ATL ACCOUNTABILITY

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					ATL ACCOUNTABILITY TRAINING
We’re going to spend the next few hours exploring leadership issues you’re facing and discovering techniques to help overcome some of the stumbling blocks you’re likely to run into. Topics included are:      Conflict Resolution Motivation Delegation Performance Management Meeting Effectiveness

That’s a lot to cover in a few hours, but we’ll begin with key concepts in each area, discuss the impact it has on your everyday life on the job, and find ways to improve skills. You can then discuss the issues as a group and decide which you’d like to explore in more depth at other sessions. One of the most common issues leaders face is getting people to do the job they were hired to do! This includes people who report directly to you as well as others you interact with – whose actions impact our ability to do your job. It’s all about accountability for accomplishing tasks and reasonable expectancies over how long those tasks should take. Let’s take a closer look at accountability. ASK: What do we mean when we say we need to ―hold people accountable‖? (Get responses – list on FC) ASK: What are some specific tasks you need to hold people accountable for so that you can do your job? (Get responses – list on FC) In order to make this happen we need to understand how to begin holding people accountable for getting things done.

Holding People Accountable happens when ATLs and TLs:  Establish and define roles and responsibilities

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Establish specific outcomes and clear measures for quality/success (both own work and TMs) Follow through with fair and consistent consequences for both achieving and not achieving results

Sometimes when we’re trying to hold people accountable it’s necessary to look at motivation. ASK: Who can tell us what motivation means? (Get responses from group) Webster’s defines motivation as ―causing a person to act‖. So, we’re going to be looking at ways we can create environments that are likely to cause a person to act in a way that will benefit both the individual and the company.

A recent Gallup Poll revealed that:
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55% of employees have no passion for their jobs – they’re labeled as ―disengaged‖ 19% are so negative about their jobs that they poison the workplace. The survey suggests that organizations would be better off if these employees called in sick 26% were highly engaged and passionate about their work and organization

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ASK: Can you identify with these levels of motivation and performance? Experts tell us that high performers generate 40 – 67% more productivity, profit and revenue than those who are disengaged. And, they also say that 89% of high performers say that honest feedback is essential to their development and success. Only 39% say that their leaders provided efficient feedback. EXERCISE: Break into small groups Brainstorm reasons for lack of motivation Report out Sample answers:  TM unclear about what’s expected of them  TM not given regular feedback about performance

  

TM outgrown position, but uncertain about skills for promotion TM lacks sense of achievement TM responsibilities evolved into mismatch with their skills

ASK: How can we motivate TMs? Motivation is internal. No one can give it to someone else. Leaders’ actions can, however, create either motivating or de-motivating environments. HOW we get work done best is by getting people to want to do the work. They have to be motivated to do it well. Motivation is simply providing a means of satisfying someone’s needs in a way that supports the needs of the store and dept. as well. People who make up our TM population are unique individuals with many components. ASK: What are some of the components that make us ―US‖? (Get a few responses) ANSWER: They are:            

Physical Mental Emotional Educational background Home life and family Financial status Religious, moral and social values Personality Career or job expectations Hobbies and interests Future expectations Abilities and skills

When we work with someone, we’re dealing with the total person and with the wants and needs created by all the components or experiences that make them THEM.

EXERCISE:

Break into groups of three. Give each group a sheet of FC paper and markers. Have each group think about work situations they are currently in, or others they’ve experienced in the past, and come up with a list of things they can do to create a more satisfactory work environment for TMs. (Allow five minutes) ASK: What happens when TMs aren’t motivated, when they don’t feel satisfied? (Get responses) Answer: They get frustrated! ASK: How do frustrations get released? (Get a few responses) Answer: They leave/quit, become aggressive, daydream, become apathetic, sabotage, etc. We’ve spent time talking about how to get TMs to do the tasks they were hired to do. Now, let’s kick that theme up a notch and look at how that applies to you as a leader. You were hired to run your department effectively. ASK: What are you held responsible for? What are the tasks that must happen in your department? (List tasks on FC) ASK: So, how do you get all this done? Can you do it all yourself? (NO! You have to rely on others.) The big dilemma is – how do you get people to do what they’re supposed to do. One way is by delegating. What is Delegation? Lots of people think that delegation is handing out work for others to complete. When you give the responsibility of a task to someone, it doesn’t mean that you’ve given up responsibility for its timeliness or how well it gets done. It’s still your responsibility to see that it gets done right.

Delegation is more than just assigning a task to someone. Parents who successfully get their children to perform chores around the house have learned the secret to getting someone to do a task. The secret is communication. Communication is the key factor in any successful delegation. Without accurate communication, the task won’t get done right. How many times were you asked to do something, thought you understood what was asked, and failed to accomplish it? How many times have you asked someone to do something and thought they understood? Too often the person we’re speaking to hears something entirely different that what we’re saying. Put it in writing. Have the person paraphrase what they just heard. That way, everyone can agree on what needs to be done, how it can be accomplished, and when the deadlines are. So, you’ve tried to create an environment that motivates, you’ve delegated and held people accountable, but you’re running into some difficult people who just aren’t cooperating with your plan! What do you do? Everyone works with people they like -- and with people they dislike. We dislike some of them intensely. We seldom have the luxury of working only with people who are friends or who are in total agreement with us. And, because no one particularly likes pain, we tend to be kinder and more attentive to the people we like and to avoid as much as possible the people and situations we don't like. This is what usually keeps people from doing what is fair and/or what is in the best interest of those involved in a conflict situation. Most people don’t wake up thinking ―How can I go to work today and make enemies?‖ They do what they do because it’s what they know how to do. From their perspective, it makes sense! We act or react a certain way because it feels right to us. Form into groups of three. Discuss and compare the key messages around conflict that you learned from parents, teachers, peers, church, etc. Or, have several members of the large group share examples. Have groups share and list their messages. FC the responses when the groups report out. Some examples may include:  Don’t pick a fight, but if you’re in one – win

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Fighting never solved anything Girls don’t fight Never hit a girl If you don’t have anything nice to say, don’t say anything Turn the other cheek An eye for an eye

Examples: Some families fight with people they love – when they’re silent it means that they don’t care. Others don’t fight with people they love – when they yell, it means they don’t care. Let’s face it. Most of us try very hard to avoid dealing with difficult people. Somehow we believe that, if we leave them alone, they’ll ―smarten up‖ or ―grow up,‖ or - if we’re really lucky, simply quit or go away. It rarely works that way. Successful leaders though rarely have a choice in whether or not to deal with difficult people. It’s part of the job. To be successful at it though, we need to know why it’s important to deal with them! That means understanding the impact difficult people have on everyone around them. Let’s start with the most important person here, you. After all, if you don’t see a personal benefit to being proactive in dealing with that difficult person, why would you put the time and energy into trying to turn around a difficult situation? Let’s start by examining how a difficult person affects you. First, let’s talk about your mental and physical health. Ok, you aren’t likely to go loony on us because of a difficult person (it has been known to happen). Unfortunately, it only takes one very difficult person to affect your enjoyment of your job, your stress levels, and your ability to do your job. That’s serious. If you have an extremely difficult TM, co-worker, or boss, each time you deal with his or her difficult actions, your heart rate goes up, your blood pressure rises all kinds of other unpleasant things happen inside your body. That’s not healthy. Difficult people can help you feel like crap. Do you leave work muttering to yourself about what the difficult person did today? Difficult people not only intrude upon your workday but can follow you to your car, get in the passenger side, and drive home with you. If they are really bad, they can even climb into bed with you, keeping you up all night. Are you happy with that situation? Of course not. Not only do difficult people have a nasty effect on your physical and mental health but they also cost you in terms of being able to do your own job properly. If you spend time every day fixing the

damage done by a difficult person, you are not doing the other things you need to do as part of your job. That can make you look bad. At minimum, losing time to difficult people is frustrating. Some people are experts at tolerating difficult people. They are able to ―blow off‖ the stress of difficult people without experiencing damage. If you are one of these, congratulations! But that doesn’t absolve you from managing difficult people. That’s because it isn’t just about you. Imagine what happens when you throw a rock into a quiet lake. When the rock hits it creates a set of circles or ripples in the water. They move farther and farther out. Now, as a leader you are at the center of the disruption. But the ripples go beyond you. They affect more and more water. That’s how difficult people affect not just you, but many others in the organization. In severe cases, those ripples hit others with whom the difficult person comes in contact. Not only does a difficult person affect those in immediate contact, but the more difficult a person, the more those ripples affect others—customers, people in the human resources department, and even other departments who don’t have immediate contact with the difficult person. What’s the worst part? Those little ripples aren’t really little. They can hit people like huge tsunami (really, really huge waves) ... even people who don’t have to deal with the difficult person directly. Ok, hands up out there. How many of you have chosen not to take action with a difficult person when you should have? There are four main reasons why people avoid taking action, or take the wrong actions. The first three have to do with avoidance, while the final one is a biological reason that has to do with our initial gut reactions to difficult people and our feelings of threat. Let’s look at these one by one. 1. Disbelief – This can’t be happening Ever been in a situation where you’ve thought ―I can’t believe they don’t see the importance of this?‖ or ―I can’t believe they said that!‖ When we run into someone’s behavior that we feel is outrageous, we have a tendency to freeze – like a deer in the headlights – we’re stunned. 2. Desire to avoid confrontation You may think that if you say something, it’s just going to get worse. Sometimes that can be true, Don’t make a big deal out of trivial things, but look for a happy

medium. If you ignore continuously, you end up painting a ―kick me‖ sign on your back. 3. Don’t want to be the bad guy Sometimes leaders don’t want to come across as the ―heavy‖. The thing is, you get paid to lead. If it’s someone not doing a good job, someone interfering with the work of others, etc. you have a responsibility to address the issue. 4. Fight or flight It’s a biological reaction. All animals have it. When you believe you’re under threat, your body reacts by sending hormones and preparing your body to either run away or stand and fight. That’s great for facing wild beasts, but it’s also the reason we might speak or react too quickly when dealing with a difficult person. Emotional arousal actually makes us different people than we are in calmer moments. Physical changes take place.      Adrenalin flows – we’re 20% stronger Liver pumps more sugar into the bloodstream More oxygen is used by heart and lungs Veins enlarge Blood supply to the problem solving area of our brain is severely decreased because it’s being diverted to the body’s extremities

ASK: What does this mean? It means that we don’t think as well – our brains are not at their peak of performance. The blood is being diverted to other areas of the body. It’s our ―fight or flight‖ response. ASK: How many of you have said or done something when emotions are high that you would not normally do? Until the emotions are calmed, we’re not very well equipped to deal with the logical part of conflict. ASK: What are the emotional components of conflict? Answer: Feelings – including anger, distrust, defensiveness, scorn, resentment, fear, rejection, etc. It’s usually best to deal with the emotional aspects first. Other issues are handled more constructively once the emotions are settled.

When dealing with conflict, we’re dealing with two parts: Emotional and logical. We’ve already talked about the emotional, so now let’s talk about the logical. ASK: What do you think the logical components are? Answer: Differing understandings of roles, uses of resources, disagreements over policies/practices, conflicting needs, etc.

Meetings are a common stumbling block for teams, but they can also be one of the most effective ways of motivating people and dealing with issues. There are many techniques to make meetings effective, but no one way is equally effective for all teams. A good way to boost morale and increase productivity is to engage all TMs in the decision making process. An easy way to do that is to ask the question: ―What do we need to do differently to…?‖ Really encourage people to look at how things are currently being done and identify where there are inefficiencies, delays, process breakdowns, etc. Try asking them ―What can I do to provide you with more support and help achieve our goals?‖

Ask most members of leadership whether they think a Job Dialog is an important thing to do and they’ll likely tell you it’s important. The odd thing is that they often don't get done. In fact, many see them as a nuisance when they actually have to do them. HR is usually reminding people to do, while leadership looks for reasons to delay and delay. Why is that? It's uncomfortable to do performance appraisals. But why is it uncomfortable? It ends up putting the TL and the TM on different "sides". Often they are used to focus on what people have done wrong. So what is the point of performance appraisals? Here's a starting point that actually works. The most important purpose or goal of the appraisal is to improve performance in the future...and not just for the TM. TLs can get valuable information from TMs to help them make TM's jobs more productive. If we shift from finding fault to identifying barriers to performance we begin to remove the fear and dread people have about these "dialogs". When we focus on

the present and the future, we change our focus to what's been to what can be better tomorrow. An JD that works involves a number of things, but first and foremost is the process of identifying what has gotten in the way of better performance (regardless of the level of performance), and how TL and TM can work together in the future, to improve it. It's really that simple. When we move to a cooperative, dialogue approach, the whole process can become more comfortable and effective. Because, it puts the TL and TM on the same side, and working towards the same goals, getting better and better.

CONFLICT RESOLUTION “GROUND RULES”

1. Set the ground rules – ex: no interrupting the other, make eye contact, etc.

2.

Acknowledge that a conflict exists and what the goals are – it allows the parties to work together towards a resolution. Begin by using ―I‖ statements and explaining your understanding of the situation. Be neutral vs. judgmental. Focus on your thoughts and feelings. Allow the other person to do the same. Give them uninterrupted time to explain their perspective.

3.

4.

5. Discuss what you both believe to be the root cause.

6. Discuss how to best fix the root cause and meet your mutual goal(s).
Whether or not you come to an agreement; agree to work toward a resolution 7. that benefits everyone; and schedule a follow-up meeting, agree about behavior going forward.

3 Step Method of Dealing with Conflict

1. Treat the other person with respect a. Tone of voice b. Words used c. Way you listen 2. Listen until you ―experience the other side‖ and reflect content, feelings and meanings – listen to the whole message a. In conflict people misunderstand each other b. Be careful to avoid saying ―I know how you feel‖ – you don’t c. Reflect back what you’re hearing in a way that show’s ―I’m with you‖ 3.State your own views, needs and feelings a. Get to the point b. Avoid loaded words c. Remember that words have strong meanings d. Don’t be afraid to express your feelings

WARNING SIGNS OF CONFLICT

 Are there people who are beginning to irritate you?

 Is your work style beginning to irritate someone else?

 Is there someone you are beginning to dread talking to?

 Is someone avoiding talking to you? Why?

Conflict Management Suggestion Sheet

A PROCEDURE FOR MANAGING CONFLICT: 1. Don’t ignore something that bothers you. Work on the issue involved before the situation becomes intolerable to you. However, if needed, a cooling-off period may be established, with an agree-on time to deal with the issue later. 2. Talk directly to the other person involved. Work with the other person to try to solve the issue yourselves. 3. Ask a neutral party (HR, etc.) for suggestions on how to approach the other person or for suggestions on how to define the issue. Be sure to check back with this person for feedback or perspectives on the result. 4. If the solution you work out involves a potential change of work procedure, get the approval of the TL/STL before you implement the change. 5. If someone approaches you with an issue, be willing to work on it. You may also wish to seek the help of an outside resource in clarifying your point of view. 6. If an individual begins to complain to you about another person who is not present, encourage that person to talk directly with the other person instead. This approach to handling conflict is much more positive and discourages the perpetuation of rumors, false information, etc. 7. If, after you have tried to work on the issue on your own and with the other person involved – and there has been no change and the conflict still exists – ask for help from an outside resource (HR, etc.)

THINGS TO KEEP IN MIND BEFORE WORKING ON AN ISSUE: 1. Be sure that there is a real problem and that you are not just in a bad mood. 2. Try to identify the real issue or opportunity, not just the symptoms or personalities. 3. Be prepared to work toward a mutually agreeable solution, not just toward ―winning.‖ 4. Remember that it’s all right to disagree and that the other person is not ―bad‖ if he/she disagrees with you. 5. Keep some perspective. Relationships are not destroyed but can even be enhanced by working toward a mutually satisfactory solution to a conflict.

THINGS TO KEEP IN MIND WHILE WORKING ON AN ISSUE: 1. Look for a ―win/win‖ solution: an arrangement whereby both you and the other person involved ―win‖. 2. Do your best to put yourself in the other person’s shoes. 3. Be willing to ―own‖ part of the problem as belonging to you. (Avoid thinking ―That’s not my problem.‖) 4. Remember that talking about your feelings is more effective than action them out. 5. Establish a common goal and stay focused on it. 6. Be persistent in coming to a satisfactory solution if it’s really important to you. 7. Use the effective feedback behaviors listed below under ―Giving Feedback.‖ 8. At the end of the discussion with the other person, summarize what has been decided and who will take any next steps. GIVING FEEDBACK: Giving ―feedback‖ is a way of helping another person to consider changing his/her behavior. It’s communication to a person that gives that person information about he/she affects you. Used properly, it can be helpful ―guidance control‖ mechanism for an individual to use in altering his/her behavior. 1. It describes rather than judges. Describe your own reaction. Avoid ―judging‖ language so that the other person will feel less defensive. 2. It’s specific rather than general. Don’t say, ―You’re dominating.‖ Instead, say ―Just now when we were deciding the issue you didn’t listen to what I said, but kept right on talking.‖ 3. It takes into account the needs of both the recipient and the giver of the feedback. Feedback can be destructive when it serves only your own needs and fails to consider the needs of the other person. 4. It’s directed toward behavior that the other person can do something about. Frustration is only increased when a person is reminded of some shortcoming over which he/she has no control. 5. It’s requested rather than ―dumped.‖ Feedback is most useful when the recipient has asked for it. 6. It’s well timed. In general, feedback is most useful when it occurs as soon as possible after the given behavior. 7. It’s checked to ensure that it’s clear. Ask the recipient to try to rephrase what you have said.

ARE YOU SOMEONE WHO…?
TYPE Defender PHRASES ―Let me explain…‖ ―Yes, but…‖ ―You don’t understand‖ Fights back, threatens, ―Oh, yeah?‖ punishes, seeks revenge, ―Says who?‖ insults or berates other person Dictates the resolution, ―Of course I’m right‖ uses power of ―Do it my way‖ established authority Diverts discussion ―The real problem is…‖ entirely or focuses on ―Let’s discuss it later‖ superficial issues, postpones conflict, complains to a third party Avoids at all costs, ―Let’s forget it‖ ignores, doesn’t become ―That doesn’t bother involved in situations me‖ that are conflict prone Smooths over conflict; ―This isn’t important emphasizes harmony, enough to fight over, peace and warmth Both of us are right‖ Expresses regret ―I’m sorry Agrees with other person, takes the blame, feels it is hopeless and gives up Expresses reaction by describing feelings Tries to find a ―You’re right. I did it wrong‖ ―Oh well, it’s hopeless to try‖ ―When you…I feel…‖ ―I’m feeling…‖ ―Let’s talk this over so BEHAVIORS Justifies and defends position

Soldier

God

Diverter

Avoider

Harmonizer

Apologizer Abdicator

Feeler Negotiator

compromise, bargains

we can find a solution‖

Holding People Accountable is acting to ensure others perform in accordance with

clear expectations and goals.
This Means...


This Doesn’t Mean...
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Giving clear instructions as to what you expect from others

Giving assignments or setting expectations without deadlines or with unclear quality requirements Using the power of your position to have others perform tasks which are unnecessary or unrelated to success Assuming TMs will know on their own how their work is measuring up and what needs to be done if it is not Being reluctant to risk upsetting a TM by telling them when their performance is inadequate

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Directing others to take actions which will contribute to departmental success

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Reviewing performance with TMs against agreed upon standards

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Holding TMs accountable meeting high performance standards and addressing performance when it’s not up to standard



LEADERSHIP SELF-ASSESSMENT
Section 1: The Most Important Leadership Areas of Expertise
Read the descriptions of each area of expertise. Using the scale provided, rate the significance of each as it applies to you in your job. Before responding, consider what would happen if you either neglected the function or were ineffective in carrying it out. What would be the impact on your organization’s goals and your work unit’s objectives?

Rating Scale 1 Not relevant

2 Minimal importance

3 Important

4 Critical

Rating

Area of Expertise
LEADERSHIP

Definition
Recognizing and understanding the impact of a leader’s behaviors & actions on TM job satisfaction and performance, preparing, supporting and equipping TMs to succeed in their job Knowing how to lead meetings, facilitate groups and manage teams from start-up to finish Understanding the co. and store goals and communicating them to TMs, using the Core Values to guide decisions, define roles, motivate TMs and evaluate performance Understanding needs of customers and communicating service expectations to TMs, evaluating customer service and using customer feedback to improve processes Assuming responsibility for supporting and encouraging efforts to improve how we operate, taking calculated risks & implementing TMs’ ideas, help TMs adjust to change Setting clear performance expectations, clarify priorities, delegate tasks & responsibilities appropriately, hold TMs accountable for performance, conduct timely JD sessions Quality orientation & OJT to new TMs, help TM identify learning needs, monitor performance, timely feedback & development opportunities Understand & appreciate differences and preferences, give meaningful feedback, coach Look for ways to collaborate with other depts., build relationships across boundaries Keep TMs informed, share info, encourage open communication, communicate upward assertively Discover ways to streamline operations, maximize results, focus on quality & service Mediate conflicts, encourage & develop TMs to take responsibility for resolving differences

TEAMBUILDING SETTING THE DIRECTION

CUSTOMER SERVICE

MANAGING CHANGE

PERFORMANCE MANAGEMENT

TM DEVELOPMENT

MOTIVATION COLLABORATION COMMUNICATION PRODUCTIVITY CONFLICT MANAGEMENT

Section 2: Your Skill Level Use the rating scale to assess your current skill level, not how skilled you want to be in the future. Rating Scale 1, 2, 3, 4 Basic Skill 5, 6, 7 Intermediate Skill 8, 9, 10 Advanced Skill

RATING _____ 1. Consider how decisions and actions will affect diversity and equal opportunity. _____ 2. Let TMs know the areas in which they have decision-making authority. _____ 3. Know how the mission and goals of the organization connect to my role. _____ 4. Clearly express service expectations to TMs and incorporate service expectations into the Job Dialog process. _____ 5. Reward and recognize TMs for new ideas and innovations. _____ 6. Provide coaching and counseling to TMs to improve performance. _____ 7. Provide quality, focused on-the-job training to TMs. _____ 8. Pay attention to individual motivations and unique needs of TMs. _____ 9. Consider how decisions made could affect other workgroups. _____ 10. Keep TMs informed of organizational policies and priorities. _____ 11. Look for ways to simplify and/or redesign job tasks. _____ 12. Wait until I am no longer emotional before addressing a problem. _____ 13. Provide TMs with the equipment and resources they need to do their job. _____ 14. Respect the decisions TMs make about how they will approach their work. _____ 15. Communicate to TMs how their work contributions connect tothe mission and goals of the department and the organization. _____ 16. Regularly survey customer groups to solicit feedback on TM & dept. performance. _____ 17. Support risk taking after sound analysis and thoughtful consideration of consequences (e.g., tolerate failures, focus on learning). _____ 18. Complete meaningful Job Dialogs in a timely manner. _____ 19. Recommend and support training and development opportunities for TMs. _____ 20.Give challenging work assignments and look for ways to enrich jobs. _____ 21. Seek out colleagues to obtain their expertise and advice. _____ 22. Listen effectively (to TMs, peers and superiors). _____ 23. Use available technology (e.g., computers) to enhance productivity. _____ 24. When discussing a problem, I ask the person I’m meeting with how they would like to see it resolved before sharing my ideas. _____ 25. Model behavior that reflects your core values. _____ 26. Make a conscious decision regarding whether and how to participate in the work of teams in the store. _____ 27. Base decisions on the mission and goals of the organization. _____ 28. Implement changes in response to feedback on service (e.g., complaints, suggestions, surveys) _____ 29. Identify and deal with sources of organizational stress. _____ 30. Provide routine feedback on performance to TMs. _____ 31. Have regular (e.g., annual, semi annual) discussions with TMs regarding their training plans.

_____ 32. Give timely praise to employees and coworkers when work is well done. _____ 33. Provide feedback to peers on service and quality assurance issues. _____ 34. Express personal, departmental and employee needs to superior(s) directly and assertively. _____ 35. Regularly reevaluate productivity standards. _____ 36. When discussing a problem, pose questions to clarify issues. _____ 37. Periodically reflect on your actions and behaviors to understand how they affect TMs and to identify strategies for making desired changes. _____ 38. Recognize the benefits and challenges of having many perspectives represented on a team. _____ 39. Hold employees accountable for behaviors reflecting the mission and goals of the department and the organization. _____ 40. Hold TMs accountable for acting in ways that enhance customer service. _____ 41. Discuss with employees their feelings regarding changes in the workplace. _____ 42. Set priorities and make performance expectations clear to TMs. _____ 43. Identify the current skill levels of TMs. _____ 44. Confront inappropriate and/or inadequate performance in a timely and constructive manner. _____ 45. Seek to integrate work activities with other units. _____ 46. Represent the interests of the department in all settings. _____ 47. Effectively manage time. _____ 48. When a TM comes to me with a problem regarding a co-worker, I encourage them to resolve it themselves and coach them in how to do that.

Section 3: Scoring Go to Section 1 and transfer your ratings of the expertise areas to the blanks that are to the left of the appropriate heading (e.g., Leadership). Transfer responses from the numbered items in Section 2 to the corresponding numbers below. Total the values for each expertise area in the space provided. _____ Leadership 1. _____ 13. _____ 25. _____ 37, _____ Total ________ _____ Customer Service 4. _____ 16. _____ 28. _____ 40. _____ Total ________ _____ Teambuilding 2. _____ 14. _____ 26. _____ 38. _____ Total ________ _____ Managing Change 5. _____ 17. _____ 29. _____ 41. _____ Total ________ _____ Setting Direction 3. _____ 15. _____ 27. _____ 39. _____ Total _________ _____ Performance Mgmnt. 6. _____ 18. _____ 30. _____ 42. _____ Total _________

_____ TM Development 7. _____ 19. _____ 31. _____ 43, _____ Total ________ _____ Communication 10. _____ 22. _____ 34. _____ 46. _____ Total ________

_____ Motivation 8. _____ 20. _____ 32. _____ 44. _____ Total ________ _____ Productivity 11. _____ 23. _____ 35. _____ 47. _____ Total ________

_____ Collaboration 9. _____ 21. _____ 33. _____ 45. _____ Total _________ _____Conflict Mgmnt. 12. _____ 24. _____ 36. _____ 48. _____ Total _________

Section 4: Looking at the Results, Reflection and Action Planning Results: 1.In which expertise areas do you have the highest skill scores?

2.In which areas do you have the lowest skill scores?

3.What skill scores in the expertise areas are most significant for your position? How do these help/hinder your effectiveness?

Reflection: 4.When you think back over your experiences, in which aspects of your leadership role are you most effective?

5. In which aspects are you least effective?

6.What situations pose the greatest challenges for you?

Action Planning: 7.What are your priorities for your own leadership development and training?

Priority (what & why)

Action Steps

Time Frame


				
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