Ziggets Management Workbook

management

benchmarks for business success

benchmarks for business success

ZIGGETS: PERSONAL DEVELOPMENT WORKBOOK©2005 Ziglar Training Systems

management

WELCOME

Thank you for investing in the Training Ziggets program!

This guide was written for use with the Ziggets™ DVD and CD ©2005

You may make unlimited copies of the worksheets in this guide, if:

a.) Your organization is the sole purchaser of this Zigget.

b.) The copies are distributed only to employees and employees’ family members.

You are prohibited from making copies for non-employees according to your integrity and the domestic and international copyright laws. Reproduction rights are limited to thepurchasing organization.

The CD and DVD may not be copied, reproduced, transcribed, broadcast or distributed in anyway without the express written consent of Ziglar.

We know you will enjoy using the information found in this Zigget. Please feel free to usethis time and again as you continue to train new employees and use as a refresher for yourstaff. We believe that Ziggets will revolutionize the way you train your employees!

We want to hear from you! Please let us know your comments and suggestions for this program. We would also like to know what additional topics you would purchase in a Ziggetsformat.

Please visit us at www.ziglar.com and contact us at [email protected].

©2005 Ziglar Training Systems ZIGGETS: MANAGEMENT WORKBOOK

Congratulations! You are about to teach a course that will change the way sales profes-sionals sell! The principles in this course have changed hundreds of thousands of lives forthe better. Both the company and the individual benefit from employee participation in thiseasy-to-implement program. We want to give you an understanding of the course format tohelp make this a successful learning experience for you and the participants.

Format Explanation

The Instructor’s Guide includes a worksheet you will copy for each participant as well as allthe necessary instructions you need to teach the class.

These are the components for each module:

Timing Guidelines: Allows you to see approximately how long each component will take,giving you the flexibility to schedule your training when most convenient for you.

Say: This information is provided in a narrative format for you to adapt to your own styleof teaching; it is NOT a script to be read verbatim. Rather it is a suggestion of how to intro-duce a lesson or activity.

Activity: The activities in each lesson have been carefully selected to provide elements ofself-discovery and opportunities to practice building skills in the safe environment of theclassroom.

Do: Step-by-step procedures for each worksheet.

Show Video: Each lesson has the teaching points given on a 5-6 minute video. This is animportant part of each lesson.

Ziggets: These are the key points - the principal elements - each participant should leavewith, from a particular lesson. A quick review of these would serve as a great way to closethe training session.

INSTRUCTOR’S GUIDE INTRODUCTION

i©2005 Ziglar Training Systems ZIGGETS: MANAGEMENT WORKBOOK

Adults need a time to “shift gears” and get “warmed up” when attending training. YourInstructor’s Guide is a resource for ways to energize your sessions. The opening activityshould be relevant to the content, not just an icebreaker. A professional training effortwill always give attention to the opening activity because it can:

• Put people at ease and energize them to the task of learning• Demonstrate your philosophy of learning• Indicate that participants are responsible for learning and that you are their facilitator• Communicate the kind of trainer you are• Serve as a bridge to later activities• Set climate, tone and pace for the program

Big Picture (overview) is needed for all adult learners, but there are particular learners whowill stay in a state of confusion until they can see the “big picture.” This part should include:

• A general comparison (early in the course) of the learning goals to the salesperson’s own life, job environment or career development

• An explanation that training is related to solving specific problems sales people experience

• Competencies or skills that will be practiced and learned• Assurance that they will not be judged but rather assessed as they actively

participate in the learning process• An opportunity to monitor themselves and each other

Control of one’s own learning gives adults more of a sense of confidence. It also reducesresistance. Set up your training environment to be casual, but structured. Adults need to:

• Learn at their own speed• Talk aloud and share their thinking processes and ideas• Monitor themselves and discover their own answers, at times• Receive feedback to help “work it out” for themselves versus right or wrong

answers• Explore the relevance of the material to their own worlds, on and off the job• Understand how they are doing from time to time

What you “expect” from your participants you will often get. Many studies have shownthat the teacher’s expectations, perception, and opinion of the student and his/her capa-bilities DO affect the student’s results.

ii ©2005 Ziglar Training Systems ZIGGETS: MANAGEMENT WORKBOOK

ABC’S OF ADULT LEARNING

iii©2005 Ziglar Training Systems ZIGGETS: MANAGEMENT WORKBOOK

Tip 1: When asking for questions or comments at the end of a segment, ask, “What questions orcomments do you have?” instead of “Are there any questions?” The former phrase indicates youassume people will have questions, giving unspoken encouragement and permission to participate.

Tip 2: Review the module and prepare your supplemental material, personal anecdotes and over-heads in advance.

Tip 3: When asking for participation in a large group, “introverts” need 2-3 minutes to think beforethey are ready to answer. You may want to say something like, “Think about objections (or whatever the topic you are discussing). What are they and how are they useful?” (Pause for 1-2 minutesbefore obtaining answers.) Then say, “Who is ready to answer?” Questions that ask how, what, etc.,are often less threatening than “why” questions.

Tip 4: Reward participation, not just right answers. Small prizes such as funny notepads or candycan be included for certain activities that encourage competition.

Tip 5: If you get resistance in any exercise because the participants feel awkward, tell them that atraining environment is like a lab experience, unfamiliar at first. However, as they continue to practice, the skills become more “natural.” The classroom is a safer place to learn than on the job.

Tip 6: Another way to encourage shy people to participate is to use the following process for yourdebrief: Before you ask people to answer questions, tell them to THINK, PAIR AND SHARE. That is,ask the questions you want the participants to answer. Give them about two minutes to think. Askthem to pick a partner and discuss their findings for this time period. Then bring them into the largegroup to share further, if you choose.

Tip 7: Ten minutes is a long time for a lecture. Keep your talks as short as possible for adult learn-ers and break up the teaching time with activities.

Tip 8: You don’t have to know all the answers. You can throw the question back to the participantsby saying, “Who can answer that question?”, “What do YOU think about….?”, “What other answersmight there be?”, or answer with silence.

Tip 9: Use creative ways to partner people. For example, tell participants to “make eye contact withsomeone NOT next to you and that person is your next partner.”

Tip 10: Each group needs a leader to keep things moving and to act as “scribe” or spokesperson.Choose them in unique ways, such as asking, “Who in your group went to bed latest last night?”

Tip 11: When listing information on a flip chart (collected from the participants), use two colorsalternately for ease of reading.

Tip 12: Research has shown that playing classical music at 40-60 beats per minute in the back-ground during table discussions or individual exercises increases the relaxation and alertness of theparticipants.

A DOZEN TIPS FOR A SUCCESSFUL CLASS

iv ©2005 Ziglar Training Systems ZIGGETS: MANAGEMENT WORKBOOK

ZIGGETS: MANAGEMENT

1©2005 Ziglar Training Systems ZIGGETS: MANAGEMENT WORKBOOK

OVERCOMING PROCRASTINATION & PILES OF PAPERWORK

Note: The worksheet for this lesson is two pages.

Do: 5 minutes

1. Lead a discussion using the questions below:

• What are some of the reasons we procrastinate?

• Do you procrastinate on specific tasks? What are they?

Say:

In this session we will look at two things that eat away at our effectiveness as managers: pro-crastination and paperwork.

Procrastination is a nasty habit we all have at one time or another – maybe even now.Paperwork might be a necessary part of the job, but sometimes the way we mishandle itwastes our time and keeps us from our real job, which is helping those around us do theirjobs well.

Show Video: 5 minutes

Do: 10 minutes

2. Lead a discussion covering the questions on the worksheet.

Activity: 10 minutes

3. Allow each participant to individually answer the commitment questions.

4. If there is time at the end of the lesson, ask for volunteers to share some or all of theiranswers.

5. Review the ziggets of this lesson.

MANAGEMENT: LESSON #1 - INSTRUCTOR NOTES

continued

Ziggets:

• You can use specific techniques to help you quit procrastinating and start accomplishing

• There are only four choices when dealing with paperwork: Dump it, Delegate it, Do it or

Delay it

• You need a system to successfully manage your paperwork

2 ©2005 Ziglar Training Systems ZIGGETS: MANAGEMENT WORKBOOK

ZIGGETS: MANAGEMENT


OVERCOMING PROCRASTINATION AND PILES OF PAPERWORK

Video Notes:

• Ideas for overcoming procrastination

• Four choices for paperwork:

D ______________________

D ______________________

D ______________________

D ______________________

• Ideas for handling paperwork

Questions for Discussion:

1. Which step for overcoming procrastination is the most helpful to you? Why?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. How do we typically let paperwork keep us from being as productive as we could be?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. Which idea for dealing with paperwork is the most helpful? Why?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

MANAGEMENT: LESSON #1 - WORKSHEET

continued

Activity:

Individually work through the following commitment questions.

4. On which task(s) am I currently procrastinating?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

5. What are 2 or 3 specific ideas I will use from this class to help me complete the task(s)?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

6. When will I next work on my paperwork? (Specify time and place.)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

7. What are 2 or 3 specific ideas I will use from this class to better manage my paperwork?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


MANAGEMENT: LESSON #1 - WORKSHEET (CONT.)


MANAGING PRIORITIES



Do: 10 minutes



2. Divide the group into smaller work teams.

3. Allow the groups 7 minutes to brainstorm ideas.

4. Have the groups report best idea(s).

5. Give the groups one minute to complete the top 3 priorities.

6. Review the ziggets for this lesson.

Ziggets:

• You must know what results you are seeking before you can know what tasks are top

priorities for you

• You need to control your time, not let others do it for you



ZIGGETS: MANAGEMENT


MANAGING PRIORITIES

Video Notes:

• Clearly define what results you are seeking

• Do tasks that help you achieve your goals

• Don’t let others take control of your time


1. How do some people decide what to do first on their list of “to do’s”?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. What have you found is the most effective way to decide which tasks get your attention?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. What ideas have you used that successfully help you keep others from taking control ofyour time?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


continued

Activity:

1. As a group, list things that take you away from working on your highest priorities.

2. Brainstorm ways to handle those distractions more effectively in the future. Be preparedto report on your best ideas.

3. What are your top 3 priorities for today? (To be completed individually.)

1. _________________________________________________________________________

2. _________________________________________________________________________

3. _________________________________________________________________________




MOTIVATING YOUR STAFF


Do: 5 minutes

1. Lead a discussion using the following question: In the past, what has motivated you to doyour best on the job?


Do: 10 minutes

2. Discuss the question on the worksheet.


3. Divide the group into smaller work teams.

4. Allow the groups 6 minutes to work on the activity.

5. Ask the groups to pick their 3 best ideas and report them to the entire class.


Ziggets:

• Motivation means a motive to take action

• There are three types of motivation: fear, incentive and growth

• With some thought, you can create a motivating atmosphere at your work place



ZIGGETS: MANAGEMENT


MOTIVATING YOUR STAFF

Video Notes:

• The Three A’s of Motivation:

A ______________________

A ______________________

A ______________________

• Three motives for doing what we Do:

Fear

Incentive

Growth


1. What do you believe are some key elements in having an atmosphere conducive to motiva-tion at work?

__________________________________________________________________________________

__________________________________________________________________________________

2. How do broken promises affect the motivation of staff?

__________________________________________________________________________________

__________________________________________________________________________________

3. Why is it important for a manager to show an interest in the personal lives of the employees?

__________________________________________________________________________________

__________________________________________________________________________________


continued

4. What steps should be taken to be more aware of the attitudes, beliefs and opinions of yourstaff?

_________________________________________________________________________________

_________________________________________________________________________________

Activity:

5. In teams, discuss examples of the three ways to motivate employees (fear, incentive andgrowth). Brainstorm ideas for using growth motivation in the work place. Be prepared toreport your best ideas.




DELEGATION


Say:

In this session you will learn some advantages for delegating and a plan for delegating.


Do: 20 minutes


2. Allow adequate time for each person to individually complete #5.


Ziggets:

• You must delegate in order to grow your people to the next level

• The person who is irreplaceable is also unpromotable

• Delegating involves more than handing work over to another individual



ZIGGETS: MANAGEMENT


DELEGATION

Video Notes:

• Determine all the tasks that need to be done

• Select individuals that are best qualified for the assignment

• Empower the people to do the work

• Check the results regularly


1. Why is it important for a manager to delegate?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. What are some reasons you may not delegate?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. What does the statement, “The person who is irreplaceable is also unpromotable,” meanto you?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


continued

4. Which of the steps of delegating are most difficult for you?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

5. Individually, identify 3 tasks you will choose to delegate and pick the people to whom youare going to delegate the task.

1. _________________________________________________________________________

2. _________________________________________________________________________

3. _________________________________________________________________________




HOW TO GAIN LOYALTY FROM YOUR STAFF


Say:

In this session we learn that loyalty cannot be demanded, it must be earned. You willlearn the formula for creating and strengthening loyalty to you as a manager and to thecompany.


Do: 20 minutes


2. Make sure that question #6 has been answered by everyone. You want specific answersto the question. Ask for volunteers to share their answers; this creates accountability to eachother to follow through on the commitments written.


Ziggets:

• Working on gaining loyalty from your staff will reap many benefits

• You can’t force someone to be loyal; loyalty must be earned

• Honesty + Courtesy = Loyalty



ZIGGETS: MANAGEMENT


HOW TO GAIN LOYALTY FROM YOUR STAFF

Video Notes:

• Honesty + Courtesy = Loyalty

• Role model how to properly handle bad news

• Show respect to others for a job well done

• Don’t talk negatively about those with whom you work

• Show commitment to your staff’s personal growth


1. How can loyalty from your staff benefit you?

__________________________________________________________________________________

__________________________________________________________________________________

2. What are the steps for handling a complaint? Are they known to the staff? Are you rolemodeling the proper way to handle bad news?

__________________________________________________________________________________

__________________________________________________________________________________

3. How can you celebrate successes with your staff?

__________________________________________________________________________________

__________________________________________________________________________________

4. What effect can gossiping have on loyalty?

__________________________________________________________________________________

__________________________________________________________________________________


continued

5. What means do you have currently in place to advance your employees’ growth? Whatare the additional resources you need?

_________________________________________________________________________________

_________________________________________________________________________________

6. Identify two specific action steps you can take today to strengthen the loyalty amongyour staff.

_________________________________________________________________________________

_________________________________________________________________________________




COACHING FOR IMPROVEMENT


Do: 5 minutes

1. Begin a brief discussion of this lesson’s topic with the following question: Recall a timewhen you believed you were coached for improvement on the job. What did the person doright?


Do: 5 minutes



3. Let each manager work individually on this assignment, or if several managers perform similar functions, they may prefer to work in groups. Obviously, there will already be somestandards for employment in place. The effort should be spent on clearly knowing whichstandard goes into what level and then clearly communicating the standards and the conse-quences to the staff.

4. After everyone has completed the standards, briefly discuss:

• How can you get the employees’ input into these standards?

• How can you communicate these standards to your employees?


Ziggets:

• To create an environment where people want to do their best you need to be constantly giving positive feedback

• To be consistently, ethically and legally fair to everyone, you need to have a clear setof standards

• You want to generate specific and appropriate consequences for an employee’s actions



ZIGGETS: MANAGEMENT


COACHING FOR IMPROVEMENT

Video Notes:

• Give positive feedback

• Generate specific and appropriate consequences for an employee’s actions

• Institute the three-level approach to standards:

Foundation Performance

Successful Performance

Value Performance

• Give employees due process if they fail to measure up to performance


1. Why is it important to give positive feedback?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. What standards do you currently have in place? Does the staff know these standards? Ifnot, how can you communicate them?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. What are the benefits of the three-level approach to standards?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


continued

Activity:

For each job title you manage, write the three levels of standards you expect.

Job title:__________________________________________

Foundation Performance (This is the level of performance the person must achieve to con-tinue to work with the company.)

Successful Performance (This is the level that might reasonably and realistically be expect-ed by both the manager and the employee.)

Value Performance (This is the level that might be expected if everything goes according toplan and the employee excels at everything.)




GIVING EFFECTIVE PERFORMANCE FEEDBACK

Note: The worksheet for this lesson is two pages. For this lesson you need to have one “Iappreciate” slip per participant. Make the necessary number of copies of page 27 and cutinto individual slips. (You may want to give more than one per participant.)

Do: 5 minutes

1. To introduce the lesson’s topic, lead a discussion using the following questions:

• Why is feedback so important to people on the job?

• What are the benefits?

• How can feedback be damaging?

Say:

In this session you will learn the importance of positive and instructional feedback. You willalso learn the steps to giving both kinds of feedback to your employees.


Do: 10 minutes



3. Hand out one or more “I appreciate” slips to each manager. Give them time in class towrite at least one to an employee. Encourage them to use more outside of class. Have themcommit to when they will deliver the “I appreciate” note.

4. For the second part, you may have the group work in partners or individually. Allow atleast 10 minutes for this section. Encourage the managers to use this as preparation time fora meeting.


continued


Ziggets:

• Feedback should be as close to immediate as possible

• Positive feedback must be sincere and about specific behavior

• Instructional feedback should only happen after the manager has carefully planned

out the meeting using the three-step approach


MANAGEMENT: LESSON #7 - INSTRUCTOR NOTES (CONT.)



I like ______________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I appreciate _______________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I respect __________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I admire ___________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I like ______________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I appreciate _______________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I respect __________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I admire ___________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I like ______________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I appreciate _______________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I respect __________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I admire ___________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I like ______________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I appreciate _______________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I respect __________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!

I admire ___________________________

because ___________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

You Are A Winner!!!


ZIGGETS: MANAGEMENT


GIVING EFFECTIVE PERFORMANCE FEEDBACK

Video Notes:

• Feedback should be as close to immediate as possible

• Positive feedback must be sincere and about specific behavior

• Instructional feedback:

Step one is consultation

Step two is problem definition

Step three is developing a plan of action together


1. Why is the amount of positive feedback you have given an employee important when itcomes time to give them instructional feedback?

__________________________________________________________________________________

__________________________________________________________________________________

2. Why do we tend to not give positive feedback as naturally as critical feedback?

__________________________________________________________________________________

__________________________________________________________________________________

3. How can you overcome this tendency?

__________________________________________________________________________________

__________________________________________________________________________________

4. What is the goal of instructional feedback?

__________________________________________________________________________________

__________________________________________________________________________________


continued

5. When it comes to instructional feedback, why is it important for the manager and theemployee to discuss alternatives together?

_________________________________________________________________________________

_________________________________________________________________________________

Activity:

Giving positive feedback.

Using the “I appreciate” slips provided, write one to an employee who needs your positivefeedback. (Remember, it needs to be sincere and about a specific behavior.) When do youplan to give this to the employee?

Giving instructional feedback.

Think of a current or past employee that could benefit from instructional feedback. Planout the three-step approach you will use, or should have used.

STEP ONE: Consultation. When will you meet with him/her? Where? Jot down a few notesabout how you will begin the conversation.

STEP TWO: Problem definition. Obviously, this needs to be done with the employee.However, you need to have the problem clearly identified in your own mind before themeeting. Jot down the problem clearly as you see it.

STEP THREE: Plan of action. Again, this needs to be completed with the employee.However, you need to have a few options prepared before the conversation. Jot down somealternatives acceptable to you.




MANAGING DIFFICULT PEOPLE

Note: The worksheet for this lesson is four pages.

Say:

It is not the purpose of this session to deal with discipline in the work place. That was dis-cussed in earlier lessons. The purpose is to learn to work better with people by understand-ing four normal styles of behavior – some you are comfortable with, others you are not. Youwill learn some strategies for working with each type of behavioral style.


Do: 15 minutes

1. Lead a discussion covering the questions on the worksheet. Be careful not to let the dis-cussion stray into gossip or criticizing anyone. The lesson’s focus is to appreciate others’strengths and learn how to work effectively with them.

Activity:

2. If you do not have time for the activity during the lesson, encourage each manager tospend some time on it outside of class.

3. If you do have time in class, divide the group into pairs. If there is an odd number of people, you should become someone’s partner.

4. Give each person about 5 minutes for discussion with their partner. Announce when thepartners should swap to discuss the second partner’s situation.


Ziggets:

• Everyone has one style of behavior that they use more than others

• Each style has its own strengths and weaknesses

• You can adjust your style in order to work more effectively with others



ZIGGETS: MANAGEMENT


MANAGING DIFFICULT PEOPLE

Video Notes: The four behavioral styles are:


continued

Dominant Style Description: Working with the Dominant Style:

• Aggressive • Spare unnecessary details

• Strong ego • Be brief and to the point

• Impatient • Ask “what” questions, not ”how”

• Change-oriented • Show them how to get results, solve

• Judges others harshly problems, and be in charge

• Likes to be in charge • When in agreement, agree with facts

and ideas, not the person

Influencing Style Description: Working with the Influencing Style:

• People-oriented • Be friendly

• Emotional • Give them a chance to talk

• Optimistic • Give the details in writing

• Friendly • Give incentives for taking on tasks

• Disorganized

Steadiness Style Description: Working with the Steadiness Style:

• Calm • Be sincere and personable with them

• Quiet • Focus on answers to “how” questions

• Cooperative • Be patient, especially when drawing out

• Predictable their goals

• Loyal • Give them a chance to adjust

• Good listeners • Clearly define goals and roles

• Provide personal assurance of your

support

• Show how their actions will minimize

risk, make things more secure and safe



Conscientious Style Description: Working with the Conscientious Style:

• Emphasizes quality • Prepare your case in advance

• Methodical • Give straight pros and cons

• Accurate • Support your ideas with accurate data

• Sensitive about their work • Show them how they fit into the big picture

• Make sure they have an exact job description

• Give them recommendations in a systematic

and comprehensive manner

• If agreeing, be specific

• If disagreeing, disagree with facts

• Be prepared to explain in a patient, persistent

and diplomatic manner

continued



1. Which style do you believe you are most like?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. Which style would you tend to not work easily with?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. Why is adjusting your style to match the other person’s style a helpful technique in work-ing with that person?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

4. Dominant Style: Name an employee who exhibits the behaviors of this style. Give spe-cific behaviors to back up your decision. What strategies would you use in communicatingwith him/her in order to work well with him/her? What would you avoid when communicat-ing with him/her?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


continued

5. Influencing Style: Name an employee who exhibits the behaviors of this style. Give spe-cific behaviors to back up your decision. What strategies would you use in communicatingwith him/her in order to work well with him/her? What would you avoid when communicat-ing him him/her?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

6. Steadiness Style: Name an employee who exhibits the behaviors of this style. Give spe-cific behaviors to back up your decision. What strategies would you use in communicatingwith him/her in order to work well with him/her? What would you avoid when communicat-ing with him/her?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

7. Conscientious Style: Name an employee who exhibits the behaviors of this style. Givespecific behaviors to back up your decision. What strategies would you use in communicat-ing with him/her in order to work well with him/her? What would you avoid when communi-cating with him/her?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Activity:

Individually think of someone whom you believe you could deal with more effectively usingthe information in this lesson.

Without using names, describe this person to your partner. With your partner’s assistanceand using the information in this lesson, determine what specific steps you can take to workmore effectively with this person.




ZIGGETS: MANAGEMENT

Documents

Ziggets Management Workbook