Seven Conversations for Exceptional Leaders

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Seven Conversations for Exceptional Leaders
Presented to
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Our Premise
Nothing truly great (i.e. significant, enduring
and positive) happens in any organization without
a conversation.
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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.

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Introduction Objectives
By 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.

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The Harvest of a Bully
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How many did you check off?

1. 1-7
2. 8-10
3. 11-13
4. 14-16

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Did you experience significant personal growth?

1. Yes
2. No

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Was your productivity relatively high?

1. Yes
2. No

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

1. Yes
2. No

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Managements Responsibility

• Total Personal Engagement
• Mental
• Emotional
• Social
• Hope

Business Impact Productivity
Innovation Quality Contribution
Happiness Fun Pleasure
Peace-of-mind Joy Excitement Fulfillment
Growth Capability Knowledge Skill
Sustainable Individual and Organization Success
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The Seven Conversations for Exceptional Leaders
Seeking and Receiving Feedback
Talking About Business Objectives
Coaching Conversations
Career Conver- sations
Giving Feedback
Results Reviews (Routine, Quarterly,
And Year-End)
Development Conversations
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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
  StressMaximizing the Value
• Module 7 Career Conversations Building
  Employability and Retention

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Performance Management
Business Objectives
Reward Results
Ongoing Monitoring, Coaching, Feedback and Support
Development Objectives
Year-End Reviews
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Trust and Engagement

• If people dont 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.

ploy
imposition
defensively
trust
techniques
manipulative
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Trust and Retention
Trust
Hope
Retention
Leaders are dealers in hope.
--Napoleon
But for people to buy the leaders wares, they
first have to trust the leader.
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Module One
Coaching ConversationsSupporting Individual
Initiative and Engagement
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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.

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Behaviors Associated with Each Style
Expert
Facilitative
More 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
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Prework Insights (p.7 in prework)
Structured (4.51)
7 6 5 4 3 2 1

Prescriptive (4.44)
Risk Averse (4.24)


7 6 5 4 3 2 1
7 6 5 4 3 2 1
EXPERT
1 2 3 4 5 6 7


1 2 3 4 5 6 7

1 2 3 4 5 6 7
FACILITATIVE
Non-Prescriptive (2.56)
Risk-tolerant (2.76)
Flexible (2.49)
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What is the default style of your manager?

1. Expert
2. Facilitative

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

1. Expert
2. Facilitative

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Five Most Important Initial Coaching Questions
trying to achieve

• 1. What are you ______________?

2. What seems to __________?
be the issue
3. What have _______?
you tried
4. What ______ have you _________? (pros cons)
options
considered
5. What do _____________?
you recommend
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The Paradox of Power
Compliance and/or Rebellion
Compliance and/or Rebellion
Control
Commitment/ Ownership
Influence
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Case 1 Coaching the Reluctant Employee
Exercise Steps
Roles/Notes Coachp. 6 7 Learnerp. 8
9 Observersp. 10 11

1. Prepare (5 min.)
2. Hold Discussion (7 min.)
3. Debrief (10 min.)

• Debrief Sequence
• Time for everyone to gather thoughts
• Coach self-critique
• Learner feedback to coach
• Observers feedback to coach

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Developmental Realities
permanent

• Practice makes ________. Only practice plus
  _______ make ______.
• Development plans should be __ knowledge focused
  and __ skill focused.

feedback
perfect
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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

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Module Two
Seeking And Receiving FeedbackAccelerating the
Journey from Good to Great
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Exercise Unhelpful Feedback

• Draw a picture representing unhelpful
  feedback

What it looks like.
What it feels like.
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Feedback Defined
Feedback is about behavior and
performance that helps you align your actions
with your objectives.
information
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How many of these challenges have you experienced
in the workplace?

1. One of the six
2. Two of the six
3. Three of the six
4. Four of the six
5. Five of the six
6. All six

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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 feedbackeven vague, inaccurate
  or unfair feedback.
• Handle criticism with less anxiety and
  frustration.
• Foster a feedback culturea culture where candid
  feedback is welcomed as a tool for learning
  faster, working smarter and achieving more.

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Feedback and Engagement

• What is the connection between talent engagement
  and a leaders ability to receive criticism from
  others at work?

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Feedback and Success

• Impact on Perceived Value
• Impact on Pay
• Impact on Customer Satisfaction
• Impact on Learning

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The Consequences of Our Negative Mental Images
The greatest learning ________ in organizations
today is the inability to receive and give candid
feedback.
disability
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How did you feel at the moment you received the
criticism?

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.)

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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.

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How good are your subordinates at receiving
candid feedback?

1. Most are excellent
2. Good
3. 50/50
4. Poor
5. Most are very poor

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How good is your manager at receiving candid
feedback from subordinates?

1. Excellent
2. Good
3. Fair
4. Poor
5. Very Poor

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How good are you at receiving candid feedback?

1. Excellent
2. Good
3. Fair
4. Poor
5. Very Poor

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Yes, ButAnd Other Questions

• 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?

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A New Paradigm for Feedback
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.
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Seeing the Compliment in Criticism
Its a great sign of respect to me if someone
feels Im strong enough and capable enough and
objective enough so that he can tell me when Ive
done or said something stupid. Its only those
people who regard me as delicate, sensitive,
weak, or fragile who will not dare to disagree
with me. Abraham Maslow
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Tips for Asking for Feedback

• 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.

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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.

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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 groups 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.

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Planning for Learning Transfer

• 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 Wheres the Gift to teach others
  how to receive feedback as a gift.

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Module Three
Giving FeedbackProviding Feedback that Changes
Behavior and Supports High Performance
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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.

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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.
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Confirming the Role of Helpful Feedback

• Demonstration 1 Silence
• Demonstration 2 Reinforcing Feedback Only
• Demonstration 3Redirecting Feedback Only

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

• By the end of this module, you will know how to
• Use feedback to motivate others, build
  confidence, provide clear direction, increase
  understanding and improve performance.
• Give candid feedback that others will recognize
  as a gift.
• Minimize defensiveness in others when giving
  candid feedback.

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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.

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The Four Steps to Reinforcing FeedbackSAIT
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
customers needs. 4. Thanks Express
appreciation. Thanks!
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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.
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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.

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If we split 2 into two separate conversations?

1. Reinforcing only
2. Reinforcing and redirecting together
3. Separate conversations

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Which do You Prefer?

1. I prefer feedback with the context
2. I prefer people to get to the point quickly

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Which do You Prefer?

1. I prefer honest, but balanced feedbackboth the
   good and the bad
2. I prefer honest feedbackjust the hard facts
   without the fluff or sugarcoating

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Which do You Prefer?

1. I prefer to be able to think about feedback
   before having to respond
2. I prefer to talk things through there and
   thenget it over with

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Which do You Prefer?

1. I prefer feedback face-to-face
2. I prefer feedback in writing

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Which do You Prefer?

1. I prefer that all praise be given in
   privatenever in public
2. I prefer most praise be given in privatebut I
   sometimes appreciate it in public

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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.
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Principles for Giving the Gift of Redirecting
Feedback

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

• The second principle is to be direct and candid.
  Dont 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.

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Tips for Making it Safe for the Receiver

• a. Give the feedback in private.
• b. Check the receivers readiness, or that the
  timing is convenient.
• c. Frame the feedback in one or more of the
  following ways
• 1. In terms of the receivers interests or
  values.
• 2. As a request for help.
• 3. As a request or suggestion for the future.
• 4. By acknowledging the receivers pressures or
  constraints.
• 5. By building on what theyre 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.
• Maintain a positive tone and body language.
• Be collaborative.
• Focus on only one or two issues.

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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?

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The Four Steps to Giving Redirecting Feedback
Remember to SAIT
Step One Safety First Step Two Action Step
Three Impact Step Four Talk it Through to
Thank You
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Planning for Learning Transfer

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

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Module Four
Talking About Business ObjectivesTips and Tools
for Achieving Exceptional Results
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Whats it Really Like Being a Manager?
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Module Four Objectives
To equip you with the tools and skills you need
to

• Set business objectives that will ensure
  greater individual contribution, superior
  business results and increased job
  satisfactionfor 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.

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The Anatomy of Significant Accomplishments

• c. Quantifiable
• 1.3
• 2. a) 4.6
• b)29.3
• 3. 64.8

• a. Written
• 1. 2.5
• 2. 28.5
• 3. 69.0

• b. Specificity
• 27.1
• 29.3
• 43.6

• d. Challenge
• 0.6
• 11.3
• 88.1

• e. Degree of Control
• 4.6
• 47.9
• 47.5

Results from 1,982 participants in 2006 through
2008
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The Anatomy of Significant Accomplishments

• g. Degree of Support
• 4.1
• 2. a)5.7
• b)9.9
• 3. 80.3

• h. Value Added to Organization
• 2.5
• 20.0
• 77.5

• f. Milestones
• 4.0
• 29.1
• 66.9

• i. Importance to Me
• 0.2
• 5.0
• 94.8

Results from 1,982 participants in 2006 through
2008
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Which of these has the greatest predictive value
for long-term career success?

1. Grades in college
2. Self-awareness
3. Results orientation
4. Learning agility
5. 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
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Learning Agility

1. Finding new and challenging experiences.
2. Learning from those experiences through personal
   reflection and feedback from others.
3. Implementing your learningshaving the discipline
   to unlearn old habits/behaviors and develop new
   ones.

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
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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?

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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, its 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?
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Adopting a Helpful Mindset

• 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.

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What is your assessment of Robins effectiveness
as a coach?

1. Excellent
2. Good
3. Average
4. Below Average
5. Poor

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What is your assessment of Ingrids skills as a
SMART goal setter?

1. Excellent
3. Okay
5. Poor

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How does Robins effort compare to your past
managers/supervisors?

1. Much better
2. Better than
3. Same as
4. Worse than
5. Much worse

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How does Robins effort compare to your own
efforts?

1. Much better
2. Better than
3. Same as
4. Worse than
5. Much worse

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Setting SMART Objectives

• Remember to be
• Specific
• Measurable
• Attainable
• Relevant
• Time-Bound

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SMART Objectives
Poor Example Better Example

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.
1. Encourage Knowledge Sharing and attend a
workshop on developing protégés in February.
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SMART Objectives
Poor Example Better Example

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.)
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SMART Objectives
Poor Example Better Example

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.
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Individual ApplicationWriting 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 reports
  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
• One person shares his/her objective with the
  other members of the team, and seeks their advice
  on how to make your objective SMARTer.
• The team updates the objective to better reflect
  the SMART criteria Specific, Measurable,
  Attainable, Relevant, Time-bound.

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Agenda for An Effective Business Objectives
Conversation

• Step 1Build Shared Understanding
• Clarify your respective roles, expectations and
  desired outcomes for the conversation.
• Step 2Create Alignment Work together to ensure
  that business goals are SMART, aligned and
  supported.
• Step 3Summarize and Determine Next Steps
• Confirm the mutual commitments and identify next
  steps.

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Planning for Learning Transfer

• Review Back-Home Applications 7 and 8.
• 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

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Module Five
Development ConversationsMaximizing Individual
Growth
90
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.

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Agenda for Module Five

• Part A The Language and Principles for
  Effective Development
• Part B Engaging in Effective Development
  Conversations

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The Ceramics Class
Which group got the highest grades?

1. Group 1Metric was 50 lbs
2. Group 2Metric was a perfect pot

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The Ceramics Class
Which group produced the highest-quality pots?

1. Group 1Metric was 50 lbs
2. Group 2Metric was a perfect pot

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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
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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.

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Four Tips for Accelerating Learning

• 1. Learn by Doing Rather than
  Learning and Then Doing
• 2. Build on Strengths (While Managing Weaknesses)
• Make Development Plans SMART
• Involve OthersDont Do It Alone

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Tip 1 Learn by DoingThe 702010 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

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The Anatomy of Ability
Knowledge
Skill
Confidence
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Options for Building Skills and Acquiring
Knowledge
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

• 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

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Tip 2 Build on Your StrengthsManage Your
Weaknesses
Your Talents
Your Purpose

• Innate abilities
• Things you pick up quickly

• Passions
• Values
• Interests

Strengths
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Strategies for Leveraging Strengths

• Menu
• adopt
• change
• fix
• knowledge
• manage
• move
• partner
• purpose
• renegotiate
• rewards
• skills
• specify
• talents
• weaknesses

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

• 1. Training is most effective when it teaches
  knowledge and skills associated with ones
  existing ______ and _______.

talents
purpose
Some words will need to be used more than once,
and others not at all.
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Strategies for Leveraging Strengths
Using the words in the menu, please complete the
following sentence

• Menu
• adopt
• change
• fix
• knowledge
• manage
• move
• partner
• purpose
• renegotiate
• rewards
• skills
• specify
• talents
• weaknesses

talents

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

purpose
skills
knowledge
Some words will need to be used more than once,
and others not at all.
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Strategies for Leveraging Strengths
Using the words in the menu, please complete the
following sentence

• Menu
• adopt
• change
• fix
• knowledge
• manage
• move
• partner
• purpose
• renegotiate
• rewards
• skills
• specify
• talents
• weaknesses

• 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
Some words will need to be used more than once,
and others not at all.
9
104
The Hazards of Fixing Weaknesses
105
Strategies for Leveraging Strengths
Using the words in the menu, please complete the
following sentence

• Menu
• adopt
• change
• fix
• knowledge
• manage
• move
• partner
• purpose
• renegotiate
• rewards
• skills
• specify
• talents
• 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.

Renegotiate
Partner
Change
Adopt
Move
Specify
Manage
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Strategies for Leveraging Strengths

• 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.

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107
Writing SMARTer Development Objectives
Poor Example Develop technical expertise in both
the SAP Supply and Distribution and the Materials
Management modules.
SMART Example Develop 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.
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108
Writing SMARTer Development Objectives
Poor Example Attend a marketing class oriented to
creating a customer focus and achieve a B grade
or higher.
SMART Examples Develop 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 percentby end of
3rd quarter.
What could an individual gain by linking a
development goal to a business metric?
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109
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
110
BHA 11B Agenda and Tips for an Effective
Development Conversation

1. Build Shared Understanding
2. Create Alignment
3. Confirm Commitments and Next Steps

21
111
Individual ApplicationWriting 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 reports
  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
• One person shares his/her objective with the
  other members of the team, and seeks their advice
  on how to make your objective SMARTer.
• The team updates the objective to better reflect
  the SMART criteria Specific, Measurable,
  Attainable, Relevant, Time-bound.

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Tip 4 Involve OthersDont Do It Alone
24
113
Tip 4 Involve OthersDont Do It Alone
24
114
Tip 4 Involve OthersDont Do It Alone
24
115
Tip 4 Involve OthersDont Do It Alone
24
116
Planning for Learning Transfer

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

24
117
Module Six
Results ReviewsMinimizing the StressMaximizing
the Value
118
Things Havent 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
  CourtChinas Wei Dynasty 3rd/4th Century A.D.

1
119
The Typical Performance Management Process
Business Objectives
Reward Results
Ongoing Monitoring, Coaching, Feedback and Support
Development Objectives
Year-End Reviews
1
120
Module Six Objectives
The objectives for this module are to give you
the tools and concepts you need to

• Use ongoing results reviews to help others learn
  faster, work smarter and achieve more,
• Effectively prepare for results reviews that will
  minimize the stress and maximize the valuefor
  you and your direct reports, and
• Ensure that year-end reviews are
• accurate
• balanced

• complete
• free of major surprises

1
121
The Case for Humility
1
122
The Purpose of Year-End Results Review

• Accountability
• Self-insight
• Participation and mutual understanding

2
123
The Purpose of Interim Performance Reviews
Interim reviews accomplish far more than year-end
reviews. Interim reviews have a greater impact
on results because

• 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

3
124
The Impact of Time on Learning and Performance
High
Impact on Learning and hence Future Behavior
None
Immediate
Distant
Time Lapse Between Behavior/Action and Structured
Reviews
3
125
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?

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126
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 organizations objectives, our
  teams objectives and your career objectives?
• 3. What has gone well so far this year and is
  continuing to go well?

7
127
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
128
Exercise Dealing With Motivation

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

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129
Who Should Get the Top Rating?

1. Awho offered 10 and delivered 12.
2. Bwho offered 25 and delivered 20.

13
130
Keys to a More Value Added and Less Stressful
Results Review

• 1. ____________
• 2. ____________
• 3. ____________
• 4. ____________

Preparation Define clear standards
Preparation Continually assess progress
Preparation Maintain a PD log
Preparation Complete a self-evaluation
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131
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)

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132
Agenda for a Quality Year-End Results Conversation

• Step 1 Build Shared Understanding
• Set 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 feelingsIve been looking
  forward to this meeting because).
• Step 2 Create Alignment
• In 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

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133
Exercise The Results Review
Steps Preparation 7-8 min. Discussion 5-7
min. Debrief 10 min.
Preparation Manager p. 32-33 Direct Report
p. 34-35 Observers p. 32-35
Debrief Sequence Manager self-critique p.
33 Feedback from direct report to manager p.
35 Feedback from observers to manager p. 35
31
134
If I have to give a low rating, I would

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
135
If my manager is going to give me a low rating, I
would prefer her/him to

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
136
Planning for Learning Transfer

• Review Back-Home Applications 12-20.
• 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

37
137
Module Seven
Career ConversationsBuilding Employability and
Retention
138
Module Seven Objectives

• By the end of this module you will know how to
• Help your people take more effective
  responsibility for their careers, and thereby
  expand their engagement and happiness at work.
• Use career conversations to help your people make
  more informed and effective career decisions.
• Engage in career conversations without creating
  unrealistic expectations.
• Give people realistic reasons to feel hopeful
  about their future, thereby minimizing the
  avoidable loss of talent.

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139
What Is a Career?
An occupation with opportunities for progress in
terms of ability, contribution, impact and
fulfillment. (Nigel Bristow, Targeted Learning)
2
140
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
141
Select Your 1 Most Important When Choosing Your
Next Position

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

142
Select Your 1 Least Important When Choosing Your
Next Position

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

143
Which ONE has had the greatest influence on you
considering or deciding to leave a previous
position or company?

1. Boring workLack of growth
2. Work that Lacks Meaning
3. Non-Supportive Team Climate
4. Controlling Supervisory Style
5. Lack of Work-Life Balance
6. Dissatisfaction with Your Salary
7. Lack of Opportunities for Promotion
8. Lack of Job Security

144
Would you . . .
Take a 5 paycut in exchange for significantly
more interesting work?

1. Yes
2. No

3
145
Would you . . .
Take a 5 paycut for more work-life balance?

1. Yes
2. No

146
Would you . . .
Take a 10 paycut for more work-life balance, as
well as more meaningful and interesting work?

1. Yes
2. No

3
147
A Vicious Cycle
Less _________
Less __________
Reduced ____________
Insecurity
Initiative
Productivity
Employability
6
148
A Virtuous Cycle
Greater Employability
Greater Initiative
Greater Productivity
Greater Confidence
? Greater Personal Engagement and Happiness ?
Greater Incentive to Stay
6
149
Keys to Helping Employees Achieve Their Career
Objectives

• Focus on the individuals priorities and
  valuesnot yours.
• Focus on what you and they control
• Begin with engagement in the current job.
• Encourage and build employability.
• Help people find their High Impact
  Opportunities.
• Support your people through timely, quality
  career conversations.

7
150
Key 2 Focus on What You and They Control
Engagement Mental Emotional Social (Use BHA 1)
Hope Reasons to be optimistic about the future.
Retention
7
151
Career Stages and the Five Knowledge Roles
Leveraging Knowledge
Sharing Knowledge
Creating Knowledge
Applying Knowledge
Acquiring Knowledge
Acquiring Knowledge
Applying Knowledge
Creating Knowledge
Sharing Knowledge
Leveraging Knowledge

• 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.

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152
Research Findings
Average Age
39
39
41
41
44
1
0
0
100
Stage Five
Stage Four
Stage Three
Stage Two
Stage One
0
0
Acquiring
Applying
Creating
Sharing
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153
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
Three
Four
Five
8
154
Which stage is most neglected by technical
professionals?

1. Stage 1
2. Stage 2
3. Stage 3
4. Stage 4
5. Stage 5

8
155
Key 3 Help People Find Their High Impact
Opportunities
Your Talents
Your Purpose
c.

• Innate abilities
• Things you pick up quickly

• Passions
• Values
• Interests

e.
g.
f.
a.
b.
d.
The Oragnizations Needs

• Now
• Future

9
156
Help People Find Their High Impact Opportunities
(Continued)
Total engagement is only possible when people
focus their energies on finding and developing
the opportunities that truly fit.
16
9
157
Help People Find Their High Impact Opportunities
(Continued)

• Your direct reports best chances for doing work
  that will keep them fully engaged exist in
  segment ___.
• Given the organizations current needs, the
  highest priority learning needs of your direct
  reports probably exist in segment ___, and then
  segments ___ and ___.
• Our hobbies may emerge from segments ___ and ___.
• Long-term career opportunities will emerge from
  ___ and ___.

e
e
a
b
c
g
c
e
16
9
158
The Engagement Cycle
Why do some people end up in quadrants C and D?
High
B C A D
Ability
Low
X
High
Low
Motivation
10
159
Where are you in the Engagement Cycle?

1. Quadrant A
2. Quadrant B
3. Quadrant C
4. Quadrant D

160
Are any of your subordinates in quadrant C or D?

1. Yes
2. No

161
Engagement Cycle and Five Stages
High
Applying
B C A D
Ability
Low
High
Low
Motivation
10
162
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 individuals agenda

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163
Career Conversation Agenda
Step One Building Shared Understanding Step Two
Creating Alignment Step Three Looking Backward
and Forward
12
164
Practice Discussion Decisions, Decisions!
Steps Preparation 5 min. Discussion 10
min. Debrief 10 min.
Preparation Manager p. 14-15 Direct Report
p. 16-17 Observers p. 18-19
Debrief Manager p. 15 and 21 Direct Report
p. 17 and 21 Observers p. 19 and 21

• Debrief Sequence
• Gather thoughts
• Manager self-critique
• Manager shares self-assessment on p. 21
• Direct Report and Observers give feedback to
  manager

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165
Overall, how would you rate the course content in
terms of subject matter relevancy?

1. Poor
5. Excellent

23
166
Please rate the presenter on the following
Knowledge of Subject

1. Poor
5. Excellent

23
167
Please rate the presenter on the following
Ability to Communicate Materials

1. Poor
5. Excellent

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168
Would you recommend this workshop to others?

1. Yes
2. No

23