CompassThe Right Direction

Module 2 – Leading Others

2

Facilitators

Marita Pascoe – HR Inside

Meg Price – HR Inside

3

Program Agenda – Day 1

• Functional vs Dysfunctional teams

• The make up of Crucial Conversations

• Real model overview

• Beliefs and Assumptions

• Intentions and mutual reasons for conversations

• Dealing with emotions during conversations

• Setting action plans during conversations

• Project Team updates

Strategic Presentations

• Each team will present a short 5 minute presentation about

their strategic project.

• This should include the:

• title of the project;

• what progress have you made since Module 1

• what obstacles have you had and how have you/are you overcoming them

• what questions, if any, do you have for the group

• what your next steps are

There will then be 5 minutes for the group to ask questions

I saw Jenny Johnson with her 2 children

and 3 pigs go to market. One of the pigs

was walking with the first child and the

other was carried by Jenny Johnson.

When they reached the market, Jenny

Johnson sold the pig that walked with

her. She bathed her second child in the

nearby river.

77

Objectives

Turn to page 1-2 of your workbook

• What is your developmental goal from today‟s

workshop?

• What do you expect to achieve from attaining your

developmental goal?

• What else do we need to cover to make this

program really valuable to you?

88

Housekeeping

• Morning Tea: 10 minutes break

• Lunch: 45 minutes

• Afternoon Tea: 10 minutes break

• Conclude around 5.00pm

• Bathrooms

• Parking Lot

99

Module 1 Recap Quiz

1. What are the 4 stages of team development as described by Tuckman? Bonus point if you correctly name the 5th stage …

2. What are the TMS four work preference measures (ie. the RIDO scale)?

3. According to the TMS wheel what are the 8 roles or preferences within a team?

4. What do we mean by linking skills and how would we use them?

5. What do we mean by the term “Emotional Intelligence”?

6. What are the 7 skills of emotional intelligence?

7. In your own words describe how TMS and EI link together?

8. What percentage does emotional intelligence account for in leaders?

9. What are the four leadership styles – Blake and Moutlon grid?

10. What was the one thing you asked for feedforward about at the end of Day 2?

1010

Team Development

Time

Effectiveness

Form

ing

Sto

rmin

g

Norm

ing

Perf

orm

ing

© Team Management Systems

Four

Work

Preference

Measures

(RIDO)

12

What is Emotional Intelligence?

• EI involves a set of skills that define how effectively we perceive,

understand, reason with and manage our own and others‟ feelings.

Traditional

IQ

Emotional

Intelligence

?

The leadership pie

Traditional IQ accounts for 20%-25% of the variance

Personality accounts for just 10%-15% of the variance

Focus on processes, tasks and outcomes

Fo

cus o

n p

eople

, re

lationship

s a

nd e

motions

High

Avoidant

Leaders

Transactional

Leaders

“Friend”

High

High ImpactLeaders

EI

1717

Feedforward ideas:

Status &

Ego

Avoidance of accountability

Lack of commitment to each other (e.g., poor team

cohesion)

Fear of confrontation and artificial harmony (e.g., how do I behave

when I don‟t agree with you)

Absence of trust as a result of invulnerability (e.g., not asking for help when under pressure)

•Inattention to team results

•(but high attention to one‟s own)

•Ref: adapted from Patrick Lencioni

Fun &

Passion

Accountability

& ownership

Powerful commitment through role clarity and

involvement

Healthy confrontation with self awareness and seeking

feedback

Strong trust through vulnerability, caring and sharing (e.g., asking for help

and offering assistance)

•Outstanding team and individual

results

•Ref: adapted from Patrick Lencioni

Feedback

• Turn to the person next to you

• Look them up and down and from the list provided in

the following slide, choose the animal that best

describes their physical and personal characteristics

• DO NOT show your partner your selection

Animal Feedback

With out any talking, from the list, select the animal that most represents your partner, considering both the physical characteristics and personal qualities.

DO NOT SHOW YOUR SELECTION TO YOUR PARTNER

Lion Squirrel Monkey

Tiger Giraffe Kangaroo

Bear Cat (what type?) Bird

Dog (what type?) Other?

Reasons for not giving feedback

• Think of the things that have stopped you from

giving others feedback

Encouraging others to give me feedback

• Identify a number of ways you can put in place to

encourage others to give you feedback

Conflict is neither positive nor

negative

A conflict is a situation, neither

positive nor negative in itself. It is the

way we deal with

that situation that will make it either

something destructive or an

opportunity for growth.

Emotional intelligence underpins your effectiveness in communication

“A set of seven

skills that define

how effectively

we perceive,

understand,

reason with and

manage our

own and others‟

feelings.”

How the 7 skills relate to having a Crucial ConversationSkill of EI The skill’s role in the ‘conversation’

1. Emotional Self-Awareness • Understanding what you REALLY want from

communicating

2. Emotional Expression • Having Conversations with clarity and

authenticity

3. Emotional Awareness of Others • Appreciating the varied opinions and why the

other person did what they did

4. Emotional Reasoning • Acknowledging the consequences of having

giving and receiving feedback

5. Emotional Self-Management • Maintaining your own composure if/ when the

conversation gets tense

6. Emotional Management of Others • Influencing the other person to engage with you

for mutual agreement

7. Emotional Self-Control • Remaining focused in the lead up and during a

crucial Conversation or when receiving

feedback

Skill of EI The skill’s role in the ‘communications”

1. Emotional Self-Awareness • Understanding what you really want from

having the crucial Conversation

2. Emotional Expression • Having crucial Conversation with clarity and

authenticity

3. Emotional Awareness of Others • Appreciating the varied opinions and why

the other person did what they did

4. Emotional Reasoning • Acknowledging the consequences of having the

crucial Conversation

5. Emotional Self-Management • Maintaining your own composure if/ when the

conversation gets tense

6. Emotional Management of Others • Influencing the other person to engage with you

for mutual agreement

7. Emotional Self-Control • Remaining focused in the lead up and during

the crucial Conversation

Skill 2: emotional expression

• At work, people effective in this skill of EI

• communicate how they feel about various issues at work, and

• create greater understanding about themselves amongst their colleagues.

• As a result they …

• are often described by colleagues as “genuine and trustworthy”.

Within high performing companies, when employees fail to

deliver on their promises, colleagues willingly and

effectively step in to discuss the problem.

In the worst companies, poor performers are first ignored and

then transferred. In good companies, bosses eventually deal

with problems. In best companies, everyone holds everyone

else accountable – regardless of level or position. The path to

high productivity passes not through a static system, but through

face-to-face conversations at all levels.

Reference: Crucial Conversations (2002)

The three elements of a Crucial Conversation

The

Stakes

Are High

Opinions

Vary

Emotions

Run

Strong

Reference: Crucial Conversations (2002)

Moments Of Truth …

• Turn to page 7 Have you ever had to …

• Tell to a colleague who behaved badly that what they did was inappropriate?

• Approach the boss who was breaking his/her own policies?

• Give an unfavourable performance review to a member of your team?

• Deal with a rebellious co-worker?

What are your Moments Of Truth?

• In your group, identify some of the Moments Of Truth

you have experienced, namely:

• Crucial conversations you have and haven‟t had at

work

• What made the conversations you identified

„crucial‟, and

• How you went about having one of the crucial

conversations you identified.

“If you want to change the culture of

an organization, you have to

change the conversations.”

Dr. Robert Durón, Superintendent, SAISD

If only it was that easy …• The six „defaults‟ that destroy a crucial Conversation, namely:

Silence-oriented

• Masking; understating true opinions

• Avoiding; steering clear of sensitive issues

• Withdrawing; pulling out of the conversation all together

Aggression-oriented

• Controlling; coercing others to your way of thinking

• Labelling; putting a label on others to dismiss their opinions

• Attacking; moving from just „winning‟ to making the other person suffer

What is your default?

• Turn to page 8 of your workbook and complete the short

questionnaire

• When finished, score the questionnaire using the instructions

provided on page 9

• Review the results to identify if your default style is more:

1. Silence-oriented

2. Aggressive-oriented

Where do you go?Return to your group and discuss:

1. What is your „default‟?

2. Why is this your „default‟?

3. What triggers you to „default‟?

4. How do you recognise you have „defaulted‟?

5. What do you do then?

Remember: We can learn how to have

a Crucial Conversation

Possibilities

Intention

Project Team Update

Peter, Brygyda, Netta & David

39

80% of business success is

relationships with key stakeholders

Establishing a ‘possibilities’ intention -

getting clear about what your guiding

statement for the courageous

conversation.

»What is the affirming, empowering and

energising possibilities intention I set for this

conversation?

Possibilities

Intention

Page 14

Setting a possibilities intention• What do I really want here?

• What do I really want for the others involved

• What do I really want for the relationship?

How would I behave if I really wanted these results

• What don't I want

• E.g. I want to talk to my peer about some real concerns about

the way he talks to others during meetings – I don't want to

insult of offend him, I don't want to get into an argument

I want to have an honest open discussion with my peer about

how we build more trust and respect during meetings

Answer: They died in an airplane crash.

Question: There is a cabin on the side of a

mountain. Three people are inside and they

are dead. How did they die?

The False Assumption: the cabin is a log

cabin. Actually, it is the cabin of a 747

jetliner. The dead are the pilot, co-pilot, and

navigator.They crashed during a snow

storm.

Answer: The wind blew open the windows, knocking over the fish

bowl in which Bill and Monica had been swimming. The fish bowl

crashed to the floor and broke, leaving Bill and Monica to suffocate

without their water.

Question: It is hot August afternoon. The location is the living

room in an old Victorian mansion. The 7-foot window is open and the

curtains are blowing in the breeze generated by the thunderstorm

that just passed. On the floor lie the bodies of Bill and Monica. They

are surrounded by puddles of water and broken glass. Please close

your eyes and picture the scene. Now change the picture. Neither

Bill nor Monica has any clothing on. How did they die?

The False Assumption: that Bill and Monica were human.

They were actually two goldfish.

Test Assumptions

When we assume something we:• Take for granted it‟s true without verifying it

• Draw a conclusion based on what we know(even though that might be

a tiny piece of the puzzle)

• Make an inference about someone‟s motives

The skill is to:• Become aware when you are making assumptions and inferences

• Learn to test your assumptions and inferences ..without creating

defensiveness

I Take Action

I Adopt Beliefs

I Draw Conclusions

I Make Assumptions

I Select Data

I Observe Data

and Experiences

Ladder of Inference

John‟s hopeless

I cant count on John – he‟s

unreliable

John never meets

deadlines

I focus on the missed

deadline, and remember

other instances of lateness

John misses a deadline.

The quality of his work,

however is very high

Our beliefs

affect the data

we select the

next time round

1. Tune into your assumptions and inferences

John‟s hopeless

2. Ask yourself: what did John say or do that led

me to this?

Eg: I saw John miss a deadline and this is his

forth time recently.

3. Ask yourself: what‟s a more generous

interpretation of their actions?

Eg, rather than: John‟s hopeless try: john‟s

having trouble meeting deadlines.

Walking down the ladder

Testing your assumptions

1.Share the data

• John, you missed the deadline for the draft

tender yesterday. You've also got the last three

pieces of work to me late2. Share your more generous interpretation

• I‟m guessing something is making it hard for you

to meet deadlines

Testing others assumptions

1. State the assumption you heard

John, a moment ago you said, “my boss just

doesn't like me”2. Ask for the data

What have they said or done that leads you to

that conclusion?3. Invite them to test their assumption:

Is there an alternative explanation for their

behaviour?

• Henry Ford challenged the assumption that automobiles were

expensive, hand-built carriages for the wealthy.

• Anita Roddick challenged the assumption that cosmetics had to

be in expensive bottles. Her retail chain, the Body Shop, sold

products in plastic containers.

• IKEA challenged assumptions by allowing customers to collect

their furniture from the warehouse.

• The low-cost airlines like Virgin and Jetstar challenged the

assumptions that you needed to issue tickets, allocate seats

and sell through travel agents.

• Apple challenged the assumption that a personal computer was

functional and not aesthetic.

• Start by recognizing that you and everyone else have ingrained

assumptions about every situation.

• Ask plenty of basic questions in order to discover and

challenge those assumptions.

• Pretend you are a complete outsider and ask questions like,

"Why might someone see it differently?"

• Reduce a situation to its simplest components in order to take it

out of your environment.

• Restate a problem in completely different terms.

The closer you move to the observable data the clearer the

conversation will be

If you don't work out what is data and what are assumptions

you could walk into a big black hole!

"The best assumption to have is that any commonly held

belief is wrong."

Types of Emotions

• Positive:

• Neutral:

• Negative:

Page 16

Emotions we experience arise from our Beliefs

Beliefs are shorthand for the silent self talk we engage in

throughout the day.

Our internal dialogue is ongoing and

continuous, but we are usually unaware of it

Some of your self talk is “dated tapes” on automatic replay

The key is being able to tune into your self talk and understand

the belief system that is responsible for our feelings and

behaviour

So we can tune into the beliefs that undermine our EI and

exchange those beliefs with ones that will enhance our EI

Gee, its

cold

outside

Hope

the light

stays

green

The ABC …D of changeActivating

Event

Belief/

ThoughtConsequences+ =

= Dispute Energize=

Abcde system was pioneered by Dr. Albert Ellis: he believed you can

modify and change your feelings by means of logical and deductive

reasoning instead of allowing your feelings to get the better of you.

Learn to Argue with Self/Others

Evidence Alternatives

Usefulness Implications

What evidence

do I have to

support and

contradict the

current

[negative]

thinking?

What else

could be

going on? Are

there more

logical

alternatives to

explain the

thought

How useful is it

to think/feel this

way? What

would be more

useful way of

thinking/feeling?

What advice

would I give

others?

Should this be

true, are the

implications

really that

negative? How

can I minimise

the impact?

Applying the tool

• In triads, select a current negative belief you or a member of

your team is dealing with at present

• Use the template provided on page 21-22 to develop

disputation to the thought. Please draw this up on butchers

paper

• Be prepared to discuss your plan with the wider group

Getting clear on why the issue

is important to you and why the

issue would be important to the

other person/s.

» What is the purpose for the present conversation?

» What is the dilemma we all need to solve?

» Why this conversation now?

» What assumptions need to be tested and shared

to get clear about the true context for the

conversation?

Discovering the shared meaning

• It is important to keep the conversation safe – don‟t

go in on the attack as others will likely get defensive.

• But don't sugar coat it either.

• Start with a neutral statement

Situation Typical Response

Someone is rude to a client on the phone You shouldn‟t have treated the client that way!

Someone isn't working hard enough You need to pick up the pace --- or else!

Someone isn't getting along with a co-worker Why cant you and Sally get along?

Someone talks loudly and annoys other people You are way too loud in the open space office!

Someone is often in a bad mood lately Your short temper is getting on everyone's

nerves lately

Someone who doesn't appear to be a team

player

You are not being a team player

Someone who always brings the performance

review back to salary

This is about your performance not just your

salary...

Situation Typical Response The Neutral Zone

Someone is rude to a client on

the phone

You shouldn‟t have treated the

client that way!

I can tell that client was

bothering you. Tell me about

it?

Someone isn't working hard

enough

You need to pick up the pace --

- or else!

How are things going for you

lately?

Someone isn't getting along

with a co-worker

Why cant you and Sally get

along?

I notice an interesting dynamic

between you and Sally.

Someone talks loudly and

annoys other people

You are way too loud in the

open space office!

I notice that you communicate

very strongly

Someone is often in a bad

mood lately

Your short temper is getting on

everyone's nerves lately

I sense that you are feeling

angry a lot lately, and it has

been impacting other peoples

morale. What do you think

might help solve the problem

from here

Someone who doesn't appear

to be a team player

You are not being a team

player

You have specific ideas about

your job responsibilities, tell me

more about what you believe is

your role

Someone who always brings

the performance review back to

salary

This is about your performance

not just your salary...

OK lets talk about where you

feel you are adding more value

now and how you might

Creating a neutral opening

1. Ask the other person to describe what happened.

2. Ask the other person how she or he is doing

3. Make a neutral observation

4. Use the “I” technique

Move from fault finding to fact finding

ConclusionQuestions?Tuesday commences at 9am

CompassThe Right Direction

Module 2 – Leading Others – Day 2

6565

Program Agenda – Day 2

• Continuation of the REAL model

• Emotion in crucial conversations

• Action plan

• Actively and Deeply listening to others

• Coaching models

• Motivation – the carrot or the stick?

Possibilities

Intention

Identifying how you are

presently feeling and how you

would like to feel; clarifying

how others are also feeling.

» How am I thinking and feeling about the present

situation, and why?

» How would I like to feel?

» What are others feeling and how would they like

to feel?

Tune into what your body is telling you:

• Feelings and bodily responses are closely linked, when you are uncertain

as to what you are feeling – other than it is unpleasant – you can begin to

obtain a more accurate fix on that feeling by tuning into your body.

Feelings Physical signs

Anger Hands on hips posture, pounding heart, sweating and rapid

breathing

Rage Clenched fists

Fury Cold-focussed stare, loud and rapid speech

Depression Fatigue

Despair Weighed down posture

Despondency Slouching, staring into space, a slow hesitant voice, frequent sighing

Anxiety Restlessness, pounding heart, rapid breathing

Fear Tenseness

Panic Aching muscles and headaches, tension in neck and shoulders

The EQ Edge, Steven Stein

‘Defence

Mechanism’

Typical demonstration in a courageous conversation

‘Challenger’

Come out charging; the best defence for a strong emotion is to go on the

attack of others; bluster a way through the emotion of the situation.

‘Defender’

Entrenched in their present perspective; deny that there is an issue to be

explored; unwilling to let go of any assumptions to seek mutuality.

‘Victim’

Become overwhelmed by the emotion; overgeneralise the situation as a

never-ending pattern; pick-out, magnify and dwell on the emotion.

‘Avoider’Withdraw from the situation; deny or discount the situation or interaction;

emotionally close-down during difficult interactions.

‘Blame shifter’Find fault with everything but seldom offer a useful solution; aim to

influence others to feel the same; spread rumours about issues.

‘Super-agreeable’Always reasonable and sincere but un-authentically so; leave others

thinking they agree only to change their mind at the last minute.

Page 26

»What are the collective strengths of

the people involved in the

situation?

»How do I confirm with the others

involved a co-created and mutually

rewarding way forward?

Engaging with others in seeking a

mutually rewarding way forward for

the issue and generating a co-created

action plan.

Situational Leadership

• Focuses on the relationship between leaders and followers, as well as potential leaders and potential followers

• Development = the ability and willingness of people to take responsibility for directing their own behavior, in relation to the tasks performed

• No perfect leadership style for all situations; style must be adjusted to meet the development level of followers

The emotional reasoning cycle

1.Facts, Figures

and Technical

Data

4.Solution that

takes into

account the facts

and all feelings

5.Communication

strategy that

reflects the five-

step EI process

2.Key stakeholders

and their (real)

feelings,

perspectives or

agendas

3.Your feelings.

Perspectives and

values

•Preparation

•Consider the

business, your

personal and the

collective desired

outcome from the

decision

To race or Not to race...

That is the question.

Carter Racing

Decision Exercise

Carter Racing Instructions:

• Divide into groups of 4

• Read dilemma facing racing team

• Feel free to ask for any additional information

you think necessary to decide on the race – but

be specific about the info you require

• Present back your decision, the reasons for the

decision.

• Indicate how confident the group was that they

had made the right decision on a 1-10 scale (10

absolute confidence)

77

“What is the real work of leaders? Providing all the right

answers? No. It‟s asking all the right questions”(Ron Heifetz, Donald Laurie: The Work of Leadership)

»How do I listen for additional information

to further maximise the conversation‟s

impact?

»How can I best listen to be surprised?

»How can I demonstrate that I am open

to having my assumptions challenged?

Inquiring into others’ thoughts, feeling,

perspectives, etc to learn more and to identify

any missed opportunities, perspectives and

assumptions.

It makes you think ...

Usually doctors are right, but 15-25% of people are misdiagnosed … And in half of those cases, there is serious injury or even death to the patient.

We make misdiagnoses because we make errors in thinking … We use shortcuts. Most doctors, within the first 18 seconds of seeing a patient, will interrupt him telling his story and also generate an idea in his mind [of] what‟s wrong. And too often, we make what‟s called an anchoring mistake—we fix on that snap judgment.

Dr. Jerome Groopman, Chair at Harvard Medical School, “How Doctors Think”

Emotional Awareness of others

The skill of perceiving and understanding others‟ emotions

involves being able to:

1. recognise the verbal and non-verbal emotional cues

of others

2. understand the emotional cues others demonstrate

within various contexts

3. acknowledge the emotional cues others provide you

Actively ListenActive listening involves three clusters – or levels – of listening

Skill cluster Specific elements and actions

1. Attending • S.O.L.E.R.

• Eye contact and a posture of involvement

• Providing others with your time in a non-distracting environment

• Providing the opportunity for others to talk (ie: having coffee)

2. Following

• Asking general open ended questions. For example: “How is your day going?” or “What

was your experience of that class?”

• Minimal encourages that invite the person to continue talking. Encourages such as: “Yes”,

“Really?”, “Hmm mmm”, “And?” Questions that directly relate to a person‟s emotion. For

example: “What is on you mind, Tom?”

• Attentive silence

3. Reflecting

• Basic empathy. For example: “I understand you feel [emotion] because [specific situation].

Is this correct?”

• Paraphrasing

• Reflecting feelings

• Reflectingmeaning (linking feelings to content and context)

Reference: People Skills by Robert Bolton

S.O.L.E.R.

„Door opener‟ questions

Minimal encouragers

Targeted questions

Attentive silence …

Basic and advanced empathy

Co

nte

nt

Level 1 Content

Deep Listening

Pro

ce

ss Level 2 Context

Level 3 Values and beliefs

Level 4 Hidden Assumptions

Deep Listening

Learning how to listen deeply - Page 35

• Identify 3 people you would like to develop a

stronger relationship with.

• List them and identify one value you believe to be

important to them and why you think it is important

to them

• Identify how you might better understand that person

Project Team Update

Mark Campbell, Serena Sim, Cameron Thompson &

Coby Duggan

Planning a REAL conversation

• In triads, each select a different scenario

• Take the next 10 minutes to prepare how you

would have a REAL Conversation for your

scenario, using:

• the template presented on pages 37-41,

and

• the questions posed on previous

• pages as a stimulus.

• Be prepared to have a 15-20 minute role-play or discussion for each person

Triad

Member 1

Express

Triad

Member 2

Listen

Triad

Member 3

Observer

Project Team Update

Shane Riley, James Johnson, Beth Morrison and

Chris Appleton

Catching people doing the right thing

• Activity

• Coaching doesn‟t stand along – recognition,

encouragement and positive feedback are absolutely

fundamental.

Coaching

Coaching is a systematic, skilled process of structured questions,

feedback and option generation which moves the person being

coached to action.

It may be used in a variety of contexts:

• Performance appraisal

• On the job training

• Shadowing

• Leadership development

92

The different types of coaching

• On the job (instructional)

• Performance objectives and leadership behaviours

(counselling and feedback)

• Mentoring

• Executive

“Want to ruin a team? Want to ruin an organisation?

Set up this kind of value system: the mature

professional doesn‟t need positive feedback. That‟s

why we‟re paying you. We don‟t have to tell you you‟re

doing well, we expect it. However, if you make an

error, 18 copies of an essential reprimand memo go to

all levels of management. Your mother gets a copy,

your first grade teacher gets a copy. In fact we drop

them from a blimp over your neighbourhood…..

You can‟t destroy an organisation better than that”.

(source: Garfield, C, “Peak Performers: The New Heroes of American Business”, 1986 in

Clemmer, J. “Firing on all cylinders” p. 184)

94

What skills do coaches need?

1. Giving constructive feedback that motivates people

2. Listening actively to understand. This requires an ability to

build trust.

3. Questioning skills

The GROW Model

• Goal

• Reality

• Options

• Will do or Wrap-up

Motivation

• When and how do you identify what motivates your

team ... and what they find boring

• What has been your experience of these discussions

with your team, and

• If you have not asked your team what motivates

them, what has stopped you?

• In your experience what type of things/issues

motivate and demotivate your team members or

peers?

Motivation

Why Employees Don’t Get the Job Done

• They don‟t know how

• Something or someone keeps them from it

• They don‟t want to

•1

02

Maslow’s Hierarchy of Needs

Physiological needs

(oxygen, food, water, shelter etc.)

Safety/security needs

Social needs

(relationships, involvement,

sense of belonging)

Self-esteem

(value and respect)

Self-actualization

(the desire to be “all that you

can be”)

The Top Ten

1. To work for efficient managers

2. To think for themselves

3. To see the end result of their work

4. To be assigned interesting work

5. To be informed

6. To be listened to

7. To be respected

8. To be recognised for their efforts

9. To be challenged

10. To have opportunities for increased skill development

•1

04

Maslow & The Top Ten

Survival

Security

Social

Self-esteem

Self-actualization

Challenge and Skill development

• Efficient Managers

Employees who think for themselves

• See end result of work

Interesting work

• Be listened to

• Be informed

Respect and recognition

Herzberg's Two Factor Theory

Hygiene Factors (Examples) Motivational Factors (Examples)

Badly fitting policies and practices The quality of work itself

Inadequate compensation Recognition for achievement

Uncertain job security Opportunity for advancement

Uncooperative coworkers Responsibility

Unpleasant supervision Personal development

Uncomfortable working

environments

Training

Insufficient safety in the workplace

Generation Timeline:

• 1922 – 1945 Veterans, Silent, Traditionalists

• 1946 – 1964 Baby Boomers

• 1965 – 1980 Generation X

• 1981 – 2000 Generation Y

• 2000 onwards Generation Next

Veterans (1922-1945)• Dedication and self-sacrifice • Favouring leadership by hierarchy • Valuing delayed rewards

Baby Boomers (1946-1964)• A strong work ethic • Leadership by consensus-building • Higher values on personal gratification and growth

Generation X value (1965-1980):• A more balanced work life

•Diversity •Fun in the workplace

Gen Y's (1981-2000) profile includes:• More altruistic values • Placing a high premium on the mission of

the organization and community duty • Making a difference in people's lives

5 possible motivators

• Getting Ahead –success and recognition

• Getting Secure – security

• Getting Free – freedom and autonomy

• Getting High – taking pleasure in the work itself

• Getting Balanced – between work and personal

Source: C Brooklyn Derr “The New Careerists”

Motivation Scenarios – Kiera & Ken

Effective Recognition

Recognition should have the following six qualities:

• Genuine: It should not be forced or have an ulterior motive.

• Spontaneous is best, as over-planned efforts may seem forced.

• Personal: It must mean something special to the person it is given to and he or she is singled out for praise.

• Specific: It is more than "good job" or "way to go;“

• Timely: Make it close to the event as possible

• Public: but be aware that some people feel uncomfortable about public praise, and choose the right moment.

In the next 6 weeks.....You are to......

• Give out the Lencioni 5 dysfunctions of a team questionnaire to

your team and collate results

• Set up a meeting with your team to have a crucial coaching

conversation with them to discuss the areas your team

functions well and the areas that need improvement

• Together set 10 positive norms that the team needs to live by

to address the dysfunctional behaviour.

The next 30-60 days …

Given what we have discussed over the past 2 days what will

you:

• Stop

• Start; and

• Continue to do more of

Questions