The Pygmalion Effect

THE PYGMALION EFFECT
MANAGING THE POWER OF EXPECTATIONS LEADER'S GUIDE

SCREENPLAY BY KIRBY TIMMONS & JANE GOULD LEADERS GUIDE WRITTEN BY BRIAN MCNATT, PH.D., CPA
CONTENTS Introduction................ Page 1 Background........................................................................... Page 2 Film Synopsis......................................................................... Page 9 TheTraining Program............................................................... Page 10 Part 1: Introduction and Video Module 1 - Training Introduction....................................... Page 16 Module 2 - The ABC's of Pygmalion................................... Page 19 Module 3 - Your Pygmalion and Galatea Experiences............... Page 23 Part 2: Pygmalion Principles and Practices Module 4 - Raising Your Expectations Of Your Employees........ Page 26 Module 5 - Raising Your Self-Expectations to Become a Positive Pygmalion........................................... Page 30 Module 6 - The Expectation Cycle and Four Pygmalion Factors...... Page 32 Part 3: Galatea Principles and Practices Module 7 - Creating the Galatea Effect................................. Page 36 Part 4: Applying Pygmalion at Work Module 8 - Pygmalion Application Scenarios.......................... Page 39 Module 9 - Video Discussion Segments.................................. Page 40 Module 10 - Pygmalion Development Plan........................... Page 45 Conclusion............................................................................. Page 48 Participation Evaluation of Training............................................... Page 50 Other Pygmalion-Related Effects.................................................. Page 51 Bibliography........................................................................... Page 53 CompanionVideos from CRM Learning............................................ Page 54
Closed Captioned by the National Captioning Institute. Used with permission. Copyright 2001, CRM Learning, L.P.
T HE P YGMALION E FFECT
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INTRODUCTION
In 1975, a then-fledgling educational offshoot of Psychology Today magazine set its lofty sights on changing the world of media-based education and training with a slate of ambitious 16 millimeter films. One of the first films was based upon provocative research showing that without our conscious knowledge, our expectations for others can actually have a measurable impact upon their behavior. The film carried the rather unwieldy moniker of Productivity and the Self-Fulfilling Prophecy: The Pygmalion Effect. Such is the stuff of training legend. Popularly referred to over the intervening 20-odd years simply as The Pygmalion Effect, the film became one of the first true blockbusters in the training arena. It is even credited with serving as the primary introduction of the important field of Expectation Theory to the broader educational and organizational training communities. In the process, the film single-handedly secured the future for that fledgling upstart, rechristened CRM Films. Over the years, CRM Films has grown to become CRM Learning, the leading publisher of a wide-range of training products and media. And in 1987, CRM remade The Pygmalion Effect, whose concepts have had a remarkably durable relevance in employee training. And now it is with great pride that CRM Learning introduces The Pygmalion Effect, Managing the Power of Expectations, 3rd Edition, to a new generation of training audiences. No one knows better than we at CRM that your expectations for this new edition of the classic program will be exceedingly high. And CRM has spared no effort to update the content and instruction for todays faster paced learning and practical-minded training audiences. Featured in this new edition is an interview with Dr. Robert Rosenthal, regarded by many as the father of Expectation Theory, in which he reviews his insights into this powerful phenomenon. We profile DunnEdwards Paint Corporation, including the inspiring true story of Bob Harris, a former Dunn-Edwards sales representative (and avowed computer-phobe) who transformed himself into an Assistant Director of Computer Training all because someone believed in him. Also new to this Edition is the Expectation Cycle, which demonstrates how the phenomenon exerts its almost magical power to transform behavior. And the video goes beyond its predecessors in providing straightforward, practical strategies for implementing the power of Pygmalion in your day-to-day interactions with others. We live in a different world today from the one into which that original film was first introduced over 20 years ago. In our crazy, plugged-in world, were assaulted daily with predictions, forecasts, and expectations and attempts to instill expectations into usfor something that has tantalized mankind since its earliest stirrings: what will tomorrow bring? What better time to remind ourselves of a simple fact that our individual expectations for ourselves and others are still a formidable force in our lives. Indeed, they have the power to change the world. Kirby Timmons Creative Director, CRM Learning
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BACKGROUND
History Of Self-Fulfilling Prophecies: A weekend golfer steps up to the tee fearing that he is going to slice the ball. Sure enough, off into the rough it goes. A promising young professional goes to the front of the room prepared and confident about her presentation to the committee. She ends up responding to and calming the committees concerns and gets congratulated on a job well done. To what extent do we really have control over the events that unfold in our lives? Can our expectations become a reality? Do they always? In 1948 Dr. Robert Merton formalized the phenomenon of self-fulfilling prophecies (SFPs) and began to study their impact. He chronicled several situations when SFPs seemed to be operating in society. For example, during times surrounding the depression, people would begin to fear that their bank would go under and that they would lose their money. So hordes of people would rush to their bank to withdraw their money before the bank collapsed. Unfortunately, these bank runs often depleted banks of the cash they needed to operate and they did in fact go under people actually caused or contributed to the very thing they feared. As another example, Merton also believed that certain minority groups who had been labeled as not being that bright started to believe the negative stereotyping. Believing that they were dumb or couldnt learn things, they wouldnt try as hard as they could or put in the time and effort necessary to learn, thus confirming their initial beliefs that they couldnt learn. Merton was the first then to formalize the notion that our expectations can have a powerful influence upon the future that unfolds, even in fact when we might not consciously be aware of those expectations. An especially important contribution of Mertons work was in describing that it was peoples behaviors and actions that caused outcomes, not merely their beliefs or expectations alone. What he found is that people behave in ways that are consistent with and thus ultimately help confirm or fulfill their prophecies. Behavioral scientists next wondered, besides influencing the outcome of events, can our expectations influence other people as well?
A successful and competent college graduate had been recently hired as a corporate accountant of a large holding company. Although things started out well, it soon became apparent that his supervisor did not believe that he had the ability to be successful at his job. She became critical of his efforts, and more vigilant of any of his behaviors that supported her forgone conclusion that he was a low performer. And although she said she expected a lot out of him, she never really expected (or believed) that he would come through, and this was communicated through her actions, verbal intonations, and facial expressions. All of this took its toll on this young mans opinion of his own ability, until he doubted whether he could be competent in accounting. Within two years the supervisor fired him. His next job was as a Senior Accounting Analyst where, as he later described it, an incredible transformation took place. He worked for a manager who frequently indicated that he hired only top people, and then gave them the freedom and autonomy to do their job. Extreme confidence in this young mans abilities were communicated as he was given sole responsibility for designing and completing the companys $18 million operating and $5 million capital budgets, as he interacted with directors throughout the company (who treated him as a knowledgeable liaison to the accounting department), and as his boss brought him along to meetings with the company CEO, where his opinion and expertise were sought. He blossomed into a star performer as he started working harder and more conscientiously to merit the confidences placed in him. Within less than a year, he was being considered for a promotion to accounting supervisor.
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These two true incidents involve the same person with the same abilities, but an incredibly different result. Why? What made the difference? Although this was not a scientific study and there could have been several factors that influenced these outcomes, this story highlights how people may be impacted by significant persons who, on the positive side, may encourage, provide strong examples and guided opportunities, and help to expand persons visions of their capabilities and help them to achieve more. All of us can probably recall people in our lives who have had similar instrumental roles.
The Pygmalion Effect

Situations like the ones above have come to be known as the Pygmalion effectincreased achievement due to the high expectations and beliefs of others. The Pygmalion effect gets its name from Greek mythology. The legend is that Pygmalion, who was the King of Cyprus, carved an ivory statue of the ideal woman, who he then named Galatea. Through the strength of his own will and love, and with the assistance of the goddess Venus, the statue was brought to life. This phenomenon of the power of expectations was later the basis for George Bernard Shaws play Pygmalion and the musical My Fair Ladystories of how Professor Henry Higgins helps transform Eliza Doolittle from a lowly flower girl to a refined and elegant lady. The Pygmalion effect can also work in the opposite direction negative or low expectations leading to poor results. This has been dubbed by some as the Golem effect, for the Hebrew term for fool. What was once the topic of plays and musicals also became the subject of an enormous body of scientific research. In 1968, a classic study showing the potential impact of expectations on school childrens learning achievement rocked the academic world and spawned literally hundreds of related studies as well as harsh criticism from nay-sayers. In this study, Dr. Robert Rosenthal, who had been testing expectation effects with experimenters and rats, decided to expand his testing to people. So he approached Lenore Jacobson, an elementary school principal, about conducting an experiment in her school. At the beginning of the school year Rosenthal and Jacobson met with the school teachers and gave them the names of certain students who they were told had scored exceptionally high on tests shown to predict intellectual ability. They indicated to the teachers that they could thus expect remarkable gains in achievement from these students during the coming year. At the end of eight months, all of the students took achievement tests which revealed that these bright students had on average increased their scores more than the other students. The fact was, though, that the bright students had been chosen completely at random. Somehow the higher expectations of the teachers had ultimately been translated into increased learning by those students. Literally hundreds of subsequent studies confirmed, on average, that peoples expectations of other people do influence the actions and achievement of those other people. But scientists also wanted to know why and how this happens. This springboarded another round of studies. Like Merton, these scientists discovered that people did things (acted in certain ways) to help bring about the prophecies that they had made. In a nutshell, what they found is that instructors were better teachers toward those for whom they had higher expectations. Specifically, they provide: a warmer and more supportive climate, more input to the students, more opportunities for student output, and more performance feedback.
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Because of the importance of understanding these four factors and how to use them, each is described below with sample behaviors associated with high expectations and low expectations. Some behaviors fall simultaneously into more than one of the categories. Nevertheless, the categories are useful to understand the range of ways that we communicate our expectations and belief in others. Four Pygmalion Factors 1. Climate: This refers to the tone of the environment that we set for people. How supportive is it? How important do you make assignments seem and how competent and important do you make people feel? What kind of social and emotional atmosphere is there? This includes explicitly communicating high expectations, AND your confidence that they have the ability to do it. The climate is created through both verbal and non-verbal means. Good behaviors that communicate high expectations include: Being verbally supportive and encouraging Providing positive non-verbal cues through tone of voice, eye contact, facial expressions, and body posture and movements Helping employees set challenging goals Being distracted, in a hurry, or otherwise not giving an employee your full attention Verbally criticizing their competence or potential Negative non-verbal cues through voice, face, and body
Poor behaviors that communicate low expectations include:
2. Input of the Supervisor: This factor entails the amount of teaching, helpful information, and resources (including our time) that we provide. Good behaviors that communicate high expectations include: Spending extra time with people Providing ideas to follow up on or sources for further information (giving the team enough resources or ideas while allowing them to retain autonomy and ownership of projects) Not giving people vital information to do a job Not giving people sufficient direction or guidance Waiting too long to check on progress to provide any needed course correction Treating people like theyre incompetent by providing only limited or sketchy information (only a need to know basis)
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3. Output of the employee: This refers to the amount of opportunity we give people to learn and perform. Good behaviors that communicate high expectations include: Allowing them to express their opinions and ideas (even disagreeing ones) Giving them new assignments (or a variety of assignments including incrementally challenging ones) Giving them opportunities to learn or practice skills (e.g., training, projects) Allowing them to gain exposure to and visibility with other people and departments (especially upward in the organization) Cutting people off when they are speaking Not seeking their opinions or insights Limiting the number and scope of their work assignments
4. Feedback: This includes the amount, quality, and tone of feedback we give regarding peoples efforts and performance. Good behaviors that communicate high expectations include: Providing helpful suggestions on how people might be able to improve or do things better Positively reinforcing desirable behaviors (e.g., praise, recognition, rewards, etc.). This should be sincere, specific, and frequent enough Making sure any feedback regarding poor performance is done in a positive way, wherein the employee(s) can sense that you have their best interests at heart and you reinforce your belief in their ability to do better Providing mostly negative, vague, or limited feedback Criticizing the person (instead of their behaviors), making negative generalizations (e.g., negative labels)
The overwhelming majority of this research was conducted in educational and laboratory settings. But what about with adults in management settings, does the Pygmalion effect still occur? Pygmalion in Management MEDKIT Ltd. a production company of disposable sterile medical kits was having a chronic problem with the low productivity of new employees. The production employees were either native or immigrant women from Eastern Europe. Everyone in the plant, including the head production supervisor, knew that the native women were less capable workers who adjusted more slowly, were not disciplined, and rarely reached standard levels of production. The plant manager, however, had heard a lecture on SFPs and expectation effects and believed that the native women had as much ability as the immigrant women did. Sohe met with the production supervisor and informed her that the new native employees to be starting that week were excellent workers whom
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he had hand picked himself, that they should give her no problems and reach production standards quickly, and that she was to see to their integration into the plant and report any problems to him. The result was a very smooth transition of the new native hires who reached production standards ahead of schedule and then exceeded it. Sterling Livingston was one of the first to examine the Pygmalion effect within management contexts. He felt that expectations (both positive and negative) played a large role in the results that managers got from their workers. This was corroborated by scientific studies in the early 1970s by Albert King who examined the impact of raising supervisors' expectations toward workers in welding, industrial presser, and mechanics training. He found that those workers targeted as having high ability in fact learned more and performed above their peers even though they had been selected at random. Leadership researcher Warren Bennis even found evidence of expectation effects within the leadership styles of 90 successful CEOs: Our study of effective leaders strongly suggested that a key factor was what were calling positive self-regard. Positive self-regard seems to exert its force by creating in others a sense of confidence and high expectations, not very different from the Pygmalion Effect. The vast majority of scientific work on the Pygmalion and related effects in management settings has been conducted by Dr. Dov Eden and colleagues. They have completed literally dozens of studies examining various facets of expectation effects and situations in which they might be produced. This has included working with both men and women in the Pygmalion and subordinate roles, examining expectations towards teams as well as individuals, and examining Pygmalion impacts on a range of results including learning, physical fitness gains, job satisfaction, and task performance. Overall the results have been very encouraging. Of course, behavioral scientists have also found that it is not always easy to produce effects in business settings. For example, Dr. Charlotte Sutton attempted to raise the expectations of retail store supervisors towards their new employees by providing them with the supposed results of tests indicating the high aptitude of select employees. This only raised the expectations of some of the supervisors, and resulted in no subsequent gains in employee performance. In retrospect, it appears that the supervisors did not have enough time with each employee to transfer high expectations via the four factors discussed above. So based on all of the Pygmalion research in management settings that has been done to date, what is the bottom line? Does it work or not, and if so, how well does it work? That is what behavioral scientist Dr. Brian McNatt wanted to find out. Using sophisticated statistical methods he compiled all of the findings that had been accumulated to date and completed a statistical summary of the results (a meta-analysis). McNatt discovered several interesting facts: Overall, when managers have higher expectations of employees it does lead to more positive employee outcomes. Specifically, those for whom higher expectations were held performed approximately one-third above others (at least for the duration of the studies). The greatest impact occurs when supervisors can raise their expectations of those for whom they would have otherwise had really low expectations. These individuals are those who have poor self-images that are causing them to not put forth the effort to learn necessary skills or achieve beyond mediocrity. Like the native workers in the story shared above, they are under-achievers who are ripe for positive gains when given the chance.
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The majority of the studies had been completed in military training scenarios versus examining on-going performance within business organizations. As well, the gains in the military were significantly greater than business settings.
Not surprisingly, on-going work settings are complicated with many factors at play influencing work performance. This simply highlights the direction of current Pygmalion research and the challenge for managers to discover the parameters that produce larger and longer lasting effects within business settings. The Galatea Effect The Galatea effect occurs when high self-expectations result in greater personal achievement. This is when we act as our own Pygmalion, fulfilling our own prophecy about ourselves. Creating Galatea effects is also one of the ways in which Pygmalions transfer their high expectations, beliefs, and confidence to employees who then fulfill that positive prophecy. The story below illustrates the power of the Galatea effect. A big-five accounting firm brought in an academic consultant to help improve staff auditors confidence and performance early on. Some of the professionals were randomly chosen to meet with the consultant whose mission was to increase their confidence to be able to learn and successfully perform the rather complicated and difficult financial audit process. He spoke with them about their past achievements in life, about how they had been hired out of the hundreds who had applied (because they possessed the qualities and abilities that top performers at the firm had), and shared with them the high expectations and confidence of the partners. These employees then received three monthly communications from firm managers or partners expressing their appreciation for the difficulty of tasks the employees had and reinforcing their belief in the employees abilities to be successful. At the end of three months these employees still had higher self-confidence than their peers did and half of them were still outperforming the others. Dr. Albert Bandura discovered that there are three main sources from which we gain information to form opinions of our ability to accomplish given tasks (i.e., our self-confidence). These are highlighted below along with suggestions regarding how managers might use these sources to increase the self-confidence of their employees. Three Ways to Create the Galatea Effect 1. Give the Employee Tasks to Perform: Our self-confidence grows the more we have experience in a given area. The more we have successfully accomplished things, the greater our self-confidence in that area. Lead employees to successfully complete initially small and then progressively more difficult work assignments early on (e.g., a series of practice assignments). Provide employees with opportunities to learn and perform sooner, in a variety of ways, and with progressively more difficult assignments. Be sure to tailor the rate and sequence of assignments to ensure that employees sufficiently succeed at each task.
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2. Involve Them with Successful Models: This includes both giving employees the opportunity to see other employees successfully performing tasks, as well as telling them how others have succeeded. Models have been found to be most influential when: The employee can watch the model performing the tasks successfullyi.e., to see how they do it (versus just hearing about it). Of course, this is not always possible. The employee perceives the model to be similar to him or herself in terms of age, capability, and other personal characteristics. The model succeeds after overcoming initial difficulty, versus succeeding easily. The model produces results that are clearly identified as success.
3. Use Verbal Persuasion: Communicate to employees with messages and in ways that boost their self-confidence and help convince them of their ability to perform at a high level. Research indicates that the following factors are important for the manager and employees. Characteristics of the Manager: credibility, sincerity, trustworthiness, expertise, prestige, and familiarity with the demands of the employees tasks consensus of the messages among multiple managers, directors, etc. the employee does not believe that the managers behavior is related to the employees potential or actual behavior the employee thinks that similar encouragement, assistance, or bolstering is given indiscriminately to all workers the employee believes that the manager is engaging in these activities simply to motivate him or her to work harder
Perceptions of the Employee (Influence attempts are ineffective when):
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VIDEO SYNOPSIS
The film opens by illustrating the phenomenon of self-fulfilling prophecies (SFP's) using the example of the stock market. People will often act (buy and sell) based more on speculation or expectation than facts about the companies. These acts of buying and selling then help create the reality (stock price rising or falling) that investors collectively expected. This is particularly the case due to advancements in technology and the ready access to forecasting information 24 hours a day. The host then explains that the idea that expectations may influence reality is not new, that in fact the origin of such SFP phenomenon as the Pygmalion Effect date back to Greek mythology. We learn that this was later the inspiration for the George Bernard Shaw play Pygmalion, which was then made into a movie. Clips from the film portray how the high expectations and expert teaching of Professor Henry Higgins and the dedicated rehearsing of Eliza Doolittle end up transforming the Cockney flower girl into an elegant lady mistaken for royalty. We are then introduced to Dr. Robert Rosenthal, the worlds leading expert and premiere researcher on the Pygmalion effect. He explains the beginning of research in this area. This included experiments in the classroom wherein teachers were given names of certain students who they were erroneously told had tested exceptionally bright and who should thus excel that year in school. End of the year examinations showed higher achievement for these students even though they had been identified completely at random. The film also portrays an experiment showing similar higher achievement results for randomlychosen adults in a vocational training center welding program. The host then explains that many forward-looking organizations are now recognizing the potential power of Pygmalion principles (high expectations and beliefs) and are weaving them into their training programs and organizational cultures. We learn that one such company is Dunn-Edwards Paints, the largest privately owned paint company in the Southwest United States. The film profiles one poignant example of the impact of such efforts wherein Eileen Edwards, Director of Information Systems, helped Bob Harris realize his untapped potential that led to his promotion to MIS Assistant responsible for company computer systems and training. This story is used to explain the Expectation Cycle outlining how supervisors expectations are passed to employees thus affecting the employees self-expectations, subsequent behaviors, and ultimate performance level. Dr. Rosenthal then explains the Four Factors, or sources through which supervisors communicate their expectations for their employees: Climate, Input, Output, and Feedback. It is noted earlier that these can have either positive or negative ramifications depending upon the expectations. Each of these four factors is highlighted with work scenarios in two fictitious companies illustrating how supervisors communicate high or low expectations in the way they treat and behave toward their employees. It is noted that we are often not even aware of what we may be doing that communicates these expectations (especially low expectations). This we do to the potential detriment of our employees and our organizations, because of the self-defeating results it may foster. On the other hand, the specific scenarios illustrate how we can foster high expectations that will subsequently be fulfilled through higher performance in our employees, teams, and organizations.
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THE TRAINING PROGRAM

Training Sessions Overview for Trainer Introduction: This training program has been designed to introduce participants to the phenomenon of selffulfilling prophecies (SFPs) created by the Pygmalion effect, to help them understand how they can apply these principles to their individual work situations, and to assist them in developing the skills to do so. This is achieved through a variety of means including presentations, a video, discussions, experiential exercises, individual brainstorming, role-plays, etc. The focus is very application-oriented culminating in the participants developing their own Pygmalion Development Plan at the end of the training. Pygmalion Training Program Background: This training program is built upon principles discovered through decades of research and is closely patterned after Pygmalion training designed and successfully used by world-renowned behavioral scientists. These experts have shown that participants who master and consistently apply the principles and skills presented in this training experience positive changes including improved performance in themselves and in those they oversee. These programs have been shown effective in helping managers become more effective Pygmalions and in bringing out more of the potential of their employees. It is not magic and it is not easy; but the bottom line is that it works and it can work for your employees. Materials: This training program includes the following materials. In addition, the bibliography lists several articles and books that provide additional background on the Pygmalion effect. Leaders Guide PowerPoint slides Video, including 8 Discussion Segments 10 Participants Workbooks Reminder Cards
Recommendations: It is suggested that you do the following things prior to and during the training workshop as appropriate. Prior to the training workshop review all of the training materials, including viewing the video and familiarizing yourself with the Leaders Guide, the PowerPoint slides, and the Participants Workbook. Then decide which modules, activities, and exercises you wish to include based upon how much time you have and the training objectives of your group. Three possible training designs are outlined below (2-hour, 4-hour, and 8-hour options). If you choose the 2- or 4-hour training design, you may wish to use the exercises and modules that are not included in these designs as follow-up training for your participants, or have them complete the exercises as homework to assist them in the completion of their Pygmalion Development Plan.
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As you review the materials you should begin to more deeply understand and get a feel for the Pygmalion effect. To help the training participants get the most out of this training, you should adopt the role of a Pygmalion throughout the training. You should model the concepts and behaviors that you are trying to teach. This will start before the training as you establish high expectations regarding the people who will participate. You should have a positive mindset regarding their ability to grasp the material, their positive attitude and participation level throughout the training, and their desires and efforts to actively apply the principles. You will be establishing a positive prophecy that the group will fulfill. Participation and Involvement. The learning experience is very much dependant upon participants becoming actively involved throughout the sessions (active in thinking, questioning, disagreeing, sharing thoughts, applying concepts to their experience and workplace, etc.). In order for this to happen you must establish an atmosphere of trust and openness, an environment with the expectation that they are responsible for the learning (that the answers will come from them as they share experiences and selfdiscoveries with each other). Likewise they must feel that the format is flexible enough to allow such deviations, (i.e., that everything isnt so structured as to prohibit discussion). Thus it is generally good to periodically ask if anyone has any questions or has any related thoughts that they would like to share. Reinforce participative behaviors and cautiously manage situations where you must curtail discussion in order to progress through the training. Always do so emphasizing the positive.
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TRAINING DESIGN OPTIONS

There are three training designs from which to choose; see the following pages for more descriptions and individual exercise running times.
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DESIGN 1
Use this design when you don't have much time to spend in classroom training, yet want your participants to receive a solid foundation for understanding the Pygmalion effect, and how to create it in your organization. Your participants will be introduced to the concept, watch the video, and then complete a series of exercises on the Four Pygmalion Factors. In addition, they will be required to begin a Pygmalion Development Plan, to be completed on their own time.
USING THE POWERPOINT SLIDES ON CD-ROM

For your convenience, CRM Learning has created PowerPoint slides to accompany the three workshop training designs. If you choose not to select one of the prepared training designs, and are creating your own custom training presentation using specific course modules only, you can access the slides by module. When viewing the contents of the CD-ROM, you will find two folders. To view the slides in the prepared designs (Design 1, 2 or 3), select "Training by Designs". To view the slides by module, select "Training by Modules" to pick and choose from all of the training modules available (Modules 1-10).
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DESIGN 2
This design is useful for a 1/2 day training session. It covers all the basics (see Design 1) and includes additional exercises for expanding trainees' understanding of the key principles surrounding selffulfilling prophecies. Design 2 also allows participants to spend more training time thinking about how to apply these skills when dealing with their own employees. In addition, viewing the Discussion Segments helps them to recognize how other managers are effective Pygmalions, or what they could be doing better.
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DESIGN 3
The most comprehensive training design, this option includes every module and exercise offered in the Leader's Guide and Participant Workbook. This will provide participants with an in-depth study of expectations, the Galatea and Pygmalion effects and how to create them, and will allow them ample opportunity to practice their new skills as "Positive Pygmalions."
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PART I - INTRODUCTION AND VIDEO

MODULE 1 - TRAINING INTRODUCTION
(25 M INUTES, CLASS EXERCISE) Introduction (5 minutes) Introduce yourself to the group and take care of general housekeeping items related to the timing and format of sessions (e.g., discussion, brainstorming, role plays, etc.) and breaks. DO NOT discuss anything about the Pygmalion effect or the Self-Fulfilling Prophecy yet. Exercise 1Creativity and the SFP (10 minutes) Overview & Objectives: The class is divided in to two groups that are given slightly different instructions (expectations) regarding a creativity assignment. The group with the higher expectations invariably scores higher on the exercise. It illustrates the potential benefit of high expectations. Note that the class will go through the exercise at this time, but the debriefing will wait until a bit later. Instructions: Indicate to the class that they will be doing a fun little exercise to start with. Divide the class into two groups and ask one of the groups to exit and wait for a few minutes in the hallway. Read the following instructions to Group 1 as you show the related slide: In a moment, you will be shown three adjectives one at a time. You will be given one minute with each word to think of objects that could be described by that adjective. You should just think of a few words for each of the words given. Remember that your responses must follow these rules: Abstract concepts are acceptable (e.g., for the word red, you could respond embarrassed). You cannot list two objects from the same category (e.g., apple and strawberry in response to red). Nonsensical answers are not acceptable (e.g., skyscraper is not an acceptable response to red). Show the Creativity Exercise slides containing each of the three words one at a time. Allow the class only one minute for each word.
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Next, invite Group 2 to come in from the hallway and for Group 1 to wait out in the hall (indicate that they should not disclose the exercise to Group 2). Then read the following directions to Group 2 while showing the related slide. In a moment, you will be shown three adjectives one at a time. You will be given one minute with each word to think of objects that could be described by that adjective. You should list at least twelve (12) responses for each of the three words given. Remember that your responses must follow these rules: Abstract concepts are acceptable (e.g., for the word red, you could respond embarrassed). You cannot list two objects from the same category (e.g., apple and strawberry in response to red). Nonsensical answers are not acceptable (e.g., skyscraper is not an acceptable response to red). Show the Creativity Exercise slides containing each of the three words, one at a time. Allow the class only one minute for each word.
Invite Group 1 back into the room. Ask the class as a whole to count up how many total words they came up with (for the three words combined) and to write that number at the top of the exercise. Indicate that you will discuss this exercise a little later. Tagamet ExampleGeneral SFP discussion starter (5 minutes) Overview & Objectives: Students are shown a slide illustrating the effects of studies done comparing the relative effectiveness of the drug Tagamet with a placebo. This is used as a discussion starter for the possible impacts and influence of peoples expectations and beliefs. Instructions: Show the slide and indicate to the class that it illustrates the effects of studies done comparing the relative effectiveness of the drug Tagamet with a placebo, and ask them just the first question below to begin with. Then you only need ask the additional questions as necessary to lead them through the logical sequence from drug studies to potential management implications. Potential Questions: What in the world does this slide have to do with management or leadership? Whats going on here? What do you see? What do you find interesting? How effective was the placebo?
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Key Point: Try to generate a discussion about how peoples expectations and beliefs can become powerful predictors of future outcomes (including physiological reactions of peoples bodies to drugs or the healing process in general). Support: The drug company SmithKline Beecham conducted these studies to show how effective their drug Tagamet is, but cognitive and behavioral scientists look at the results and say Wow! Look at how powerful the mind, belief, and expectation are! Roughly fifty percent of the time, a sugar pill was effective in treating heartburn symptoms because people thought that they were getting medicine that had been shown to be effective in doing so. Author Norman Cousins chronicles in his book Anatomy of an Illness, stories of how he (and other patients) helped cure themselves partially through the power of belief. The same phenomenon (the impact of expectations on activity and performance) is playing out every day in organizations, either to peoples benefit or detriment.
Debrief Exercise 1Creativity and the SFP (5 minutes) Tally on the whiteboard or flip chart the total numbers of words that Group 1 and Group 2 came up with (if overheads are being used, a PowerPoint slide is provided that can be printed and used). One way of doing this is to write numbers (representing the number of responses) on the left of the board down a column (e.g., 9, 10, 11, etc) then starting with only Group 1 participants, ask how many persons had x number of responses. To save time you only need to write down those numbers to which people respond. Put hash marks to the right of the numbers representing how many people had that number of responses. Do the same for Group 2 marking their number of responses down a new column to the right. See the example below:
9 12 15 30 32
Group 1 |||| || |
Group 2 || ||| ||||
Invariably, Group 2 will on average show a higher total number of responses. Explain to the class the different expectations that were communicated to the two groups. Indicate that this is just a simple example of how higher expectations (like those communicated to Group 2) can lead to higher performance. Note: if it doesnt work out, you can laughingly attribute it to overachievers in Group 1.
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MODULE 2 - THE ABC'S OF PYGMALION

(60 MINUTES, INCLUDES VIDEO) Overview & Objectives: Through lecture, discussion, and the CRM video program, The Pygmalion Effect, Managing the Power of Expectations, participants are introduced to formal definitions and examples of the concepts contained in the training, the key psychological and social principles that are the foundation of self-fulfilling prophecy effects, and a variety of ways in which they manifest themselves. Introduction of Key Concepts & Principles (10 minutes) Instructions: Introduce the official concepts of self-fulfilling prophecies (SFPs) and the Pygmalion Effect. You may draw from information from the Background section of this Leaders Guide if you wish and time permits. Then indicate that to facilitate learning you are going to start with the bottom line, the psychological foundation of SFPs and the Pygmalion phenomenon. Indicate that this foundation consisting of three key principles - is so fundamental to the training they are about to receive that they should be able to remember them two or three years from now. If they remember and act according to these principles, it will effect change in them and in others.
The ABCs of Pygmalion

A ) We cannot behave or act in a manner that is inconsistent with our expectations and beliefs (of others or ourselves). B) Our behaviors and actions toward others influence their expectations, behaviors, and performance either positively or negatively. C) Thus, our expectations will become a self-fulfilling prophecy, partly because we will act in a manner that is consistent with that prophecy and causes it to be fulfilled.
Briefly engage the class in a discussion to elicit their thoughts and feelings about these principles. You want to push them to share whether they accept these or not, and why. The vast majority should agree with and accept these principles, or at least agree to be open to them and to consider that expectations may have more impact than they had previously considered. Although there could always be some rare exception to these principles, let the participants know that they will learn and experience new things in this training session today that should help them recognize the truthfulness of these statements. Help them to see that in almost all of the exception situations that they might come up with, that the principles are still holding true (e.g., that deep down, they really do expect a particular outcome, or that try as they might, they cannot hide their expectations toward others). The following kinds of questions may be helpful:
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Potential Questions & Clarifications (use as many as time permits) Do you agree or disagree with these principles? Which ones do you agree or disagree with? Why? If you disagree, isnt it true that deep down you really are expecting a particular outcome? The principles dont say that the only thing that influences outcomes are expectations (it allows for other things as well). Even though we may try to suspend belief and act contrary for awhile, isnt it true that there are usually some non-verbal cues of our real beliefs, that sooner or later we wont be able to hide these, and that eventually our behaviors will slip back in line with our true expectations? Do you not want to accept these principles because to do so would seem to say that you and others cant change or act differently?
Recognize that there is hope for change, but that lasting change lies in first changing our beliefs and expectations (even slightly). It is not easy. But we must do it (have positive beliefs and expectations) if those are the outcomes that we want. And well learn today some ways to do this. Learning & Application Objectives from the Training (5 minutes) Indicate to the participants that the objectives of this training program (including the film they will see) are to help them learn about the Pygmalion effect, and how to apply the principles of the effect within their organizations. To help the participants appreciate the background of this training program, please read the following to them (this is also printed in Module 2 of their Participant Workbook): Training Background: This training program is built upon principles discovered through decades of research and is closely patterned after Pygmalion training designed and successfully used by world-renowned behavioral scientists. These experts have shown that participants who master and consistently apply the principles and skills presented in this training have experienced positive changes including improved performance in themselves and in those they oversee or manage. These programs have been shown to be effective in helping managers become more effective Pygmalions and in bringing out more of the potential of their employees. It is not magic and it is not easy; but the bottom line is that it works and it can work for you. You wouldnt be in this training session if someone didnt already believe in your inherent ability to be an even better manager. Specific Objectives: By the end of the training sessions, participants will be able to: Understand the ABCs of the Pygmalion Effect (the basic premises upon which SFPs and expectation effects are based) List and understand how to use the Four Pygmalion Factors through which people communicate their expectations of others. List and understand how to use the Three Ways to Create the Galatea Effect in raising peoples self-confidence.
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Begin to develop the skills to apply the Four Pygmalion Factors and the Three Ways to Create the Galatea (self-confidence) Effect to positively influence those with whom they interact. Identify a wide range of situations where Pygmalion and related SFP principles can be used. Raise their expectations and belief in their employees ability to achieve more. Raise their expectations and belief in their own ability as a manager to positively influence and lead their employees to achieve more. Begin to develop a comprehensive short and longer-term plan (specific goals) to apply the Pygmalion principles within their work situation, including plans to overcome likely obstacles.
Note: Although most of the examples and emphasis throughout the training program focus on individuals (e.g., expectations of individual employees, one on one exchanges), participants should note that Pygmalion principles also apply with expectations toward groups, teams, and whole organizations. View the Video, The Pygmalion Effect, Managing the Power of Expectations (25 minutes) Instructions: Indicate that youll be showing a video that further explains the concepts the class has been discussing, chronicles the history of the Pygmalion effect, provides relevant examples of companies actively using these concepts as a way to improve their organization and raise performance results, as well as providing some initial insights into how others can use these principles. Encourage the participants to be attentive throughout the video, to take notes regarding points they feel are important, and otherwise be prepared to (a) discuss their general thoughts and impressions, and (b) to answer questions related to the video, mostly in the following areas (show the slide outlining the question areas as you mention them): Possible Discussion Areas: Self-fulfilling prophecies (including some examples) The Pygmalion effect and its origin The different stories/vignettes shown in the video
Show the Video

Discussion of VideoPart I (15 minutes) Generate discussion, thinking, discovery, and connections regarding information presented in the video by asking questions about the video. Some possible questions are included below. Please note that some of these questions could take discussion in a direction that will be more specifically addressed later. Although it is often most useful to ask questions about the video while it is still fresh in participants minds, you should also be familiar enough with the rest of the training modules to know when to indicate that the class will be covering particular points later (and thus saving more specific discussion on those issues until then). Of course, you must make sure that such tabled discussions are always returned to and participants thoughts or questions addressed. To be sure of this, you should query the participant after such discussion whether their question or concern has been addressed.
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Possible Discussion Questions (use as many as time permits): What were your general impressions, thoughts, feelings, concerns, or ideas from the video? Did you agree or disagree with the concepts and examples presented? What are self-fulfilling prophecies? What other examples in society and from history besides the stock market illustrate the potential self-fulfilling prophecy effect? How might the following be related to SFPs: Bank runs (e.g., during the depression)? Stereotyping (e.g., based upon race or color)? Armament due to the fear of attack and the subsequent breakout of war? Potential Y2K consequences feared? What is the Pygmalion effect? What is the origin of the Pygmalion effect? How is it that Professor Henry Higgins played a Pygmalion role for Eliza Doolittle? What did he do? Answers: These should include expectations, beliefs, and behaviors. What does Eliza Doolittles phrase mean: The difference between a lady and a flower girl isnt how she behaves; its how shes treated? Answers: The point here is that what people become (and how they behave) is meaningfully impacted by the way they are treated. For example the same woman can become a lady or a flower girl depending upon the expectations and treatment she receives. What specifically did Eileen Edwards (Dunn-Edwards Paints Director of IS) do in a Pygmalion role to effectuate changes in Bob Harris (former sales rep)? Answers: Again, these should include expectations, beliefs, and behaviors. What kind of factors in Bob and Eileens relationship allowed the transformation that happened to take place (why did Bob even attempt the new assignments)? Answers: These might include trust in Eileen, that she had his best interests at heart, that she had the technical ability and expertise to assess whether he really did have the ability, etc. What changes happened to Bob throughout the process and how? Answers: These might include increases in self-confidence (because Eileen continually expressed confidence, had patience, went to extra lengths to teach him, etc), increases in ability (because he had small and then increasing opportunities to perform, and the support to succeed). Did Bob really doubt his ability to learn and perform these new responsibilities? What questions do you have regarding the video or what weve covered so far?
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MODULE 3 - YOUR PYGMALION GALATEA EXPERIENCES

(60 MINUTES, INDIVIDUAL, GROUP,
AND
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CLASS EXERCISES)
Overview & Objectives: We can learn more (understand and retain), when we relate concepts to experiences weve had that are already logged in our memory. Thus, to help participants more fully and deeply understand the Pygmalion process and how they might apply it, these exercises invite them to think about exactly how another person has played the Pygmalion role in their lives, and how they might have played it in someone elses life. Explain to participants that Galatea was the statue that Pygmalion sculpted. Thus, the Galatea role is being the recipient of Pygmalion or high expectation treatment by others. Exercise 2Your Experience with a Pygmalion (as Galatea) (30 minutes) Instructions: First provide the participants with a summary of the overview and objectives above. It is vital that they understand and believe in the value of these exercises to cause them to put in the mental and emotional effort necessary to reap the potential benefit. Then ask participants to do the following: Think of a person in your life who has acted as a Pygmalion (someone who believed in and had high expectations for you, who continually communicated this to you, and thus whos influence caused you to think more confidently about yourself and ultimately achieve more). This may be a parent, boss, coach, friend, clergy, coworker, professor, etc. Here are some examples that other people from similar training sessions have shared (Lee, 1997, p. 103) A Father: With my father, I felt unique, special, talented, and also that I must honor a responsibility to give something back. He valued winning and achieving but also service to community. He made me feel good about myself if I accomplished both. A Band Teacher: He wrote in my high school yearbook, If I had a son I would want him to be just like you. With that this teacher affirmed me and gave me confidence in myself that I lacked. After that, I would have moved mountains for him. After he told me that, I always thought about what he would think before I did anything questionable. A Mayor: I was the city engineer reporting to him. He had a management style that drew the best out of me. He had a talent for delegating responsibility to me that said this is how I want it to look, but you are responsible. He would check in on my progress and even make suggestions, but I always knew it was my project and my responsibility. An Employee: Although she worked for me, she was the one who taught me to see the best in others, to think of others before thinking of myself. She treated me like I was the best in my jobs and relationships. She made me a better person, and inspired me in doing things for others without recognition for my deeds.
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Once youve thought of a person, take a few minutes to go on a mental journey back to the relationships and experiences that youve had with this person. As you do so, write down your thoughts and feelings. The following questions may be used to guide this process: Who was the person? What was their relationship to you (the situation or context)? What did the Pygmalion do? How did he/she behave? What did the person say or how did he/she treat you? What impact or outcome did this have (or has it had) on you? How did you feel? About yourself? About them? Did you feel and behave differently because of their influence? Why? Why did they do it?
If time permits, when most of the class has finished their written Galatea experience descriptions, invite the participants to break into groups and to share their examples with the other members of their group. Again there is benefit in this; we can learn much by listening to people thoughtfully describe someone who has made a positive, significant difference in their life. After participants have had a chance to share their experiences in their groups, if you wish, reconvene the class and invite a few participants to share their example with the whole class. Application: Indicate to the participants that there is an added bonus in having done this exercise. It can help them begin to apply the Pygmalion principles. Stress to them that they already know much about Pygmalion principles because they have experienced it as a Galatea (as a follower). They should then anchor their understanding of Pygmalion principles to the experiences that they have had with this person who cared deeply about them. They can thus use these images and recollections as a reminder and a model of what they can do in the lives of those people with whom they would like to have an influence. Exercise 3Your Experience As a Pygmalion (30 minutes) Instructions: Indicate that this exercise is similar to the last one [Exercise 2Your Experience with a Pygmalion (as Galatea)], except that in this one, they will be asked to think of an example when they may have already played the role of a Pygmalion for someone else. Please note that if Exercise 2 has not been done, you should include here some of the explanations and examples included with that exercise. Ask the participants to do the following: Think of a person, team, or group for whom you may have acted as a Pygmalionsomeone(s) for whom you had high expectations and for whom your subsequent communications and actions helped build and achieve more. This may be in a family, work, church, social, or sports setting. You may have had an official supervisory position or not. Once youve thought of a person, take a few minutes to go on a mental journey back to the relationship and experiences that youve had with this person. As you do so, write down your thoughts and feelings. The following questions may be used to guide this process.
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Who was the person(s)? What was their relationship to you (the situation or context)? How did your expectations of/belief in the person(s) impact your thoughts and behaviorsthe way you treated the person(s)? What did you do as the Pygmalion? How did you behave? What did you say or how did you treat the person(s)? What impact or outcome did this have (or has it had) on them? On their subsequent behaviors or achievement level? How do you think they felt? About themselves? About you? Do you think they felt or behaved differently because of your influence? Why? Why did you do it?
If time permits, when most of the class has finished their written Pygmalion experience descriptions, invite the participants to break into their groups and to share their examples with the other members of their group. After participants have had a chance to share their experiences in their groups, if you wish, reconvene the class and invite a few participants to share their example with the whole class. Application: Indicate to the participants that there can be a similar application benefit with this exercise as with the last one, by recalling persons with whom we have played Pygmalion-like roles and recognizing that we can do similar things in other relationships to have a positive influence.
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PART 2 - PYGMALION PRINCIPLES AND PRACTICES

MODULE 4 - RAISING YOUR EXPECTATIONS OF YOUR EMPLOYEES
(40 MINUTES, INDIVIDUAL Overview & Objectives (5 minutes): The purposes of this section are as follows (go over these with the class): To really think about and introspect about how you see each of your employees: How do you feel about them? What are your expectations for them? How do you believe they will perform? Why? To think about how you see your employees as a group. How would you classify your employees? What kind of employees are they? How much are they capable of? How much close supervision do they need versus an empowering or delegating management style? Do they have the ability and willingness to be self-regulating? To change the way that you see your employees: individually (each one) and as a group. To develop a new paradigm. To expand, open, and raise your vision of what each employee is able to accomplish, of what their unique strengths and potential are. To see them in a more positive light than you ever have before.
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PAIRED EXERCISE)
Discussion (10 minutes): Show the Theory X / Theory Y slide summarizing Dr. Douglas McGregors descriptions of how management may view their employees. Use the following or similar questions to guide the discussion (use as many as time permits): What does this have to do with the Pygmalion effect (or how is this related to the Pygmalion effect)? What does it matter whether a manager holds a Theory X or Theory Y view concerning his/her employees? Help participants to remember the keys (that how we view people affects the way that we treat them, which in turn can influence their behaviors and performance). Could a Theory X view actually end up in a self-fulfilling prophecy where employees act out the negative script that they are given (or are expected to fulfill)? What if I just really have Theory X employees? Help participants to recognize that Pygmalion principles still apply. Even if employees seem to lack ability and ambition, a Theory X approach is for the manager to essentially absolve him or herself of any responsibility for employees productivity (blaming it all on the employees). A Theory X view may only become a negative self-fulfilling prophecy. Adept managers recognize that their expectations of their employees, the tone that they set, and the environment that they foster has an influence on employees. Sometimes changing others may first involve changing ourselves.
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What if I have a personality conflict with an employee or just dont like him/her? Admittedly, this makes things more difficult. There will likely always be people who see the world differently than we do, who behave certain ways, or have habits or character traits that drive us nuts, etc. You dont have to like these employees in terms of wanting to become buddies or agreeing with the way they act, but you do need to respect them and accept (although you may not agree with) their differences. In other words, you dont have to be friends, but you do need to be friendly. This is very important; if you let the differences or things you dont like about someone become your focus, you will treat them in a consistent manner with those feelings, theyll feel your disdain, and your potential influence with them will be lost. Again, you must first work on yourself. You must be able to find the good in them and focus on that. Note that if their behaviors are clearly getting in the way of company goals (top performance) then these may have to be dealt with directly (but be HONEST with yourself about thismake sure it really is a crucial company issue and not just a personal issue or a difference in a method of accomplishing a task). And again, you must still act out of respect, etc.
Example (5 minutes) Indicate that the need to first change ourselves and the way that we see others is beautifully illustrated in the following personal example shared by author Stephen Covey (1990, p. 16-20). Read or paraphrase the following story: Years ago, my wife Sandra and I were struggling with a family concern. One of our sons was having a very difficult time. He was doing poorly academically. Socially he was immature, often embarrassing those closest to him. Athletically, he was small, skinny, and uncoordinated. Sandra and I were consumed with a desire to help him. So we worked on our attitudes and behavior toward him and we tried to work on his. We attempted to psych him up using positive mental attitude techniques. Come on, son! You can do it! We know you can. And if he did a little better, we would go to great lengths to reinforce him. Thats good, son, keep it up. When others laughed, we reprimanded them. Leave him alone. Hes just learning. And our son would cry and insist that hed never be any good. Nothing we did seemed to help, and we were really worried. We could see the effect this was having on his self-esteem. We tried to be encouraging and helpful and positive, but after repeated failure, we finally drew back and tried to look at the situation on a different level. At this time I was involved in leadership development work with various clients throughout the country (e.g., IBMs Executive Development Program). As I researched and prepared these presentations, I became particularly interested in how perceptions are formed, how they govern the way we see, and how the way we see governs how we behave. This led me to a study of expectancy theory and self-fulfilling prophecies or the Pygmalion effect, and to a realization of how deeply imbedded our perceptions are. We began to realize that what we were doing to help our son was not in harmony with the way we really saw him. When we honestly examined our deepest feelings, we realized that our perception was that he was basically somehow behind. No matter how much we worked on our attitude and behavior, our efforts were ineffective because, despite our actions and our words, what we really communicated with him was, You arent capable. You have to be protected. We began to realize that if we wanted to change the situation, we first had to change ourselves. And to change ourselves effectively, we first had to change our perceptions. So we determined to focus our efforts on usnot on our techniques, but on our deepest motives and our perception of him. Instead of trying to change him, we tried to stand apartto separate us from himand to sense his identity, individuality, separateness, and worth.
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Through deep thought and the exercise of faith and prayer, we began to see our son in terms of his own uniqueness. We saw within him layers and layers of potential that would be realized at his own pace and speed. We decided to relax and get out of his way and let his own personality emerge. We saw our natural role as being to affirm, enjoy, and value him. We also conscientiously worked on our motives and cultivated internal sources of security so that our own feelings of worth were not dependent on our childrens acceptable behavior. As we loosened up our old perception of our son and developed value-based motives, new feelings began to emerge. We found ourselves enjoying him instead of comparing or judging him. We stopped trying to clone him in our own image or measure him against social expectations. We stopped trying to kindly, positively manipulate him into an acceptable social mold. Because we saw him as fundamentally adequate and able to cope with life, we stopped protecting him against the ridicule of others. He had been nurtured on this protection, so he went through some withdrawal pains, which he expressed and which we accepted, but did not necessarily respond to. We dont need to protect you, was the unspoken message. Youre fundamentally okay. As the weeks and months passed, he began to feel a quiet confidence and affirmed himself. He began to blossom, at his own pace and speed. He became outstanding as measured by standard social criteria academically, socially and athleticallyat a rapid clip, far beyond the so-called natural developmental process. As the years passed, he was elected to several student body leadership positions, developed into an all-state athlete and started bringing home "straight A" report cards. He developed an engaging and guileless personality that has enabled him to relate in non-threatening ways to all kinds of people. We believe that our sons socially impressive accomplishments were more a serendipitous expression of the feelings he had about himself than merely a response to social reward. This was an amazing experience for Sandra and me. It brought to our awareness the vital importance of Pygmalion principles. Exercise 4Raising Your Expectations of Others (20 minutes) Instructions: 1. List the name(s) of your employees with whom you would like to wield an influence. Next, for each employee individually, spend a few minutes thinking about their strengths, their unique abilities, their potential, things that they have done well, aspects of their background, abilities, and personalities that would help them be successful, etc. Generate as long a list as you can, writing down these positives for each of your employees.You are trying to discover the true potential that your employees have, to help you change the way that you see them (to raise your expectations for them). You may not have time to complete this exercise during the training session for all of your employees. This is fine. To gain the greatest benefit from this exercise, start with an employee (or employees) for whom you currently have only moderate expectations (or with whom you feel raising your expectations could do the greatest good). Then go on from there. If you run out of time, complete the exercise for the rest of the employees after the training. Note: As was discussed earlier, the Pygmalion leader does not adopt a Pollyanna-like blindness to his/her employees current level of performance (especially if it is poor), their possible current weaknesses or lack of skills, or of the length or difficulty of the journey that may lay ahead for certain employees. Rather, the Pygmalion leader: acknowledges and works with employees on these recognizes the employees fundamental soundness (their strengths and potential)which is the purpose of this exercise, and continually reinforces through all mediums that the employees have high ability and potential, they have what it takes to develop and perform beyond past levels, and that they will succeed at doing so.
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Reminder to Class: Some participants may not understand the benefits of this exercise, or they may be thinking about that one problem employee and believe that there are no positives for him/her. Thus, as participants begin this exercise, remind them of the following: This exercise is very important. You must have high expectations for your people (believe in their ability and potential) because you will treat them in a way that is consistent with that belief whether you want to or not. You cant fake it! They will be able to tell. So if you dont currently feel and think that way, you must find ways to change your perceptions. The key is to really find those aspects, experiences, past behaviors, personality, training, etc. about your people that convinces you of their potential for great outcomes, and then focus on those. Your people REALLY do have that high potential or they wouldnt have been hired. You likely have a pretty decent recruiting system that attracts top talent. Even if you dont, remember the following. One, increases in performance due to Pygmalion effects have been found among people of all ability levels (including low ability people). So even people for whom you may have felt there was no hope, can likely be impacted by Pygmalion efforts (although it may not be easy and may take some time). Two, no one has ever maxed out on their potential. All of us have reservoirs of untapped potential and ability that has only to be unlocked by the savvy manager who has the keys and knows how to use them. One of the keys that may do this is a Pygmalion Leadership Style.
2. Select one of the employees from your list. To help further cement the new higher image and expectations youre forming, talk to your neighbor about this person and share the strengths this person really has (using the list you just created). 3. After the training session keep these lists describing your employees where they are easily accessible. Refer to them as needed to bolster and recapture the vision of what each of your employees true potential and capabilities are.
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MODULE 5 - RAISING YOUR SELF-EXPECTATIONS TO BECOME A POSITIVE PYGMALION

(25 M INUTES, I NDIVIDUAL AND PAIRED EXERCISES) Overview & Objectives (5 minutes) The purposes of this section are as follows (go over these with the class): To think about how you currently see yourself as a Pygmalion-like manager. To recognize the ability that you do have to become a Pygmalion manager and lead others to fulfill the high expectations that youll have for them. To expand, open, and raise your vision of the influence that you can have on others, of what you are capable of accomplishing through them, and of what your unique strengths and potential as a leader are.
Note: Pygmalion leaders are not cocky, arrogant, or overconfident. They have an appreciation of their limitations and the potential difficulty of some challenges, but they recognize their great ability to handle these challenges and expect that they can successfully work to influence positive outcomes. Exercise 5Raising Your Self-Expectations (20 minutes) Instructions: Spend a few minutes thinking about the current image that you have of yourself as a Pygmalion manager. How do you feel about yourself as a manager? What does it feel like to be one of your subordinates? What level of expectations do you have for yourself? Do see yourself as being able to apply these Pygmalion principles on a consistent basis? Will you be able to change the way you see your employees (e.g., have higher expectations for them)? Will you be able to influence them to fulfill the high-expectation vision you have? Why or why not? How do you believe you will perform in your managerial roles? Write down statements that summarize these thoughts. Your answers from the questions above may have inspired you or depressed you. If the latter, dont worry about it. It is important to recognize that your self-assessment likely represents both actual limitations, and also just negative thinking that may not represent true weaknesses (a habit of thinking too poorly of yourself and your potential). The last exercise in this course will provide a chance for you to begin to address the true limitations, and this current exercise is geared to help you begin working on improving your thinking. Now, make a list of all of your strengths, unique abilities, expertise, past achievements, your potential, things that you have done well, hardships or difficult assignments that youve overcome, and any other aspects of your background, abilities, and personality that qualify you and show that you have ability as a manager to lead employees to accomplish more. Generate as long a list as you can. You are trying to discover your true potential, to help you change the way that you see yourself (to raise your expectations for yourself).
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Reminder to Class: Remember that you cannot perform in a manner that is inconsistent with the way you see yourself. Therefore you must think of yourself and see yourself as being effective in your management role (in being a Pygmalion to others), and then continually work to fulfill that prophecy. Take a few moments to share some of the items from your list with your neighbor. In this forum its okay to boast just a bit. Make sure you explain specifically how these items are related to or will contribute to your being a successful Pygmalion. After this training session do the following two things. 1) Keep this list describing your strengths where it is easily accessible. Refer to it as needed to bolster and recapture the vision of what your true potential and capabilities are. Start and keep an on-going success file, where you keep a record of all successes that you have on the job, copies of communications praising your work or thanking you (from bosses, peers, customers, etc.), indicators of professional achievement or development, significant goals met, and summaries of success in your Pygmalion efforts, etc. Use this file as well as a reminder to keep your self-image and expectations high.
2)
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MODULE 6 - THE EXPECTATION CYCLE AND FOUR PYGMALION FACTORS

(75 M INUTES, PAIRED AND CLASS EXERCISES) Overview & Objectives: This module provides a chance to review and discuss the specifics of the Expectation Cycle and how it is that we communicate and reinforce our expectations for others (Four Pygmalion Factors). Participants then have an opportunity to begin to develop their skills in this area by practicing using the factors in role-play scenarios. Discussion of FilmPart II (10 minutes) Lead the participants in a discussion relating to the latter part of the film regarding what we can do to become positive Pygmalions for others (as well as behaviors and attitudes that we should avoid that communicate low expectations and thus foster poor results). Here are some examples of possible questions to guide the discussion. Possible Discussion Questions (use as many as time permits): How do the expectations we have magically become realities? Answers: The short answer is that they dont. You should ask the follow-up questions as needed to get the participants to remember and understand the ABCs of Pygmalion, the Expectation Cycle, and the Four Factors) What is the Expectation Cycle and how does it work? Answers: A PowerPoint slide is included which illustrates the Pygmalion or Expectation Cycle (the arrows depict how expectations influence behaviors and subsequent results). It would be useful to show this and walk through the cycle with the class. (The Cycle is also pictured in the Participant Workbook on page 16). What are the Four Factors that Rosenthal identified as the ways in which we communicate our expectations?
Exercise 6Four Pygmalion Factors Analysis (20 minutes) Instructions: You will lead the class in a discussion and brainstorming session regarding each factor that includes describing it and providing examples that illustrate ways that supervisors may communicate high expectations or low expectations. Remind them to recall and discuss the examples from the video.You can note their responses on a white board or flip chart at the front of class. Push them to think past the two to three easy answers that come readily to mind and generate as long a list as possible (remember the creativity exercise at the beginning of the training session). Note that some behaviors may simultaneously fall into more than one of the categories. Nevertheless, the categories are useful to understand the range of ways that we communicate our expectations and belief in others. Participants should also be encouraged to take notes of the responses in the pages provided in their workbooks (especially examples of behaviors showing how to communicate high expectations).
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This will be very helpful to them in later applying these concepts during the role-play and on the job.You can refer to information in the Background section of this Leaders Guide for possible answers. (Also, two PowerPoint slides are provided for each of the four factors.) Note that the Input and Output factors are slightly different than how we sometimes use the words in conversation. The easiest way to keep them straight is to think of Input of the manager and Output of the employee. Climate: Description? Good behaviors that communicate high expectations? Poor behaviors that communicate low expectations? Input: Description? Good behaviors that communicate high expectations? Poor behaviors that communicate low expectations? Output: Description? Good behaviors that communicate high expectations? Poor behaviors that communicate low expectations? Feedback: Description? Good behaviors that communicate high expectations? Poor behaviors that communicate low expectations? What About Giving Negative Feedback? Make sure the following kind of information is part of the discussion and is clarified for the participants. Pygmalion principles do not endorse being blind to or ignoring problems or poor performance.To ignore consistent, chronic problems and essentially say that everything is fine when it is not is a sure recipe for disaster. Of course, destroying a person through negative expectations and behaviors isnt optimal either. So how are you going to communicate potential problems or deviations in performance? In ways that separate the person from the problem. Astute managers communicate in ways that say I truly, inherently, believe in you and your potential. And because of this I need to tell you that this performance isnt up to your potential; I know that you are capable of more. Then make sure you provide the other factors (input and output) to better ensure their subsequent success. Finally, remember that communication is much more than words, and that the quality of our communication with other people is ultimately a reflection of the quality of our relationships with them. You cannot fake this. No one can provide you with a script of exactly what to say when giving negative feedback. You first have to care enough about the person and believe that he/she inherently has potential and ability; then the communications will be natural, sincere, and powerful.
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Role Playing (5 minutes) General Guidelines: Indicate to the participants that they will now have the opportunity to practice using the Four Pygmalion Factors in role-plays based upon potential scenarios from their actual workplace. Before beginning the specific instructions, please read to the participants the following general note about role-playing. A Note About Role Playing: Role playing has been found to be an extremely effective training medium for helping participants learn new skills and to transfer learning from training sessions back to their workplace. To recognize this benefit, however, it has been shown that participants must focus, take the exercise seriously, and do their best to really act as if they were in the real situation. Sometimes this takes a little practice, but if the participant is sincere, his or her efforts will bear fruit. Role Play Options: Each of the role-plays is described as a paired exercise, but the following options could be used in addition or instead. One pair could be selected to do their role-play in front of the class (followed by your facilitating comments from the class regarding what they thought went well and what suggestions they have). After partners provide feedback to each other, all partnerships role play the scenarios again, trying to improve their skills by incorporating the suggestions that were made. This has also been shown to be very effective.
Factor ISupportive Climate Inform participants that a supportive climate (Factor I) can be thought of as the way we communicate in addition to what we communicate. Thus, this factor will not be practiced alone but will be combined with each of the other three. In other words, participants should strive to use facial expressions, voice intonations, body language, and encouraging comments that reflect high expectations for the employee in each of the role-plays. In each of the role-plays they should be reminded, as well, to first feel positive expectations for the employee with whom they are communicating. As was emphasized in Exercise 4, this is paramount and must go with any specific behaviors in order to be perceived as credible. Exercise 7Factors II & III (Input & Output) Planning Process or Role Play (15 minutes) Instructions: This exercise can be run as either a planning process (writing down) or as a role-play. Participants should be instructed to do the following. Think of an employee within your organization with whom you would like to have more of a Pygmalion influence (perhaps it's someone that you focused on during Exercise 4 Raising Your Expectations of Others).
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Now think of a situation, scenario, current or new project, etc. in which you could express high expectations by extending more Input and more opportunity for your employees Output. Spend a few moments outlining the situation in your participant workbook, what you will do, what you will say, how you will say it, how you might positively respond to his/her likely comments, etc. Be sure to include both what information and other resources youd provide (input) and how you would structure the exchange to encourage greater employee output. For ideas, review the description and positive behavioral examples in your notes from the previous discussion regarding providing more INPUT to and more OUTPUT from employees. Remember, this is an important process and your thoughts regarding how to use these Factors with your employees will be useful in completing the last exercise of the training. Divide into pairs, set up the scenario for your partner and then role play your plan with them being the employee and you playing yourself (if anonymity of the employee is a concern, you may use a fake name). Again, remember to maintain a positive climate while communicating realistically high expectations through input and output opportunities. After the role-play, discuss with the employee what you both thought went well and what observations for improvement you both have. Then switch and let your partner role play and receive feedback.
Optional Role Play:
Exercise 8Factor IV (Feedback) Role Play (25 minutes) Instructions: Participants should be instructed to do the following: Review the description and positive behavioral examples in your notes from the previous discussion regarding providing more feedback to employees (more quality, positive feedback regarding employees efforts and performance). Think of an employee within your organization with whom you would like to have more of a Pygmalion influence (it can be the same person from Exercise 7 or a different one). Now think of a situation, scenario, current project, etc. in which you could express high expectations by providing more feedback to the employee. If you really want to grow from this practice opportunity, pick a situation where you need to provide feedback regarding poor performance of some kind. Spend a few moments outlining the situation, what you will do, what you will say, how you will say it, how you might positively respond to his/her likely comments, etc. Divide into new pairs (a new partner), set up the scenario for your partner and then role play your plan with them being the employee and you playing yourself (if anonymity of the employee is a concern, you may use a fake name). Again, focus on having and communicating realistically high expectations and work to bring these to pass through providing the important feedback necessary for the person to succeed. Dont forget to establish a supportive climate as well. After the role-play, discuss with the employee what you both thought went well and what observations for improvement you both have. Then switch and let your partner role play and receive feedback.
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PART 3 - GALATEA PRINCIPLES AND PRACTICES

MODULE 7 - CREATING THE GALATEA EFFECT
(40 M INUTES, PAIRED EXERCISE) Overview & Objectives: In this section participants will learn what sources of information subordinates use in formulating estimates of their ability to achieve results (their self-confidence). As well they will begin to develop the skills to use these sources in building their employees self-confidence. The Galatea effect is when high self-expectations lead to more positive outcomes (SFP). Thus it is part of the larger expectation cycle and often will be involved with the Pygmalion effect, although it need not be. This module then goes over steps to facilitate changes in how employees see themselves (raising their own expectations). Presentation and Discussion of the Three Ways to Create the Galatea Effect (15 minutes) Remind participants of the Expectation Cycle and that the Pygmalion effect often operates through leaders impact on employees own self-expectations (self-confidence) of their ability to perform at high levels. Researchers have discovered that there are three main cues or sources from which we get information that influences our level of self-confidence. These are listed in descending order of magnitude of influence. Go over these with the class (they are included on a PowerPoint slide and described in more detail in the background section at the beginning of this Leaders Guide). Three Ways to Create the Galatea Effect: Give the employee tasks to perform Involve them with successful models Use verbal persuasion
Possible Discussion Questions (use as time permits): Help the participants discover what ramifications this understanding (of where people get their selfconfidence) has on using the Pygmalion effect. In what way(s) can bosses potentially influence employees self-confidence besides through what they say? Answers: Through giving them ample opportunities to perform and providing successful models. What are some suggestions for managers in how to use each of these sources to raise their employees level of self-confidence (or factors that might influence the successfulness of their attempts? Answers: See the Background section of the Leaders Guide.
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Exercise 9Creating the Galatea Effect Role-Play or Group Exercise (25 minutes) Instructions: Choose one of the two options listed below: either a paired role-play where participants devise their own scenario, or a small group exercise where the scenario is provided. (For additional information regarding role playing and role-play options you should refer to the section above Exercise 7.) While showing the Three Ways to Create the Galatea Effect PowerPoint slide, participants should be instructed to do the following: Remember the descriptions and application suggestions regarding the ways to create the Galatea effect (increase others self-confidence) just discussed in the previous section. Option Ayour own scenario: Think of an employee within your organization with whom you would like to have more of a Pygmalion influenceit can be the same person from a previous exercise or a different person. It might be good to choose someone you sense may have low self-confidence. Now think of ways that you could use the three sources (one or any combination) to help build this persons self-confidence. Spend a few moments outlining the situation under Exercise 9 in your workbook, what you will do, what you will say, how you will say it, how you might positively respond to his/her likely comments, etc. Again, remember that your thoughts/plan regarding how to use these sources with your employees may be useful in completing the last exercise of the training. Divide into pairs with a new partner, set up the scenario for your partner and then role play your plan with them being the employee and you playing yourself (if anonymity of the employee is a concern, you may use a fake name) or use the scenario provided. Again, focus on having and communicating realistically high expectations and work to bring these to pass through helping build your employees self-confidence to succeed. After the role-play, discuss with the employee what you both thought went well and what observations for improvement you both have. Then switch and let your partner role play and receive feedback.
Option Bprovided scenario: Chris Watkins is the marketing director of a regional chain of retail stores. The department oversees all of the marketing activities for the entire chain. As such, Chris oversees a staff of six marketing specialists. These specialists are responsible for the entire marketing process within the company. This includes determining marketing directions and strategies, as well as managing the individual projects (including idea generation and creation, designing, planning, and completing the final products). The specialists work on projects by themselves and as teams on larger projects. Chris has a growing concern about Terry Johnson, a new marketing specialist who was hired a year ago. Terry is new to the field, but came well recommended and had a high-quality, albeit small, portfolio when she started. Terry just hasnt been producing at the quality and rate that Chris and others had hoped. Terry seems to be unsure of herself and often has trouble making decisions (second guesses a lot), which creates delays in work. This has started to negatively impact the team on projects she is working on. Terry also seems to have trouble juggling multiple projects at once.
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Chris still feels that Terry has the potential to be a great contributor (although this potential isnt being realized), and suspects that low self-confidence may be a contributing factor. Instruct participants to turn to Exercise 9 in their workbook. Have them break into groups of 3 or 4 people. Ask them to read the provided scenario and as a group discuss ways that Chris could use the "three sources" to help build Terry's self-confidence. Say, "Use the area provided in the Participant Workbook to list a few ideas for each of the three sources. Again, remember that your thoughts/plan regarding how to use these sources with this fictional employee may be useful in completing the last exercise of the training, in which you apply these principles to your actual employees." Re-convene the whole class and have a representative from each group share one idea from each of the three sources with the class.
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PART 4 - APPLYING PYGMALION AT WORK

MODULE 8 - PYGMALION APPLICATION SCENARIOS
(10 MINUTES) Overview & Objectives: In this module participants will begin to recognize the vast number of ways that Pygmalion principles can be used throughout organizational and interpersonal settings. Presentation and Discussion of Pygmalion Application Scenarios Instructions: Indicate to the participants that since our expectations, perceptions, and beliefs influence every aspect of our lives, there are almost limitless ways in which the principles presented today can be applied (e.g., at work, at home, in social organizations, personal relationships, etc.). As a starting point, refer the participants to the sample ideas listed in their workbooks. These are situations when raising the expectations of those involved can produce better results. As time permits walk through these as a class and have participants place a check mark in their workbooks next to each idea they think they could put to use immediately in their organization. As well, encourage participants to begin to recognize opportunities at all times when expectations toward someone or something might be taking place. As they get ideas, they can add them to their lists. Use a Positive Pygmalion Approach: with employees demonstrating low confidence or poor performance. in the face of any kind of change or proposed change, including changes in technology, equipment, procedures, plans, goals, etc. to ensure the success of new hires (use it to raise their expectations of the organization and current employees expectations of the new hires). to clear the record of former problem employees (so that their past reputation doesnt perpetuate negative SFPs). when conducting any type of training. to prevent real or potentially low achievers from being victims of the negative SFPs of others. to set a positive tone when new management or leadership takes over. when describing employees and teams (come up with positive, inspiring labels that let them and others know how much you believe in them). when setting individual, departmental, or organizational goals the more challenging the better! to create high-expectation organizational cultures (discover and perpetuate positive stories and legends; uproot those that are negative). when bringing in a consultant to work with the organization. to inoculate the organization and employees from negative stereotypes. to manage others impressions and expectations of you (communicate with others about things and in ways that create positive impressions/expectations). to be a support for other managers and employees who are trying to adopt a Positive Pygmalion style (encourage them in what they are doing well, and provide possible suggestions, if appropriate). Dont forget to be a Positive Pygmalion outside of work too. Use it to improve relationships with spouses, children, relatives and friends!
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MODULE 9 - V IDEO DISCUSSION SEGMENTS

(30-60 MINUTES)* Overview & Objectives: In this module participants will view video segments portraying positive and negative examples of each of the Four Pygmalion Factors. Viewing these segments and the subsequent analysis and discussion will help participants to internalize the application of Pygmalion principles and begin to develop the skill to see opportunities, recognize good and bad behaviors, and get suggestions regarding what they can do better. The matrix below summarizes the discussion segments according to the factors that are stressed and whether they are a good example or a bad example. This may be useful if you want to select only certain segments to use. Factor Climate Input Output Feedback Exercise 10Video Discussion Segments Instructions: Share the above objectives with the participants and indicate that they will be viewing various video segments demonstrating good and bad examples of the Four Pygmalion Factors. After each one, the class will be discussing the scenario, so participants should be instructed to pay particular attention to the following as they are watching each segment: What factor(s) are being displayed? Recall that input refers to managers and output refers to employees. Is it a good or bad example? What, if anything, is the manager doing well? What, if anything, is the manager doing poorly and how could he/she improve? Good Example 8, 5 4 1, 5, 8 7 Bad Example 2, 3, 4 2 2, 3, 4 3, 6
Remind participants that some segments will touch on several factors and may contain both positive and negative examples. As well, they should share specific examples from the video segment to support their points. Segment 1Delegating tracking system project A female manager assigns a project to a young male employee. Its a positive example of Output. Possible Discussion Questions: What factor(s) is the manager exhibiting here? Answer: output Is it a positive or negative example? Answer: positive
* The time to complete this exercise will vary, depending upon the number of Segments shown.
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What did the manager do well? What might she have done to improve her Pygmalion management? How do you think her employee feels about his ability? What are some things that she could do about it? Answers: find out how he feels about the assignment and about his abilities; communicate her own high expectations even more; other Galatea behaviors
Segment 2Team assignment change A male manager reassigns his employee Kenny to a new team without talking with him first. Its a negative example of Output, Input, and Climate. Possible Discussion Questions: What factor(s) is the manager exhibiting here? Answer: output, input, and climate Is it a positive or negative example? Answer: negative What, if anything, did Kennys manager do well? What did the manager do wrong? Answer: he didnt give Kenny a chance to express his opinions and concerns (output); he didnt provide any information regarding the reasons for the changes (input); he was short, discourteous, and had an irritated, disinterested tone of voice and facial expressions (climate) How could he have improved his Pygmalion management style?
Segment 3Manager missing a file A female clerical worker, Vicky, is chastised by her boss for "losing" a file. It's a negative example of Climate, Input, and Output by the supervisor. Possible Discussion Questions: What factor(s) is Vickys supervisor exhibiting here and is it positive or negative? Answer: negative climate, input and output. Did Vickys manager do anything right? What mistakes did her manager make? What was her manager doing with her body and face? What did that communicate? How else could Vickis supervisor have improved her Pygmalion management style? Given the way her manager treats her, how do you think Vicky will begin to see herself after extended exposure to this treatment? Answer: She will lower her self-expectations, and her self-confidence and possibly her performance, will suffer.
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Segment 4Adapting to new technology A manager (Wes) directs one of his employees (Peggy) to learn and use the online purchasing system. Its a negative example of Climate and Output. Possible Discussion Questions: What factor(s) is the manager exhibiting here? Answer: output, input, and climate Is it a positive or negative example? Answer: negative In what ways did Wes create a negative or unsupportive climate (essentially communicating low expectations or opinion of Peggy)? Answer: Overall his tone and was condescending (talking down to her) and his words communicated that Peggy was behind, not up to speed, and doing a poor job (e.g., its time you got up to speed, gabbing on the phone is a waste of time, etc.). In what ways did Wes not encourage or allow Output? Answer: Wes basically allows no output. He didnt listen to or consider Peggys response, opinions, or feelings, nor give her any real opportunity to express them. Wes made no attempt to assess the reasons Peggy had not adopted the new technology (Was she not confident with computers? Was she not sold on the benefits of the online system? Did she have legitimate concerns that should be heard and considered?). Wes asks if Peggy is ready to get started but gives her no chance to respond. He also pushes his way onto her computer and starts explaining the system without asking if this is a good time to conduct such training. All of this communicates low expectations, that she is not important and needs lots of help to learn and understand. What, if anything, did Wes do well? Answers: He was giving her a chance to develop additional skills (output), although the way he went about it likely did more harm than good. How could Wes have turned Peggys comment about being on a first-name basis with most vendors into a Pygmalion moment? Answers: Praise her for having established relationships, underscore how important that is, how the company benefits, and yet how it is difficult for many people. What else could Wes have done to improve his Pygmalion management style? Segment 5Raising expectations of employees A manager talks to her employee, Harris, about the self-fulfilling effect of his attitude and expectations. Harris then trys a new attitude and expectations with one of his employees. This is a fairly positive example of Harris manager providing critical feedback in a positive way, and Harris, changing and showing a positive example of climate and output. Possible Discussion Questions: What was Harris initial attitude and expectation toward his employees? Answer: bad attitude; low expectations
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How specifically did he communicate his initial attitude and expectations? What impact did Harriss initial expectations have (think through each step of the expectation cycle)? Answer: impacted his behavior towards Elise, which impacted her attitude and behavior (which became a SFP for Harris)
What factors did Harris improve? What specifically did he do differently? Answer: positive climate and output. Smiled, spoke courteously and with respect (acknowledging her busy schedule and requesting rather than demanding her help), and communicated that she was important in that he needed her help and that she had the ability.
How did Harris manager do in communicating corrective feedback? What did she do well and was there any way she could have improved?
Segment 6Late employee A female production worker is consistently a few minutes late to work and her boss confronts her about it. Its predominately a negative example of Feedback and Climate. Possible Discussion Questions: What factor(s) is Vickys supervisor exhibiting here and is it positive or negative? Answer: negative feedback and climate How did Vickis supervisor communicate low expectations? What do you think the impact of Vickis supervisors behaviors were on her? How could her supervisor have handled the situation to address the problem, but do so in a manner consistent with Pygmalion principles? Answer: get control of his emotions first; communicate with her privately; remind her of what the punctuality policy is; the reasons for it (why its important, how team members depend on each other, how her contribution is important, etc.; be sure to own his own feelings); ask if she understands it; ask if she has undue circumstances that would prevent her from being on time; express his need and expectation that she will be there every day on time without exception; ask her to commit to this. Segment 7Manager / employee conflict A female manager confronts an employee who has been somewhat lax on his job and late on his reports. Its a positive example of dealing with negative Feedback. Possible Discussion Questions: What factor(s) is the manager exhibiting and is it positive or negative? Answer: positively handling negative feedback What does the manager do well? Answer: keeps calm, objective, seeks employee output (opinion), establishes environment of trust where employee can speak his mind, is still direct about her needs, builds employee up too (recognizes past accomplishment) Is there anything that this manager could have done better?
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Segment 8Military group A female commander leads a team problem solving session. Its a positive example of Climate and Output. Possible Discussion Questions: What factor(s) does the commander exhibit and is it positive or negative? Answer: positively allowing output and creating positive climate What were the commanders expectations regarding the teams ability to solve its problems? How did she communicate this? Answer: high; reminds them of the progress theyve made, and seeks their output (opinions) What does she do to establish a good climate? Answer: she keeps calm, objective; recommends a time out period for members to focus their thoughts. She expressed concern and interest in her facial and body expressions, listened to her team members (asked clarifying questions, etc.) Is there anything else she could have done better or more of?
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MODULE 10PYGMALION DEVELOPMENT PLAN

(30 MINUTES, INDIVIDUAL EXERCISE) Overview & Objectives: In this module participants will continue to transfer the concepts presented and learned today to their actual work settings by beginning to develop their own formal Pygmalion Development Plan (PDP). Exercise 11Pygmalion Development Plan (PDP) Instructions: Explain the PDP and have the participants work on the following steps. Stress to them that this is a proven method that combines goal setting, targeting specific skills to develop / behaviors to use, identifying likely obstacles and strategizing response plans to overcome these obstacles ahead of time. This method has been shown to be an effective way of producing positive outcomes from not only Pygmalion training but from other related personal and interpersonal change training and initiatives as well. Note that completing a PDP will likely take more time than participants have available in the training session. However, you should allow enough time for them to make significant progress while the concepts, feelings, and ideas are still fresh in their minds. At the close you will then have them commit to a date to have their plans completed and reviewed by a designated reviewer (their boss, someone in Human Resources, you,the trainer, etc.). In this, the last exercise, you will be personally tailoring the concepts learned today to your own situation by beginning to develop a Pygmalion Development Plan (PDP). This will be a working document outlining your objectives and specific goals for becoming a Pygmalion manager, how you will interact with specific employees or teams, and other areas within your organization where you will plan to apply the expectation principles. Although it will be formalized among you, your boss, and possibly the trainer, it will be subject to updating throughout time as you put it into practice. To successfully complete a journey you must know where you currently are, as well as where you want to go. So first you should spend a few minutes to think about, introspect, and write down in your workbook how you see yourself as a Pygmalion-like manager: Have you typically been more of a Theory X or a Theory Y-style manager? Do you naturally tend to focus on the positive and bring that out of people? Do you treat people in ways that foster their senses of self-confidence, worth, ability, and ownership? How do you feel about your own abilities, competence, and likelihood of success? Use this self-assessment as you set goals in the next steps. Identify and list a person or persons (or teams) within your sphere of regular contact with whom you would like to have more of a Pygmalion influence. Next, identify and list any opportunities or places within your organizations where Pygmalion principles might be used/expectations raised (you can refer to the list in Module 8 for ideas).
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Develop a formalized plan outlining specific, quantifiable goals, deadlines, and reporting relationships. Be sure to include specific behaviors or actions that you plan to do to meet your objectives. To help you come up with ideas (objectives and behaviors), it may be helpful to review your notes from the training modules covered today, including: a) b) c) What kinds of things Pygmalions have done in your life (Module 3) What you have done in the past as a Pygmalion that has been effective (Module 3) To help raise expectations toward your employees and yourself, review your employees strengths list (Module 4) and your own strengths list (Module 5) every other week. Consider the behaviors associated with each of the four factors (Module 6) Consider how you can raise persons self-expectations using the three selfconfidence sources (Module 7)
d) e)
Undoubtedly you will run into obstacles with implementing your plan back on the job. These may be from other persons who are not committed to supporting your efforts, or it may be from you simply allowing your plan to fall by the wayside. Therefore it is CRITICAL that you identify (and write down) obstacles that you anticipate will likely happen. Then next to each one, write down what you will do to combat or overcome each of these obstacles. It is important for you to prepare and fortify yourself to respond positively and recover quickly to the inevitable failures that will occur as you begin implementation efforts back on the job. Share your plan or parts of it that you can with a partner and solicit feedback, suggestions, and ideas from one another.
Since there will be insufficient time in this initial workshop to complete these plans, participants should complete them for review with a superior by an agreed-upon date. Other Important Components of Pygmalion Development Plans Follow-up on Plans & Progress: To provide the most meaningful benefit to participants and to their organizations, participants need follow-up sessions to remind them of the principles, and most importantly to monitor and facilitate implementation of participants Pygmalion plans. Ideally these would be one on one sessions between the trainer (or other qualified coach) and the participants. Such coaching sessions/accountability interviews should be every other week for two to three months and then monthly thereafter until objectives are achieved. Specifically, these interview sessions should focus on what the participant is doing to implement his/her Pygmalion style plan, what appears to be working, what is not, and developing plans and modifying goals to reach the objectives. During these interviews, the trainer should coach the manager in a manner that models the Pygmalion styles he/she is encouraging the manager to use. These follow-ups may also be done by the participants boss (who should have also received the training) instead of, or in addition to, the trainer. Either way it is vital that the participants supervisor be actively involved in (a) reviewing and approving the PDP, and (b) periodically reviewing the employees progress.
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Upper Management Support: Pygmalion training programs have also been found to be more effective when fully supported by upper management (they have taken the training, are involved themselves in personal Pygmalion Development Plans, and are encouraging a Pygmalion-like culture throughout the organization). Continued Learning: It is also very valuable for managers to regularly participate in other training programs on related topics (e.g., giving effective feedback, developing positive attitudes, goal setting, motivation, etc.) that can be integrated with, bolster, remind, and otherwise help support what is learned and being practiced from this Pygmalion training. (See the list on page 54 of companion training videos and programs from CRM Learning for some possibilities).
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CONCLUSION
(15 MINUTES) Closure: As you bring the training session to a close, make sure that the participants have formalized the following items related to their PDPs: Review: Conduct a brief review by questioning participants regarding the Expectation Cycle and the Four Pygmalion Factors. Thank participants for coming. Sincerely praise them for their high level of involvement, enthusiasm, and participation (if such was the case). Encourage them to diligently work their plans and be ready for their follow-up session. Ensure them of success if they do so. Ask them to fill out the Participant Evaluation of Training in their workbooks in just a moment and turn it in to provide feedback on what they thought went well and what suggestions they would have for improving the training experience. Closing Story: To end on an inspirational note, you can share the following true story as recalled by a consultant to the company in the story (real names not used). Mary had been hired by a large firm under a government-sponsored program promoting the hiring of minorities. She was assigned as a receptionist/secretary to a group of five project salespersons. It soon became clear to everyone that what she lacked in clerical skills was only exceeded by her poor attitude and careless work habits (which even extended to her attire). She seemed apathetic and disinterested in trying to perform well. Things really came to a head one day, though, when John, one of the salesmen for whom she worked, found a slip of paper on the floor near her desk with only a company name scribbled on it. Recognizing it as the name of his top client, John called his contact person at the company. The client responded that they were considering a major system update and had called the salesman three weeks ago to see if his company was interested in submitting a bid. Since John had never gotten back with him, the client assumed the company was uninterested and that currently they were in the final stages of deciding to go with a competitors bid. John quickly worked to restore some lost confidence in his company and requested an extension of the proposal deadline from the client, promising a high quality product and service. John worked almost around the clock for 48 hours to complete the proposal. The client ended up loving Johns ideas and plan, and signed a contract with the company, netting him a large commission. John then went to his boss, Mark, indicating that Marys incompetence - in not having written down the contact person, phone number or nature of the message, and in failing to give it to John - had almost cost him and the company a huge contract and insisting that she be fired. However, Johns boss had recently retained a consultant who, among other projects, was helping with the successful assimilation of the minorities being hired. This consultant, Peter, knew about Mary. He acknowledged her bad performance but believed that she had a poor self image
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Who will be conducting their follow-up interview sessions, how often, and when. When you and/or their boss will individually meet with them and what they will have completed by then (e.g., having finished their Pygmalion Development Plan).
L EADER S G UIDE
and low self-esteem as a result of a lifetime of negative messages and that thesewere huge contributors to her poor performance. Peter believed that she could acquire the needed skills and could improve her attitude and effort as well. In addition to specific clerical training for Mary, he proposed that the salesmen jointly engage in a Pygmalionlike plan including positively reinforcing those things Mary did right. As a first step, John was assigned to purchase a vase with flowers and a thank you card for Mary, to thank her for taking the message that resulted in his securing a large contract. At first John balked, but then agreed and followed through with the plan. The other salesmen also started treating Mary more courteously and respectfully, greeting her warmly throughout the day, including her in social conversations, and recognizing all the help that she did. Almost overnight everyone started noticing a dramatic change. Soon all of the salesmen were receiving accurate and timely phone messages. The letters that she typed soon had fewer and fewer errors until they had none at all. Ten years later, Peter (the consultant who had years earlier moved away), was back in town on business and visited his friend Mark who was now a corporate vice-president at the company where Peter had consulted. Peter was escorted into Marks large, elegant office to wait for his friend to return. A few minutes later, Mark walked into the room accompanied by a striking, professional-looking young woman who carried herself with poise and confidence. Mark greeted Peter and then introduced the young woman as his executive secretary and said you remember Mary. Not being able to hold back his surprise, Peter astonishingly said Mary?!. Mary released the tension by smiling politely and said, Yes, its me; I was wondering if you would recognize me. This was the same woman who had 10 years earlier almost been fired for incompetence, and who had now risen to a high position of trust and responsibility within the company. Mary had literally been transformed (not too unlike Eliza Doolittle) by people who applied Pygmalion principles and treated her in supportive and encouraging ways, expressed belief in her ability and potential, and within that environment gave her opportunities to learn and grow.
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PARTICIPANT EVALUATION OF TRAINING

Please take a minute to complete this training evaluation form before leaving today. We are interested in your impressions, feedback, and suggestions. Such information helps us to continually improve the workshop. Using the following scale, please indicate your level of agreement with each statement by writing the appropriate number on the line preceding the item. Leave the line blank if you did not complete the activity. 1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly Agree
_____ 1. The creativity exercise (where we brainstormed about the three words) was a helpful way to be introduced to the concept of the power of expectations. _____ 2. The video program The Pygmalion Effect, Managing the Power of Expectations, and the subsequent discussions about the video were informative and interesting. _____ 3. The information presented in the video program will be helpful to me on the job. _____ 4. Thinking about my past experiences with a Pygmalion and as a Pygmalion helped me better understand the Pygmalion effect and how I can apply it in my job. _____ 5. The discussion and exercises about raising my expectations of my employees and myself helped me take the first step towards becoming a positive Pygmalion. _____ 6. I have learned the Four Pygmalion Factors and understand how to use them. _____ 7. I found the discussion and group exercise/role-play about How to Create the Galatea Effect (or Self-Confidence) in Others valuable and applicable to my job. _____ 8. Watching and discussing the Video Discussion Segments was useful in learning to recognize both good and bad Pygmalion behaviors. _____ 9. Completing the Pygmalion Development Plan (PDP) will help me take what I learned today and apply it to myself and my subordinates. _____ 10. The instructor was prepared and enthusiastic about the subject matter, and made the training interesting. _____ 11. The instructor encouraged class participation. Please indicate anything that went especially well or was important to the success of the training. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Please indicate any suggestions or recommendations that you have for this training workshop. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
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OTHER RELATED SELF-FULFILLING PROPHECIES

The Messiah Effect This is the positive self-fulfilling prophecy that can occur when an organization or group of people has high expectations of another individual in a position of authority. These high expectations can cause the people to act in ways that will help fulfill their expectations. This can be the case when a new leader, CEO, consultant, coach, etc. comes into an organization or setting with a great reputation or credentials. Followers may thus view this person as having the ability to save them: that this leader will help them succeed or achieve more (thus the name Messiah effect). Again, it is the employees expectations that influence them to behave in a manner that fulfills their belief. Unfortunately, the opposite phenomenon can occur if employees have low expectations or opinions about a leaders competencethey wont put forth the effort necessary for success and will end up with low performance. Such employees may even pat themselves on the back for knowing all along that results would be poor and attribute the failure to the leader. Ironically, however, the leader could be just as qualified and capable as another who then leads their organization to success simply because of the difference in the expectations of the employees. In fact, studies have shown that reputations or beliefs about other people tend to persevere and be very resistant to change even when there is weak evidence to substantiate the beliefs or even when contradictory evidence is later available. A true example from a sporting context regarding the succession of two basketball coaches at a major Southeast university demonstrates both the negative and positive side. The players at this university had a new, but very knowledgeable and qualified coach. Because he was new, many of the players did not believe that he could help them. One player said, we knew he was new so he didnt know a lot. So a lot of times we went out on the court and did what we wanted to do. The players then got an experienced head coach who had led a team to a NCAA championship victory five years earlier. The same player quoted above said of their new coach, He knows everything. His philosophy on coaching is great. It would be crazy not to listen to him; I mean, hes won a national championship, you know? Yes, it is likely that the experienced coach was very qualified. But how much of the results of this basketball team were due to a true difference in the quality of the coaches, and how much were due to the expectations of the players (and how that affected their attitudes, behaviors, and effort)? Means Efficacy (confidence) This refers to the confidence or expectations that people have due to their resources, support, machinery, programs, etc. Again, expectations or beliefs that the resources or systems around us can contribute to, or hinder success, can influence our subsequent behaviors and result in a selffulfilling prophecy. What kind of organization do you work in? Are there resources there that will almost guarantee your success? Dr. Albert King wanted to test the effect of peoples beliefs in the means afforded them. He used four virtually identical production facilities within the same company. In two plants the company implemented a job rotation program and in the other two plants, a job enlargement program. Then with one plant from each program, the managers were given information indicating that the new program should lead to significant increases in production. At the end of 12 months productivity figures showed that the two plants whose managers had been led to have higher expectations of the job programs, had higher productivity
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for each of the 12 months. Interestingly, the results were consistent for both kinds of programs. In fact, it didnt matter which program the plants used, the expectations of the managers (and their employees) was more important than the effect or productivity increase due to the programs. In another study conducted by Dr. Dov Eden, clerical workers of a government agency were getting a new computer system for processing claims. In an orientation session about the new system, employees from half of these offices were also given a verbal presentation and brochures that indicated the superiority of their new system over other systems and the productivity increases that similar agencies had experienced with the new system. Creating the higher expectations in the minds of these employees resulted in their higher productivity over the next three months compared to their peers. Collective Efficacy (confidence) This refers to the confidence we have in our team or organization to accomplish given tasks due to the collective knowledge, skills, and ability possessed by the members as a whole. Again this confidence can be high or low (expectations of success or failure). Are we part of a winning team? Are we with people of great ability and talent? What level of confidence do we have in those around us with whom we work? Again, our expectations (based upon how we perceive things) will influence our behavior, attitude, and effort, which can, in turn, affect our performance results. Thus, taken together with the effects above, we want the employees around us to have high expectations in our leaders, resources, and in each other.
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BIBLIOGRAPHY
Bandura, Albert (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman and Company. Bennis, Warren & Nanus, Burt (1985). Leaders: The strategies for taking charge. New York, NY: Harper & Row. Covey, Stephen (1990). The seven habits of highly effective people. New York, NY: Simon & Schuster. Crawford, Kent;Thomas, Edmund; & Fink, Jeffrey (1980). Pygmalion at sea: Improving the work effectiveness of low performers. Journal of Applied Behavioral Science, 16, 482-505. Eden, Dov (1990). Pygmalion in management: Productivity as a self-fulfilling prophecy. Lexington, MA: Lexington Books. Eden, Dov; Geller, Dvorah; Gewirtz, Abigail; Gordon-Terner, Ranit; Inbar, Irit; Liberman, Moti; Pass, Yaffa; Salomon-Segev, Iris; & Shalit, Moriah (2000). Implanting Pygmalion Leadership Style through workshop training: Seven field experiments. Leadership Quarterly, 11, 171-210. King, Albert (1971). Self-fulfilling prophecies in training the hard-core: Supervisors expectations and the underprivileged workers performance. Social Science Quarterly, 52, 369-378. Lee, Blaine (1997). The power principle. New York, NY: Simon & Schuster. Livingston, Sterling. (1969). Pygmalion in management. Harvard Business Review, 47, 81-89. McNatt, Brian (2000). Ancient Pygmalion joins contemporary management: A meta-analysis of the result. Journal of Applied Psychology, 85, 314-322. McNatt, Brian. & Judge,Timothy (2001). Self-efficacy intervention effects on job attitudes: A field experiment. Presentation at the Sixteenth Annual Conference of the Society for Industrial and Organizational Psychology, San Diego, CA. Merton, Robert (1948). The self-fulfilling prophecy. Antioch Review, 8, 193-210. Rosenthal, Robert & Jacobson, Lenore (1968). Pygmalion in the classroom: Teacher expectations and pupils intellectual development. New York: Holt, Rinehart & Winston. Sutton, Charlotte & Woodman, Robert (1989). Pygmalion goes to work: The effects of supervisor expectations in a retail setting. Journal of Applied Psychology, 74, 943-950.
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L EADER S G UIDE
COMPANION VIDEOS FROM CRM LEARNING

Emotional Intelligence Most of us have been conditioned to believe that emotions are not welcome in the workplace, that team and work decisions should be based upon cold, logical reason. In short, we leave our emotions at home. Today there is a growing body of science in the emerging field of emotional intelligence (EI), indicating that proper understanding - and use of - emotions can be critical to helping us be more effective workers and better communicators. Participants of CRMs program will come away with specific areas of improvement to focus on and a structured, step-by-step approach to developing the required emotional competencies to bring more creativity, energy and intuition to their work, whatever the industry or field. Encouraging the Heart Many people assume that money is the way to motivate others, but Kouzes and Posner teach us that appreciation is the ultimate motivator. This program is filled with real-life examples of managers helping others believe in themselves, celebrate their uniqueness, and discover their own value. This inspirational and instructional training program shows how to master one of the most difficult and valuable leadership skills of all. Its ideal for training in leadership, general management and motivation. The Attitude Virus Cure bad attitudes to increase productivity in your organization! Bad attitudes can threaten the essential functions of your workplace. They spread like viruses from individual employees through departments and infect entire organizations. Once an attitude virus begins to spread, it can become an epidemic in no time. Productivity suffers and so do individual workers. Participants in this training will benefit by learning to take responsibility for their own attitudes and success, plus, underlying causes for unproductive attitudes will be resolved and fewer personal problems will affect work. These better attitudes will positively impact team results and the bottom line. When the Coach is You! These days, coaching isnt only the responsibility of the manager. Any team member may be called upon to coach a coworker. This video walks viewers through the practical steps to increasing success for coaches and learners in any organization. Youll visit an accounting office, a factory and service center as workers resist and stumble through the coaching process, finally learning to create positive outcomes.
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The Pygmalion Effect

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The Pygmalion Effect

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THE PYGMALION EFFECT

MANAGING THE POWER OF EXPECTATIONS LEADER'S GUIDE

The Pygmalion Effect

Poor behaviors that communicate low expectations include:

Poor behaviors that communicate low expectations include:

Poor behaviors that communicate low expectations include:

Poor behaviors that communicate low expectations include:

Perceptions of the Employee (Influence attempts are ineffective when):

THE TRAINING PROGRAM

TRAINING DESIGN OPTIONS

USING THE POWERPOINT SLIDES ON CD-ROM

PART I - INTRODUCTION AND VIDEO

Group 2 || ||| ||||

MODULE 2 - THE ABC'S OF PYGMALION

The ABCs of Pygmalion

Show the Video

MODULE 3 - YOUR PYGMALION GALATEA EXPERIENCES

PART 2 - PYGMALION PRINCIPLES AND PRACTICES

MODULE 5 - RAISING YOUR SELF-EXPECTATIONS TO BECOME A POSITIVE PYGMALION

MODULE 6 - THE EXPECTATION CYCLE AND FOUR PYGMALION FACTORS

Optional Role Play:

PART 3 - GALATEA PRINCIPLES AND PRACTICES

PART 4 - APPLYING PYGMALION AT WORK

MODULE 9 - V IDEO DISCUSSION SEGMENTS

MODULE 10PYGMALION DEVELOPMENT PLAN

PARTICIPANT EVALUATION OF TRAINING

OTHER RELATED SELF-FULFILLING PROPHECIES

COMPANION VIDEOS FROM CRM LEARNING

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