
GOALS OF PRODUCTIVE LISTENING
1. Recognize person who owns a problem or has unmet needs.
2. Perceive the "feeling tones" of other and check them out with the
feedback system.
3. Keep the center of interaction on the one who owns the problem so
that person can be able to respond (responsible) to identify and
solve their own problem.
4. As a listener, I must keep my needs separate from those of the
other person.
5. As a listener, I must be aware of when my own needs impose on my
ability to listen.
SENDER LISTENER
think think
e d
n e
feel c Feedback c feel
0 0
d d
e e
Recognizing Problem Reflecting the The Facts
Ownership Feeling
Example:
"You feel pretty worried about your
exam marks." >
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1 . When you, the listener, have decided what feeling has been sent,
then phrase your listening response. Either the feeling or the
facts can be stated first.
Example:
SENDER: "I don' t know if I 'm going to pass my courses with
all those D' s I have on my tests."
LISTENER: (as above) "When you get low grades on test you
feel pretty worried."
HT:RC(WP)P1R
:
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WON
A MODEL FOR PRODUCTIVE CONFRONTATION
(when my needs are not being met)
If we avoid confronting another person about behavior we don't accept,
we risk an accumulation of negative feelings that may cause us to use
power, be retaliatory or given in permissively by trying to show accep-
tance dishonestly. When the relationship has high quality, one will
usually modify behavior when he/she is made aware that it is imposing on
someone he/she values.
A. Appropriate when another's behavior is imposing on my meeting my
needs.
'yam
B. Appropriate when I feel positive about another's behavior. An
excellent method of positive reinforcement of behaviors that you
like.
GOALS OF PRODUCTIVE CONFRONTATION
1. Preserve the other person's self esteem.
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2. Communicate my honest feelings no matter how strong and let other`.`K'l
know how his/her behavior imposts on me. ''
3. Leave the responsibility for behavior change with other person and
reduce the risks of damaging our relationship.
4. Must listen to the response of the other person to my confrontation.
An ideal confrontation includes the three following elements (elements
may be stated in any order):
My Feeling Non-blameful Description The Effect Other's
of Other's Behavior Behavior has on Me
Stating my primary Gives other clear under- If other person can
feeling helps other standing of what he/she see how his/her be-
to know the impact has done. havior is imposing
of his/her behavior. on my needs, he/she
Non-blameful terms reduces will be likely to
chances of other's need choose a different
to react defensively. behavior, especially
if our relationship
is of high quality.
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MY Feeling hon-blameful Description
Of Other's BehaviorThe Effect Other's �
Behavior has on Me
This compartment
will be vacant if
MY problem has to
do with values
rather than
behavior.
EXAMPLE:
"I feel competed with when students are visiting because I can't
during class time
Present the infor-
mation that I have
prepared."
You MUST remember to LISTEN to the responses to Your CONFRONTATIO
order to help identify other's needs and avoid possible power stN in
struggles.
HT:RC(WP)P3R
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PRTTERNS OF COMIUNICATION IN
CONFLICT SITUATIONS
I. Unproductive patterns of communication for collaborative conflict Management:
A. BLA11ING Words Body Insides
Accusatory Finpe=-pointing I ayr. lonely,
Condescending nverpoz•-ering unsuccessful,
afraid
B. PLACATING Agreeing constantly; Helpless I feel like
accommodating nothing;
worthless
C. COMPUTING Ultra-reasonable Expressionless;
rigidly calm I am vulnerable
D. DISTRACTING Irrelevant Angular; Nobody cares;
dizzy I am scared.
II. Productive patterns of collaborative conflict management:
A. LEVELLING -- words, body, insides of the person are congruent; going in the
same direction. Levelling does not mean that the person tells "everything"
he/she knows and feels; but that the communication responses are an
accurate representation of the person at the moment.
A leveller typically follows the rules for giving and receiving Effective
feedback (see additional handout).
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4
STRATEGIES At7B TACTICS
I11 CONFLICT
You can move a conflict in one of four directions:
1. Avoid
2. Escalate
3. Maintain
4. De-escalate
All are useful at different times. The choice of which one(s) to use should be based
on the desired outcome of the conflict. Below are some tactics (specific behaviors)
that typically move conflicts in one of the four directions.
Usedwell or poorly Resulting in.:
I. !voidance �— -
postponement
using formal rules
changing the physical environment
tacit coordination (exp: agreeing
on votes before a meeting)
gunnysacking (saving up feelings
until later then they become explosive)
coercive (exp: nulling rank)
refusing to rewguize the conflict
fogging (agreeing with part of a
criticism)
linguistic manipulation (exp: "There's
no conflict; just a slight disagreement.")
I
II. Escalation--involvement in the conflict increases;issuc:s are -nor= sharply defined;
number of issues increase; and parties often polarize.
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labelling (naming the other or the relationship)
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issue expansion (connect many other Issues to
the ones in the conflict)
MWWW-a NOW�
Strategies and Tactics - page 2
II. Escalation (continued)
coalition formation (to increase power)
threats
constricting the other
(exps: allowing only a certain time
for a conflict; restricting access to an
important person in a conflict)
III. Iiaintenance--neither reducing nor escalating the conflict
Quid pro quo (getting something for something)
agreement on relational rules (how to
conduct the conflict)
combine escalation and reduction tactics
{
IV. De-escalation--reducing the conflict
fractionate (break the issues into small„
manageable units)
ask for more information about the conflict
metacommunication (discuss the relationship)
response to all levels of the conflict
(thoughts and feelings)
compromise
establish outside criteria for managing the
conflict (decide how decisions will be rade.)
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ISSN IDENTIFICATION AND GOAT. NEGOTIATION
IN CONFLICT SITUATIONS
Below are several suggestions for ident1fying issues in a conflict:
1. Clarify the content and feelings of the conflict participants by paraphrasing
them before speaking.gi Check o your clarifications with the person(s) you are
paraphrasing: your perceptions could be inaccurate especially in a tense situation.
2. Dake observations (not interpretations) of the conflict participants' words (how
they talk about the conflict), nonverbals, and extraverbals for a more accurate
assessment of the issues and for feedback to self and others about the effets
each is having on the conflict process. For example, someone who calls the
conflict a "battle" will be viewing the conflict and its consequences differently
from one who labels it a "disagreement." A voice that indicates anner along
with words that do not should give -ou clues that you do not have all th
information from the other that you need. Ask the person for clarification,
based on your observation.
3. locus on the incongruities between verbals and nonverbals to surface issues
in the conflict.
4. Focus on aad rake ctLservations of the coms"nication patterns psrticlp.-nts rre
using, e.g. , blaming. placating, coerputinr, and distractins petterr.e. sl
yourself and ot`iers hoe• the communication patterns are rroliferatinr t-e
conflict issues and affecting the ranarer;ent of the conflict.
5. Focus on the 'effects the conflict process is having on the participants.
Verbalize the effects as you interpret them and/or ask other participants to
verbalize the effects. Often the way people behave in a conflict is indicative
of the way they behave that creates the conflict in the first place; and it is
easier to deal with information that is being generated at the momrnt than to
argue about who did what in the past.
6. Focus on dyak or group themes, e.g., trust, acceptance, control of information,
perception and feelings.
7. In every conflict there are requests of the others in the conflict. State your
requests clearly and ask what the other(s) is requesting of you, both materially
and emotionally.
�. Ask yourself what all conflict participants are feeling in terms of their self
esteem and power, two common issues in a conflict. People must have a feeling
Of poker (pan ability to influence) and confidence in order to cooperate
authentically.
9. Clar1f9 the events that typically trigger the actual conflict. Those events
may give you clues about the conflict issues.
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Issue Identification/Goal Fegotiation
Below are several suggestions about hot- to negotiate goals productively in a
conflict. Identifyinp issues and dealing with theta effectively are two of the most
important stills to develop in conflict management.**
1. Begin the negotiation session (even an informal one) with the points of agreement,
no matter how vague, instead of the points of disagreement. This helps give
people cowwn goals and some sense of the interdependence they share.
2. Try to make choices available to the parties involved. People tend to become
defensive when they are being controlled by having no options available
to theta. In destructive cont lict b ebavior, options are closed off instead of
opened up.
3. Treat otter persons as persons and not as tUings only. I1ake ci-oices based on an
appreciation of the other's role instead of just thinking that the person is a
"thing" blocking your goals. A good tray to keep the conflict interpersonal is
to I.eep clear the differences between your guesses about the meaning of certain
behavior to participants and the behavior that you can actually observe.
Telling another that you Isnot: what he/she is feeling or thinI.ing is a "sure!'
way to escalate the conflict. Be PESPECTF11L OF THE OWER.
�. 4. Discriminate as to when and where to control is to be exercised. People who
always try to exerc se power. expeclally coercively, are conflict "gangsters,"
trying to be one-up on others. A low level of trust is usually generated,
and later conflict will likely emerge because of the low trust.
3. Take responsibility for the accuracy+ of Zour cos®unication. That is, take
responsibility for your part in the conflict and Z'P the feelings and perceptions
you have about the situation. If you are in the conflict, you must have a part
in creating it, even if that part is withdrawal.
6. State goals in terms of do-ables. When goals are do-able, you can tell whether
they are being achieved or not, and adjust accordingly. In the case of a job,
a do-able goal would be to increase sales by 40 per cent over last year as
opposed to saying "I want to improve."
i
7. Deal with both content and relationship goals in the conflict. Participants
want certain beliefs advanced, certain behavior changed, hanks performed, and
promises trade, but they also want to define the conflict differently, e.g., hop:
they go about conflict, who has control, etc. Remember that the dual goals in
most conflict are to 1) reach agreement and Z) enhance the relationship for
future commtmication. Both are equally important.
S. Include emotional data as well as "objective" data when goals are formulated.
People always have reasons for what they do, even though their reasons may
not be your reasons. Therefore, d1scounting some reasons because they are
"only emotional" is not productive for the relationship. Talk about your
feelings and encourage others to talk about theirs. If this is not done
the agreements reached are likely to be shallow.
Issue Identification/Goal Negotiation
9. Try to avoid polarizing into separate groups too early, or polarizing your
position too early in the goal negotiations. There is nothing inherently
wrong with polarizing, but the practice does not work very well. If groups
get identified as totally aligned with one point of view, and refuse to
listen to other points of view, they will have less chance for compromise if
compromise is necessary. When people get ego involved with a position, they
change much less over time.
10. Decide which goals are actually incompatible at the moment and which ones only
seeti to be incompatible. Some incompatibilities never change--people feel so
strongly about their side of the issue that they are unchangeable. Sometimes
these conflict goals can be sidestepped or tabled for another time and the
Foals ti:at are negotichle can be dealt nit?,. Try to discourape the attitude
of "If you don't agree -it,i we about this ir.portant issue, then you can't
agree with me about anythinp."
11. Avoid reaching easy agreement on goals by premature voting, by giving away your
power to some authority, or by using chance measures (flipping coins) when the
seriousness of the conflict suggests more careful attention to the negotiation.
Often a group has to redo a conflict because the resolution reached the first
time around was totally unrealistic, or did not take in account the deep
feelings of the participants involved.
12. If you seem to be stuck, and no one can agree on anything; discuss the extent
to which you are related as groups or as individuals in the group. Sometime
reminding each other of your interdependence serves the function of breskiP7
down excessive stubbornness that gets in the way of advancement of new goals.
F Remind others that if everyone could get exactly What he or she wants, you
4., wouldn't be in conflict--it would already be happily resolved. Groups dorlt
need each other, and individuals aren't interdependent, seldom are involved
in conflict, since the activity of conflict is so stressful and uncor!fortable
to many people.
13. In personal conflict, it is usually a good idea to avoid making stands and then
giving in as a ploy. People catch on to the ruse, and your credibility is theca
lowered.
14. Avoid stating_goals in terns of winning and losing. Talk in terms of what is
,est for the common good. If a win-lose orientation seems inevitable, before
final decisions are made, assess again the degree of interdependence of the
participants. What is "lost" in the future by "winning" noel?
15. State empathetic feelings when you have thy+. Show understanding of the other
point of view when you feel it even if you make it clear that you disagree with
the other side. Your understanding enhances the productive nature of the
negotiations, and does not decrease your chances of getting what you want.
16. Suggest outside assistance when you feel this might be necessary and acceptable
by other parties in the conflict. Sometimes participants in a conflict are
too close to the situation to suggest any more productive avenues. This is
the time to ask for help from an appropriate third party.
17. Observe the rules of giving and receiving feedback (see additional handout.)
04Adepted in large part frost Doing Conflict: Communication in Interpersonal Conflict
by Joyce Frost and William Wilmot, in press.
BECOI•;ING MORE RESPONSIBLE. . . .
Here are some specific ways we can be responsible to ourselves and to
others in groups:
Limiting our talking time to our fair share. When there are ten people
in the group, we are entitled to roughly one-tenth of the total talking time.
Not interrupting people who are speaking. We can even leave space after each
speaker, counting to five, taking a few deep breaths, before speaking.
Becoming a good listener. Good listening is as important as good speaking.
It' s important not to withdraw when not speaking; good listening is active
participation.
Getting and giving support. We can help each other be aware of and interrupt
patterns of domination, as well as affirm each other as we move away from
those ways. It is important that women support and challenge each other.
It is also important that women break out of their conditioned role of
looking after men' s needs (while ignoring their own) .
Not giving answers and solutions. We can give our opinions in a manner which
says we believe our ideas to be valuable, but no more important than other's
ideas. We can also share learning or growth experiences - how things have
worked for us.
Relaxing. The group will do fine without our anxiety attacks.
Not speaking on every subject. We need not share every idea we have -- at
least not with the whole group.
Not putting others down. We need to check ourselves when we are about to
attack or "one-up" the other. . . We can ask ourselves: "Why am I doing this?
What am I feeling? What do i need?"
Nurturing democratic group process. Learning democratic methods and adopting
democratic structures and procedures will improve our group process.
Interrupting other's oppressive behavior. We should take responsibility for
interrupting another who is exhibiting behavior which is oppressive to
others and prohibits his own growth. It is no act of friendship to allow
friends to continue dominating those around them. We need to learn caring
and forthright ways of doing this.
Don't speak for others. Instead of saying "A lot of us think. . ." or
"What so-and-so meant was. " say what you think (or feel , or meant) .
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WHO IS RIGHT or WHAT IS RIGHT?
Too often, "Who is Right" becomes more
important than "What is Right. "
Improvement comes only when each of us
stops trying to "save face" and begins to
make more decisions on the basis of
"What is Right. "
As we do more of this , we will Find that
co-wcrkers, subordinates , etc. come up
with better and better ideas. . .
"Sacred Cow" policies will be dropped.
Tensions between decision makers and
implementers will be greatly reduced.
Each of us must put forth a little extra
effort to change our thinking in this
regard. . . but it is well worth the effort.
5
Honorable Mayor and Members of the City Council
City of Tigard
P. O. Box 23397
Tigard, OR 97223
I think the above about sums up the final things I was
trying to say to you last night. . . . No, it' s not original.
I don' t know who wrote it originally, and it' s been para-
phrased a number of times to fit management training
classes. . . but it still makes a lot of sense.
You are very special, unique individuals. . . and I think
you have the potential to be a great working TEAM as
you pool all of your individual resources together.
I feel honored to be a part of your goals-setting/ground-
rules development process. . . and if I 've helped you gain
some insight into your working relationships, that is
very rewarding to me.
The best to you all,
Sincerely, P.S. Another afterthought:
The enclosed reprint from a
Leadership Effectiveness Training
/ class we did here at the City
/ might be informative and useful. . .
THE RISKS OF USING THE TWELVE ROADBLOCKS
LEADER EFFECTIVENESS TRAINING
Part 1 Workbook Supplement
i
Published by
Effectiveness Training, Inc.
531 Stevens Avenue '
Solana Beach, California 92075
* E e[tiveness
T inin
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THE RISKS OF USING THE TWELVE ROADBLOCKS
1. ORDERING, DIRECTING, COMMANDING
" "You have to ")
("You must ..., ••
Group members may feel resentful of the leader's power, that the leader doesn't
really care about their needs. They may feel "put down" or frustrated and may respond
with anger, particularly if they have strong needs that are being blocked. Fear of the
leader may be increased. These "power" messages can cause the group member to stop
communicating to the leader. Often group members rebel, resist, fight back, test, refuse,
stand their ground; or if the leader is too powerful, complain to other workers, agitate,
spread dissent. In front of others, orders and commands can make a group member feel
embarrassed.
2. WARNING, ADMONISHING, THREATENING
("You had better ...," "I£ you don't, then ...")
This is really a form of ordering, only the display of power is reserved for a time
in the future. Again, this kind of message may cause group members to feel that their
needs are being frustrated. They may feel "put down," humiliated. They may resist or
test whether the leader will carry through on the threat. In front of others, these messages
can make group members feel embarrassed.
3. MORALIZING, PREACHING, OBLIGING
("You should ...," "You ought ...," "It is your responsibility ...
Here the leader is using appeals to "outside authority" or external standards of
conduct in order to persuade the group member to accept the leader's direction. This
kind of message communicates lack of trust in the group member's judgment. It com-
municates that the leader feels, "I know better — I am wiser than you." Group members
will frequently respond to this kind of argument with a counter-argument, "Who says?"
or, "I don't accept those phony values." Moralizing messages are frequently an attempt
to make the group member feel guilty if he or she does not respond in the expected
manner, but many group members respond to this form of manipulation with either
overt or passive resistance.
4. ADVISING, GIVING SUGGESTIONS OR SOLUTIONS
("What I would do is ...," "Why don't you ...," "Let me suggest ...," "It
would be best for ..."
It is not true that people always want advice. Advice implies "superiority" and
can make the group member feel inadequate and inferior — "I should have thought of
that." The group member may respond with resistance — "I don't want to be always
told what to do." Some group members feel that advice means that the leader doesn't
believe they are capable of figuring the problem out for themselves. Others will feel they
have let the leader down if they can't solve the problem the way the leader advised.
If the advice is not sound, then the group member must spend time arguing against it,
rather than coming up with a personal solution. Advice can also make group members
dependent; it doesn't encourage their creative thinking. A group member may simply-
respond
imply-respond by feeling the leader just doesn't understand: "He'd never suggest that if he
knew how bad the problem really is." Or she may respond — "When I want your
advice, I'll ask for it." Lastly, if the leader's advice turns out to be wrong, the group
member can duck responsibility — "She suggested it, it wasn't my idea."
5. PERSUADING WITH LOGIC, ARGUING, INSTRUCTING, LECTURING
("Do you realize ...," "Here is why you are wrong ...... "The facts are "
"Yes, but ...")
While group members sometimes like to learn from their leaders, this type of
message may produce defensiveness; group members may feel inadequate, uninformed,
inferior, or stupid. Logical arguments, too, invoke counter-arguments. Nobody likes to
be labeled as "wrong" and told that the leader's idea is "right" and should be adopted.
Arguing against the group member's ideas may cause him to defend his position even
more strongly — "I doubt that those other people knew what they were doing; I know
this system inside out, and I can make it work." Group members may react to their
leader's lectures the same way children respond to their parents' lectures — "You always
think you have all the answers." It has often been demonstrated that just because you
have the facts and Iogic on your side does not mean that people will accept your point
of view.
4
6. JUDGING, CRITICIZING, DISAGREEING, BLAMING
("You are acting foolishly ...," —You are not thinking straight
,
More than any other type of message, this makes the group member feel inadequate,
inferior, incompetent, bad, or stupid. Often group members respond very defensively —
nobody likes to be wrong. Evaluation cuts off communication — "I won't let her know
what my problems are when all she does is use them against me." Because of the lead-
er's psychological size, a group member may accept the leader's momentary evaluation
as being a generally true appraisal of his skills — "I'm lousy with people," or, "i'm a
bad organizer." These evaluations may become incorporated in the group member's
self-image, and criticism which may have been in response to temporary frustration may
continue to influence the group member's career. Another response of group members
to criticism is to evaluate right back, even though they may not express it openly —
"You're not so hot with people either, particularly me." Remember the adage, "Judge
not, lest you be judged."
7. PRAISING, AGREEING, EVALUATING POSITIVELY, APPROVING
("You've done a good job ...," "I approve of ...
")
Praising is really just a positive version of judging and evaluating. As a result,
praise may not always have the effects we have generally assumed. If the group mem-
ber knows that the leader judges positively, he can infer that the leader also judges
negatively. Then, too, when the leader frequently judges positively, the absence of it
may be interpreted by the group member as a negative judgment — "She must not have
liked my presentation, she didn't say anything." A positive evaluation that doesn't fit
the group member's self-evaluation, or is overdone, may be perceived as false or t'nreaten-
ing — "He's trying to snow me," or as manipulative — "What does he want from me
now." Both praise and agreeing often stop communication from the group member —
"She's only agreeing with me because she doesn't really understand my feelings," or
"He knows he doesn't have to listen to me anymore if he agrees with me." Praise in
front of others may also embarrass the group member or generate competitiveness with
others. But most of all, praise invariably tags the leader as "being superior" — the
right to evaluate another implies that you "know" what is good or bad.
S. NAME--CALLING, RIDICULING, SHAMING
("You're a sloppy worker ...," "Who hired you in the first place ...," "You have
loused up this whole contract ...")
Such messages can have a devastating effect on the self-image of a group member.
They can make a group member feel unworthy, bad, inferior. The most frequent response
of group members to such messages is to give one.back to the leader — "You're not so
smart yourself." "How'd you ever get to be leader of this place?" When group members
get such messages from a leader who is trying to influence them, they are quite unlikely
• - d
to change by looking at themselves realistically. Instead, they can zero in on the
leader's unfair message and excuse themselves — "I work harder than anyone around
this place — nobody ever gives a damn."
J. INTI ERPRETING, ANALYZING, DIAGNOSING
("What you need is ...," "Your problem is ...," "You don't really mean that ...")
To tell a group member what she is "really" feeli: g. what her "real" motives are,
or why she is behaving the way she is can be boli: very threatening and very maddening —
"She always thinks she has the answers to everything, including my feelings." Playing
"psychoanalyst" with group members is dangerous and frustrating to the group member.
If your analysis is wrong, the group member resists; if it is "right," the group member
can feel exposed, trapped, naked. The "here-is-what-you-need" message implies that the
leader is superior — knows more than the group member. Group members get resentful i
and angry with leaders when they interpret their motives. Interpretations are likely to
stop communication from group members rather than encourage them to tell the leader
more.
10. REASSURING, SYMPATHIZING, CONSOLING, SUPPORTING
("Don't worry ...," "You'llfeel better ...," "It's not so bad ")
Leaders often send these messages to group members without understanding that
they can have negative effects. To reassure a group member may make him feel that
you don't understand — "It's easy for her to say that, but she doesn't have to work
with a bunch of angry customers." Supporting messages to the group member also
convey, "I'm not feeling comfortable having you feel upset, I can't accept such feelings;
start feeling happy." If things do not "turn out alright" for the group member, he may
even feel misled by you, particularly if you gloss over legitimate concerns and accurate
perceptions in order to get him prepared to face the situation. He may also disbelieve
you — "You're just saying that to make me feel better." F
11. PROBING, QUESTIONING, INTERROGATING
("Why "Who ...... "What ...... "How ...." "Where "When ") �
Questioning and probing frequeritly make group members feel that they are being
asked to defend or justify their feelings. Once again there is some implication that the '
leader is in a position to evaluate whether the group member's feelings are justified or
4
r
not. This is why the group member may have the feeling of being on the "witness
stand" whenever he tries to explain a new idea or feeling to the leader. The group
member may also feel that his privacy is being invaded. Or he may feel that the ques-
to take a position
tioner is trying to force him
f irr tation that reveal questioner ation that can sedi e d-
against him. Also there may be some feeling o
ing the manner in which the group member can talk about his feelings, rather than
hem in the manner which seems most consistent
allowing the group member to express t
with his feelings.
�2, WITHDR.AWING, DISTRACTING, HUMORING, DIVERTING did you read a
("We can discuss it later ...," "That reminds me ...,
newspaper last?" "When did they make you President of the company?")
you do
Such responses make group members feel you are not interested
anders thateel rejected.
not care enough to want to understand. They can make group me
ade to feel frustrated or even angry by such responses.
Group members will be m
get the group
Humoring and kidding are ways of attempting to change the subject, to
roblems." The message they convey to the group member,
member's mind "off her p
however, is either her feelings are not important, not "worthy" of discussion, or that
the leader finds her feelings unacceptable and is trying to avoordca ed ho YPif�Y the
he
group member's response to this is, "If she really liked me, :y
member allows
wouldn't just brush me off like this." As a result, eveehowedirninishcdn the p and frequently {
herself to be "joked-ouc" of her feelings, she feels somehow o
rted and become angry, hostile, and resistant.
she will refuse to be dive
f
e �