1. MASCO BCG Leadership
Development Workshop
May 10 and 11, 2007

2. AGENDA
 Welcome
 Accomplishments
 Leadership Overview
 Leadership Survey
 Discussion Management
 Boosting Employee Performance
 Skill Practice

3. Introductions
• Name
• Position
• Work experience and background
• Interesting fact about you that not
many people know (nor should they
know)

4. Expectations
• PARTICIPATE
• LEARN
• TEACH
• APPLY
• HAVE FUN

5. True or False?
The first thing an organization
needs is the right type of
leadership and management
TEAM.
AP

7. Apollo 13
•
•
•
•
•
CHANGE - Improvising (new mission)
VISION - They are here and need to be here
MISSION (Motivation)
PURPOSE (Power)
LEADERSHIP – Everybody played a critical
role in the ultimate success
• INFIGHTING - No progress
• OLD BELIEFS / LIMITATIONS - Lem was
designed to land on the moon
• SOLUTIONS - I don’t care what it was
designed to do – we are not landing on the
moon. I care what it can do.

8. Apollo 13
• CREATIVITY - Square peg in a round hole
• OWNERSHIP AND COMMITMENT People upstairs handed us this one and we
have to come through
• GOT OTHERS INVOLVED – Lets see what
the Grummans think – everybody participated
• GROUND RULES (GOALS) - Failure is not
an option
• DIFFERENT PERSONALITY STYLES – It
takes all kinds
• TEAM - People coming together for a common
cause to make a difference (synergy)

9. Lead / Leadership
The American Heritage Dictionary
• To act as a commander,
director, or conductor
• To be at the head
• Foremost position
• To aim in front of sc

11. Lead / Leadership
The American Heritage Dictionary
• To act as a commander, • To guide by taking by
director, or conductor
the hand
• To be at the head
• Foremost position
• To aim in front of sc
• To cause to follow
some course of action
or line of thought
(induce)
Serve
To __________ others
JK

12. “Ask not what
your country can
do for you, but
what you can do
for your country.”
JFK

13. “Ask not what
your employees
can do for you,
but what you can
do for your
employees.”

14. People Needs
1. To have a measure of security
2. To be respected and valued
•
To trust and be trusted
3. To be involved and contribute

15. The Law of Influence
Good leaders have
greater influence
than others do.
John Maxwell

16. Leadership:
The ability to influence people
to work enthusiastically toward
goals identified as being for the
common good.

17. “A leader is one who is a able to raise
their level of conscience above that of
the day to day to see what others do
not see and then influences and
inspires others to move along the new
path with confidence, purpose and a
sense of urgency”
Bill McCoy

18. Leadership Myths
The Natural Born Leader
The Position Myth
The Knowledge Myth
The Management Myth

19. Good To Great Flywheel Concept
BUILDUP . . .
LEVEL 5
LEADERSHIP
First Who…
Then What
DISCIPLINED PEOPLE
H
UG
RO
TH
K
EA
BR
CONFRONT THE HEDGEHOG
BRUTAL FACTS
CONCEPT
DISCIPLINED THOUGHT
CULTURE OF TECHNOLOGY
DISCIPLINE ACCELERATORS
DISCIPLINED ACTION

20. Level 5 Leadership Hierarchy
LEVEL 5
LEVEL 5 EXECUTIVE – Builds enduring greatness
LEVEL 4
EFFECTIVE LEADER – Catalyzes commitment to
LEVEL 3
COMPETENT MANAGER – Organizes people and
LEVEL 2
CONTRIBUTING TEAM MEMBER – Contributes
LEVEL 1
HIGHLY CAPABLE INDIVIDUAL – Makes
through a paradoxical blend of personal humility and
professional will.
and vigorous pursuit of a clear and compelling vision,
stimulating higher performance standards.
resources toward the effective and efficient pursuit of predetermined objectives.
individual capabilities to the achievement of group objectives
and works effectively with others in the group setting
productive contributions through talent, knowledge, skills,
and good work habits.

21. Management vs. Leadership
Management
• Planning/Budgeting
• Organizing/Staffing
• Controlling/Problem
Solving
• Systems and
Processes
Leadership
• Establishing
Direction - VISION
• Aligning People
• Motivating/Inspiring
• Change

22. Level 5 Leadership Hierarchy
LEVEL 5
LEVEL 5 EXECUTIVE – Builds enduring greatness
LEVEL 4
EFFECTIVE LEADER – Catalyzes commitment to
LEVEL 3
COMPETENT MANAGER – Organizes people and
LEVEL 2
CONTRIBUTING TEAM MEMBER – Contributes
LEVEL 1
HIGHLY CAPABLE INDIVIDUAL – Makes
through a paradoxical blend of personal humility and
professional will.
and vigorous pursuit of a clear and compelling vision,
stimulating higher performance standards.
resources toward the effective and efficient pursuit of predetermined objectives.
individual capabilities to the achievement of group objectives
and works effectively with others in the group setting
productive contributions through talent, knowledge, skills,
and good work habits.

23. Emotional Intelligence:
As illustrated in Daniel Goleman’s book, “Working with
Emotional Intelligence,” the single most important factor
that differentiates star performers from the rest of the
pack is NOT IQ, advanced degrees, or technical
expertise, but rather, emotional intelligence (EQ).
Self-awareness, self-confidence, and self-control:
commitment and integrity; the ability to communicate
and influence, to initiate and accept change.
These competencies are at a premium in today’s job
market and the higher up the leadership ladder you go, the
more vital all aspects of emotional intelligence become.
Star performers stand out not only by personal
achievement but by their capacity to work well on teams
and with people. The latest research into human behavior
proves we all possess the potential to improve our
emotional intelligence – at any stage in a career. (GP)

25. “Leadership attributes cannot be claimed;
they must be earned. And they are
earned by saying what we mean, by
meaning what we say, and by proving
both in what we do, day in and day out –
all of the time.
Bill McCoy

26. “Being a leader is like
being a lady.
If you have to tell people
you are, you aren’t.”
Margaret Thatcher

27. Triggers
How emotions affect our actions
Actions
(+) Impact on:
• Relationships
• Business Results
Emotional
Reaction
SelfTalk
• Commitment &
Teamwork
Actions
Trigger
Event
(-) Impact on:
• Relationships
• Business Results
Knee Jerk Reaction
• Commitment &
Teamwork

28. The Four Phases of Leadership Growth
INEFFECTIVE
U
N
A
W
A
R
E
A
W
A
R
E
EFFECTIVE
I Don’t Know What
I Don’t Know
I Simply Go Because
Of What I Know
I Know What I
I Grow and Know
It Starts to Show
Don’t Know

29. It has been said by experts in the
fields of motivation, personal
development, and achievement
that only 5% , or less, of each
generation actually ever
recognizes a fulfillment of their
true potential - or better stated - a
realization of their ability to
create, communicate, and lead.

30. Hedgehog Concept
What You Are
Deeply
Passionate
About
BHAG
What You
Can Be the
Best In The
World At
What Drives
Your
Economic
Engine
WO

32. The Leadership Toolkit
The Law of Influence
The Law of Lid
The Law of Solid Ground
The Law of Process
The Development Plan
The Big Six Competencies
Feedback Instruments
Now it is up to you to
Take Action

34. Definition of Change
“To move from one phase
to another - to
TRANSFORM, GROW,
DEVELOP.”

36. THE BUTTERFLY
A man found a cocoon of a butterfly. One day a small opening appeared. He sat
and watched the butterfly as it struggled for several hours to force its body
through the little hole. Then it seemed to stop making any progress. It appeared
it had gotten as far as it could.
The man decided to help the butterfly, so he took a pair of scissors and snipped
off the remaining bit of the cocoon. The butterfly then emerged easily but it had a
swollen body and small, shriveled wings.
The man continued to watch the butterfly because he expected at any moment
the wings would expand and be able to support the body, which would contract
in time.
Neither happened! In fact the butterfly spent its whole life crawling around with a
swollen body and shriveled wings. It was never able to fly!
What the man did not understand was that the restricting cocoon and the
struggle required to get though the tiny opening was a way of forcing fluid from
the body of the butterfly into its wings so it would be ready for flight once it
achieved freedom.
Sometimes struggles are exactly what we need in our life. If we go through life
without obstacles, it could cripples us. We would not be as strong as we could
have been.
And… We would never fly… - Anonymous

37. Prerequisite To Successful
Change
•
•
•
•
•
Leadership
Strategy and Vision
Functional Teams
Effective Communication
YOU

38. It really doesn’t matter how
good you can do something
if it’s the wrong thing to do.

39. Who Moved My Cheese?!!
Who are you in the story?

42. We may have a little bit of each of
these characters in us—which we
can use to help us deal with change.

43. Why Is It That Some Things That People
Envision Never Happen?
The Missing Ingredient Is
PASSION!

44. Picture Plus Passion Powers You
Through The Maze

45. Vision and Reality
Imagine
The Results You Want
Hold That Vision
Until It Is Reality.
ENJOY THE FEELING!

46. The Platinum Rule

47. TRUE OR FALSE
Your ability to collaborate with
your customers, employees,
others, will make your ability to
perform your job much easier
and will either make or break
your career.

48. Golden Rule
“Treat others the way
you
_______wish to be
treated.”

49. Platinum Rule
“Treat others the way
they
_______wish to be
treated.”
Implies you must get to know
people and in doing so you begin
to speak their language and
everyone becomes more effective

50. The person who fails to
understand those differences
and take them into account
when communicating will rub
people the wrong way,
miscommunicate, and have a
difficult time building key trust
and rapport.

51. TRUE OR FALSE
Your communication is
only as good as your
understanding of the
person you’re
communicating with.

52. What does it take to practice the
“Platinum Rule?”

Ability to “read” people
 Observing their behavior
 Being aware of their tone of voice
 Actively listening to their words
IT REQUIRES YOU TO TUNE
INTO PEOPLE

53. What Does It Really Take?
Desire & willingness to
not only understand, but
adapt your behavior to
the situation.

54. Begin by classifying a
person’s behavior on two
dimensions

55. Vertical Dimension
Horizontal Dimension

56. Three Channels of Communication
 Verbal / Content – Spoken word
 Vocal – Intonation
 Visual – Body language
Gestures
Facial Expression
Eye Contact
Body Movement

57. DIMENSIONS
OPENNESS
– the readiness and willingness
with which a person outwardly
shows emotions or feelings
and develops interpersonal
relationships

58. USING VERBAL INDICATORS TO
IDENTIFY OPENNESS
OPEN
Tells stories/anecdotes
Shares personal feelings
Informal speech pattern
Expresses opinions readily
VERBAL
(words)
Fact and task oriented
SELF-CONTAINED
Limited sharing of personal
feelings
More formal speech pattern

59. USING VOCAL INDICATORS TO
IDENTIFY OPENNESS
OPEN
Lots of inflection
More pitch variation
More variety in vocal quality
VOCAL
(tone of voice)
Little inflection
Few pitch variations
SELF-CONTAINED
Less variety in vocal qualities

60. USING VISUAL INDICATORS TO
IDENTIFY OPENNESS
OPEN
Animated facial expressions
Much hand/body movement
Contact oriented
Dramatic actions
VISUAL
(body language)
Fewer facial expressions
Controlled/limited hand and
body movement
SELF-CONTAINED
Non-contact oriented

61. Openness Clues
Shares feelings
Relaxed and warm
Level of flexibility
How easy or difficult they are to
get to know
 Degree of physical contact
 Willingness to work with others





62. DIMENSIONS
DIRECTNESS
– the amount of control and
forcefulness a person
attempts to exercise over
situations or others’
thoughts and emotions

63. USING VERBAL INDICATORS TO
IDENTIFY DIRECTNESS
INDIRECT
DIRECT
VERBAL
Ask (e.g., “Would you
like to sit down?”)
Listens
Reserves opinions
Tells (e.g., “Have a
seat” – or, “Sit down”)
Low quantity of verbal
communications
Lots of verbal
communication
Talks
Expresses opinions
readily

64. USING VOCAL INDICATORS TO
IDENTIFY DIRECTNESS
INDIRECT
DIRECT
VOCAL
Steady, even delivery
More voice variety
Less forceful
More forceful
Lower volume
Higher volume
Slower speech
patterns
Faster speech
patterns

65. USING VISUAL INDICATORS TO
IDENTIFY DIRECTNESS
INDIRECT
DIRECT
VISUAL
Gentle handshake
Intermittent eye
contact
Limited gestures to
emphasize points
Firm handshake
Exhibits patience
Displays impatience
Steady eye contact
Gestures to
emphasize points
(e.g., pointing)

66. Directness Clues
 Approach to risk or change
 Frequency in contributing to
conversations
 How, or if, they express their opinions
 Level of patience and cooperativeness
 How diplomatic or undiplomatic they are
 How they are about following rules and
established policies
 Amount of eye contact

67. SC

69. Gomer Pyle
Sergeant Carter
sf

71. Aaron

72. Aaron
RELATER
SOCIALIZER
Gomer Pyle
THINKER
DIRECTOR
Sergeant Carter

73. RELATER
SOCIALIZER
THINKER
DIRECTOR

74. RELATER
SOCIALIZER
RELATER
RELATER
SOCIALIZER
SOCIALIZER
THINKER
DIRECTOR
THINKER
DIRECTOR
RELATER
SOCIALIZER
RELATER
SOCIALIZER
THINKER
THINKER
DIRECTOR
DIRECTOR
PIONEER
DIRECTOR

75. Relationships
Relater
Pace Problems
Slow
Fast
Priority Problems
Priority Problems
Thinker
Socializer
Pace Problems
Tasks
Tension Among the Styles
Director

76. In a Work Setting…
Most compatible:
Thinker
Director
Socializer
to
to
to
Relater
Relater
Relater
Relaters are the universal antidote for
disharmony. They are supportive and are
a stabilizing influence.

77. In a Work Setting…
Least Compatible:
Director
Director
Director
Socializer
to
to
to
to
Director
Thinker
Socializer
Socializer
 Director – Director relationships fail due to their
competitive nature.
 Director – Thinker relationships fail due to their
clash in speed.
 Director – Socializer relationships fail, as they both
want to delegate.
 Socializer – Socializer relationships fail as neither
are motivated to deal with tasks and details.

78. Making Teams Work
 Assign projects to those likely to
do them well.
 Sustain a cooperative climate in
which each person can give
genuine respect.
 Customize work groups to the
best results in the most efficient,
satisfying manner.

79. IDENTIFYING THE STYLES
1. Note the person’s
ENVIRONMENT.
2. Note the person’s
OBSERVABLE BEHAVIORS.
ANALYZE THE
BEHAVIORS with respect to
openness and directness to
arrive at the likely
BEHAVIORAL STYLE .
3. CONFIRM your observations.

80. Step One: Environment







Office
Walls
Home
Bookshelves
Seating arrangement
Car
Etc.

81. Step Two: Observe Behaviors
 In Action
 Be aware of, and observe a
range of verbal and nonverbal behaviors
 Ask questions and
ACTIVELY LISTEN

82. Step Three: Confirmation
 Use behavioral confirmation
to corroborate your choice
(look for additional
behaviors)
 Always test and validate
your initial style choice (ELR)

84. Behavioral Adaptability
 The willingness to exercise
behaviors not necessarily
characteristic of your own style,
for the benefit of the relationship.
 It involves making strategic
adjustments to your methods of
communicating and behaving,
based on the particular needs of
the relationship at a particular
time.

85. Behavioral Adaptability
 Adaptability does not mean
“imitation” of the other
person’s behavioral style.
 It does mean adjusting your
openness, directness, pace,
and priority in the direction of
the other person’s preference;
while maintaining your own
identity and good business
sense.

86. Behavioral Adaptability
 Your adaptability level influences
how others judge their relationship
with you.
 Raise your adaptability level—trust
and credibility go up; lower your
adaptability level—trust and
credibility go down.

87. General Strategies with
RELATERS








Support their feelings
Assume they’ll take everything personal
When you disagree, discuss personal feelings
Allow them time to trust you
Move along in an informal, slow manner
Show that you are “actively” listening
Relaters want more support
Relaters get just as upset as Directors; they
just express it in a much more low key-manner.
ABOVE ALL BE: WARM /
SINCERE

88. General Strategies with
THINKERS







Support their organized, thoughtful approach
Demonstrate through actions rather than words
Be systematic, exact, organized, and prepared
List advantages and disadvantages of any plan
Provide solid, tangible, factual evidence
Thinkers want more logic
Thinkers are hung up on processes and being
right. To retain their loyalty, deal with them
precisely and systematically.
ABOVE ALL BE: THOROUGH AND
WELL PREPARED

89. General Strategies with
DIRECTORS
Support their goals and objectives
Keep your relationship businesslike
If you disagree, argue facts—not personal feelings
Recognize their ideas—not them personally
To influence decisions, provide alternative actions
with brief supporting analysis
 Directors want more control
 Be precise, efficient, and well organized. The last
thing you should do is assert your authority and
argue with DIRECTORS.





ABOVE ALL BE: EFFICIENT AND
COMPETENT

90. General Strategies with
SOCIALIZERS
Support their opinions, ideas, and dreams
Try not to argue—you seldom can win
Agree on specifics of any agreement
Summarize in writing who is to do what, where,
when
 Be entertaining and fast moving
 Use testimonials and incentives to positively
affect decisions
 Socializers want more recognition and
excitement.




ABOVE ALL BE: INTERESTED
IN THEM

91. Leading By Style
Relater
 Motivating - Show how something will benefit their
relationships and strengthen their position with others.
 Complimenting - Their teamwork, the way they are
regarded by other people, their relationship skills, and their
ability to “get along” with others.
 Counseling - Allow plenty of time to explore their feelings
and understand the emotional side of the situation. They
express their feelings, but indirectly. Draw them out through
questioning and listening. Be non-threatening.
 Correcting - Reassure them what you are seeking to
correct is their behavior only. Don’t blame or judge the
person: keep things focused on the behavior and its
appropriateness. Establish checkpoints and times.
 Delegating - Make a personal appeal to their loyalty. Give
them the task, state the deadlines that need to be met and
explain why it’s important to do it that specific way.

92. Leading By Style
Thinker
 Motivating – Appeal to their need to be accurate and to
their logical approach to things.
 Complimenting – Their efficiency, thought processes,
organization, persistence and accuracy.
 Counseling - Describe the process that you plan to follow.
Outline how that process will produce the results they seek.
Ask them questions to help them give you the right
information. Let them show you how much they
know.
 Correcting - Specify the exact behavior that is indicated
and outline how you would like to see it changed. Establish
checkpoints and times.
 Delegating - Take time to answer all of their questions
about structure and guidance. The more they understand
the details, the more likely they will be to complete the task
properly. Be sure to establish deadlines.

93. Leading By Style
Director
 Motivating – Provide them with options and clearly
describe the probabilities of success in achieving goals.
 Complimenting – Their achievements, upward mobility,
and leadership potential.
 Counseling - Stick to the facts. Draw them out by talking
about their desired results. Then discuss their concerns.
Focus on tasks more than feelings. Ask them how they
would solve the problem.
 Correcting – Describe what results are desired. Show
them the gap between actual and desired. Suggest clearly
the improvement that is needed and establish a time when
they will get back to you.
 Delegating -Give them the bottom line and then get out of
their way. So that they can be more efficient, give them
parameters, guidelines, and deadlines.

94. Managing By Style
Socializer
 Motivating – Offer them incentives and testimonials.
Show them how they can look good in the eyes of others.
 Complimenting – Their appearance, creative ideas,
persuasiveness, and charisma.
 Counseling – Allow them plenty of opportunity to talk
about things that are bothering them. Listen for facts and
feelings. Many times Socializers merely need to “get
something off their chest.” and talking may solve the
problem.
 Correcting – Specify exactly what the problem happens
to be and what behavior is required to eliminate this
problem. Be sure you confirm in writing the agreed-upon
behavior changes.
 Delegating - Make sure you get clear agreement.
Establish checkpoints so that there is no long period of time
between progress reports.

95. Leadership Survey
 First Break All the Rules
 Completely Confidential
 Results will be Shared
 Please complete the Leadership
Survey

96. COACHING

97. Why don’t we confront
the brutal facts as it
relates to performance?
Uncomfortable

98. Coaching/Feedback
Feedback
=
Conflict
Conflict
=
Pain
Pain
=
Avoidance
Avoidance
=
Problems
Problems
=
Dysfunctional Teams
Dysfunctional Teams
=
Unhappy Team Members
Unhappy Team Members
=
???????????????????

99. Test Your Knowledge
MEAN
1. Lean and _________.
2. We do not have time to train people. We
want to hire people who can hit the ground
RUNNING
___________.
3. If you do not like it here, LEAVE
________.
JOB
4. You should be grateful just to have a _____.
JOB
5. Anyone off the street could do your ______.
6. It is not personal; it is just BUSINESS
___________.

100. How Should They Read?
Then
1. Lean and MEAN.
Now
1. Lean and ______.
NICE
2. We want to hire people
who can _________.
2. We do not have
time to train people.
LEARN
We want to hire
people who can hit
the ground
3. If you do not like it here,
RUNNING.
______.
3. If you do not like it
here, LEAVE.
WHY

101. How Should They Read?
Now
Then
1.
2.
3.
You should be just
grateful to have a
JOB.
1.
Anyone off the
2.
street could do your
JOB.
It is not personal it
is just,
BUSINESS.
Thank you for your
Contribution
______________.
DO
Only you will _____.
PERSONAL
3.
It is all ___________.
(TT)

103. Performance Development
Process?
Culture of Communication
VS.
Culture of Compliance

104. True or False
The number one factor
affecting employee
performance and retention is
the relationship people have
with their supervisor? (OS)

106. Is an engaged workforce Critical?
• 66% of highly engaged workers have no
plans to look for new jobs.
• 88% of disengaged employees are ready
to go.
• 64% of the moderately engaged are
ready to go. Losing the disengaged is
desirable for employers, but many
moderately engaged workers are well
worth retaining.

107. Performance Enhancing
Cultures - Research Studies
1.
Harvard Business School Study

2.
Looked at the effects of a “performance enhancing
culture” on the financial outcomes of organizations
Growth in revenue, employment, stock price, and net
income were significantly higher for organizations
with performance enhancing cultures
Kravetz Study


Looked at Highly Successful and Less Successful
Companies and identified the extent to which certain
business levers were employed
Highly successful companies utilized performancebased rewards, clear employee goals, participative
leadership style, and attention to development to a far
greater degree than did less successful companies

108. Performance Enhancing
Cultures - Research Studies
3. Corporate Leadership Council
Study

Looked at the relative impact of performance
drivers on individual performance

Key components of Continental Tire’s
process (e.g., informal feedback) have very
significant impact on performance
improvement; findings define what a high
performance organization “looks like” and
where to make investments

109. Performance Enhancing
Cultures – Research Study
Harvard
Business
School Study
Organizations with
Performance Enhancing
Culture
Organizations without
Performance Enhancing
Culture
Revenue Growth
682%
166%
Employment Growth
282%
36%
Stock Price Growth
901%
74%
Net Income Growth
756%
1%




11 Year Harvard Business School Study
Included 207 companies from 22 industries
Compared financial and operational performance measures
Performance enhancing cultures defined as those that
embraced performance management activities such as
sharing of values, establishing employee goals, seeking
employee input and focusing on results
From “Taking Performance management to the Next Level” by Gregory Stoskpf

110. Do you believe…
• You are getting the most out of your
people?
• You understand your people’s strengths
and developmental needs?
• Your people understand their strengths
and developmental needs?
• You think you are doing an outstanding
job of developing people?
• You are able to delegate a high
percentage of your work and feel
assured it will be done – right?

111. It really doesn’t matter how
good you can do something
if it’s the wrong thing to do.
Maybe the Process is
Broken

112. Discussion Management
Process

113. Leadership:
The skill of influencing people to
work enthusiastically toward goals
identified as being for the
common good.

114. The Law of Influence
Good leaders have
greater influence
than others do.

115. The 6 Step Discussion Process
3.
P lan
2.
C lar ify
4 . A g r ee
1 . I n itiat e
5 . C lose
6 . F ollowup

116. The 6-Steps Discussion Process
When followed well the 6 Steps
Satisfy
Tactical Outcomes such as:
–
Communicate information
–
Solve a problem

117. The 6-Steps Discussion Process
The possible outcomes of a discussion :
1. Win – Lose
2. Lose – Lose
3. Win – Win (clcafe)

119. Performance Feedback
 What did he do well?
 What could he improve upon?

120. The 6-Steps Discussion Process
The possible outcomes of a discussion :
1. Win – Lose
Focus: Tactical Outcome
2. Lose – Lose
Focus: Tactical Outcome
3. Win – Win
Personal
Focus: Tactical + __________ Outcome

121. Platinum Rule
“Treat others the way
they
_______wish to be
treated.”
Implies you must get to know
people and in doing so you begin to
speak their language and everyone
becomes more effective

122. The 6 Step Discussion Process
P lan
1 . M ain tain S elfC lar ify E st eem
B u y-in
2 . L isten /E m p ath y
I n it iat e
3 . A sk for
I n volvem en t
C lose
4 . P r ovid e su p p or t ,
wh ile h old in g
accou n tab le
5 . P r ovid e
F ollow-u p
in for m at ion an d
SF

124. Performance Feedback
 What did she do well?
 What could she improve upon?

125. Critical People Factors
1. Listen and be Empathic
Builds ____________
TRUST
2. Maintain Self-Esteem
CONFLICT OR
Defuses ________________________
TENSION
3. Ask for help and involvement
Gains __________________
COMMITMEN
T

126. Critical People Factors
4. Provide Support while holding
accountable
RESPONSIBL
Holds them _________________
E
4. Provide Information and your
Rationale
TRUST and
Builds ______________________________
UNDERSTANDING

127. Personal Outcomes
• People’s “human” needs:
– To have a measure of security
– To be respected and valued
• To trust and be trusted
– To be involved and contribute
• A way to improve:
– Communication
– Build trust, and
– Strengthen relationships

128. The 6-Steps Discussion Process
When the 6 Steps used in parallel with
the 5 Key People Factors Satisfy
–
Communicate information
–
Solve a problem
–
Resolve a conflict
–
Provide coaching (cloff)

130. Performance Feedback
 What did he do well?
 What could he improve upon?
(cldraw)

132. Performance Feedback
 What did he do well?
 What could he improve upon?

133. Critical People Factors
1.
I was reviewing the quality reports for yesterday’s production and noticed
that six cabinet doors that you certified as complete were out of spec for
finish. In fact, the finish was so rough you use it as a cheese grater. How
could you make such a mistake?
2.
I was reviewing the quality reports for yesterday’s production and noticed
that six cabinet doors that you certified as complete were out of spec for
finish. You are one of the most experienced builders in the department
and I have come to depend upon you to produce cabinets to the
specifications. It is unusual for you to make such a mistake, can you help
me understand what may have happened yesterday?
3.
I understand, however that is no excuse for returning late from your lunch
break. Do not let it happen again.
4.
Being a single parent must be difficult at times, especially when you have
a child who is home from school sick. I understand why you would want
to go home at lunch in order to make sure he is getting along ok. As you
know, given our attendance policy it is required for you to be in your work
area immediately following your lunch break. In the future when Juan is
sick and must stay home from school what can you do to make sure you
will not be late again?

134. Critical People Factors
1.
Cheryl, you need to stop everything you are doing and find the all the
invoices paid to Acme corporation from 1995 through 2005. Get me
copies of all those you find ASAP!
2.
Cheryl, we just learned that Acme has been charged with price fixing.
Over the year’s we paid Acme several million dollars for product. We
stand to recoup several hundred thousand dollars in overpayment. I need
you to locate all paid invoices to Acme from 1995 through 2005 and get
copies of them to me ASAP.
3.
Both projects are important. You will just have to figure out a way to get
them both complete within budget and on schedule.
4.
Both projects are important. I will help you anyway that I can, however
dedicating additional resources to the projects will cause them to be over
budget and delaying the completion dates in order to stay on budget is not
an option. Give some more thought to how you can manage both projects
to make sure you get them completed within budget and on schedule and
then let’s talk tomorrow and agree upon a solution.

135. “The greater danger for most
of us is not that our aim is too
high and we miss it, but that it
is too low and we reach it.”
Michelangelo

136. Boosting Employee
Results

137. Boosting Employee Results
Objective: The What
By the end of this session, you will be able
to:

Identify opportunities to use Improving
Work Habits skills

Effectively plan and conduct an Improving
Work Habits discussion

138. Boosting Employee Results
CHANGE THE HABIT EARLY
Poor work habits take time to develop

Attack them as soon as you see them begin to
develop

Long standing poor work habits require more
time, effort and patience
Why do most work habit issues go unaddressed?
Avoidance of
Conflict
_______________________________________

139. Boosting Employee Results
CONSIDERATIONS
BE PREPARED FOR FUTURE ACTION

Consider course of action should the behavior
not change

Understand situations which require an
Improving Work Habits discussion?

140. Boosting Employee Results
FOCUS ON BEHAVIOR
1. Poor Performance centers on quality and
quantity of the work
2. Improving Work Habits discussion focuses
on how the employee is doing the work

141. Boosting Employee Results
CONSIDERATIONS
ANTICIPATE WHAT YOUR ACTION
WILL AFFECT

Your Credibility as a Leader

Individual and Team Morale

The Effectiveness of Your Work Group

142. Boosting Employee Results
PINPOINT THE PROBLEM
Four situations you must correct a poor work habit
1. When it affects the employee’s output
2. When it affects the output of others
3. When it violates company policies and
procedures
4. When it becomes too annoying or offensive

143. Boosting Employee Results
USE EMPLOYEE IDEAS WHENEVER
POSSIBLE

The employee “owns” the poor work habit

Let him/her come up with the idea for
correcting the poor habit

Support the ideas the employee has come up
with

Your support coupled with the fact the
employee came up with the solution will gain
the commitment required to change the
behavior

144. Boosting Employee Results
6 Step Process
1. Describe in detail the poor work habit
observed



Be specific and concise
Focus on the problem, not the employee
Maintain the employee’s self-esteem (CPF-1)
2. Indicate why the poor work habit
concerns you

(CPF4)
Share how the habit effects the work group, you or
individual employees

145. Boosting Employee Results
3. Ask for reasons and listen openly to the
explanation



Avoid judgment
Clarify the facts
Demonstrate understanding and empathy (CPF2)
4. Indicate the situation must change & ask
for their ideas


Be understanding however, be firm in your
expectations (CPF-
4)
The employee will try harder if you involve them in the
solution (CPF3)

146. Boosting Employee Results
5. Discuss each idea, develop the plan and
offer your support

Discuss pros and cons; make a direct offer to support
(CPF5)
5. Agree on specific actions and date for
follow-up
(CPF3)
Use the employees ideas whenever possible

Turn over responsibility for solving the problem to the
(CPFemployee; offer your support
5)

147. Discussion Mapping
 Discussion Road Map Tool

148. Boosting Employee Results
Positive Model Video
Presentation

Video presentation will demonstrate the
effective use of the 6 Step Discussion
Management Process and the Critical
People Factors

Very important for you to pay close
attention because you will be taking notes
and providing feedback regarding the use
of the 6 Step Discussion Management
Process and the Critical People Factors

150. Goals and Objectives
Hard work
Out does talent,
If talent
Does not work hard!
Mark Sterner

151. Boosting Employee Results
Skills Practice Presentation

Two volunteers:


A supervisor
A cabinet builder

A role play provides a safe environment for one
to plan and practice the use of 6 Step Discussion
Management Process and the Critical People
Factors

Observers: Very important for you to pay close
attention because you will be taking notes and
providing feedback regarding the use of the 6
Step Discussion Management Process and the
Critical People Factors

152. Activity
1.
Using the Discussion Road Map, identify an
employee who has a work performance issue,
what you want to discuss, why it is so important
and the results you expect.
2.
Define the employee’s change style (Hem, Haw,
Sniff or Scurry)
3.
Define the employee’s most likely behavioral style
(Relater, Thinker, Director or Socializer)
4.
Using the Discussion Road Map, visualize and
plan each step of the 6 Step Discussion
Management Process – make sure to identify
where the employee may get defensive and plan
how you will use the Critical People Factors to
defuse and arrive at Close with true Buy-In

153. Organizations are struggling to speed up.
Scrambling to adapt. Trying to innovate,
embrace new technologies, and respond to
a rapidly changing marketplace.
Something’s not working.
Word has it that over half of all major
change initiatives prove to be
disappointments or outright failures.
What’s the problem?

154. Precious resources are being squandered on
organizational civil wars. People are fighting
change instead of pushing it forward.
They’re pulling in different directions rather
than aligning with the change efforts
These are insiders.
Employee resistance is the biggest barrier to
change.

155. Let’s face it—the very quickest way for the
organization to pick up speed is for resisters
to take their foot off the brakes. The best
way for it to become more adaptive is for
people to stop their desperate attempts to
preserve the status quo.

156. The first chore in managing
(leading) change is the toughest:
Self-management.
Handle that right, and you’re
halfway home.

157. Change weakens people’s
emotional attachment to the
organization
Some quit and leave
Some quit and stay
–are still on the
their names
payroll, but their hearts don’t
come to work anymore.

158. Team
• Putting the needs of others ahead
of yours
• Lend one a helping hand
What does that look like?

160. Five Dysfunctions of A Team
 Absence of Trust
 Fear of Conflict
 Lack of Commitment
 Avoidance of Accountability
 Inattention to Detail (mir)

162. What are the Learning Points?





Absence of Trust
Fear of Conflict
Lack of Commitment
Avoidance of Accountability
Inattention to Detail (mir)

164. What are the Learning Points?





Absence of Trust
Fear of Conflict
Lack of Commitment
Avoidance of Accountability
Inattention to Detail (mir)

166. What are the Learning Points?





Absence of Trust
Fear of Conflict
Lack of Commitment
Avoidance of Accountability
Inattention to Detail (mir)

168. What are the Learning Points?





Absence of Trust
Fear of Conflict
Lack of Commitment
Avoidance of Accountability
Inattention to Detail (mir)

169. “A leader is one who is a able to raise
their level of conscience above that of
the day to day to see what others do
not see and then influences and
inspires others to move along the new
path with confidence, purpose and a
sense of urgency”
Bill McCoy

170. “Ask not what
others can do for
you, but what
you can do for
others.”

171. HCIT Culture Transformation Model
The Employees:
5S
TPM
Kiazen Teams
Lean Six Sigma
The Organization
Vision:
1. Security
2. Respect
3. Contribution
Safety
To Be The Best
Plant
- HRD Process
1.
On/off Bus
2.
Green/Black Belts
Action Teams
In right seat
Quality
Customer
Satisfaction
House
Keeping
You The Example:
21 Laws of Leadership
1.
Self Awareness
Emotional Intelligence
2.
Self Confidence
Good To Great
3.
Self Control
The 5 Dysfunctions
360 Feedback Process
Discussion
Management
Process
The Platinum Rule
First Break All the Rules
Who Moved My Cheese
Death by Meeting
The Heart of Change