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Working with and Working with and influencing fee-earning influencing fee-earning professionals professionals Des Woods Des Woods 2008 2008

Working with and influencing fee-earning professionals Des Woods 2008

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Working with and influencing Working with and influencing fee-earning professionalsfee-earning professionals

Des WoodsDes Woods20082008

CHARACTERISTICS OF SUCCESSFUL PROFESSIONALS

Intelligent Achievers Look for a stimulating environment (professional challenge) Impatient – desire minimum bureaucracy Successful Hungry for feedback Insecure Respect leaders who are professionally credible Autonomous Want to be involved – seek collegiality, desire a sense of the

“big picture” Overloaded agendas

Sources of Motivation

Internal Motivation

Intrinsic Rewards(From the Task Itself)

MotivationMotivationTo To

PerformPerform

Expectancy Expectancy DynamicsDynamics

Extrinsic Rewards(£, Perks, Status,etc)

Scoring Your Personal Values Questionnaire

To compute your score for each scaleTo compute your score for each scale::

1. Transfer your ratings for each of the items indicated in parentheses to the spaces provided above the item numbers

2. Add the ratings to obtain the total score for the scale

3. Divide the total by the number of items (as indicated), to obtain the average score

Example:Example:

(2) (5) (7) (10) (13) (18) (22) (27) (32) (34)AchTotal

+ + + + + + + + + =

Ach Total10

Average Achievement Score÷ =

Psychosocial Drivers of Motivation

Need for Achievement (n Ach)Need for Achievement (n Ach)

Need for Affiliation (n Aff)Need for Affiliation (n Aff)

Need for Power (n PowNeed for Power (n Pow))

Task Driven

Profile of Motivation Needs

Need for Achievement (n Ach)Need for Achievement (n Ach)

1.1. Set Set goalsgoals and and meetmeet them them

2.2. CompeteCompete

3.3. Be number oneBe number one

4.4. AutonomyAutonomy

5.5. Control over task parametersControl over task parameters

6.6. Risk Risk butbut realistic realistic

7.7. Self-calibration and feedbackSelf-calibration and feedback

8.8. Task challengeTask challenge

Relations Driven

Profile of Motivation Needs

Need for Affiliation (n Aff)Need for Affiliation (n Aff)

1.1. InteractInteract

2.2. SocialiseSocialise

3.3. Be part of a team or groupBe part of a team or group

4.4. Develop friendshipsDevelop friendships

5.5. Disturbed by social disruptionDisturbed by social disruption

Influence Driven

Profile of Motivation Needs

Need for Power (n Pow)Need for Power (n Pow)

1.1. InfluenceInfluence

2.2. LeadLead

3.3. Build a teamBuild a team

4.4. Shape their organisationsShape their organisations

5.5. Interest in politicsInterest in politics

6.6. Develop peopleDevelop people

1. Set goals and meet them

2. Compete3. Be number one4. Autonomy5. Control over task

parameters6. Risk but realistic7. Self-calibration

and feedback8. Task challenge

Profile of Motivation Needs

Task DrivenTask Driven Relations DrivenRelations Driven Influence DrivenInfluence Driven

1. Interact2. Socialise3. Be part of a team

or group4. Develop friendships5. Disturbed by social

disruption

1. Influence2. Lead3. Build a team4. Shape their

organisations5. Interest in politics6. Develop people

Need for Achievement (n Ach)

Need for Affiliation (n Aff)

Need for Power (n Pow)

Person A Person A Person B Person B Person C Person C Person DPerson D

Ach

Ach Ach

Ach

Aff Aff

Aff Aff

Pow

Pow

Pow

Pow

People Vary

Sources of Motivation

Internal Motivation

Intrinsic Rewards(From the Task Itself)

MotivationTo

PerformExpectancy Dynamics

Extrinsic Rewards(£, Perks, Status,etc)

ExpectationsExpectations

Effort Results Rewards

Sources of Motivation

Motivation to Perform

P[EffortP[Effort Results] Results] •• P[Results P[Results Rewards] Rewards]

Expectancy DynamicsExpectancy Dynamics

==

Motivation to Perform

P[EffortP[Effort Results] Results] •• P[Results P[Results Rewards] Rewards]

Expectancy DynamicsExpectancy Dynamics

==

AbilitySkills Tools

Motivation to Perform

P[EffortP[Effort Results] Results] •• P[Results P[Results Rewards] Rewards]

Expectancy DynamicsExpectancy Dynamics

==

Ability Skills Tools

Value of Rewards (Valence)

Value Value of Rewards of Rewards (Valence)(Valence)

Motivation to PerformMotivation to Perform

P[EffortP[Effort Results]Results] •• P[Results P[Results Rewards] Rewards]

Expectancy DynamicsExpectancy Dynamics

=

Ability Ability Skills Skills ToolsTools

Alternative Comparisons

Sources of Motivation

Internal Motivation

Intrinsic Rewards(From the Task Itself)

MotivationTo

PerformExpectancy Dynamics

Extrinsic Rewards(£, Perks, Status,etc)

What Professionals Need

FeedbackFeedback Constructive calibrationConstructive calibration RecognitionRecognition Encouragement during the “pitsEncouragement during the “pits””

The Challenge

For high need for achievement personalities in task time, the For high need for achievement personalities in task time, the need for achievement predominates over the other two needsneed for achievement predominates over the other two needs

As a result they typically fail to provide their people withAs a result they typically fail to provide their people with Direction Clear expectations Feedback Coaching Recognition Encouragement (especially when times are tough)

Characteristics of successful professionals

Intelligent Achievers Focused on task control and completion High need for ‘real time’ feedback Impatient Successful Autonomous Want to be involved Overloaded agendas

In summaryIn summary::

Slightly insecure, ego aware, over-achievers who need control at a task level, Slightly insecure, ego aware, over-achievers who need control at a task level, who constantly worry about how they are doing compared to peers and who who constantly worry about how they are doing compared to peers and who

feel guilty about the things they cannot do.feel guilty about the things they cannot do.

PSF career long development framework

AssociateAssociate(Senior/Supervisor)(Senior/Supervisor)

MidMid--LevelLevel(Manager)(Manager)

Senior AssociateSenior Associate(Senior Manager)(Senior Manager)

PartnerPartner

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100%100%

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The focus of knowledge and skill development builds and changes The focus of knowledge and skill development builds and changes over over the course of a professional careerthe course of a professional career

The development of professional skillThe development of professional skill

Technical Mastery

Method / Practice Mastery

Client skills Mastery

Leader/manager MasteryLeader/manager Mastery

Business MasteryBusiness Mastery

Technical Mastery

Acquiring the professional body of

knowledge.

Practice Mastery

Using the professional body of

knowledge in practical work with

clients.

Client Mastery

Responding to client needs. Growing and

winning clients.

Leadership Mastery

Managing and leading others in delivering

service to clients and within the firm.

Business Mastery

Applying knowledge of how markets,

business and organisations operate for the benefit of the firm and with clients.

Professionals as “Producing Managers””

Professionals that lead other professionals:Professionals that lead other professionals: are leaders and managers, and continue to “produce”

Why continue to be a producer?Why continue to be a producer? The ‘right’ to lead is dependent on reputation as a producer. Practicing the profession is what they like to do. Clients want senior contact. Allows them to stay informed about clients, marketplace and

delivery process.

Professional vs. Leader/Managers

Hence:Hence: The temptation to focus on the professional side and abandon the The temptation to focus on the professional side and abandon the management/ leadership aspectmanagement/ leadership aspect

ProfessionalsProfessionals

get quick and get quick and visible resultsvisible results

feedback is feedback is immediateimmediate

find their work find their work involving, involving, challenging, and challenging, and “fun”“fun”

LeadersLeaders

get results gradually and get results gradually and less visiblyless visibly

progress is ambiguous and progress is ambiguous and often vagueoften vague

deal with complicated deal with complicated details and with human details and with human problems which are problems which are intangible and frustratingintangible and frustrating

Leadership & Management

Leadership is about setting a directionLeadership is about setting a directionManagement is about getting thereManagement is about getting there

Management is about continuity and efficiencyManagement is about continuity and efficiencyLeadership is about change and transitionLeadership is about change and transition

Management is about maintaining alignmentManagement is about maintaining alignmentLeadership is about identifying discontinuitiesLeadership is about identifying discontinuities

Management requires ability to work within constraintsManagement requires ability to work within constraintsLeadership is about redefining and breaking constraintsLeadership is about redefining and breaking constraints

Successful organisations have effective leadership Successful organisations have effective leadership andand effective effective managementmanagement

Professional Services Firm Leader’s Roles

Professional practiceProfessional practice

Client serviceClient service

Business developmentBusiness development

Project leadershipProject leadership

Organisational Organisational leadershipleadership

Coaching and mentoringCoaching and mentoring

Firm dutiesFirm duties

AdministrationAdministration

Most

Least

The Dilemma facing Producer Managers

Never enough timeNever enough time

Ongoing guiltOngoing guilt

Abandoning one role for anotherAbandoning one role for another

Organisational Solutions for Producer-Managers

Employ an evaluation scorecard that balances production against Employ an evaluation scorecard that balances production against leadership and managementleadership and management Exclusive focus on numbers tends to bias performance evaluation towards

production

Celebrate excellence in management and leadershipCelebrate excellence in management and leadership Recognise excellent leaders-managers Make management positions key points in the career progression of high

potential professionals

Proactively train professionals for managerial and leadership skills as Proactively train professionals for managerial and leadership skills as they rise within the PSF and take on leadership rolesthey rise within the PSF and take on leadership roles

Three Personal Solutions as a Producing Manager

Have an agendaHave an agenda S/T and L/T goals (clear idea of what to seek and how to get there) Screen to prioritise activities (important v. deferrable v. don’t matter) Careful attention to how you spend your time

Leveraging your networkLeveraging your network Identify external and internal resources to help accomplish your agenda (superiors,

peers, subordinates) Manage relationships with them as with clients (sound communication, two-way

exchange, mutual trust) Invest in the network and help others with their networks (this too takes time and

attention) Build a dense network but also be sensitive to the strength of weak ties

Work smarterWork smarter Combine managerial/ leadership activities and professional activities to expand

available time (magic time, e.g., client meetings, travel time)

Producing-Managing-Leading Framework

DirectionDirectionDirectionDirection CommitmentCommitmentCommitmentCommitment

ExecutionExecutionExecutionExecution

PERSONAL

EXAMPLE

Establishing GoalsCommunicating StrategySetting Objectives and

MeasuresEnhancing Your Group’s

Reputation

Inspiring PeopleBuilding TrustEmbedding ValuesRecognising the “Right”

Behavior

Building and Delivering Client Value

Building the Right TeamsDeveloping Your PeopleManaging the Numbers

Unswerving Commitment to Personal Leadership

Demonstrating Passion and Belief

Connecting With Your PeopleTreating Everyone With Dignity

and RespectDemonstrating the Highest

IntegrityGiving Credit to OthersExperimenting with New

ApproachesTaking Responsibility for

Failure

PersonalPersonal

ExampleExample

The follower reaction to leadership

Two critical questions for a leaderHow do people experience you ?How do people experience themselves in your

presence ?

People who People who cause otherscause others to experience to experience themselves as energised, committed and themselves as energised, committed and

confident are most likely to be seen as confident are most likely to be seen as leadersleaders

People who People who cause otherscause others to experience to experience themselves as energised, committed and themselves as energised, committed and

confident are most likely to be seen as confident are most likely to be seen as leadersleaders

Implications for influencing High Achievement people

Operate to short term priorities and short term wins (keeping your long term aims in view)

Don’t attempt to operate or influence in a fee earners ‘task time’

Align the outcomes of your initiative(s) with the task time priorities

Do not propose solutions that reduce the perceived likelihood of professional task completion

Do not produce anything that looks like ‘admin or that slows or complicates work execution that affects a fee earners likelihood of achieving positive short cycle feedback from a client

Influencing others - behaviour ‘spectrum’

PushPush PullPull

Stand up – find a partner

Someone you don’t know too well

Getting what you need

““Push” Push” stylesstyles

Reasoning

Giving views & opinions

Giving feedback

Expressing feelings

Expressing wants and needs

““Pull” Pull” StylesStyles Active listening

Open questions

Building on common ground

Being supportive

Being open

34

Influencing others - behaviour ‘spectrum’

Non-assertiveNon-assertive AssertiveAssertive AggressiveAggressive

Influencing and resolving conflictInfluencing and resolving conflict

Assertive

Non-assertive

CooperativeUncooperative

CompetingCompeting

AvoidingAvoiding

CollaboratingCollaborating

AccommodatingAccommodating

CompromisingCompromising

From the work by: Kenneth W. Thomas and Ralph H. Kilmann

36

5 styles for handling conflict

– Avoiding is unassertive and uncooperative. When avoiding you sidestep the conflict without trying to satisfy either person’s concerns.

– Competing is assertive and uncooperative. You try to satisfy your own concerns at the other person’s expense.

– Accommodating is unassertive and cooperative. You attempt to satisfy the other person’s concerns at the expense of your own.

37

5 styles for handling conflict

– Compromising is intermediate in both assertiveness and cooperativeness. You try to find an acceptable settlement that only partially satisfies both people’s concerns.

– Collaborating is assertive and cooperative. When collaborating, you try to find a win-win solution that completely satisfies both people’s concerns.

Influencing and resolving conflictInfluencing and resolving conflict

Assertive

Non-assertive

CooperativeUncooperative

CompetingCompeting

AvoidingAvoiding

CollaboratingCollaborating

AccommodatingAccommodating

CompromisingCompromising

From the work by: Kenneth W. Thomas and Ralph H. Kilmann

Relationship StrengthLow High

Con

cern

for

out

com

e

High

Low

Staying calmStaying calm

AA cknowledgecknowledge

PP roberobe

AA nswernswer

CC heckheck

Motivational feedback Motivational feedback (Encouragement):(Encouragement): develops confidenceconfidence –

timing, immediately after an event

Developmental feedback Developmental feedback (Advice):(Advice): develops competencecompetence –

timing, looking forward to the next time

Types of Feedback

Short Cycle feedbackShort Cycle feedback

Rapid, real time, responding to observable activity

Long Cycle feedbackLong Cycle feedback

Planned, deliberately constructed, includes reflection

Giving Feedback – A Behavioural Model

Use the following model to develop your skill – if used well it will take out emotional barriers from feedback communication

1. In giving feedback, start by giving an example of the person’s behaviour – “David, you just shouted at Joe” (this is a FACTFACT and cannot be disputed)

2. Then explain the consequence of the behaviour – “Joe is now angry with you and will not work with you” (another FACTFACT)

3. Ask the person what better behaviour would look like.

4. Ask the person how they would behave nextnext time.

5. Get the person to summarise the conversation and make sure they understand

Make your feedback timely – consider each instance: when is Make your feedback timely – consider each instance: when is the right time and where is the right placethe right time and where is the right place

Giving Feedback – A Generic Model Use this model to give feedback that is more general in nature, or

when feedback is some distance in time from the event:

1.1. Get their view:Get their view: “how do you think you have done this month”

2.2. Focus on a few key issuesFocus on a few key issues and strengths (too much data confuses the picture and allows the person to rationalise the situation)

3.3. Describe what was said or doneDescribe what was said or done – use examples

4.4. Clarify the impact –Clarify the impact – the consequences of the examples you used

5.5. Coach the personCoach the person (using a ‘pull’ style – by asking questions) to find solutions – don’t just tell them what to do (their commitment to action will only be ½ to a 1/3 of that compared to finding the solution themselves)

6.6. Observe personal limitsObserve personal limits – On average a person can sustain about 5 minutes of feedback on a specific issue before their commitment drops off

Receiving Feedback – A Generic Model

Listen quietly – No interruptions, no escaping into a defensive strategy, just focus on what is being said and mentally note questions

Reflect back – Summarise to show you have heard and understood, Their view is valid even if you disagree

Explore – Ask why , ask for detail ask for assumptions Ask For more – about the topic Express your reactions – this includes feelings, don’t bottle it up

but don’t be defensive Thank them – It can be hard for them to. But don’t feel pressured to

act and don’t reciprocate by saying something nice or nasty

Coaching TriadsCoaching Triads

A coaching triad is a team of 3 peopleA coaching triad is a team of 3 people

In a coaching sessionIn a coaching session

1 person is the coach 1 person is the coachee (with the issue) 1 person manages the process and make sure the outcome is

useful

Each person raises their issue (as the coachee) in turn

Habits of great coachesHabits of great coaches

Shows she/he really caresShows she/he really cares

Feedback is instantFeedback is instant

Provides clear examplesProvides clear examples

Feedback is directFeedback is direct

Feedback provides praiseFeedback provides praise

Shows mutuality of interestShows mutuality of interest

Suggestions are actionableSuggestions are actionable

8989737362624242313131313131

% of respondents% of respondents

source: Hay/MSL 1998

The purpose of the coaching session is :The purpose of the coaching session is :

To create and define one operational goal

as a result of a new idea or learning

which was developed during this conference

Types of GoalsTypes of Goals

VISIONVISION Sport example:Sport example: Be the world’s best swimmer

OUTCOMEOUTCOME Sport example:Sport example: Win Olympic gold medal for swimming

PERFORMANCEPERFORMANCE Sport example:Sport example: Swim 100m in less than

64.3 seconds

PROCESSPROCESS Sport example:Sport example:

Work with the nutritionist for the best diet practice 50 gun starts per day

practice 50 first length turns per day practice 50 ten metre 100 chin curls twice a day at 15 kilo weight

Changes every week