Developing Your Interpersonal Skills - morassociates.com · Welcome to SMU Reflection: ... Importance of Talent Management ... Getting the Best, Interviewing for Competencies On-Boarding

S E S S I O N 3

Emotional Intelligence

Strategies for Developing Your EQ

Building Relationships: Mapping Your Network

Talent Management and Developing People

Strategies for Building Capability

Examining Mental Models

Coaching for a Breakthru

February 13-15, 2018

Developing Your Interpersonal Skills

IntroductionMOR Leaders

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Session 3: Developing Your Interpersonal Skills

Day One

Tuesday, February 13, 2018 – Southern Methodist University

Meeting Location: Ernst & Young Gallery, Fincher Building, Cox School of Business,

6212 Bishop Blvd, Dallas, TX 75205

Continental Breakfast 8:00 am

I Opening Comments 8:30 amOverview on the Agenda Welcome to SMUReflection: What Did You Do Since Session II? What Have You Learned? Leadership Journeys: Scott, David NLessons in Leading Change @ Your University: David S, Kyle, George, Ben

II Introduction to Emotional IntelligenceDefining EQ Self-Regulating and Social AwarenessEmpathySocial AwarenessRelationship Management

Staying Healthy

Lunch 12:30 pm

Leadership Journeys: Curt

III Strategies for Enhancing Emotional IntelligenceStrategies and Practices for Developing Your EQ What Helps You Stay Healthy

IV Building Relationships Mapping Your Network

Reflections on Building Relationships

V Wrap Up 5:00 pm


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Day Two

Wednesday, February 14, 2018

Meeting Location: Ernst & Young Gallery, Fincher Building, Cox School of Business


I Opening Comments 8:30 amOverview on the AgendaReflections on Yesterday’s SessionLeadership Journeys: Rachel, Tom Leadership Moments: Colonel Chamberlain, Curt

II The Leaders Role in Developing PeopleImportance of Talent ManagementWhat Have You Learned about This Key Competency?Starts With Selection, Getting the Best, Interviewing for CompetenciesOn-Boarding Can Make a Difference

Assessing Your Staff for Potential and Performance

Lunch 12:30 pm

Leadership Journeys: David S

III Strategies for Building CapabilityCreating a Development Plan for Your StaffCreating an Environment that Fosters Employee EngagementWhat Motivates You?

Elements Needed to Maintain Highly Engaged Employees

IV Coaching for a Breakthru (Part 1)Incremental or Transformational, it is a Choice

What Breakthru Is Awaiting You?

V Wrap Up 5:00 pmOutline Action Items

Feedback on the Session


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Day Three

Thursday, February 15, 2018



I Opening Comments 8:30 amOverview on the AgendaReflections on Yesterday’s SessionLeadership Journeys: Jon, Colin

II A Perspective on Leadership Michael Hites, CIO, SMU

III Recognizing How Mental Models Influence What We See and ThinkWhat Mental Models Influence Your Viewing Point?Shifting Your Perspective How Can You Influence Your Group’s Perspective?

Strategies for Creating a More Inclusive Environment: Connie, Jon, David M, Nilesh

Lunch 12:00 pm

Leadership Journey: Nilesh

IV Coaching for a Breakthru (Part 2)Incremental or Transformational, it is a ChoiceWhat Breakthru Is Awaiting You?

V Wrap Up 2:00 pmOutline Action ItemsFeedback on the SessionSession IV @CMU


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Reflections...Practices Worksheet

What did you do based on your participation in this program since the previous session?

What did you learn? What “AHA” did you have?

What would you like to work on during this session?

Session Two Topics

Leading Change

The Three Lenses: Strategic, Political, Cultural

Understanding Workplace Culture

The EduChallenge Simulation

Exercising Influence

Influence Strategies and Self-Assessment

Neuroscience and The Power of Habit

Coaching for Results

Learning is defined as a change in behavior. You haven’t learned a thing until you take action and use it.

Don Shula and Ken Blanchard

Emotional IntelligenceMOR Leaders

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“I’m a little sad and a little nervous,” said Larry Katz, an economics professor and a friend of Summers. “Here is someone I think is a brilliant scholar, and a person of great skill and integrity, but he seems to have failed to con-nect with so many other bright scholars on campus.”Doubts Rise Among Summers Allies

Macella Bombardieri, The Boston Globe, February 20, 2006

Emotional Intelligence (EI) Defined

“The capacity for recognizing our own feelings and those of others, for managing emotions well in ourselves and in our relationships.”

Daniel Goleman

“In everyday language, emotional intelligence is what we commonly refer to as “street smarts,” or the uncommon ability we label “common sense.” It has to do with the ability to read the political and social environment, and landscape them; to intuitively grasp what others want and need, what their strengths and weaknesses are; to remain unruffled by stress; and to be engaging, the kind of person that others want to be around.”

Stein & Book, The EQ Edge

Observations That Speak to Emotional Intelligence

“Know thyself—it’s advice as old as the hills, and it’s the core of authenticity. When you know yourself, you are comfortable with your strengths and not crippled by your shortcomings... Self-awareness gives you the capacity to learn from your mistakes as well as your successes. It enables you to keep growing.”

“A chief executive must be intimately engaged in people management, strategic development and opera-tions.”

Lawrence Bossidy, Execution


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SELF OTHERS

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Self-Awareness Social-Awareness

Self-Management RelationshipManagement

Positive impacton others

EI: The Conceptual Model

Adapted from Hay/McBer


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KEY IDEAS

Avoiding an Emotional Attack

1. Press the “Pause” button

2. Identify the feeling

3. Map out the consequence

What Triggers an Amygdala Attack?

Adapted from HayGroup/Daniel Goleman

“‘Survival depends on the ability of an organism to respond to threat or reward, and predict the circumstances under which they are likely to occur.’ The brain structures that handle that job evolved long before the neocortex (the seat of emotional awareness), and can easily override it... An activated amygdala doesn’t wait around for instructions from the conscious mind. Once it perceives a threat, it can trigger a body-wide emergency response within milliseconds.”

Cowley, Geoffrey et al, Our Bodies, Our Fears, Newsweek, 24 Feb 2003: 45-46

Stimulus Emotion

FILTER

Interpret Behavior


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Self Awareness

The ability to see yourself as you really are. A self aware individual can accurately iden-tify emotions and feelings and understand

behavioral tendencies.

1Skill Building Practices

Identify hot buttons - Label feelings - Revisit 360 data - Question your assumptions - Ask

for feedback - Self observe objectively - Keep a journal

Relationship Management

The sum total of the other EQ skills, this is the ability to manage interactions

and build relationships.

4

Social Awareness

The ability to see emotions in others and productively act on these findings.


Observe your body language and tone - Develop your language art - Listen! - Greet

people by name - Observe emotion in others - Practice empathy

Self Management

The application of self awareness to manage behavior on a “real-time’ basis. A lack of self-awareness severely limits the ability to

self manage.


Learn to pause - Share your goals - Build reflection time into your day - Find a coach - Take care of yourself - Use the “A-B-C’s”-

More feedback

The Four Skill Sets of Emotional Intelligence

Skill Building Practices

Be open, balanced, and neutral - Act as a coach - Use the 4-I’s - Have a tough

conversation - Don’t avoid discomfort - Learn to give feedback


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Self-Awareness, Self-Management, and Social Awareness

Self-Awareness

The impact of self-awareness is seeing yourself as others see you. 360° feedback is critical for obtaining

objective insights.

The Impact of Self Awareness on Self-Management

With self-awareness, a person has a 50/50 chance of demonstrating self-management. Without it, a person

has virtually no chance of demonstrating self-management.

The Impact of Self-Awareness on Social Awareness

With self-awareness, a person has a 38% chance of demonstrating social awareness. Without it, a person

has only a 17% chance of demonstrating social awareness.

“How people treat you is their karma; how you react is yours.”

Wayne Dyer

Good “real-time” questions to ask yourself:• What am I thinking?

• What might be the consequence?

• How might this seem tomorrow?

• What am I feeling?

• Why am I feeling this way?

• What is the other person feeling?

• What is the hurry?

• Is this what I want?

• What is my emotion right now?

“If you are distressed by any-thing external, the pain is not due to the thing itself, but to your estimate of it; and this you have the power to revoke at any moment.”

Marcus Aurelius


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EI Worksheet

What are some of your buttons?

What are some of the things that get you jazzed? That spark some positive emotions and energy?

How can you leverage your EQ strengths?

How would you, as a leader, use your emotional intelligence to enhance the effectiveness of your relationships?


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Notes


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Emotional Intelligence: Can You Develop It?

1. Observe yourself in action.

What are your tendencies or habits or patterns?

2. Note your reactions.

• Physiological • Emotional

3. Elevate your observation to a cognitive level so you can exercise choice.

Stimulus—> <—Response

4. Select a strategy that works for you.

A) Rewire your response patterns to certain feelings. Intervene in the automatic response.

Impatience >> Agitated - Impatience >> Redirect

Anger >> React - Anger >> Reflection

B) Change how you think about something: create a different mind set.

• Traffic • Weather • Resistance to change

C) Anticipate the situation and alter your behavior by adopting a new practice.

• Receiving critical feedback.

• Difficult meeting coming up.

D) Harness the emotions, recognize there is a need to tap into it.

• Tune into the emotional undertone.

• Engage the emotion.

• Empathize with concerns.

• Associate with the positive affect.

• Remember people want to make a difference.

5. Develop new habits that will create constructive patterns

A) Study oneself.

B) Be intentional.

C) Intervene selectively.

KEY IDEAS

Rewire your response patterns: recognize your buttons

Change your mind set

Anticipate/Alter/Practice: build new capability

Harness the emotions: join the head and the heart


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EI Worksheet 2

Where are there some aspects of emotional intelligence you want to work on improving?

Self-Management __________________________________________________________________

Empathy ________________________________________________________________________

Social Awareness __________________________________________________________________

Staying Healthy __________________________________________________________________

Relationship Building __________________________________________________________________

Other ______________________________________________________________________________

What is the goal you want to set for yourself when it comes to enhanching your EQ?

What practices will help you develop your emotional intelligence?

What will help you achieve a breakthru in this area?

Mapping Your NetworkMOR Leaders

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Mapping Your Network

On the next page please identify the people you consider important in your various networks. It will be helpful to define your networks in the following categories:

“Being present allows you, as a

leader, to connect personally with

your people, and personal connections

help you build you intuitive feel for the

business as well as for the people running

the business. They also help to personal-

ize the mission you’re asking people to

perform. We know of no great leaders, the

military, religion, or any other field, who

didn’t have these personal connections.”

Ram Charan

Advice

The advice network shows the prominent players in an organization on whom you depend to solve problems and provide technical information.

Trust

The trust network tells with whom you share delicate political information and who would back one another in a crisis. This is someone you can confide in.

Learning

The learning network reveals the people who support and encourage your on-going development. These may be individuals you can ask for candid feedback or career advice.

Friends

The friends network identifies the people with whom you enjoy spending time, to whom you are close, and with whom you provide and receive support.

For each person you identify as being part of a network, make a dot and write the first name or initials of that person next to the dot. Where you place the dot in relation to the center (“ME”) should indicate the closeness of the relationship in the context of the network you are mapping. If an individual is in more than one network, create aseparate dot and identifier for each network relationship.


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Plotting Your Network

Trust Network

Directions

Place a dot in each quadrant to represent each person in that category. The closer the relationship, the closer to the center that dot will be.

Learning Network

Advice Network

Friends Network

ME


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Analyzing Your Networks

1. Total number of people in each network

Advice ____

Trust ____

Learning ____

Friends ____

2. Number of “very close” relationships listed in the networks ___

3. What does your analysis of your networks tell you?

4. Are there gaps or places where you want to strengthen your networks?

5. If there are any enhancements you want to make to any of your networks, what specific actions might you take to do so?


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Notes

Day TwoMOR Leaders

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Day Two

Wednesday, February 14, 2018



I Opening Comments 8:30 amOverview on the AgendaReflections on Yesterday’s SessionLeadership Journeys: Rachel, Tom Leadership Moments: Colonel Chamberlain, Curt

II The Leaders Role in Developing PeopleImportance of Talent ManagementWhat Have You Learned about This Key Competency?Starts With Selection, Getting the Best, Interviewing for CompetenciesOn-Boarding Can Make a Difference

Assessing Your Staff for Potential and Performance

Lunch 12:30 pm

Leadership Journeys: David S

III Strategies for Building CapabilityCreating a Development Plan for Your StaffCreating an Environment that Fosters Employee EngagementWhat Motivates You?

Elements Needed to Maintain Highly Engaged Employees

IV Coaching for a Breakthru (Part 1)Incremental or Transformational, it is a Choice

What Breakthru Is Awaiting You?

V Wrap Up 5:00 pmOutline Action Items

Feedback on the Session

Day TwoMOR Leaders

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Reflections Worksheet

What are the take-aways you have from yesterday?

What insight or “aha moment(s)” would you share?

Describe one possible on-the-job-application of what you learned.

Developing TalentMOR Leaders

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Integrated Talent Management

• Talent Planning

• Staff and Skills Needed

• Development Plans

• Career Goals and Roadmaps

• Development Opportunities

• 3 E’s

• Recruitment and Selection

• On-boarding

• Establish Expectations

• On-going Feedback

• Performance Evaluation

• Coaching and Mentoring

The 5 R’s of Talent Management

Right Person

Right Role

Right Skills

Right Time

Right Cost


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Worksheet

What is the current/future business strategy?

What competencies will be important in the future?

How should these inputs inform the talent strategy?


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Developing People

What have you learned about developing people that is helpful?

What is important at the recruitment, interviewing, and hiring phase?

What do you need to do to on-board a new employee successfully?

What helps motivate staff?

How do you support top performers and how do you work with low performers?


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“George Marshall under-stood that leaders must spend the time to recruit the right people for the job and then support them completely, so that they can do the job. The excep-tional leader sees his or her job as enabling peopleto do their jobs.”

Peter Drucker

“When you are looking for talent, you have a license and an obligation to go hunting for the best person possible, don’t settle for good enough.”

Jim BruceCIO Emeritus, MIT

Developing Talent

Selection

•ExpandthePool

•EstablishingCompetenciesandCriteria

On-Boarding

•EstablishExpectations

•ProvideaWaytoLearntheLandscape

•HavetheCultureExplained

•ShareKeyThemes

•ProvideaStretchAssignment

Situational Leadership

•AssessthePerson’sLevelofCompetence

•AssesstheLevelofCommitment

•AdaptYourLeadershipStyle

Professional Development

•SetGoalsandStrategies

•IdentifyOpportunities

•AgreeonPractices

Process Timeline


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Hire the Best, Develop Your People

“Recruitwell—developyourpeople.

Exploitstrengthsofpeople.

Erronthesideofdelegation—everybodywins.

Matchprojectphaseandtalent.”

DaveBriggs FormerDirectorLincolnLab,MIT

Give yourself an unfair advantage: develop your people.

•Establishclearexpectations,measurablegoals,andsimplefeedbacksystems.

•Provideopportunitiesforcontinueddevelopment.

•Createstretchassignments.

•Usecoachingormentoringwithinyourunit.

•Changeassignmentsfromtimetotime.

•Offertimelyfeedback.

•Askforfeedbackfrequently.

•Acknowledgeprogressinvisibleways.

Delegation Tips

What is Delegation?

Delegation is the work a manager does to entrust responsibil-ity and authority to others and create new ˆaccountability for results. Delegation is a process that ensures people are empow-ered.

Selecting The Best


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Hiring the Best

Competency Based Interviewing

Whenyouareinvolvedinhiringsomeone,whatdoyoubaseyourdecisionon?

Prepare to conduct a competency-based interview of a high priority candidate that will be a peer on theDirector’sstaff.YoucanconsultwithyourHRresourceifyouneedtoknowmore.Thepositioninvolvespro-vidingconsultingandsupportservicestoclients.Startbyidentifyingthekeycompetencies.ThecompetencieslistedbelowaretheonesselectedasthebasisfortheITLeadercurriculum.Othercompetenciesarelistedonthenextpage.

Strategic thinking from a systems perspective.

Theleadercontributestotheorganization’sdevelopmentofavisionandpriorities,anticipatesthefuture,andbuildsscenariosbasedonexplicitassumptions.

Shared leadership.

Theleaderbuildsworkingrelationshipswithco-workersandexternalparties,negotiatesandhandlesproblemswithoutalienatingpeople,obtainscooperationthroughinfluence,anddelegatesbothresponsibilityandauthor-ityappropriately.

Communication and persuasion.

Theleaderdistillsideasintofocusedmessagesthatinspiresupportoractionfromothersandeffectivelycom-municates through presentations, recommendations, or writing. The leader uses appropriate interpersonalstylestoguideandpersuadeindividualsandgroups.

Change management.

Theleaderactsasacatalystfortheneededchanges,developsplans,andfollowsthroughonchangeinitiatives.

Decision making.

The leadergathersandusesdataandanalysis tomakedecisions, includingevaluating the long-termconse-quences,andmakesdecisionsjudgedtoberightfortheuniversity.

Financial and business acumen.

Theleaderpossessesfinancialsavvyanddemonstratestheabilitytoleadcost-efficientinitiativeswithoutsac-rificingquality.Heorshesuccessfullyleadsprojectsandprogramsthatproducefavorableresults(businessandfinancialoutcomes)anddemonstratesunderstandingofthechangingfinancialconstructssupportingIT.


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Working across the organization, developing strategic partnerships.

Theleaderdevelopsnetworksandalliances,collaboratesacrossboundaries,andfindscommongroundwithawiderangeofstakeholders.Heorshecanmaneuverthroughpoliticalsituationseffectivelytogetthingsdone.

Theleadermapsandmanagescomplexinitiatives,continuallyadjustsplansandstrategiesbasedonnewinfor-mation,andidentifiesandcoordinatesappropriateresourcestosupportobjectives.

Building agreement.

Theleaderrecognizesdifferentpointsofview,bringsthemoutintotheopen,andbuildsonareasofagreement,exercising influence inways that enhance the supportneeded toadvance initiativesandbuildingconsensuswhenappropriate.

• Action Oriented• Dealing with Ambiguity• Approachability• Business Acumen• Compassion• Composure• Conflict Management• Confronting Direct Reports• Creativity• Customer Focus• Timely Decision Making• Delegation • Developing Direct Reports• Directing Others• Managing Diversity• Ethics and Values• Functional/Technical Skills• Hiring & Staffing• Integrity & Trust

• Intellectual Horsepower• Interpersonal Savvy• Listening• Managing & Measuring Work• Motivating Others• Negotiating• Organization• Planning• Political Savvy• Presentation Skills• Priority Setting• Problem Solving• Process Management• Drive for Results• Strategic Agility• Managing Through Systems• Building Effective Teams• Work/Life balance• Written Communications

Possible Criteria for Hiring


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Interview Preparation

Identify a competency or two to focus on in the interview.

1.

2.

Outline how you will begin your conversation with the candidate.

What questions will you ask during the interview? How will you get at the competencies?


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Debrief Competency Based Interviewing

How did the interviewer do?

What did he or she do well?

What could he or she have done more effectively to draw out the applicant’s experience?

How could you formulate questions when you are interested in learning about the individual’s level of experi-ence, judgement, eq or other key areas?

What other ways could you use to learn more about this person’s capabilities?

“One of primary reasons that we spend so much time and energy on the hiring process for a faculty member is the importance of the caliber of people that we attract. I point out to people on the hiring committee that this is a multi-million dollar decision.”


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On-Boarding Suggestions

1. Orientation

•Provideanopportunityforthenewpersontolearnabouttheorganization

•Thisindividualshouldmeetidentity-keypeople

2. Develop a Start Up Plan

•Setandcommunicatepriorities

•Agreeontimelinesforcompletingthem

3. Organize and Provide the Resources for Success

•Spendtimedirecting,trainingorcoaching

•Buildaneffectiverelationship

4. Create Meaningful Goals

•Setgoalsforperformance

•Setgoalsfordevelopment

•Ensuretherearewaystomeasureprogress

5. Help the Individual Understand the Landscape

•Encouragethepersontoobserveanddescribetheculture

•Havetheindividualstudythepoliticallandscape

6. Conduct Periodic Feedback Sessions

•What’sworking?

•What’scouldbeimproved?


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Integrated Talent Management

• Talent Planning

• Staff and Skills Needed

• Development Plans

• Career Goals and Roadmaps

• Development Opportunities

• 3 E’s

• Recruitment and Selection

• On-boarding

• Establish Expectations

• On-going Feedback

• Performance Evaluation



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Measuring Performance

What is performance?

- The current level of functioning; competence, skill, behavior

How do we measure performance?

- Contributions, results, outcomes - Performance ratings; (e.g. needs development, meets expectations, exceeds

expectations) - Performance against key leadership attributes

Measuring Potential

What is potential?

- Existing in or expressing the possibility - Capable of development into actuality

How do we measure or assess potential?

- Determine ‘potential’ criteria • Open-mindedness • Bias towards personal accountability • Willingness to take risk • Ability to learn from past successes and failure - Potential ratings; (e.g. limited, growth, high)

Said Another Way

- Aptitude

- Attitude

- Ambition

- Agility


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Performance and Potential Worksheet

Originally developed in 1991, the nine-block (box) decision matrix was popularized by General Electric in a 1999 case study by Harvard Business School. Since then, many best-practice organizations have adopted the matrix. It’s primary benefit is that it enables decision-makers to uniformly review organizational talent, consider its talent pipeline and conduct succession planning activities.

Notes:


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Positioning Those Who Report to You

Notes:

High Performance/Low Potential

• Gets all important things done • Is a pro in his/her position

• Is seen as a leader in his/her area

• Has reached potential

Action Required: Continue developing in current

position; is in the right job

High Performance/Med Potential

• Gets all important things done • Acts as leader and role model

• Exhibits many strengths or

competencies beyond current role

• Some leadership development

issues

Action Required:

Look for opportunity to display

leadership in current job

High Performance/High Potential

• Gets all important things done • Acknowledged as leader and role

model

• Exhibits many strengths or

competencies beyond current role

• Has influence beyond current role

Action Required:

Stretch assignments to prepare for

larger role

Medium Performance/Low

Potential

• Gets most important things done

• Is very proficient in his/her current

position

• Is not seen as a leader in his/her

area

Action Required:

Work on improving performance in

current job; may be candidate for

lateral move

Medium Performance/Med

Potential


• Shows signs of leader and role

model

• Exhibits many sr. level

competencies • May be new in position

Action Required:

Leave in current job; continue

developing skills and improving performance

Medium Performance/High

Potential


• Acknowledged as leader and role

model

• Exemplifies sr. level competencies

• Acts at level of capability of next level in the organization

Action Required:

Focus on performance short term and

development opportunities long term

Low Performance/Low Potential

• Isn’t getting most important things done

• Difficulty performing to standards in

his/her current position

Action Required: Consider exit option or reassignment

to lower level on your team

Low Performance/Medium

Potential

• Isn’t getting most important things

done

• Capable of making higher

contribution

• May be in wrong job or occupied with non-work distraction

Action Required:

Focus on improving performance

Low Performance/High Potential

• Isn’t getting most important things done

• Has been acknowledged as team

player and role model

• Has exemplified sr. level

competencies • May be in wrong job

Action Required:

Address root cause performance

issue; worthy of investment in development

Potential

Perf

orm

an

ce


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Sustain Leverage Advance

Improve Develop Propel

Transition Transform Grow


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NOTES

Development FrameworkMOR Leaders

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Motivating Staff Worksheet

Allocate 100 points according to what motivates you

What Are Your Top Motivators?

1.

2.

3.

4.

5.

Recognition Meaningful Work (Mission matters!) Autonomy/Ownership

___________/100 ___________/100 ___________/100

Opportunity to Participate Valued Development, Challenge Pay/Benefits

___________/100 ___________/100 ___________/100

Having a Good Manager Positive Environment Being Informed/Included

___________/100 ___________/100 ___________/100


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3E Development Framework

Education• Instructor-Led Courses

• E-Learning Programs

• Selected Readings

Exposure• Feedback

• Visibility Opportunities


• Role Models

Experience• On-the-Job Tasks & Special

Projects

• Job Changes & Rotations

• Special Stretch Assignments


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The “3 E’s” Development Model

“For the generation of workers entering the work-force today, learning by doing and experimenting is the norm. They will be better engaged and committed in an environment that allows all three E’s, rather than standardized career ladders and formal training programs. The willingness to try something they’ve never seen done, the need to see their work in a connected way, and their ability to find what they need to know right now and begin applying it is hard-wired in. The constant state of learning is what keeps them engaged. This phenomenon is evident on campuses today as interdisciplinary courses, programs, and majors - which include an opportunity to apply the learning as you go - have begun to flourish.”

Kate D’Camp, Talent Development Magazine

Using the 3 E’sNo one type of development does the job alone. Development activities work best when orchestrated together. Over the course of a career, most development (70%) occurs through on the job experiences. About 20% comes from feedback or relationships, and the final 10% is learned through courses and reading.

Education 10%

Exposure 20%

Experience 70%

Is it training or is it development?

While training is an event, development is a process.

Training focuses on short term goals of the organization, while development focuses on the employee as a person and member of the work community. Training tends to be of shorter duration with a focus on the acquisition of particular skill sets having specific job related value.

Development is a process designed to extend the capability of the individual beyond the simple acquisition of skill sets. Increasingly, development embraces the principles of adult learning. It is built upon the employees sense of self and future, has dimensions of self-direction, and encourages experiential learning and reflection.


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Developing Others

Selection Displays poor understanding of the skills and characteristics needed to succeed; makes selection mistakes

Demonstrates understanding of the talent needed to accomplish team goals; selects/promotes capable people

Establishes plans that ensure the team has, and keeps, the right top talent

Stretching Leaves reports in roles which only use their current skill set; rarely assigns growth opportunities to team members

Provides stretch assignments top reports to accelerate their development

Pushes reports beyond their comfort zone and encourages them to take advantage of targeted developmental assignments

Coaching and Feedback

Fails to provide feedback or provides feedback which is not helpful, overly critical, inaccurate, lacking in candor, untimely, or non-specific

Provides effective coaching and feedback to reports to enhance their personal and leadership effectiveness

Commits to, and follows through on regular coaching sessions for staff members

Learning From Mistakes

Is overly critical of reports when mistakes are made

Treats mistakes as learning experiences

Consistently helps staff make sense of and learn from their experiences

Purposeful Development

Leaves development up to the individual team member; waits for team members to ask for more responsibility accordingly

Assigns people great responsibility as they develop

Accurately identifies potential in each staff member and creates individualized development plans

Fostering Collaboration

Allows reports to do too much work themselves vs. accomplish results through others

Holds reports accountable for gaining success through others

Actively coaches reports on how they lead, motivate, and manage their own

Needs Improvement Does OK Excellent Rating 1-10

Average Score (Total/6)

Where I Can Do Better:


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Creating a Talent Development Strategy

Where is the work, the services, the product and the technology your group delivers going?

What are the talents needs for your group looking ahead?

How are some goals you have for talent development?

What do you want to do when it comes to recruitment, interviewing, and hiring?

What strategies will you employ when it comes to developing your staff?

How challenges do you see on the 9-box chart? What strategies or actions might you take?

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When coaching for a breakthrough, a good coach...

Sets a context for the conversation that encourages a broad exploration of the other person’s future.

1. “If your thinking was wide open, what ideas would you like to explore?”

2. “Taking the most positive perspective, tell me about how you could see your future?”

3. “Thinking about career aspirations, what are some possible break - thrus you might want to entertain?”

4. “What are a couple things you’d like to be great at?”

5. “What is holding you back in a particular area? How could you get by this “obstacle” and open up the field in front of you?”

Inserts a level of processing so the conversation can converge on one or two possibilities.

6. “Is there an idea or a particular possibility you want to focus on?”

7. “Let’s stay with this potential breakthru, describe what this might look like if this came to fruition?”

8. “What does it stir up in regard to energy and emotion when you talk about this area?”

9. “If you were to pursue this, how might this play out?”

10. “What would you be doing differently?

Builds sustainable commitments to map out more complex goals.

11. “What is necessary to launch this possibility?”

12. “What steps will you take to explore this further?

13. “How will you move forward?”

Creates continuity so that follow-up is planned and forward progress is maintained.

14. “This is a longer term coaching opening. Should we set up several check-ins?”


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There are times when incremental progress is sufficient and there are times when a quantum leap is needed.

Incremental change: What are some incremental changes that have occurred as a result of your engagement with the MOR Leaders program?

Transformational change: What changes have been or could be a “game-changer?”

What would be the biggest breakthru you could imagine for yourself?

Imagine yourself three years from now and you have moved up to the next tier in your ability to provide leadership, describe what you see?

Imagine if you could let go of one thing that holds you back, imagine how this could free you up so you could be and do whatever you set your sights on………...what would it be?

A gradual improvement.

A shift in our context or point of view about

ourselves.

“The difference between what we do and what

we are capable of doing would solve most of the

world’s problems.”

- Gandhi

“If you can imagine it, you can achieve it. If you can dream it, you

can become it.”

- William Arthur Ward

Day ThreeMOR Leaders

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Day Three

Thursday, February 15, 2018



I Opening Comments 8:30 amOverview on the AgendaReflections on Yesterday’s SessionLeadership Journeys: Jon, Colin

II A Perspective on Leadership Michael Hites, CIO, SMU

III Recognizing How Mental Models Influence What We See and ThinkWhat Mental Models Influence Your Viewing Point?Shifting Your Perspective How Can You Influence Your Group’s Perspective?

Strategies for Creating a More Inclusive Environment: Connie, Jon, David M, Nilesh

Lunch 12:00 pm

Leadership Journey: Nilesh

IV Coaching for a Breakthru (Part 2)Incremental or Transformational, it is a ChoiceWhat Breakthru Is Awaiting You?

V Wrap Up 2:00 pmOutline Action ItemsFeedback on the SessionSession IV @CMU

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Reflections Worksheet

What are the take-aways you have from yesterday?

What insight or “aha moment(s)” would you share?

Describe one possible on-the-job-application of what you learned.

Perspectives on LeadershipMOR Leaders

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NOTES

Perspectives on LeadershipMOR Leaders

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Perspectives on Leadership

Michael Hites, CIO, SMU

Understanding Mental ModelsMOR Leaders

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Examining Mental Models

Thinking about what you think about ...

... and how you think about

Perspective

A particular attitude toward or way of regarding something.


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This tool was conceived by Chris Argyris in his book Overcoming Organizational Defenses and Popularized by Peter Senge in The Fifth Discipline Field Book.

The premise is that we all form beliefs and assumptions. If unchecked, these assumptions can short circuit reality and continually reinforce our beliefs even more strongly.

Examples:

A Democrat might assume that Republicans are war-mongers who are not interested in social programs designed to support the disadvantaged

A Republican might assume that Democrats simply want to tax and spend and welcome the intrusion of government in all phases of all life.

An assembly line worker might assume that his manager simply wants him to push the buttons and check his mind at the door.

A manager might assume that her employees are more interested in chatting than working.

On a personal level…

You might assume that…

… only “politicians” get ahead in your organization

… putting in for a promotion makes you appear mercenary

… while learning a new skill you will look silly

… giving up what you are good at will leave you powerless

The Ladder of Inference

(The Foundations of our Assumptions)

Our beliefs are the truth.

The truth is obvious.

Beliefs are based on real data.

The Underpinnings of Our Assumptions


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How Do We Get Bound By Our Assumptions?

Our world can be formed by our belief systems. These beliefs can be combined with other beliefs, assumptions and observations to create mental models. A mental model is the story(is) that we carry in our mind to make sense of the world.

Where do our beliefs come from?

Beliefs are likely to spring from our own conclusions. These conclusions are inferences based on things that we observe. These observations are filtered through the realm of our experiences (and currently held assumptions) and become our truth. We see this truth as a product of legitimate data. Nevertheless, this “truth” may be untested.

How does this play out in our personal development?

It is possible to be limited by our mental model. A man working in a department where the last three promotions went to women might have formed an assumption that he is not promotable due to gender. The mental model is that only women are promotable. This might cause the person to not bid for a position for which he is qualified or to transfer from the department.

How might we test our models?

Two practices are helpful in testing our mental model. The first is Reflection. At the simplest level, it is helpful to slow down our thinking to a point where observations aren’t simply slotted into conclusions.

“… wait a minute, why do I really think that only women get promoted?”

The accompanying practice is Inquiry. This is a deeper exploration using questions that question more effectively.

“… what is the longer history of promotion here? Were the promotions actually based on the merits of the candidates?”

The answers to the inquiry may force a questioning of the mental model and unravel its underlying assumptions. By continually examining your mental models you will arrive at a state of “reflective skepticism” and not fall prey to being bound by your assumptions.

Mental Models

Mental models are our own. Two people may observe identical events and draw completely different conclusions. Mental models are often unexamined.

Using Critical Thinking to Question our Models.

Continually using Reflection and Inquiry to understand the foundations of your assumptions is a powerful practice.

“The unexamined life is not worth living.”

- Socrates


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Ladder of Influence

I Take Actions Based on My Beliefs

I Make Assumptions Based on the Meaning I Add

“Existing values, beliefs, mental models”

I Adopt Beliefs about the World

“New mental models”

I Draw Conclusions

“My truths”

I Select Data from What I Observe

“Reality according to me”

I Observe Data from the World

“Reality - exact”


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Ap•pre•ci•a•tive

Valuing; act of recognizing the best in people or the world around us.

To increase in value, e.g. sense of self has appreciated in value.

In•qui•ry

The act of exploring and discovering.

To ask questions; to be open to seeing new potentials and possibilities.

What the human being is best at doing is interpreting all new information so that their prior conclusions remain intact.

Warren

confirmation trap are to search for disconfirming evidence or to inquire with people who see things differently.

Appreciative Inquiry


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Recognizing How Mental Models Influence What We See and Think

What mental models influence your view?

Shifting your perspective

How can you influence your group’s perspective?


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Appreciating the Way Unconscious Bias Comes Into Play

Purposes

To explore how our mental models influence gender related issues and interactions in the workplace

To help recognize as leaders our responsibility in creating an environment that engages and encourages women and under represented groups

To learn from the research and to look at how we can use this in our role as leaders

1. How can we recognize how unconscious bias comes into the workplace and how can we offset this?

2. What is important for you to reflect on in regard to this issue?


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Creating Lasting Positive Change

The 3 Gratitudes

Journaling

Exercise

Meditation

Random Acts of Kindness

Notes

Next Steps and CommitmentsMOR Leaders

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Post-Session Three Next Steps and Commitments

Capture what you’re agreeing to between now and Session Four.

WHAT will be done?

Practices to adopt

1.

2.

Confer with my peer coach.

Meet with my campus cohort.

Confer with my MOR coach.

Send a reflection email to the group.

WHO will do it?

Me

My peer coach and me

My campus cohort and me

My peer coach and me

Me

WHEN will it be done?

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Insights from Session Three1. Managing Your Own Reactions to Handle or Channel the Emotion in a Constructive Way

is Step One of Emotional Intelligence.

2. Leaders Who Can Empathize Can Connect with Employees.

3. Recognizing and Speaking to the Emotions Other May Be Experiencing Is a Capapbility You May Want to Develop.

4. Leaders with EQ Are Invested in the People with Whom They Work and This Makes a Difference.

5. Leaders Need to Work on Staying Healthy, It Is Easy in These Roles to Get Worn Down.

6. Relationships Are Currency.

7. It Is Important to Invest in Building Out Your Networks.

8. Review and Revise the Role Description Every Chance You Get. Identify the Key Competencies.

9. Employ Behavioral Based Interviewing.

10. Go Hunting for the Right Person.

11. Caution Ahead: You Are about to Spend $500,000 to $1 Million, Don’t Settle for Less.

12. Get the Right People on the Bus and Play to Their Strengths.

13. There Is a Breakthru that Would Be a Quantum Leap for You, So Go For It!

NotesMOR Leaders

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Notes:

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Documents

Developing Your Interpersonal Skills - morassociates.com · Welcome to SMU Reflection: ... Importance of Talent Management ... Getting the Best, Interviewing for Competencies On-Boarding