Sample learning aids provided for Leadership Developement Workshops

2. Conducting a Performance Appraisal Quick Card
CDP Cycle Grant Thornton Competencies Performance Ratings
April Technical Skills 5 4 3 2 1
May
• Round Tables
• Performance Review • Technical Expertise Outstanding Above Meets Fair Unacceptable
Standard Standard Standard Standard
• Goal Setting
• Individual Development Plan
Client Service
• 2nd Round Table • Commercial Awareness
De
• Managing Client Assignments
p
lo
ve
June
CDP
e
lo
• Performance ratings should be relative to the
ev
p
D
CDP Process • Salary Review Professional Attributes standard expected for the level being assessed
De
ve
Cycle lop
• Promotions
• Business Development and Marketing • 3 Meets Standard does not mean average – it
lo ve
De
• Practice Management
p
acknowledges that the individual is performing as
November
October
Personal Attributes expected for that level, and should be considered
the target rating for good, everyday
•
•
Performance Review
Goal Setting
• Round Tables • Ethics and Values
performance
• Individual Development Plan • Working with Others • It is rare that someone would be rated as
• 2nd Round Table
• Communication Outstanding in all categories
• Personal Development and Learning
The Nature of Feedback Delivering Effective Feedback SMART Goals
There are more people Aware of their feedback than
Issue Instance Causes Solution Action Accountability
there are those that Accept it to be true or valid and… Specific
Who is involved? What do I want to accomplish? When?
Where? Reason, purpose or benefits of accomplishing the goal.
There are more people that Accept
their feedback to be true or valid than Issues – The broad problem to be addressed Measurable
Criteria for measuring progress toward the attainment of the
goal. To determine if your goal is measurable, ask questions
there are that those willing Act on it Instance – Actual examples of what has occurred such as How much? How will I know when it is finished?
You can attain most any goal you set when you plan your steps
Cause – The behavioural reason for poor Achievable wisely and establish a time frame that allows you to carry out
those steps.
performance
People
that Act
on their
Feedback
To be realistic, a goal must represent an objective toward which
Realistic
Solution – Brainstorming developmental you are both willing to work towards, and able to meet.
People that
Accept their remedies Goals need to have a time frame. Having a specific time frame
Feedback to be Timely gives you the impetus to get started. It also helps you monitor
True or Valid
Action – Agreed plan of action your progress.
People that are
Aware of their
Accountability – Who is responsible for
Feedback implementing agreed-to solution

3. People Management Quick Card
Transition to People Management Functions of Management Delegating Your Workload
Executive Planning Motivating
Determining objectives and Assessing needed and
Management setting goals, drawing up available resources,
Organising Controlling plans that will implement these scheduling work distribution,
Control Your Workload Empowerment
goals flowcharting
Jobs you must do Jobs you do with Jobs others can do
Doing the Work Setting standards and Supervising employees, yourself the help of others with your help
Jobs others can do
Individual checkpoints for evaluating training and developing them,
work against these giving direction, maintaining
Contributor standards, collecting motivation and a productive
feedback work climate
Delegating Decision Making Giving Constructive Feedback Feedback Guidelines
I’ve
Decided Issue Instance Causes Solution Action Accountability
Structure Style Delivery
Leader Issues – The broad problem to be addressed Depersonalise the The Longer You Wait, the
Deal in Specifics
Leader Decision Instance – Actual examples of what has occurred Process Lesser the Impact
Control Decision Making Empowerment Cause – The behavioural reason for poor Focus on Actions, Not
Attitudes
Praise in Public, Censure
in Private
Delivery Style Should
Match the Importance
performance
Alternate Supportive and Use Time to Your
We’ve Decided Solution – Brainstorming developmental Constructive Feedback
Avoid Using “But”
Advantage
remedies Use Supportive
Leader Criteria
or Action – Agreed plan of action Feedback to Cushion End on a Positive Note
Process Constructive Feedback
Delegated Decision Accountability – Who is responsible for
implementing agreed-to solution

4. Teamworking Quick Card
Work Groups vs. Teams Stages of Team Development Diagnosing Your Team
Work
Team • High dependence on leader for direction and instruction
Group
Forming • Individual roles and responsibilities unclear
Identity Norming Storming • Little agreement on aims other than those received from leader
• Have an identity How do I get autonomy?
• No cohesive identity
• Can describe what the team needs to Ho much control do I have
• Members are “alone and an individual What kind of relationships
achieve and why it is important over others?
can we develop? • Team members jockeying for position to establish their own
Who do I support?
Roles and Responsibilities Who supports me?
How do we stack up? authority
Storming • Cliques and factions form and there may be power struggles
• Decisions don't come easily
• Focus on their “job” within the team • Understand the “role” they play within
• Only focus on what they produce the team in addition to their "job" 2 3
1 4 • Roles and responsibilities are clear and accepted
Processes • Consensus among team and respond well to facilitation by
Do I want to be part of this Norming leader
• Get bogged in trivial matters • Strengths of each identified and used team? Easily managing tasks, • Big decisions are made by group agreement
• Defend individual positions • Responsibilities are shared Will they accept me? solving problems, and
Do I accept them? working to accomplish our
Communication Who is the leader? mission
• Team has shared vision and knows why it is doing what it is
doing
Performing
• Communication is centred on • Opinions, thoughts, and feelings stated Forming Performing • High degree of autonomy
individuals without fear
• Team makes decisions against criteria agreed with the leader
• Mostly defend individual position • Conflicts are managed
Types of Work Effective Team Behaviour Managing Team Conflict
Assertive
Advising Gathering and reporting information Competing Collaborating
Innovating Creating and experimenting with ideas Task
Doing things right
Promoting Exploring and presenting opportunities the first time
Teaming
Assertiveness
Assessing and testing the applicability of new
Developing Running themselves effectively
approaches Talent and concentrating efforts on
the tasks at hand Compromising
Establishing and implementing ways of making Having the collective talent necessary
Organising to accomplish the mission of the team
things work Trust
Producing Concluding and delivering outputs Having members who
Thrust trust each other
Unassertive
Inspecting Controlling and auditing the working of systems Having a set of common goals and
objectives and a strong, shared mindset Avoiding Accommodating
Upholding and safeguarding standards and
Maintaining
processes Cooperativeness
Uncooperative Cooperative

5. Recruitment Interviewing Quick Card
Identifying Talent 4-Dimension Interview 4-Dimension Interview
Been There, Done That
Q: If an employee possessed all the Have they had direct personal experience as the
Dimension 2 Dimension 3 main player?
qualifications and experience Seen it done Knows how it is
required for a role, would they be Seen it done before
before done
guaranteed to succeed? Have they seen the skill being done well, or done
2 3 badly, and learned from this?
1 4 Knows how it is done
A: No, because qualifications and Does the candidate know how the skill works in
Dimension 1 Dimension 4 theory?
experience do not describe how a Been There, Done Integrated it, or
person will react in a given situation That could learn it Integrated it, or could learn it
Have they made sense of what the learned in one
context and applied it in another
Interview Guidelines Interview Questions
• Prepare by putting the position in context of
objectives, accountabilities and
responsibilities 80% 20% Main
Can you tell me about a time when you…
• Define what competencies are required to be Question
successful in the position
Actions Thinking Outcome Learning Application
• Only ask questions relevant to the skills,
Have they
abilities, experience, and knowledge required Structured How did they
Why did they
What was the
What did
used those
select that they take
for the position Probes approach it? result? lessons
approach? away?
elsewhere?
• Focus on the skills that will provide the Candidate You
candidate with a competitive edge
• The candidate should do 80% of the talking

6. Leadership Fundamentals Quick Card
16 Types of Leader Basic Mental Processes Orientation of Energy
ISTJ ISFJ INFJ INTJ Extraversion Introversion
We make decisions about
We take in information
information
ISTP ISFP INFP INTP Perception Judgement
Sensing Intuition Thinking Feeling
ESTP ESFP ENFP ENTP You can't use both methods of taking You can't use both methods of making
in information simultaneously, so we judgements simultaneously, so we
develop a preference for using one
method over another
develop a preference for using one Focus on the outer Focus on the inner
method over another
world of things, world of thoughts,
ESTJ ESFJ ENFJ ENTJ people, and events feelings, and
reflections
Corrective Feedback Model Problem Solving Model Problem Solving Steps
Sensing
• Identify and clarify problem (who, what,
when, where)
E I • Gather relevant, specific data
Discuss with a peer if necessary. Reflect on need for corrective feedback
• Use facts verifiable by a reliable source
S N
iNtuition Thinking
iNtuition
Describe the actual and specific unwanted Relate the actual behaviour to the big picture
behaviour or unfulfilled responsibilities you have • Intuit probable causes
Give your impressions about how this behaviour or
observed. • Generate alternatives, interpretations of the factual data
unfulfilled expectation has affected outcomes.
Be concrete, factual, and verifiable.
Present your interpretation of the facts. 2 3 • Seek patterns relating this problem to others
T F
Determine and express the logical outcomes of Disclose your values and feelings.
1 4 Thinking
this behaviour on you and others.
Explain why this correction is important to you and
• Weigh practicality of alternatives
Consider the pros and cons of your planned why it matters. • Examine consequences
action.
• Weigh gains/losses
J
Determine any present or future action plans and
P
Allow for input from the other person and flexibility
Sensing Feeling` Feeling
secure the other person's commitment to change. in determining any steps. • Determine “fit” with personal and
• organisational values
• Assess effects on relationships/ organisation
• Determine how to win others to solution