Leadership 3

MASCO BCG Leadership Development Workshop

May 10 and 11, 2007

AGENDA

Welcome

Accomplishments

Leadership Overview

Leadership Survey

Discussion Management

Boosting Employee Performance

Skill Practice

Introductions

• Name

• Position

• Work experience and background

• Interesting fact about you that not many people know (nor should they know)

Expectations

• PARTICIPATE

• LEARN

• TEACH

• APPLY

• HAVE FUN

The first thing an organization needs is the right type of leadership

and management TEAM. AP

True or False?

• CHANGE - Improvising (new mission) • VISION - They are here and need to be

here• MISSION (Motivation)• PURPOSE (Power)• LEADERSHIP – Everybody played a critical

role in the ultimate success• INFIGHTING - No progress • OLD BELIEFS / LIMITATIONS - Lem was

designed to land on the moon • SOLUTIONS - I don’t care what it was

designed to do – we are not landing on the moon. I care what it can do.

Apollo 13

• CREATIVITY - Square peg in a round hole• OWNERSHIP AND COMMITMENT - People

upstairs handed us this one and we have to come through

• GOT OTHERS INVOLVED – Lets see what the Grummans think – everybody participated

• GROUND RULES (GOALS) - Failure is not an option

• DIFFERENT PERSONALITY STYLES – It takes all kinds

• TEAM - People coming together for a common cause to make a difference (synergy)

Apollo 13

Lead / Leadership

• To act as a commander, director, or conductor

• To be at the head

• Foremost position

• To aim in front of sc

The American Heritage Dictionary

Lead / Leadership

• To act as a commander, director, or conductor

• To be at the head

• Foremost position

• To aim in front of sc

• To guide by taking by the hand

• To cause to follow some course of action or line of thought (induce)

The American Heritage Dictionary

To __________ others JKServe

“Ask not what your country

can do for you, but what you

can do for your country.” JFK

“Ask not what your employees can do for you, but what you

can do for your employees.”

1. To have a measure of security

2. To be respected and valued• To trust and be trusted

3. To be involved and contribute

People Needs

The Law of Influence

Good leaders have greater influence than others do.

John Maxwell

Leadership:

The ability to influence people to work

enthusiastically toward goals identified as being for

the common good.

“A leader is one who is a able to raise their level of conscience

above that of the day to day to see what others do not see and

then influences and inspires others to move along the new path with confidence, purpose

and a sense of urgency”

Bill

McCoy

Leadership Myths

The Natural Born Leader

The Position Myth

The Knowledge Myth

The Management Myth

LEVEL 5LEADERSHIP

First Who… Then What

DISCIPLINED PEOPLE

CONFRONT THE BRUTAL FACTS

HEDGEHOG CONCEPT

DISCIPLINED THOUGHT

CULTURE OF DISCIPLINE

DISCIPLINED ACTION

BUILDUP . . .

TECHNOLOGY ACCELERATORS

Good To Great Flywheel Concept

BREAKTHROUGH

Level 5 Leadership Hierarchy

LEVEL 5

LEVEL 4

LEVEL 3

LEVEL 2

LEVEL 1

LEVEL 5 EXECUTIVE – Builds enduring greatness through a paradoxical blend of personal humility and professional will.

EFFECTIVE LEADER – Catalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards.

COMPETENT MANAGER – Organizes people and resources toward the effective and efficient pursuit of pre-determined objectives.

CONTRIBUTING TEAM MEMBER – Contributes individual capabilities to the achievement of group objectives and works effectively with others in the group setting

HIGHLY CAPABLE INDIVIDUAL – Makes productive contributions through talent, knowledge, skills, and good work habits.

Management vs. Leadership

Management• Planning/Budgeting

• Organizing/Staffing• Controlling/Problem

Solving• Systems and

Processes

Leadership• Establishing

Direction - VISION• Aligning People• Motivating/Inspiring

• Change

Level 5 Leadership Hierarchy

LEVEL 5

LEVEL 4

LEVEL 3

LEVEL 2

LEVEL 1

LEVEL 5 EXECUTIVE – Builds enduring greatness through a paradoxical blend of personal humility and professional will.

EFFECTIVE LEADER – Catalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards.

COMPETENT MANAGER – Organizes people and resources toward the effective and efficient pursuit of pre-determined objectives.

CONTRIBUTING TEAM MEMBER – Contributes individual capabilities to the achievement of group objectives and works effectively with others in the group setting

HIGHLY CAPABLE INDIVIDUAL – Makes productive contributions through talent, knowledge, skills, and good work habits.

These competencies are at a premium in today’s job market and the higher up the leadership ladder you go, the more vital all aspects of emotional intelligence become. Star performers stand out not only by personal achievement but by their capacity to work well on teams and with people. The latest research into human behavior proves we all possess the potential to improve our emotional intelligence – at any stage in a career. (GP)

As illustrated in Daniel Goleman’s book, “Working with Emotional Intelligence,” the single most important factor that differentiates star performers from the rest of the pack is NOT IQ, advanced degrees, or technical expertise, but rather, emotional intelligence (EQ).

Self-awareness, self-confidence, and self-control: commitment and integrity; the ability to communicate and influence, to initiate and accept change.

Emotional Intelligence:

“Leadership attributes cannot be claimed; they must be earned. And they are earned by saying what we

mean, by meaning what we say, and by proving both in what we do, day

in and day out – all of the time.Bill McCoy

“Being a leader is like being a lady.

If you have to tell people you are, you

aren’t.”Margaret Thatcher

Triggers

How emotions affect our actions

(+) Impact on:

• Relationships

• Business Results

• Commitment & Teamwork

(-) Impact on:

• Relationships

• Business Results

• Commitment & Teamwork

Trigger Event

Emotional Reaction

Self- Talk

Knee Jerk Reaction

Actions

Actions

INEFFECTIVE EFFECTIVE

UNAWARE

AWARE

The Four Phases of Leadership Growth

I Don’t Know WhatI Don’t Know

I Know What I Don’t Know

I Grow and KnowIt Starts to Show

I Simply Go BecauseOf What I Know

It has been said by experts in the fields of motivation,

personal development, and achievement that only 5% , or

less, of each generation actually ever recognizes a fulfillment of their true potential - or better stated - a realization of their

ability to create, communicate, and lead.

Hedgehog Concept

What You Are Deeply

Passionate About

What You Can Be the Best In The

World At

What Drives Your

Economic Engine

BHAG

WO

The Leadership Toolkit

The Law of InfluenceThe Law of LidThe Law of Solid GroundThe Law of ProcessThe Development PlanThe Big Six CompetenciesFeedback Instruments

Now it is up to you to Take Action

“To move from one phase to another - toTRANSFORM, GROW,

DEVELOP.”

Definition of Change

THE BUTTERFLY

A man found a cocoon of a butterfly. One day a small opening appeared. He sat and watched the butterfly as it struggled for several hours to force its body through the little hole. Then it seemed to stop making any progress. It appeared it had gotten as far as it could.

The man decided to help the butterfly, so he took a pair of scissors and snipped off the remaining bit of the cocoon. The butterfly then emerged easily but it had a swollen body and small, shriveled wings.

The man continued to watch the butterfly because he expected at any moment the wings would expand and be able to support the body, which would contract in time.

Neither happened! In fact the butterfly spent its whole life crawling around with a swollen body and shriveled wings. It was never able to fly!

What the man did not understand was that the restricting cocoon and the struggle required to get though the tiny opening was a way of forcing fluid from the body of the butterfly into its wings so it would be ready for flight once it achieved freedom.

Sometimes struggles are exactly what we need in our life. If we go through life without obstacles, it could cripples us. We would not be as strong as we could have been.

And… We would never fly… - Anonymous

Prerequisite To Successful Change

• Leadership• Strategy and Vision• Functional Teams• Effective Communication• YOU

It really doesn’t matter how good you can do something if it’s the wrong thing to do.

Who Moved My Cheese?!!

Who are you in the story?

We may have a little bit of each of these characters in us—

which we can use to help us deal with change.

The Missing Ingredient Is PASSION!

Why Is It That Some Things That People Envision Never Happen?

Picture Plus Passion Powers You Through The Maze

Imagine The Results You Want

Vision and Reality

Hold That Vision Until It Is Reality.

ENJOY THE FEELING!

The Platinum Rule

Your ability to collaborate with your customers,

employees, others, will make your ability to

perform your job much easier and will either make

or break your career.

TRUE OR FALSE

Golden Rule

“Treat others the way

_______wish to be

treated.”

you

Platinum Rule


_______wish to be

treated.”

they

Implies you must get to know people and in doing so you

begin to speak their language and everyone becomes more

effective

The person who fails to understand those differences and take them into account

when communicating will rub people the wrong way,

miscommunicate, and have a difficult time building key

trust and rapport.

Your communication is only as good as your understanding of the

person you’re communicating with.

TRUE OR FALSE

What does it take to practice the “Platinum

Rule?” Ability to “read” people

Observing their behavior Being aware of their tone of

voice Actively listening to their

words

IT REQUIRES YOU TO TUNE INTO PEOPLE

Desire & willingness to not only

understand, but adapt your behavior to the

situation.

What Does It Really Take?

Begin by classifying a person’s behavior on

two dimensions

Vertical Dimension

Horizontal Dimension

Three Channels of Communication

Verbal / Content – Spoken word

Vocal – Intonation Visual – Body language

GesturesFacial ExpressionEye ContactBody Movement

DIMENSIONS

OPENNESS

–the readiness and willingness with which a person outwardly shows emotions or feelings and develops interpersonal relationships

USING VERBAL INDICATORS TO IDENTIFY OPENNESS

OPEN

SELF-CONTAINED

Tells stories/anecdotes

Shares personal feelings

Informal speech pattern

Expresses opinions readily

Fact and task oriented

Limited sharing of personal feelings

More formal speech pattern

VERBAL (words)

USING VOCAL INDICATORS TO IDENTIFY OPENNESS

OPEN

SELF-CONTAINED

Lots of inflection

More pitch variation

More variety in vocal quality

Little inflection

Few pitch variations

Less variety in vocal qualities

VOCAL

(tone of voice)

USING VISUAL INDICATORS TO IDENTIFY OPENNESS

OPEN

SELF-CONTAINED

Animated facial expressions

Much hand/body movement

Contact oriented

Dramatic actions

Fewer facial expressions

Controlled/limited hand and body movement

Non-contact oriented

VISUAL

(body language)

Openness Clues

Shares feelings Relaxed and warm Level of flexibility How easy or difficult they are

to get to know Degree of physical contact Willingness to work with

others

DIMENSIONS

DIRECTNESS

–the amount of control and forcefulness a person attempts to exercise over situations or others’ thoughts and emotions

USING VERBAL INDICATORS TO IDENTIFY DIRECTNESS

DIRECTINDIRECT

Ask (e.g., “Would you like to sit down?”)

Listens

Reserves opinions

Low quantity of verbal communications

Tells (e.g., “Have a seat” – or, “Sit down”)

Talks

Expresses opinions readily

Lots of verbal communication

VERBAL

USING VOCAL INDICATORS TO IDENTIFY DIRECTNESS

DIRECTINDIRECT

Steady, even delivery

Less forceful

Lower volume

Slower speech patterns

More voice variety

More forceful

Higher volume

Faster speech patterns

VOCAL

USING VISUAL INDICATORS TO IDENTIFY DIRECTNESS

DIRECTINDIRECT

Gentle handshake

Intermittent eye contact

Limited gestures to emphasize points

Exhibits patience

Firm handshake

Steady eye contact

Gestures to emphasize points (e.g., pointing)

Displays impatience

VISUAL

Directness Clues

Approach to risk or change Frequency in contributing to

conversations How, or if, they express their opinions Level of patience and cooperativeness How diplomatic or undiplomatic they

are How they are about following rules and

established policies Amount of eye contact

SC

Gomer Pyle

Sergeant Carter

sf

Aaron

Gomer Pyle

Sergeant Carter

Aaron

SOCIALIZERRELATER

THINKER DIRECTOR

SOCIALIZERRELATER

THINKER DIRECTOR

RELATER SOCIALIZER RELATER SOCIALIZER

RELATER SOCIALIZER

THINKER DIRECTOR THINKER DIRECTOR

RELATER SOCIALIZER RELATER SOCIALIZER

THINKER DIRECTOR

THINKER DIRECTOR PIONEER DIRECTOR

RelationshipsRelater Socializer

Thinker Director

Pace Problems

Pace Problems

Prio

rity Pro

blem

s

Prio

rity Pro

blem

s

Tension Among the Styles

SlowFast

Tasks

In a Work Setting…

Thinker DirectorSocializer

to Relaterto Relaterto Relater

Most compatible:

Relaters are the universal antidote for disharmony. They are supportive

and are a stabilizing influence.

In a Work Setting…

Director DirectorDirectorSocializer

to Directorto Thinkerto Socializerto Socializer

Least Compatible:

Director – Director relationships fail due to their competitive nature.

Director – Thinker relationships fail due to their clash in speed.

Director – Socializer relationships fail, as they both want to delegate.

Socializer – Socializer relationships fail as neither are motivated to deal with tasks and details.

Making Teams Work

Assign projects to those likely to do them well.

Sustain a cooperative climate in which each person can give genuine respect.

Customize work groups to the best results in the most efficient, satisfying manner.

IDENTIFYING THE STYLES

1. Note the person’s ENVIRONMENT.

2. Note the person’s OBSERVABLE BEHAVIORS. ANALYZE THE BEHAVIORS with respect to openness and directness to arrive at the likely BEHAVIORAL STYLE.

3. CONFIRM your observations.

Step One: Environment

Office Walls Home Bookshelves Seating arrangement Car Etc.

Step Two: Observe Behaviors

In Action

Be aware of, and observe a range of verbal and non-verbal behaviors

Ask questions and ACTIVELY LISTEN

Step Three: Confirmation

Use behavioral confirmation to corroborate your choice (look for additional behaviors)

Always test and validate your initial style choice (ELR)

Behavioral Adaptability

The willingness to exercise behaviors not necessarily characteristic of your own style, for the benefit of the relationship.

It involves making strategic adjustments to your methods of communicating and behaving, based on the particular needs of the relationship at a particular time.


Adaptability does not mean “imitation” of the other person’s behavioral style.

It does mean adjusting your openness, directness, pace, and priority in the direction of the other person’s preference; while maintaining your own identity and good business sense.


Your adaptability level influences how others judge their relationship with you.

Raise your adaptability level—trust and credibility go up; lower your adaptability level—trust and credibility go down.

General Strategies with RELATERS

Support their feelings Assume they’ll take everything personal When you disagree, discuss personal

feelings Allow them time to trust you Move along in an informal, slow manner Show that you are “actively” listening Relaters want more support Relaters get just as upset as Directors; they

just express it in a much more low key-manner.

ABOVE ALL BE: WARM / SINCERE

General Strategies with THINKERS

Support their organized, thoughtful approach Demonstrate through actions rather than words Be systematic, exact, organized, and prepared List advantages and disadvantages of any plan Provide solid, tangible, factual evidence Thinkers want more logic Thinkers are hung up on processes and being

right. To retain their loyalty, deal with them precisely and systematically.

ABOVE ALL BE: THOROUGH AND WELL PREPARED

General Strategies with DIRECTORS

Support their goals and objectives Keep your relationship businesslike If you disagree, argue facts—not personal

feelings Recognize their ideas—not them personally To influence decisions, provide alternative actions

with brief supporting analysis Directors want more control Be precise, efficient, and well organized. The last

thing you should do is assert your authority and argue with DIRECTORS.

ABOVE ALL BE: EFFICIENT AND COMPETENT

General Strategies with SOCIALIZERS

Support their opinions, ideas, and dreams Try not to argue—you seldom can win Agree on specifics of any agreement Summarize in writing who is to do what,

where, when Be entertaining and fast moving Use testimonials and incentives to

positively affect decisions Socializers want more recognition and

excitement.

ABOVE ALL BE: INTERESTED IN THEM

Leading By StyleRelater

Motivating - Show how something will benefit their relationships and strengthen their position with others.

Complimenting - Their teamwork, the way they are regarded by other people, their relationship skills, and their ability to “get along” with others.

Counseling - Allow plenty of time to explore their feelings and understand the emotional side of the situation. They express their feelings, but indirectly. Draw them out through questioning and listening. Be non-threatening.

Correcting - Reassure them what you are seeking to correct is their behavior only. Don’t blame or judge the person: keep things focused on the behavior and its appropriateness. Establish checkpoints and times.

Delegating - Make a personal appeal to their loyalty. Give them the task, state the deadlines that need to be met and explain why it’s important to do it that specific way.

Leading By StyleThinker

Motivating – Appeal to their need to be accurate and to their logical approach to things.

Complimenting – Their efficiency, thought processes, organization, persistence and accuracy.

Counseling - Describe the process that you plan to follow. Outline how that process will produce the results they seek. Ask them questions to help them give you the right information. Let them show you how much they know.

Correcting - Specify the exact behavior that is indicated and outline how you would like to see it changed. Establish checkpoints and times.

Delegating - Take time to answer all of their questions about structure and guidance. The more they understand the details, the more likely they will be to complete the task properly. Be sure to establish deadlines.

Leading By StyleDirector

Motivating – Provide them with options and clearly describe the probabilities of success in achieving goals.

Complimenting – Their achievements, upward mobility, and leadership potential.

Counseling - Stick to the facts. Draw them out by talking about their desired results. Then discuss their concerns. Focus on tasks more than feelings. Ask them how they would solve the problem.

Correcting – Describe what results are desired. Show them the gap between actual and desired. Suggest clearly the improvement that is needed and establish a time when they will get back to you.

Delegating -Give them the bottom line and then get out of their way. So that they can be more efficient, give them parameters, guidelines, and deadlines.

Managing By StyleSocializer

Motivating – Offer them incentives and testimonials. Show them how they can look good in the eyes of others.

Complimenting – Their appearance, creative ideas, persuasiveness, and charisma.

Counseling – Allow them plenty of opportunity to talk about things that are bothering them. Listen for facts and feelings. Many times Socializers merely need to “get something off their chest.” and talking may solve the problem.

Correcting – Specify exactly what the problem happens to be and what behavior is required to eliminate this problem. Be sure you confirm in writing the agreed-upon behavior changes.

Delegating - Make sure you get clear agreement. Establish checkpoints so that there is no long period of time between progress reports.

Leadership Survey

First Break All the Rules

Completely Confidential

Results will be Shared

Please complete the Leadership Survey

COACHING

Why don’t we confront the brutal facts as it relates to

performance?

Uncomfortable

Coaching/Feedback

Feedback = Conflict

Conflict = Pain

Pain = Avoidance

Avoidance = Problems

Problems = Dysfunctional Teams

Dysfunctional Teams = Unhappy Team Members

Unhappy Team Members = ???????????????????

Test Your Knowledge

1. Lean and _________.

2. We do not have time to train people. We

want to hire people who can hit the

ground ___________.

3. If you do not like it here, ________.

4. You should be grateful just to have a

_____.

5. Anyone off the street could do your

______.

6. It is not personal; it is just ___________.

MEAN

RUNNING

JOB

JOB

LEAVE

BUSINESS

How Should They Read?

Then

1. Lean and MEAN.

2. We do not have time to train people. We want to hire people who can hit the ground RUNNING.

3. If you do not like it here, LEAVE.

Now

1. Lean and ______.

2. We want to hire people who can _________.

3. If you do not like it here, ______.

NICE

LEARN

WHY

How Should They Read?

Then

1. You should be just grateful to have a JOB.

2. Anyone off the street could do your JOB.

3. It is not personal it is just, BUSINESS.

Now

1. Thank you for your ______________.

2. Only you will _____.

3. It is all ___________. (TT)

Contribution

DO

PERSONAL

Culture of Communication

VS.

Culture of Compliance

Performance Development Process?

True or False

The number one factor affecting employee performance and retention is the

relationship people have with their supervisor? (OS)

Is an engaged workforce Critical?

• 66% of highly engaged workers have no plans to look for new jobs.

• 88% of disengaged employees are ready to go.

• 64% of the moderately engaged are ready to go. Losing the disengaged is desirable for employers, but many moderately engaged workers are well worth retaining.

(Employee recruitment & retention)

Performance Enhancing Cultures - Research Studies

1. Harvard Business School Study Looked at the effects of a “performance enhancing

culture” on the financial outcomes of organizations Growth in revenue, employment, stock price, and net income were significantly higher for organizations with performance enhancing cultures

2. Kravetz Study Looked at Highly Successful and Less Successful

Companies and identified the extent to which certain business levers were employed

Highly successful companies utilized performance-based rewards, clear employee goals, participative leadership style, and attention to development to a far greater degree than did less successful companies

Performance Enhancing Cultures - Research

Studies 3. Corporate Leadership Council

Study

Looked at the relative impact of performance drivers on individual performance

Key components of Continental Tire’s process (e.g., informal feedback) have very significant impact on performance improvement; findings define what a high performance organization “looks like” and where to make investments

Performance EnhancingCultures – Research Study

Harvard Business School Study

Organizations with Performance Enhancing

Culture

Organizations without Performance Enhancing

Culture

Revenue Growth 682% 166%

Employment Growth 282% 36%

Stock Price Growth 901% 74%

Net Income Growth 756% 1%

11 Year Harvard Business School Study Included 207 companies from 22 industries Compared financial and operational performance measures Performance enhancing cultures defined as those that

embraced performance management activities such as sharing of values, establishing employee goals, seeking employee input and focusing on results

From “Taking Performance management to the Next Level” by Gregory Stoskpf

Do you believe…

• You are getting the most out of your people?

• You understand your people’s strengths and developmental needs?

• Your people understand their strengths and developmental needs?

• You think you are doing an outstanding job of developing people?

• You are able to delegate a high percentage of your work and feel assured it will be done – right?

It really doesn’t matter how good you can do something if it’s the wrong thing to do.

Maybe the Process is Broken


Process

Leadership:

The skill of influencing people to work enthusiastically

toward goals identified as being for the common good.

The Law of Influence

Good leaders have greater

influence than others do.

1. Initiate

3. Plan

5. Close

6. Follow-up

The 6 Step Discussion Process

2. Clarify

4. Agree

When followed well the 6 Steps Satisfy

Tactical Outcomes such as:

– Communicate information

– Solve a problem

The 6-Steps Discussion Process

The possible outcomes of a discussion:

1. Win – Lose

2. Lose – Lose

3. Win – Win (clcafe)


Performance Feedback

What did he do well?

What could he improve upon?

The possible outcomes of a discussion:

1. Win – LoseFocus: Tactical Outcome

2. Lose – LoseFocus: Tactical Outcome

3. Win – WinFocus: Tactical + __________ Outcome


Personal

Platinum Rule


_______wish to be

treated.”

they

Implies you must get to know people and in doing so you begin

to speak their language and everyone becomes more

effective

Initiate

Clarify

Plan

Buy-in

Close

Follow-up

The 6 Step Discussion Process

1. Maintain Self-Esteem

2. Listen/Empathy

3. Ask for Involvement

4. Provide support, while holding accountable

5. Provide information and your rational

SF


What did she do well?

What could she improve upon?

1. Listen and be Empathic

Builds ____________

2. Maintain Self-Esteem

Defuses ________________________

3. Ask for help and involvement

Gains __________________

Critical People Factors

TRUST

CONFLICT OR TENSION

COMMITMENT

4. Provide Support while holding accountable

Holds them _________________

5. Provide Information and your Rationale

Builds ______________________________


RESPONSIBLE

TRUST and UNDERSTANDING

• People’s “human” needs:– To have a measure of security– To be respected and valued

• To trust and be trusted

– To be involved and contribute

• A way to improve:– Communication– Build trust, and– Strengthen relationships

Personal Outcomes

When the 6 Steps used in parallel with the 5 Key People Factors Satisfy

– Communicate information

– Solve a problem

– Resolve a conflict

– Provide coaching (cloff)




What could he improve upon? (cldraw)



What could he improve upon?

Critical People Factors1. I was reviewing the quality reports for yesterday’s production and noticed

that six cabinet doors that you certified as complete were out of spec for finish. In fact, the finish was so rough you use it as a cheese grater. How could you make such a mistake?

2. I was reviewing the quality reports for yesterday’s production and noticed that six cabinet doors that you certified as complete were out of spec for finish. You are one of the most experienced builders in the department and I have come to depend upon you to produce cabinets to the specifications. It is unusual for you to make such a mistake, can you help me understand what may have happened yesterday?

3. I understand, however that is no excuse for returning late from your lunch break. Do not let it happen again.

4. Being a single parent must be difficult at times, especially when you have a child who is home from school sick. I understand why you would want to go home at lunch in order to make sure he is getting along ok. As you know, given our attendance policy it is required for you to be in your work area immediately following your lunch break. In the future when Juan is sick and must stay home from school what can you do to make sure you will not be late again?


1. Cheryl, you need to stop everything you are doing and find the all the invoices paid to Acme corporation from 1995 through 2005. Get me copies of all those you find ASAP!

2. Cheryl, we just learned that Acme has been charged with price fixing. Over the year’s we paid Acme several million dollars for product. We stand to recoup several hundred thousand dollars in overpayment. I need you to locate all paid invoices to Acme from 1995 through 2005 and get copies of them to me ASAP.

3. Both projects are important. You will just have to figure out a way to get them both complete within budget and on schedule.

4. Both projects are important. I will help you anyway that I can, however dedicating additional resources to the projects will cause them to be over budget and delaying the completion dates in order to stay on budget is not an option. Give some more thought to how you can manage both projects to make sure you get them completed within budget and on schedule and then let’s talk tomorrow and agree upon a solution.

“The greater danger for most of us is not that our

aim is too high and we miss it, but that it is too

low and we reach it.”

Michelangelo

Boosting Employee Results


Objective: The What

By the end of this session, you will be able to:

Identify opportunities to use Improving Work Habits skills

Effectively plan and conduct an Improving Work Habits discussion

CHANGE THE HABIT EARLY

Poor work habits take time to develop

Attack them as soon as you see them begin to develop

Long standing poor work habits require more time, effort and patience

Why do most work habit issues go unaddressed?

_______________________________________


Avoidance of Conflict

CONSIDERATIONS

BE PREPARED FOR FUTURE ACTION

Consider course of action should the behavior not change

Understand situations which require an Improving Work Habits discussion?


FOCUS ON BEHAVIOR

1. Poor Performance centers on quality and quantity of the work

2. Improving Work Habits discussion focuses on how the employee is doing the work


CONSIDERATIONS

ANTICIPATE WHAT YOUR ACTIONWILL AFFECT

Your Credibility as a Leader

Individual and Team Morale

The Effectiveness of Your Work Group


PINPOINT THE PROBLEM

Four situations you must correct a poor work habit

1. When it affects the employee’s output

2. When it affects the output of others

3. When it violates company policies and procedures

4. When it becomes too annoying or offensive


USE EMPLOYEE IDEAS WHENEVER POSSIBLE

The employee “owns” the poor work habit

Let him/her come up with the idea for correcting the poor habit

Support the ideas the employee has come up with

Your support coupled with the fact the employee came up with the solution will gain the commitment required to change the behavior


6 Step Process

1. Describe in detail the poor work habit observed

Be specific and concise Focus on the problem, not the employee Maintain the employee’s self-esteem (CPF-1)

2. Indicate why the poor work habit concerns you

Share how the habit effects the work group, you or individual employees


(CPF-4)

3. Ask for reasons and listen openly to the explanation

Avoid judgment Clarify the facts Demonstrate understanding and empathy

4. Indicate the situation must change & ask for their ideas

Be understanding however, be firm in your expectations

The employee will try harder if you involve them in the solution


(CPF-2)

(CPF-4)

(CPF-3)

5. Discuss each idea, develop the plan and offer your support

Discuss pros and cons; make a direct offer to support

6. Agree on specific actions and date for follow-up

Use the employees ideas whenever possible

Turn over responsibility for solving the problem to the employee; offer your support


(CPF-5)

(CPF-3)

(CPF-5)

Discussion Mapping

Discussion Road Map Tool

Positive Model Video Presentation

Video presentation will demonstrate the effective use of the 6 Step Discussion Management Process and the Critical People Factors

Very important for you to pay close attention because you will be taking notes and providing feedback regarding the use of the 6 Step Discussion Management Process and the Critical People Factors


Goals and Objectives

Hard work Out does talent,

If talent Does not work hard!

Mark Sterner

Skills Practice Presentation Two volunteers:

A supervisor A cabinet builder

A role play provides a safe environment for one to plan and practice the use of 6 Step Discussion Management Process and the Critical People Factors

Observers: Very important for you to pay close attention because you will be taking notes and providing feedback regarding the use of the 6 Step Discussion Management Process and the Critical People Factors


Activity

1. Using the Discussion Road Map, identify an employee who has a work performance issue, what you want to discuss, why it is so important and the results you expect.

2. Define the employee’s change style (Hem, Haw, Sniff or Scurry)

3. Define the employee’s most likely behavioral style (Relater, Thinker, Director or Socializer)

4. Using the Discussion Road Map, visualize and plan each step of the 6 Step Discussion Management Process – make sure to identify where the employee may get defensive and plan how you will use the Critical People Factors to defuse and arrive at Close with true Buy-In

Organizations are struggling to speed up. Scrambling to adapt. Trying to

innovate, embrace new technologies, and respond to a rapidly changing

marketplace.

Something’s not working.

Word has it that over half of all major change initiatives prove to be

disappointments or outright failures.

What’s the problem?

Precious resources are being squandered on organizational civil wars. People are fighting change

instead of pushing it forward. They’re pulling in different directions rather

than aligning with the change efforts

These are insiders.

Employee resistance is the biggest barrier to change.

Let’s face it—the very quickest way for the organization to pick up speed is for

resisters to take their foot off the brakes. The best way for it to become

more adaptive is for people to stop their desperate attempts to preserve the

status quo.

The first chore in managing (leading) change is the

toughest:

Self-management.Handle that right, and you’re

halfway home.

Change weakens people’s emotional attachment to

the organization Some quit and leave

Some quit and stay –their names are still on

the payroll, but their hearts don’t come to work

anymore.

Team

• Putting the needs of others ahead of yours

• Lend one a helping hand

What does that look like?

Five Dysfunctions of A Team

Absence of Trust

Fear of Conflict

Lack of Commitment

Avoidance of Accountability

Inattention to Detail (mir)

What are the Learning Points?

Absence of Trust Fear of Conflict Lack of Commitment Avoidance of Accountability Inattention to Detail (mir)







“A leader is one who is a able to raise their level of conscience

above that of the day to day to see what others do not see and

then influences and inspires others to move along the new path with confidence, purpose

and a sense of urgency”

Bill

McCoy

“Ask not what others can do for you, but

what you can do for others.”

You The Example:

1. Self Awareness

2. Self Confidence

3. Self Control

21 Laws of Leadership

Emotional Intelligence

Good To Great

The 5 Dysfunctions

360 Feedback Process

The Platinum Rule

First Break All the Rules

Who Moved My Cheese

Death by Meeting

The Heart of Change

The Employees:

1. Security

2. Respect

3. Contribution

- HRD Process

5S

TPM

Kiazen Teams

Lean Six Sigma

Green/Black Belts

The Organization

Vision:

To Be The Best Plant

1. On/off Bus

2. In right seat

Action Teams

Safety

Quality

Customer Satisfaction

House Keeping

HCIT Culture Transformation Model


Process

Leadership 3

Business

american heritage dictionary

discussion road map

performance enhancing cultures

head foremost position

platinum rule treat

pay close attention

critical people factors

steps discussion process