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Developing, Motivating and Retaining Talent

© 2008 Targeted Learning

Presented by:

© 2008 Targeted Learning 0109 NTPT 2

Which of the following represent concerns?

1

1. Attracting qualified people

2. Retaining talent3. Developing employees4. Developing future leaders5. Motivating people6. Utilizing people’s

talents


Which represents the greatest single barrier to sustainable

success?

1. Attracting qualified people

2. Retaining talent3. Developing employees4. Developing future leaders5. Motivating people6. Utilizing people’s

talents1


Objectives

1

1.1. To provide you with research, concepts, tools and To provide you with research, concepts, tools and

information that you can use to improve the information that you can use to improve the

engagement, motivation, development and retention engagement, motivation, development and retention

of talent within ConocoPhillips.of talent within ConocoPhillips.

2.2. To create a common language to support the To create a common language to support the

engagement and retention of talent.engagement and retention of talent.

3.3. To provide you with a forum to explore things you To provide you with a forum to explore things you

can do to support lower level managers and can do to support lower level managers and

supervisors in the process of talent engagement, supervisors in the process of talent engagement,

development and retention.development and retention.


Premise #1: Conversations Matter

Nothing truly great (i.e.,

significant, enduring and

positive)happens in any

organization without a

conversation.

2


The Top Frustration/Concern/ Criticism of Performance

Management at ConocoPhillips

The quality and frequency of

conversations with one’s

manager.

2


The ConocoPhillips Performance Management Process

Phase 1:Aligning Goals

Phase 2:Tracking Progress

Phase 3: Measuring Results

Feedback & Coaching Feedback & CoachingFeedback & Coaching Feedback & Coaching

Dec.-Jan. Feb.-Oct. Nov.-Jan.

2

Where within the Performance Management Process does a supervisor or manager have the greatest influence on a direct report’s performance?


Premise #2: Development Matters

Managers who are effective at developing their people (based on the assessment of subordinates) achieve better results:

1. 25.0% percent higher productivity*

2. 39.7% percent better retention*

*Corporate Executive Board, 2003

2


How well are we doing at ConocoPhillips?

2008 Employee Opinion Survey-Development Dimension

3

Q. 13 Q. 12 Q. 9

Total % Favorable Total % Neutral Total % Unfavorable

Q. 5

46 4656

2724

2624

2826 25 23

28 26 19

54 52616660

1622221013

0%

25%

50%

75%

100%

2006 2008 2006 2008 2006 2008

2006 2008


Which of these five do you think supervisors identify as their

most serious concern?

3

1.I feel my career goals can be met at COP

2.Had meaningful discussions with my supervisor about my development

3.Good understanding of possible career paths

4.Someone at my work encourages my development

5.Receive sufficient constructive feedback to improve my performance


How Many Did You Check Off?

4

1. 1 to 7 out of 152. 8 to 11 out of 153. 12 to 15 out of 15


Did you experience significant personal growth during this time?

4

1. Yes2. No


Was your productivity relatively high at this

time?

4

1. Yes2. No


Did your experience at this time give you reason to be

optimistic about your future?

4

1. Yes2. No


Management’s Responsibility for the Current Job

Total Personal Engagement

Happiness Growth Retention

Sustainable Individual and Organization Success

• Mental• Emotional• Social

6

• Hope• Community

Business Impact


10

Learning agility is the competency most highly correlated with long-term success. Learning agility consists of:

1. Seeking and securing new challenges at work.

2. Learning from your experiences through feedback from others.

3. Taking time to reflect on and thereby learning from both your successes and failures.

4. Having the discipline to apply your learnings to unlearn old habits and develop new ones.

1100 Things You Need to Know: Best People Practices for Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David Ulrich. Lominger Limited, Inc. Minneapolis, USA . 2004

Learning Agility1: Top Predictors of Long-Term

Success


Leading the Engagement Effort

Given what we’ve discussed thus far, what can leaders at your level do to support the development, engagement and retention of ConocoPhillips employees and supervisors?

10


The Six Conversations of Performance Excellence for Supervisors

ResultsReviews(Routine,Quarterly,Mid-Year

And Year-End)

DevelopmentConver-sations

Talking About Business Goals

11


The Four Conversations of Performance Excellence for Individual Contributors

Module 1: Seeking and Receiving Feedback:

Accelerating Your Journey from Good to

Great

Module 2: Talking About Business Goals: Tips and

Tools for Achieving Exceptional Results

Module 3: Development Conversations: Maximizing

Individual Vitality

Module 4: Results Reviews: Minimizing the Stress —

Maximizing the Value

12


Career Management Resources

Making Your Mark

Mastering My Career

Designing My Career

Career Leadership Skills

12


Module One

Coaching Conversations:Supporting Individual Initiative

and Goal Attainment


Exercise: Checking Our Coaching Instincts

1.You are a mid-level manager and one of your supervisors asks you for advice:

“Some of my direct reports won’t think for themselves. They don’t take any initiative. They wait for me to tell them everything they should do. How do you get people like that to take more responsibility and think for themselves?”

2.How would you handle this question? (Be specific in terms of what you would say, ask and/or do.)

15


Behaviors Associated with Each Style

Expert Facilitative

• Advocating• Talking/Selling• Giving Advice

• Asking Closed Questions

• Sharing Information and Feedback

• Doing the Thinking

• Evaluating Others’ Ideas

• Inquiring• Listening & Learning• Exploring Others’ Opinions and Ideas

• Asking Open-Ended Questions

• Suggesting a Self-critique

• Getting the Other Person to Think

• Building on Others’ Ideas

16


The Costs of Overusing the Expert Style

• Narrower solution sets and less creativity

• Less ownership and commitment• More dependence—less initiative• Smaller spans of control possible


Prework Insights (p. 7 in prework)

17

Structured (4.51)

Flexible (2.49)

7

6

5

4

3

2

1

•

•

•

•

•

•

•

••

••

••

•

•••••••

1234567

Risk Averse (4.24)

Non-Prescriptive (2.56)

Prescriptive (4.44)

Risk-Tolerant (2.76)

EXPERT

FACILITATIVE

1

2

3

4

5

6

71

23

45

67

•

•

•

•

•

•

•

76

54

32

1

7654321

••

••

••

•

•••••••


Five Most Important Coaching Questions

1. What are you ______________?

2. What seems to __________?

3. What have _______?

4. What ______ have you _________? (pros & cons)

5. What do _____________?

trying to achieve

be the issue

you tried

options considered

you recommend

17


The Paradox of Power

ControlCompliance and/or

Rebellion

Influence Commitment

Compliance and/or

Rebellion

You have to give up control to gain influence.

18


What is your assessment of the effectiveness of your leadership

style?

1. Fine as it is

2. Need to become more facilitative

3. Need to become more expert

18


The Path to Success

Ask More.Expect More.

And You’ll Get More.

18


Module Two

Seeking and Receiving Feedback:

Accelerating Your Journey from Good to Great


Feedback Defined

Feedback is __________ about

behavior and performance that

helps you align your actions with

your goals.

information

29


Coming to Terms with Unhelpful Feedback

Draw a picture representing unhelpful feedback:

• What it looks like.

• What it feels like.

29










The Consequences of Our Negative Mental Images

The greatest learning _______ in

organizations today is the inability to

receive and give candid feedback.

disability

29


Considering the most helpful criticism you have ever received, what was your immediate

emotional reaction?

1. Positive2. Negative

29




The Four-Step Model for Receiving the Gift of

Feedback

1. Acknowledge the Gift.

2. Open the Gift.

3. Confirm the Nature and Value of the Gift.

4. Use the Gift.

31


A New Paradigm for Feedback

The usefulness of thefeedback we receive depends

less on the ability of others to give it well, than it does on our ability to receive it

well.

32


Module Three

Giving Feedback: Providing Feedback that Changes

Behavior and Supports Goal Attainment


Reinforcing Feedback Defined

Reinforcing Feedback is information

that confirms that our actions are

aligned with our goals, and tells us

what we are doing well and should

continue doing.

33


Redirecting Feedback is information

that alerts us to actions that are

not aligned with our goals, and

tells us what we need to do to

reach our goals.

33

Redirecting Feedback Defined


Tips for Making Redirecting Feedback Safe for the Receiver

a. Give the feedback in private.

b. Check the receiver’s readiness, or that the timing is convenient.

c. Frame the feedback in one or more of the following ways:

1. In terms of the receiver’s interests or values.

2. As a request for help.

3. As a request or suggestion for the future.

4. By acknowledging the receiver’s pressures or constraints.

5. By building on what they’re already doing right.

6. By asking the receiver to go first.

7. By pointing out the natural rather than imposed consequences.

8. Own the feedback whenever you can.

d. Be specific about what you observed. Do not imply motive or exaggerate.

e. Maintain a positive tone and body language.

f. Be collaborative.

g. Focus on only one or two issues.

37


Principles for Giving Redirecting Feedback

1. Focus on the receiver’s needs and interests

2. Be direct and candid

3. Make it safe for the receiver to listen openly

38


Of the two examples on pg. 39, which do most ConocoPhillips employees and

managers say they prefer?

1. Reinforcing feedback only

2. Reinforcing and redirecting combined


Of the three options on pg. 39, which would you prefer to receive?

1. Reinforcing feedback only2. Reinforcing and

redirecting combined3. Reinforcing and

redirecting as two separate conversations


The Four Steps to Giving Redirecting Feedback

Step One: Safety First

Step Two: Action

Step Three: Impact

Step Four: Talk it Through to “Thank

You”

Remember to “SAIT:”

45


Module Four

Talking About Business Goals:Tips and Tools for

Achieving Exceptional Results


The Challenge of Leadership: Do Some Days Feel Like This?


49

1. More frequent conversations 1

1

2. Change rating/ranking system 2

2

3. Improve goal-setting process 3

3

What is one thing you would change

about Performance Management at

ConocoPhillips?

1,413 Individual Contributors

2,111 Managers

6 Conversations/4 Conversations Workshop


The Anatomy of Significant

Accomplishments

50

A. Written1. 2.5 to 5.2%2. 28.5 to 34.5% 3. 69.0 to 60.3%

B. Specificity

1. 27.1 to 22.1%2. 29.3 to 27.5% 3. 43.6 to 50.4%

E. Degree of Control1. 4.6 to 4.5% 2. 47.9 to 46.9% 3. 47.5 to 48.6%

C. Quantifiable1. 1.3 to 3.6% 2. a) 4.6 to 8.7% b) 29.3 to

34.3% 3. 64.8 to 53.4%

D. Challenge1. 0.6 to 1.5% 2. 11.3 to 24.1% 3. 88.1 to 74.4%

* Results from 2,111 COP managers and 1,413 COP individual contributors in 2006 through 2008. (Manager percentages compared to individual contributor percentages.)


The Anatomy of Significant

Accomplishments

51

F. Milestones1. 4.0 to 5.5% 2. 29.1 to 31.1% 3. 66.9 to 63.4%

H. Value Added to Organization1. 2.5 to 5.0% 2. 20.0 to 31.1% 3. 77.5 to 63.9%

G. Degree of Support1. 4.1 to 5.0% 2. a) 5.7 to 8.8% b) 9.9 to

7.9% 3. 80.3 to 78.3%

I. Importance to Me1. 0.2 to 0.4% 2. 5.0 to 11.0%3. 94.8 to 88.6%


Setting SMART Goals

Remember to be:Specific

52

— Business outcomes rather than

activities or processes

— Clear to 3rd party


Remember to be:Measurable

52

—Metrics that matter (business outcomes)

—Verifiable by a 3rd party

Setting SMART Goals


Remember to be:Aggressive

52

—Breakthrough versus incremental

—Requires new skills

—Requires new methods/processes

—Requires support from others (over whom you have no formal authority)

Setting SMART Goals


Remember to be:Realistic

52

—Within accountability and control (at least partly)

—Consistent with talents and interests

—Aligned and supported (by manager and others)

Setting SMART Goals


Remember to be:Time-Bound

52

—Deadline for completion

—Milestones

Setting SMART Goals

© 2008 Targeted Learning 0109 NTPT

Poor Examples

65

SMART Goals

1. Encourage Knowledge Sharing and attend a workshop on developing protégés.

2. Decrease the error rate.

3. Improve cash flow analysis for new projects.

53

1. By year-end, reduce the time it takes to get newly hired programmers fully functional from 15 months to 9 months. Mentors assigned to all new hires by February 28. Training of mentors by end of March. New-hire learning goals set by April.2. Decrease the error rate by 15% by October 31. (Five percent by May 31, 10% by July 31.)

3. Improve the planning and cash flow analysis for new projects by July 1st by putting together dynamic plans with cash flow projections in 3 days or less (currently takes 4-5 days and has no cash flow). My supervisor will verify that the plans have the predetermined functionality.

Better Examples


Module Five

DevelopmentConversations:

Maximizing Individual Vitality


Which group got the highest grades?

68

1. Quantity Group2. Quality Group


Which group produced the highest quality pots?

1. Quantity Group2. Quality Group

68


The Ceramics Class

1. This story is a parable about the benefits of being willing to learn by _____, and about not being too afraid of making ________. Mistakes are the tolls we pay on the highway to mastery.

2. When we work on things we care about, our personal _____ — and not extrinsic rewards — will be the primary driver of improvement.

doing

mistakes

pride

68


The Ceramics Class (Cont’d)

3. The role of the manager is to create opportunities for people to practice in a safe environment and to ensure that people learn from their experience.

68


The Anatomy of Ability

Knowledge Skill Confidence

69


Practice makes _________. Only practice plus _______ make ______.

Development plans should be __% knowledge focused and __% skill focused.

permanentfeedback perfe

ct

2080

Building Skills

69


Options for Building Skills and Acquiring Knowledge

Options for Acquiring Knowledge

•Reading books/articles

•Observing an expert

•Listening to tapes or experts

•Watching videos

•Attending workshops or conferences

•Talking with a mentor, advisor or coach

OPTIONS FOR BUILDING SKILLS AND CONFIDENCE

APPLY new knowledge and PRACTICE new skills through:

• Job experiences • Special projects

• Volunteer work

PLUS FEEDBACK

• Self evaluation

• Personal reflection

• After-action reviews

• Getting feedback from supervisors, mentors and others

69


Thriving on Change


The Hazards of Fixing Weaknesses


Module Six

Results Reviews:Minimizing the Stress

—Maximizing the Value


Things Haven’t Changed Much

“The Imperial Rater evaluates people not according to their merits, but according to his likes and dislikes.”Comment by a member of the Chinese Imperial Court—China’s Wei Dynasty 3rd/4th Century A.D.

85


The Case for Humility


As a manager/supervisor, what are your two greatest challenges

when it comes to conducting year-end results reviews? (n=2,111)

1. Handling difficult conversations.

2. Rating system/forced ranking.

3. Finding time to have a meaningful conversation.

4. Goal-setting process.

ConocoPhillips Data

85


Managers: What are your two greatest frustrations with how your

own year-end results reviews are handled?

1. Inadequate feedback and coaching (too little and too late).

2. Manager’s preparation, objectivity and focus.

3. Goal-setting process—late, changing priorities, etc.

4. Rating/ranking system.

ConocoPhillips Data

85


Individual Contributors: What are your two greatest frustrations with

how your year-end results reviews are handled? (n=1,413)

1. Inadequate feedback and coaching (too little and too late).

2. Rating/ranking system—too little appreciation.

3. Manager’s preparation, objectivity and focus.

4. Goal-setting process—late, changing priorities, etc.

ConocoPhillips Data

85


ConocoPhillips Data

85

1. More frequent conversations 1

1

2. Change rating/ranking system 2

2

3. Improve goal-setting process 3

3

What is one thing you would change

about Performance Management at

ConocoPhillips?

1,413 Individual Contributors

2,111 Managers


The Impact of Time on Learning and Performance

High

None

Immediate Distant

Impact on Learning and hence Future Behavior

Time Lapse Between Behavior/Action and Structured

Reviews

87


Personal After-Action Reviews

1. What did I expect to happen?

2. What actually happened?3. Was there a difference?

— If not, what led to the success?— If there was a difference, why was there a difference?

4. What role did I play in creating this outcome?

5. What have I learned for the future? What does this teach me about my strengths?

89


The Six-Question Interim Review Conversation (Supervisor

Version)

1. Where are you in terms of the performance objectives and individual development plans you established at the beginning of the year?

2. How well do your current objectives (performance objectives and development plans) align with our organization’s objectives, our team’s objectives and your career objectives?

3. What has gone well so far this year and is continuing to go well?

91


The Six-Question InterimReview Conversation

(Supervisor Version) Continued

4. If you were your own coach, what suggestions would you give yourself for the future?

5. What can I do to support you in your work?

6. What other suggestions do you have for me? (What can I do to be a more effective manager/leader?)

92


Keys to a More Value Added and Less Stressful Results Review

1. ____________

2. ____________

3. ____________

4. ____________

Preparation: Define clear standards

Preparation: Continually assess progressPreparation: Maintain a P&D log

Preparation: Complete a self-evaluation

95


All other things being equal, which of these two people should be given

the rating of exceptional?

1. Person A (goal 25%, actual 18%)

2. Person B (goal 10%, actual 12%)


All other things being equal, which of these two people should be given

the rating of exceptional?

1. Person A (goal 25%, actual 18%)

2. Person B (goal 10%, actual 18%)


From Harvard Business Review, March 2006, “Why It’s So Hard to Be Fair” by Joel Brockner.

The Background:

• Company imposed a 15 percent across-the-board pay cut for 10 weeks.

• At one plant an executive “briefly explained why, thanked employees, and answered a few questions—the whole thing was over in 15 minutes.”

• At the other plant an executive “told them that other cost-saving options, like layoffs, had been considered but that the pay cuts seemed to be the least unpalatable choice . . . (the executive) . . . took an hour and a half to address employees’ questions and concerns, and he repeatedly expressed regret about having to take this step.”

It is More Important for People to be Heard than to be Agreed

With

111


When people do not feel heard, they feel unfairly treated. And when they feel unfairly treated, they tend to retaliate. An employee who is fired, is 17 times more likely to sue for wrongful termination if he or she feels the process was not fair.

From Harvard Business Review, March 2006, “Why It’s So Hard to Be Fair” by Joel Brockner.

The Outcome:

During the ten-week period:

• Employee theft was nearly 80% lower at the second plant (where the executive took 90 minutes to hear concerns, answer questions and express regrets), and

• Employees at the second plant were 15 times less likely to resign.

It is More Important for People to be Heard than to be Agreed

With

111


Discussion: Supporting Implementation

A. What are the top three barriers to managers/supervisors implementing these ideas at ConocoPhillips?

B. What can you do at your level to encourage and support your lower level managers and supervisors in implementing these ideas?

112


Career Discussions

A Key to Engagement in the Future—and Hence Retention


Objectives: Mastering My Career Workshop

To give you the concepts, tools and principles you need to take effective responsibility for your own career success. By the end of today, you will have identified action ideas and created an IDP that will increase:—your engagement and happiness at work, and

—your contributions to the success of ConocoPhillips.

113


Objectives: Career Leadership Skills Workshop

By the end of this workshop you will:1.Understand your role, and those of employees and

the company, with respect to career development at ConocoPhillips.

2.Know how to help your people take more effective responsibility for their careers, and thereby improve both engagement, performance and retention.

3.Understand the factors that influence careers and career path opportunities at ConocoPhillips.

4.Know how to engage your people in meaningful development/career discussions that will help them make more informed and effective career decisions.

113


Ability

High

Low

MotivationHigh Low

B C

A D

X

The Engagement Cycle: Get the Timing Right

113


What is a Career?What is a Career?

An occupation with opportunities for progress in terms of ability, contribution, impact and fulfillment.

Targeted Learning

114


Focus on What You ControlFocus on What You Control

Ability

Contribution

Impact

Promotion

Salary

114


Which ONE has had the greatest influence on you considering or

deciding to leave a previous position or company?

1. Lack of Interesting Work2. Lack of Meaningful Work3. Lack of Work-Life Balance4. Inadequate Salary5. Inadequate Opportunities for

Promotion6. Inadequate Job Security7. Non-Supportive Climate8. Poor Supervisory Style

114


Which of the following six factors do you consider the MOST important when choosing

your next position?

1. Interesting work2. Meaningful work3. Work-life balance4. Salary5. Opportunities for promotion6. Job security

114


Which of the following six factors do you consider the LEAST important when choosing

your next position?

114

1. Interesting work2. Meaningful work3. Work-life balance4. Salary5. Opportunities for promotion6. Job security


What Drives Career Decisions What Drives Career Decisions at ConocoPhillips?at ConocoPhillips?

115

45679

16

21

31

355

10

45

5

1513

0%

10%

20%

30%

40%

50%

Interesting Meaningful Work-Life Salary Supervisory Job Supportive Opportunity Work Work Balance Style Security Climate for Promotion

Based on data from workshops held from 2006-2008. 1,860 managers – Engagement Excellence/6 Conversations819 ConocoPhillips employees – Mastering My Career

““What factor is most important in choosing your next position?”What factor is most important in choosing your next position?”


What Drives Career Decisions What Drives Career Decisions at ConocoPhillips?at ConocoPhillips?

115

17%15%

14% 13% 13%12% 11%

5%

0%

10%

20%

30%

Boring Work that Controlling Lack of Non-Supportive Dissatisfaction Lack of Lack of Work Lacks Supervisory Opportunity Team with Work-Life Job

Meaning Style for Climate Salary Balance SecurityPromotions

Based on data from workshops held from 2006 through 2008. (3,061 participants who have answered this question.)

““What factors in the past have prompted you to look for another job?”What factors in the past have prompted you to look for another job?”


Institutionalizing knowledge (e.g., best practices) and building organization capability.

Championing new systems, products, work processes, etc.

Shaping/making decisions that cross organizational boundaries.

Building the ability and confidence of others:—coaching —teaching—motivating—clarifying—giving

feedback

Building team capacity.

Questioning the status quo.

Adapting existing knowledge to new uses.

Inventing (but not championing) new methods, products, technologies, etc.

Completing important tasks independently.

Demonstrating mastery.

Taking initiative within established norms or parameters.

Learning from others and from experience.

Moving towards mastery.

Acting under direction from others.

Leveraging Knowledge

Sharing Knowledge

Creating Knowledge

Applying Knowledge

Acquiring Knowledge

The Five Career Stages

Acquiring Knowledge

Applying Knowledge

Creating Knowledge

Sharing Knowledge

Leveraging Knowledge

117

Stage One Stage Two Stage Three Stage Four Stage Five


117

Research on theStages of Contribution

94%

70%

60%

26%

15%

0

Acquiring Applying Creating Sharing Leveraging

Percent Viewed as Above Average

Average Age 39 39 41 41 44

100%

0%StageOne

StageTwo

StageThree

StageFour

StageFive


Where do your direct reports exhibit the greatest

contribution/skill gaps?

1. Acquiring Knowledge2. Applying Knowledge3. Creating Knowledge4. Sharing Knowledge5. Leveraging Knowledge

117


Where do the individual contributors in your organization exhibit the greatest contribution/skill gaps?

117

1. Acquiring Knowledge2. Applying Knowledge3. Creating Knowledge4. Sharing Knowledge5. Leveraging Knowledge


The Stages and The Engagement Cycle

Ability

High

Low

MotivationHigh Low

Creating

Sharing

Leveraging

Acquiring

Applying

What can you do to help your subordinates expand vertically in their current jobs?

Why do some people end up in quadrants C and D?

B C

A D

118


What are the costs of changing jobs too frequently?

To the individual? To the organization?

B C

A D

B C

A D

Other Options – Job Change

Applying

Acquiring Acquiring

118


Which organizational stages gap represents the greatest concern to

you?

125

1. Too few individual contributors Acquiring Knowledge.2. Too few managers/supervisors Acquiring Knowledge.3. Too few individual contributors Applying Knowledge.4. Too few managers/supervisors Applying Knowledge.5. Too few individual contributors Creating Knowledge.6. Too few managers/supervisors Creating Knowledge.7. Too few individual contributors Sharing Knowledge.8. Too few managers/supervisors Sharing Knowledge.9. Too few individual contributors Leveraging Knowledge.10. Too few managers/supervisors Leveraging Knowledge.


Discussion: Removing Barriers to Growth

1. What do you consider to be the greatest barriers facing your people as they try to grow from Stage __ to Stage __?

2. What can you do as a leader to either reduce those barriers or to help your people overcome the barriers?

125


Discussion: Overcoming the Barriers to Implementation

1. What are the top three barriers to managers/supervisors implementing these ideas at ConocoPhillips?

2. What can you do at your level to encourage and support your lower level managers and supervisors in implementing these ideas?

127