Www.targetedlearning.com Phone 801.235.9414 1 Seven Conversations for Exceptional Leaders Presented to:

www.targetedlearning.com Phone 801.235.94141

Seven Conversations for Exceptional Leaders

Presented to:

www.targetedlearning.com 7 Conv Promega TPT 01092

Nothing truly great (i.e. significant, Nothing truly great (i.e. significant,

enduring and positive) happens in any enduring and positive) happens in any

organization without a conversation.organization without a conversation.

1

Our Premise


Workshop Objectives

To give you the skills, tools and templates you need to:

1. Maximize the engagement and retention of your people.

2. Help others learn faster, work smarter and achieve more.

1


Introduction ObjectivesBy the end of this section you will understand:

1. The four keys to total employee engagement,

2. The 16 factors that drive engagement and retention, and

3. The role of trust in engaging and retaining people.

1


The Harvest of a Bully

1


How many did you check off?

1 2 3 4

0%

75%

13%13%

1. 1-72. 8-103. 11-134. 14-16

2


Did you experience significant personal growth?

1 2

9%

91%

1.Yes2.No

2


Was your productivity relatively high?

1 2

13%

87%

1.Yes2.No

2


Did the experience give you reason to be optimistic about your future?

1 2

14%

86%

1.Yes2.No

2


Management’s Responsibility

Total Personal Engagement• Mental• Emotional• Social

• Hope

Happiness:• Fun • Pleasure• Peace-of-mind• Joy• Excitement• Fulfillment

Growth:• Capability• Knowledge• Skill

Business Impact:• Productivity• Innovation• Quality• Contribution

Sustainable Individual and Organization Success

4


The Seven Conversations for Exceptional Leaders

ResultsReviews (Routine, Quarterly, And Year-End)

Development Conversations

Talking About Business Objectives

CareerConver-sations

7


The Seven Conversations for Exceptional Leaders

Module 1: Coaching Conversations: Supporting Individual Initiative and Engagement

Module 2: Seeking and Receiving Feedback: Accelerating the Journey from Good to Great

Module 3: Giving Feedback: Providing Feedback that Changes Behavior and Supports High Performance

Module 4: Talking About Business Objectives: Tips and Tools for Achieving Exceptional Results

Module 5: Development Conversations: Maximizing Individual Growth

Module 6: Performance Reviews: Minimizing the Stress—Maximizing the Value

Module 7: Career Conversations: Building Employability and Retention

7


Performance Management

8

Development Objectives

Business Objectives

Year-End Reviews

Reward Results

Ongoing Monitoring,

Coaching, Feedback and Support


Trust and Engagement

If people don’t trust you, your efforts to engage them more fully will be seen as a ____ or an _________ and they will respond _________. Engagement and retention is more about ____ than ________. If people trust you, you can fall short on the techniques and they will respond positively to your leadership. On the other hand, if you have all the techniques but are not trusted, people will view you as __________ and you will fail.

ploydefensively

trusttechniques

manipulative

imposition

8


Trust and Retention

Trust Hope Retention

8

Leaders are dealers in hope. --NapoleonBut for people to buy the

leader’s wares, they first have to trust the leader.


Module One

Coaching ConversationsSupporting Individual Initiative

and Engagement


Module One Objectives

By the end of this module you will know:• How to engage in day-to-day workplace

conversations that reduce dependence and build the ability of people to think and act for themselves.

• How to adapt your coaching style to the needs of your people and the situation at work.

• How to engage in dialogue that supports greater openness, creativity and individual initiative.

1


Behaviors Associated with Each Style

Expert FacilitativeMore of:

• Advocating• Talking/Selling• Giving Advice• Asking Closed Questions

• Sharing Information and Feedback

• Doing the Thinking• Evaluating or Critiquing Their Ideas

More of:• Inquiring• Listening & Learning

• Exploring Their Opinions and Ideas

• Asking Open-Ended Questions

• Suggesting that They Do a Self-critique

• Getting the Other Person to Think

• Building on Their Ideas

2


Structured (4.51)

Flexible (2.49)

7

6

5

4

3

2

1

•

•

•

•

•

•

•

•

•

•

•

•

•

•

••

••

••

•

•••••••

•••••••

••

••

••

•

7654321

76

54

32

1

1

2

3

4

5

6

71

23

45

67

1234567

Risk Averse (4.24)

Non-Prescriptive (2.56)

Prescriptive (4.44)

Risk-tolerant (2.76)

EXPERT

FACILITATIVE

Prework Insights (p.7 in prework)

3


What is the default style of your manager?

1 2

65%

35%1. Expert2. Facilitative

2


What is your default style when someone brings you a problem?

1 2

52%

48%

1. Expert2. Facilitative

2


Five Most Important Initial Coaching Questions

1. What are you ______________?

2. What seems to __________?

3. What have _______?

4. What ______ have you _________? (pros & cons)

5. What do _____________?

trying to achieve

be the issue

you tried

options considered

you recommend

3


ControlCompliance and/or

Rebellion

InfluenceCommitment/ Ownership

Compliance and/or

Rebellion

4

The Paradox of Power


Case #1: Coaching the Reluctant Employee

1. Prepare (5 min.)2. Hold Discussion (7

min.)3. Debrief (10 min.)

Exercise Steps Roles/NotesCoach—p. 6 & 7Learner—p. 8 & 9Observers—p. 10 & 11

Debrief Sequence1. Time for everyone to gather thoughts2. Coach self-critique3. Learner feedback to coach4. Observers’ feedback to coach

6


Practice makes ________. Only practice plus _______ make ______.

Development plans should be __% knowledge focused and __% skill focused.

permanentfeedba

ckperfect

2080

12

Developmental Realities


Planning for Learning Transfer

• Review Back-Home Applications #3A and #3B.

• Review your notes and wallet cards, and record your key learnings and action ideas in your Learning and Applications Log

• Use Post-It notes to flag important pages and tools

12


Module Two

Seeking And Receiving Feedback

Accelerating the Journey from Good to Great


Exercise: Unhelpful Feedback

Draw a “picture” representing unhelpful feedback:

• What it “looks” like.

• What it “feels” like.

1


Feedback Defined

Feedback is about behavior and performance that helps you align your actions with your objectives.

information

1


How many of these challenges have you experienced in the workplace?

1 2 3 4 5 6

5%

9%

18%

27%

23%

18%

1. One of the six2. Two of the six3. Three of the six4. Four of the six5. Five of the six6. All six


Module Two Objectives

By the end of this module, you will know how to:

• Get the timely feedback and information you need in order to achieve your development, performance and career objectives.

• Find value in all feedback—even vague, inaccurate or unfair feedback.

• Handle criticism with less anxiety and frustration.

• Foster a feedback culture—a culture where candid feedback is welcomed as a tool for learning faster, working smarter and achieving more.

2


Feedback and Engagement

What is the connection between talent engagement and a leader’s ability to receive criticism from others at work?

2


Feedback and Success

• Impact on Perceived Value

• Impact on Pay

• Impact on Customer Satisfaction

• Impact on Learning

3


The Consequences of Our Negative Mental Images

The greatest learning ________ in

organizations today is the inability to

receive and give candid feedback.

disability

4


How did you feel at the moment you received the criticism?

1 2

32%

68%1. Negative (sad, bad,

surprised, shocked, embarrassed, upset, disappointed, annoyed, foolish, angry, small, defensive, hurt, offended, guilty, misunderstood, resentful, etc.)

2. Positive (grateful, trusted, confirmed, happy, realistic, open, etc.)

4


Four Step Model for Receiving the “Gift” of Feedback

1. Acknowledge the Gift.

2. Open the Gift.

3. Confirm the Nature and Value of the Gift.

4. Use the Gift.

6


How good are your subordinates at receiving candid feedback?

1 2 3 4 5

14%

24%

0%

10%

52%

4

1. Most are excellent

2. Good3. 50/504. Poor5. Most are

very poor


How good is your manager at receiving candid feedback from

subordinates?

1 2 3 4 5

9%

52%

13%

0%

26%

1. Excellent2. Good3. Fair4. Poor5. Very Poor

4


How good are you at receiving candid feedback?

1 2 3 4 5

9%

52%

9%13%

17%

1. Excellent2. Good3. Fair4. Poor5. Very Poor

4


• If the feedback is inaccurate or subjective, can it still be considered a gift?

• What if the feedback giver has no credibility?

• What if I think their advice will do me more harm than good?

7

Yes, But…And Other Questions


The usefulness of feedback depends less on the ability of

others to give it well, than it does on our ability to receive it well.

7

A New Paradigm for Feedback


“It’s a great sign of respect to me if someone feels I’m strong enough and capable enough and objective enough so that he can tell me when I’ve done or said something stupid. It’s only those people who regard me as delicate, sensitive, weak, or fragile who will not dare to disagree with me.”

Abraham Maslow

Seeing the Compliment in Criticism

9


Tips for Asking for Feedback1. Ask people who:

a. are appropriately informed, and

b. will be candid with you.

2. Be specific about both (a) the what and (b) the why.

3. Make it worthwhile by explaining the business need or the “WIIFT.”

4. Make it safe by:

a. Asking for help, advice or suggestions rather than feedback

b. Priming the pump with a self-critique

c. Stressing your commitment to being open

d. Asking for “feedforward” rather than “feedback.”

9


Feedforward

Feedforward: The modification or control of a process using its anticipated results or effects (The New Oxford American Dictionary).

In other words, feedforward is information that helps you make improvements to something before it really counts.

9


Planning to Seek Feedback

1. One member of the group will volunteer his/her prework feedback request for the group to practice on.

2. The volunteer is to share her/his feedback request statement with the group, and then ask the group for feedback on that request.

3. With the group’s help, the volunteer is to rewrite the request to embody at least three of the tips summarized in the margin.

4. Be prepared to share your “before” and “after” request with the rest of the class.10



• Review your notes and wallet cards, and record your key learnings and action ideas in your Learning and Applications Log.

• Use Post-It notes to flag important pages and tools.

• Follow through on the previous exercise. Go out and get more regular, candid feedback from those who can help you move from good to great.

• Use the book “Where’s the Gift” to teach others how to receive feedback as a gift.

12


Module Three

Giving FeedbackProviding Feedback that Changes Behavior and

Supports High Performance


Reinforcing Feedback Defined

Reinforcing Feedback is

information that confirms that

our actions are aligned with our

goals, and tells us what we are

doing well and should continue

doing.

1


Redirecting Feedback Defined

Redirecting Feedback is information that alerts us to actions that are not aligned with our goals, and tells us what we need to do to reach our goals.

1


Confirming the Role of Helpful Feedback

• Demonstration #1: Silence• Demonstration #2: Reinforcing Feedback Only

• Demonstration #3:Redirecting Feedback Only

1

In terms of feedback, what would have been the most effective way to engage the volunteers and help them find the object faster?


Module Three Objectives

By the end of this module, you will know how to:

1. Use feedback to motivate others, build confidence, provide clear direction, increase understanding and improve performance.

2. Give candid feedback that others will recognize as a gift.

3. Minimize defensiveness in others when giving candid feedback.

1


Five Reasons to be Generous

1. Keeps people focused.

2. Provides fulfillment.

3. Builds performance, self-esteem and confidence.

4. Motivates people to persevere.

5. Builds relationships of mutual respect/support.

2


The Four Steps to Reinforcing Feedback—SAIT

1. Sincerity first: This requires you to be specific.

2. Action: Describe the observed behavior or action.

“Kelly, I like the way you changed the quality charts.”

3. Impact: Mention the positive impact on the business, the

vision, the team, the customer, you etc.

“The new charts are easier to read, and help us make a more

compelling case in our sales presentation. You really seem

to have a knack for anticipating the customer’s needs.”

4. Thanks: Express appreciation. “Thanks!”

2


Additional Tips for Effective Praise

1. Be generous.

2. Be timely.

3. Speak privately first.

4. Avoid sandwiching.

5. Praise efforts and progress.

6. Give it in writing.

2


Individual Application: Giving Reinforcing Feedback

1. Using your “Giving Reinforcing Feedback” notes from page 15 of your prework, prepare to engage in a “real-play” with someone else in the class. You will give them the feedback as if they were the person you identified in the prework exercise.

2. When your colleague shares the feedback with you, tell her/him:a. What you liked about the feedback (SAIT),

and,b. How they can make it more impactful.

3. Rotate roles and repeat Step #2.3


If we split #2 into two separate conversations?

1 2 3

23%

36%41%1. Reinforcing

only2. Reinforcing

and redirecting together

3. Separate conversations

7


Which do You Prefer?

1 2

40%

60%

10

a. I prefer feedback with the context

b. I prefer people to get to the point quickly



1 2

35%

65%

10

a. I prefer honest, but balanced feedback—both the “good” and the “bad”

b. I prefer honest feedback—just the hard facts without the “fluff” or sugarcoating



1 2

48%

52%

10

a. I prefer to be able to think about feedback before having to respond

b. I prefer to talk things through there and then—get it over with



1 2

10%

90%

10

a. I prefer feedback face-to-face

b. I prefer feedback in writing



1 2

96%

4%

10

a. I prefer that all praise be given in private—never in public

b. I prefer most praise be given in private—but I sometimes appreciate it in public


Redirecting Feedback Defined

Redirecting Feedback is information that alerts us to actions that are not aligned with our goals, and tells us what we need to do to reach our goals.

7


Principles for Giving the Gift of Redirecting Feedback

• The first principle is to focus on the receiver’s needs and interests rather than your own.

• The second principle is to be direct and candid. Don’t beat around the bush, drop hints or sugarcoat the truth.

• The third principle is to make it safe for the receiver to listen openly. The fear of rejection is possibly the most universal of human fears. Any hint of rejection is likely to provoke a defensive response.

13


Tips for Making it Safe for the Receiver

a. Give the feedback in private.

b. Check the receiver’s readiness, or that the timing is convenient.

c. Frame the feedback in one or more of the following ways:

1. In terms of the receiver’s interests or values.

2. As a request for help.

3. As a request or suggestion for the future.

4. By acknowledging the receiver’s pressures or constraints.

5. By building on what they’re already doing right.

6. By asking the receiver to go first. (If you believe she/he is likely to

have a strong contrary point of view.)

7. By pointing out the natural rather than imposed consequences.

8. Own the feedback whenever you can.

d. Be specific about what you observed. Do not imply motive or exaggerate.

e. Maintain a positive tone and body language.

f. Be collaborative.

g. Focus on only one or two issues.

14


Instructions for Setting the Stage Exercise

• Review the 4 responses• Agree on the worst(i.e., most likely to provoke a defensive or negative reaction)

• Agree on the best• Analyze the best: Which of the tips were applied?

15


The Four Steps to Giving Redirecting Feedback

Step One: Safety First

Step Two: Action

Step Three: Impact

Step Four: Talk it Through to “Thank You”

Remember to “SAIT:”

19



• Review Back-Home Applications #4, #5 and #6.



33


Module Four

Talking About Business Objectives

Tips and Tools for Achieving Exceptional Results


What’s it Really Like Being a Manager?


Module Four Objectives

• Set business objectives that will ensure greater individual contribution, superior business results and increased job satisfaction—for yourself and others.

• Prepare for and engage in conversations that will help you, and your direct reports, secure the direction and support needed to achieve exceptional results.

To equip you with the tools and skills you need to:

1


The Anatomy of Significant Accomplishments*

* Results from 1,982 participants in 2006 through 2008

2

a. Written1. 2.5% 2. 28.5% 3. 69.0%

d. Challenge1. 0.6% 2. 11.3% 3. 88.1%

b. Specificity1. 27.1% 2. 29.3% 3. 43.6%

c. Quantifiable1. 1.3% 2. a) 4.6%

b)29.3% 3. 64.8%

e. Degree of Control1. 4.6% 2. 47.9% 3. 47.5%


The Anatomy of Significant Accomplishments*

3

* Results from 1,982 participants in 2006 through 2008

g. Degree of

Support1. 4.1% 2. a)5.7% b)9.9%

3. 80.3%

h. Value Added

to Organization1. 2.5% 2. 20.0% 3. 77.5%

i. Importance to Me1. 0.2% 2. 5.0%3. 94.8%

f. Milestones1. 4.0% 2. 29.1% 3. 66.9%


Which of these has the greatest predictive value for long-term

career success?

1 2 3 4 5

0% 0% 0%0%0%

5

1. Grades in college

2. Self-awareness3. Results

orientation4. Learning agility5. IQ

* 100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich. Lominger Limited, Inc. Minneapolis, USA. 2004


Learning Agility

1. Finding new and challenging experiences.

2. Learning from those experiences through personal reflection and feedback from others.

3. Implementing your learnings—having the discipline to unlearn old habits/behaviors and develop new ones.

6

* 100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich. Lominger Limited, Inc. Minneapolis, USA. 2004


The Traps of Performance Management

What happens to engagement when people experience these traps?

Why do people fall into these traps, and how can they avoid them?

7


Adopting a Helpful Mindset

“I know my manager is busy, but when he reschedules our objective-setting discussions three or four times, and then tells me we have to get it done in 10 minutes, it’s hard for me to take the process seriously.”

“I just ask myself, what garbage do I have to put in these forms so I can get it over with and get back to doing my real work?”

8


“I see objective setting as a chance to influence my manager and achieve my career objectives. For example, when I wanted to be promoted on the technical ladder, I identified business objectives that would enable me to make a real difference on the team, and give me the opportunity to establish the track record I needed to be considered for a promotion. I basically use objective setting to shape my job and the projects I work on.”

8

Adopting a Helpful Mindset


What is your assessment of Robin’s effectiveness as a

coach?

1 2 3 4 5

0% 0% 0%0%0%

9

1. Excellent2. Good3. Average4. Below Average5. Poor


What is your assessment of Ingrid’s skills as a SMART goal setter?

1 2 3 4

0% 0% 0%0%0%

1. Excellent2. 3. Okay4. 5. Poor

9


How does Robin’s effort compare to your past managers/supervisors?

1 2 3 4 5

0% 0% 0%0%0%

10

1. Much better2. Better than3. Same as4. Worse than 5. Much worse


How does Robin’s effort compare to your own efforts?

1 2 3 4 5

0% 0% 0%0%0%

10

1. Much better2. Better than3. Same as4. Worse than 5. Much worse


Setting SMART Objectives

Remember to be:SpecificMeasurableAttainableRelevantTime-Bound

11


Poor Example Better Example

1. Encourage Knowledge Sharing and attend a workshop on developing protégés in February.

1. By year-end, reduce the time it takes to get newly hired analysts fully functional from 15 months to 9 months. Mentors assigned to all new hires by February 28. Training of mentors by end of March. New-hire learning objectives set by April.

SMART Objectives

11



2. Decrease the error rate by year-end.

2. Decrease the error rate by 15% by October 31. (5% by May 31, 10% by July 31.)

SMART Objectives

11



3. Improve the planning and cash flow analysis for new projects by July 1st by putting together dynamic plans with cash flow projections in 3 days or less (currently takes 4-5 days and has no cash flow). Supervisor to verify that plans have the predetermined functionality. Criteria to be agreed upon by March 1st.

3. Improve cash flow analysis for new projects.

SMART Objectives

11


Individual Application:Writing SMART Objectives

Select one objective from page 24 of your prework. The objective you select should be the one that has the greatest opportunity for improvement in terms of the SMART criteria.

Part A: One person from the group will volunteer her/his objective (or a direct report’s objective) for the group to work on. The objective should be one that is reasonably challenging to make SMART.

Part B: Now make the objective SMARTer by doing the following:

1. One person shares his/her objective with the other members of the team, and seeks their advice on how to make your objective SMARTer.

2. The team updates the objective to better reflect the SMART criteria: Specific, Measurable, Attainable, Relevant, Time-bound.

12


Agenda for An Effective Business Objectives

Conversation

Step 1—Build Shared Understanding Clarify your respective roles, expectations and desired outcomes for the conversation.

Step 2—Create Alignment

Work together to ensure that business goals

are SMART, aligned and supported.Step 3—Summarize and Determine Next Steps

Confirm the mutual commitments and identify next steps.

24



• Review Back-Home Applications #7 and #8.



25


Module Five

Development ConversationsMaximizing Individual Growth


Module Five Objectives

By the end of this module you will know:

• How to help your people learn more in less time.

• How to ensure that development objectives will have the greatest possible impact.

• How to prepare for and conduct an effective development conversation.

1


Agenda for Module Five

Part A: The Language and Principles for Effective Development

Part B: Engaging in Effective Development Conversations

1


The Ceramics Class

1 2

0%0%

Which group got the highest grades?

1. Group 1—Metric was 50 lbs

2. Group 2—Metric was “a perfect pot”

2


The Ceramics Class

1 2

0%0%

Which group produced the highest-quality pots?

1. Group 1—Metric was 50 lbs

2. Group 2—Metric was “a perfect pot”

2


The Ceramics Class

1. This story is a parable about the benefits of being willing to learn by _____, and about not being too afraid of making ________. Mistakes are the tolls we pay on the highway to mastery.

2. When people are working on things they care about, their personal _____ — and not extrinsic rewards — will be the primary driver of improvement.

doing

mistakes

pride

3


The Ceramics Class

3. The role of the manager is to create opportunities for people to practice in a safe environment and to ensure that people learn from their experience.

3


Four Tips for Accelerating Learning

1. Learn by Doing Rather than Learning and Then Doing

2. Build on Strengths (While Managing Weaknesses)

3. Make Development Plans SMART

4. Involve Others—Don’t Do It Alone

3


Tip #1: Learn by Doing—The 70:20:10 Rule

Research demonstrates:• 70 percent of the learnings that drive long-term success come from on-the-job experience

• 20 percent of the learnings come in the form of feedback, coaching and advice from managers, colleagues, mentors and others

• 10 percent comes from formal education and training

4


The Anatomy of Ability

Knowledge Skill Confidence

4


Options for Building Skills and Acquiring Knowledge

Options for Acquiring Knowledge

• Reading books/articles

• Observing/Shadowing an expert

• Listening to tapes or experts

• Watching videos

• Attending workshops or conferences

• Talking with a mentor, advisor, coach or supervisor

OPTIONS FOR BUILDING SKILLS AND CONFIDENCE

APPLY new knowledge and PRACTICE new skills by engaging in:

• Job experiences

• Special projects

• Volunteer work

PLUS FEEDBACK

• Self evaluation

• Personal reflection

• After-action reviews

• Getting feedback from supervisors, mentors and others

4


Tip #2: Build on Your Strengths—Manage Your Weaknesses

Your Talents Your Purpose

Strengths• Innate abilities

• Things you

pick up quickly

•Passions•Values•Interests

9


Strategies for Leveraging Strengths

Using the words in the menu, please complete the following sentence:

1.Training is most effective when it teaches knowledge and skills associated with one’s existing ______ and _______.talents purpose

Menu:*adoptchangefixknowledgemanagemovepartnerpurposerenegotiaterewardsskillsspecifytalentsweaknesses * Some words will need to be used more than once,

and others not at all.

9



* Some words will need to be used more than once, and others not at all.


2.Hire/select first for ______ and _______, then ____ and _________.

talentspurpose skills

knowledge

Menu:*adoptchangefixknowledgemanagemovepartnerpurposerenegotiaterewardsskillsspecifytalentsweaknesses

9




* Some words will need to be used more than once, and others not at all.


3.Only try to __ a weakness when the weakness is undermining your ability to utilize a talent. (i.e., a potential derailer), and an adequate level of proficiency will do.

fix

9


The Hazards of Fixing Weaknesses



4. Focus on managing, rather than fixing, weaknesses. How many have you used, for you or someone else?a. __________ expectations.b. _______ with the right people.c. _______ the process/system.d. _______ enabling technology.e. _______ to a job that represents a better

fit.f. _______ the outcomes but not the process.g. _______ the perceptions of others.



ManageSpecifyMoveAdoptChangePartnerRenegotiate

9



5. Identify a weakness exhibited by one of your current direct reports, and identify at least three of the above strategies that may be helpful to him/her in managing that weakness.

9


Writing SMARTer Development Objectives

Poor ExampleDevelop technical expertise in both the SAP Supply and Distribution and the Materials Management modules.

SMART ExampleDevelop technical expertise in both the SAP Supply and Distribution and the Materials Management modules to become the department power user and trainer by the end of the first quarter. Average trainer ratings (using standard workshop evaluation forms) to be 3.7 or higher by the end of the 3rd quarter.

18


Writing SMARTer Development Objectives

Poor ExampleAttend a marketing class oriented to creating a customer focus and achieve a “B” grade or higher.

SMART ExamplesDevelop and demonstrate greater customer focus: attend a marketing/ customer service class (1st quarter); create and implement a plan that will reduce overall customer complaints and returns by 20 percent—by end of 3rd quarter.

What could an individual gain by linking a development goal to a business metric?

18


BHA #11A: Sample IDPs

• Review the sample IDPs on the next two pages.

• What do you notice in these IDPs that makes it more likely that they will lead to real personal change or growth?

19


BHA #11B: Agenda and Tips for an Effective Development Conversation

1. Build Shared Understanding2. Create Alignment3. Confirm Commitments and Next

Steps

21


Individual Application:Writing SMART Objectives

Select one objective from page 26 of your prework. The objective you select should be the one that has the greatest opportunity for improvement in terms of the SMART criteria.

Part A: One person from the group will volunteer her/his objective (or a direct report’s objective) for the group to work on. The development objective should be one that is reasonably challenging to make SMART.

Part B: Now make the development objective SMARTer by doing the following:

1. One person shares his/her objective with the other members of the team, and seeks their advice on how to make your objective SMARTer.

2. The team updates the objective to better reflect the SMART criteria: Specific, Measurable, Attainable, Relevant, Time-bound.

12


Tip #4: Involve Others—Don’t Do It Alone









• Review Back-Home Applications #9, #10, and #11.



24


Module Six

Results ReviewsMinimizing the Stress—Maximizing the Value


Things Haven’t Changed Much

“The Imperial Rater evaluates people not according to their merits, but according to his likes and dislikes.”

Comment by a member of the Chinese Imperial Court—China’s Wei Dynasty 3rd/4th Century A.D.

1


The Typical Performance Management Process

1

Development Objectives

Business Objectives

Year-End Reviews

Reward Results

Ongoing Monitoring,

Coaching, Feedback and Support


Module Six Objectives

1. Use ongoing results reviews to help others learn faster, work smarter and achieve more,

2. Effectively prepare for results reviews that will minimize the stress and maximize the value—for you and your direct reports, and

3. Ensure that year-end reviews are• accurate • balanced

The objectives for this module are to give you the tools and concepts you need to:

1

• complete• free of major

surprises


The Case for Humility

1


The Purpose of Year-End Results Review

• Accountability

• Self-insight

• Participation and mutual understanding

2


The Purpose of Interim Performance Reviews

• Problems are identified and addressed in a more timely fashion

• Support and encouragement are more timely

• People learn a lot more from both their successes and failures

Interim reviews accomplish far more than year-end reviews. Interim reviews have a greater impact on results because:

3


The Impact of Time on Learning and Performance

High

None

Immediate Distant

Impact on Learning and hence Future Behavior

Time Lapse Between Behavior/Action and Structured

Reviews

3


Personal After-Action Reviews

1.What was supposed to happen? (What was the expected outcome?)

2.What actually happened? (What was the actual outcome?)

3.Was there a difference?—If not, what led to the success?—If there was a difference, why was there a difference?

4.What role did I play in creating this outcome?

5.What have I learned for the future? What does this teach me about my strengths?

5


The Six-Question Interim Review Conversation (Supervisor Version)

1. Where are you in terms of the performance objectives and individual development plans you established at the beginning of the year?

2. How well do your current objectives (performance objectives and development plans) align with our organization’s objectives, our team’s objectives and your career objectives?

3. What has gone well so far this year and is continuing to go well?

7


The Six-Question InterimReview Conversation

(Supervisor Version) Continued

4. If you were your own coach, what suggestions would you give yourself for the future?

5. What can I do to support you in your work?

6. What other suggestions do you have for me? (What can I do to be a more effective manager/leader?)

8


Exercise: Dealing With Motivation

Within your group, brainstorm solutions to the following challenges and capture your ideas on a flipchart:

1. What can managers do/say to help employees understand the rating system at your organization, and what it takes to get the highest possible rating?

2. What else can managers do to minimize the expectations-reality gap?

3. After you have given someone a ranking that didn’t meet their expectations, what can you do to motivate them going forward?

4. How can leaders ensure that the ranking system does not hurt teamwork, collaboration and knowledge sharing in the organization?

13


Who Should Get the Top Rating?

1 2

0%0%

1. A—who offered 10% and delivered 12%.

2. B—who offered 25% and delivered 20%.

13


Keys to a More Value Added and Less Stressful Results Review

1. ____________

2. ____________

3. ____________

4. ____________

Preparation: Define clear standards

Preparation: Continually assess progressPreparation: Maintain a P&D log

Preparation: Complete a self-evaluation

14


Preparation Keys for Performance Reviews

1. Define clear standards at the beginning of the year.

(p. 15)2. Continually assess progress and seek ongoing feedback/coaching. (p. 16)

3. Maintain a performance and development log. (p. 17)

4. Complete a thorough self-evaluation. (p. 18)

15


Agenda for a Quality Year-End Results Conversation

Step 1: Build Shared UnderstandingSet a positive tone and create a safe environment for the conversation (e.g., a neutral and private setting, open and non-threatening body language, talk of anticipated benefits and personal positive feelings—”I’ve been looking forward to this meeting because…”).

Step 2: Create AlignmentIn an appraisal conversation, alignment is the process of achieving agreement concerning accomplishments. Have the employee self-evaluate first, and then add your own perspective.

Step 3: Confirm Commitments and Next Steps

21


Exercise: The Results Review

Steps:Preparation — 7-8 min.Discussion — 5-7 min.Debrief — 10 min.

Preparation:Manager — p. 32-33Direct Report — p. 34-35Observers — p. 32-35

Debrief Sequence:Manager self-critique — p. 33Feedback from direct report to manager — p. 35Feedback from observers to manager — p. 35

31


If I have to give a low rating, I would…

1 2

0%0%

1. Give them the rationale and explanation first, and then give them the rating

2. Give them the rating first, and then give them the rationale and explanation

36


If my manager is going to give me a low rating, I would prefer her/him

to…

1 2

0%0%

1. Give me the rationale and explanation first, and then give me the rating

2. Give me the rating first, and then give me the rationale and explanation

36



• Review Back-Home Applications #12-20.



37


Module Seven

Career ConversationsBuilding Employability and Retention


Module Seven Objectives

By the end of this module you will know how to:

1. Help your people take more effective responsibility for their careers, and thereby expand their engagement and happiness at work.

2. Use career conversations to help your people make more informed and effective career decisions.

3. Engage in career conversations without creating unrealistic expectations.

4. Give people realistic reasons to feel hopeful about their future, thereby minimizing the avoidable loss of talent.

1


What Is a Career?

Ability

Contribution

Impact

Promotion

Salary

An occupation with opportunities for progress in terms of ability, contribution, impact and fulfillment. (Nigel Bristow, Targeted Learning)

2


Research Says

Having no plan is better than a poor plan! If a career plan is neither achievable nor supported, it will usually do more harm than good.—Corporate Leadership Council, 2005

From your own experience, how does a “poor” career plan do more damage than no plan?2


Select Your 1 Most Important When Choosing Your Next Position

1 2 3 4 5 6 7 8

0% 0% 0% 0%0%0%0%0%

1. Interesting Work

2. Meaningful Work

3. Supportive Team Climate

4. Supervisory Style

5. Work-Life Balance

6. Salary

7. Opportunities for Promotion

8. Job Security


Select Your 1 Least Important When Choosing Your Next Position

1 2 3 4 5 6 7 8

0% 0% 0% 0%0%0%0%0%

1. Interesting Work

2. Meaningful Work

3. Supportive Team Climate

4. Supervisory Style

5. Work-Life Balance

6. Salary

7. Opportunities for Promotion

8. Job Security


Which ONE has had the greatest influence on you considering or deciding to leave a

previous position or company?

1 2 3 4 5 6 7 8

0% 0% 0% 0%0%0%0%0%

1. Boring work—Lack of growth2. Work that Lacks Meaning3. Non-Supportive Team Climate4. Controlling Supervisory

Style5. Lack of Work-Life Balance6. Dissatisfaction with Your

Salary7. Lack of Opportunities for

Promotion8. Lack of Job Security


Would you . . .

Yes No

0%0%

1.Yes2.No

Take a 5% paycut in exchange for significantly more interesting work?

3


Would you . . .

Yes No

0%0%

1.Yes2.No

Take a 5% paycut for more work-life balance?


Would you . . .

Yes No

0%0%

1.Yes2.No

Take a 10% paycut for more work-life balance, as well as more meaningful and interesting work?

3


A Vicious Cycle

InsecurityLess

_________

Less

__________

Reduced

____________

Initiative Productivity Employability

6


A Virtuous Cycle

･ Greater Personal Engagement and Happiness

･ Greater Incentive to Stay

Greater Employability

Greater Confidence

Greater Initiative

Greater Productivity

6


Keys to Helping Employees Achieve Their Career Objectives

1. Focus on the individual’s priorities and values—not yours.

2. Focus on what you and they control:

— Begin with engagement in the current job.

— Encourage and build employability.

3. Help people find their “High Impact Opportunities.”

4. Support your people through timely, quality career conversations.

7


Key #2: Focus on What You and They Control

Engagement:MentalEmotionalSocial(Use BHA #1)

Hope:Reasons to be optimistic about the future.

Retention

7


Career Stages and the Five Knowledge Roles

• Institutionalizing knowledge (e.g., best practices) and building organization capability.

• Championing new systems, products, work processes, etc.

• Shaping/making decisions that cross organizational boundaries.

• Building the ability and confidence of others:—coaching —teaching—motivating—clarifying—giving

feedback

• Building team capacity.

• Questioning the status quo.

• Adapting existing knowledge to new uses.

• Inventing (but not championing) new methods, products, technologies, etc.

• Completing important tasks independently.

• Demonstrating mastery.

• Taking initiative within established norms or parameters.

• Learning from others and from experience.

• Moving towards mastery.

• Acting under direction from others.

Leveraging Knowledge

Sharing Knowledge

Creating Knowledge

Applying Knowledge

Acquiring KnowledgeAcquiring Knowledge

Applying Knowledge

Creating Knowledge

Sharing Knowledge

Leveraging Knowledge

8


Research Findings

94%

70%

60%

26%

15%

0

100

Acquiring Applying Creating Sharing Leveraging

Percent Viewed as Above Average

Average Age

39 39 41 41 44

100%

0%

StageOne

StageTwo

StageThree

StageFour

StageFive

8


Study Conclusion

To be consistently viewed as a high performer, an individual needs to move beyond Stage _____ on the continuum. Only Stage _____, Stage _____ and Stage _____ consistently deliver competitive advantage for the individual.

Two ThreeFou

rFive

8


Which stage is most neglected by technical professionals?

1 2 3 4 5

0% 0% 0%0%0%

1. Stage 12. Stage 23. Stage 34. Stage 45. Stage 5

8


Key #3: Help People Find Their High Impact Opportunities

Your Talents Your Purpose

The Oragnization’s Needs

a.

c.

d.

e.b.

• Innate abilities

• Things you

pick up quickly

• Now• Future

•Passions•Values•Interests

f. g.

9


Help People Find Their High Impact Opportunities (Continued)

16

Total engagement is only possible when people focus their energies on finding and developing the opportunities that truly fit.

9


Help People Find Their High Impact Opportunities (Continued)

1. Your direct reports’ best chances for doing work that will keep them fully engaged exist in segment ___.

2. Given the organization’s current needs, the highest priority learning needs of your direct reports probably exist in segment ___, and then segments ___ and ___.

3. Our hobbies may emerge from segments ___ and ___.

4. Long-term career opportunities will emerge from ___ and ___.

e

e b ac g

e c

169


The Engagement Cycle

Ability

High

Low

MotivationHigh Low

B C

A D

X

10

Why do some people end up in quadrants C and D?


Where are you in the Engagement Cycle?

1 2 3 4

0% 0%0%0%

1. Quadrant A2. Quadrant B3. Quadrant C4. Quadrant D


Are any of your subordinates in quadrant C or D?

1 2

0%0%

1. Yes2. No


Engagement Cycle and Five Stages

Ability

High

Low

MotivationHigh Low

Creating

Sharing

Leveraging

Acquiring

ApplyingB C

A D

10


A Division of Responsibilities for Career Discussions

• Initiate and lead the career discussion

• Prepare the agenda (IDP)

• Be open, available and supportive. Sometimes initiate.

• Follow the individual’s agenda

11


Career Conversation Agenda

Step One: Building Shared Understanding

Step Two: Creating Alignment

Step Three: Looking Backward and Forward

12


Practice Discussion: Decisions, Decisions!

Steps:Preparation — 5 min.Discussion — 10 min.Debrief — 10 min.Debrief:Manager– p. 15 and 21Direct Report— p. 17 and 21Observers— p. 19 and 21

Preparation:Manager — p. 14-15Direct Report — p. 16-17Observers — p. 18-19

14

Debrief Sequence:1. Gather thoughts2. Manager self-critique3. Manager shares self-

assessment on p. 214. Direct Report and

Observers give feedback to manager

Documents

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