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www.targetedlearning.com Phone 801.235.94141
Seven Conversations for Exceptional Leaders
Presented to:
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Nothing truly great (i.e. significant, Nothing truly great (i.e. significant,
enduring and positive) happens in any enduring and positive) happens in any
organization without a conversation.organization without a conversation.
1
Our Premise
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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.
1
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Introduction ObjectivesBy the end of this section you will understand:
1. The four keys to total employee engagement,
2. The 16 factors that drive engagement and retention, and
3. The role of trust in engaging and retaining people.
1
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How many did you check off?
1 2 3 4
0%
75%
13%13%
1. 1-72. 8-103. 11-134. 14-16
2
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Did you experience significant personal growth?
1 2
9%
91%
1.Yes2.No
2
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Was your productivity relatively high?
1 2
13%
87%
1.Yes2.No
2
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Did the experience give you reason to be optimistic about your future?
1 2
14%
86%
1.Yes2.No
2
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Management’s Responsibility
Total Personal Engagement• Mental• Emotional• Social
• Hope
Happiness:• Fun • Pleasure• Peace-of-mind• Joy• Excitement• Fulfillment
Growth:• Capability• Knowledge• Skill
Business Impact:• Productivity• Innovation• Quality• Contribution
Sustainable Individual and Organization Success
4
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The Seven Conversations for Exceptional Leaders
ResultsReviews (Routine, Quarterly, And Year-End)
Development Conversations
Talking About Business Objectives
CareerConver-sations
7
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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 Stress—Maximizing the Value
Module 7: Career Conversations: Building Employability and Retention
7
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Performance Management
8
Development Objectives
Business Objectives
Year-End Reviews
Reward Results
Ongoing Monitoring,
Coaching, Feedback and Support
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Trust and Engagement
If people don’t trust you, your efforts to engage them more fully will be seen as a ____ or an _________ and they will respond _________. Engagement and retention is more about ____ than ________. If people trust you, you can fall short on the techniques and they will respond positively to your leadership. On the other hand, if you have all the techniques but are not trusted, people will view you as __________ and you will fail.
ploydefensively
trusttechniques
manipulative
imposition
8
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Trust and Retention
Trust Hope Retention
8
Leaders are dealers in hope. --NapoleonBut for people to buy the
leader’s wares, they first have to trust the leader.
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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.
1
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Behaviors Associated with Each Style
Expert FacilitativeMore of:
• Advocating• Talking/Selling• Giving Advice• Asking Closed Questions
• Sharing Information and Feedback
• Doing the Thinking• Evaluating or Critiquing Their Ideas
More of:• Inquiring• Listening & Learning
• Exploring Their Opinions and Ideas
• Asking Open-Ended Questions
• Suggesting that They Do a Self-critique
• Getting the Other Person to Think
• Building on Their Ideas
2
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Structured (4.51)
Flexible (2.49)
7
6
5
4
3
2
1
•
•
•
•
•
•
•
•
•
•
•
•
•
•
••
••
••
•
•••••••
•••••••
••
••
••
•
7654321
76
54
32
1
1
2
3
4
5
6
71
23
45
67
1234567
Risk Averse (4.24)
Non-Prescriptive (2.56)
Prescriptive (4.44)
Risk-tolerant (2.76)
EXPERT
FACILITATIVE
Prework Insights (p.7 in prework)
3
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What is the default style of your manager?
1 2
65%
35%1. Expert2. Facilitative
2
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What is your default style when someone brings you a problem?
1 2
52%
48%
1. Expert2. Facilitative
2
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Five Most Important Initial Coaching Questions
1. What are you ______________?
2. What seems to __________?
3. What have _______?
4. What ______ have you _________? (pros & cons)
5. What do _____________?
trying to achieve
be the issue
you tried
options considered
you recommend
3
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ControlCompliance and/or
Rebellion
InfluenceCommitment/ Ownership
Compliance and/or
Rebellion
4
The Paradox of Power
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Case #1: Coaching the Reluctant Employee
1. Prepare (5 min.)2. Hold Discussion (7
min.)3. Debrief (10 min.)
Exercise Steps Roles/NotesCoach—p. 6 & 7Learner—p. 8 & 9Observers—p. 10 & 11
Debrief Sequence1. Time for everyone to gather thoughts2. Coach self-critique3. Learner feedback to coach4. Observers’ feedback to coach
6
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Practice makes ________. Only practice plus _______ make ______.
Development plans should be __% knowledge focused and __% skill focused.
permanentfeedba
ckperfect
2080
12
Developmental Realities
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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
12
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Module Two
Seeking And Receiving Feedback
Accelerating 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.
1
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Feedback Defined
Feedback is about behavior and performance that helps you align your actions with your objectives.
information
1
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How many of these challenges have you experienced in the workplace?
1 2 3 4 5 6
5%
9%
18%
27%
23%
18%
1. One of the six2. Two of the six3. Three of the six4. Four of the six5. Five of the six6. All six
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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 feedback—even vague, inaccurate or unfair feedback.
• Handle criticism with less anxiety and frustration.
• Foster a feedback culture—a culture where candid feedback is welcomed as a tool for learning faster, working smarter and achieving more.
2
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Feedback and Engagement
What is the connection between talent engagement and a leader’s ability to receive criticism from others at work?
2
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Feedback and Success
• Impact on Perceived Value
• Impact on Pay
• Impact on Customer Satisfaction
• Impact on Learning
3
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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
4
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How did you feel at the moment you received the criticism?
1 2
32%
68%1. Negative (sad, bad,
surprised, shocked, embarrassed, upset, disappointed, annoyed, foolish, angry, small, defensive, hurt, offended, guilty, misunderstood, resentful, etc.)
2. Positive (grateful, trusted, confirmed, happy, realistic, open, etc.)
4
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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.
6
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How good are your subordinates at receiving candid feedback?
1 2 3 4 5
14%
24%
0%
10%
52%
4
1. Most are excellent
2. Good3. 50/504. Poor5. Most are
very poor
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How good is your manager at receiving candid feedback from
subordinates?
1 2 3 4 5
9%
52%
13%
0%
26%
1. Excellent2. Good3. Fair4. Poor5. Very Poor
4
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How good are you at receiving candid feedback?
1 2 3 4 5
9%
52%
9%13%
17%
1. Excellent2. Good3. Fair4. Poor5. Very Poor
4
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• If the feedback is inaccurate or subjective, can it still be considered a gift?
• What if the feedback giver has no credibility?
• What if I think their advice will do me more harm than good?
7
Yes, But…And Other Questions
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The usefulness of feedback depends less on the ability of
others to give it well, than it does on our ability to receive it well.
7
A New Paradigm for Feedback
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“It’s a great sign of respect to me if someone feels I’m strong enough and capable enough and objective enough so that he can tell me when I’ve done or said something stupid. It’s only those people who regard me as delicate, sensitive, weak, or fragile who will not dare to disagree with me.”
Abraham Maslow
Seeing the Compliment in Criticism
9
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Tips for Asking for Feedback1. Ask people who:
a. are appropriately informed, and
b. will be candid with you.
2. Be specific about both (a) the what and (b) the why.
3. Make it worthwhile by explaining the business need or the “WIIFT.”
4. Make it safe by:
a. Asking for help, advice or suggestions rather than feedback
b. Priming the pump with a self-critique
c. Stressing your commitment to being open
d. Asking for “feedforward” rather than “feedback.”
9
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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.
9
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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 group’s help, the volunteer is to rewrite the request to embody at least three of the tips summarized in the margin.
4. Be prepared to share your “before” and “after” request with the rest of the class.10
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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 “Where’s the Gift” to teach others how to receive feedback as a gift.
12
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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.
1
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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.
1
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Confirming the Role of Helpful Feedback
• Demonstration #1: Silence• Demonstration #2: Reinforcing Feedback Only
• Demonstration #3:Redirecting Feedback Only
1
In terms of feedback, what would have been the most effective way to engage the volunteers and help them find the object faster?
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Module Three Objectives
By the end of this module, you will know how to:
1. Use feedback to motivate others, build confidence, provide clear direction, increase understanding and improve performance.
2. Give candid feedback that others will recognize as a gift.
3. Minimize defensiveness in others when giving candid feedback.
1
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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.
2
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The Four Steps to Reinforcing Feedback—SAIT
1. Sincerity first: This requires you to be specific.
2. Action: Describe the observed behavior or action.
“Kelly, I like the way you changed the quality charts.”
3. Impact: Mention the positive impact on the business, the
vision, the team, the customer, you etc.
“The new charts are easier to read, and help us make a more
compelling case in our sales presentation. You really seem
to have a knack for anticipating the customer’s needs.”
4. Thanks: Express appreciation. “Thanks!”
2
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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.
2
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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 #2.3
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If we split #2 into two separate conversations?
1 2 3
23%
36%41%1. Reinforcing
only2. Reinforcing
and redirecting together
3. Separate conversations
7
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Which do You Prefer?
1 2
40%
60%
10
a. I prefer feedback with the context
b. I prefer people to get to the point quickly
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Which do You Prefer?
1 2
35%
65%
10
a. I prefer honest, but balanced feedback—both the “good” and the “bad”
b. I prefer honest feedback—just the hard facts without the “fluff” or sugarcoating
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Which do You Prefer?
1 2
48%
52%
10
a. I prefer to be able to think about feedback before having to respond
b. I prefer to talk things through there and then—get it over with
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Which do You Prefer?
1 2
10%
90%
10
a. I prefer feedback face-to-face
b. I prefer feedback in writing
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Which do You Prefer?
1 2
96%
4%
10
a. I prefer that all praise be given in private—never in public
b. I prefer most praise be given in private—but I sometimes appreciate it in public
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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.
7
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Principles for Giving the Gift of Redirecting Feedback
• The first principle is to focus on the receiver’s needs and interests rather than your own.
• The second principle is to be direct and candid. Don’t beat around the bush, drop hints or sugarcoat the truth.
• The third principle is to make it safe for the receiver to listen openly. The fear of rejection is possibly the most universal of human fears. Any hint of rejection is likely to provoke a defensive response.
13
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Tips for Making it Safe for the Receiver
a. Give the feedback in private.
b. Check the receiver’s readiness, or that the timing is convenient.
c. Frame the feedback in one or more of the following ways:
1. In terms of the receiver’s interests or values.
2. As a request for help.
3. As a request or suggestion for the future.
4. By acknowledging the receiver’s pressures or constraints.
5. By building on what they’re already doing right.
6. By asking the receiver to go first. (If you believe she/he is likely to
have a strong contrary point of view.)
7. By pointing out the natural rather than imposed consequences.
8. Own the feedback whenever you can.
d. Be specific about what you observed. Do not imply motive or exaggerate.
e. Maintain a positive tone and body language.
f. Be collaborative.
g. Focus on only one or two issues.
14
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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?
15
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The Four Steps to Giving Redirecting Feedback
Step One: Safety First
Step Two: Action
Step Three: Impact
Step Four: Talk it Through to “Thank You”
Remember to “SAIT:”
19
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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
33
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Module Four
Talking About Business Objectives
Tips and Tools for Achieving Exceptional Results
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Module Four Objectives
• Set business objectives that will ensure greater individual contribution, superior business results and increased job satisfaction—for yourself and others.
• Prepare for and engage in conversations that will help you, and your direct reports, secure the direction and support needed to achieve exceptional results.
To equip you with the tools and skills you need to:
1
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The Anatomy of Significant Accomplishments*
* Results from 1,982 participants in 2006 through 2008
2
a. Written1. 2.5% 2. 28.5% 3. 69.0%
d. Challenge1. 0.6% 2. 11.3% 3. 88.1%
b. Specificity1. 27.1% 2. 29.3% 3. 43.6%
c. Quantifiable1. 1.3% 2. a) 4.6%
b)29.3% 3. 64.8%
e. Degree of Control1. 4.6% 2. 47.9% 3. 47.5%
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The Anatomy of Significant Accomplishments*
3
* Results from 1,982 participants in 2006 through 2008
g. Degree of
Support1. 4.1% 2. a)5.7% b)9.9%
3. 80.3%
h. Value Added
to Organization1. 2.5% 2. 20.0% 3. 77.5%
i. Importance to Me1. 0.2% 2. 5.0%3. 94.8%
f. Milestones1. 4.0% 2. 29.1% 3. 66.9%
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Which of these has the greatest predictive value for long-term
career success?
1 2 3 4 5
0% 0% 0%0%0%
5
1. Grades in college
2. Self-awareness3. Results
orientation4. Learning agility5. IQ
* 100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich. Lominger Limited, Inc. Minneapolis, USA. 2004
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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 learnings—having the discipline to unlearn old habits/behaviors and develop new ones.
6
* 100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich. Lominger Limited, Inc. Minneapolis, USA. 2004
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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?
7
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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, it’s hard for me to take the process seriously.”
“I just ask myself, what garbage do I have to put in these forms so I can get it over with and get back to doing my real work?”
8
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“I see objective setting as a chance to influence my manager and achieve my career objectives. For example, when I wanted to be promoted on the technical ladder, I identified business objectives that would enable me to make a real difference on the team, and give me the opportunity to establish the track record I needed to be considered for a promotion. I basically use objective setting to shape my job and the projects I work on.”
8
Adopting a Helpful Mindset
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What is your assessment of Robin’s effectiveness as a
coach?
1 2 3 4 5
0% 0% 0%0%0%
9
1. Excellent2. Good3. Average4. Below Average5. Poor
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What is your assessment of Ingrid’s skills as a SMART goal setter?
1 2 3 4
0% 0% 0%0%0%
1. Excellent2. 3. Okay4. 5. Poor
9
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How does Robin’s effort compare to your past managers/supervisors?
1 2 3 4 5
0% 0% 0%0%0%
10
1. Much better2. Better than3. Same as4. Worse than 5. Much worse
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How does Robin’s effort compare to your own efforts?
1 2 3 4 5
0% 0% 0%0%0%
10
1. Much better2. Better than3. Same as4. Worse than 5. Much worse
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Setting SMART Objectives
Remember to be:SpecificMeasurableAttainableRelevantTime-Bound
11
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Poor Example Better Example
1. Encourage Knowledge Sharing and attend a workshop on developing protégés in February.
1. By year-end, reduce the time it takes to get newly hired analysts fully functional from 15 months to 9 months. Mentors assigned to all new hires by February 28. Training of mentors by end of March. New-hire learning objectives set by April.
SMART Objectives
11
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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.)
SMART Objectives
11
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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.
SMART Objectives
11
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Individual Application:Writing SMART Objectives
Select one objective from page 24 of your prework. The objective you select should be the one that has the greatest opportunity for improvement in terms of the SMART criteria.
Part A: One person from the group will volunteer her/his objective (or a direct report’s objective) for the group to work on. The objective should be one that is reasonably challenging to make SMART.
Part B: Now make the objective SMARTer by doing the following:
1. One person shares his/her objective with the other members of the team, and seeks their advice on how to make your objective SMARTer.
2. The team updates the objective to better reflect the SMART criteria: Specific, Measurable, Attainable, Relevant, Time-bound.
12
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Agenda for An Effective Business Objectives
Conversation
Step 1—Build Shared Understanding Clarify your respective roles, expectations and desired outcomes for the conversation.
Step 2—Create Alignment
Work together to ensure that business goals
are SMART, aligned and supported.Step 3—Summarize and Determine Next Steps
Confirm the mutual commitments and identify next steps.
24
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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
25
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Module Five
Development ConversationsMaximizing Individual Growth
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Module Five Objectives
By the end of this module you will know:
• How to help your people learn more in less time.
• How to ensure that development objectives will have the greatest possible impact.
• How to prepare for and conduct an effective development conversation.
1
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Agenda for Module Five
Part A: The Language and Principles for Effective Development
Part B: Engaging in Effective Development Conversations
1
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The Ceramics Class
1 2
0%0%
Which group got the highest grades?
1. Group 1—Metric was 50 lbs
2. Group 2—Metric was “a perfect pot”
2
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The Ceramics Class
1 2
0%0%
Which group produced the highest-quality pots?
1. Group 1—Metric was 50 lbs
2. Group 2—Metric was “a perfect pot”
2
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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
3
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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.
3
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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)
3. Make Development Plans SMART
4. Involve Others—Don’t Do It Alone
3
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Tip #1: Learn by Doing—The 70:20:10 Rule
Research demonstrates:• 70 percent of the learnings that drive long-term success come from on-the-job experience
• 20 percent of the learnings come in the form of feedback, coaching and advice from managers, colleagues, mentors and others
• 10 percent comes from formal education and training
4
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The Anatomy of Ability
Knowledge Skill Confidence
4
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Options for Building Skills and Acquiring Knowledge
Options for Acquiring Knowledge
• Reading books/articles
• Observing/Shadowing an expert
• Listening to tapes or experts
• Watching videos
• Attending workshops or conferences
• Talking with a mentor, advisor, coach or supervisor
OPTIONS FOR BUILDING SKILLS AND CONFIDENCE
APPLY new knowledge and PRACTICE new skills by engaging in:
• Job experiences
• Special projects
• Volunteer work
PLUS FEEDBACK
• Self evaluation
• Personal reflection
• After-action reviews
• Getting feedback from supervisors, mentors and others
4
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Tip #2: Build on Your Strengths—Manage Your Weaknesses
Your Talents Your Purpose
Strengths• Innate abilities
• Things you
pick up quickly
•Passions•Values•Interests
9
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Strategies for Leveraging Strengths
Using the words in the menu, please complete the following sentence:
1.Training is most effective when it teaches knowledge and skills associated with one’s existing ______ and _______.talents purpose
Menu:*adoptchangefixknowledgemanagemovepartnerpurposerenegotiaterewardsskillsspecifytalentsweaknesses * Some words will need to be used more than once,
and others not at all.
9
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Strategies for Leveraging Strengths
* Some words will need to be used more than once, and others not at all.
Using the words in the menu, please complete the following sentence:
2.Hire/select first for ______ and _______, then ____ and _________.
talentspurpose skills
knowledge
Menu:*adoptchangefixknowledgemanagemovepartnerpurposerenegotiaterewardsskillsspecifytalentsweaknesses
9
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Strategies for Leveraging Strengths
Menu:*adoptchangefixknowledgemanagemovepartnerpurposerenegotiaterewardsskillsspecifytalentsweaknesses
* Some words will need to be used more than once, and others not at all.
Using the words in the menu, please complete the following sentence:
3.Only try to __ a weakness when the weakness is undermining your ability to utilize a talent. (i.e., a potential derailer), and an adequate level of proficiency will do.
fix
9
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Strategies for Leveraging Strengths
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.
Menu:*adoptchangefixknowledgemanagemovepartnerpurposerenegotiaterewardsskillsspecifytalentsweaknesses
Using the words in the menu, please complete the following sentence:
ManageSpecifyMoveAdoptChangePartnerRenegotiate
9
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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.
9
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Writing SMARTer Development Objectives
Poor ExampleDevelop technical expertise in both the SAP Supply and Distribution and the Materials Management modules.
SMART ExampleDevelop technical expertise in both the SAP Supply and Distribution and the Materials Management modules to become the department power user and trainer by the end of the first quarter. Average trainer ratings (using standard workshop evaluation forms) to be 3.7 or higher by the end of the 3rd quarter.
18
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Writing SMARTer Development Objectives
Poor ExampleAttend a marketing class oriented to creating a customer focus and achieve a “B” grade or higher.
SMART ExamplesDevelop and demonstrate greater customer focus: attend a marketing/ customer service class (1st quarter); create and implement a plan that will reduce overall customer complaints and returns by 20 percent—by end of 3rd quarter.
What could an individual gain by linking a development goal to a business metric?
18
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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
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BHA #11B: Agenda and Tips for an Effective Development Conversation
1. Build Shared Understanding2. Create Alignment3. Confirm Commitments and Next
Steps
21
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Individual Application:Writing SMART Objectives
Select one objective from page 26 of your prework. The objective you select should be the one that has the greatest opportunity for improvement in terms of the SMART criteria.
Part A: One person from the group will volunteer her/his objective (or a direct report’s objective) for the group to work on. The development objective should be one that is reasonably challenging to make SMART.
Part B: Now make the development objective SMARTer by doing the following:
1. One person shares his/her objective with the other members of the team, and seeks their advice on how to make your objective SMARTer.
2. The team updates the objective to better reflect the SMART criteria: Specific, Measurable, Attainable, Relevant, Time-bound.
12
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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
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Module Six
Results ReviewsMinimizing the Stress—Maximizing the Value
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Things Haven’t Changed Much
“The Imperial Rater evaluates people not according to their merits, but according to his likes and dislikes.”
Comment by a member of the Chinese Imperial Court—China’s Wei Dynasty 3rd/4th Century A.D.
1
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The Typical Performance Management Process
1
Development Objectives
Business Objectives
Year-End Reviews
Reward Results
Ongoing Monitoring,
Coaching, Feedback and Support
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Module Six Objectives
1. Use ongoing results reviews to help others learn faster, work smarter and achieve more,
2. Effectively prepare for results reviews that will minimize the stress and maximize the value—for you and your direct reports, and
3. Ensure that year-end reviews are• accurate • balanced
The objectives for this module are to give you the tools and concepts you need to:
1
• complete• free of major
surprises
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The Purpose of Year-End Results Review
• Accountability
• Self-insight
• Participation and mutual understanding
2
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The Purpose of Interim Performance Reviews
• Problems are identified and addressed in a more timely fashion
• Support and encouragement are more timely
• People learn a lot more from both their successes and failures
Interim reviews accomplish far more than year-end reviews. Interim reviews have a greater impact on results because:
3
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The Impact of Time on Learning and Performance
High
None
Immediate Distant
Impact on Learning and hence Future Behavior
Time Lapse Between Behavior/Action and Structured
Reviews
3
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Personal After-Action Reviews
1.What was supposed to happen? (What was the expected outcome?)
2.What actually happened? (What was the actual outcome?)
3.Was there a difference?—If not, what led to the success?—If there was a difference, why was there a difference?
4.What role did I play in creating this outcome?
5.What have I learned for the future? What does this teach me about my strengths?
5
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The Six-Question Interim Review Conversation (Supervisor Version)
1. Where are you in terms of the performance objectives and individual development plans you established at the beginning of the year?
2. How well do your current objectives (performance objectives and development plans) align with our organization’s objectives, our team’s objectives and your career objectives?
3. What has gone well so far this year and is continuing to go well?
7
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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
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Exercise: Dealing With Motivation
Within your group, brainstorm solutions to the following challenges and capture your ideas on a flipchart:
1. What can managers do/say to help employees understand the rating system at your organization, and what it takes to get the highest possible rating?
2. What else can managers do to minimize the expectations-reality gap?
3. After you have given someone a ranking that didn’t meet their expectations, what can you do to motivate them going forward?
4. How can leaders ensure that the ranking system does not hurt teamwork, collaboration and knowledge sharing in the organization?
13
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Who Should Get the Top Rating?
1 2
0%0%
1. A—who offered 10% and delivered 12%.
2. B—who offered 25% and delivered 20%.
13
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Keys to a More Value Added and Less Stressful Results Review
1. ____________
2. ____________
3. ____________
4. ____________
Preparation: Define clear standards
Preparation: Continually assess progressPreparation: Maintain a P&D log
Preparation: Complete a self-evaluation
14
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Preparation Keys for Performance Reviews
1. Define clear standards at the beginning of the year.
(p. 15)2. Continually assess progress and seek ongoing feedback/coaching. (p. 16)
3. Maintain a performance and development log. (p. 17)
4. Complete a thorough self-evaluation. (p. 18)
15
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Agenda for a Quality Year-End Results Conversation
Step 1: Build Shared UnderstandingSet a positive tone and create a safe environment for the conversation (e.g., a neutral and private setting, open and non-threatening body language, talk of anticipated benefits and personal positive feelings—”I’ve been looking forward to this meeting because…”).
Step 2: Create AlignmentIn an appraisal conversation, alignment is the process of achieving agreement concerning accomplishments. Have the employee self-evaluate first, and then add your own perspective.
Step 3: Confirm Commitments and Next Steps
21
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Exercise: The Results Review
Steps:Preparation — 7-8 min.Discussion — 5-7 min.Debrief — 10 min.
Preparation:Manager — p. 32-33Direct Report — p. 34-35Observers — p. 32-35
Debrief Sequence:Manager self-critique — p. 33Feedback from direct report to manager — p. 35Feedback from observers to manager — p. 35
31
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If I have to give a low rating, I would…
1 2
0%0%
1. Give them the rationale and explanation first, and then give them the rating
2. Give them the rating first, and then give them the rationale and explanation
36
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If my manager is going to give me a low rating, I would prefer her/him
to…
1 2
0%0%
1. Give me the rationale and explanation first, and then give me the rating
2. Give me the rating first, and then give me the rationale and explanation
36
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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
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Module Seven
Career ConversationsBuilding Employability and Retention
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Module Seven Objectives
By the end of this module you will know how to:
1. Help your people take more effective responsibility for their careers, and thereby expand their engagement and happiness at work.
2. Use career conversations to help your people make more informed and effective career decisions.
3. Engage in career conversations without creating unrealistic expectations.
4. Give people realistic reasons to feel hopeful about their future, thereby minimizing the avoidable loss of talent.
1
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What Is a Career?
Ability
Contribution
Impact
Promotion
Salary
An occupation with opportunities for progress in terms of ability, contribution, impact and fulfillment. (Nigel Bristow, Targeted Learning)
2
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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
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Select Your 1 Most Important When Choosing Your Next Position
1 2 3 4 5 6 7 8
0% 0% 0% 0%0%0%0%0%
1. Interesting Work
2. Meaningful Work
3. Supportive Team Climate
4. Supervisory Style
5. Work-Life Balance
6. Salary
7. Opportunities for Promotion
8. Job Security
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Select Your 1 Least Important When Choosing Your Next Position
1 2 3 4 5 6 7 8
0% 0% 0% 0%0%0%0%0%
1. Interesting Work
2. Meaningful Work
3. Supportive Team Climate
4. Supervisory Style
5. Work-Life Balance
6. Salary
7. Opportunities for Promotion
8. Job Security
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Which ONE has had the greatest influence on you considering or deciding to leave a
previous position or company?
1 2 3 4 5 6 7 8
0% 0% 0% 0%0%0%0%0%
1. Boring work—Lack of growth2. Work that Lacks Meaning3. Non-Supportive Team Climate4. Controlling Supervisory
Style5. Lack of Work-Life Balance6. Dissatisfaction with Your
Salary7. Lack of Opportunities for
Promotion8. Lack of Job Security
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Would you . . .
Yes No
0%0%
1.Yes2.No
Take a 5% paycut in exchange for significantly more interesting work?
3
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Would you . . .
Yes No
0%0%
1.Yes2.No
Take a 5% paycut for more work-life balance?
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Would you . . .
Yes No
0%0%
1.Yes2.No
Take a 10% paycut for more work-life balance, as well as more meaningful and interesting work?
3
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A Vicious Cycle
InsecurityLess
_________
Less
__________
Reduced
____________
Initiative Productivity Employability
6
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A Virtuous Cycle
・ Greater Personal Engagement and Happiness
・ Greater Incentive to Stay
Greater Employability
Greater Confidence
Greater Initiative
Greater Productivity
6
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Keys to Helping Employees Achieve Their Career Objectives
1. Focus on the individual’s priorities and values—not yours.
2. Focus on what you and they control:
— Begin with engagement in the current job.
— Encourage and build employability.
3. Help people find their “High Impact Opportunities.”
4. Support your people through timely, quality career conversations.
7
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Key #2: Focus on What You and They Control
Engagement:MentalEmotionalSocial(Use BHA #1)
Hope:Reasons to be optimistic about the future.
Retention
7
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Career Stages and the Five Knowledge Roles
• Institutionalizing knowledge (e.g., best practices) and building organization capability.
• Championing new systems, products, work processes, etc.
• Shaping/making decisions that cross organizational boundaries.
• Building the ability and confidence of others:—coaching —teaching—motivating—clarifying—giving
feedback
• Building team capacity.
• Questioning the status quo.
• Adapting existing knowledge to new uses.
• Inventing (but not championing) new methods, products, technologies, etc.
• Completing important tasks independently.
• Demonstrating mastery.
• Taking initiative within established norms or parameters.
• Learning from others and from experience.
• Moving towards mastery.
• Acting under direction from others.
Leveraging Knowledge
Sharing Knowledge
Creating Knowledge
Applying Knowledge
Acquiring KnowledgeAcquiring Knowledge
Applying Knowledge
Creating Knowledge
Sharing Knowledge
Leveraging Knowledge
8
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Research Findings
94%
70%
60%
26%
15%
0
100
Acquiring Applying Creating Sharing Leveraging
Percent Viewed as Above Average
Average Age
39 39 41 41 44
100%
0%
StageOne
StageTwo
StageThree
StageFour
StageFive
8
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Study Conclusion
To be consistently viewed as a high performer, an individual needs to move beyond Stage _____ on the continuum. Only Stage _____, Stage _____ and Stage _____ consistently deliver competitive advantage for the individual.
Two ThreeFou
rFive
8
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Which stage is most neglected by technical professionals?
1 2 3 4 5
0% 0% 0%0%0%
1. Stage 12. Stage 23. Stage 34. Stage 45. Stage 5
8
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Key #3: Help People Find Their High Impact Opportunities
Your Talents Your Purpose
The Oragnization’s Needs
a.
c.
d.
e.b.
• Innate abilities
• Things you
pick up quickly
• Now• Future
•Passions•Values•Interests
f. g.
9
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Help People Find Their High Impact Opportunities (Continued)
16
Total engagement is only possible when people focus their energies on finding and developing the opportunities that truly fit.
9
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Help People Find Their High Impact Opportunities (Continued)
1. Your direct reports’ best chances for doing work that will keep them fully engaged exist in segment ___.
2. Given the organization’s current needs, the highest priority learning needs of your direct reports probably exist in segment ___, and then segments ___ and ___.
3. Our hobbies may emerge from segments ___ and ___.
4. Long-term career opportunities will emerge from ___ and ___.
e
e b ac g
e c
169
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The Engagement Cycle
Ability
High
Low
MotivationHigh Low
B C
A D
X
10
Why do some people end up in quadrants C and D?
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Where are you in the Engagement Cycle?
1 2 3 4
0% 0%0%0%
1. Quadrant A2. Quadrant B3. Quadrant C4. Quadrant D
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Are any of your subordinates in quadrant C or D?
1 2
0%0%
1. Yes2. No
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Engagement Cycle and Five Stages
Ability
High
Low
MotivationHigh Low
Creating
Sharing
Leveraging
Acquiring
ApplyingB C
A D
10
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A Division of Responsibilities for Career Discussions
• Initiate and lead the career discussion
• Prepare the agenda (IDP)
• Be open, available and supportive. Sometimes initiate.
• Follow the individual’s agenda
11
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Career Conversation Agenda
Step One: Building Shared Understanding
Step Two: Creating Alignment
Step Three: Looking Backward and Forward
12
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Practice Discussion: Decisions, Decisions!
Steps:Preparation — 5 min.Discussion — 10 min.Debrief — 10 min.Debrief:Manager– p. 15 and 21Direct Report— p. 17 and 21Observers— p. 19 and 21
Preparation:Manager — p. 14-15Direct Report — p. 16-17Observers — p. 18-19
14
Debrief Sequence:1. Gather thoughts2. Manager self-critique3. Manager shares self-
assessment on p. 214. Direct Report and
Observers give feedback to manager