Linda Mohamed Balboul

General Management Skills

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented and

fabulous? Actually, who are you not to be? Your playing small doesn’t serve the world. There is

nothing enlightened in shrinking so that other people might feel insecure around you. We were all meant to

shine as children. It’s not just in some of us; it’s in everyone. And as we let our own light shine, we

unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence

automatically liberates others.”

Marianne Williamsonin Return to Love

Often mistakenly attributed to Nelson Mandela

LEADERSHIP SKILLS

A Leadership Story

(Story adapted from Stephen Covey (2004) “The Seven Habits of Highly Effective People” Simon & Schuster).

Leadership – The Definition

“Leadership is the process of influencing others to achieve the organisational goals”

“Leadership is an interaction between the leader, the followers, and the situation”

Manager says “Go!”, leader says “Let’s go!”

Leader knows the way, shows the way, &

goes the way.

Leader Vs. ManagerLeaderLeader ManagerManager

- Innovate - Administer

- Develop - Maintain

- Inspire - Control

- Have long-term view - Have short-term view

- Ask what and why - Ask how and when

- Originate - Imitate

- Challenge status quo - Accept the status quo

- Do the right things - Do things right

Discussion Question

Functions Performed by Managers

Are All Leaders Managers?

Quality of a Perfect Leader

Creative and disciplined

Visionary and detailed

Motivational and commanding

Directing and empowering

Ambitious and humble

Reliable and risk-taking

Intuitive and logical

Intellectual and ethical

Coaching and controlling

InspiringBe not a perfect leader, only an effective one!Be not a perfect leader, only an effective one!

Discussion Question

Leadership Theories

Great Man Theory Trait Theory Behavioural TheoriesContingency Theories

Great Man TheoryAssumptions

Leaders are born and not made.Great leaders will arise when there is a great need.

Description

Early research on leadership was based on the study of people who were already great leaders. These people were often from the aristocracy, as few from lower classes had the opportunity to lead.This contributed to the notion that leadership had something to do with breeding.

Discussion

The 'great man' theory was originally proposed by Thomas Carlyle. Gender issues were not on the table when the 'Great Man' theory was proposed. Most leaders were male and the thought of a Great Woman was generally in areas other than leadership.

Trait Theory (1800s – 1940s)Assumptions

People are born with inherited traits.Some traits are particularly suited to leadership.People who make good leaders have the right (or sufficient) combination of traits.

Description

Early research on leadership was based on the psychological focus of the day, which was of people having inherited characteristics or traits. Attention was thus put on discovering these traits, often by studying successful leaders, but with the underlying assumption that if other people could also be found with these traits, then they, too, could also become great leaders.Ralph Stogdill (Handbook of leadership,1974) identified the following traits and skills as critical to leaders. 

Behavioural Theory (1940s – 70s)

Assumptions

Leaders can be made, rather than are born.Successful leadership is based in definable, learnable behaviour.

Description

If success can be defined in terms of describable actions, then it should be relatively easy for other people to act in the same way. This is easier to teach and learn then to adopt the more temporary 'traits' or 'capabilities'.

Discussion

A behavioural theory is relatively easy to develop, as you simply assess both leadership success and the actions of leaders. With a large enough study, you can then correlate statistically significant behaviours with success. You can also identify behaviours which contribute to failure, thus adding a second layer of understanding.

Contingency Theory(Fred Fiedler)

Assumptions

The leader's ability to lead is contingent upon various situational factors, including the leader's preferred style, the capabilities and behaviours of followers and also various other situational factors.

Description

Contingency theories are a class of behavioural theory that contend that there is no one best way of leading and that a leadership style that is effective in some situations may not be successful in others.An effect of this is that leaders who are very effective at one place and time may become unsuccessful either when transplanted to another situation or when the factors around them change.

Discussion

Contingency theory takes a broader view that includes contingent factors about leader capability and other variables within the situation.

Midas (Golden touch) make unsuccessful

decisions sometimes

Leadership Styles

Leadership Style: the patterns of how a leader interacts with his/her followers.

“Leadership style impacts the motivations of employees, either positive or negative.”

The 6 leadership styles:

1. Coercive2. Authoritative3. Affiliative4. Democratic5. Pacesetting6. Coaching

1. Coercive Style

• Why: – Obtaining immediate compliance

• How:– Provides clear directives – no empathy– Tightly control situations – Use occasional attention-getting strategies– Emphasises the negative– Focus on getting the job done

• Slogan: “Do what I tell you!”“You must do this NOW!”

2. Authoritative Style• Why:

– Mobilising people toward a vision.

• How: – Develop a clear vision– Obtain people’s perspective– Empower and delegate– Set standards & monitor

performance– Use balance of positive &

negative feedbacks

• Slogan:“This is where we’re going & why.”“Come with me.”

3. Affiliative Style• Why:

– Promoting harmony and collaboration among working groups.

• How:– Promote friendly interactions – Put people first & tasks second– Try to meet people’s emotional needs– Identifies opportunities for positive

feedback– Provide job security & work/life balance

• Slogan:“People come first.”“Everyone must get along.”

4. Democratic Style• Why:

– Building group consensus & commitment through group-management in making decisions.

• How:– Give people full participation– Emphasise the importance of consensus– Include all view in the decision-making– Listen to group for ideas– Reward group rather than individual

• Slogan:“What do you think”“Let’s see what the group wants to do”

5. Pacesetting Style• Why:

– Setting high performance standards and getting quick results from a highly motivated & competent team.

• How: – Lead by example– Allow individual to work independently– Delegates demanding tasks to only

outstanding performers– Exert tight control over poor performers– Promote individual effort rather than teamwork

• Slogan: “Do as I do.”“This is how it must be done! WATCH ME!”

6. Coaching Style

• Why:– Developing people for future performance.

• How:– Help employees identify their performance

strengths & weaknesses– Work with individuals to establish

long-range goals– Encourage people to solve their own work

problem– Treat mistakes as learning opportunities

• Slogan:“Try this!”“Let’s see how can I support you!”

Using the Right Style

“There is no certain guideline to be an effective leader.”

“There is no a fixed way to fit all situations.”

•Effective leaders consider– The skill level and experience of the team– The work involved – The organisational environment– Your own preferred or natural style

A good leader will find him- or herself switching instinctively between styles according to the people and

work they are dealing with.

A good leader will find him- or herself switching instinctively between styles according to the people and

work they are dealing with.

Six steps of Charismatic Leadership Process

Mahatma Gandhi as an example of his leadership in India’s non-violent freedom movement

Step 1: Identification

It is a stage where the aspiring leader is on the social horizon; the followers are in distress and are looking forward to someone who will identify himself with their problems. The social situation is increasingly getting worsened in this stage. This is the time when the leader establishes him as a potential leader but the followers, by large, remain passive. In Gandhi’s leadership this can be said to have taken place during the years 1915-1920 when Gandhi was back to India from South Africa. India had no tall leader whom it could depend on and Gandhi’s charisma was just started showing its colors

Step 2: Activity Arousal

In this step the leader arouses the follower to become the part of the change. Followers who were passive admirers of the leader till the earlier phase become active supporters of the leader and the cause for which he is identifying himself. The longer this stage lasts the longer is a span of the charismatic leadership. In Gandhi’s case this step lasted from 1920 till 1930. Gandhi’s non-cooperation movement in 1921 is a precise example of activity arousal stage where he awakened the whole country to rise against the British rule

Step 3: Commitment1. Demonstrating the extreme commitment of the leader towards the goal and

same commitment from the followers towards the leader. 2. This demonstration often takes the shape of some kind of sacrifice on the

part of the leader or impending danger on the leader. This sacrifice or danger makes the image of the leader as courageous and dedicated in the eyes of many followers.

3. Interestingly, this same act makes some of the elite followers disillusioned and they start suspecting their leader as pompous and hypocrite.

4. This is the stage where the leadership can be split into two categories as a personalized leadership and socialized leadership.

5. In either way, the personalized leader will become dictator and will lose his charisma and the socialized type of leader will help routinizing the leadership!

6. The example for personalized leader can be of Hitler who ultimately became a dictator. Gandhi can be seen as a socialized type of leadership.

Step 4: DisenchantmentThis phase is quite unavoidable and sometimes even intentional on the part of the leader. Sometimes, because the leaders themselves know that they are not immortal, they try to bring the routinization in the leadership. This routinization brings the feel of loss of goal to some followers. This step may lose some of the strongest followers from the leader. This step is also an outcome of the scenario when the leader seems to be failing. As the charismatic leaders are not very good at the formal procedural leadership more routinization brings more failure and more disenchantment of the followers. In Gandhi’s case disenchantment started from 1933 and lasted till 1938 in which stage he lost many of his old followers

Step 5: Depersonalisation

This step is a logical follower of the earlier step of disenchantment. The leadership style becomes more and more like bureaucratic leadership. The leader starts delegating his tasks to his followers. This phase comes in Gandhi’s leadership during 1938-1942. This is the period when he made it clear that Jawaharlal Nehru will be his political heir. It is the time when he withdrew himself partly from the active politics

Step 6: Alienation

1. In this step, due to the formalization and bureaucratization of the leadership, charismatic leadership becomes increasingly redundant.

2. The followers feel that the organization and the leader are going away from the initial goal and thus they start alienating themselves from the organization and the charisma of the leader fades as the social situation which has made him appeal to the masses has changed.

3. This stage does not necessarily mean the failure of the leader. In many cases, having achieved the goal for which the charismatic leader had risen, the leader becomes redundant for his followers and the goal itself becomes redundant for the leader. Years 1942-1948 show this phase in Gandhi’s leadership.

4. Though Gandhi remained popular and worshiped leader of India till his assassination, his charisma faded gradually in his last years

Weber, Maximillan. Theory of Social and Economic Organization. Chapter: "The Nature of Charismatic Authority and its Routinization" translated by A. R. Anderson and Talcott Parsons, 1947.

This power comes from being the technical or project management expert

This power comes from another person liking you, respecting you or wanting to be like you

Sources of Power

The Blake Mouton Managerial Grid

Blake & Mouton Managerial Grid

(L

ow

) C

on

cern

for

Peop

le

(Hig

h)

(Low) Concern for Production (High)

Produce or perish“Authority”

type

Country Club“Laissez-faire” type

Best

Middle-of-the-roadtype

Team managementtype

Impoverishedtype

The opportunistic style: exploit and manipulate. Individuals using this style, which was added to the grid theory before 1999, do not have a fixed location on the grid. They adopt whichever behavior offers the

greatest personal benefit.

The paternalistic style: prescribe and guide. This style was added to the grid theory before 1999. In The Power to Change, it was redefined to alternate between the (1,9) and (9,1) locations on the grid. Managers using this style praise and support, but discourage challenges to their

thinking.

Motivation

• Motivation: A sort of tool that provides direction, intensity, and

persistence.

Key Elements

Direction: guidance for beneficial goal Intensity: how hard a person triesPersistence: how long a person tries

Motivation TheoriesMcGregor’s Theory X and Y (Douglas McGregor 1960)

Theory X

Managers who accept this theory believe that people need

to be watched all the time. Employees are incapable, avoid responsibility and avoid work

whenever possible

Theory Y

Managers who accept this theory believe that people are

willing to work without supervision and want to

achieve. Employees can direct their own effort.

Theory Z: William Ouchi

Maslow’s Hierarchy of Needs

Esteem

Self-Actualisation

Safety

Belonging

Physiological

Abraham Maslow: A Theory of Human Motivation 1943

David McClelland The Achievement Motive (1953): proposes that people acquire needs through their life experiences.

Achievement - Power - Affiliation

McClelland’s Acquired-Needs Theory

Need for Achievemen

t (nAch)

These people should be given projects that are challenging but reachableThey like recognition

Need for Power

(nPower)

People whose needs for power is socially oriented rather than personally oriented are effective leaders and should be allowed to manage othersThey like to organise & influence others

Need for Affiliation

(nAff)

These people work best when cooperating with othersThey seek approval rather than recognition

Herzberg’s Two-Factor TheoryFredrick Herzberg: “Motivation to Work” (1953)

McGraw-Hill/IrwinAdapted from Table 12–3: Herzberg’s Two-Factor Theory

Salary

Technical supervision

Company policies and administration

Interpersonal relations

Working conditions

Achievement

Recognition

Responsibility

Advancement

The work itself

Hygiene Factors Motivators

Job-Content Factors = Motivators Job-Context Variables = Hygiene Factors

Why Motivation?

Direct behaviour toward particular goals. Lead to increased effort and energy. Increase initiation of, and persistence in, activities. Enhance rational processing. Determine what consequences are reinforcing Lead to improved performance. Motivated employees always look for better ways to do a job. Motivated employees are more quality oriented. Motivated workers are more productive.

Delegation

Why:

Free time for other activitiesDevelop followersStrengthen the organisation

Why not:

Delegation takes too much timeDelegation is riskyThe job will not be done as wellThe task is a desirable oneOther are already too busy

Team Vs. Group

Tuckman’s Stages of Group Development

Stages of Group Development (cont.)

One of the most well-known examples of groupthink can be found in the Space Shuttle Challenger

disaster, which occurred just after liftoff on January 28, 1986.

Space Shuttle Challenger disaster

It is important to note that the Challenger explosion was caused by the hardware failure of

a solid rocket booster (SRB) o-ring, but the decision made by NASA on that day was also

flawed

On the day before the launch, NASA had received a warning from Thiokol - the subcontractor

directly responsible for the development of the SRB o-rings - concerning the abnormally cold

temperatures expected for the day of the launch and the potential threat to performance it would

bring to the o-ring.

Because NASA had already delayed the launch for weather, it was not entertaining the idea of postponing it a second time

for severe weather conditions. NASA chose to rely on test results on the o-rings despite Thiokol's warning that the

system was also unreliable

Pressures were put on Thiokol engineers to conform to NASA's desire to launch, so they asked to hold a private

meeting. Within five minutes, Thiokol agreed, without any further objections, to proceed with the launch

Pressure from NASA to recommend a launch placed Thiokol in a difficult position; many were concerned Thiokol would be

expelled from the program if they did not do what NASA was asking of them.

Finally, having a private meeting isolated the group, allowing groupthink to run its course in the group of Thiokol

engineers. Up to this point, Thiokol had stayed with its recommendation to cancel the launch, but once isolated,

that insistence diminished.

While you may not deal with life-or-death situations in the groups that you are a part of, please know that

groupthink can lead to ineffective decisions that can have negative consequences.

The faulty decision making on the eve of the Challenger launch would soon prove to be a fatal

mistake. Seven brave men and women lost their lives that day due to groupthink.

COMMUNICATION SKILLS

Interpersonal Communication

Oral Communication– Advantages: Speed and feedback.– Disadvantage: Distortion of the message.

Written Communication– Advantages: Tangible and verifiable.– Disadvantages: Time consuming and lacks feedback.

Nonverbal Communication– Advantages: Supports other communications and provides observable

expression of emotions and feelings.– Disadvantage: Misperception of body language or gestures can influence

receiver’s interpretation of message.

Communication Model (Theory)The sender is responsible for making information clear and complete so that the

receiver can receive it correctly, and for confirming that it is properly understood.

ReceiverReceiverSenderSenderEncode

Decode

Decode

Encode

Noise

Noise

Medium

Intonations: It’s the Way You Say It!

Grapevine (gossip/rumour)

• Grapevine Characteristics– Not controlled by management.– Perceived by most employees as being more believable and

reliable than formal communications.– Largely used to serve the self-interests of those who use it.– Results from:

• Desire for information about important situations• Ambiguous conditions• Conditions that cause anxiety

Formal written

•Complex problems•Project management plans•Project charter•Memos •Communication over long distances•Making changes to a contract•Informing a team member of poor performance (2nd notice)•Clarifying a work package

Formal verbal

•Presentations•Speeches•Conducting a bidder conference

Informal written •E-mail•Hand-written notes

Informal verbal•Meetings•Conversations•Milestone parties•Requesting additional resources•Trying to discover a root cause of a problem

Communication Types

Communication Methods• Interactive Communication

– Most efficient way to ensure a common understanding – one person provides info and the other one receives it and respond.

– E.g. meetings, phone calls, video conferencing

• Push Communication– Does not certify that it is reached or understood – one way stream of info – one

person sends info to people who need and doesn’t expect feedback.– E.g. letters, email, press release, faxes, voice mail

• Pull communication– Used for very large information volumes, very large audiences – the project

manager places the info in a central location for others to retrieve it; hence, “pulling”.

– E.g. intranet site, e-learning

Many project managers UNKNOWINGLY introduce communication blockers into their projects.

1.The use of slang, jargon, or phraseology that is indigenous to one’s culture can cause miscommunication with other cultures.2.“What’s your game plan?”3.“The nuts and bolts of the…”4.“Zero in on the problem”5. Such negative comments, as “What a bad idea”, “This is the most ridiculous thing I’ve ever heard” ALSO can hamper effective communication.

Communication Blockers

CONFLICT RESOLUTION &

NEGOTIATIONSKILLS

Conflict Defined

A process that begins when one party perceives that another party has negatively affected, or is about to negatively affect, something that the first party cares about.

Encompasses a wide range of conflicts that people experience in organisations:

– Incompatibility of goals– Differences over

interpretations of facts– Disagreements based on

behavioural expectations

Conflict Management

According to one survey, managers

Spend about 25% of their time dealing with conflict

Rates conflict management as important as communication, motivation, and decision making

Concept of loss: conflicts occur because people fear losing something important.

Is conflict bad? Should we spend time preventing the root causes of conflict? Who should resolve the conflict?

Reasons of conflict:

1.Schedules2.Project priorities3.Resources4.Technical opinions5.Administrative procedures6.Cost 7.Personality

Conflict Management

Functional vs. dysfunctional conflict

• Conflict is functional when it stimulates creativity, challenges group-think, indifference and improves the quality of the decision.

• Conflict is dysfunctional when it delays communication, reduces group cohesiveness, subordinates group to individual goals or threatens the group's survival.

Confronting (Problem Solving)

Means solving the real problem so that the problem goes away

Win-win situation

Compromising

Finding solutions that bring a degree of satisfaction to both

partiesLose-lose situation

Withdrawal (Avoidance)

The parties retreat or postpone the decision. NOT the best choice

in solving conflict

Smoothing (Accommodating)

Emphasises on the points of agreement rather than the

difference in opinion

Collaborating

Trying to incorporate multiple viewpoints in order to lead to

consensus

Forcing

Pushing one view at the expense of

others(the WORST kind)

Conflict Management

Negotiation

Negotiation: “Is the art, science & wisdom of reaching an agreement by resolving differences through creativity”

(Creative Negotiating, Stephen Kozicki, Adams Press, 1998)

Text-book Definition: “A process in which two or more parties exchange goods or services and attempt to agree on the exchange rate for them.”

You are negotiating all the time Everything you want is owned or controlled by

someone else There are predictable responses that you can

count on in the negotiating process There are three critical factors in every

negotiation: power, information, time. The proper “mesh” of personality types is

important to the negotiating success

Five Negotiating Facts

Bargaining Strategies

Distributive Bargaining “positional”

Negotiation that seeks to divide up a fixed amount of resources (fixed pie); a win-lose situation; zero-sum game

The key question is: “Who is going to get this

resource?”

Distributive Negotiation Example “Car Buying”

When buying a car (Positional Bargaining) the buyer buys car for less than dealer cost. Will this

be problematic for the buyer?

No, because the dealer accepts the deal (perhaps, to reduce inventory and obtain cash

flow).

Bargaining Strategies

Integrative Bargaining “principled/interest-based”

Negotiation that seeks one or more settlements that can create a win-win solution.

Is less confrontational than distributive negotiation, and permits

a broader range of alternative solutions to be considered.Opportunity for a true win-win

solution

The key question is: “How can the resource be best

utilised?”

Integrative Negotiation Example “Peace Treaty”

Egypt-Israel negotiated a peace in 1978

1. Egypt insisted on sole sovereignty of Sinai2. Israel insisted on keeping some of Sinai3. With each side only considering their own position, they

were unable to negotiate a deal

If positional bargaining doesn’t work, how can Israel and Egypt make a deal?

Solution: Principled Negotiation

The 1978 Egypt-Israel Peace Negotiations was: (Principled Negotiation)

Egypt insisted on sole sovereignty of SinaiIsrael insisted on keeping some of Sinai

By finding difference in underlying motivationEgypt: territorial integrity; Israel: security

Solution: give land to Egypt; establish demilitarised zone for Israel (creative option)

Bargaining Zone Model

Your PositionsYour Positions

InitialInitial TargetTarget

InitialInitialTargetTarget

Opponent’s PositionsOpponent’s Positions

Area ofPotential

Agreement

ResistanceResistance

ResistanceResistance

Fisher & Ury’s 1981”Principled Negotiation”

Separate the people from the problem

Focus on interests, not positions Invent options for mutual gain Insist on objective criteria

The Negotiation Process

Know the “BATNA”

The Best Alternative To a Negotiated Agreement

The lowest acceptable value (outcome) to an individual for a negotiated agreement

The “Bottom Line” for negotiations

1. Preparation & Planning

Do your homework. • What are your interests? What are theirs? How

can you find out?• What’s your BATNA? What’s theirs? Any offer

you receive that is higher than your BATNA is better than an impasse “deadlock”.

• What do we know about their circumstances that might affect the negotiations?

• Once you have gathered your information, use it to develop a strategy.

2. Definition of Ground Rules

– Who will do the negotiating? Where will it take place? What time constraints, if any, will apply?

– To what issues will negotiation be limited? Will there be a specific procedure to follow if an impasse is reached?

– During this phase, the parties will also exchange their initial proposals or demands.

3. Clarification & Justification

– When initial positions have been exchanged, explain, expand, clarify, reinforce, and justify your original demands

– This need not be confrontational.

– You might want to provide the other party with any documentation that helps support your position.

4. Bargaining & Problem Solving

The essence of the negotiation process is the actual give and take in trying to reach an agreement.

Concessions will undoubtedly need to be made by both parties.

5. Closure & Implementation

The final step — formalising the agreement Major negotiations will require hammering out the specifics in a formal contract.

For most cases, however, closure of the negotiation process is nothing more formal than a handshake.

... defining roles within a team

Roles Responsibilitiesleader •conducting the negotiation

•ruling on matters

good guy/girl •showing understanding for the opposition

bad guy/girl •intimidating the opposition •stopping the negotiation

hardliner •keeping the team focused•emphasising difficulties

sweeper •bringing all views together•suggesting ways out of a deadlock

Comp. Hindle, T., 2001, Erfolgreich verhandeln, München, p.21

... using seating tactically

Your team

Opposing team

BAD GUY GOOD GUY BOSS

HARD-LINER SWEEPER

Comp. Hindle, T., 2001, Erfolgreich verhandeln, München, p.28

... using seating tactically

BAD GUY

GOOD GUY

BOSS HARD-LINER

SWEEPER

Comp. Hindle, T., 2001, Erfolgreich verhandeln, München, p.28

Global ImplicationsConflict and Culture

– Japanese and U.S. managers view conflict differently– U.S. managers more likely to use competing tactics while

Japanese managers are likely to use compromise and avoidance

Cultural Differences in Negotiations

– Multiple cross-cultural studies on negotiation styles, for instance:• American negotiators are more likely than Japanese bargainers to

make a first offer• North Americans use facts to persuade, Arabs use emotion, and

Russians used asserted ideals• Brazilians say “no” more often than Americans or Japanese• Experience has shown that people from various cultural backgrounds

react very differently to silence: For example: If there is silence

• Americans assume the other party is angry with them• Japanese are simply evaluating what they have just heard

Unethical Negotiating TacticsUnethical Negotiating Tactics

1. Lies 2. The Decoy/The Red

Herring 3. Cherry Picking4. The Deliberate Mistake5. The Erroneous Conclusion 6. The Default7. Escalation/ Raising

demands8. Planted information9. Lock-in tactic

Negotiators as mediators

Ploys

• A is for Aristotle’s Appeals • B is for BATNA• C is for the Coquette Principle• D is for Dumb Is Smart • E is for Emotional Ambush• F is for Fait Accompli• G is for Gallipoli• H is for Hot Potato• I is for the Iroquois Preparation Method• J is for Just See If I Don’t…• K is for Knowing Your Opponents• L is for Later, or, I’ll Think About It And

Get Back To You Later

Ploys, continued..

• M is for Modest Diffidence• N is for Needs Not Positions• O is for Obligation • P is for Power Ploys• Q is for Questions• R is for Reluctant Player• S is for Salami

• T is for Tentative Overtures• U is for Uncertainty• V is for Variables• W is for Writing the

Agreement• X is for Xchanging

Concessions• Y is for Yikes, You’ve Got To

Be Kidding• Z is for Zipped, or Keeping

Your Mouth Zipped

Questions?