module 2 leading others - hr inside · module 2 –leading others. 2 facilitators marita pascoe...
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CompassThe Right Direction
Module 2 – Leading Others
2
Facilitators
Marita Pascoe – HR Inside
Meg Price – HR Inside
3
Program Agenda – Day 1
• Functional vs Dysfunctional teams
• The make up of Crucial Conversations
• Real model overview
• Beliefs and Assumptions
• Intentions and mutual reasons for conversations
• Dealing with emotions during conversations
• Setting action plans during conversations
• Project Team updates
Strategic Presentations
• Each team will present a short 5 minute presentation about
their strategic project.
• This should include the:
• title of the project;
• what progress have you made since Module 1
• what obstacles have you had and how have you/are you overcoming them
• what questions, if any, do you have for the group
• what your next steps are
There will then be 5 minutes for the group to ask questions
I saw Jenny Johnson with her 2 children
and 3 pigs go to market. One of the pigs
was walking with the first child and the
other was carried by Jenny Johnson.
When they reached the market, Jenny
Johnson sold the pig that walked with
her. She bathed her second child in the
nearby river.
77
Objectives
Turn to page 1-2 of your workbook
• What is your developmental goal from today‟s
workshop?
• What do you expect to achieve from attaining your
developmental goal?
• What else do we need to cover to make this
program really valuable to you?
88
Housekeeping
• Morning Tea: 10 minutes break
• Lunch: 45 minutes
• Afternoon Tea: 10 minutes break
• Conclude around 5.00pm
• Bathrooms
• Parking Lot
99
Module 1 Recap Quiz
1. What are the 4 stages of team development as described by Tuckman? Bonus point if you correctly name the 5th stage …
2. What are the TMS four work preference measures (ie. the RIDO scale)?
3. According to the TMS wheel what are the 8 roles or preferences within a team?
4. What do we mean by linking skills and how would we use them?
5. What do we mean by the term “Emotional Intelligence”?
6. What are the 7 skills of emotional intelligence?
7. In your own words describe how TMS and EI link together?
8. What percentage does emotional intelligence account for in leaders?
9. What are the four leadership styles – Blake and Moutlon grid?
10. What was the one thing you asked for feedforward about at the end of Day 2?
1010
Team Development
Time
Effectiveness
Form
ing
Sto
rmin
g
Norm
ing
Perf
orm
ing
© Team Management Systems
Four
Work
Preference
Measures
(RIDO)
12
What is Emotional Intelligence?
• EI involves a set of skills that define how effectively we perceive,
understand, reason with and manage our own and others‟ feelings.
Traditional
IQ
Emotional
Intelligence
?
The leadership pie
Traditional IQ accounts for 20%-25% of the variance
Personality accounts for just 10%-15% of the variance
Focus on processes, tasks and outcomes
Fo
cus o
n p
eople
, re
lationship
s a
nd e
motions
High
Avoidant
Leaders
Transactional
Leaders
“Friend”
High
High ImpactLeaders
EI
1717
Feedforward ideas:
Status &
Ego
Avoidance of accountability
Lack of commitment to each other (e.g., poor team
cohesion)
Fear of confrontation and artificial harmony (e.g., how do I behave
when I don‟t agree with you)
Absence of trust as a result of invulnerability (e.g., not asking for help when under pressure)
•Inattention to team results
•(but high attention to one‟s own)
•Ref: adapted from Patrick Lencioni
Fun &
Passion
Accountability
& ownership
Powerful commitment through role clarity and
involvement
Healthy confrontation with self awareness and seeking
feedback
Strong trust through vulnerability, caring and sharing (e.g., asking for help
and offering assistance)
•Outstanding team and individual
results
•Ref: adapted from Patrick Lencioni
Feedback
• Turn to the person next to you
• Look them up and down and from the list provided in
the following slide, choose the animal that best
describes their physical and personal characteristics
• DO NOT show your partner your selection
Animal Feedback
With out any talking, from the list, select the animal that most represents your partner, considering both the physical characteristics and personal qualities.
DO NOT SHOW YOUR SELECTION TO YOUR PARTNER
Lion Squirrel Monkey
Tiger Giraffe Kangaroo
Bear Cat (what type?) Bird
Dog (what type?) Other?
Reasons for not giving feedback
• Think of the things that have stopped you from
giving others feedback
Encouraging others to give me feedback
• Identify a number of ways you can put in place to
encourage others to give you feedback
Conflict is neither positive nor
negative
A conflict is a situation, neither
positive nor negative in itself. It is the
way we deal with
that situation that will make it either
something destructive or an
opportunity for growth.
Emotional intelligence underpins your effectiveness in communication
“A set of seven
skills that define
how effectively
we perceive,
understand,
reason with and
manage our
own and others‟
feelings.”
How the 7 skills relate to having a Crucial ConversationSkill of EI The skill’s role in the ‘conversation’
1. Emotional Self-Awareness • Understanding what you REALLY want from
communicating
2. Emotional Expression • Having Conversations with clarity and
authenticity
3. Emotional Awareness of Others • Appreciating the varied opinions and why the
other person did what they did
4. Emotional Reasoning • Acknowledging the consequences of having
giving and receiving feedback
5. Emotional Self-Management • Maintaining your own composure if/ when the
conversation gets tense
6. Emotional Management of Others • Influencing the other person to engage with you
for mutual agreement
7. Emotional Self-Control • Remaining focused in the lead up and during a
crucial Conversation or when receiving
feedback
Skill of EI The skill’s role in the ‘communications”
1. Emotional Self-Awareness • Understanding what you really want from
having the crucial Conversation
2. Emotional Expression • Having crucial Conversation with clarity and
authenticity
3. Emotional Awareness of Others • Appreciating the varied opinions and why
the other person did what they did
4. Emotional Reasoning • Acknowledging the consequences of having the
crucial Conversation
5. Emotional Self-Management • Maintaining your own composure if/ when the
conversation gets tense
6. Emotional Management of Others • Influencing the other person to engage with you
for mutual agreement
7. Emotional Self-Control • Remaining focused in the lead up and during
the crucial Conversation
Skill 2: emotional expression
• At work, people effective in this skill of EI
• communicate how they feel about various issues at work, and
• create greater understanding about themselves amongst their colleagues.
• As a result they …
• are often described by colleagues as “genuine and trustworthy”.
Within high performing companies, when employees fail to
deliver on their promises, colleagues willingly and
effectively step in to discuss the problem.
In the worst companies, poor performers are first ignored and
then transferred. In good companies, bosses eventually deal
with problems. In best companies, everyone holds everyone
else accountable – regardless of level or position. The path to
high productivity passes not through a static system, but through
face-to-face conversations at all levels.
Reference: Crucial Conversations (2002)
The three elements of a Crucial Conversation
The
Stakes
Are High
Opinions
Vary
Emotions
Run
Strong
Reference: Crucial Conversations (2002)
Moments Of Truth …
• Turn to page 7 Have you ever had to …
• Tell to a colleague who behaved badly that what they did was inappropriate?
• Approach the boss who was breaking his/her own policies?
• Give an unfavourable performance review to a member of your team?
• Deal with a rebellious co-worker?
What are your Moments Of Truth?
• In your group, identify some of the Moments Of Truth
you have experienced, namely:
• Crucial conversations you have and haven‟t had at
work
• What made the conversations you identified
„crucial‟, and
• How you went about having one of the crucial
conversations you identified.
“If you want to change the culture of
an organization, you have to
change the conversations.”
Dr. Robert Durón, Superintendent, SAISD
If only it was that easy …• The six „defaults‟ that destroy a crucial Conversation, namely:
Silence-oriented
• Masking; understating true opinions
• Avoiding; steering clear of sensitive issues
• Withdrawing; pulling out of the conversation all together
Aggression-oriented
• Controlling; coercing others to your way of thinking
• Labelling; putting a label on others to dismiss their opinions
• Attacking; moving from just „winning‟ to making the other person suffer
What is your default?
• Turn to page 8 of your workbook and complete the short
questionnaire
• When finished, score the questionnaire using the instructions
provided on page 9
• Review the results to identify if your default style is more:
1. Silence-oriented
2. Aggressive-oriented
Where do you go?Return to your group and discuss:
1. What is your „default‟?
2. Why is this your „default‟?
3. What triggers you to „default‟?
4. How do you recognise you have „defaulted‟?
5. What do you do then?
Remember: We can learn how to have
a Crucial Conversation
Possibilities
Intention
Project Team Update
Peter, Brygyda, Netta & David
39
80% of business success is
relationships with key stakeholders
Establishing a ‘possibilities’ intention -
getting clear about what your guiding
statement for the courageous
conversation.
»What is the affirming, empowering and
energising possibilities intention I set for this
conversation?
Possibilities
Intention
Page 14
Setting a possibilities intention• What do I really want here?
• What do I really want for the others involved
• What do I really want for the relationship?
How would I behave if I really wanted these results
• What don't I want
• E.g. I want to talk to my peer about some real concerns about
the way he talks to others during meetings – I don't want to
insult of offend him, I don't want to get into an argument
I want to have an honest open discussion with my peer about
how we build more trust and respect during meetings
Answer: They died in an airplane crash.
Question: There is a cabin on the side of a
mountain. Three people are inside and they
are dead. How did they die?
The False Assumption: the cabin is a log
cabin. Actually, it is the cabin of a 747
jetliner. The dead are the pilot, co-pilot, and
navigator.They crashed during a snow
storm.
Answer: The wind blew open the windows, knocking over the fish
bowl in which Bill and Monica had been swimming. The fish bowl
crashed to the floor and broke, leaving Bill and Monica to suffocate
without their water.
Question: It is hot August afternoon. The location is the living
room in an old Victorian mansion. The 7-foot window is open and the
curtains are blowing in the breeze generated by the thunderstorm
that just passed. On the floor lie the bodies of Bill and Monica. They
are surrounded by puddles of water and broken glass. Please close
your eyes and picture the scene. Now change the picture. Neither
Bill nor Monica has any clothing on. How did they die?
The False Assumption: that Bill and Monica were human.
They were actually two goldfish.
Test Assumptions
When we assume something we:• Take for granted it‟s true without verifying it
• Draw a conclusion based on what we know(even though that might be
a tiny piece of the puzzle)
• Make an inference about someone‟s motives
The skill is to:• Become aware when you are making assumptions and inferences
• Learn to test your assumptions and inferences ..without creating
defensiveness
I Take Action
I Adopt Beliefs
I Draw Conclusions
I Make Assumptions
I Select Data
I Observe Data
and Experiences
Ladder of Inference
John‟s hopeless
I cant count on John – he‟s
unreliable
John never meets
deadlines
I focus on the missed
deadline, and remember
other instances of lateness
John misses a deadline.
The quality of his work,
however is very high
Our beliefs
affect the data
we select the
next time round
1. Tune into your assumptions and inferences
John‟s hopeless
2. Ask yourself: what did John say or do that led
me to this?
Eg: I saw John miss a deadline and this is his
forth time recently.
3. Ask yourself: what‟s a more generous
interpretation of their actions?
Eg, rather than: John‟s hopeless try: john‟s
having trouble meeting deadlines.
Walking down the ladder
Testing your assumptions
1.Share the data
• John, you missed the deadline for the draft
tender yesterday. You've also got the last three
pieces of work to me late2. Share your more generous interpretation
• I‟m guessing something is making it hard for you
to meet deadlines
Testing others assumptions
1. State the assumption you heard
John, a moment ago you said, “my boss just
doesn't like me”2. Ask for the data
What have they said or done that leads you to
that conclusion?3. Invite them to test their assumption:
Is there an alternative explanation for their
behaviour?
• Henry Ford challenged the assumption that automobiles were
expensive, hand-built carriages for the wealthy.
• Anita Roddick challenged the assumption that cosmetics had to
be in expensive bottles. Her retail chain, the Body Shop, sold
products in plastic containers.
• IKEA challenged assumptions by allowing customers to collect
their furniture from the warehouse.
• The low-cost airlines like Virgin and Jetstar challenged the
assumptions that you needed to issue tickets, allocate seats
and sell through travel agents.
• Apple challenged the assumption that a personal computer was
functional and not aesthetic.
• Start by recognizing that you and everyone else have ingrained
assumptions about every situation.
• Ask plenty of basic questions in order to discover and
challenge those assumptions.
• Pretend you are a complete outsider and ask questions like,
"Why might someone see it differently?"
• Reduce a situation to its simplest components in order to take it
out of your environment.
• Restate a problem in completely different terms.
The closer you move to the observable data the clearer the
conversation will be
If you don't work out what is data and what are assumptions
you could walk into a big black hole!
"The best assumption to have is that any commonly held
belief is wrong."
Types of Emotions
• Positive:
• Neutral:
• Negative:
Page 16
Emotions we experience arise from our Beliefs
Beliefs are shorthand for the silent self talk we engage in
throughout the day.
Our internal dialogue is ongoing and
continuous, but we are usually unaware of it
Some of your self talk is “dated tapes” on automatic replay
The key is being able to tune into your self talk and understand
the belief system that is responsible for our feelings and
behaviour
So we can tune into the beliefs that undermine our EI and
exchange those beliefs with ones that will enhance our EI
Gee, its
cold
outside
Hope
the light
stays
green
The ABC …D of changeActivating
Event
Belief/
ThoughtConsequences+ =
= Dispute Energize=
Abcde system was pioneered by Dr. Albert Ellis: he believed you can
modify and change your feelings by means of logical and deductive
reasoning instead of allowing your feelings to get the better of you.
Learn to Argue with Self/Others
Evidence Alternatives
Usefulness Implications
What evidence
do I have to
support and
contradict the
current
[negative]
thinking?
What else
could be
going on? Are
there more
logical
alternatives to
explain the
thought
How useful is it
to think/feel this
way? What
would be more
useful way of
thinking/feeling?
What advice
would I give
others?
Should this be
true, are the
implications
really that
negative? How
can I minimise
the impact?
Applying the tool
• In triads, select a current negative belief you or a member of
your team is dealing with at present
• Use the template provided on page 21-22 to develop
disputation to the thought. Please draw this up on butchers
paper
• Be prepared to discuss your plan with the wider group
Getting clear on why the issue
is important to you and why the
issue would be important to the
other person/s.
» What is the purpose for the present conversation?
» What is the dilemma we all need to solve?
» Why this conversation now?
» What assumptions need to be tested and shared
to get clear about the true context for the
conversation?
Discovering the shared meaning
• It is important to keep the conversation safe – don‟t
go in on the attack as others will likely get defensive.
• But don't sugar coat it either.
• Start with a neutral statement
Situation Typical Response
Someone is rude to a client on the phone You shouldn‟t have treated the client that way!
Someone isn't working hard enough You need to pick up the pace --- or else!
Someone isn't getting along with a co-worker Why cant you and Sally get along?
Someone talks loudly and annoys other people You are way too loud in the open space office!
Someone is often in a bad mood lately Your short temper is getting on everyone's
nerves lately
Someone who doesn't appear to be a team
player
You are not being a team player
Someone who always brings the performance
review back to salary
This is about your performance not just your
salary...
Situation Typical Response The Neutral Zone
Someone is rude to a client on
the phone
You shouldn‟t have treated the
client that way!
I can tell that client was
bothering you. Tell me about
it?
Someone isn't working hard
enough
You need to pick up the pace --
- or else!
How are things going for you
lately?
Someone isn't getting along
with a co-worker
Why cant you and Sally get
along?
I notice an interesting dynamic
between you and Sally.
Someone talks loudly and
annoys other people
You are way too loud in the
open space office!
I notice that you communicate
very strongly
Someone is often in a bad
mood lately
Your short temper is getting on
everyone's nerves lately
I sense that you are feeling
angry a lot lately, and it has
been impacting other peoples
morale. What do you think
might help solve the problem
from here
Someone who doesn't appear
to be a team player
You are not being a team
player
You have specific ideas about
your job responsibilities, tell me
more about what you believe is
your role
Someone who always brings
the performance review back to
salary
This is about your performance
not just your salary...
OK lets talk about where you
feel you are adding more value
now and how you might
Creating a neutral opening
1. Ask the other person to describe what happened.
2. Ask the other person how she or he is doing
3. Make a neutral observation
4. Use the “I” technique
Move from fault finding to fact finding
ConclusionQuestions?Tuesday commences at 9am
CompassThe Right Direction
Module 2 – Leading Others – Day 2
6565
Program Agenda – Day 2
• Continuation of the REAL model
• Emotion in crucial conversations
• Action plan
• Actively and Deeply listening to others
• Coaching models
• Motivation – the carrot or the stick?
Possibilities
Intention
Identifying how you are
presently feeling and how you
would like to feel; clarifying
how others are also feeling.
» How am I thinking and feeling about the present
situation, and why?
» How would I like to feel?
» What are others feeling and how would they like
to feel?
Tune into what your body is telling you:
• Feelings and bodily responses are closely linked, when you are uncertain
as to what you are feeling – other than it is unpleasant – you can begin to
obtain a more accurate fix on that feeling by tuning into your body.
Feelings Physical signs
Anger Hands on hips posture, pounding heart, sweating and rapid
breathing
Rage Clenched fists
Fury Cold-focussed stare, loud and rapid speech
Depression Fatigue
Despair Weighed down posture
Despondency Slouching, staring into space, a slow hesitant voice, frequent sighing
Anxiety Restlessness, pounding heart, rapid breathing
Fear Tenseness
Panic Aching muscles and headaches, tension in neck and shoulders
The EQ Edge, Steven Stein
‘Defence
Mechanism’
Typical demonstration in a courageous conversation
‘Challenger’
Come out charging; the best defence for a strong emotion is to go on the
attack of others; bluster a way through the emotion of the situation.
‘Defender’
Entrenched in their present perspective; deny that there is an issue to be
explored; unwilling to let go of any assumptions to seek mutuality.
‘Victim’
Become overwhelmed by the emotion; overgeneralise the situation as a
never-ending pattern; pick-out, magnify and dwell on the emotion.
‘Avoider’Withdraw from the situation; deny or discount the situation or interaction;
emotionally close-down during difficult interactions.
‘Blame shifter’Find fault with everything but seldom offer a useful solution; aim to
influence others to feel the same; spread rumours about issues.
‘Super-agreeable’Always reasonable and sincere but un-authentically so; leave others
thinking they agree only to change their mind at the last minute.
Page 26
»What are the collective strengths of
the people involved in the
situation?
»How do I confirm with the others
involved a co-created and mutually
rewarding way forward?
Engaging with others in seeking a
mutually rewarding way forward for
the issue and generating a co-created
action plan.
Situational Leadership
• Focuses on the relationship between leaders and followers, as well as potential leaders and potential followers
• Development = the ability and willingness of people to take responsibility for directing their own behavior, in relation to the tasks performed
• No perfect leadership style for all situations; style must be adjusted to meet the development level of followers
The emotional reasoning cycle
1.Facts, Figures
and Technical
Data
4.Solution that
takes into
account the facts
and all feelings
5.Communication
strategy that
reflects the five-
step EI process
2.Key stakeholders
and their (real)
feelings,
perspectives or
agendas
3.Your feelings.
Perspectives and
values
•Preparation
•Consider the
business, your
personal and the
collective desired
outcome from the
decision
To race or Not to race...
That is the question.
Carter Racing
Decision Exercise
Carter Racing Instructions:
• Divide into groups of 4
• Read dilemma facing racing team
• Feel free to ask for any additional information
you think necessary to decide on the race – but
be specific about the info you require
• Present back your decision, the reasons for the
decision.
• Indicate how confident the group was that they
had made the right decision on a 1-10 scale (10
absolute confidence)
77
“What is the real work of leaders? Providing all the right
answers? No. It‟s asking all the right questions”(Ron Heifetz, Donald Laurie: The Work of Leadership)
»How do I listen for additional information
to further maximise the conversation‟s
impact?
»How can I best listen to be surprised?
»How can I demonstrate that I am open
to having my assumptions challenged?
Inquiring into others’ thoughts, feeling,
perspectives, etc to learn more and to identify
any missed opportunities, perspectives and
assumptions.
It makes you think ...
Usually doctors are right, but 15-25% of people are misdiagnosed … And in half of those cases, there is serious injury or even death to the patient.
We make misdiagnoses because we make errors in thinking … We use shortcuts. Most doctors, within the first 18 seconds of seeing a patient, will interrupt him telling his story and also generate an idea in his mind [of] what‟s wrong. And too often, we make what‟s called an anchoring mistake—we fix on that snap judgment.
Dr. Jerome Groopman, Chair at Harvard Medical School, “How Doctors Think”
Emotional Awareness of others
The skill of perceiving and understanding others‟ emotions
involves being able to:
1. recognise the verbal and non-verbal emotional cues
of others
2. understand the emotional cues others demonstrate
within various contexts
3. acknowledge the emotional cues others provide you
Actively ListenActive listening involves three clusters – or levels – of listening
Skill cluster Specific elements and actions
1. Attending • S.O.L.E.R.
• Eye contact and a posture of involvement
• Providing others with your time in a non-distracting environment
• Providing the opportunity for others to talk (ie: having coffee)
2. Following
• Asking general open ended questions. For example: “How is your day going?” or “What
was your experience of that class?”
• Minimal encourages that invite the person to continue talking. Encourages such as: “Yes”,
“Really?”, “Hmm mmm”, “And?” Questions that directly relate to a person‟s emotion. For
example: “What is on you mind, Tom?”
• Attentive silence
3. Reflecting
• Basic empathy. For example: “I understand you feel [emotion] because [specific situation].
Is this correct?”
• Paraphrasing
• Reflecting feelings
• Reflectingmeaning (linking feelings to content and context)
Reference: People Skills by Robert Bolton
S.O.L.E.R.
„Door opener‟ questions
Minimal encouragers
Targeted questions
Attentive silence …
Basic and advanced empathy
Co
nte
nt
Level 1 Content
Deep Listening
Pro
ce
ss Level 2 Context
Level 3 Values and beliefs
Level 4 Hidden Assumptions
Deep Listening
Learning how to listen deeply - Page 35
• Identify 3 people you would like to develop a
stronger relationship with.
• List them and identify one value you believe to be
important to them and why you think it is important
to them
• Identify how you might better understand that person
Project Team Update
Mark Campbell, Serena Sim, Cameron Thompson &
Coby Duggan
Planning a REAL conversation
• In triads, each select a different scenario
• Take the next 10 minutes to prepare how you
would have a REAL Conversation for your
scenario, using:
• the template presented on pages 37-41,
and
• the questions posed on previous
• pages as a stimulus.
• Be prepared to have a 15-20 minute role-play or discussion for each person
Triad
Member 1
Express
Triad
Member 2
Listen
Triad
Member 3
Observer
Project Team Update
Shane Riley, James Johnson, Beth Morrison and
Chris Appleton
Catching people doing the right thing
• Activity
• Coaching doesn‟t stand along – recognition,
encouragement and positive feedback are absolutely
fundamental.
Coaching
Coaching is a systematic, skilled process of structured questions,
feedback and option generation which moves the person being
coached to action.
It may be used in a variety of contexts:
• Performance appraisal
• On the job training
• Shadowing
• Leadership development
92
The different types of coaching
• On the job (instructional)
• Performance objectives and leadership behaviours
(counselling and feedback)
• Mentoring
• Executive
“Want to ruin a team? Want to ruin an organisation?
Set up this kind of value system: the mature
professional doesn‟t need positive feedback. That‟s
why we‟re paying you. We don‟t have to tell you you‟re
doing well, we expect it. However, if you make an
error, 18 copies of an essential reprimand memo go to
all levels of management. Your mother gets a copy,
your first grade teacher gets a copy. In fact we drop
them from a blimp over your neighbourhood…..
You can‟t destroy an organisation better than that”.
(source: Garfield, C, “Peak Performers: The New Heroes of American Business”, 1986 in
Clemmer, J. “Firing on all cylinders” p. 184)
94
What skills do coaches need?
1. Giving constructive feedback that motivates people
2. Listening actively to understand. This requires an ability to
build trust.
3. Questioning skills
The GROW Model
• Goal
• Reality
• Options
• Will do or Wrap-up
Motivation
• When and how do you identify what motivates your
team ... and what they find boring
• What has been your experience of these discussions
with your team, and
• If you have not asked your team what motivates
them, what has stopped you?
• In your experience what type of things/issues
motivate and demotivate your team members or
peers?
Motivation
Why Employees Don’t Get the Job Done
• They don‟t know how
• Something or someone keeps them from it
• They don‟t want to
•1
02
Maslow’s Hierarchy of Needs
Physiological needs
(oxygen, food, water, shelter etc.)
Safety/security needs
Social needs
(relationships, involvement,
sense of belonging)
Self-esteem
(value and respect)
Self-actualization
(the desire to be “all that you
can be”)
The Top Ten
1. To work for efficient managers
2. To think for themselves
3. To see the end result of their work
4. To be assigned interesting work
5. To be informed
6. To be listened to
7. To be respected
8. To be recognised for their efforts
9. To be challenged
10. To have opportunities for increased skill development
•1
04
Maslow & The Top Ten
Survival
Security
Social
Self-esteem
Self-actualization
Challenge and Skill development
• Efficient Managers
Employees who think for themselves
• See end result of work
Interesting work
• Be listened to
• Be informed
Respect and recognition
Herzberg's Two Factor Theory
Hygiene Factors (Examples) Motivational Factors (Examples)
Badly fitting policies and practices The quality of work itself
Inadequate compensation Recognition for achievement
Uncertain job security Opportunity for advancement
Uncooperative coworkers Responsibility
Unpleasant supervision Personal development
Uncomfortable working
environments
Training
Insufficient safety in the workplace
Generation Timeline:
• 1922 – 1945 Veterans, Silent, Traditionalists
• 1946 – 1964 Baby Boomers
• 1965 – 1980 Generation X
• 1981 – 2000 Generation Y
• 2000 onwards Generation Next
Veterans (1922-1945)• Dedication and self-sacrifice • Favouring leadership by hierarchy • Valuing delayed rewards
Baby Boomers (1946-1964)• A strong work ethic • Leadership by consensus-building • Higher values on personal gratification and growth
Generation X value (1965-1980):• A more balanced work life
•Diversity •Fun in the workplace
Gen Y's (1981-2000) profile includes:• More altruistic values • Placing a high premium on the mission of
the organization and community duty • Making a difference in people's lives
5 possible motivators
• Getting Ahead –success and recognition
• Getting Secure – security
• Getting Free – freedom and autonomy
• Getting High – taking pleasure in the work itself
• Getting Balanced – between work and personal
Source: C Brooklyn Derr “The New Careerists”
Motivation Scenarios – Kiera & Ken
Effective Recognition
Recognition should have the following six qualities:
• Genuine: It should not be forced or have an ulterior motive.
• Spontaneous is best, as over-planned efforts may seem forced.
• Personal: It must mean something special to the person it is given to and he or she is singled out for praise.
• Specific: It is more than "good job" or "way to go;“
• Timely: Make it close to the event as possible
• Public: but be aware that some people feel uncomfortable about public praise, and choose the right moment.
In the next 6 weeks.....You are to......
• Give out the Lencioni 5 dysfunctions of a team questionnaire to
your team and collate results
• Set up a meeting with your team to have a crucial coaching
conversation with them to discuss the areas your team
functions well and the areas that need improvement
• Together set 10 positive norms that the team needs to live by
to address the dysfunctional behaviour.
The next 30-60 days …
Given what we have discussed over the past 2 days what will
you:
• Stop
• Start; and
• Continue to do more of
Questions