Micro MBA - Class 3 and 4 - Communication and Working in Teams

8/10/2019 Micro MBA - Class 3 and 4 - Communication and Working in Teams

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Micro-MBA: Communicating in the Workplace& Managing High-Performing Teams

June 19, 2014

The Rady Center for Executive Development


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Ernie Mendes Biography

Dr. Ernie Mendes is an author, executive coach, and a professional development trainer. He has been training Teachers and Leaders since 198and has worked with over 50 diverse organizations, including businesses, school districts, law enforcement agencies, and health centers. Dr.Mendes diverse professional background includes a combined 23 years as a classroom teacher at the secondary and post-secondary level and 11years as a licensed psychotherapist in private practice. He holds a Ph.D. in Psychology. His trainings consistently receive high reviews.

Dr. Mendes was one of the first to do a doctoral study on Emotional Intelligence (E.I.). He studied The Relationship Between E.I. and OccupatBurnout in Teachers.

His book Empty the Cup . . . Before You Fill It Up is a best seller with practical activities to build effective relationships at work and in the clausing E.I. theory and neuroscience. His recent book Engage 4 Learning uses four main brain systems to engage K-Adult learners in educationasettings.

What Makes Ernie Unique

At the age of 22 Ernie had completed his Masters Degree and had worked for over two years as a drug counselor/educator with youth and adua counseling center, providing talks on drugs and alcohol to middle school and high school students, and teaching Diversion Classes for first tidrug offenders as mandated by the courts. When he turned 23 he was hired as a High School teacher where he spent 12 years teaching,counseling, coaching basketball, and an array of other common functions on a high school campus. Toward the end of that stay, Ernie maintainprivate counseling practice after school and became licensed as a Marriage and Family Therapist (MFT).

His interest in working with older students led him to an 11-year adjunct teaching position at a local College. He taught basic and advanced

psychology courses, including: Biological Psychology (which later became known as Behavioral Neuroscience), Learning & Memory, andDevelopmental Psychology. During the end of that time he attained his Ph.D. in Psychology (with a specialized track in Industrial/OrganizatioPsychology).

His consulting and training business had jumped from a part time experience in 1988 to a full-time adventure in 1993. Ernie now had a solidbackground both in terms of experience and academics in Education, in Counseling/Psychology, and Organizational Development. He continuworking with teachers in educational settings, and employees and leaders in more than 50 diverse organizations such as government agencies,police departments, health centers, and retail stores.

Ernie's life-long hobbies have included music (playing guitar in various groups) and martial arts. Ernie studied TaeKwon Do for 15 years, earn3rd degree Black Belt and merely 4 months away from testing for his 4th degree. He became interested in Brazilian Jujitsu, which was new to America (before the M.M.A scene). He studied Brazilian Jujitsu for almost 5 years earning a purple belt (the rank before brown bel t). With anincreased work schedule, the responsibilities of parenting, and a few injuries, Ernie transitioned from martial arts to yoga.

Ernie has put in the time and resources to become an expert in his field. In addition to the formal education and real life experiences, Ernie hasattended dozens of trainings led by world class experts.

Education: B.A. in Psychology, SDSU--San Diego, Ca.; M.S. in Counseling, SDSU--San Diego, Ca.; Ph.D. in Psychology, Walden UniversityMinneapolis, Mn.

Professional: Licensed Marriage & Family Therapist (MFT) with specialized training in neurolinguistic programming (NLP), Cognitive Behatherapy, Guided Imagery, Facilitation Skills, Quantum Learning, Brain-Based Teaching & Learning, and Cognitive Coaching. Ongoing CEUs licensure.

Created & Designed: Summer Super Skills Seminar (S4): A three-day experiential training for adolescents between the ages of 12-18. The profocused on Acadedmic Skills & Social-Emotional Skills.

Authored: Engage 4 Learning; Empty the Cup . . . Before You Fill It Up; Emotional Intelligence & Academic Achievement; Building CompetConfidence in Adolescents; Creating Resilient Kids, Shed Stress and Empower Yourself, Parenteen Success. One of the first to do a Doctoral son Emotional Intelligence; Published in Educational Leadership Journal.

Martial Arts: 15 years of TaeKwon Do; 5 Years of Brazilian Jujitsu

Experience by the Numbers: 22 years Consulting (the last 15 full-time); 12 years Teaching High School; 11 years in Private Practice(Psychotherapy); 11 years Teaching at the College Level, 2.5 years as a Drug Counselor & Educator; 2 years as a High School Basketball Coacseasons coaching Youth Basketball; 25 years Married to the same person; 2 children.

Current hobbies: walking; body weight exercises; yoga; guitar; coaching basketball

Member of: ASCD; CAMFT.


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Communicating inthe Workplace

with Ernie Mendes, Ph.D.erniemendes.com

[email protected]

Outcomes Increase self-awareness and boost

interpersonal effectiveness

Learn principles and strategies formaximizing communication in avariety of contexts

Practice

Reect on applications

The Big 4

Ownership & Responsibility Relationship Management Emotion Research Language Patterns/Tools

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Get the Most Be present Be open Participate fully Handle messages on break (texts &calls) Enjoy the ride

Whats pressing for you? Recent challenge or success Thankful for Promise for tonight

Whats Up?

Operating Beliefs Everything Speaks People are doing the

best they can given theircurrent level ofawareness and resources

We teach others how totreat us

People act on theirperceptions

The meaning of yourcommunication is the

response you get

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Ownership &

Responsibility

S + _ = E

Situation + _______ = Experience

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Amygdala

Theyre co_______ They leak They drive be______

When expressed &received they disappear

Empty the cup beforeyou ll it up

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Create mental &emotional space for

for workin & learnin

An upsetting event (department ororganization wide)

A tradition prior to beginning of meetings Daily personal check-in After receiving disturbing news End on a positive (success or gratitude)

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Empty the cup beforeou ll it u

Listen to understand. Paraphrase and clarifyalong the way

Empty your cup before you enter theconversation

Breathe throughout the conversation anduse the shield when necessary

Emotional Intelligence isconnected to achievement,productivity, leadership &personal health

www.ei consortium .org/

EQ & Job Performance

EQ alone explained 58% of a leaders jobperformance

90% of top performers are high in EQ Just 20 % of low performers are high in

EQ

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US Air Force

Reduced recruiter turnover from 35%annually to 5% annually by selectingcandidates high in Emotional Intelligence

Total cost savings of $3million per year

LOreal

Realized a $91,370 increase per headfor salespeople selected for EQ skills.

Had 63% less turnover than sales staffnot part of the EQ program

Medicine

Emotional Intelligence PredictsSuccess in Medical School(Emotion 2013 American PsychologicalAssociation 2013, Vol. 13, No. 5, 000)

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213 School-BasedPrograms

Social & Emotional Learning 270,034 (K-12th grade) Improved social & emotional skills, attitude,

behaviors, and academic performance

11 percentile point gain in academicachievement

(Loyal University Chicago, 2011)

Emotional Literacy (Yale)

R ecognizing-others emotional statesU nderstanding-reason for and theconsequences of this emotion L abeling-ones own emotions

E xpressing-rules for how we expressR egulating-strategies to manage them

Self-Awareness Self-Management

Social Awareness RelationshipManagement

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Relationship

Management

BIDDING

Away To_____ Against

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Bids are Verbal or non-verbal Intellectual or physical High or low energy

Funny or serious Could involve thoughts, feelings,observations, opinions, or invitations

Fuzzy or Clear

Respond toward Bids Be interested Listen to understand Empathize Play the 10-a-day game Use a preferred modality (Visual,

Auditory, Kinesthetic)

Making Deposits

...deposits

Follow-through on what yousay youll do Acknowledge the other persons follow- through

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Bid Busters Not being attentive or

responsive to others

Blaming (you always...younever...)

Acting habitually negative

Using sarcasm or put-downs

Mismatching inconversations

Not clearing upmisunderstandings

S. ituation ( Facts...) T. houghts ( I thought...) E. motions ( I felt...) W. ants ( Would you be

willing to...?)

I noticed... and I waswondering (thinking/feeling)....

Is that what you meant?Would you be willing

to...?

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Language Tools

Listening & Extending

P araphraseC larifying questions

Mediating questions

Managing High

Performing Teamswith Ernie Mendes, Ph.D.erniemendes.com

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The Five Dysfunctions of aTeamPatrick Lencioni

Not nance. Not Strategy. Not technology. It isteamwork that remains the ultimate competitiveadvantage, both because it is so powerful and sorare.

If you could get all the people in an organizationrowing in the same direction, you could dominateany industry, in any market, against anycompetition, at any time

Cambridge University

120 simulated management teams to makedecisions for a mock business

The High IQ teams performed worsethan the less brilliant teams

They spent too much of their time incompetitive debate and academicshowmanship

...

High IQ members wanted the same kind oftask applying their critical skills andengaging in analysis and counter analysis

No one got around to the necessary partsof the job: planning, collecting andexchanging practical information, keepingtrack of what had been learned,coordinating a plan of action.

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Group Stages ofDevelopment

Forming, Storming, Norming,Performing

Team Building Blocks

Team Building-BlocksTRUST HONEST COMMUNICATIONCOMMITMENT ACCOUNTABILITYTEAM RESULTS

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Five Dysfunctions of a Team (Lencioni, 2002) Absence of trustFear of Conflict

Lack of Commitment Avoidance of AccountabilityInattention to results

Absence of Trust

Conceal weaknesses & mistakesHesitate to ask for help orconstructive feedback

Jump to conclusion about intentions

& aptitudes of others withoutattempting to clarify them

When trust exists Peer Intentions are good. No need to be protective or careful around the group.Comfortable being vulnerable aroundeach other.Vulnerabilities wont be used against them, so they are focused entirely on the job at hand

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On a team, I feel trust when...

On a team, when trust exists, I...

Build Trust

ask for ideas, suggestions and feedback autobiographical sharing: hobbies, tastes, preferences, backgroundchallenges-successes

...build trustcircle talk actively listen Personality profilesExperiential team exercises

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Time Survive a mutually shared risk Follow-through on tasksClear the air when necessary Say what you mean and mean what you say

Trust

Conflictacknowledge that conflict around ideascan be productive facilitate it by giving permission toengage in ituse AND instead of BUT

paraphrase-summarize to acknowledge then disagree

Commitment find ways to achieve buy-in even whencomplete agreement is impossible a decision based on current information summarize the decision made at end ofmeeting & what need to becommunicated to othersuse deadlines and benchmarks

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Challenges to Commitment

Certainty

Consensus

Consensus

Everyone understands the decisionand can explain why it was chosen Everyone can live with the decisioneven if they dont fully agree

Use Consensus whendecisions have large ramifications and/or affect many people when groups are 10 or less in size. Withlarger groups only if issue is of greatimportance when you can have a full discussion ofideas in-person

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Accountabilitymust have a clear understanding ofexpectations public goals and standards

make regular check-ins feedback from members on how membersare doing on stated objectives team rubric

Accountability

Fear of jeopardizing close relationshipsIronically resentment can surface out of team member not keeping agreements

Team resultsThe Spurs Effect

Its about customer service or ? Declaration of resultsResults-based rewardsCelebrate; Keep a success journal

use we language we were able to...How are we doing?

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ClosureList 3 ideas that resonated with you themost.___________________________________________________________________________________________________________________________

Based on your learnings from today, what is one thing you will STOP doingand one thing you will START doing?______________________________________________________________________________________

Ernie Mendesemail: [email protected] website: erniemendes.com

phone: 760-994-8880

Contact info.

Further Reading Switch by Chip Heath & Dan HeathFive dysfunctions of a Team by PatrickLencioni Positivity by Barbara Fredrickson Crucial Conversations by Patterson,Grenny, McMillan, Switzler

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Further Reading

Getting to Yes by Roger Fisher & William UryThe Emotionally Intelligent Manager by Peter Salovey and David CarusoEmpty the Cup Before You Fill It Up by ErnestMendes Primal Leadership by Dan Goleman

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Ernest Mendes, Ph.D. MENDES TRAINING & CONSULTING, INC. 760/994-8880Web: erniemendes.com Email: [email protected]

Stages of Team Development(Adapted from Bruce Tuckman, 1965)

Forming

Typically short lived.getting to know each other, nice, polite, mixed emotions, sharing goals and objectives Leaders need to:-Establish clear objectives and expectations-Remove obstacles to achieving the objectives-Provide timely feedback

Storming

Reality hits. Many teams fail here.competing for status, seeking role clarification, some are overwhelmed, some are ready to get to thetasks, goals and objectives may be questioned, members are on different pages, frustration occurswithout proper processes and supportLeaders need to (same as Form ing, plus) :-Assist in establishing processes and structures-Resolve team conflicts-Provide individual support-Relationship building

Norming

If they make it . . .natural leaders emerge; members begin working together, sharing information and reaching out forhelp; they may socialize together; slippage may occur to storming stage but with time and trust that will

stopLeaders need to (same as Form ing, plus) :-Allow team to work more independently-Provide resources for skill development-Team building activities

Performing

Collaboration occurs.Working together toward achieving goals; processes and structures are in place to accomplish tasksLeaders need to (same as Form ing p lus) :-Delegate as much as reasonable

-Allow more autonomy and less check-ins

Virtual Teams

(all of the above applies, plus): need good technology role clarity, expectations, and purpose is critical provide in-person meetings and activities when possible


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Creating High Performing Teams

Identify and attract talent

Keep the team together

Use team -based rewardsCreate a learning environment

Work for a higher purpose

Know your role on the team

Have shared goals and outcomes

Determine the decision-making process

Provide clear and constant feedback

Allow challenge of the status quo

Balance between creativity and discipline

Hold team accountable for good and bad

Connect to bigger organizational goals

Leading High Performing Teams

Def ine a clear vision for the team

Be genuine (transparency)

Ask good questions (balance inquiry and advocacy)

Talk, have courageous conversations

Coach non -conforming players

Follow -through on commitments (be dependable)

Model what you want them to do

Let others speak first (empty their cup) Have fun, but no down -putting

Be confident

Micro MBA - Class 3 and 4 - Communication and Working in Teams

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