From: Subject: Team Player Date: Wed, 30 Jun 2004 09:41:13 -0700 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_0000_01C45E86.622866A0" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2800.1409 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C45E86.622866A0 Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.consultingtools.com/team_player.htm Team Player

The Team Player

Zeroing In on High Leverage Team Behaviors

Kenneth R. Brousseau
and
Michael R. Perrault

"Be a team player! We want teamwork around here!"

These are = familiar=20 words in organizations today. It is a rare organization that is not = attempting=20 to create high performing teams. Teaming has become a favored = organization=20 form.

Individuals are still expected to contribute, but now as = team=20 players. The "old style" of management is a thing of the past. Managers = are=20 still expected to get results, but as team leaders, not as autocratic=20 bosses.

In this respect, the present contrasts sharply with the = past. One=20 must now be a coach and mentor with one's subordinates and a team player = in=20 dealing with one's peers. People who once were rewarded for keeping = their noses=20 to the grindstone, now are expected to interact participatively with = their=20 coworkers.

For some, these are confusing and = anx-ietyprovoking=20 times. Many people are struggling to adjust to the new teamplayer = role.=20 But, in many cases, people have no clear idea just exactly what being a=20 teamplayer means in terms of actual onthejob=20 behavior.

Just what does it mean to be a teamplayer? Time = and again,=20 we find people who are sincerely baffled by this question. Often, people = have a=20 much clearer idea of what they are not supposed to do as = teamplayers, than=20 they do about what they should be doing. They understand the "Thou Shalt = Nots",=20 but have only a sketchy idea of what the "Thou Shalts" are.

They = realize=20 that it is not the mark of a good teamplayer to unilaterally make = decisions=20 without getting input from others. They know it is bad form to dig in = one's=20 heals and argue always for one's favorite point of view. They know that = being a=20 teamplayer means that they shouldn't undercut and insult other=20 teamplayers.

But, things become a lot less clear for most = people=20 when it comes to saying just exactly what being a team-player = does mean.=20 Are the Thou Shalts just the flip-side of the Thou Shalt Nots? This = seems to be=20 what some think. We find people who seem to think that to be a real = team-player=20 one must always give in to others when it comes to making decisions. One = must=20 wait patiently for a decision to materialize mysteriously from one of = the=20 endless meetings that team-players must attend. One never pushes for=20 closure.

Moreover, some think, being a team-player means giving = up on=20 getting much work done. Team-players, they believe, should spend lots of = time=20 chatting and socializing with other team-players.

These = perceptions of=20 team-player "do's and don'ts" make the transition from traditional,=20 hierarchical-authority structures to team-based organizational = arrangements=20 difficult. Things can grind to a halt as people grow fearful of making=20 decisions; and quality can suffer, too, when people believe that the = over-riding=20 criterion for success in teams is being agreeable and going along with = the=20 consensus.

Defining Team Behavior

In our = experience, the=20 work of teams covers a broad waterfront. Teams must solve problems, = develop=20 plans, coordinate activities, manage relationships, and administer=20 communications among team members. How much the work of a particular = team falls=20 into each of these varied categories depends of course on the task = environment=20 that the team faces. Teams that must respond rapidly to quickly changing = situations will need to emphasize coordination and communication. Those=20 responsible for overseeing the activities of other teams will need to = emphasize=20 planning, problemsolving and relationship = management.

More Than=20 Participation

Although discussions of teamwork often focus on = the=20 interpersonal side of behavior, it seems clear that most teams must = engage in=20 intellectual activity as well as interpersonal activity. Cooperation and = participation are required in teams, but participative and cooperative = behaviors=20 alone are not sufficient to assure that one will be viewed as a good = team=20 player. In varying degrees, all teams need people who are good = generators of=20 ideas, adept at interpreting data, skilled in organizing activities, and = diligent in monitoring performance and meeting schedule commitments. It = is=20 entirely possible for a person to be viewed as very cooperative and = sincere, but=20 as hopelessly inept in making things happen and in keeping things on=20 track.

In a very real sense, the consummate team player is an = individual=20 who is talented in the areas that always have been important = e.g.,=20 solving problems, meeting commitments, keeping up productivity = and=20 who can do these things effectively in the context of a highly = interactive team=20 environment.

TeamView/360

In response to the = growing demand=20 to develop high performance teams, we have developed a measurement tool = to=20 efficiently assess the full scope of team behavior. This assessment tool = forms=20 the basis for an interactive Windows^TM- based software system = called=20 TeamView/360^TM. TeamView/360 comprises a peerassessment = system,=20 or what has become known generically as a 360degree evaluation = system. When=20 using TeamView/360, team members evaluate them-selves and their = teammates=20 individually on 31 behaviors.

The 31 behaviors, randomly = distributed on=20 the questionnaire, are grouped for reporting purposes in the seven = categories=20 shown in Table 1.

Table 1 TeamView/360 Categories and Behaviors =
Problem-Solving	Generating new ideas Recognizing trends Evaluating and = acting on=20 new ideas
Planning	Planning for the future Adapting to change
Controlling	Organizing and orchestrating events Monitoring and = controlling=20 performance Meeting schedules and deadlines Producing high = quality=20 work Maintaining high productivity Meeting commitments =
Self-Management	Handling pressure Coping with own frustration Developing = own=20 capabilities Responding to feedback
Managing Relationships	Initiating relationships Cooperating with = others Sizing-up=20 people Maintaining relationships Resolving = conflicts Responding=20 to others' needs
Leadership	Delegating responsibility Facilitating = meetings Motivating and=20 inspiring others Developing other people Giving recognition = to=20 others
Communicating	Articulating ideas and information Listening to = others Keeping=20 other people informed Giving performance = feedback Communicating=20 expectations

TeamView/360 serves two purposes: to provide feedback to team members = that=20 allows them to compare their selfperceptions with their = effectiveness as=20 teamplayers in the eyes of their teammates. In addition, aggregated = ratings=20 for teams show where the team collectively perceives its strengths and=20 weaknesses to lie.

Figure 1 shows a sample TeamView screen showing an individual's=20 selfratings, ratings by other teammates, and aggregated = peerratings=20 for all teammates. The results are normalized against the TeamView = ratings of a=20 standard population of just over 800 individuals.

Figure 1

Looking at the lineup of behavior = categories=20 in Figure 1, we see the more intellectual behaviors(typically associated = with=20 the left brain) on the left, and the more interpersonal behavior = categories=20 (right brain) on the right, pivoting around the selfmanagement = category in=20 the middle of the screen.

Additional screens show the same = ratings (i.e.,=20 self, other, team average) on the specific behaviors that form each=20 category.

Statistical studies of TeamView ratings indicate that = factor=20 analyses support the construct validity of TeamView behaviors and that = the=20 scales have very acceptable interrater reliability(averaging .74),=20 attesting to the validity of the system for assessing how effectively=20 individuals are perceived by teammates to perform as teamplayers=20 (Brousseau, 1994).

Our experience shows that TeamView feedback is = a=20 powerful medium for building awareness of and insights into one's own = image as a=20 teamplayer.

Developing Team Skills: Where to = Begin?

In=20 working with TeamView/360 as a team development tool, we see many types = of=20 profiles. Some individuals are rated by teammates as highly effective = across the=20 board. Others are rated as highly effective in some categories and as = needing=20 significant improvement in others. And, of course, some individuals are = rated as=20 needing improvement across the full spectrum of TeamView = behaviors.

These=20 latter individuals are of particular concern in a world where = teamwork is=20 rapidly becoming the norm. Often, we find in this group, people who have = been=20 highly regarded and highly rewarded in the past as individual = contributors or=20 as, nononsense, resultsoriented managers. Now, the world has = shifted=20 on these people, leaving them confused, ridden with anxiety, and as = perceived by=20 others as troublesome obstacles to true teamwork. Many in this = group are=20 heading swiftly in the direction of career derailment and personal=20 upheaval.

To forestall and avoid failure and crisis, and then to = develop=20 effective team skills, where does a person in this category begin? We = often find=20 these people utterly daunted and overwhelmed by the challenge of = developing=20 team skills. To change everything, all at once, about one's behavior is = viewed=20 as an impossible task and rightly so. To present individuals = with=20 this challenge would be foolhardy and extremely=20 counterproductive.

Identifying High Leverage Team=20 Behaviors

To assist people with poor overall Team-View/360 = profiles=20 who, if left on their own, seem destined to derail, we have endeavored = to=20 identify specific "high leverage" skills on which to concentrate their=20 developmental efforts. More specifically, we set out to determine which=20 behaviors have the greatest impact on one's image as a=20 teamplayer.

In our minds' eye, we imagined team behaviors as = forming=20 a network of interrelated behaviors. The metaphor we had in mind = was that=20 of a fisherman's net, where each joint in the net, representing a = particular=20 behavior, is joined directly to closely allied behaviors (other joints), = and=20 indirectly to the full scope of team behaviors. Consequently, proceeding = with=20 this metaphor, one can imagine that a change in any one behavior will = bring=20 about changes, some great, some small, in other behaviors in the = net.

Our=20 quest was to determine which behaviors are most central in this net, = such that=20 if, figuratively, one were to reach into the net and pull up on a = particular=20 node representing a particular behavior, one would maximally raise up = the other=20 nodes other team behaviors along with it.

Research = Method

To attack this problem, we turned to our data- base of = TeamView ratings, which has grown quite large and which comprises a = quite=20 diverse population of individuals employed in varied jobs in a wide = array of=20 organizations and industries from computers to banking, pharmaceuticals = to=20 merchant shipping, manufacturing to consulting services. In all, the = data base=20 contains over 8000 completed TeamView/360 ratings of some 850 people. = Most of=20 the individuals in this data base are employed in professional and = managerial=20 positions. About onethird of this sample is female.

In = examining=20 TeamView/360 profiles, we often see that individuals who are rated high = in the=20 intellectual categories on the left in Figure 1 are rated low on the=20 interpersonal behaviors on the rightside of the screen. Likewise, = it is not=20 unusual to find individuals who are rated quite highly on the = rightside,=20 interpersonal categories, but relatively low on the leftside, = intellectual=20 categories.

This rightside, left side differential slope has = caused=20 us to suspect that, although the TeamView behaviors do cluster in = several varied=20 categories as indicated by factor analytic studies, the behaviors = fundamentally=20 fall into two broad categories: intellectual behaviors and interpersonal = behaviors.

To test this hypothesis we forced an orthogonal,=20 twofactor solution on the ratings in our TeamView data base. The=20 twofactor solution did indeed identify an intellectual and an = interpersonal=20 cluster as we anticipated. In examining the factor solution, we were = interested=20 in determining within each cluster or factor which behaviors were most = closely=20 connected to the other behaviors in the cluster. To do this, we simply=20 identified the behaviors with the highest factor loadings (or = correlations) with=20 each factor. Table 2 shows the top three lineup for each = factor.

Table 2 Top Three Behaviors in Each of Two = Factors (Based on=20 two-factor solution factor loadings)
Intellectual Factor	Interpersonal Factor
Planning for the future Generating new ideas Evaluating = and=20 acting on new ideas	Listening Cooperating Maintaining relationships=20

Profiling the Consummate TeamPlayer

We believe = that the=20 behaviors shown in Table 2 offer insights into the behavioral skills = that are=20 most likely to lead one's team-mates' to see one as a valueadded = team=20 member. According to these results, the consummate teamplayer is a = person=20 who excels both as a listener and as a planner.

The indications = are that=20 planning and listening are fundamentally important functions that = contribute to=20 team success. The results indicate further that people who plan well are = also=20 seen as skilled in generating new ideas and in evaluating and acting on = new=20 ideas. People who listen well are considered also to be cooperative and = as good=20 at maintaining relationships with other team members.

Inasmuch as = the two=20 factors in Table 2 were derived from an orthogonal factor solution, we = can=20 assume that being a good listener does not guarantee that one is a good = planner;=20 nor does being a good planner guarantee that one is a good listener. = These may=20 represent fundamentally different skill sets. To be viewed as effective = across=20 the board, one must be skilled in both areas.

Apparently the=20 teamplayer who garners the highest regard from teammates is one who = listens=20 carefully to other teammates' views and concerns and then develops plans = that=20 incorporate those views and concerns. In other words, the consummate = team player=20 listens actively and then acts on what he or she has = heard.

Style=20 Factors Contributing
to Listening and Planning = Skills

These=20 results seem simple and straightforward. However, any additional=20 information that can be brought to bear on the identified pivotal team = skills=20 should be useful to those who are struggling to improve their = performance in the=20 eyes of teammates.

To probe further into the dynamics of planning = and=20 listening skills, and to paint a more complete portrait of = teamplayers who=20 are viewed as possessing these skills, we turned once again to our = TeamView/360=20 data base. This time we examined a smaller sample drawn from the = database=20 on whom we also had information from other assessments in addition to=20 TeamView/360.

In particular, we looked at a sample of 312 = individuals who=20 had been assessed with the Decision Dynamics Decision Style assessment = series=20 (Driver, Brousseau, and Hunsaker, 1993).These assessment tools are = designed to=20 assess habits of decisionmaking that people develop through both=20 socialization and work experience.

Table 3 Decision Style Model
Information Use
Minimal to Moderate Information Use	Maximizing Information Use
Uni-Focus	Decisive Efficient Bottom-line=20 oriented Candid Terse Loyal	= Hierarchic Serious Analytic Methodical Quality-= oriented Logical Visionary=20	= Systemic Serious Contemplative Complex Global=20 thinker Multiple high priorities
Multi-Focus	= Flexible Adaptable Intuitive Sociable Agreeable= Changeable Humorous=20	= Integrative Analytic Exploratory Creative Toler= ant Diverse=20 interests
Adapted from Driver, M.J., Brousseau, K.R. & Hunsaker, P.L. = The=20 Dynamic Decision Maker. Jossey-Bass, San Francisco: 1993.=20

The Dynamic Decision Style model defines five fundamentally different = styles=20 of decision making based on:

Information use: the amount of = information=20 that a person is generally inclined to use as a matter of habit when = making=20 decisions.

Solution focus: a person's propensity to develop=20 unifocussed solutions or decisions (i.e., decisions that are = clearly=20 defined and stable or fixed) vs. multi-focussed solutions or decisions = (i.e.,=20 decisions that possess multiple and changeable parts).

The basic = style=20 model and behaviors characteristic of each of the five styles are shown = in Table=20 3.

Dynamic Decision Style assessments produce scores on each = style which=20 indicate the estimated frequency with which an individual uses that = style. Based=20 on these scores, the assessment identifies a primary style (style used = most=20 frequently) and a secondary style (style used next most frequently). The = assessment series includes two instruments: the Driver Decision Style = Exercise and the DriverStreufert Complexity Index. In = our=20 examination, we concentrate principally on Driver Decision Style = Exercise=20 assessment scores, through which we measure one's operating style or = natural=20 decision style.

To identify styles most closely associated with = the two=20 clusters of TeamView/360 factors, we computed two indices from TeamView = scores.=20 One consisted of each individual's mean score on both planning for the = future=20 and generating ideas. The other consisted of each individual's mean = score on=20 both listening and cooperating. These two computed indices should = indicate how=20 effective an individual is perceived to be on each of the two pivotal = team skill=20 sets.

Our next step was to contrast the decision style profiles=20 of:

The 50 individuals (of the 312) with the highest scores on = the=20 listening/cooperating factor with the 50 individuals with the lowest = scores on=20 this factor.

The 50 individuals with the highest scores on the=20 planning/generating new ideas factor with the 50 individuals with the = lowest=20 scores on this factor.

Listening/Cooperating Decision Style=20 Profile

Ttests comparing the means of the highest and = lowest 50=20 individuals on the listening-cooperating factor showed statistically = significant=20 (p < .05, onetailed) higher scores on the Integrative operating = style=20 for the top scoring group. Interestingly, however, analyses of primary = styles=20 did not show that the high and low listening/cooperating groups differed = significantly in the frequencies of their primary operating styles. In = other=20 words, simply having a primary Integrative operating style does not = necessarily=20 lead to a good TeamView/360 score on the listening/cooperating=20 factor.

Examination of our results indicates that individuals = with=20 primary decision styles other than integrative have just as good a shot = at being=20 seen as effective listeners and cooperators as do persons whose primary = styles=20 are Integrative. Apparently, more important than one's primary style is = the=20 absolute level of Integrativeness in one's profile. That is, a person = can have a=20 primary style quite different from Integrative, such as the = actionoriented,=20 fast moving Decisive style, and be seen as a good listener as long as = that=20 person is able to shift into the Integrative style = situationally.

We=20 consider this to be an important finding. Individuals do not need to be = uniform=20 in their decision style profiles to be effective at = listening/cooperating. The=20 only requirement is that the Integrative style be represented in an = individual's=20 overall repertoire of styles. We now have solid evidence that good = listeners and=20 cooperators do not need to be carbon copies of each other.

Why = might the=20 Integrative style be needed in one's style profile? We believe this is = because=20 the Integrative style seeks information; therefore, when using the = Integrative=20 style, people are naturally inclined to listen for useful information = when=20 others speak. Moreover, the Integrative style, as a multifocussed = style,=20 values different points of view. Therefore, when in the Integrative = mode, one is=20 likely to react positively to teammates' ideas, even when those ideas = differ=20 from one's own. This particularly seems likely to account for the = association=20 between the Integrative style and TeamView/360 scores on=20 cooperation.

Planning/Idea Generating
Decision Style=20 Profile

Ttests comparing the means of the highest and = lowest 50=20 individuals on the planning/generating new ideas factor showed = marginally=20 significant (p < .05, twotailed) higher scores on both the = Hierarchic=20 operating style and on the Integrative operating style for the top = scoring=20 group. A composite score of both Hierarchic and Integrative style scores = showed=20 a clearly statistically significant (p < .05, onetailed) = difference when=20 contrasting the high planning/generating new ideas group with the low=20 group.

Here again, however, individual's primary decision styles = did not=20 clearly differentiate the high and low scoring groups on planning and = idea=20 generation. A slight difference did show up in favor of having a primary = Hierarchic style, but the differences were not significant=20 statistically.

The indications are that, as was the case with = listening=20 and cooperating, it is not so important which style a person uses = primarily as=20 long as one has the capacity to shift situationally into the Hierarchic = and=20 Integrative styles.

These results seem reasonable and provide = clues=20 indicating why some individuals are seen as effective in planning for = the future=20 and in generating new ideas. Both, the Hierarchic style and the = Integrative=20 style, are information maximizing styles. Both, tend to look at the big = picture=20 when making decisions.

The Hierarchic style eventually narrows = decisions=20 down to a clear cut course of action and has been found in other studies = to be=20 associated with the development of clear, longrange courses of = action. The=20 Hierarchic style also is expected to use plans actively to guide work = activities=20 once the plans have been put in place. Moreover, Individuals whose style = profiles include sizeable amounts of the Hierarchic style generally are = seen by=20 others as confident, committed, and well-organized -- qualities that in=20 reasonable quantities could inspire confidence in other = team-mates.

The=20 Integrative style is more open and exploratory, and has been associated = in other=20 studies with creativity (see Driver, Brousseau, and Hunsaker, 1993) and = this=20 seems to account for the association with TeamView/360 scores on = generating new=20 ideas. Accordingly, to be considered an effective planner and generator = of=20 ideas, our results indicate that one needs to have both of these = information=20 maximizing styles in one's style repertoire.

Zeroing-In on = High=20 Leverage
TeamSkills Development Strategies

We believe = that=20 our findings offer important clues about the ways in which people can = most=20 profitably direct their efforts to develop team skills. Most notably, = the=20 findings are positive in the sense that they indicate what = individuals=20 should do if they wish to be team-players, instead of focussing = on what=20 individuals should not do. They clearly suggest pivotal Thou Shalts for=20 team-players.

That listening should show up on the inter-personal = side as=20 the most central behavior, in-fluencing how individuals are viewed by=20 team-mates, makes a good deal of sense. Most people seem to find it = extremely=20 satisfying to see that other people are interested in what they have to = say and=20 have actually made the effort to listen to and understand them. Openly = listening=20 is an acknowledgment of the value of another person.

Although it = may be=20 possible to listen well, but nonetheless to not cooperate, it is highly = unlikely=20 that one could cooperate without listening. After all, one must actually = know=20 what others want in order to cooperate with their = wishes.

Together,=20 listening and cooperating skills appear to make a powerful combination = of allied=20 talents that help to hold a team together and give it a sense of = cohesion. Of=20 the two, listening seems to be the more straight-forward skill. Much has = been=20 written about active-listening, and one can attend courses and workshops = on this=20 particular topic.

Our findings also give insights about the = underlying=20 personal styles and habits that support effective listening. The = Integrative=20 style is one that values information and exploration. When operating in = the=20 Integrative style, people are most inclined to feel the itch of general=20 curiosity that in turn will lead them to pay attention to and actively = consider=20 what others have to say. If someone says something surprising or = something that=20 conflicts with one's own view, Integrative curiosity will naturally lead = one to=20 explore further and deeper another person's thinking in order to = understand=20 better the person's point of view.

In fact, when in Integrative = mode,=20 people are likely to be attracted to diverse and conflicting viewpoints, = and are=20 unlikely to summarily reject others' ideas or to focus their attention = on=20 defending a particular position. Nor will they simply drop one idea in = favor of=20 another. Rather, they are most likely to try combining or building on = different=20 ideas to create a new idea.

This style link to effective = listening is an=20 important one. From our work, we know that people can modify and develop = their=20 styles. So, efforts to develop an Integrative component to one's styles = should=20 broadly result in improvements in how team-mates view an individual as a = team-mate, not just as a listener, but more broadly across the spectrum = of=20 interpersonal behaviors.

In working with people to develop = team-player=20 skills, we have found that simply gaining insights into one's own styles = has a=20 broadly beneficial result. People often see for the first time how their = image=20 in other peoples' eyes is being shaped by their own behavioral = tendencies,=20 rather than merely being the outcome of situational circumstances and = others'=20 flawed perceptions. This often provides the "big picture" that people = need to=20 better develop and manage their behavioral skills.

Learning to = move into=20 the Integrative style, as situations warrant, can help an individual = make the=20 transition from being seen as a hard-core, hold-out for the old ways to = being a=20 competent and valued team-mate.

On the intellectual side of the=20 team-player picture, we see that the Integrative style pays some = dividends here=20 also. But, in this case, it isn't alone. The allied, information = maximizing, but=20 more focussed and methodical style, Hierarchic, also contributes to = one's image=20 as a planner and generator of ideas. The key seems to be information = use. Both=20 the Integrative and the Hierarchic styles are inclined to think things = through=20 and to consider long-range issues. Consequently, their plans are likely = to take=20 into account numerous considerations and to have value as short-run and = long-run=20 guides for individual and team efforts.

Most likely, the = Integrative=20 style supports the initial idea generation and exploratory stage of = planning,=20 while the Hierarchic style comes into play during the formulation of = specific=20 goals and implementation plans.

Here again, these styles can be = developed=20 and used consciously, by team-players who not only want to perform well=20 interpersonally, but also intellectually. Once people gain insights into = their=20 own styles, they can begin to see how they may need periodically to = absorb more=20 information than they might naturally be inclined to do, and to spend a = bit more=20 time than usual considering what implications the information has = regarding=20 future objectives and strategies.

The Well-Balanced,
High=20 Performing Team-Player.

As we mentioned earlier, we often = find that=20 people who are rated highly by team-mates on the right-side, = interpersonal=20 behaviors frequently are rated lower on the left-side, intellectual = behaviors,=20 and people who are rated high on the left often are rated low on the = right. Our=20 findings indicate clearly how individuals can balance their profiles at = a high=20 level.

Listening and planning are not necessarily linked or = related, but=20 they easily can be. At the most basic level, all one has to do is to = listen=20 actively and carefully to what others have to say and, then, to make a = special=20 point of incorporating others' ideas into one's plans. This would link = listening=20 and planning in a powerful way - one that is virtually guaranteed to = boost one's=20 image and one's objective performance as a team-player.

We feel=20 optimistic that team-skills development strategies aimed at facilitating = individuals' listening and planning skills and at linking the two skill = sets=20 will prove to yield high returns in team development. People need not be = left in=20 the dark about what it means to be an effective team-player, nor need = they be=20 left with a dis-torted and lop-sided picture of a good team-player. = There=20 clearly are some sharply defined Thou Shalts: listen actively and = actively=20 incorporate what you have heard into your=20 plans.

References

Brousseau, K.R. = TeamView/360^TM=20 and the Individual Behavior Questionnaire: Psychometric Properties. = Agoura=20 Hills, CA: Advanced TeamWare Publishing, Inc. 1994.

Driver, M.J., = Brousseau, K.R., and Hunsaker, P.L. The Dynamic Decision Maker. = San=20 Francisco: Jossey Bass Publishers, 1993.

------=_NextPart_000_0000_01C45E86.622866A0 Content-Type: image/gif Content-Transfer-Encoding: base64 Content-Location: http://www.consultingtools.com/img00002.gif R0lGODdh2wFkAcQAAP//////f///AP9///9/f/9/AP8A//8Af/8AAH///3//f3//AH9//39/f39/ AH8A/38Af38AAAD//wD/fwD/AAB//wB/fwB/AAAA/wAAfwAAAAAAAAAAAAAAAAAAAAAAACwAAAAA 2wFkAQAF/yDQBMzYMEHTiGOZoipLmvCqzm9qt7QuuyffDVj79WLD4w4XRPJyTmYxCV0Shc+mVWms drXfaVYsxZajVzSXCmaT01uv2wwP09fjuzyv3p/jbTwqg4SEIhqIiYqLjI2Oj5CRkpOUlZaXmJma m5ydnp+goaKjnoWmKhorGhmsra6vsLGys7S1tre4ubq7vL2+v8DBwsPExcbHwBoAAcvNzM8NDqgZ pNXW19jZ2tvc3d7fo9Q6p4MaJauryOrr7O24JwAM8Qy+K60AGSK5+vENrfD3SsCSJ8+fLoHuEipc yA4RC3KomKGjBq6iRYvU7HHK1yAVPlSUHnL0mAEVv46JbP+swmfp0MWXML2xUnbDRAodDsyhpMaw p8+ftSYeYqWCHlGEJ0oozQiAZkmiJ6C20jmS2iGN1OTRTIcVXVJ/DBCGjaqsH9CzaNF61aHBQYac JqKpmkkxpt27G73i4xlPoo14NFewaBp266F+g0v6G5wOwN6/HQ8zENrxacllilXqk3gSr+fPmig+ RJmKUOmJ6dKqXm1sYj6KO/ylKujUMUmaTTlyHLRbBOHcDjuq0gp46O0Yt/MVfG2uaXGDrKNLF4ZO BippNbfyBM29O6PtHiszX6XK9uGPuR2z7CxavW2tjYU3Lb9YNiuWly+vSlFbfn/vAAaI2jiF4OQR IjxNp+D/gkFt9xpTRDWnAQm1ocdUZYdB5ZFv9T3llD3DOVdZcHzlp8xkGUr4XGoMtugiXejUoAOB comHjoA42rVdVygAplxxKM6XG1aH9AgdPyb+xZdKSrrmmAv6XbacY5pFNmKOWF7k4IQ1FYgKCqi9 KOaCYYYJ3pZ0wehgmjdSxJRrCKbm2pZesYmmPgm+wuKYfKaFWmA13VQOhX9maWg3aP6ZYJll0tno okSteWOhktblZpkaTZpIXYd2mo2ko52SE5iKJGpqo6ieqmqqrK7qaquwviprrJJw2oitjuCayaWa fhfnI2dSSuusxA5rbLHIHqvsq43k5Gxb0MI1W2kQVWvt/7XYZqvtttx26+234IYr7rjklmvuueim qy5EXArm3rvwxivvvPTWa++9+Oar77789uvvvwAHLPDABBds8MEI02vIu4XI6y6+CyfM8MAN1/tw wRUr7NvGApcwyMQShyzyyCSXbLLFH7+LSMTqWXmxw9SWlXAMQgYc88tUnnfwzfWelp7APKu3IcM4 n2z00UgnPTLLtsnssM4KlxVZzvG+/HCPLVMp9bxFx7vh1FTL567V7nUN79dlMZP1eaqMDfK9aJct t9ZK12333XjvyzRKH0/t88r2OnSYcAceKPbKZaUSnuJ8Ey6YQ4zDLZjLil9lZeTzBYd5z5MrrtPK qvzN5P/i8gXeOd+F+zd03qy37vrRTDdVWsuAX36vcIf7pxmHhs9nO92+J37V6vOC/jUq9Bm2oWFT my20z34zr3zoKLENN/SJtz2406937/33FKfsnuDjS22YvWADb9vkuQs5NNh+r/87xOZrbbvti7Od ftRlJ37g9k1xQM1atr/iPcxv2psf+BbIwAYqTHxa4x72oMY17rmsZlX6n4iqZJKaCe6CpqOb7kQ0 PfNcsIBeO6D/ABiZ3jmBgvJaHQKFpEAH2vCG4IvdaRa2MOJVzWrLO13TZme5CNLteLTjHtfGFhup meSFw1ufEh2mQqEdbjBOAFzmIFZFxlDpcc7DoRjHaLT/2MHLFCI7hQ9LRo5+7U5fp/BeHMlIxzoq zYwTg+DMHnKVO2ZsX5uD4x9fh0c7GvKQByskIhfJyEY68pFLLMQOkUfJSVLykpac5M1wx8lNetI0 lSwHKEV5SdxpkpSW5KQqqdXJUZbykyp4C2+wUxJa1qiW/pCGLGOpS7e4hZSvdOUqhcnKYhLzmMAc ZjKNuUxkBrOZ0HymNJU5TWZW05nUzGYxXeKpbnrzm+AMZ0z0CMlymvOc6HSgItPJzna6850zIyc8 50nPetrzgTS7pz73yU93rrOfAA2oQG34z4Ea9KAIrVtBE8rQhjrUYAt9qEQnSlGU5bOiGM2oRs8o z416//SjDI0oSEdK0nmKtKQoTWk5T6rSlrrUjix9qUxn2sCY0vSmOGWdTXPK056WsaM+DapQk7bT oRr1qP8qKlKXylSLhrGpUI0q+oAq1apalaMXvapWt/rFrHL1q1JVajpJ4znyQZR4pnxq1DqH1kQw TItnVIRa+xc6l1BMEXYj61zjOsWDihWdpgGdVwdmVtlRlX7Uc+sQSdM05HktZmuEWXhUEll9Ga+w J+tkZaPWV4P+tZ1wlRhcS0fYrTyOdM+rq+yqhra5Vq9/m8WXFjFrMi2+FpC09ethA6rYJMowJc9L CXDtRzvqRbC1fVytXVXmv788L4lnG5rm4Dpc4E43if/5fCr5tltd2zICtp2l63O/SF3zbSW8Av0s O0PbuOWdZnHv9Zy7uNu0CILEsH28rVn5xs2UqLa+bxVi4xp7uBXy15Qyyy1s+btYAsP3vfZVcGqJ Kzv5Lne1vW2oetOZ4QLH9bQAJu1szWfcPkLOeOP1bYlVB13mLoJJ9q3va6er2ttebxETxu9q9Vs4 I3JWrnIr3Qev+9ANozO0jSAvcGfc3OLqGHCNSCzi3Mva/xq2vB8WX+l4nFwiJzlf5BNygsecXBN/ l16CPSBI4PvcDId0twDNcO2w2+UVlrl69K2ec4fnOApH18Yo9nOOxesSEDO50DvuF5aVy2jNzbfH aiX/rYrFTFwbv3mwB0WyzJAwZMoCmL3DVe5+j0saIeoYz07z8hQlTWEGO1rGUN603jbtXlMT2cwE 7JkPD8xmu7o5oUY+p5sv21i8iprE4B3bg13d6+S2F74gOZ2lG/vh8jEb1tBWLKbL914Qp7Z20oX2 a8nJ6iEaG3W31jCc+xnaGAfXsVQus6DNauxKu9eCw853ZFHI6ttSGtCL/vF+f0trZT863Eost323 DORpIzTYVW23TBUeVIiHlWM03WvG1w3WjvfU4h4PeUZBLvKSS5TkJk85sDmu8paDFOUujzk/YS7z mteT5jbPuT9ZrvOe6/ai2UWvyjj41kPKw+c8xV3Z/1D4wMqyrHnbTiEMv2hDBmDg6OrBwNUxEI+t O0brYAc70kF6PgCCeQdUvGgQWZC9p2dvgy2sHAOtjvWuy+PqVgfA1fUedq3Xfewnvxj8lCHhszmP ZTsMnu7eh7i2Ge7E4P0MBmyldQ1MPgMYsDw1+g52cXr+81hSMxHTV0P0OR2CS95mOZyseNOalq7r CpfWCxEWumPe6irg/Oxjz/ve+/73wA8+7wc+u/2VXnJpfxjjR3Nh/LqshSYBdcA0jq+9xwvvd787 5/+uNLW1zvt5o34awY838fePaFbk0GFiO3SmM39tXaUaWicXNitR7fzds/7R/Y73rWuf84CHMNwH U/+d1TDsQ31AFVHrxkkWI3RJg3V1F4FZt30BCGwOaDI4xz+GZHVc93V+V4GZdoFsxHMzI4JPYzcc KA9qI3Z3Y34h44J71DpRhzQwOHV+NINsZILxQn5Iw4FUk4J3w4NB6DpCqFBF2H3Tp4MAs2dYVYN3 ZUgf6B5hEYUgCFDul0gSR0A4SDJX2EBU+C50V4UB1YVnhU9OKDBkCD4sKC9fKIb3VHhlGElnmITT pzQ+ODfqAYRERYRzSDB9GD6uU4Np6IfhlYEVFDBHODJaNwDxQgBSqHVuyC8BkIhIQ4khhIGFSIII M4ivgwEQgAAFAC8EgACO6BgFgACQGIn2xIlomIn/W7g0Sog3dHeK8IIACOB9ttiGquhO7JdZmoiF dWg0PjiK7zKKCMCIAGCLCMB3NEhIgRiIf4iGdKhTvxiH/2KJBgOExOgepEiKADCKxHiHS4WNmUWO JmOOMCOD1YgxsVg3YfiNy8iNo1gABFCPtuiI4riLoNWO/mI2hpiODjSFHQiPjlGP6uGNBRmPdqeP /sSP/HKF/8haiFgyHDiQ/qKHJIOOJaORI8OR40eE01gyWdhV0ehGDolxIZOPDkOJKpmSRDiACgWN z7iEJ5kvhCOH5VeTJIORAfOODHlOrAgwvfNDr5hGOikyLRkvyngvuviTjQSHBJN4RFmSD3mUIdOU /++ijLbIlNbnlB65QEHZj/UzlTkZjBKDldyolfdoL6n4gs4ogzIJl0JJlf24joQIPklZi2q5lfWy hgz5lTlklWhol0/4PWiZlmpZivTCk065SL2IgYTZit/jk/Jij3vJl/WSl41ZR2HZj/BHNEX5gicJ mIuJlZZ5j4mZL3QHkyBIlwolmGhWdqDpmjZ5klTZlKmZkMqomFzZlRjzljrFhzP5L1BZWjYYkXGV f75Zj8bInPOylPhSkZuJSJ2paIiTfGXpOndojFrJm5W5lqrpm9NJRtXJLxBGli0oguCYlesJjgq5 Lxx4mgapL9AZnYc5ngxUnoBkZUsXmhLDieupHv/EOKCOgZD7onWfeI/eaTECaqD3opluBJzhF5fB SZO19UazmZ344qAD+p4Oai8BMAAI+qH+Ap72aZETiVCkiTAryqI2A5tLGJkheS8cuozbmIwLOi/2 CAFXRwAtepDv2Zv4OUb6mUgyaqH5UqMEiaP3wp0IwKPiKTDGCJ9ROqQL9Jgj6J8lSJ+lWIrd6IgK qqOpeZ+3o5c5Oi8Qmi8/ajBr6ocUOqFIyoUJeKRJZYKK2aXz+Y16WoxquacPUKUDE6DhiaIROpx5 06YDM4kgOZcX6n7IWXQiI5/emaYBI6j2yZpWGogwGkMY2p+0ST8Sw5y7uaCUWqmYmS9kmqnpeaH/ x0mnYgkwJqqb9Xl9hAowRTil+sKYkymFjwiAeIOoApMCi0qcmyp1THdS9IeS93c77eikojqqpQmo F/mcJJqZ0oo+BzOF8OJ/eveOulerzSiDwGqWr6oxoLmfrRqaMwREcNSOlxmr9OKXJHOq1XetR5N3 78J1eUcQHfitgHeF0oelV4aToGqDA8Ss/eKk3Vmv4Boys1qvmCqMhNqvediBFRl2/4pev2WwdRma BhYbbfOK1XmZZwov0mk0uKovqWoyKLqvA2l9/jp2haV2VVSkTQhmnsNnmRNIUSOsVAJ+N9EyKbCX pWgCQqseJBCFQOd9QXu0jtG0g4G0I9Cgijm1/0KLdVM7ez77s2XjfTfQtVLrtUBrtSKQtFTXrbjX rS/gr2RbtmELtk9LtkYbt2KLtXJLAk67DHPrtnkLtXyrt16bT1DbAkI7NnjLtXRruHBbtgfEtHfr LuMQYOlHO4zmhwvoRIqXOeVRsPxCtJcqMZZIrw+6skgrgBPbdd3add9qrxtJhOO6hC+6YGB0fjab och3OQh0fADZLws7ug1bMik7qBFbMhZ7dKupd3/qiQKJAU+KABnwAKR4oxuId2Cof125dfw3vOqE b+NTRQLLsQVFM0jQVURkgrV7otobqdVqrenrjswLAQxgoN5Yj34nvXakrxYJif2XuhcLdu0Llv/o RTNOhICu6IJoVK7E+7sn05z8Qrr3CnYRAKaKaaAcGKR15LKP2K17t3f968Dg871CeXpaGmQzWqhs 2Zb/iS+Wiqqp+qkV+4HeKL9fGg9PqsBuaTD4+4gui68dzLpsVMIhM5Q3u6o7icJ4A68QmzcXi3Wg yKQF6ojEGAAI0ABGTEc5XLFoy3UwS4GHdL6Bw7Na6MKmV8Q2jDSi25v/a7r++y4FcABOzKQdCgDJ O73aarxarK0crHtp/D3FOY3H6qomOTK6ijcrjL4PuMaVaZDzGb0FWYoVIK9iVHtPYrxhMcn/x8WG 5MUPdLZDnFe2yb4YuC9IXK8Mmo3+u8cKgKb/Hgy7duh3lZwUVbyHcVp+gFyVKSovpao0wZursZww F3uVPmxHPDm1uSwyK6rJ01fLs5aSq4yyjNzAwfwvFbnHAuqc8Uq9jySQ11zGAAyZ2/ao+JcwzezM Z8yV1Oy70dyIvTsviMxIJxutdtTHNtOpYayhnhkvlNm6/MLA/JKXLjjN5yyru2mt6fyQRtPO6DeB 3ByDdcqqfzzCwGirtLrQv8m7o2wvxZyZ0zww74rRCM2mJjPIefskBV0wKwrC/tJ42EnEB9PL4LPL LBzQCl3S1LqX6EzRnbjKIp2fxWp46SrGDYgw42w3hey75yyQklww77q+UqjNOLS80jzUdYPS/4pG zyRpz/1CfpBsQ+Xs0SiKjWEn09+51EztHlJdNSKDsbcjhBlNMMfc00P301ht0GZN0xQTMBd9wmDo 1XZdLwqroGFK0GL9Lq87Dx89L1vbq4OtN0D8n8naya95ywuJhAAD0yfqHom40Qkz0PWIjAUa2Krc 1ybry2oNMdd8NCcN13oDQYNnQMnpPtEVzj251ThU1L7L14stLw8ritxJ0DgtsaKNzy4tR+G1OX0G UaiHbBLp08e6sQNz2GJk2Z+Ly9BdMNLN2wPNzsNdN9Vdzd7JnFAM3h7425Gdjq0dT0F3Xj7GYOLl QpcVN9O6Am09My2Kq7qKr6jbw/h71vbysP8DkMpimt3CTd5v0zG0zZ43OqVf6p0HnkgB4xaQSkLF pYOh1smMkDzHFzNR1GdoQw9Ht7Vh8QJjkQJ6DLhSi9kPk9hb67cgvuJX4+KOi9koMIoHEAAbDAMT KBhau7pUiONxK4UwfuJSa5n/7R4KkOIpngCn6QCK6bOlvbc+buJ0+7Y//iRQ67MYubd6C48KIL0x EL0IwOR0y4F7e+XuAgMxLuSMi+J5uLV7a2WNMz+cZllW/X6O0zvUcrDA83iO90Ydsb+9irp57KuM ZIsimn2BrrokXeIj09t4LeCKjYINzqdL6h7ESIoD8KHdrVPcmzyxfXZy7TvwNkpElH74gzz/gEI7 V7zo+bt/fZfbrWOMG6zD/YqvMdvoeb0vkrqtwR3V2Lyhlb4M9kuik44382dF48uAoP7Qjy2+zv7Y 9+dcjsXJh0CxLzyQPKx7jzSKNz7Ty8uvhB4y/GwwTlq9v86yHhzHulnNb3ztxtzYSxftGpc/6FmC M/jnqEvS2prv413aeUXuzlvHGUzS/e7vCTPuJ5iwylgAns1310oADS8CeZqn23zO9lig8Bi9YEqP 1L3drNzQIjntkH1Hlsfvhg3orL7pdTSK8JsA88CreVjwxf4vllmy1r3OgwyOHJ+QFy+qfcnf8OLy KuvxSiPPMeqPytyux2uRO7zFfVdOuZ6Z/yKzzsCb3e/coABwAKH4xE8cwx1P9OhO4LCojhBtjQjV 1XajoDYv7gP9y1jfxliPo6JKqirvL9ZMpbBeMFSN3kCtgUllqDe/9gmPMLtdygC/lhhJjAegkPMb jxefr3Wv8IVP0JsI70SV9LXpUFFvNJu/wN0ZhcS4804sv5EeqjZNpb1uMHuPrmY41wZ13Ucz+USt lf4rxeCoyDOMmu5u+p6L+prKqq3P0gxl25xf1oScix8Y8QVZjKyOMH/d+6if97MsMrEFzpT78XAq MWi/g4dvwWpqMjvalEWTgtQM3qfZnc9Ksv0M9tgawsBPsJ4s2YfK9oKPhxzd+Tso/fWC/P+1CgIB MJIjdpapmhKI+8Iv2cYwseIkmvOq2PcaGiCRqGkEG8ois0kSOlWMKLVqzdGuV5m26yQcTozprHEr MU6YHuHWriHa7zY2Jn/Ri2myll+FegEdJS0FWgEaJioGtpwt8rg4Pk6OEKgx3NiQpGH4Acjd1YDm MY3O0EQWqVEyIbICDPIoFb4GDdXijijUcuX25i5yQhy4QEQmXKLCpQIrS+KIAeO4Sq/MIlWrUEdh Z+NoXHQ/0jxPdzF3iXuNeQKwb7qrycsb44HiNuxioZKurB5q0XDLm7ZZBEtsc/LjYIkLDtUtwgNk YZVfDKV0SlMi45p4UzjNQzEgwEhvBAb/ELGTI1oVilQSErzGIxYrmBerXAB3QR+lLD3R3cQYb+OU Th5HgJSXIGiTN/ZU7AASBwGLVOSK0LQmUNyRrEm6Dkwh05oQiItsMl2hQEm4WQ4dgnN7rS2tKo1k mSVyNa1QjTqKFjUaLyRKvqX4SeIEpAUAFyXOxIFcxCYURJXDMvH6xKDWQZcBKBlSFklZ0EI8awaN OYpLL/p2NXgr++FsnbNjv8U9e3c4AK8BBFjK00XhFW+/WAzU+opGvyYAdxKcVM3Siw2WM9GElCUO xnGeVKIaHmveEaIHQkndQ73puiNKew4NK7Tl0UOOlE09+hr//v7/AxggW+AQCJdAB+I3/xdccAmI oIM6FRghXRE4EMFa+cylk4D8obKhhx+C+B8GDZxwzYgkNpBBBiWmGNKJIcIYo4xKRBCBPS124l8b NjbgAocIzNICiALl8Nl75znBXnsQHQjIgaqBBiUsql1WWV6VmZblEluS1uVDUZK2pFsP8iaOAsUh BOaCOX0Zpps8DFBdcAjxBmFOAt0mk5sJEJBAj45xqWWXghIaqKGDHlroGCuClgEDAXAyRgAB5Aip i5jw2UCmmxKgaaecehoqqKN+WuoIpIpaaqoJLIVKBARwkoGWbrSQgAtLkUaVnz0CsGuhYbJnJJRo qaDkkgjFUlohW9FHJX4J7jfNak2wmf8PaGv5xls4a3FbXhP/8fSTeBfqxqZsSHD7GFCGsasItomg AkFUVd0FmRyN3UsEWl25yW8r0E7DGXgDi7MlQoXIl2WR004mm20L5jPAme+2a0ULB6Sw5nG1hWOB Axq8WrHIhuimSCYIyItBOZVUckMA99xjBMObvUfzt2MV5F46AgNBLA9vaXhTuMBYFUBtNWLTBkq4 RfDwl7sMbUUA3mZDtTTmoqkIJ+tm3NshM1fNc0xgy2LulyOzgscBEbBpY4VUgcHYCJGQq1uBOKOd N53mssIJMZFpo1PUmVkNDN5j4wQ0XINTgt3QjMPrmNwl2HrXd1wDUNha2npdhAUO6Q3/DOejk156 ThZgYKMLB1Ck+NfSeHu4Nz5bYzabsF/weUMOWHBdbGI/EsnkLcM91V6tuLVgXN2moACDoT/CLZt2 mjvjh6U7XfgKxhrC7JXAV012DrAtQTEuvV3gyBAKaND7BbhEFv8IU39y1ycSXWGtAs7v9ntoxwVF e15gC8RAozi4vEIJI+KTnxBQI40JUCziC4SxZBc+6GVsFxeoDgDe579w7KQWypgBCb7jlJWR7Hdl 8g0GuaHB3NSFfbyBXCAilQK2HTCCT5igF/CDF51dsIUj6I0GfsC+bDkgNh3UIRVGOB58aed8D4OQ EKmlsdqZi0C4+AcJDpgTGuaASLho/1KRwFcN2rULfRz0YO6e8L5axEYDZyrAEGPjgMwh4AJ3vNr0 NNa5KpaAf2ZjYi6408EVcoOHXaigGWGnSMMQcSHr04AD/LTEWjiPAGw7gxKX6MA/wlFbySMQhggZ E+eRspErwM4ruNOAGsEyAqZE4yKpZsEzPnKJ3SCA8zrJlgT+7loGLAQIwThANp4BdB20EQBzobxq BdKAonyEKTdTQGMGzBvzcsbrxsisgAERl9RCQgh7hT4QGjAbrGTFxN7Hvsg44AIDIMAFmAlKYLLl lpshYG6EWQ1s5QmbPVhn3+YVCFrCUZW5QCj6uiFHWLyPjYB0oRJj8wK2uQCEHtsgBv+TB0Nr1SSO EKumaaIGUoV6gYsUzGVIw+nIImiQnN045xLvOVGsrEUDDvzkJ/Whx5tKczckwCYYy9WWQGzroe95 WkTfyAoMMGp8LJwMSymhT8NNcAno04cQXlhRpxqOIdxygQNcQCFZ2kydZxlTtcz4sT9eyDYutUJD 3yOCP3aycSCU1Xtw01c0cu+gjbzqQh8JOq8ZDQng6GA6q0HQXCgjOd6AFDuXqi03Hgc3tjkTJbY6 vyl0LphU2EM7xoCUDEQUddHBQFZsqpVcPOt77imYLKyRSCcY5KRe+yVQrbAMb4CwYJlF5yRGyTEY CvQPEZVpxoRbhTU4ZztrwMAD2Df/gAusSB7KzBbhkiAWlJYANeBUB03Uk5DAIqu37Irsd84oUV1g Y1t1hOPmzIZeQ9S1IegiDViZ0JyObOIEAbCA+wDAu3lkYI+N1RfYnrXDuW6PNAzDm7LESAvFQoQa 3QhTlI6kBZIu4rGQPd4/31uC67qRj7NJbiA21yX6gZS4TTAtdAFsAhQ8AAO6y8k8dLdgBi9MSkJu gnjJUpcmKWs/p4nwPu9zDZogdJV8AbF6Syoap8Z3plRmAiqfeZPr1HAMNd5IdADQiQAc4QJQzS5U 95hXmc1EyPmJYHzGu0MHDasrQ/awh/OD5x3Sz64lmNpCrsOHuhj6CRQBs6IRshBC/zuaBJDu66AZ DRrKClrRh140pyPd107Pz9KWBo6oMX1pR1tLifH8awg7VU5LTzrTpC50oGfdaCH4sVOenvWmdx3r U1dCAY7w3QyErWlFb9jUlhKzEvhwAgXsYUTTOUEFrlWYWBM71Dqzz567PZPS2Nk88FEslJBULIdi 2D6IrmqV252DjrmpLQpIAF2AUTfCAvId7uCDafdNBhc9oApifG195qOIsQAC3FtRjfeQtfBvDkIz UfaBuyvuz10EgHnXYrEhRAyMRwXlI0hgAAdxC7bTkHs+950MZxAWn1joOStzNs0tljCtiYtlyh5f KF9MHcCeb7njHz65k44U9INBGP8f7Ja0xROx81w8HZM6n3JAjr6zpMNx6U3fOte7PkCtHxy8CQS7 18t+xivB1+pml1Za8J11LUT9FXFfe1B2ktcfgE6Jru3b3BsXELKnEOtj/zBf2mEdoB/koViWpn7D RvX8AV6wgq9J5OlueUXI84gN2W5sOH55qrZd7JT/POkZ4hYNYvbNey/9Syp/dbW3nvWyBy5KBjI1 3GDoko6tOM6LK3qrgh32+TOM8Icfky95cKl17O9Ci/+Hv4d+8sCfPfWrz/R2956avy+u663v/e97 Y+UfdqnbBw/+86Nfb9lPUrOM7Px/pT/+8jeM+K3gmTJKn/uEbzvxEc//0D9eN9X/AiPlHzV13/wh IEP0ncisH25RxvYZYAJK4ATC1gGuh2zpUP3ZAgVyYAce3Ml5hb8QzgNKH7iRTPAFIFO830uk4Jet IG4NnSzInLkhT3mUH58dSXzcYAMu4CP0oAe626T0XAx+W3o1YM4IkGWcB33o2b+4xBOmAEWA3KBF YRVS4RXOD8Vd38BsYRZuAhRioRd2IXBIGkRQBBiOoRSioRiSmhVuoQis4aKRYRqKxRm6IRvO4Rvm IRvKoR+s4RTSYRju4R76HCGmyaPBwmpwxgx6W/6IHi1EXGggSARBwaFJwaP5YRT6gTpwYs6hgRx+ 4hi6AyYKos91YpqgYhiqAyBC/wQg+twTbmIKTEGheSI8pCJSuIQfuGIsDhovgocl3qI71CIuCuIu UmE3mGLOASMXEiMzjqIspoDELUvB3Ef3ld9oiJuTYJjJ7R9TGJ7pDWELWscLfgsRhhE2SNjvzZz7 sVxuXVjNcOMV/KAiCGH8kSMTzGMijNpN/CCxIExakQc8IuGXWSAQGmT6DdwrEOA9yuBBOuRDbuAY 2RIEnkVBQuRFst4RBuQPMWSQGZ8KGkY+Op04ml5H9ow5KiQ6hpvpgZ1IKkfPfSNBFOJFuOQA1WQX 9KNFSpAJflcBViRGAiVEJuQ4+uQHBuVRGqRGSp5JvpY8IuXa3eSHRaVTXoEG+v9eUeojCrbdVAIE SR4EU/JArf0c5BkO+VGkUT5lWkqgVd4WTNzg9KllXMqfUgqChK3kV+qkXAIlWI6eRDbiW+rfR47l /xHmYAaFWH4Z9PmlW55lVurlY/YB7+UlCRTZQFrHZEJmZqofZjoLBhKkZoJmRnKmvjTmCXajYaIm P3plTPClOZClCpbmQbVkOKYFV7ZETE7W1NWmYgZQbH5daALn5dElIdigb6bDaAZncjIEW7Jfwlgm SypndHLdcBYhY2KlaQpmYq5mTGyn4xUmFTAnkYngc+Il3EknINkmFdQjU+QkbNklO17mecon9nFm ZfZka+7QfOonUA0lJdgn0uH/Jw4+3252Z9UUKOwE6DDGHmxep2yaZ1oA4mGGJG0eZoIK4m0xaIJS 535yaGFFn4YiZ4eKKEq2VHE26G9SZfqlZ2+tKAxSKHjW52AZJ4lyw4HCjv+BJAB+J4YO4ESe6HGO aJCiTXhmhg/dJeIIaZKyy4Z+g4+CqJLKZYtWA5FuJP49aXYeno1CnYU64zhqKdtJpJGSJ5JCaVpK 6Utl6GeW6ZouZ4hypJqyaZyKU5rGp5we5Zl6KJ2G10A80sQ1IJcKZI7uKDjqqKD+AdFlRROKp4ky iWhIX/0xqZ1KauCUkZzRoBFwGHw+mJRU2Hwc2cHcwn0MGcptRamCBamCBSU1/4mpomqrsuqrniqs noaqCkSCaUAGUBKugoWt4qoD6Opp8Gqummqw+qqpIkixImuvKquwJiuzLmuzQquufsyqxmq1uqq1 yiqs0qqzcmu0duuzgmu3Osi1kmu2Yuu5FqtAeOu6TmLPoEc1EpmTSlCecZuDUSa6qZyfFYy68Wts 7UcGzIK/Cix99CvBDmzBKgHAKoGvNkASJRjBMqzDJtFoRGyKTCx+VOzDKlnCSqzFeuzDgmzHhuzH imzJJuyTGWzKIuzBsizBpsgsjGzMmqzMkmzNxix/tOzKqmzO+qvG2uzMOizK5oyACgt5zMzhzGo2 Nst4KqGztOukQi1R7lnRdv+XpuYgZbZHqK4bmDiZp1Jp1IJtLYFJuVGic44pohlMt+kJwgxK2Lrt V+bWX3GDWZbg177t3TYdYOLt3qKf3lZdI4XFjyoioPZMbPaHlyrMH5BUOE3ep+KD2ZIMy1WM374O 5IZXetFoRy3henxbpMaj52LqvLJf+LWtNPQn8c0o6CktpWHjsLCt2LxuNtYMl6Bj6qLoPsltkh0L tHRJ7dqutChWzdFu7LaHmBAv6xqEDrrusSBc8P5j8yqCzL3u9CLKsYCJO0pYghSv9bLmj/6Lv0Ri esjHnM2ZojqL14qvvpaq105ZWDBLrLJvlfBL+aZs1iFIXz2LvzDh/pIqt/X/mcDSnHw4WHrEnLpF ooONZw9tWGwxMP0ecKmmr/DCK/2Kb0l6r+re65TkB71CC78wogaLKsolovw2IplSyZQsIZJoo7+S sMGN3Qbn67ht8AEvrcG5L5XYHIYhcMKA7zZGYr7asNpBWQqfrwcHMZGUL7L4WdbGr5sCKJpmMJKo cAgL8JTc6wbDsBgRCRGDLoZK4vmmR54pLQOfrwtTHhancLrp8BqvsKVyar0KMA/DB80FMRA7qt0a XMCCsRE7GQCH8cuVWzWSMB7P7QUDWXhlb/CK15LR755mr3nw2fpexum2qRY/HAebx8PtrxSTkfk5 yfv68MN5zyXPqkNl8hYr//IaJ+IP528dVyNqqF0pMxwHNzK17jFqIHEHBzIlN58h60stHm/vzm6H pVXcKkza9q4Tv+n2quTYMq+WXG/WvuA7Mi+HtRw2/iMdE4w7PvPwdljtQnOUaG/iBp7cfvPYWnOg OPOFPa+bdAkhO6Av91bAEm5Z/q72uVQCk27p6bEF1zPfAjT0UO7lxRY5CwJQsa0jjp9BT64ODXTf 3nPTwTI8j0zCKfODXXQ8Vu1eRrRkGp3yrm3cNu8/b0/ECW/vEi83XzPa+m5nbibSmTM9Hy73TuBD 0x0E57EBG6zKeXD7VfSfGaz+ki/49rQr6NlQm/FPY/Qdf3EHw3EH2rTZUf9DA9OwuIGvDW9mFqsb +nbtVYexK1g0ymb0t7xr8vZvDDtZBXNgVJsdZmjvDotXV49b3iRxBJNbVcu1ysnZ+DoqDNP1uzJx wPZxHKs1BbJ12WFGDoe07y4L/qofOBsvoiRc69YcE+PuCTszXTfLSidzNQcwVHc0Avr0dC5ZwFC0 u/XzWoe2aHsfSU9uUq52QMu2xR32bNt219X2bes278X2bvt2C+X2bws3IAX3cBu3QPf2cSv3lCX3 cjs3Ubp2/PV0IkX3BU73cxNnmZZyJ2PFaY+dB4sfT952caulCYq3DI51VYLdwvk2eadlaWfynTnU g5TXwM1q/r5vQiZtDj7/icNRo3lRsgj7N8O9K3uvcqjyspK691OatyV/8SoLdiIvXClLIoVbMljk YIUTeGnbB8N4z7KcKmW2cn+jnMJNeKra6YIj5XafeM2ZNDpaGMxtbian4yzD44nD+CPPboxnGH2D hwiDW47b+Agn4tUG6pqq+FH27wKPa5GLeHzHtwniOJRL4pSfcH/f2dNG483dd407MmY7uX0buJwm eVCeNw4vYoFDeZHDd4U9Mot7OXwMZYkDEXzLN5B7hZtv6pyPOZI390Xa+Z0VS33TeJTXt5fnspAH uUknNvf0Z4XhMjxCuogHLxdiuZ/Lc3kDuIaLOZ+GuJS7+JtTa5zLOIaj/7nEPbqxYkN+EznDtd/A 5Xd1z+WfQ+SZ8/equ++GtfkQIzqMmypmB3mr33qTdsaDu/qTD/uQa3iK0zp2O3svy/qzS3sNRvu0 W/syX3u2d1Sza3u3HwK3e3u430ymi3u5jx+5kzV9q/u6s3u7u/u7w3u8y/u803u92/u943u+6/u+ 83u/uzuglrm7Ws/AE3zBG/zBI3zCK/zCM3zDOzyMJPjZoTv8mXuSdvG4X2nFB+nFUzucroCYRRtu zl8joJAE9hICenchZ/zHhwQfJEsurSMimzGp2pYVG4YTOTJ6lHBTIsI4L2jPdyTuYW6UybJGn5sJ Q7fHY8Q8HJrWJkllR/8j5CL40bcLe2GuFu88pYpb1rurzHN8eJ2N0SU1VRGSW0Y8XPbmxGMwyzP9 gBd6+Lpvoio2r7tw8nY1jjsxe0mC03c4IE/6vP4wNg42Rm+jiId6xHG9EyjO0LA3GkuzEt+rBDtt 4M4gzPnwlvT1y/V14Zy9Pa/80suDJ5SXGgNxkzlvgiDxqrff/loxGX99VahEJK86mquvmOwkK2+y lKfjavDp6Sd+KwjV0Cd6Wjd6jqd+AwM9V3BqzF33TpdvVqX3Pn2+LLZ81EfxuOmHCrMv13pYA2P1 V+e9KORnHk/xoo//lqu+p56ygcc11Zs0CBsC/9gJNT75DmvYy3M/8pf/9VJTOggAWgOQo9g02qiV LEkC8kzLao3n+s7jadoLCoO3HQODTDJqRZfqt3rSoifosylroVyo26nlTWmHZCEBgUYQaiNpF9x6 3Z4n3Pgr5mLbUPsMGqcyVqZzoXFhiHgRY3MXSJdHI9j4Q8fXdtdUJ1VEt4X5GFjXg0VoSvRzqrpT isPwCrskyVjCmFrCBGRjiyv5txsDYzNcO7iqSpC85qM7HLxLXKvDC01MW/vMNGvbfCyjCL6o/dec et0LTO4s/NsuHa3LDSSm1c3T6n1cmZ+Pz/8PEMWogAQLGjyIMKFCbKdWLCSz7+E9YxIrWryIMaPG jQb9ZYzI0SPHkSRL/5o8ibLMwJEgNwpaATOmzJk0a9q8iTOnzp08e/r8CTSo0KFEixo9CvRkS42V mjp9CjWq1KlUq1q9ijWr1q1cu3r9CjasWLEol6Y8izat2rVs2w4x6zau3Ll069olBPeu3r18+/q9 mPev4MGECxvedu6w4sWMG6MN7Diy5MmUAUKujDmz5s3YEnP+DDp04cuiS5s+vZY06tWsWwO+5Tq2 7NkKVdO+jTv3NNi6e/v+Dcwz8OHEUdsujjz55OPKmzsfzfu59OmHmVO/jp2t9ezcu5fc7j28+Irg x5s/T7A8+vXsT6lvDz8+q+jy69sv8/6+/vVj+/v/D2CAAg5IYIEGHhaIYIJQdaZggw4+CGGEEk5I YYVWARACADs= ------=_NextPart_000_0000_01C45E86.622866A0--