manager’s coaching for guide peak … the managers of participants . ... skills, and techniques...

COACHING FOR PEAK PERFORMANCE

Development Dimensions International, Inc., MMXII. 1 Permission is granted to photocopy this page for internal use only.

Managers Guide

FOR THE MANAGERS OF PARTICIPANTS

File Name: CPP-ManagersGuide

One or more of your people are scheduled to participate in the Coaching for Peak Performance session. You play a critical role in ensuring results from their learning and development activities. This guide will help you support and reinforce the benefits of the Coaching for Peak Performance course back in the workplace.

This Managers Guide is organized as follows: Before the Session: Setting Up Learners for Success ....................................................... 2

Describes what you can do to ensure participants arrive at the session prepared and motivated to learn.

Overview of Course Content .................................................................................................. 3

Presents key course content to help you understand and reinforce the use of the concepts, skills, and techniques introduced in the course.

After the Session: Reinforcing and Supporting Application ............................................. 5

Provides an action list you may refer to and use at any time to help participants successfully apply what theyve learned to their jobs.



Before the Session: Setting Up Learners for Success

You can ensure that participants are prepared for their learning and development experience by: Seeking and sharing insights about how coaching for peak performance can benefit them,

their direct reports, and the organization.

Sharing your expectations for how the knowledge and skills they acquire will be applied in the workplace.

Encouraging and Supporting Participation To make the session as valuable and successful as possible, consider the following: Listen for and openly discuss resistance or objections to attending the training. Work with

people to find ways to overcome them.

Describe the business rationale for attending the training by explaining the impact new coaching skills can have on people, productivity, and profitability.

To set expectations for follow-up, schedule a post-training meeting with each person to discuss the coaching techniques he or she will learn in the session. During the meeting:

Identify and agree upon how to build or enhance the application of the techniques in the workplace as soon as possible after the training.

Identify potential challenges to applying the newly learned skills and techniques and strategies for overcoming those challenges.

Determine how to monitor progress and measure results.

Share your insights regarding proactive and reactive coaching (see the next page for descriptions) and how you strive to conduct both types of coaching to not just improve work performance but to make good performance even better.

Ask people what they think their strengths and growth areas are as a coach. Encourage them to use what theyll learn in the training to leverage their strengths and to develop their growth areas.



Overview of Course Content

Successfully completing Coaching for Peak Performance will enable learners to: Encourage people to take ownership of and be accountable for their work performance.

Create a work environment where people are comfortable taking on the risks associated with new responsibilities.

Boost morale, improve productivity, and increase profitability by coaching for peak performance in each person.

Manage work performance issues in a fair, consistent manner.

Core Content Many leaders might think coaching should occur only after someone has made a mistake or is struggling to meet expectations, and then spend a majority of their time doing just that. However, good coaches also prepare people to succeed in new or challenging situations.

Coaching for Peak Performance presents two types of coachingproactive and reactiveto meet the needs of team members not only after theyve completed a task or assignment but also before so they learn from their success. The goal of this course is to acknowledge the necessity of both types of coaching to help people achieve peak performance.

Types of Coaching

Learners identify real-life opportunities to coach, such as when people are taking on a new responsibility or when their work performance could be improved (when goals arent being met) or enhanced (making good results great). Throughout the session, participants learn how to use course skills and techniques to ensure success in these coaching situations.

Impact on People, Productivity, and Profitability

A persons work performance can greatly affect other people, productivity, and ultimately profitability. Learners are shown how to gauge the positive and negative impact of a persons performance in each area as they prepare for both proactive and reactive coaching discussions.

Reactive Coaching Guiding people in improving or enhancing their work performance.

Proactive Coaching Guiding people toward success in new or challenging situations.



Coaching Techniques

Learners are introduced to three techniques for effective coaching and determine how theyll use them for their own coaching situations back in the workplace:

Seek and leverage datato ensure they have accurate performance data as they prepare for a formal coaching discussion, to share that data with the person during the discussion, and then to continue to monitor progress and measure results.

Balance seeking and tellingto encourage the person to think through situations on his or her own and to gain the persons buy-in and commitment by asking powerful questions often (seek) and by sharing their experiences and insights when appropriate (tell).

Provide ongoing feedback and supportto monitor a persons work performance; to reinforce or redirect the persons efforts by providing specific, timely, and balanced feedback; and to discuss responsibility for measuring results.

Interaction Essentials in the Context of Coaching

Participants learn how to use the Interaction EssentialsSMKey Principles and Interaction Guidelinesto meet the personal and practical needs of individuals while coaching. (For information on these skills, double-click the icons at right. Print the files or save them to a desired location.)

Interaction Essentials

Research Monograph

Certain Interaction Essentials are more critical depending on the type of coaching (proactive or reactive) being provided. Learners see these skills in action through a case study in which they help a leader prepare for two different coaching discussions, and then watch how the leader uses the skills.

STAR Feedback

After each discussion, they record either positive feedback (STAR) or developmental feedback (STAR/AR) for the leader. (For information on the STAR feedback technique, double-click the icon at left. Print the file or save it to a desired location.)

Learners complete their own Discussion Planner, and then use it to practice conducting a discussion they eventually will have with one of their team members to coach that person for peak performance.


INTERACTION ESSENTIALS

Foundational Leadership Skills In an increasingly complex and fast-paced work environment, leaders often fail to see the impact their interactions with others have on their success as leaders, their job satisfaction, or the success of the business. Meeting ambitious deadlines and maintaining operational metrics may overshadow what are perceived as soft skills.

Understanding the components of the Interaction EssentialsSM and learning when and how to use them provide a strong foundation that enables leaders to prepare for, lead, and/or participate in a variety of crucial interactions with their peers, their manager, and their team members.

Personal and Practical Needs For an interaction to be effective, two kinds of needspersonal and practicalmust be met. Personal needs are the human needs that each individual brings to the workplace and to interactions. Practical needs are the objectives your interaction is intended to accomplish.

Personal Needs Practical Needs

Includes the need to feel: Includes the need to:

Heard and understood.

Respected and valued.

Trusted (and to trust).

Meaningfully involved.

Supported.

Reach a decision.

Resolve a conflict.

Develop a solution or solve a problem.

Plan how to approach a task or project.

Plan the implementation of a change.

When personal needs are met, people become more engaged and motivated, and their work results improve. When practical needs are satisfied, people are more likely to achieve their objectives and the organizations business results.

File Name: IEOverview



The Interaction Essentials The Interaction Essentials will help you address both personal and practical needs so that your workplace interactions can be more effective. The Interaction Essentials are: Key Principles (to meet personal needs).

Interaction Guidelines (to meet practical needs).

Key Principles The Key Principles are beneficial for acknowledging the personal needs of individuals and for showing that you respect and value them as people.

Key Principles What the Key Principle Sounds Like

Maintain or enhance self-esteem. There are two aspects of Esteem: enhance and maintain. You enhance others self-esteem when you recognize and reinforce their contributions. If people make mistakes, you can maintain esteem by focusing on the situation, not the person.

Enhance esteem: Thank you for pointing out this issue. I appreciate your taking the time to tell me there was a problem.

Maintain esteem: I agree, the accuracy of your report is critical. Its also important for other teams to get your report on time. How can we make sure that happens?

Listen and respond with empathy. Listening and responding with empathy demonstrates youve heard not only what the person is saying, but also how he or she is feeling. When responding, describe the feelings being expressed along with the facts of the situation causing those feelings.

You were left off the email distribution [fact], and whether that was intentional or not, it has to be frustrating [feeling].

You must be pleased [feeling] that the team accepted all of your recommendations [fact].

Key Principles

These Key Principles can be used anytime to address others personal need to feel appreciated, understood, or involved: Esteem

Empathy

Involvement

Share

Support

Interaction Guidelines

Five Interaction Guidelines provide structure and direction to your discussions so that you can meet the practical need of achieving your objectives: OPEN

CLARIFY

DEVELOP

AGREE

CLOSE



Key Principles What the Key Principle Sounds Like

Ask for help and encourage involvement. Involving people builds their commitment and helps you and others arrive at better, more innovative ideas and solutions than you might have on your own. You can unleash ideas by asking open-ended questions.

I have some thoughts on this project, but Id like to hear yours first. How do you think we should approach this?

This change needs to work for everyone. What can we do to achieve that objective?

Share thoughts, feelings, and rationale. (to build trust)

Sharing means disclosing deeper insights about yourself, such as emotions, imperfections, or a poor decision. Being willing to open up helps build others trust.

I can see youre uneasy about your upcoming training session. I felt intimidated the first time I delivered training too. Would it help if we took some time now to talk about your delivery?

Provide support without removing responsibility. (to build ownership)

Providing support means offering guidance and resources and removing barriers, but without removing the responsibility from those who must think through and carry out tasks.

What additional support can I provide to help you coordinate the upgrades to our computers?

Have you thought about who else needs to be involved? Would it help if I provided some feedback once youve gathered the information?

Interaction Guidelines The Interaction Guidelines provide a framework for your interactions that ensures you cover everything you need to discuss and that you meet the practical need of achieving the discussions objective: OPEN is the first step. Identify the purpose of the discussion and why its important,

such as the impact on or the benefits to the person, the team, or the organization.

Today, Id like to hear your ideas on how we might implement the new procedures for requesting resources [purpose]. These new procedures will help us reduce some of the rework and confusion weve been experiencing recently [importance].

CLARIFY is the information-gathering step of the discussion where you seek and share information about the situation or task and uncover possible barriers and concerns. Skipping this step might cause confusion and waste time.

I think were all in agreement that this will be a complex process. I want to be sure we dont overlook anything, so what questions or concerns do you have?



DEVELOP is the idea-generating step in which you ask people for their ideas and suggestions, and then build on their input as appropriate. You also discuss any resources or support people might need to follow through.

What are your thoughts on how we can accomplish these objectives? What additional resources will we need, if any?

AGREE is the action-planning step, during which you and others specify actions for addressing the situation, including any contingency plans. You also will need to agree on who will do what by when and confirm how to measure progress and results.

So, are we in agreement that well meet next Monday to make final recommendations and that Andrew will share the new schedule with the operations team?

CLOSE is the time to summarize important features of the plan and express confidence in a positive outcome. Also, use this opportunity to check peoples confidence in their ability to handle the task or situation.

How are you feeling about the modifications weve agreed to?

During your discussion, make sure you: Check for understanding to help ensure everyone understands whats been discussed or

agreed to. This is useful anytime theres the possibility of misunderstandingswhen a lot of information has been exchanged or when you need to clarify something. For example:

Are you concerned about meeting the delivery date, or is it more about how were assigning tasks and responsibilities?

Make procedural suggestions to keep the discussion on track and moving forward. Because these are suggestions, theyre often stated in the form of a question. For example:

Would it help if we talked about roles and responsibilities next?

Foundational Leadership Skills

Personal and Practical Needs

Practical Needs

Includes the need to feel:

Includes the need to:

Key Principles

What the Key Principle Sounds Like

Personal Needs

The Interaction Essentials

Key Principles


Key Principles


IEOverview

INTERACTION

ESSENTIALSSM:

WHAT THEY ARE

AND WHY THEY MATTER

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Human beings are social creatures. In daily lives

and our work, we are constantly interacting

with others. Whether these interactions happen

face-to-face, over the phone, or through e-mail

or text, the way we treat others and how we

communicate with them makes an impactfor

better or worse. So what are the skills required

to conduct effective interactions day-to-day?

Through our 40+ years of assessing talent, con-

ducting research, and creating development

programs, we have found that there exists a

core set of skills everyone needs to master in

order to effectively build relationships and get

work done. We call these skills the Interaction

EssentialsSM.

We refer to them as the Interaction Essentials

because they are the core behaviors that make

leaders and associates effective. These skills help

individuals meet both personal needs (to be

respected and involved) and practical needs

(through an effective communication structure).

DDI believes so strongly in the use of the

Interaction Essentials that we incorporate them

as foundational elements of many of our learning

and development programs. For example, the

Interaction Essentials are incorporated into

training and development programs such as

Interaction Management and Business Impact

Leadership, and in Targeted Selection for train-

ing interviewers. They are also incorporated

into selection solutions, such as interview

guides. These essentials have been woven

into DDIs products and solutions, instituting a

consistent development method across all levels

of the organization.

PRINCIPLES TO HELP A PERSON MEETOTHERS PERSONAL NEEDS 1. Maintain or enhance self-esteem.

2. Listen and respond with empathy.

3. Ask for help and encourage involvement.

4. Share thoughts, feelings, and rationale

(to build trust).

5. Provide support without removing

responsibility (to build ownership).

What They Are

The above principles were derived from decades

of research demonstrating the positive value

of the behaviors they embody. When these

five principles are applied, they ensure that

employees personal needs are met and that

they feel valued, respected, and understood.

They also can have critical implications for the

levels of engagement motivation, productivity,

INTERACTION ESSENTIALSSM:

WHAT THEY ARE AND WHY

THEY MATTER

1 Development Dimensions International, Inc., MMXII. All rights reserved under U.S., International, and Universal Copyright Conventions. Reproduction in

whole or part without written permission from DDI is prohibited.

and effectiveness with which work is carried out.

The following presents the research underlying and

supporting the significance of each.

Maintain or Enhance Self-Esteem

Self-esteem refers to ones self-evalua-

tion, or appraisal of ones own worth.

It is the second highest need on Maslows

hierarchy. And it can be impacted by all interac-

tions with others. The concept of self-esteem

rose to popularity in the late 1960s, pioneered by

psychotherapist Nathaniel Branden and psycholo-

gist Stanley Coopersmith (who defined self-

esteem as an attitude and expression of worthi-

ness). To date, approximately 536 studies,

769 articles, and 80 books have been written on

the impact of self-esteem on work performance.

Some of the reported outcomes of high self-esteem

include high levels of career and job satisfaction,

improved motivation and engagement, high-quality

work, better personal and professional relation-

ships, and more innovation at work. Individuals

who maintain or enhance others self-esteem tend

to be seen as highly effective and enjoy better team

communication and less tension in the workplace.

They also are likely to lead employees with higher

job satisfaction and performance, greater loyalty,

and interpersonal trust.

REFERENCES

Bowling, N.A., Eschleman, K.J., Qiang, W., Kirkendall, C.,& Alarcon, G. (2010). A meta-analysis of the predic-tors and consequences of organization-based self-esteem. Journal of Occupational & OrganizationalPsychology, 83(3), 601626.

Brockner, J. (1988). Self-esteem at work: Research, the-ory, and practice. Lexington, MA: Lexington Books.

Ferris, D.L., Lian, H., Brown, D.J., Pang, F.X.J., & Keeping,L.M. (2010). Self-esteem and job performance: Themoderating role of self-esteem contingencies.Personnel Psychology, 63(3), 561593.

Fisher, B.M., & Edwards, J.E. (1988). Consideration andinitiating structure and their relationships with leadereffectiveness: A meta-analysis. Best PapersProceedings, Academy of Management, Anaheim,CA, 201205.

Garske, G.G. (1996). The relationship of self-esteem tolevels of job satisfaction of vocational rehabilitationprofessionals. Journal of Applied RehabilitationCounseling, 27(2), 1922.

Grimm-Thomas, K., & Perry-Jenkins, M. (1994). All in a days work: Job experiences, self-esteem, andfathering in working-class families. Family Relations,43(2), 174181.

Lopez, E. (1982). A test of the self-consistency theory ofthe job performancejob satisfaction relationship.Academy of Management Journal, 25(2), 335348.

Lucas, M.S., & Epperson, D.L. (1990). Types of vocational undecidedness: A replication and refinement. Journal of Counseling Psychology, 37(4), 382388.

Listen and Respond with Empathy

The ability to empathize is an important

skill to possess. The modern under-

standing of empathymeaning the identifica-

tion with or vicarious experiencing of the feelings,

thoughts, or attitudes of anotherwas first

used in the works of sociologist Max Weber and

psychologist Wilhelm Dilthey. Empathetic people

are more willing to use their time and resources to

help people, to enable others to maintain a sense

of competence and self-worth, and to avoid behav-

iors that would betray others trust.

Within the last 10 years, approximately 550 articles

and over 160 books have been written on using

empathy in interpersonal interactions.

Leaders who demonstrate empathy with their

employees are perceived to be better coaches,

while employees who believe their leaders are

empathetic tend to be more engaged in their work

and less fatigued, depressed, and anxious.

REFERENCES

Anderson, S.E., & Williams, L.J. (1996). Interpersonal, job,and individual factors related to helping processes atwork. Journal of Applied Psychology, 81(3), 282296.

Goleman, D., Boyatzis, R.E., & McKee, A. (2004). Primalleadership: Learning to lead with emotional intelli-gence. Boston: Harvard Business Press.

Ikemi, A., & Kubota, S. (1996). Humanistic psychology inJapanese corporations: Listening and the smallsteps of change. Journal of Humanistic Psychology,36(1), 104121.

Kellett, J.B., Humphrey, R.H., & Sleeth, R.G. (2006).Empathy and the emergence of task and relationsleaders. The Leadership Quarterly, 17(2), 146162.

2 Development Dimensions International, Inc., MMXII. All rights reserved.

Krivonos, P.D. (1978). The relationship of intrinsic-extrin-sic motivation and communication climate in organi-zations. Journal of Business Communication, 15(4),5365.

McBane, D.A. (1995). Empathy and the salesperson: A multidimensional perspective. Psychology &Marketing, 12(4), 349370.

Patnaik, D. (2009). Wired to care: How companies prosper when they create widespread empathy.Upper Saddle River, NJ: FT Press.

Stowell, S.J. (1988). Coaching: A commitment to leader-ship. Training and Development Journal, 42(6), 3438.

Ask for Help and Encourage Involvement

Individuals want to feel involved, to feel

as though their opinions and thoughts

matter. At work this translates into leaders

and team members reaching out to one another for

support. A high-involvement work environment

began as a trend in the 1970s, but has since become

the norm in highly effective organizations. In the

last 10 years, over 915 articles and 19 books have

been written on high-involvement work environ-

ments.

Leaders are seen as more effective when they cre-

ate a participative work environment. Employees

in such a high-involvement work environment per-

ceive that they have more variety, autonomy, and

impact along with a greater level of influence in

their jobs. They also report a higher degree of job

satisfaction, more trust in management, and

increased self-confidence.

REFERENCES

Benson, G.S., Young, S.M., & Lawler, E.E., III. (2006).High-involvement work practices and analysts fore-casts of corporate earnings. Human ResourceManagement, 45(4), 519537.

Crouter, A.C. (1984). Participative work as an influenceon human development. Journal of AppliedDevelopmental Psychology, 5, 7190.

Konrad, A.M. (2006). Engaging employees through high-involvement work practices. Ivey Business Journal,70(4), 16.

Ledford, G.E., Jr., & Mohrman, S.A. (1993). Self-designfor high-involvement: A large-scale organizationalchange. Human Relations, 46(2), 143173.

Mendelson, M.B., Turner, N., & Barling, J. (2011).Perceptions of the presence and effectiveness of highinvolvement work systems and their relationship toemployee attitudes: A test of competing models.

Personnel Review, 40(1), 4569. Mohr, R.D., & Zoghi, C. (2008). High-involvement work

design and job satisfaction. Industrial & LaborRelations Review, 61(3), 275296.

Stowell, S.J. (1988). Coaching: A commitment to leadership. Training and Development Journal, 42(6), 3438.

Share Thoughts, Feelings, andRationale (to build trust)

In the workplace, sharing thoughts,

feelings, and the rationale behind decisions builds

a more trusting environment. When leaders and

team members open up, they encourage others

(direct report, colleagues) to do the same. This

open communication also fosters a positive team

dynamic, making everyone more productive.

The concept behind this principle was pioneered

in the 1970s by sales and marketing expert Neil

Rackham in his pivotal research study on sales

effectiveness in major multinational companies.

Rackhams research focused on the impact of

interaction skills training and the importance of

motivation and emotions during work interactions.

He demonstrated that, to build trust, leaders need

to disclose their own thoughts and feelings.

According to his research, trust in leadership is a

critical requirement for employees to have, and

their degree of trust affects overall organizational

and work group effectiveness, employee satisfac-

tion with leadership, and the overall level of

innovation.

In the last 10 years, more than 100,000 articles and

studies and 4,780 books have been written on

building trust in the workplace.

REFERENCES

Denton, D.K. (2009). Creating trust. OrganizationDevelopment Journal, 27(4), 1120.

Dirks, K.T., & Ferrin, D.L. (2002). Trust in leadership:Meta-analytic findings and implications for researchand practice. Journal of Applied Psychology, 87,611628.

Driscoll, J.W. (1978). Trust and participation in organiza-tional decision making as predictors of satisfaction.Academy of Management Journal, 21(1), 4456.


Elfenbein, H.A., & Ambady, N. (2002). Predicting work-place outcomes from the ability to eavesdrop on feel-ings. Journal of Applied Psychology, 87(5), 963971.

Galford, R., & Drapeau, A.S. (2002). The trusted leader:Bringing out the best in your people & your company.New York: The Free Press.

Kouzes, J.M., & Posner, B.Z. (2007). The leadership chal-lenge (4th ed.). San Francisco: Jossey-Bass.

Lyman, A. (2003). Building trust in the workplace: Whytrust brings out the best in your employees. StrategicHR Review, 3(1), 2427.

Rackham, N., Honey, P., & Colbert, M. (Eds.). (1971).Developing interactive skills. London: Wellens.

Schmidt, W.H., & Posner, B.Z. (1982). Managerial valuesand expectations: The silent power in personal andorganizational life. New York: AMA. Trust in theworkplace: 2010 ethics & workplace survey. (2010).New York: Deloitte.

Provide Support without RemovingResponsibility (to build ownership)

Providing support is a critical role of a

manager or team member. The interconnected-

ness of todays workplace means it is difficult to

do a job without anyones help. However, when

seeking help, it is important for the support to

come without removing the ownership of the task.

This is how individuals learn, grow and develop in

their roles. The ability to provide support without

removing responsibility is the driving force behind

this sense of empowerment.

In the last 10 years, approximately 7,000 articles and

1,500 books have been written on empowerment in

the workforce. This body of research demonstrates

multiple individual and organizational benefits

of empowering and encouraging employees to

psychologically own their jobs.

Managers are seen as more effective when they

perform supportive behaviors without taking

over, delegate decision making, provide a culture

of continuous improvement, and balance trust

and feedback. They must also coach their team

members to help them be more successful, without

telling them what to do or removing their owner-

ship or responsibility. Organizational benefits of

increased empowerment include improved produc-

tivity, product quality, customer service, employee

satisfaction, and team performance; gains in market

share and customer satisfaction; and a reduction

in production costs.

REFERENCES

Avolio, B.J., Zhu, W., Koh, W., & Bhatia, P. (2004).Transformational leadership and organizational commitment: Mediating role of psychological empow-erment and moderating role of structural distance.Journal of Organizational Behavior, 25, 951968.

Byham, W. C., Cox, J. (1997). Zapp! The Lightning ofEmpowerment: How to Improve Productivity, Quality,and Employee Satisfaction. Ballantine Books.

Deal, T.E., & Jenkins, W.A. (1994). Managing the hiddenorganization: Strategies for empowering your behind-the-scenes employees. New York: Warner.

Fuller, J.B., Morrison, R., Jones, L., Bridger, D., & Brown,V. (1999). The effects of psychological empower-ment on transformational leadership and job satisfac-tion. Journal of Social Psychology, 139(3), 389391.

Gibson, C.B., Porath, C.L., Benson, G.S., & Lawler, E.E.,III. (2007). What results when firms implement prac-tices: The differential relationship between specificpractices, firm financial performance, customer serv-ice, and quality. Journal of Applied Psychology, 92(6),14671480.

Ginnodo, B. (Ed.). (1997). The power of empowerment:What the experts say and 16 actionable case studies.Arlington Heights, IL: Pride.

Lawler, E.E., III, Mohrman, S.A., & Ledford, G.E., Jr.(1995). Creating high performance organizations:Practices and results of employee involvement andtotal quality management in Fortune 1000 companies.San Francisco: Jossey-Bass.

Spreitzer, G. (2007). Taking stock: A review of more thantwenty years of research on empowerment at work.In C.L. Cooper & J. Barling (Eds.), The SAGE hand-book of organizational behavior, Vol. 1: Microapproaches (pp. 5472). New York: Sage.

Wellins, R. S., et alia. (1991). Empowered Teams:Creating Self-Directed Work Groups That ImproveQuality, Productivity, and Participation. Jossey-Bass.

Yukl, G.A., & Becker, W.S. (2006). Effective empower-ment in organizations. Organization ManagementJournal, 3(3), 210231.

GUIDELINES FOR HOW TO MEET PEOPLESPRACTICAL NEEDS (TASK SKILLS)

What They Are

In addition to ensuring that personal needs are

met, DDI developed guidelines over 40 years ago

to provide structure and best practices for effective

interactions to meet practical needs. In day-to-day

interactions with coworkers, these guidelines help


provide structure to maximize the effectiveness of

those conversations to influence others, solve a

problem or make better decisions. These guidelines

(Open, Clarify, Develop, Agree, and Close) focus on

the practical side of interactions because relying

solely on personal needs without meeting peoples

practical needs will still result in an ineffective inter-

action. By using these guidelines, leaders and team

members can get work done through others more

effectively and efficiently. In addition to the five

guidelines, there are additional skills needed to

ensure that each person understands what has

been discussed and to keep the discussion moving

forward. These process skills are: check for under-

standing and make procedural suggestions.

In todays hectic, performance-oriented workplace,

the time spent interacting with others must be pro-

ductive. Whether interacting with an individual or

a group, in a formal or a spontaneous discussion, in

person or over the phone, every interaction must

accomplish its purpose efficiently. Each guideline

represents an important, logical step in the discus-

sion process. Together they provide a road map to

guide effective discussions. When these guidelines

are applied with the aforementioned skills (empathy,

maintaining self-esteem, etc.), they ensure that

employees personal AND practical needs are met,

and ultimately better, and more effective interactions.

The content of DDIs model is based on real behav-

iors exhibited in hundreds of thousands of interac-

tions observed in assessment and training settings.

This distinctive model provides a process that can

be easily adapted to either personal or professional

situations. The process can be used to resolve

conflicts, discuss a major change, set expectations,

delegate an important responsibility, or conduct

any discussion in which you need to clarify the

situation, develop ideas, and agree on actions.

OPEN

> At the start of an interaction, let people know

what you want to talk about and why its

important.

> If you begin the discussion, explain its purpose

and importance.

> If another person begins the discussion, and

doesnt explain the purpose and importance,

you can:

Ask what they want to talk about and why.

State your understanding and ask if its correct.

CLARIFY

> Before you begin discussing ideas or solutions,

make sure everyone understands the details.

> Clarify facts, figures, or information that everyone

involved in the discussion needs to know to

move forward.

DEVELOP

> Cultivate ideas to achieve the main goal.

> Actively seek involvement from all participants.

> Share your own ideasafter listening to

everyone elses.

> Where appropriate, use idea generation and

evaluation techniques.

> Help people identify any help, support, or

resources that might be needed.


AGREE

> Once you have a list of good ideas and alterna-

tives, involve everyone in choosing the ideas to

put into action.

> Specify what will be done, who will do it, and

by when.

> Return to the CLARIFY step if you have another

issue to talk about or proceed to the CLOSE step

if there are no more issues. Repeat this process

for each issue.

CLOSE

> To make sure everyone understands whats

happening, go over the main points of the

discussion and what people agreed to.

> Make a final check on everyones confidence

in their ability to follow up on the actions they

agreed to.

Process Skill: Check for Understanding

This is a way to confirm that everyone has the same

understanding of what has been discussed during the

session. The most effective way to check for under-

standing is to summarize the information in the form

of a question and then request confirmation or cor-

rection. For example one might say so what I heard

you say is (fill in example), is this correct?

Process Skill: Make Procedural Suggestions

An effective interaction needs a way to keep the

discussion process on track, by identifying problems

in the process itself and resolving them quickly.

A good example of using this technique is: We

seem to have several alternatives available. Lets

narrow our options down to two. This action is

about ensuring that goals in the interaction are

achieved in a timely manner.

REFERENCES

Ashkenas, R. (2010). Why We Secretly Love Meetings: The Status and Social Drive Beyond the Agenda.Harvard Business Review Online available online at blogs.hbr.org/ashkenas.

Bang, H., Fuglesang, S.L., Ovesen, M.R., & Eilertsen, D.E.(2010). Effectiveness in top management groupmeetings: The role of goal clarity, focused communi-cation, and learning behavior. Scandinavian Journalof Psychology, 51(3), 253-261.

Barry, B. & Crant, J.M. (2000). Dyadic CommunicationRelationships in Organizations: An Attribution/Expectancy Approach. Organization Science, 11(6), 648-664.

Harvard Business Review on Effective Communication(1999). Boston, MA: Harvard Business SchoolPublishing.

Jay, A. (1976). How to Run a Meeting. Harvard BusinessReview, 54(2), 43-57.

Mosvick, R.K. & Nelson, R.B. (1996). Weve got to start meeting like this! Indianapolis: Park AvenueProductions.

Myrsiades, L. (2000). Meeting sabotage: Met and conquered. Journal of Management Development,19(10), 870885.

Nixon, C.T. & Littlepage, G.E. (1992). Impact of meetingprocedures on meeting effectiveness. Journal ofBusiness and Psychology, 6(3), 361369.

Tobia, P.M. & Becker, M.C. (1990). Making the most of meeting time. Training and Development, 44(8),3438.

WHY INTERACTION ESSENTIALS MATTERWhy are the Interaction Essentials so critical?

Experience and research have shown that the

reason most leaders in business fail is not because of

a lack of business knowledge or technical skill, but

because of interpersonal and communication short-

comings. The most cited reason that people leave

their jobs is their relationships with their managers.

Even CEOs, in part, fail due to a lack of essential

interaction skills (e.g., Paul Ely (HP), Carly Fiorina

(HP), John Havens (Citigroup), Stan ONeal (Merrill

Lynch), Bob Nardelli (Home Depot), and Al Dunlap

(Scott Paper)). Therefore, there exists a greater need

to develop these essential interaction skills.

According to DDIs data, including detailed assess-

ment information on over 4,000 leaders, Interaction

Essentials are a clear area for development. This

research demonstrates that the Interaction Essentials

are more likely to be rated a development need by a

leaders managers and peers, compared to any other

leadership skill such as coaching, decision-making,

and driving change. Specifically, 44 percent of devel-

opment needs reported by managers and peers are


Interaction Essentials in DDIs analysis of a cross-

organizational database of 360-degree feedback

research (2011).

The good news is that DDIs research also demon-

strates that the Interaction Essentials can be trained

or improved. And improvements in the Interaction

Essentials correlate with improvements in higher-

order leadership skills; for example, influence, man-

aging others performance, and resolving conflict.

Data collected from 2,637 leaders and 4,120 of

their managers, colleagues, and direct reports

demonstrate a 33 to 59 percent improvement in the

number of leaders frequently meeting others per-

sonal needs after leadership training (see Figure 1).

Specifically, when it comes to the behaviors related

to meeting personal needs discussed earlier, only

about 57 percent of leaders were doing that effec-

tively before training. After training, that number

rose to 76 percent according to leaders managers,

peers, and direct reports, and up to 89 percent

according to leaders themselvesa significant

improvement.

FIGURE 1. IMPROVEMENTS IN MEETING

PERSONAL NEEDS AFTER TRAINING

Because leaders who master the foundational

interaction skills will be more skillful in navigating

other leadership behaviors (e.g., coaching, manag-

ing performance, influencing others), it is no sur-

prise that this type of training has a significant

impact on other leadership behaviors and even

organizational outcomes. In addition to improve-

ments in communication, teamwork, efficiency, and

quality of work, employees who rated engagement

and productivity higher in their work groups were

significantly more likely to have leaders who effec-

tively met the personal needs of others. In other

words, employee engagement and productivity

were affected by the extent to which leaders met

the personal needs (see Figure 2 and 3) and the

practical needs (see Figure 4 and 5) of others.

Figure 2 shows that when employees reported

reduced engagement in their work environment,

only 54 percent of them also reported that their

leaders were meeting their personal needs. In con-

trast to employees who reported improved engage-

ment, an overwhelming 89 percent reported their

personal needs being met by their leader.

FIGURE 2. HOW MEETING PERSONAL NEEDS IS

RELATED TO IMPROVED ENGAGEMENT

Figure 3 shows a similar finding, such that for

employees who reported reduced productivity in

their work groups, only 60 percent of them report-

ed that their leaders were meeting their personal

needs. In contrast to employees that reported

improved productivity, 86 percent of them report-

ed their personal needs being met by their leader.

FIGURE 3. HOW MEETING PERSONAL NEEDS IS

RELATED TO IMPROVED PRODUCTIVITY



Figure 4 demonstrates the same trend for meeting

practical needs. Specifically, when employees

reported a leaders ability to create and maintain

a supportive work environment as low, only

2 percent of them reported that their leaders

were effectively meeting their practical needs. In

contrast to employees who reported their leaders

ability to maintain a supportive work environment

as high, 87 percent of them reported their practical

needs were being met by their leader.

FIGURE 4. HOW MEETING PRACTICAL NEEDS IS

RELATED TO RELATED TO IMPROVED

ENGAGEMENT

Figure 5 displays the finding that when employees

reported a specific leaders ability to lead teams

towards meeting productivity goals as low, only

2 percent of them reported that their leaders

were effectively meeting their practical needs. In

contrast to employees that reported their leaders

ability to lead teams towards meeting productivity

goals as high, 83 percent of them reported their

practical needs were being met by their leader.

FIGURE 5. HOW MEETING PRACTICAL NEEDS IS

RELATED TO IMPROVED PRODUCTIVITY

In summary, research supporting both the theory

behind and the practice of using the Interaction

Essentials is abundant and persuasive, and that

is the reason that they are at the core of many

of DDIs programs and solutions. Because the

Interaction Essentials are the foundation upon

which all effective interactions are based, they are

critical skills for everyone to have in order to foster

supportive and productive relationships. They

are of particular importance to leaders because

research demonstrates that without the fundamental

interaction skills, leaders will not be equipped

to handle their responsibilities of keeping their

employees engaged, satisfied, motivated, and, of

course, productive.

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ABOUT DEVELOPMENT DIMENSIONS INTERNATIONAL:

For over 40 years, DDI has helped the most successful companies around the

world close the gap between where their businesses need to go and the talent

required to take them there.

Our areas of expertise span every level, from individual contributors to the

executive suite:

DDIs comprehensive, yet practical approach to talent management starts by

ensuring a close connection of our solutions to your business strategies, and

ends only when we produce the results you require.

Youll find that DDI is an essential partner wherever you are on your journey to

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STAR FEEDBACK

File Name: STARFeedback

STAR Feedback

An easy way to remember to give complete, specific feedback is to use the acronym STAR. You can use this approach to give two types of feedback: positive, which specifies what a person or team has done well, and developmental, which guides them toward a more effective approach.

The components of STAR remind you to describe the Situation or Task, Action, and Result: STSituation or Task. What was the problem, business opportunity, challenge, or task?

AAction. What was said or done to handle or respond to the situation or task?

RResult. What happened, for better or worse, because of the persons or teams actions, and what was the impact or consequence of that result?

Positive Feedback Example (ST) I want to congratulate you on the terrific presentation you made earlier today. (A) Your presentation was well targeted to our level of expertise and needs, and you were thoroughly prepared to field the groups questions. (R) We learned critical information that we used immediately in drafting our launch plan for the new customized service.

When you use the STAR approach to provide developmental feedback, you also will describe: An Alternative actionsomething the person or team could have

said or done differently.

The enhanced Result that the alternative action might have produced.

Tip: Consider asking people how they might have approached the situation differently, which is often more effective than simply telling them what they could have done.

Developmental Feedback Example (ST) When I called in to your planning meeting for the technology show, you were trying to assign people to staff the event. (A) You asked the department heads to commit team members without providing specifics about shifts and responsibilities. (R) Your request received lukewarm response at the meeting, and the department heads were hesitant to commit staff when they didnt know the timing and duration of shifts. (A) You might have shared a schedule that showed the specific time slots as well as a list of tasks. (R) People would then have been able to determine how they could support the event, and you would be able to identify any gaps in coverage.

Or . . . (A) What might you have done differently to encourage the department heads to offer their team members time? (R) How might that have helped you secure staffing?

STAR Feedback

Positive Feedback Example

Developmental Feedback Example

STARFeedback



After the Session: Reinforcing and Supporting Application

After participants have attended Coaching for Peak Performance, you can reinforce and support their application of skills in the following ways: Encourage accountability. Hold them accountable for applying the skills they learned in the

course by linking the performance outcomes of the session to their individual performance goals. For example, a goal for them could be: Apply the three coaching techniques to an upcoming proactive coaching situation involving at least one of my team members.

Offer support. Review each persons completed Discussion Planner from the session and follow up with the person after the interaction to see how it went.

Monitor progress and measure results. Work with people to identify and agree on ways to measure their progress and success in applying the newly learned skills and knowledge. For example, they could use a survey to gather feedback from team members on their progress in using the three coaching techniques and the Interaction Essentials.

Use social media. Take advantage of social media tools to sustain learning and development. For example: Post questions on a discussion board and ask for responses from other leaders on their

coaching efforts. For example, How do you ensure you are balancing seeking and telling during your coaching conversations?

Write a blog describing a time when you proactively coached someone who later became very successful, and point out the skills or techniques you used.

Record a podcast about what an ideal coach says and does throughout a typical day. Address barriers. Identify and discuss barriers that are preventing leaders from applying

new knowledge and skills and help them plan how to overcome them.

Provide feedback. Regularly check in with people and their direct reports to ensure the coaching techniques are being applied and that there has been a positive impact on other people, productivity, and profitability as a result. Then, incorporate feedback on their skills in their performance reviews.

Celebrate successes. Acknowledge the positive impact the use of the coaching techniques and Interaction Essentials has had on people, productivity, and profitability (or business results). For example, As a result of Jennifer applying the Interaction Essentials during a proactive coaching discussion, she and John devised and agreed upon a clear plan for negotiating with XYZ Company, which helped lead to a win.

This Managers Guide is organized as follows:Before the Session: Setting Up Learners for SuccessEncouraging and Supporting Participation

Overview of Course ContentCore ContentTypes of CoachingImpact on People, Productivity, and ProfitabilityCoaching TechniquesInteraction Essentials in the Context of Coaching

After the Session: Reinforcing and Supporting Application

manager’s coaching for guide peak … the managers of participants . ... skills, and techniques...

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