What ever happened to the Golden Rule? Incivility is a plague for any business. It spreads stress, smears reputations, reduces productivity and raises employee turnover.
Try these tips from “The Cost of Bad Behavior” for preventing it in your organization:
1. Set zero-tolerance expectations. They must be driven by senior management or they won’t go anywhere.
2. Teach civility. Make certain everyone in the organization understands what civility is so that they can help to establish and sustain (and when necessary, defend) a culture of civility.
3. Train employees and managers. For example, explain how to recognize and cope with the inappropriate behavior of “cunning offenders.”
4. When incivility occurs, hammer it. Incivility is like cancer. Once detected, it must immediately be treated aggressively.
5. Take complaints seriously. A culture of civility must also be a culture of candor. An open-door policy will encourage people to confide.
Thursday, July 30, 2009
Thursday, July 2, 2009
Applying “The Pareto Principle” to Your Goals
Vilfredo Pareto was a 19th-century Italian social scientist and critic. He observed that 80% of the wealth in Italy, at the time, was concentrated in 20% of the population – something he felt that was not good for society.
While the genesis of his work is very seldom discussed, his name lives on in what is known as The Pareto Principle, or “the 80/20 rule” – a concept that is a relevant today as it was when it was first developed.
Talk to contemporary entrepreneurs and most will tell you that 80% of their business comes from 20% of their customers. Human resources executives will typically suggest that 80% of the employee relations problems and issues they have to deal with come from just 20% of the employees. And most business managers would agree that it’s a minority of their team members who are responsible for a majority of the innovation, creativity, and superior work their organizations enjoy.
In all of these examples, the Pareto Principle suggests that we should pay attention to, and focus our efforts on, the critical few (the 20%) rather than the trivial or average many (the 80%).So what does all this have to do with you and your goals? A lot!
There’s a myriad of things you can do in pursuit of your professional and personal objectives. A large number of them fall into the 80% – the “trivial many.” A much smaller number fall in the “critical few” category – the important 20%.
Take a look at your goals and the action plans you’ve developed for meeting them. What are you doing? How are you investing your precious time? What do your past experiences – and the experiences of others – tell you? Are you focusing on “need to do,” high payback activities – or on less important, “like to do” tasks? Remember it’s that “critical few” that will propel you furthest and give you the most bang for your time an energy buck.
When in doubt, think W-W-P-D (What Would Pareto Do?).
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Today’s solution is from Straight Talk for SuccessBy Bud BilanichFor more information on this resource and other high-impact WALK THE TALK publications, please click here to learn more.
While the genesis of his work is very seldom discussed, his name lives on in what is known as The Pareto Principle, or “the 80/20 rule” – a concept that is a relevant today as it was when it was first developed.
Talk to contemporary entrepreneurs and most will tell you that 80% of their business comes from 20% of their customers. Human resources executives will typically suggest that 80% of the employee relations problems and issues they have to deal with come from just 20% of the employees. And most business managers would agree that it’s a minority of their team members who are responsible for a majority of the innovation, creativity, and superior work their organizations enjoy.
In all of these examples, the Pareto Principle suggests that we should pay attention to, and focus our efforts on, the critical few (the 20%) rather than the trivial or average many (the 80%).So what does all this have to do with you and your goals? A lot!
There’s a myriad of things you can do in pursuit of your professional and personal objectives. A large number of them fall into the 80% – the “trivial many.” A much smaller number fall in the “critical few” category – the important 20%.
Take a look at your goals and the action plans you’ve developed for meeting them. What are you doing? How are you investing your precious time? What do your past experiences – and the experiences of others – tell you? Are you focusing on “need to do,” high payback activities – or on less important, “like to do” tasks? Remember it’s that “critical few” that will propel you furthest and give you the most bang for your time an energy buck.
When in doubt, think W-W-P-D (What Would Pareto Do?).
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Today’s solution is from Straight Talk for SuccessBy Bud BilanichFor more information on this resource and other high-impact WALK THE TALK publications, please click here to learn more.
Thursday, June 25, 2009
Interpersonal Conflicts … When There’s No Time for Planning
It’s bound to happen. Sooner or later you’ll be caught off guard – finding yourself smack dab in the middle of an unexpected conflict with someone on your team. You’re in it before you know it, and there’s no time for formulating a well-thought-out resolution strategy. You’ve got to respond in some way, and you have to do it NOW! What do you do? How can you keep the situation from escalating and ending up some-where you DON’T want to be? Here are a few suggestions:
1. Stop, breath, and think. Stop whatever you’re doing, take a couple of deep breaths to control your tension, and then immediately (and quickly) think about exactly what you need to do and say next.
2. Acknowledge the conflict by saying something like: Michael, I’m sensing that there are some issues between the two of us that we need to talk through, or, Kim, I’m feeling that I might have done something to upset you. Can we talk about it?
3. Buy some time. Suggest that you meet at a later time that day (or the following day) so that you both have an opportunity to relax a little and gather your thoughts. If the other person agrees, use the time to prepare for the meeting. If the person doesn’t agree on a time delay …
4. Take it somewhere else (if other coworkers are present). That way, you’ll avoid disrupting the rest of the group – and you’ll eliminate any temptations you and the other person might have to “showboat” or maintain some bogus image in front of your teammates. Suggest a different venue with words such as: It’s best for everyone if we keep this just between us. Where else would you feel comfortable talking?
5. Keep it respectful. Do your absolute best to conduct yourself in a calm and respectful manner – regardless of how the other person responds. Will it be easy? Of course not! But that doesn’t change the fact that although you can’t control what others do, you certainly can (and do) control your own behavior.
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Today’s solution is from What to Do When CONFLICT HAPPENSBy Eric Harvey & Steve VenturaFor more information on this resource and other high-impact WALK THE TALK publications, please click here to learn more.
1. Stop, breath, and think. Stop whatever you’re doing, take a couple of deep breaths to control your tension, and then immediately (and quickly) think about exactly what you need to do and say next.
2. Acknowledge the conflict by saying something like: Michael, I’m sensing that there are some issues between the two of us that we need to talk through, or, Kim, I’m feeling that I might have done something to upset you. Can we talk about it?
3. Buy some time. Suggest that you meet at a later time that day (or the following day) so that you both have an opportunity to relax a little and gather your thoughts. If the other person agrees, use the time to prepare for the meeting. If the person doesn’t agree on a time delay …
4. Take it somewhere else (if other coworkers are present). That way, you’ll avoid disrupting the rest of the group – and you’ll eliminate any temptations you and the other person might have to “showboat” or maintain some bogus image in front of your teammates. Suggest a different venue with words such as: It’s best for everyone if we keep this just between us. Where else would you feel comfortable talking?
5. Keep it respectful. Do your absolute best to conduct yourself in a calm and respectful manner – regardless of how the other person responds. Will it be easy? Of course not! But that doesn’t change the fact that although you can’t control what others do, you certainly can (and do) control your own behavior.
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Today’s solution is from What to Do When CONFLICT HAPPENSBy Eric Harvey & Steve VenturaFor more information on this resource and other high-impact WALK THE TALK publications, please click here to learn more.
Friday, June 5, 2009
Thursday, April 30, 2009
Finding Your "One Thing"
In the movie City Slickers, a group of friends take a “vacation” at a dude ranch. Curley, played by Jack Palance, is a crusty yet wise old cowboy who shares the following with Mitch, played by Billy Crystal:
Curley:
Do you know what the secret of life is?
Mitch:
No, what?
Curley:
This. (Holds up his index finger.)
Mitch:
Your finger?
Curley:
One thing. Just one thing. You stick to that and everything else don’t mean [anything].
Mitch:
That’s great, but what’s the one thing?
Curley:
That’s what you’ve got to figure out!
Great scene … great advice. Leaders have to figure out the One Thing that defines a meaningful purpose for their teams. The One Thing should answer the question Why are we here? You may think that finding that focus isn’t critical; but in fact, it’s essential to your success. The most important thing in business (and life) is deciding what is most important.
Your team’s One Thing might be: producing defect-free materials; providing the fastest service available; developing leading-edge products; creating relationships that customers cannot walk away from; or meeting the technology needs of other departments. These are just examples – your One Thing has to be your One Thing. And it should guide all of your decisions and actions.
Even after you find your One Thing, sticking to it can be a challenge while you put out fires and explore new opportunities. Don’t be tempted to think, as some do, that you can keep piling on initiatives and still maintain your team’s focus. You may find yourself in the middle of the “Ship is Adrift” Syndrome. Instead, consider automating, streamlining or outsourcing areas that are not core to your team’s operation.
A laser-sharp focus does not happen overnight. It takes time and effort to refine, reinforce, and communicate your One Thing. But you need to start now. Blurred focus creates confusion – resulting in diffused employee efforts.
Stay focused! Remember Curley!
Today’s solution is from Sticking To It: The Art of Adherence By Lee J. Colan
Curley:
Do you know what the secret of life is?
Mitch:
No, what?
Curley:
This. (Holds up his index finger.)
Mitch:
Your finger?
Curley:
One thing. Just one thing. You stick to that and everything else don’t mean [anything].
Mitch:
That’s great, but what’s the one thing?
Curley:
That’s what you’ve got to figure out!
Great scene … great advice. Leaders have to figure out the One Thing that defines a meaningful purpose for their teams. The One Thing should answer the question Why are we here? You may think that finding that focus isn’t critical; but in fact, it’s essential to your success. The most important thing in business (and life) is deciding what is most important.
Your team’s One Thing might be: producing defect-free materials; providing the fastest service available; developing leading-edge products; creating relationships that customers cannot walk away from; or meeting the technology needs of other departments. These are just examples – your One Thing has to be your One Thing. And it should guide all of your decisions and actions.
Even after you find your One Thing, sticking to it can be a challenge while you put out fires and explore new opportunities. Don’t be tempted to think, as some do, that you can keep piling on initiatives and still maintain your team’s focus. You may find yourself in the middle of the “Ship is Adrift” Syndrome. Instead, consider automating, streamlining or outsourcing areas that are not core to your team’s operation.
A laser-sharp focus does not happen overnight. It takes time and effort to refine, reinforce, and communicate your One Thing. But you need to start now. Blurred focus creates confusion – resulting in diffused employee efforts.
Stay focused! Remember Curley!
Today’s solution is from Sticking To It: The Art of Adherence By Lee J. Colan
Wednesday, April 29, 2009
Applying a Four-Step Process for Difficult Conversations
By Cheryl Eckl at www.learningtree.com
Introduction
For the purposes of this article, please consider the case of Darren and Andy: When Darren was promoted to head up another department, the managers already in place warned him about their colleague Andy’s negative behavior. He was habitually late for meetings, always critical of others’ ideas, unwilling to help solve even the simplest problems and became very hostile when asked to participate. Furthermore, he was always the last to arrive in the morning and took every opportunity to leave early.
The previous manager had tolerated Andy’s behavior because he felt Andy was smart, quick and could be relied upon to complete his assignments. Darren, however, assessed that Andy was probably more capable than his record would indicate, and felt the team’s performance could benefit from getting Andy more engaged in the work. Unfortunately, Darren’s intense dislike of confrontation made it difficult for him to address the issues with Andy personally. Darren’s issues with confrontation aren’t unusual.
Many interpersonal problems stem simply from one’s inability to conduct difficult conversations. Often people are willing—even desperate—to face situations assertively, but they don’t know how. Consequently, they don’t say what they mean, misunderstandings occur and critical information goes unspoken until disclosure is forced out by inevitable disaster. This failure to confront negative behavior also damages group morale, drives out talent and lowers innovation and productivity.
The DESC Process
To address his aversion to confrontation, Darren prepared for the conversation with Andy by
Applying the “DESC” model (Describe, Express, Specify, Consequences). This four-step process helped Darren plan what he would say without becoming emotional, enabling him to practice saying it calmly and allowing for escalation if Andy were to respond negatively.
When first introduced to the DESC (pronounced “desk”) process, Darren was concerned that writing a “script” would make him sound stilted or insincere, but as he used suggestive key words (as detailed below) and he realized that being able to articulate his thoughts and feelings in advance of the conversation created a framework that helped him become effectively assertive.
The Four Steps of DESC Scripting
Step 1: Describe (Key Word: “When”)
The first step in creating a DESC script is describing the problematic behavior while avoiding judgmental or opinionated statements that could make the other person defensive. Begin the “Describe” phase with “When” and state a single behavior in as few words as possible. As Darren discovered, creating a factual statement isn’t easy. His first attempt—“Your hostility and negativity are demoralizing!”—would only trigger an emotional response. Instead, Darren rephrased: “When you’re not engaged…”
Step 2: Express (Key Words: “I feel”)
When stating how you feel about a situation, avoid “you make me feel” statements in favor of “I feel.” Being effectively assertive means you can choose your reactions, even if others are being unreasonable. The goal is to keep the conversation factual and calm by describing feelings rather than acting them out. Be specific: “I’m angry, I’m worried, I’m annoyed.” Darren had to examine his motivation for confronting Andy and reframe his negative emotions into a positive statement: “I feel disappointed because I believe you’re capable of doing more, if you
chose to.”
Step 3: Specify (Key Words: “What would work for me”)
This third step is designed to help articulate the desired new behavior while avoiding blame, judgment or condescension. The key here is to ask for a positive change, not a negative one. For example: “Please try to be more open to the opinions of others” is more powerful than “Stop being so critical!” Darren’s choice was confident and straightforward: “I must insist that you engage more with the team. What would work for me is if you and I explore where and how your strengths can fit better within the team structure.”
Step 4: Consequences (Key Words: “If…then; if not”)
Here, the goal is to demonstrate why it’s in the other person’s best interest to change their behavior. If the behavior doesn’t change or the conversation is disciplinary, then use the negative consequence. If you do introduce the negative, be sure you’re prepared to carry it out or you’ll lose credibility. Darren concluded the script with: “If you will work with me on this, then I am confident that both you and the team will benefit. If not, I will be forced to request your transfer.”
The Results
In his meeting with Andy, Darren delivered his DESC script calmly. Andy was stunned. No manager had ever confronted him with such clear demands coupled with a sincere interest in helping him improve. Andy asked to meet with Darren again after he’d had a chance to consider Darren’s offer. They did so two days later with encouraging results. Andy’s behavior didn’t change overnight, but Darren’s effectively assertive DESC script turned a “difficult conversation” into a more productive partnership.
About the Author
Cheryl Eckl is a facilitator, speaker and personal coach who works with
individuals and teams to achieve creative solutions for both interpersonal
and business problems. She is the author of Learning Tree’s Course 244
“Assertiveness Skills,” and Course 904, “Responding to Conflict.”
Introduction
For the purposes of this article, please consider the case of Darren and Andy: When Darren was promoted to head up another department, the managers already in place warned him about their colleague Andy’s negative behavior. He was habitually late for meetings, always critical of others’ ideas, unwilling to help solve even the simplest problems and became very hostile when asked to participate. Furthermore, he was always the last to arrive in the morning and took every opportunity to leave early.
The previous manager had tolerated Andy’s behavior because he felt Andy was smart, quick and could be relied upon to complete his assignments. Darren, however, assessed that Andy was probably more capable than his record would indicate, and felt the team’s performance could benefit from getting Andy more engaged in the work. Unfortunately, Darren’s intense dislike of confrontation made it difficult for him to address the issues with Andy personally. Darren’s issues with confrontation aren’t unusual.
Many interpersonal problems stem simply from one’s inability to conduct difficult conversations. Often people are willing—even desperate—to face situations assertively, but they don’t know how. Consequently, they don’t say what they mean, misunderstandings occur and critical information goes unspoken until disclosure is forced out by inevitable disaster. This failure to confront negative behavior also damages group morale, drives out talent and lowers innovation and productivity.
The DESC Process
To address his aversion to confrontation, Darren prepared for the conversation with Andy by
Applying the “DESC” model (Describe, Express, Specify, Consequences). This four-step process helped Darren plan what he would say without becoming emotional, enabling him to practice saying it calmly and allowing for escalation if Andy were to respond negatively.
When first introduced to the DESC (pronounced “desk”) process, Darren was concerned that writing a “script” would make him sound stilted or insincere, but as he used suggestive key words (as detailed below) and he realized that being able to articulate his thoughts and feelings in advance of the conversation created a framework that helped him become effectively assertive.
The Four Steps of DESC Scripting
Step 1: Describe (Key Word: “When”)
The first step in creating a DESC script is describing the problematic behavior while avoiding judgmental or opinionated statements that could make the other person defensive. Begin the “Describe” phase with “When” and state a single behavior in as few words as possible. As Darren discovered, creating a factual statement isn’t easy. His first attempt—“Your hostility and negativity are demoralizing!”—would only trigger an emotional response. Instead, Darren rephrased: “When you’re not engaged…”
Step 2: Express (Key Words: “I feel”)
When stating how you feel about a situation, avoid “you make me feel” statements in favor of “I feel.” Being effectively assertive means you can choose your reactions, even if others are being unreasonable. The goal is to keep the conversation factual and calm by describing feelings rather than acting them out. Be specific: “I’m angry, I’m worried, I’m annoyed.” Darren had to examine his motivation for confronting Andy and reframe his negative emotions into a positive statement: “I feel disappointed because I believe you’re capable of doing more, if you
chose to.”
Step 3: Specify (Key Words: “What would work for me”)
This third step is designed to help articulate the desired new behavior while avoiding blame, judgment or condescension. The key here is to ask for a positive change, not a negative one. For example: “Please try to be more open to the opinions of others” is more powerful than “Stop being so critical!” Darren’s choice was confident and straightforward: “I must insist that you engage more with the team. What would work for me is if you and I explore where and how your strengths can fit better within the team structure.”
Step 4: Consequences (Key Words: “If…then; if not”)
Here, the goal is to demonstrate why it’s in the other person’s best interest to change their behavior. If the behavior doesn’t change or the conversation is disciplinary, then use the negative consequence. If you do introduce the negative, be sure you’re prepared to carry it out or you’ll lose credibility. Darren concluded the script with: “If you will work with me on this, then I am confident that both you and the team will benefit. If not, I will be forced to request your transfer.”
The Results
In his meeting with Andy, Darren delivered his DESC script calmly. Andy was stunned. No manager had ever confronted him with such clear demands coupled with a sincere interest in helping him improve. Andy asked to meet with Darren again after he’d had a chance to consider Darren’s offer. They did so two days later with encouraging results. Andy’s behavior didn’t change overnight, but Darren’s effectively assertive DESC script turned a “difficult conversation” into a more productive partnership.
About the Author
Cheryl Eckl is a facilitator, speaker and personal coach who works with
individuals and teams to achieve creative solutions for both interpersonal
and business problems. She is the author of Learning Tree’s Course 244
“Assertiveness Skills,” and Course 904, “Responding to Conflict.”
Tuesday, April 21, 2009
Live Your Dash
The Dash is a book based on Linda Ellis’ poem, (by the same name).
If you’ve never seen The Dash movie before, you’re in for a treat. If you have, please take a moment to remember how much that little line is worth.
To view the movie, simply click on the following link:
http://www.dashpoemmovie.com/?SRC=POIDASH3&utm_source=Walk+the+Talk+Master+List&utm_campaign=8271bad178-POI_4_21_09&utm_medium=email
To your success,
W. D. Cravenor
Content provided by walkthetalk.com
If you’ve never seen The Dash movie before, you’re in for a treat. If you have, please take a moment to remember how much that little line is worth.
To view the movie, simply click on the following link:
http://www.dashpoemmovie.com/?SRC=POIDASH3&utm_source=Walk+the+Talk+Master+List&utm_campaign=8271bad178-POI_4_21_09&utm_medium=email
To your success,
W. D. Cravenor
Content provided by walkthetalk.com
Tuesday, April 7, 2009
212 Degrees of Attitude, Belief and Perseverance
Most of us are feeling the squeeze of the economy, and have been for quite some time. But, take heart; I have a number that may bring you some inspiration. 212.
The phenomenon that takes place when the temperature of water goes from 211° to 212° reminds us that seemingly small things can make tremendous differences.
In this current economic climate, now is the time to take advantage of each and every opportunity. Now is the time to stretch beyond your comfort zone. Now is the time to go the extra degree.
To inspire you to go the extra degree, I’m sharing with you our 212° the extra degree movie along with a story about one man who, during difficult circumstances, made every moment count. Please pass this along to others so that they, too, will be inspired.
View the following movie short at this link:
The phenomenon that takes place when the temperature of water goes from 211° to 212° reminds us that seemingly small things can make tremendous differences.
In this current economic climate, now is the time to take advantage of each and every opportunity. Now is the time to stretch beyond your comfort zone. Now is the time to go the extra degree.
To inspire you to go the extra degree, I’m sharing with you our 212° the extra degree movie along with a story about one man who, during difficult circumstances, made every moment count. Please pass this along to others so that they, too, will be inspired.
View the following movie short at this link:
Provided by Eric Harvey at WalktheTalk.com
Monday, April 6, 2009
Thursday, April 2, 2009
Hiring the Best
If staffing is one of your leadership responsibilities, you undoubtedly know that hiring “the right people” can be tough and tedious work. But it’s also important work – arguably the most important function you will ever perform.
With few exceptions, the more effort you put into the hiring process, the less you need to devote to managing the performance of the people you bring on. As the old saying goes: You can pay in the beginning, or you can pay in the end … with interest. So, what can you do to help ensure you hire the best people for each available job? Here are a few suggestions that could help:
1. Draw a line in the dirt! Refuse to hire individuals who haven’t behaviorally demonstrated a commitment to values such as integrity, responsibility, respect, etc. Don’t fall into the “belief trap” – believing (or hoping) that you can train for these characteristics at a later date. It rarely happens.
2. Hire people for who they are. One of the biggest mistakes most employers make is to value previous work experience above all else. In today’s rapidly changing world, however, experience often represents “how it used to be done.” When evaluating candidates, look for traits like hard-working, good team player, dependable, honest, etc. – rather than just an inventory of skills they acquired in previous employment.
3. Hire for tomorrow’s job. Don’t just hire for a position, hire for the future. Jobs, technologies, and markets are changing faster than ever. Look for people who are intelligent, quick learners, and adaptable to change.
4. Bring on people who are different from you. You don’t need anyone else to think what you think and do what you do. You’re already there! Look for fresh and different people who will bring fresh and different ideas. Hire for diversity.
Today’s lesson is from Leadership Courage By David Cottrell and Eric Harvey
For more information on this resource and other high-impact WALK THE TALK publications, please click here to learn more.
With few exceptions, the more effort you put into the hiring process, the less you need to devote to managing the performance of the people you bring on. As the old saying goes: You can pay in the beginning, or you can pay in the end … with interest. So, what can you do to help ensure you hire the best people for each available job? Here are a few suggestions that could help:
1. Draw a line in the dirt! Refuse to hire individuals who haven’t behaviorally demonstrated a commitment to values such as integrity, responsibility, respect, etc. Don’t fall into the “belief trap” – believing (or hoping) that you can train for these characteristics at a later date. It rarely happens.
2. Hire people for who they are. One of the biggest mistakes most employers make is to value previous work experience above all else. In today’s rapidly changing world, however, experience often represents “how it used to be done.” When evaluating candidates, look for traits like hard-working, good team player, dependable, honest, etc. – rather than just an inventory of skills they acquired in previous employment.
3. Hire for tomorrow’s job. Don’t just hire for a position, hire for the future. Jobs, technologies, and markets are changing faster than ever. Look for people who are intelligent, quick learners, and adaptable to change.
4. Bring on people who are different from you. You don’t need anyone else to think what you think and do what you do. You’re already there! Look for fresh and different people who will bring fresh and different ideas. Hire for diversity.
Today’s lesson is from Leadership Courage By David Cottrell and Eric Harvey
For more information on this resource and other high-impact WALK THE TALK publications, please click here to learn more.
Quote of the Day
Gratitude is like a flashlight. If you go out in your yard at night and turn on a flashlight, you suddenly can see what's there. It was always there, but you couldn’t see it in the dark.
-- Dawna Markova
-- Dawna Markova
Tuesday, March 24, 2009
Quote of the Day
Golden Rule principles are just as necessary for operating a business profitably as are trucks, typewriters, or twine. -- James Cash (J.C.) Penney
Thursday, March 19, 2009
The Power of Teamwork - Inspired By The Blue Angels
By Scott Beare and Michael McMillan
Click Link to View:
http://www.theteamworkmovie.com/?SRC=DI0319&utm_source=Walk+the+Talk+Master+List&utm_campaign=748c6ba453-DI_03_19_09&utm_medium=email
Click Link to View:
http://www.theteamworkmovie.com/?SRC=DI0319&utm_source=Walk+the+Talk+Master+List&utm_campaign=748c6ba453-DI_03_19_09&utm_medium=email
Thursday, March 12, 2009
Keys to Solve Performance Problems
Let Employees Solve Their Own Performance Problems
By Eric Harvey and Paul Sims,
Adapted from DDI's Managing Employee Motivations
One of your team members has a performance problem. So, you meet with him or her to discuss the issue. You describe the problem and ask for an explanation. Then, you come face to face with an all-too- common trap: Telling the person what he or she needs to do to solve the problem. DON’T GO THERE!
Granted, you probably have good ideas about what works and how to accomplish expectations. Keep in mind, however, that it’s the employee’s responsibility to resolve the problem – not yours. Your job is to facilitate the discussion so that the person understands the problem and is given an opportunity to correct it. Be prepared to offer suggestions if asked, but give the employee a chance to come up with his or her own solutions.
Why do it that way? The answer is simple: Ownership!
People tend to work harder for their own ideas. Solutions they participate in developing become commitments that are much more likely to yield quick and permanent results.You can guide the employee in identifying solutions by asking three simple questions:
1. What specifically can you do … by when? (This helps the person pinpoint specific actions)
2. Can you think of anything that would prevent you from doing that?(This helps identify potential obstacles and eliminates “down the road” excuses)
3. Will you do that?(This locks-in the employee’s agreement/commitment)
People commonly respond with I’ll do my best or I’ll try harder. These aren’t solutions – they’re just statements … with lots of wiggle room. If you hear them, respond by telling the employee that you appreciate his or her cooperation, and then ask, “What specifically will you do to carry out these good intentions?”
By Eric Harvey and Paul Sims,
Adapted from DDI's Managing Employee Motivations
One of your team members has a performance problem. So, you meet with him or her to discuss the issue. You describe the problem and ask for an explanation. Then, you come face to face with an all-too- common trap: Telling the person what he or she needs to do to solve the problem. DON’T GO THERE!
Granted, you probably have good ideas about what works and how to accomplish expectations. Keep in mind, however, that it’s the employee’s responsibility to resolve the problem – not yours. Your job is to facilitate the discussion so that the person understands the problem and is given an opportunity to correct it. Be prepared to offer suggestions if asked, but give the employee a chance to come up with his or her own solutions.
Why do it that way? The answer is simple: Ownership!
People tend to work harder for their own ideas. Solutions they participate in developing become commitments that are much more likely to yield quick and permanent results.You can guide the employee in identifying solutions by asking three simple questions:
1. What specifically can you do … by when? (This helps the person pinpoint specific actions)
2. Can you think of anything that would prevent you from doing that?(This helps identify potential obstacles and eliminates “down the road” excuses)
3. Will you do that?(This locks-in the employee’s agreement/commitment)
People commonly respond with I’ll do my best or I’ll try harder. These aren’t solutions – they’re just statements … with lots of wiggle room. If you hear them, respond by telling the employee that you appreciate his or her cooperation, and then ask, “What specifically will you do to carry out these good intentions?”
Monday, March 9, 2009
12 Keys to Training ROI
By William D. Cravenor, M.I.M.
1. Training is not just a box on the organization chart–it is everyone’s responsibility
2. Training is a continuous activity–it never stops
3. Training should promote continuous improvement–good enough is never good enough
4. Training involves day-to-day communication with staff–to exhort, encourage, and exchange ideas for process, performance and revenue improvement
5. Training (in a formal classroom setting) should not consume peak sales time (7 AM to 7 PM), i.e., brown bag lunches, if necessary
6. Training should be progressive–leveraging technology (VLE’s) to connect staff to core competencies
7. Training is pragmatic–meeting the real-world needs of real people to produce real results
8. Training is spontaneous–addressing needs in a timely fashion before they become problems
9. Training is specialized–to meet the specific demands of individual staff in their position and level of maturation
10. Training is localized–if at all possible, should be conducted in the closest proximity to the location wherein desired results are to be achieved
11. Training is results based–there are no substitutes for desired results
12. Training is dynamic–quickly adapting to the changing needs of employees
1. Training is not just a box on the organization chart–it is everyone’s responsibility
2. Training is a continuous activity–it never stops
3. Training should promote continuous improvement–good enough is never good enough
4. Training involves day-to-day communication with staff–to exhort, encourage, and exchange ideas for process, performance and revenue improvement
5. Training (in a formal classroom setting) should not consume peak sales time (7 AM to 7 PM), i.e., brown bag lunches, if necessary
6. Training should be progressive–leveraging technology (VLE’s) to connect staff to core competencies
7. Training is pragmatic–meeting the real-world needs of real people to produce real results
8. Training is spontaneous–addressing needs in a timely fashion before they become problems
9. Training is specialized–to meet the specific demands of individual staff in their position and level of maturation
10. Training is localized–if at all possible, should be conducted in the closest proximity to the location wherein desired results are to be achieved
11. Training is results based–there are no substitutes for desired results
12. Training is dynamic–quickly adapting to the changing needs of employees
Saturday, March 7, 2009
Measuring the "Success" of Training
by W.D. Cravenor, M.I.M.
During the last twenty years of my experience in training, the following overarching and underpinning truths have made themselves abundantly clear:
The relative success of any training program is predicated initially upon the quality of the recruitment paradigm. Despite what others may say to the contrary, the caliber of candidates for any training program does matter in terms of the likelihood of producing desired outcomes within a statistical comfort zone as necessary to justify the ongoing investment in future training.
The conveyance of knowledge is not tantamount to the application of knowledge, i.e., wisdom. While most training programs are excellent sources of knowledge, few adequately build a bridge to cross the river into application. As a result the 80/20 rule applies to virtually every form of endeavor.
The vast majority of governments and businesses predicate the “quality” of training as a derivative of employee retention. In other words, the fallacy states that as employees become more tenured they also become more productive, due to their assumed proper application of knowledge. This is blatantly false. After all, even a parrot can spout back knowledge without a modicum of understanding. This is why most PhD’s couldn’t get a job making coffee at Starbucks if their collective lives depended on it. People generally do best for others what they do least for themselves, as in the do vs. teach conundrum.
Training is part of a continuum, being boxed on either side by recruitment and retention. Many HR professionals mistakenly seek to segregate these three functions as discrete organizational elements. My view is that these functions are interrelated and integrated much like an assembly line. Excellent recruitment practices tend to develop more satisfied and goal (if not career) oriented new hires. Candidates for a training program that have a stakeholder position related to career development are more likely to blossom with training and become consistent, productive members of their respective organizations. This outcome tends to be the case regardless of the quality of training. Training will facilitate the development process but not dictate it.
The determination of exactly what constitutes a “successful training program” varies depending upon the stakeholder. Statistically, it is very difficult to adequately isolate the “training effect” and thereby factor out all other extraneous elements as related to management proficiencies, candidate considerations such as attitude, outside influences (for good or ill) and changes in market or economic conditions. While there are many models and protocols that claim accuracy with regard to effectively assessing the success of both long & short training programs, the plain truth is that it is almost impossible to do so.
During the last twenty years of my experience in training, the following overarching and underpinning truths have made themselves abundantly clear:
The relative success of any training program is predicated initially upon the quality of the recruitment paradigm. Despite what others may say to the contrary, the caliber of candidates for any training program does matter in terms of the likelihood of producing desired outcomes within a statistical comfort zone as necessary to justify the ongoing investment in future training.
The conveyance of knowledge is not tantamount to the application of knowledge, i.e., wisdom. While most training programs are excellent sources of knowledge, few adequately build a bridge to cross the river into application. As a result the 80/20 rule applies to virtually every form of endeavor.
The vast majority of governments and businesses predicate the “quality” of training as a derivative of employee retention. In other words, the fallacy states that as employees become more tenured they also become more productive, due to their assumed proper application of knowledge. This is blatantly false. After all, even a parrot can spout back knowledge without a modicum of understanding. This is why most PhD’s couldn’t get a job making coffee at Starbucks if their collective lives depended on it. People generally do best for others what they do least for themselves, as in the do vs. teach conundrum.
Training is part of a continuum, being boxed on either side by recruitment and retention. Many HR professionals mistakenly seek to segregate these three functions as discrete organizational elements. My view is that these functions are interrelated and integrated much like an assembly line. Excellent recruitment practices tend to develop more satisfied and goal (if not career) oriented new hires. Candidates for a training program that have a stakeholder position related to career development are more likely to blossom with training and become consistent, productive members of their respective organizations. This outcome tends to be the case regardless of the quality of training. Training will facilitate the development process but not dictate it.
The determination of exactly what constitutes a “successful training program” varies depending upon the stakeholder. Statistically, it is very difficult to adequately isolate the “training effect” and thereby factor out all other extraneous elements as related to management proficiencies, candidate considerations such as attitude, outside influences (for good or ill) and changes in market or economic conditions. While there are many models and protocols that claim accuracy with regard to effectively assessing the success of both long & short training programs, the plain truth is that it is almost impossible to do so.
Tuesday, March 3, 2009
The Power of 10%
A little more effort makes all the difference.
Enjoy!
http://www.thepowerof10percent.com/?SRC=POIP102&utm_source=Walk+the+Talk+Master+List&utm_campaign=578a9377cc-POI_2_24_09&utm_medium=email
Enjoy!
http://www.thepowerof10percent.com/?SRC=POIP102&utm_source=Walk+the+Talk+Master+List&utm_campaign=578a9377cc-POI_2_24_09&utm_medium=email
Thursday, February 26, 2009
Roadmap for Sales Recruiting Success
By W. D. Cravenor
Sales recruiting, with all its analytics and fineries is, in the final analysis, a craps shoot.
One would think that future performance—based on responses to numerous traditional evaluation methodologies—could be predicted, however this is not so. Ultimately the desire exhibited by a prospective new hire is the “x” factor that eludes all analysis models, despite claims to the contrary.
What constitutes the greatest factor(s) resulting in the complication of the decision making process, thereby frustrating all attempts that would otherwise lead to a successful hiring decision? Generally speaking, the following two factors result in new hire decision failures:
1. The prospect underestimates the difficulty of the job.
2. The prospect overestimates her or his ability to meet minimum performance expectations associated with the job.
Given these two considerations, what must employers do to keep these two factors from wreaking havoc in their recruitment and retention best practices? The one word answer is disclosure.
Employers are frequently not willing to divulge the nitty gritty aspects of a position in question, choosing to give greater focus to the clinical list of requirements contained within what is communally referred to (in HR speak) as the all encompassing “Job Specification”.
While Job Specifications generally perform well in apprising the candidate of the minimum requirements and expected functions, or even desired outcomes, HR’s performance in communicating exactly how the work will be accomplished to meet minimum expectations is abysmal.
Why?
While my view is not necessarily supported by empirical research, suspicion dictates that the HR professional tasked to write the job description & specification, (hopefully with some help from the functional department manager), while being well intended, is the last person in the organization who should be responsible to cipher the “how” question.
Obviously, if everyone involved in the hiring process understood the answer to this question, the 80/20 rule would become a thing of the past—but it is not.
So we muddle through, as looking in a brass mirror, seeing some reflection but knowing all the while that the truest picture will never come into focus without the passage of time.
Time is the ultimate vindication of all hiring decisions. When you factor in short terminations for sales positions (less than 1 year in tenure), time reveals that—from a purely functional basis—hiring decision makers get it wrong over 80 % of the time.
What can be done to improve this performance? Here are a few recommendations:
1. HR should consult with the hiring manager and a select committee of at least three top 20 (%) producers, who have been in the position for at least two consecutive years, for the purpose of developing “action statements” related to how performance was achieved. These action statements should be incorporated into the job specification as examples of expected performance attributes.
Concentration should be given to real-world, street-level activities, actions and mindset that lead to the accomplishment of stated performance goals & objectives.
2. Have one of your “top 20” select committee team members conduct a Discovery Process (DP) with the candidate in question.
The DP contains four action steps, as follows:
Step 1 Defeat, in the candidates’ mindset, any notion related to the simplicity of achieving position-related expectations by providing real world, position-specific details, constituting a no holes barred full disclosure of the challenges presented. A complete review of the action statements contained within the job specification should be undertaken to insure the candidate has a correct interpretation and understanding. A Q & A session should be conducted with the candidate to confirm understanding.
Step 2 Defeat the candidate’s overestimation of her or his own ability by setting up a real world, field-based Operational Scenario (OS) that is preset for failure. If the candidate can survive this failure in a real world setting without loosing composure, they will become more open to Coaching for Success (CS). A loss of composure in the presence of failure is also telling in determining the future viability of a candidate. “The same sun that softens the wax hardens the clay.”
Step 3 Based on management’s review of the results of the OS and the candidates’ willingness to continue in the DP, have the same top twenty producer, along with a second rookie (less than twelve months of tenure) continue the DP by debriefing the candidate on exactly how they have achieved expectations, providing detailed information & explanations of their day-to-day activities, attitudes and recommendations for future performance. The candidate should be given ample opportunity to ask questions and get feedback on their Action Plan for Success (APS). The APS should be requested from the candidate prior to step 2.
Step 4 Conclude the DP by:
A. Step 2 & 3 OS employee participants complete a Prospective Peer Evaluation Form, (PPE) indicating their recommendation to HR and management regarding the candidates’ viability in the position on a host of criteria.
B. Management, in conjunction with HR, makes a final hiring decision, taking all traditional evaluation methodologies, (Targeted Selection, et al) into consideration, along with their supplemental evaluations related to the DP, OS, CS, APS and PPE, advising the candidate of their determination.
C. The recommending Step 2 OS employee participant will serve as a CS Mentor, working with the new hire, either locally (preferred) or virtually to begin performance evaluation in concert with the new hires’ APS and direct line management.
Sales recruiting, with all its analytics and fineries is, in the final analysis, a craps shoot.
One would think that future performance—based on responses to numerous traditional evaluation methodologies—could be predicted, however this is not so. Ultimately the desire exhibited by a prospective new hire is the “x” factor that eludes all analysis models, despite claims to the contrary.
What constitutes the greatest factor(s) resulting in the complication of the decision making process, thereby frustrating all attempts that would otherwise lead to a successful hiring decision? Generally speaking, the following two factors result in new hire decision failures:
1. The prospect underestimates the difficulty of the job.
2. The prospect overestimates her or his ability to meet minimum performance expectations associated with the job.
Given these two considerations, what must employers do to keep these two factors from wreaking havoc in their recruitment and retention best practices? The one word answer is disclosure.
Employers are frequently not willing to divulge the nitty gritty aspects of a position in question, choosing to give greater focus to the clinical list of requirements contained within what is communally referred to (in HR speak) as the all encompassing “Job Specification”.
While Job Specifications generally perform well in apprising the candidate of the minimum requirements and expected functions, or even desired outcomes, HR’s performance in communicating exactly how the work will be accomplished to meet minimum expectations is abysmal.
Why?
While my view is not necessarily supported by empirical research, suspicion dictates that the HR professional tasked to write the job description & specification, (hopefully with some help from the functional department manager), while being well intended, is the last person in the organization who should be responsible to cipher the “how” question.
Obviously, if everyone involved in the hiring process understood the answer to this question, the 80/20 rule would become a thing of the past—but it is not.
So we muddle through, as looking in a brass mirror, seeing some reflection but knowing all the while that the truest picture will never come into focus without the passage of time.
Time is the ultimate vindication of all hiring decisions. When you factor in short terminations for sales positions (less than 1 year in tenure), time reveals that—from a purely functional basis—hiring decision makers get it wrong over 80 % of the time.
What can be done to improve this performance? Here are a few recommendations:
1. HR should consult with the hiring manager and a select committee of at least three top 20 (%) producers, who have been in the position for at least two consecutive years, for the purpose of developing “action statements” related to how performance was achieved. These action statements should be incorporated into the job specification as examples of expected performance attributes.
Concentration should be given to real-world, street-level activities, actions and mindset that lead to the accomplishment of stated performance goals & objectives.
2. Have one of your “top 20” select committee team members conduct a Discovery Process (DP) with the candidate in question.
The DP contains four action steps, as follows:
Step 1 Defeat, in the candidates’ mindset, any notion related to the simplicity of achieving position-related expectations by providing real world, position-specific details, constituting a no holes barred full disclosure of the challenges presented. A complete review of the action statements contained within the job specification should be undertaken to insure the candidate has a correct interpretation and understanding. A Q & A session should be conducted with the candidate to confirm understanding.
Step 2 Defeat the candidate’s overestimation of her or his own ability by setting up a real world, field-based Operational Scenario (OS) that is preset for failure. If the candidate can survive this failure in a real world setting without loosing composure, they will become more open to Coaching for Success (CS). A loss of composure in the presence of failure is also telling in determining the future viability of a candidate. “The same sun that softens the wax hardens the clay.”
Step 3 Based on management’s review of the results of the OS and the candidates’ willingness to continue in the DP, have the same top twenty producer, along with a second rookie (less than twelve months of tenure) continue the DP by debriefing the candidate on exactly how they have achieved expectations, providing detailed information & explanations of their day-to-day activities, attitudes and recommendations for future performance. The candidate should be given ample opportunity to ask questions and get feedback on their Action Plan for Success (APS). The APS should be requested from the candidate prior to step 2.
Step 4 Conclude the DP by:
A. Step 2 & 3 OS employee participants complete a Prospective Peer Evaluation Form, (PPE) indicating their recommendation to HR and management regarding the candidates’ viability in the position on a host of criteria.
B. Management, in conjunction with HR, makes a final hiring decision, taking all traditional evaluation methodologies, (Targeted Selection, et al) into consideration, along with their supplemental evaluations related to the DP, OS, CS, APS and PPE, advising the candidate of their determination.
C. The recommending Step 2 OS employee participant will serve as a CS Mentor, working with the new hire, either locally (preferred) or virtually to begin performance evaluation in concert with the new hires’ APS and direct line management.
Wednesday, February 25, 2009
Deployable Virtual Training Environment (DVTE)
Here is a good article discussing how the USMC is leveraging DVTE's:
From Wikipedia, the free encyclopedia
The Deployable Virtual Training Environment (DVTE) is a laptop based platform for a wide variety of training simulations in the USMC.TRASYS web. DVTE consists of two main components, the Combined Arms Network (CAN) and the Infantry Tool Kit (ITK). The current version of the CAN was developed by the ONR VIRTE program as part of its Demo 3 and is based on the JSAF simulation. It uses the Open Source Delta3d toolkit for visualization. Each laptop can be reconfigured to simulate a variety of USMC platforms including the M1 Abrams, Amphibious Assault Vehicle (AAV), LAV-25, AV-8 Harrier II, and the AH-1 Cobra. A typical DVTE suite consists of 32 laptops and a modified NVisor SX Head-mounted display (HMD).
The Infantry Tool Kit consists of a number of stand-alone games and simulations. The main simulation is a first-person shooter called VBS. Other applications include: the DARPA developed DARWARS Tactical Iraqi (part of the Tactical Language & Culture Training System family) and the ONR developed Close Combat: Marines, MAGTF XXI, and TacOps MC.
Retrieved from "http://en.wikipedia.org/wiki/Deployable_Virtual_Training_Environment_(DVTE)"
From Wikipedia, the free encyclopedia
The Deployable Virtual Training Environment (DVTE) is a laptop based platform for a wide variety of training simulations in the USMC.TRASYS web. DVTE consists of two main components, the Combined Arms Network (CAN) and the Infantry Tool Kit (ITK). The current version of the CAN was developed by the ONR VIRTE program as part of its Demo 3 and is based on the JSAF simulation. It uses the Open Source Delta3d toolkit for visualization. Each laptop can be reconfigured to simulate a variety of USMC platforms including the M1 Abrams, Amphibious Assault Vehicle (AAV), LAV-25, AV-8 Harrier II, and the AH-1 Cobra. A typical DVTE suite consists of 32 laptops and a modified NVisor SX Head-mounted display (HMD).
The Infantry Tool Kit consists of a number of stand-alone games and simulations. The main simulation is a first-person shooter called VBS. Other applications include: the DARPA developed DARWARS Tactical Iraqi (part of the Tactical Language & Culture Training System family) and the ONR developed Close Combat: Marines, MAGTF XXI, and TacOps MC.
Retrieved from "http://en.wikipedia.org/wiki/Deployable_Virtual_Training_Environment_(DVTE)"
Tuesday, February 24, 2009
Attitude
Years may wrinkle the skin, but to give up enthusiasm wrinkles the soul.-- Samuel Ullman
http://www.theattitudemovie.com/?SRC=DAILY09&utm_source=Walk+the+Talk+Master+List&utm_campaign=c850357da7-DM_02_24_09&utm_medium=email
From Walk the Talk and M. Anderson, Great words to inspire great attitudes...use this to build results!
http://www.theattitudemovie.com/?SRC=DAILY09&utm_source=Walk+the+Talk+Master+List&utm_campaign=c850357da7-DM_02_24_09&utm_medium=email
From Walk the Talk and M. Anderson, Great words to inspire great attitudes...use this to build results!
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