EmployeeTalk Training Packet

EmployeeTalk Training Packet
1. 1 Page Training, Templets, and Support
2. Employee and Customer Engagement
3. Pulse Education, 15-Minute Trainings
4. Content Development and Training
5. ET Collaboration
6. ET Reporting
1

EmployeeTalk Training Packet
Introduction:
What you will learn in this packet is that for such an easy to use solution, EmployeeTalk (ET) is a very
powerful online communication platform (OCP). Business begins and will always depend on people. It is
because of this reason, that employee and customer engagement are two of the most critical measures
leaders need to engage for better decisions towards better business.
EmployeeTalk empowers leaders to engage both, absolute anonymous and transparent communication.
This is defined by the approach using the best engagement practices today. Leaders can easily configure
and engage in data gathering initiatives and objectives with ET. Choose from templates we provide, which
allow leaders to engage what they need without any added costs. Have access to Reports, and use our Task
Action Tool to delegate real actions to feedback, and finally, work with ET Support using the Data
Verification Tool to confirm the accuracy of your data by removing outliers.
EmployeeTalk does not condition customer success on the use of our expert consultants. Unlike other
organizations, expert management is an optional expense. We have broken down some ala cart data
gathering initiatives support cost options available from the most popular Templets free. They are optional
because leaders can do themselves, what other organization’s expertise do with a significant expense to
manage them. As to expertise, no one knows more about an organization than the experts within it.
Consider the value for leaders to self-administer and engage the who, what, and need themselves.
Flexibility is in the ability to always have access to engage people in the critical areas of business.
To reduce the content in our Training Packet, we have broken down our ala cart list of Templets and Support
to just a list of approaches that are available by request. There is a creative element in the use of ET OCP.
Contact EmployeeTalk for free online support and ask how you can measure any particular challenge. With
any request, Expect a twenty-four-hour turnaround. The Training Packet includes:
1. 1 Page Training, Templets & Support
2. Employee and Customer Engagement
3. Pulse Education, 15-minute Trainings
4. Content Development and Training
5. ET Collaboration
6. ET Reporting
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Table of Contents
Contents
...................................................................................................................................................................... 1
Introduction: ................................................................................................................................................................ 2
1 Page Training, Templets, and Support: ................................................................................................................ 11
Support ................................................................................................................................................................... 11
EmployeeTalk 21 Initiatives: ................................................................................................................................ 11
Templates, EmployeeTalk Popular Ala-Cart Options: ...................................................................................... 11
Communication Integrations: .............................................................................................................................. 12
Pulse Surveys .......................................................................................................................................................... 12
Modules .............................................................................................................................................................. 12
Assessments ........................................................................................................................................................ 13
Development and Training Integrations ............................................................................................................. 13
Modules .............................................................................................................................................................. 13
Assessments ........................................................................................................................................................ 13
Process and Procedure Integrations .................................................................................................................... 14
Modules .............................................................................................................................................................. 14
People Commitment Integrations ........................................................................................................................ 14
Modules .............................................................................................................................................................. 14
Healthcare Integrations (Nursing)....................................................................................................................... 15
Surveys ............................................................................................................................................................... 15
Assessments ........................................................................................................................................................ 15
1 page Training .......................................................................................................................................................... 16
Getting Started for Self-administration: .................................................................................................................. 16
Getting Started and Self-administering dialog ........................................................................................................ 17
Employee and Customer Engagement: .................................................................................................................... 17
Communication ....................................................................................................................................................... 17
EE Census Survey ............................................................................................................................................... 17
1. I’d recommend my Organization as one of the best places to work. ................................................................. 17
1-3 Target Questions ................................................................................................................................................. 18
People Risk: ................................................................................................................................................................ 18
Quality and Customers: ............................................................................................................................................ 21
Quality ..................................................................................................................................................................... 21
Training ................................................................................................................................................................... 22
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The Open portal ....................................................................................................................................................... 22
Pulse Education, 15-Minute Training: ..................................................................................................................... 23
Pulse Training Intro ................................................................................................................................................. 23
Pulse Training Instructions ...................................................................................................................................... 24
Step One, ............................................................................................................................................................ 24
Example, Managing Change ................................................................................................................................... 24
Step Two, ........................................................................................................................................................... 24
Monthly Meetings - Educational Talking Points Checklist: – (Managing Change): ................................................... 24
• Hand out and review the Talking Points ............................................................................................................. 24
• Which are the most relevant Points? (choose 6) ................................................................................................ 24
o All the points are relevant and important to change.......................................................................................... 24
Table of Contents ................................................................................................... Error! Bookmark not defined.
........................................................................................................................................ Error! Bookmark not defined.
After choosing Educational Topic and Talking Points ....................................................................................... 25
Monthly Meeting ................................................................................................................................................ 25
Using EmployeeTalk in advance of monthly meetings gives leaders the time to think about their response adding to
the discussion. In the actual monthly meeting; leaders access the input and share how the team feels they can do it.
Ask what input from the team you should add to the, how you can do it, list based on the Talking Point. ................. 26
Acknowledge the good input! ...................................................................................................................................... 26
• Use a whiteboard to write them on .................................................................................................................... 26
• Use a flip-chart to write them on ........................................................................................................................ 26
How can you do it? ............................................................................................................................................. 26
How you can do it examples. .............................................................................................................................. 26
Question Example. (Change) .............................................................................................................................. 27
Educational Talking Points Checklists .................................................................................................................... 28
Coaching ................................................................................................................... Error! Bookmark not defined.
Difficult People ...................................................................................................................................................... 28
Effective Communication ..................................................................................................................................... 29
Development .......................................................................................................................................................... 30
Managing Change ................................................................................................................................................. 31
Cognitive Behavioral Leadership ......................................................................................................................... 32
Organizational Results .......................................................................................................................................... 33
Managing Change: .................................................................................................................................................... 34
The Leadership Challenge: .................................................................................................................................. 34
Introduction ............................................................................................................................................................... 34
Look for the Opportunity to Change: ................................................................................................................. 36
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Why are leaders hesitant to do this?........................................................................................................................... 36
Reframe Change as Opportunity: ........................................................................................................................ 37
Why are leaders hesitant to do this?........................................................................................................................... 37
Invite Clarifying Questions: ................................................................................................................................. 38
Be clear about whether you are informing, consulting, or seeking consent: .................................................... 40
Why are leaders hesitant to do this?........................................................................................................................... 40
Draft a Process: ..................................................................................................................................................... 41
Why are leaders hesitant to do this?........................................................................................................................... 41
Make It Easy, Simple, Quick, and Fun: .............................................................................................................. 42
Why are leaders hesitant to do this?........................................................................................................................... 42
Break It Down into Manageable Tasks: .............................................................................................................. 43
Why are leaders hesitant to do this?........................................................................................................................... 43
Decide on the Results You Want: ........................................................................................................................ 44
Why are leaders hesitant to do this?........................................................................................................................... 44
Count the Cost: ...................................................................................................................................................... 45
Why are leaders hesitant to do this?........................................................................................................................... 45
Recruit Passionate Colleagues: ............................................................................................................................ 46
Why are leaders hesitant to do this?........................................................................................................................... 46
Lead by Example: ................................................................................................................................................. 47
Why are leaders hesitant to do this?........................................................................................................................... 47
Anticipate Barriers: .............................................................................................................................................. 48
Why are leaders hesitant to do this?........................................................................................................................... 48
Make the Case to Others: ..................................................................................................................................... 49
Why are leaders hesitant to do this?........................................................................................................................... 49
Make a Compelling Case to Yourself: ................................................................................................................. 50
Why are leaders hesitant to do this?........................................................................................................................... 50
Take a Position: ..................................................................................................................................................... 51
Why are leaders hesitant to do this?........................................................................................................................... 51
Accept Others’ Feelings, but Refuse to Be Held Hostage by Them: ................................................................. 52
Embrace Discomfort: ............................................................................................................................................ 53
Why are leaders hesitant to do this?........................................................................................................................... 53
Adopt a Positive Mindset: ..................................................................................................................................... 54
Why are leaders hesitant to do this?........................................................................................................................... 54
Calm Yourself: ...................................................................................................................................................... 55
Why are leaders hesitant to do this?........................................................................................................................... 55
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Recognize Your Arousal: ...................................................................................................................................... 56
Why are leaders hesitant to do this?........................................................................................................................... 56
Celebrate Incremental Progress: ......................................................................................................................... 57
Why are leaders hesitant to do this?........................................................................................................................... 57
Audit for Compliance: .......................................................................................................................................... 58
Why are leaders hesitant to do this?........................................................................................................................... 58
Attach Consequences for Failure to Comply: ..................................................................................................... 59
Make a Sustained Commitment: .......................................................................................................................... 60
Why are leaders hesitant to do this?........................................................................................................................... 60
Never, Never, Ever Quit: ...................................................................................................................................... 61
Why are leaders hesitant to do this?........................................................................................................................... 61
Exercise: ................................................................................................................................................................. 62
Coaching:.................................................................................................................................................................... 64
Introduction ........................................................................................................................................................... 64
Should you develop or terminate? First Determine Coachability............................................................................ 64
Willingness to Coach:............................................................................................................................................ 66
The Leader as Coach: ........................................................................................................................................... 67
Shape the Environment: ...................................................................................................................................... 68
Promote Persistence and Thick Skin: .................................................................................................................. 69
Build New Competencies: ..................................................................................................................................... 71
Why are leaders hesitant to focus on this? ................................................................................................................ 71
Inspire Commitment: ............................................................................................................................................ 72
Building Trust – Restoring Trust with Your Team: .......................................................................................... 73
Building Trust – Your Team Believes You Are Competent to “Do” What You “Say”: ................................. 74
Building Trust – Your Team Believes You Care About Their Interests: ......................................................... 75
Building Trust – Your Team Believes You Do What You Say:......................................................................... 76
Building Trust – Your Team Knows What to Expect of You: .......................................................................... 77
Why are leaders hesitant to focus on this? ................................................................................................................ 77
Building and Verifying Trust: .............................................................................................................................. 78
Why are leaders hesitant to focus on this? ................................................................................................................ 78
Forging A Partnership – Tune In: ....................................................................................................................... 80
Why are leaders hesitant to focus on this? ................................................................................................................ 80
Self-Development Comes F.I.R.S.T.: ................................................................................................................... 81
Why are leaders hesitant to focus on this? ................................................................................................................ 81
When to Coach Versus Manage: .......................................................................................................................... 82
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Why are leaders hesitant to focus on this? ................................................................................................................ 82
Coaching When to Manage Versus Coach: ......................................................................................................... 83
Why are leaders hesitant to focus on this? ................................................................................................................ 83
The Dual Roles of Managing and Coaching: ...................................................................................................... 84
Adjust to Maximize Your Team Performance: .................................................................................................. 85
Coach For “Team” Results: ................................................................................................................................. 86
Coaching Coach for Performance: ...................................................................................................................... 87
CBL (Cognitive Behavioral Leadership) ................................................................................................................. 88
Introduction ........................................................................................................................................................... 88
Create a Checklist for Modifying Your Beliefs: ................................................................................................. 88
Create a Checklist for Changing Your Behavior: .............................................................................................. 91
Checklist for Managing Your Feelings: .............................................................................................................. 94
Recognize and Manage Your Emotional Arousal: ............................................................................................. 97
Draft Your New Constructive Beliefs: ................................................................................................................. 98
Identify Your Old Destructive Beliefs: ................................................................................................................ 99
Describe Your New Constructive Behaviors: ................................................................................................... 100
Identify Your Old Destructive Behaviors: ........................................................................................................ 101
Describe the Feelings You Wish You Had Felt: ................................................................................................ 102
Identify Your Destructive Feelings: ................................................................................................................... 104
Organizational Results ............................................................................................................................................ 105
Organizational-Performance: ............................................................................................................................ 105
The Importance of an Innovative Culture: ....................................................................................................... 106
Innovation & Employee Engagement:............................................................................................................... 107
Don’t Underestimate Small Innovations: .......................................................................................................... 108
Innovation and Collaboration: ........................................................................................................................... 109
Giving Time to Innovation: ................................................................................................................................ 110
Balancing Process Improvement & Innovation: ............................................................................................... 111
Create Discomfort: .............................................................................................................................................. 112
Clarify Behavioral Expectations: ....................................................................................................................... 113
Sustain Exceptional Results: .............................................................................................................................. 114
Celebrate Achievements: .................................................................................................................................... 115
Demand Process Improvement: ......................................................................................................................... 116
Confront Poor Performance: ............................................................................................................................. 117
Insist on Innovative Action Plans: ..................................................................................................................... 118
Conduct Compliance Audits............................................................................................................................... 119
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Reduce Processes to Simple Tasks ..................................................................................................................... 120
Extrude Net-Negative People ............................................................................................................................. 121
Field the Best-Possible Leadership Teams: ....................................................................................................... 122
Adopt Evidence-Based Processes: ...................................................................................................................... 123
Identify Benchmark Performance: .................................................................................................................... 124
Set Demanding Goals: ......................................................................................................................................... 125
Display Comparative Data: ................................................................................................................................ 126
Publish Your Results: ......................................................................................................................................... 127
Focus Relentlessly on Results: ............................................................................................................................ 128
Measure Things That Matter: ............................................................................................................................ 129
Begin with Your Ideal Values: ........................................................................................................................... 130
Decide on the Results You Want: ...................................................................................................................... 131
Difficult People ......................................................................................................................................................... 132
Introduction ......................................................................................................................................................... 132
Fire Them: ........................................................................................................................................................... 132
Punish Them: ....................................................................................................................................................... 133
Isolate Them: ....................................................................................................................................................... 134
Ridicule Them: .................................................................................................................................................... 135
Discourage Them: ............................................................................................................................................... 136
Learn from Them: ............................................................................................................................................... 137
Persuade Them: ................................................................................................................................................... 138
Use Them: ............................................................................................................................................................ 139
Circumvent Them: .............................................................................................................................................. 140
Expose Them: ...................................................................................................................................................... 141
Development: ........................................................................................................................................................... 142
Foundations & Employee Giving Campaigns: .................................................................................................. 142
The Annual Fund Program: ............................................................................................................................... 144
Connecting with Grateful Patients: ................................................................................................................... 145
Building a Culture of Philanthropy in Healthcare: .......................................................................................... 147
Building a Culture of Philanthropy: .................................................................................................................. 148
What are the barriers to a culture of philanthropy? ................................................................................................ 148
Volunteer Program: ............................................................................................................................................ 149
What are the barriers to a successful volunteer program? ..................................................................................... 149
Grant Writing: .................................................................................................................................................... 150
What are the barriers to successful grant writing? .............................................................................................. 150
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Planned Giving Programs: ................................................................................................................................. 151
What are the barriers to launching Planned Giving Programs? ............................................................................ 151
Major Gifts: ......................................................................................................................................................... 152
The Capital Campaign: ...................................................................................................................................... 153
What are the barriers to a successful capital campaign? ........................................................................................ 153
What do board members do and what are the barriers to building a strong board? .............................................. 154
Successful Fundraising Events: .......................................................................................................................... 155
What are the barriers to doing this?......................................................................................................................... 155
Identifying Priority Projects: ............................................................................................................................. 156
What are the barriers to doing this?......................................................................................................................... 156
Effective Communication: ...................................................................................................................................... 158
Summary of Effective Strategies ........................................................................................................................ 158
Establish Mutual Communication Expectations: ............................................................................................. 160
Why is it so Important? ...................................................................................................................................... 161
Persuasive Communication: ............................................................................................................................... 162
Manage Conflict: ................................................................................................................................................. 163
Send Regular Updates: ....................................................................................................................................... 164
Transparency in Communication: ..................................................................................................................... 165
Clarify Your Intent: ............................................................................................................................................ 166
Nonverbals Communicate Too: ......................................................................................................................... 167
Communicate by Listening: ............................................................................................................................... 168
Following Up: ...................................................................................................................................................... 169
Communication through Documentation: ........................................................................................................ 170
Content Development and Training ....................................................................................................................... 171
Prefaces and Purpose of the Guide .................................................................................................................... 171
Beginning Training Success ................................................................................................................................ 171
Coordination ........................................................................................................................................................ 173
Pre-Training Planning: ....................................................................................................................................... 174
Training Logistics Checklist: ............................................................................................................................. 174
Coordination ........................................................................................................................................................ 175
Needs Assessment ................................................................................................................................................ 176
Assessing Needs ................................................................................................................................................... 177
Understand the participants’ characteristics .................................................................................................... 178
Adult Learners .................................................................................................................................................... 178
Matching Learning chart .................................................................................................................................. 180
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Learning styles chart......................................................................................................................................... 181
Design ................................................................................................................................................................... 182
Training design chart ........................................................................................................................................ 182
Course Design Process ........................................................................................................................................ 183
3EmployeeTalk Checklist ................................................................................................................................. 184
Learning Outcomes ............................................................................................................................................. 184
STEP 1: ............................................................................................................................................................ 186
STEP 2: ............................................................................................................................................................ 186
STEP 3: ............................................................................................................................................................ 186
STEP 4: ............................................................................................................................................................ 187
Conclusion or confirmation:............................................................................................................................... 187
Development ............................................................................................................................................................. 187
Developing Material ............................................................................................................................................ 187
Developing Presentation Standards ................................................................................................................... 191
Delivery ..................................................................................................................................................................... 192
Training Methods .................................................................................................................................................. 193
Effective Communication Skills ......................................................................................................................... 196
Evaluation ................................................................................................................................................................ 198
Forms of Evaluation ............................................................................................................................................ 198
Process Evaluation .............................................................................................................................................. 200
References ................................................................................................................................................................ 202
Collaboration ........................................................................................................................................................... 203
Exercise Action .................................................................................................................................................... 203
ET Reporting ........................................................................................................................................................... 205
Running your Department Reports ................................................................................................................... 205
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1 Page Training, Templets, and Support:
Support
Online support and templates are free for our yearly contracted EmployeeTalk customers.
In a contract with ET, they can expect:
• Unlimited Surveys & Communications
• Unlimited Access to ET Template Questions
• Unlimited Module Use and Coaching Set-up
• Unlimited Data Platform Storage Inside ET
• Unlimited Online and Call-in ET Support
The EmployeeTalk Ala-Cart list of templates is a checklist for setting up your system by either your staff
or an ET support member. Our support cost onsite is $1,500 a day. This is based on a 10-hour day.
The EmployeeTalk engagement and measurement options lead to a unique capability to delegate and track
actions from feedback, which then take people face to face for coachable moments. These outcomes include
leadership and employee commitment; accountability, and innovation to results.
EmployeeTalk 21 Initiatives:
1. Schedule & Presence
2. Decision Making
3. Employee Turnover
4. Interviewing
5. Job Enrichment
6. Employee Stress
7. Organization
8. Satisfaction
9. Labor Relations
10. Management Style
11. Minority and Ethics
12. Personnel Selection
13. Personnel Training
14. Productivity
15. Promotion
16. Task Analysis
17. Work Behavior
18. Environment
19. Work Motivation
20. Work Evaluation
21. E.S. Resources
Templates, EmployeeTalk Popular Ala-Cart Options:
Categories broken-down to:
• Advance information Communication Integrations
• Progress Growth Development and Training Integrations
• Enhance Quality Process and Procedure Integrations
• Improve Accountability People Commitment Integrations
• Increase Healthcare Access Healthcare Integrations (Nursing)
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Module, Survey, and Assessment Checklist
All documents including this one are available in electronic format by request.
Communication Integrations:
Survey Breakdown
Price
(Each)
Price
(Breakdown)
Support
$1,500 10
hr. day
Survey Build & Setup One-time fee Based on active user 7.5 Hours
Report Per Department Charge Based on multiple locations 7.5 Hours
Survey Report Per Title (Role) Charge Based on multiple locations 2 Hours
Target or Disparity Report Charge Based on multiple compare 1 Hour
Comment Report by, question Charge Based on multiple questions 7.5 Hours
Estimate based on 100 employees
Pulse Surveys
EE Census Survey
Charge
Priced based on Sm,
Med, Lrg
0
EE Millennial Survey Charge Priced based on use 0
Company Values Survey Charge Priced based on use 0
Culture 360° Survey Charge Priced based on use 0
Work Balance Survey Charge Priced based on use 0
People Risk Culture Survey Charge (3) Priced based on use 0
Modules
Social Media Integration etc. Charge Priced per build 1.5 Hour
System Models Supplementation Charge Priced per build 1.5 Hour
Targeted Online Suggestion Box Charge Priced per build 1.5 Hour
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Online Committee Build (Team of 4) Charge Priced per build 1.5 Hour
Online SWOT Analysis Charge Priced per build 7 Hour
21 Initiatives - Culture Scorecard Charge Priced per use 0
Assessments
Estimate based on one build
Benefits Assessment Charge Priced per use 1.5 Hour
Human Resource Effectiveness Charge Priced per use 1.5 Hour
Retention – Proactive Turnover Review Charge Priced per use 3.5 Hours
Estimate based on one build
Development and Training Integrations
Employee Dashboard login for Reports Charge For Each Person .5 Hour
Modules
Estimate based on one build
Monthly Meeting Pulse Training topics Charge For Each Person 1.5 Hour
360° “Leadership” 360° Setup & build Charge For Each Person 1 Hour
360° “Character” 360° Setup & build Charge For Each Person 1 Hour
360° “Motivation” 360° Setup & build Charge For Each Person 1 Hour
360° Reporting & Profile Gap Analysis Charge For Each Person 3.5 Hour
Yearly Performance Review & Sign Off Charge For Each Person 1.5 Hour
Learning Management Tracking System Charge Yearly Priced 0
Assessments
Estimate based on one build
Training Effectiveness & Review Charge Priced per use 1.5 Hour
Decision-Making Assessment Charge Priced per use 1.5 Hour
Self-Assessment Performance Review Charge For Each Person 1.5 Hour
ECHO Champion – Mgmt. Development Charge Priced per use 3.5 Hours
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Process and Procedure Integrations
Policy Sign off with Knowledge Check Charge Yearly Priced 1 Hour
Procedure Sign off with KNOW Check Charge Yearly Priced 1 Hour
Modules
Estimate based on one build
Checklist - for verification Charge Priced per build 1.5 Hour
Scorecard – for quality
Charge Priced per build 1.5 Hour
Time assessment in increments Charge Priced per use 1 Hour
Team Building Six feet apart Charge Priced per build 3.5 Hour
Estimate based on one build
People Commitment Integrations
Online Committee Build (Team of 4) Charge Priced per build 1.5 Hour
Expert Virtual Coaching 0 Suggested Notes $1,500 a day
Self-Recognition Tracking & Follow-up 0 Suggested Note 0
Peer Recognition Tracking & Follow-up 0 Suggested Note 0
Modules
Estimate based on one build
Targeted Online Suggestion Box Charge Priced per build 1.5 Hour
Online Pre-Meeting Communication Charge Priced per build 0
The Employee of the Month Charge Priced Yearly 0
Undercover Boss Questions & Report Charge Priced per build 3.5 Hour
Recognition Program Setup Charge Priced Yearly 3.5 Hour
Estimate based on one build
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Healthcare Integrations (Nursing)
Employee Dashboard login for Report Charge Priced per person .5 Hour
Surveys
Estimate based on one build
Improving care delivery & promoting innovation Charge Priced per use 1.5 Hour
Nurse Team questions targeted in supporting leadership 0 Priced per use 0
(New Product Name) evaluation Charge Priced per use 1.5 Hour
New initiatives – new care processes, new product
evaluations, new electronic documentation systems
Charge Priced per use 1.5 Hour
Nurse Team questions targeted in supporting leadership 0 Priced per use 0
New graduate nurse residency program - new
graduate RN level of confidence and competence
Charge Priced per use 1.5 Hour
Nurse Team questions targeted in supporting leadership 0 Priced per use 0
Level of commitment or likeliness to leave Charge Priced per use 1.5 Hour
Nurse Team questions targeted in supporting leadership 0 Priced per use
Concerns that nurses have about patient safety Charge Priced per use 1.5 Hour
Nurse Team questions targeted in supporting leadership 0 Priced per use 0
Education needs & areas for professional development Charge Priced per use 1.5 Hour
Nurse Team questions targeted in supporting leadership 0 Priced per use 0
Evaluation of educational programs provided Charge Priced per use 1.5 Hour
Nurse Team questions targeted in supporting leadership 0 Priced per use 0
Assessments
Estimate based on one build
Magnet status Pre*assessment Charge Priced per build 1.5 Hour
HCAHPS / PQRS Proactive assessment for Nurses Charge Priced per use 1.5 Hour
8 Dimensions of Patient-Centered Care assessment Charge Price per use 1.5 Hour
Patient Communication Online measures Charge Price per build 1.5 Hour
0
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1-page Training
Getting Started for Self-administration:
Once registered https://www.employeetalk.us/register EmployeeTalk activates your system
Step 1
Login
Login
Password
Invite yourself and team via email to activate their platform with a login and password
Step 2
Use the step by step Let’s begin button to set up your reporting targets and platform for the data gathering initiative.
Contact ET Support to receive free templates and guidance for what you want to measure.
Step 3
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Getting Started and Self-administering dialog
Employee and Customer Engagement:
Initial assessments of your organization are key to engaging targeted approaches towards improvement. Our Pulse
Education Training engagement approach for example is based on the EE Census Survey, which enables a better
selection of the training topics available for your leaders and team. The Satisfaction Survey is a broader Census
Survey for using the EmployeeTalk ®21 Initiatives as the Organizational Scorecard. Leaders can simply log in
to their platform; turn on, off, or delete questions to align the Scorecard to their business. There are four initial
assessments areas we recommend to begin improving engagement in your organization:
Communication
People Risk
Quality and Customer
The Open portal
Communication
1. EE Census Survey
2. Satisfaction Survey
3. 1 to 3 Target Questions
Poor communication makes Decision-making difficult across organizations, especially when communication is
information overload or lacking. ET is both supplemental and assistive in empowering absolute anonymous and
transparent dialog for measures. Leaders can achieve better communication by aligning dialog to what’s critical
so they can task actions to the desired results using the EmployeeTalk Task Reporting System.
EE Census Survey
1. I’d recommend my Organization as one of the best places to work.
2. I believe that my Organization maximizes the use of each staff member's time ensuring a great patient experience.
3. I understand the decisions made by management.
4. Working at my Organization is enjoyable and rewarding.
5. My Organization is organized in a manner that promotes performance and growth.
6. The employees at my Organization work well together.
7. There is good communication from managers to employees.
8. The management style of my superiors creates a positive work environment.
9. My Organization strives to only hire the best and the brightest staff members.
10. My supervisor provides an environment that motivates me to perform at my best.
11. The amount of work expected from me is reasonable.
12. I am provided adequate resources (equipment, machinery, software, information, and training) to perform my job
well and to expectation.
These 12 Census Survey questions create a pulse to what strengths, threats, and opportunities an organization
might have. They enable a focus for ET Pulse Educational Training. A deeper dive can be engaged using ET as
an Online SWOT Analysis, otherwise, consider a broader scope using the Satisfaction Survey in the 21 Initiatives
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to target concerns under twenty-one areas. It is the first step towards creating an Organizational Scorecard for
better employee engagement, and alignment to organizational goals. These answers leave powerful information
for the leader to engage their employees with.
1-3 Target Questions
The three questions below are general questions to dialog in an open portal. In parentheses is the outcome.
Obstacles (1-10) [THREATS]
Rate the organization in preparing you to perform your role and meet expectations of _________.
What obstacle/s have affected your execution to perform i.e. decisions, policy, and procedures,
management style, training, lack of experience, resources/tools, or something else?
Please identify the obstacle in the comment area and if you need special attention to overcome it, recognize
yourself in the space provided to make your input transparent.
Development (Y and N) [OWNERSHIP]
There is absolutely no training I could use or be refreshed on, that could enhance my skills to better
support my role in ________.
Be specific and share in the comment space provided a development need, you wish the team had more
exposure to.
Best practices (Y and N) [LEADERSHIP]
You have experienced or witnessed some great successes while performing your role?
Share a Best Practice in the comments area and recognize yourself or colleagues in the space provided as
the architect or great performer in this practice.
People Risk:
1. Behavior Assessment
2. People Risk (25 questions)
3. Turnover Risk – Retention Dialog
People Risk
Being proactive as opposed to reactive; EmployeeTalk is an OCP Technology that enables collaboration to
empower dialog, identifying risks as soft-issues such as what could be preventing retention for example.
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Turnover
People-Risk involves a lot of factors such as turnover. Exit interviews to avoid or evaluate it, are too late. The
Retention Dialog is proactive in risk to assist in retention. Understanding what the threats are, enables action to
improve them before turnover happens.
1. How would you rate Job-Related Reasons as to why an employee might leave our organization?
Job-related reasons examples
Boredom/Lack of Challenge - job duties
Injury – a physical requirement
Poor or unsafe working conditions
Poorly communicated or unrealistic
expectation
Equipment, software, or machine design
Please indicate in the space provided what job-related reason supports your response i.e. functional or social.
2. How do you rate Professional Reasons as to why an employee might leave our organization?
Professional reasons for example
Lack of Opportunities for Professional
Development
Lack of Decision-making capability
Better job opportunity
Ethics
Please indicate in the space provided what professional reason best supports your response.
3. How would you rate Supervisory Reasons as to why an employee might leave our organization?
Supervisory reason examples
Job Stress and Unfair Treatment
Lack of respect/support from a supervisor
Lack of leadership from supervisor
Bad employee relations by supervisor
Favoritism by supervisor
Management style
Please indicate in the space provided what is done well or needs improvement in management style
4. How do you rate Career Reasons as to why an employee might leave our organization?
Career reason examples
Limited career opportunities
New certification/education
Stepping stone in career
Other (specify
Please indicate in the space provided any career path area of concern or ideas.
How would you rate Financial Reasons as to why an employee might leave our organization?
19

Financial reason examples
Inadequate Compensation
Money/ incentive
Commute
Benefits
Other (specify)
Please indicate in the space provided what financial reason supports your response.
5. How do you rate Family Reasons as to why an employee might leave our organization?
Family reason examples
Poor Work/Life Balance
Relocation
New family member
Sickness and health
Other (specify)
Please indicate in the space provided what can be changed if anything
6. How would you rate Internship Reasons why an employee might leave our organization?
Internship reason examples
Development and training
Conflict and personality
Leadership
Other (specify)
Please indicate in the space provided what residency reason supports your response.
7. How do you rate Social Reasons as to why an employee might leave our organization?
Social reason examples
Lack of Comradely - Personalities
Work behavior
Lack of Diversity
Lack of courtesy and respect
Lack of trust
Please indicate in the space provided what social reason best supports your response?
8. How would you rate Change Reasons as to why an employee might leave our organization?
Change reason examples
New role new responsibilities
Fear / direction
Comfort
Motivation
Enrichment
20

Please indicate in the space provided what change reasons best support your response
9. How do you rate Organizational Reasons as to why an employee might leave our organization?
Organizational reason examples
Bad work hours
Lack of Innovation and empowerment
Lack of recognition for contributions
Lack of Appreciation
Poor Environment
Please indicate in the space provided what organizational system best supports your response.
Quality and Customers:
Pulls check question in the area of:
1. Quality Measures
2. Resources Measures
3. Execution Measures
4. Environment Measures
5. Procedure sign off & knowledge checks
Beyond launching addendums and new policies in EmployeeTalk what supports quality most is performance. In
these dialog templates we have provided two sets of questions; one on quality and the other on training. Quality is
best improved when leadership actively rounds to support the Three E’s - better Execution, Excellence, and
Expectation.
Quality
✓
✓
✓
Internally Analyze Quality per department
Externally improve product and service using metrics
List target-department under definition and ask these questions:
Rate the level of employee accountability to the quality of work they produce?
Rate the quality of our products and services?
Rate the high standards in the organization towards quality?
Rate the organization's understanding of customers' needs?
Rate the organization’s focus on customers' needs?
Rate the organization’s emphasis on customer needs in being a top priority?
21

Training
✓
Measure the effectiveness of ANY training
Rate the level of communication in steps to deliver this training to another if asked?
Rate the training in being informative?
Rate Training in resolving or preventing current issues?
Rate the level of my need for additional training on this topic?
Rate your overall satisfaction with the training?
Rate the level of competence in the instructor on this topic?
I would recommend this training to another? (Yes No)
The Open portal
Throughout the process of reengaging, recognizing, and reinforcing what is important in the business culture, a good
dialog can examine many things. The object is to focus employees on what is important now in the organization. By
focusing them in an open dialog on what is important now, obstacles can be overcome. Great and poor leadership
can be identified and pushed back for ownership towards development and goals.
22

Pulse Education, 15-Minute Training:
The Pulse Training Program is recommended for users contracted at least a year. This program uses 1 to 3 Talking
Points and questions in seven critical Educational Topic areas. These educational pulses are sent out before monthly
meetings using EmployeeTalk to educate and to improve training discussion. In most cases, these Talking Points can
be discussed in fifteen minutes during your monthly meetings.
Pulse Training is designed to assist leaders after the EE Census Survey with key Talking Points, which resonate and
can improve the organization. Every organization has unique challenges. Your observations along with the results
of the EE Census Survey will allow the focus on the right Talking Points under key Topics. The seven Topics help
with leadership development, organizational growth, and the improvement of results in:
1. Effective Communication
2. Coaching
3. Development
4. Managing Change
5. Difficult People
6. Cognitive Behavioral Leadership
7. Effective Communication
The EmployeeTalk “use” in a pre-participation hyperlink engages in a meeting topic. Consider asking the questions
under the 7 topics and talking points to bolster management meetings with further training, participation, and focus.
Pulse Training Intro
Producing exceptional results is a lot harder than it sounds. Leaders tend to avoid any discomfort just like everyone
else. But sustained, exceptional results always demand an ongoing investment of significant emotional energy that is
uncomfortable. At the end of our careers, only half of us will have been above average. Everyone wants to achieve
and sustain exceptional results, but few are willing to pay the price. Most people do not show up to work burning
with the passion to produce exceptional results. They want to do what they want to do. They don’t want to do what
they don’t want to do. They want to be paid more for it. They want to be told how wonderful they are—particularly
when they are not. They don’t want to be uncomfortable. They don’t want to change. They often do not know what
to do. When they do, they often would rather not. So, let’s begin by discussing the seven Educational Topics to
identify what area represents the best opportunity for improvement to yourself and the organization.
Select topics that resonate with the challenges you have in your organization. Focus on creating a culture of innovation
to ensure long term growth and improved results. Innovation is the process of conceiving and implementing novel
solutions to an organizational problem in a way that produces improved organizational results.
23

Pulse Training Instructions
Step One, Meeting discussion on critical Topics:
• Lightly review the seven available Educational Topics
• Number in order, the most important for the team and Organization
• Select Talking Points from the Topic/s of choice you would like to share with the team
• EmployeeTalk offers free guidance in setting up your system to engage the Talking Points
Coaching
Development
Difficult People
Cognitive Behavioral
Leadership
Effective Communication
Organizational Results
Managing Change
Example, Managing Change
Step Two, based on participation in the EE Census Survey, the results usually helps in the selection of a Topic
• Agree on the Census Topic improvement opportunity
• Number opportunity in order most critical
What do your scores determine as a focus? Select the opportunity correlating to Managing Change.
I’d recommend my Organization as one of the best places to work.
I believe that my Organization maximizes the use of each staff member's time ensuring a great patient experience.
I understand the decisions made by management.
Working at my Organization is enjoyable and rewarding.
My Organization is organized in a manner that promotes performance and growth.
The employees at my Organization work well together.
There is good communication from managers to employees.
The management style of my superiors creates a positive work environment.
My Organization strives to only hire the best and the brightest staff members.
My supervisor provides an environment that motivates me to perform at my best.
The amount of work expected from me is reasonable.
I am provided adequate resources (equipment, machinery, software, information, and training) to perform my job well
and to expectation.
Monthly Meetings - Educational Talking Points Checklist: – (Managing Change):
• Hand out and review the Talking Points
• Which are the most relevant Points? (choose 6)
o All the points are relevant and important to change
24

After choosing Educational Topic and Talking Points
Share your selections with EmployeeTalk so they can guide you in building out the Talking Points within your ET
Platform for pre-meeting monthly engagement. One week's advance notice (example.)
Monthly Meeting
25

Using EmployeeTalk in advance of monthly meetings gives leaders the time to think about their response adding to
the discussion. In the actual monthly meeting; leaders access the input and share how the team feels they can do it.
Ask what input from the team you should add to the, how you can do it, list based on the Talking Point.
Acknowledge the good input!
• Use a whiteboard to write them on
• Use a flip-chart to write them on
How can you do it?
Based on the contribution you may have to share with your team the ways they can do it. We provide those examples
to use in your discussion. Ask the team to read them. Ask them what they would like to add, ask if anyone else uses
this practice, ask if it’s effective, and decide if it makes the list.
How you can do it examples.
1. Learn to embrace discomfort.
You have no chance of managing change unless you can become comfortable with discomfort. No effective
leader allows themselves to feel comfortable for more than a few moments at a time. They understand that
while they are coasting comfortably, some uncomfortable competitor is eating their market share.
2. Decide which change to support.
Not all change is good. People are eager to adopt a change that makes them feel more comfortable. Leaders
usually resist this kind of change. In a competitive environment, comfort is deadly.
3. Learn how to make a compelling case.
Whether you are resisting change or promoting it, people will not follow your lead if you cannot make a
compelling case. And a compelling case is rarely just based on data. Facts are necessary but insufficient. You
must engage people’s feelings too.
4. Adopt an effective change-management process.
The Talking Points that follow will outline an approach. Adapt these practical strategies to your own
situation. Improve your change management process over time. Be patient with yourself while you learn. No
one is perfect at this.
26

1.
2.
3.
4.
5.
6.
7.
8.
Next Month’s Meeting:
It is important to follow up before the next management meeting, ask the question below to explore how your team
is using the Talking Points to achieve goals. It may be one of the four above or something another leader uses which
was added to the list as a best practice in doing it.
It is a best practice to share the question in the meeting. Use the EmployeeTalk Platform before the next management
meeting because it allows the tracking of input and participation of the leadership and their team. Let EmployeeTalk
know your preference to ask the question in the next meeting or use ET to track data participation.
Question Example. (Change)
Has your approach to managing change, changed?
• Share any recent use or successes you are having engaging what you’ve learned.
1.
2.
27

Educational Talking Points Checklists
Check off the Topics and their Talking Points (6) that resonate with you as a Leadership Learning Opportunity?
Leaders should put their name on the list and hand them in. The six selections don’t mean we are only focusing on
them. The list helps the leadership management in the personal development of their team members. Training talking
points are optional because all Talking Points are helpful. The reason you may choose only six is that you may want
to cover multiple topics in the same calendar year. The following year can include other top selections.
Difficult People
Difficult People .......................................................................................................................... 132
Introduction.................................................................................................................................. 132
Fire Them: ................................................................................................................................... 132
Punish Them ................................................................................................................................ 133
Isolate Them: ............................................................................................................................... 134
Ridicule Them: ............................................................................................................................ 135
Discourage Them: ........................................................................................................................ 136
Learn from Them: ........................................................................................................................ 137
Persuade Them: ........................................................................................................................... 138
Use Them: .................................................................................................................................... 139
Circumvent Them: ....................................................................................................................... 140
Expose Them: .............................................................................................................................. 141
28

Effective Communication
Establish Mutual Communication Expectations 160
Why is it so Important? ................................................................................................................ 161
Effective Communication: Persuasive Communication .............................................................. 162
Effective Communication: Manage Conflict ............................................................................... 163
Effective Communication: Send Regular Updates ...................................................................... 164
Effective Communication: Transparency in Communication ..................................................... 165
Effective Communication: Clarify Your Intent ........................................................................... 166
Effective Communication: Nonverbals Communicate Too ......................................................... 167
Effective Communication: Communicate by Listening .............................................................. 168
Effective Communication: Following Up .................................................................................... 169
Effective Communication: Communication through Documentation ......................................... 170
29

Development
Communication, Engagement & Measuring Learning ............... Error! Bookmark not defined.
Introduction ............................................................................... Error! Bookmark not defined.
Engaging in the ET Platform: .................................................... Error! Bookmark not defined.
Putting EmployeeTalk into learning actions: .................................. Error! Bookmark not defined.
Foundations & Employee Giving Campaigns: ............................................................................ 142
The Annual Fund Program: ......................................................................................................... 144
Introduction................................................................................... Error! Bookmark not defined.
Connecting with Grateful Patients: .............................................................................................. 145
Introduction................................................................................................................................ 145
Building a Culture of Philanthropy in Healthcare: ...................................................................... 147
Introduction................................................................................... Error! Bookmark not defined.
Building a Culture of Philanthropy:............................................................................................. 148
What are the barriers to a culture of philanthropy? .............................................................. 148
Volunteer Program: ..................................................................................................................... 149
What are the barriers to a successful volunteer program? .................................................... 149
Grant Writing: .............................................................................................................................. 150
What are the barriers to successful grant writing? ................................................................ 150
Planned Giving Programs: ........................................................................................................... 151
What are the barriers to launching Planned Giving Programs? .......................................... 151
Major Gifts: ................................................................................................................................. 152
The Capital Campaign: ................................................................................................................ 153
What are the barriers to a successful capital campaign? ....................................................... 153
Building a Strong Board .............................................................................................................. 154
What do board members do and what are the barriers to building a strong board? ......... 154
Successful Fundraising Events: ................................................................................................... 155
What are the barriers to doing this? ........................................................................................ 155
Identifying Priority Projects: ....................................................................................................... 156
What are the barriers to doing this? ........................................................................................ 156
30

Managing Change
Intro - The Leadership Challenge: .................................................. Error! Bookmark not defined.
Look for the Opportunity to Change: ............................................. Error! Bookmark not defined.
Reframe Change as Opportunity: ................................................... Error! Bookmark not defined.
Be Clear about Whether You Are Informing, Consulting or Seeking Consent:Error! Bookmark not
defined.
Draft a Process: ............................................................................... Error! Bookmark not defined.
Make It Easy, Simple, Quick and Fun: ........................................... Error! Bookmark not defined.
Break It Down into Manageable Tasks: ......................................... Error! Bookmark not defined.
Decide on the Results You Want: ................................................... Error! Bookmark not defined.
Count the Cost: ............................................................................... Error! Bookmark not defined.
Recruit Passionate Colleagues: ....................................................... Error! Bookmark not defined.
Lead by Example: ........................................................................... Error! Bookmark not defined.
Anticipate Barriers: ......................................................................... Error! Bookmark not defined.
Make the Case to Others: ................................................................ Error! Bookmark not defined.
Make a Compelling Case to Yourself: ............................................ Error! Bookmark not defined.
Take a Position: .............................................................................. Error! Bookmark not defined.
Accept Others’ Feelings, but Refuse to Be Held Hostage by Them:Error! Bookmark not defined.
Embrace Discomfort: ...................................................................... Error! Bookmark not defined.
Adopt a Positive Mindset: .............................................................. Error! Bookmark not defined.
Calm Yourself:................................................................................ Error! Bookmark not defined.
Recognize Your Arousal: ............................................................... Error! Bookmark not defined.
Celebrate Incremental Progress: ..................................................... Error! Bookmark not defined.
Audit for Compliance: .................................................................... Error! Bookmark not defined.
Attach Consequences for Failure to Comply: ................................. Error! Bookmark not defined.
Make a Sustained Commitment: ..................................................... Error! Bookmark not defined.
Never, Never, Ever Quit: ................................................................ Error! Bookmark not defined.
31

Cognitive Behavioral Leadership
CBL 88
(Cognitive Behavioral Leadership) ............................................................................................ 88
Create a Checklist for Modifying Your Beliefs: ............................................................................ 88
Create a Checklist for Changing Your Behavior: .......................................................................... 91
Checklist for Managing Your Feelings: ......................................................................................... 94
Recognize and Manage Your Emotional Arousal: ........................................................................ 97
Draft Your New Constructive Beliefs: .......................................................................................... 98
Identify Your Old Destructive Beliefs: .......................................................................................... 99
Describe Your New Constructive Behaviors: .............................................................................. 100
Identify Your Old Destructive Behaviors: ................................................................................... 101
Describe the Feelings You Wish You Had Felt: .......................................................................... 102
Identify Your Destructive Feelings: ............................................................................................ 104
32

Organizational Results
The Importance of an Innovative Culture ....................................... Error! Bookmark not defined.
Innovation & Employee Engagement ............................................. Error! Bookmark not defined.
Don’t Underestimate Small Innovations ......................................... Error! Bookmark not defined.
Innovation and Collaboration .......................................................................................................... 6
Giving Time to Innovation .............................................................................................................. 7
Balancing Process Improvement and Innovation ............................................................................ 8
Manage Feelings .............................................................................................................................. 9
Create Discomfort .......................................................................................................................... 10
Clarify Behavioral Expectations ..................................................... Error! Bookmark not defined.
Sustain Exceptional Results ............................................................ Error! Bookmark not defined.
Celebrate Achievements ................................................................. Error! Bookmark not defined.
Demand Process Improvement ....................................................... Error! Bookmark not defined.
Confront Poor Performance ............................................................ Error! Bookmark not defined.
Insist on Innovative Action Plans ................................................... Error! Bookmark not defined.
Conduct Compliance Audits ........................................................... Error! Bookmark not defined.
Reduce Processes to Simple Tasks ................................................. Error! Bookmark not defined.
Extrude Net-Negative People ........................................................................................................ 20
Field the Best-Possible Leadership Teams .................................................................................... 21
Adopt Evidence-Based Processes .................................................................................................. 22
Identify Benchmark Performance .................................................................................................. 23
Set Demanding Goals .................................................................................................................... 24
Display Comparative Data .............................................................. Error! Bookmark not defined.
Publish Your Results ...................................................................... Error! Bookmark not defined.
Focus Relentlessly on Results ........................................................ Error! Bookmark not defined.
Measure Things That Matter .......................................................... Error! Bookmark not defined.
Begin with Your Ideal Values ........................................................ Error! Bookmark not defined.
Decide on the Results You Want ................................................................................................... 30
33

Managing Change:
The Leadership Challenge:
Introduction
People say the only constant, is change. They also say that the more things change, the more they stay the same. Both
are true. They also say that change is hard. But changes that are easy, simple, quick, and fun are not hard. No matter
what contradictory things people say, leaders must manage change or it will manage them.
Leaders must deal with two kinds of change—desirable changes, and changes that are not. Face it. Some
change should be resisted. Deciding which change to support and which change to oppose is critical to your success
as a leader. The change management process steps that follow will help you with both of these leadership challenges.
Leaders take on the hard stuff, the change that ruffles feathers, creates discomfort, and inclines even reasonable people
to dig in their heels.
Why do leaders find managing change so hard to do?
Change is usually uncomfortable. To manage change effectively, leaders must be willing to tolerate their own
discomfort while making others uncomfortable too. This is no fun. Leaders want to be liked. They want to keep the
peace. Change is none of these things. Change is usually the skunk at the garden party—unexpected and unwelcomed.
Why should you do it anyway?
People only change when they become sufficiently uncomfortable with the status quo. That means you must create
discomfort for a living. Instead of dreading it, you must look forward to it. Naturally, you will want to create
discomfort in a way that energizes people while not paralyzing them. This is not easy, but the ability and willingness
to create discomfort is one of the keys to successful leadership.
How can you do it?
1. Learn to embrace discomfort. You have no chance of managing change unless you can become
comfortable with discomfort. No effective leader allows themselves to feel comfortable for more than a few
34

moments at a time. She understands that while she is coasting comfortably, some uncomfortable competitor
is eating her market share.
2. Decide which change to support. Not all change is good. People are eager to adopt a change that makes
them feel more comfortable. Leaders usually resist this kind of change. In a competitive environment,
comfort is deadly.
3. Learn how to make a compelling case. Whether you are resisting change or promoting it, people will not
follow your lead if you cannot make a compelling case. And a compelling case is rarely just based on data.
Facts are necessary but insufficient. You must engage people’s feelings too.
4. Adopt an effective change-management process. The talking points that follow will outline such an
approach. Adapt these practical strategies to your own situation. Improve your change management process
over time. Be patient with yourself while you learn. No one is perfect at this.
What is your approach to managing change?
35

Look for the Opportunity to Change:
Why are leaders hesitant to do this?
Because change is ordinarily so uncomfortable, most leaders don’t look for it. A good number actually look the other
way. Leaders want to be liked. They understand that making others uncomfortable and being liked doesn’t often go
together. Leaders long for comfort just like everyone else. What leader, wants to start her day by making themselves
and others uncomfortable? Only the very best!
What is the case for doing it anyway?
Change happens most effectively when the timing is just right. Propose a significant change before its time, and you
will exhaust yourself trying to breach the resistance wall. Wait too late and you’ve got a crisis on your hands with
everyone asking why you didn’t have the good sense to see this coming. But if you are always looking for
opportunities to change and you see an opening and seize it, you can perform leadership magic. All you have to do
is ride the wave to the shore. Failure to see and capture the moment is a significant leadership failure.
How can you do it?
1. Stay focused on results. When your performance is not measuring up to expectations, there is an opportunity
to improve in there somewhere. Seize poor performance to make the case for change.
2. Watch for complacency. When people start to feel comfortable in a competitive business environment, the
danger is just ahead. Figure out what that danger is. When others see it—perhaps with your nudging—you
will have created an opportunity to change.
3. Spend time with your worrywart colleagues. These are the folks who fear that something bad is always
about to happen. They are always thinking about weaknesses, threats, and opportunities to improve. They
understand that things are never as good as they seem and, if they are, it won’t last.
4. Conduct a vigorous Online SWOT analysis at least annually. Recruit bright, fired-up colleagues who are
not afraid to speak the truth to power. Then listen to them. To maximize participation, honesty and great
feedback include both members in the leadership and their team and do this online with EmployeeTalk.
5. Pay attention to the contrarians. When everyone seems to agree with you be very, very afraid.
How do you identify opportunities to change in your work environment?
36

Reframe Change as Opportunity:
Why are leaders hesitant to do this?
Leaders can’t do this if they don’t see the opportunity themselves. They dread change just as much as the next guy.
They don’t wake up hoping to implement some uninvited change that day. They may think the proposed change is
stupid, a distraction, or even flat out wrong. And they know they will take heat for pushing it. No wonder most leaders
don’t instinctively view change as an opportunity!
What is the case for doing it anyway?
You already know that finding a credible way to view the coming change as an unrecognized opportunity is the only
way to succeed. This is how you will persuade yourself and others that this thing makes sense, which is worth
spending time and energy on. This is how you will make a compelling case. Converting dreaded change into an
exciting opportunity is hard work. But it’s exactly what the best leaders do.
How can you do it?
1. Study the proposed change carefully. Don’t make the mistake of reacting before you know what you are
reacting to. It sometimes demands hours of research and study, but there is no shortcut and there is no excuse.
2. Ask yourself the hard questions before others do. Pretend you are your worst critic. What questions will
she ask? How will you answer her? There is nothing wrong with putting hard questions to leaders. It’s when
those questions reveal you are clueless that the damage is done.
3. Change your attitude. Attitude changes everything. With a positive attitude, you feel less helpless—and
you are. Best of all, your attitude is entirely within your control. It is one of the few things you can actually
control as a leader.
4. Find possibilities others have overlooked. They are always there but you will not see them unless you are
looking for them. They are hiding right there between the ridiculous and the impossible.
5. Prepare a concept presentation. Don’t ignore input to improve. Explain the proposed change in change.
List the principal pros and cons. Ask and answer the hard questions. Face the barriers to adoption. Do not
attempt to sell the idea in your concept presentation. That comes later. Offer an objective assessment and
invite commentary from the stakeholders.
How have you reframed a dreaded change as a challenging opportunity?
37

Invite Clarifying Questions:
Why are leaders hesitant to do this?
Leaders who have decided that some change is necessary just want to get on with it. They don’t want to have to sell
it door-to-door. They don’t want to have to make the case, particularly when the case is weak. They want to announce
the change, have everyone celebrate it, and then move on. Leaders are just as unrealistic as everybody else. And
making the case for change in the face of tough opposition is hard work.
What is the case for doing it anyway?
People are going to have questions about change. There’s no getting around that. You can resent it or you can embrace
it. Acknowledging the questions that people have—even when those questions are unreasonable or nasty—just works
better. That’s why experienced leaders always arrange for a public comment period when some change is afoot.
How can you do it?
1. Describe the proposed change. Keep it simple. Don’t make the case at this point.
2. Explain the reasons for the proposed change. The reasons for change usually fall into a few predictable
piles. Competition has raised the bar. Financial losses are growing. Someone has made a personal decision
that has changed the status quo forever. New regulations are on the way. These are the facts of the matter.
They may trigger resentment and frustration, but the facts are not up for debate.
3. Identify the available options. This is where the real fun starts. There are always options. There may not be
any good ones, but there is always the best one. Think of all the options you can and invite others to
participate. People like to come up with options. Sometimes, they come up with brilliant ones.
4. Having identified the available options, invite stakeholders to list the pros and cons of each. This process
usually narrows down the options right away.
5. Having tentatively selected the best approach, invite clarifying questions about how you all can work
together to make it happen. These questions will reveal what you are really up against, the defenses, the
resentments, and the barriers to success. This is why the process of inviting clarifying questions is so valuable.
These questions show committed leaders the way forward. Instead of a bother, these questions become
essential elements in the quest for managing change successfully.
How do you invite clarifying questions when you are making the case for change?
38

Dialog questions to ask increasing communication when leading change:
• Before change
• During change
• After change
1. Do you know why the changes are taking place?
2. How do you feel about this change?
3. What do you see your role as in this change?
4. How can you support the success of this change?
5. What is your opinion about the obstacles to this change?
6. What is your experience with this type of change?
7. What are you working on and how will you be impacted by this change?
8. What are your ideas about this change?
9. Would you change anything about this change?
10. Why do you think this change is needed (or not)?
11. If you could tell the CEO one thing about this upcoming change, what would it be?
12. What are you already doing in your day to day work that supports the change?
13. What areas do you feel will be a challenge for you to adjust?
14. What is your experience with past changes?
15. Do you think this change is good?
16. What would help you most during these changes?
39

Be clear about whether you are informing, consulting, or seeking consent:
Why are leaders hesitant to do this?
Leaders often don’t know themselves. It is hard to be clear with others about whether you are informing them,
consulting them, or seeking their consent if you haven’t decided which it is before you start talking. If you are unclear
about your objective, clarifying your intention upfront can be a little awkward. Like most leaders, you will assume
that the people you are trying to communicate with will read your mind. De we think we can read the mind of others?
What is the case for doing it anyway?
Your colleagues will not enjoy hearing that you are not seeking their consent, but they will cope better with that
realization upfront. When they tell you what you should do and you don’t do it, they will be even more offended. We
all want our way. When we can’t have it, we want to have had our say. When we can have neither, we want to be
kept informed about the decisions that affect us. We want to know what, why, when, and how. We all like others’
expectations to be clear. This applies to everyday communications too.
How can you do it?
1. Decide what kind of communication you are about to attempt. This is not always straightforward.
Sometimes you will have multiple goals. You may need to inform people about a decision and then seek their
consultation about how to implement the change.
2. Before you launch your effort to communicate, clarify what you are trying to accomplish. Do not imply
that you are seeking input when the decision is already made. Everyone will see right through this maneuver.
3. Correct misperceptions when they appear. When it becomes apparent that a colleague is telling you what
to do, gently reiterate that you are eager to hear her views. But make it clear that you are not seeking her
consent.
4. Repeat what you’ve heard. This makes it clear that you are paying attention and allows your colleagues to
clarify your misunderstandings.
5. Ask whether they feel they have made their case. People often need to repeat themselves several times.
This can be annoying and cannot go on forever, but cutting them off before they’ve said it at least three times
will hurt their feelings unnecessarily.
6. Remind them that someone now has to make a final decision. Even the most passionate persuader realizes
that the people who sign the checks will make the final decisions.
How do you make it clear upfront whether you are seeking consent, requesting a consultation, or merely informing
your colleagues about a decision that has already been made?
40

Draft a Process:
Why are leaders hesitant to do this?
Most leaders are idea people. They find details boring. Leaders generally prefer to leave the implementation of their
ideas to others. There is a good reason for this. Coming up with ideas is easy. Designing and documenting detailed
processes is hard work. It also requires an intimate knowledge of the process in question. Most leaders are not that
knowledgeable about their organization’s key processes and, more depressing still, they don’t particularly want to
be. People don’t like processes—period. They are tiresome. People want to do what they feel like doing. They want
work to be simple, easy, quick, and fun. Processes are rarely any of these things.
What is the case for doing it anyway?
Here’s the case. Following processes consistently is how you get things done, how you achieve and sustain
exceptional results. Designing improved processes is how you improve things. Complying with well-designed
processes is how you decrease variation in the workplace. It’s how you decrease errors, avoid rework, and deliver on
your promise of quality service. You don’t like process design? Get over it. Processes are the keys to your success as
a leader. Don’t forget that.
How can you do it?
1. Draft a detailed process yourself. Design a process that—if followed consistently—will achieve and sustain
the change you are trying to make. Revise it until it is as complete and simple as you can make it.
2. Show it to the experts. The experts are those process owners who will need to follow the process every day.
They know what will work and what will not.
3. Seek constructive criticism. Get over yourself. Admit you are not the expert. The process owners will
appreciate the time and energy you’ve put into trying to understand their work. If you are sincere, your
frontline colleagues will tell you what needs to change to make the process work.
4. Document the process. There are a variety of good ways to do this. You can use checklists. Simple text
instructions are often the best. Some prefer formal flowcharts. Merely hoping that everyone will remember
what they should do and do it is not a good approach.
5. Hold people accountable for compliance. It would be nice if we would all just follow our key processes
without having to be nudged, but that is not how human nature has evolved so far.
6. Improve the process. Few processes are perfect right out of the box. Even if they are, people, technology,
and the work environment change, and your processes must be improved to account for that.
How do you use draft processes to achieve and sustain organizational change?
41

Make It Easy, Simple, Quick, and Fun:
Why are leaders hesitant to do this?
Leaders are not hesitant to do this exactly. It is just that it is not always possible to make the required changes easy,
simple, quick, and fun. Leaders understand these are the only kinds of changes that people will embrace without a lot
of resistance, and most leaders look for ways to make change enjoyable and rewarding. This demands a level
of creativity that many leaders don’t possess. It comes down to this—making change easy is hard.
What is the case for doing it anyway?
We all understand that knowing what we need to do is not usually the challenge. Doing it is. If you can’t make at
least part of what needs to be done simple or quick or easy or fun you are pretty much doomed. This starts with you.
You have to make the change first yourself. That means you have to figure out what to do next then find a way to
have fun doing it. Sometimes the best you can do is to make fun of being so miserable.
How can you do it?
1. Get fired up. Enthusiasm is contagious, but you can’t share your enthusiasm if you don’t have any.
2. Recruit the creative types to your cause. Those who can come up with witty slogans and humorous
associations from our everyday lives are huge assets in managing organizational change.
3. Come up with some funny stories. The best stories are those about yourself and your bumbling attempts to
make the changes that have failed.
4. Create some competition. People get into this. They can’t help themselves. The chance to feel special even
for a moment is highly motivating.
5. Break the required behavioral changes into simple steps. Do not make people figure out what they need
to do next. Most of them don’t care that much.
6. Measure everyone’s progress and publicize it. This keeps the competitive juices flowing.
How have you made an organizational change easy, simple, quick, and fun—or at least one of these things?
42

Break It Down into Manageable Tasks:
Why are leaders hesitant to do this?
The need to do this never occurs to many leaders. They believe it their job to come up with ideas and strategies.
Others are supposed to execute those strategies. The painful truth is that leaders couldn’t always lay out the steps if
they wanted to. After deciding on the big picture, they are often clueless about what to do next. This is one of the
reasons leadership is a team sport. Every leader needs not to do everything well, but every leader should know what
needs to be done.
What is the case for doing it anyway?
If a change in an organizational process is to produce results, people must change their behaviors. The odds are
against you. Your best hope is to break down the required changes into understandable steps with the next step not
being too scary. You can see why change management is often referred to as a change management process. One
process will not support every change, but every important organizational change deserves a detailed process map
that lays out the discreet steps to the intended goal.
How can you do it?
1. Face facts. You and your colleagues are not ready to lead a change initiative until you have laid out all the
necessary steps. Your initial plan need not be perfect, but you must have one.
2. Brainstorm. Get four or five knowledgeable people together and list the specific steps as clearly as you can.
You can’t whip up much of a storm with just one brain.
3. Show your draft steps to key process owners. These are the people who actually will get this done—if it’s
going to get done. You don’t want to surprise these people. Don’t ask their permission, but consult with them
on how best to achieve your goals. Merely informing them won’t get it.
4. Take the first step together. You’re the leader. They expect to follow you up the hill. They will not be
inspired by encouraging text messages from a command post that is out of the line of fire.
5. Take every step together. They are looking for you to tire. They’ve seen leaders wear themselves out with
new ideas before. They are pretty certain they will see this again. But no one wants to be left behind. They
all want to get onboard not one minute too early and not one minute too late.
How do you break down change into manageable tasks?
43

Decide on the Results You Want:
Why are leaders hesitant to do this?
This is not as easy as it sounds. Leaders want to set just a few goals so people can focus their attention and energy.
Customers and regulators have different ideas. They want everything—now. The number of publicly-reported metrics
hospitals must attend to is growing rapidly. It is difficult just to keep up with what must be measured. Never mind
what is most important. It all is. Then too, the results leaders seek often compete with each other. For example,
investment in safety procedures and processes cost money and this diminishes the organization’s financial results.
What is the case for doing it anyway?
Until you figure out what you want to achieve, you can’t figure out how to do it. Since there is an endless number of
possible goals, you must set some priorities. What matters most? Are we already measuring that? If not, can we
measure it accurately and inexpensively? Is comparative data available? Are outside regulators demanding that we
measure and report certain process and outcome results?
How can you do it?
1. Begin with your strategic values. All organizations value certain things such as safety, quality, service,
teamwork, and financial performance. Starting with the values that mean the most to your people will help
them embrace the metrics that support these values.
2. Begin with the results your customers are demanding. If they have not made their expectations clear, ask
them. All businesses should be focused primarily on what their customers value most.
3. Learn what your competitors are measuring. Measure the same things. This is the only way to beat them.
4. Select measures that matter. People find it hard to embrace metrics over which they have no control. If
they don’t see a point to the measures, they will conclude that you don’t know what really matters, or that
you are deliberately choosing to waste their time.
5. Don’t forget the team scores. People want their measures to be entirely under their control and easy to
achieve. This is not realistic. You must persuade others that organizational success is only possible if we
work together as a team. Remind them that for most team sports, the team score is the only one that matters
in the end.
How do you decide on the results you want to achieve?
44

Count the Cost:
Why are leaders hesitant to do this?
When leaders decide they want to do something, they naturally transition to the selling mode. Selling usually requires
that potential buyers first buy a one-sided argument. Successful salespersons are the best half-truth tellers in the
world. They do not offer careful pro and con arguments. Their goal is to close the sale and pocket the commission.
What happens after that is none of their concern.
What is the case for doing it anyway?
Leaders are different—or at least they should be. They understand it’s the long haul that matters. Buyer’s remorse is
a clear and present danger for leaders. Here’s the deal. The people you lead can return whatever you are selling
anytime they wish. Here’s why. You are selling commitment, and commitment is theirs to give or take away whenever
they choose. That’s why the leader’s sales pitch must be so different. If you don’t make the short- and long-term costs
of the deal clear upfront, the folks you are trying to persuade will eventually feel misled. And when the real costs
become clear, they will stop payment on their checks.
How can you do it?
1. Make the case, not a sales pitch. Have you actually read the prospectus for an investment? While it’s
conveniently hidden in the fine print, the law requires that everything that can possibly go wrong must be
included in the offering. Take that approach, but include no fine print. Spell the costs out clearly upfront.
2. Consult a cynic. These may not be your favorite people, but they can play a vital role in helping you make
an even-handed presentation. Cynics see the weaknesses in every argument. They think only of what can and
probably will go wrong. They assume the worst about everyone, their motives, and their abilities. They are
only happy when hypocrisy is revealed or projects fail. These miserable souls are downside geniuses.
3. Invite the buyers to participate in making the case. Ask them to ask hard, clarifying questions and to
suggest additional pros and cons. This approach generates a lot less natural resistance than force-feeding.
4. Don’t forget to mention the law of unintended consequences. No matter how hard you try to think of
everything that might go wrong, other stuff just happens. And it will.
How have you involved others in “counting the costs” of the change you are proposing?
45

Recruit Passionate Colleagues:
Why are leaders hesitant to do this?
Recruiting others to your cause can be a real barrier. Change is hard. People will not be falling all over themselves to
sign up to help. The most passionate leaders have plates that are already full. And fervent people are pretty
opinionated. They may not agree your idea makes sense. Committed colleagues may view your proposal as a threat
to something they are working on or they may conclude this change initiative will consume organizational resources
that should be invested in another project. If you haven’t accumulated emotional capital with your colleagues by
helping them in the past, they will not be eager to invest in you in your time of need.
What is the case for doing it anyway?
This is the first bar you must clear. If you can’t recruit a small group of hardcore champions for the change you are
proposing, your proposal is a bad idea. Others’ refusal to join your cause may be your sign. You may not be the leader
who should head up this project. You can’t be a leader if no one will follow you.
How can you do it?
1. Present your idea as a concept. It doesn’t make sense to get too far out on a limb at first. Admit that this
may not be the right idea or the right time when soliciting your colleagues’ initial reactions.
2. Ask the right people. Ask people who will give your idea a fair and thoughtful hearing. Ask people who will
ask hard, clarifying questions. Ask people who will tell you the truth even if it hurts your feelings.
3. Ask people to help you make a compelling case for or against your idea for a changing process. Make
it clear that you have not yet decided whether to proceed. Invite them to participate in the idea development
stage. Whether you decide to proceed or not, they will appreciate your open-mindedness and they will
appreciate your consulting them early on.
4. Thank them for their perspective. Whether they are for or against, let them know you appreciate their time
and effort.
5. If they are supportive, ask them whether they are willing to sign on for the next phase of the change
process. Some will decline. Those who agree will be informed leaders who are much more likely to be
passionate and to stick around to see the change through.
How have you recruited passionate colleagues to your cause?
46

Lead by Example:
Why are leaders hesitant to do this?
Everyone knows leaders are supposed to lead by example. This is what all the books and articles on leadership say.
Yet leaders still regularly fail this important test of leadership. Why is that? It’s hard. It’s much easier to tell people
what they should do than to do it yourself. It’s easy to recommend that your employees keep their BMIs under
25, exercise at least 150 minutes per week, avoid all tobacco products, drink alcohol moderately if at all, participate
in the evidence-based screening tests that apply to them, and follow their physician’s recommendations about
their chronic conditions to the letter. What could be simpler and more straightforward? How many leaders do you
think do these things themselves?
What is the case for doing it anyway?
If you are not willing to lead by example, you should not take a leadership position. Good intentions are not enough.
Leaders exist to produce exceptional results, not to have good intentions. This obligation is a powerful motivator for
the leaders who are up to it. When you accept this responsibility publicly and invite others to hold you accountable,
your determined steadfastness will help to motivate those with less commitment and will power. After all, that is the
point of leading by example.
How can you do it?
1. Admit this is your responsibility. People appreciate knowing that you take your obligation to lead by
example seriously.
2. Invite people to hold you accountable. I pick up trash at work every day. If I walk by a piece of trash on
the hospital grounds, I want my colleagues to confront me. Only when I pick up trash can I reasonably expect
my colleagues to do the same.
3. Confess your struggles and failures. You don’t have to be perfect to be a successful leader. You have to be
sincere, committed, and honest. And you have to produce results.
4. When possible, share your personal results publicly. I post my weight on the web. A few of my colleagues
have followed my example. Does that surprise you? It is good that we can encourage each other.
How have you led by example?
47

Anticipate Barriers:
Why are leaders hesitant to do this?
It’s too discouraging. If you squarely face up to the barriers you will face in leading a change project, it will give you
pause. You already know the odds. Most change projects begin with great fanfare and then peter out as people move
on to the next new idea. It’s much easier to go with the flow, launch the initiative you were charged to lead and then
let it die a slow, predictable death by commitment starvation.
What is the case for doing it anyway?
Not every good idea will work. Even those ideas that any honest leader could have predicted would fail to consume
precious time and energy. You only have so much of that to go around. If a robust assessment of the barriers ahead
leads you to conclude that it is not worth the effort, take that stand. Experienced leaders often take the view that
saying no is more important than saying yes.
How can you do it?
1. Be honest with yourself. Ask yourself whether you would sign up for this if it were not part of your job.
This will clear away the fog. Ask yourself if this is so important that you will do this forever by yourself. If
you will, this change may have legs. Yours may be the only legs, but at least it will have legs.
2. Ask your colleagues to be honest too. A lot of people have written about the dangers of groupthink. This is
a real trap for nice leaders who love to be liked and hate to be disagreeable.
3. Ask the people who will really do the work. Leaders forget this all the time. We’re the idea people, right?
It’s true that ideas can make a difference but only if people turn them into sustained action.
4. let the barriers discourage you unduly. Sometimes leadership means hitting the wall again and again.
Some things must be attempted no matter what the barriers are and with full recognition, those projects might
fail.
How do you anticipate the barriers to organizational change in your work environment?
48

Make the Case to Others:
Why are leaders hesitant to do this?
Most of us are naturally resistant to change. This means that the leader who makes the case for change can expect a
difficult go of it. The audience will be tough. They will be skeptical, perhaps downright hostile. They will interrupt.
They will be defensive. They won’t limit themselves to debating ideas; they will make it personal. It will not be much
fun.
What is the case for doing it anyway?
This is your job as a leader. You exist to produce exceptional results. That means you must shake things up, make
people uncomfortable. People deserve to know why you are asking them to change, and it’s your job to explain it to
them—even when they don’t particularly want to hear it. This is not an easy task. But discomfort is a good thing,
even when it is yours.
How can you do it?
1. Make the case to yourself first. You cannot convince others until you are convinced yourself. People can
smell your lack of conviction.
2. Accept their feelings. This is always the place to start. People are entitled to their feelings and you will get
nowhere with them unless you accept their feelings as legitimate.
3. Ask permission to make the case. Leaders forget this critical step all the time. Think about it. You are much
more likely to entertain a different perspective if the persuader asks your permission instead of just getting
in your face.
4. Invite them to challenge your logic. If you have a good case, it will stand up to reasonable criticism.
Actually, if it can’t, perhaps you shouldn’t even be trying to make the case at all.
5. Fall back on “just because” as a last resort. Sometimes the proposed change is just stupid. Admit it. Don’t
even try to defend these proposals. You will only hurt your credibility if you do. Blame the idiots who came
up with this particular nonsense and ask for your colleagues’ forbearance. Remind them this too shall pass.
How do you go about making the case for change to others?
49

Make a Compelling Case to Yourself:
Why are leaders hesitant to do this?
Leaders make this mistake every day. They start selling some change to others before they have sold it to themselves.
Having made a premature decision to sell, they concentrate on making the case before dispassionately examining the
case against it. They fall into this trap for several reasons. They are impatient. They are lazy. They don’t want to
invest the time and energy required. They are black-and-white thinkers. For such people, if this is right, then that is
wrong. To their persistent discomfort, most of the world is gray.
What is the case for doing it anyway?
When you try to make the case before you have made it to yourself, you are asking for trouble. This invites questions
you have not considered and cannot answer. This undermines your credibility and allows the opposition to advance
with little resistance. It is much harder to take the hill than to hold it. Of course, the best case does not always carry
the day, but it is a pretty good defense—and offense.
How can you do it?
1. Take the other side. Pretend you are on the debate team again. Don’t hold back. Make the best case you
can against the proposed change.
2. Ask the hard questions. Then answer them. There is no chance that these questions will not come up.
The only issue is whether you will be prepared when they do.
3. Consult a cynic. These people are everywhere. They live to find fault, to seize on inconsistencies and
weaknesses in the argument. Pointing out how stupid other people are is their calling from God. These are
gifts you can use.
4. Keep an open mind. Remember, the best idea is the boss. At least it should be. This approach invites
others to challenge you and speak their minds. That is good. And if you make the best case most of the time,
you will get your way most of the time. That’s even better.
How do you make a compelling case to yourself?
50

Take a Position:
Why are leaders hesitant to do this?
Leaders love telling people what they want to hear. Many spend their entire careers agreeing with the last person they
talked to. Like the obsequious consultant, they listen to opinionated people and parrot back what they heard. Their
mission in life is to avoid being nailed down. When the leader takes a position, it’s going to disappoint someone.
Leaders who need to be loved have a hard time with this.
What is the case for doing it anyway?
People respect leaders who will take a stand—provided they come up with their position in a thoughtful, and objective
way. Your deliberate approach models appropriate decision making and subtly reminds everyone that someone has
to make a final decision. It reminds even the most passionate persuaders that their role is to opine, not decide.
How can you do it?
Admit that you don’t know. There is nothing to gain by pretending that you know the best option before you have
considered every reasonable option. When conflict erupts, avoid taking sides or jumping to conclusions. The
deliberate process of clarifying your position is an act of leadership.
1. Listen objectively to all sides. Ask clarifying questions. Remain good-humored. Restate what you’ve heard.
Ask persuaders whether they believe you understand their positions.
2. Make a comprehensive pro-and-con list. Play the role of the investigator, not the salesman or politician.
3. State your position. Explain how you came to that conclusion. Admit that you are willing to come to a
different conclusion if new data warrant a change.
4. Move on. Having made your best decision based on the opinions and data available, don’t agonize,
equivocate, or second guess yourself. Act. If you turn out to have been wrong, you can just make another
decision. Being wrong is not the end of the world.
What process do you follow to clarify your decisions as a leader?
51

Accept Others’ Feelings, but Refuse to Be Held Hostage by Them:
Why are leaders hesitant to do this?
Leaders go out of their way to avoid unpleasant feelings. They don’t want to experience them and they don’t want
others to either. Everyone longs for comfort and harmony. But comfort is deadly for organizations, and harmony—
if it ever occurs—is short-lived. When unpleasant feelings erupt, some dive for cover; others become defensive and
angry. If the leader’s goal is peace at any price, the price is steep. That price is paralysis.
What is the case for doing it anyway?
Strong and unpleasant feelings are to be expected, even encouraged. Strong feelings accelerate both resistance
and initiative. They are paradoxical forces of nature, sometimes distracting, sometimes focusing. Feelings are
annoying speed bumps and valuable warning signs. For these reasons, you will want to acknowledge and use feelings
instead of ignoring and avoiding them.
How can you do it?
1. Expect them. Feelings are inevitable. Their appearance and intensity will sometimes surprise you, but you
cannot afford to be unprepared.
2. Predict them. When something is afoot, admit that this makes you uncomfortable. Post an emotional storm
warning. Permit others to feel whatever they are about to feel.
3. Express them. Talk openly about how you feel in a clinical, detached manner. Encourage others to do the
same.
4. Accept them. Never, ever tell people, “You shouldn’t feel that way.” After all, feelings are just feelings.
They change. They come and go. The feelings that you try to deny or ignore are the most
dangerous. Suppressed feelings erupt unpredictably and trigger misbehavior at the most inopportune times.
5. Act in spite of them. Ask yourself this. “What option would I choose if I didn’t feel this way?” If that is the
best option, do it anyway.
How do you accept feelings while refusing to be held hostage by them?
52

Embrace Discomfort:
Why are leaders hesitant to do this?
Leaders have a complex relationship with discomfort. Immature leaders spend a good bit of time being annoyed with
others’ shortcomings. They fret and whine when people don’t meet their expectations. They are uncomfortable, but
it’s never their fault. Things would be fine if others would just do what they are supposed to do. They often make
their colleagues uncomfortable with their complaining. It never occurs to these blamers that they are part of the
problem or that the discomfort they create is counterproductive. Other leaders make the opposite mistake with
discomfort. They strive to avoid it. They want to keep the peace at any price.
What is the case for doing it anyway?
The right kind of discomfort is a good thing. Energizing discomfort—as opposed to the paralyzing kind—is an
essential ingredient to personal and organizational growth. This kind of uneasiness begins with the leader feeling
disappointed with her personal performance. She does not blame others; she blames herself. She faces her failures
squarely and considers what she must change to produce better results. This inspirational leader then shares her
discomfort with her colleagues and invites them to share her energizing discomfort. This is the discomfort that fuels
and sustains improved performance. This is the kind of discomfort that leaders must learn to embrace and share.
How can you do it?
1. Identify your tendency to blame others. If you discover you are doing that, stop it. You will likely not see
this unflattering behavior as something you do. Ask someone who will tell you the truth. There are always
some truth-tellers around. You know who they are. They are usually not your biggest fans.
2. Admit your discomfort. Explain exactly why you feel uncomfortable and how your failures contributed to
it. This is not a stretch. If you are the leader, you are to blame.
3. Connect your discomfort to results and personal behavior—your behavior. Your colleagues will rush
forward to reassure you that you were not entirely at fault. They will insist on taking some of the responsibility
for the poor outcome. Do you think blaming them upfront would have produced that outcome?
4. Identify this discomfort as a good thing. Remind everyone of the “no pain, no gain” thing. Everyone will
get it. And they will start to feel proud of the discomfort they feel. It’s like the muscle soreness that follows
a vigorous workout. You may moan and groan about it, but you love that feeling. You recognize that soreness
as evidence you are producing results.
5. Encourage others to create this kind of discomfort in the workplace. Once people recognize the critical
importance of this energizing discomfort, they will begin to experience it, share it, joke about it, and use it to
stretch themselves. When that starts to happen regularly, you are in the leadership zone.
How have you embraced discomfort and persuaded others to do likewise?
53

Adopt a Positive Mindset:
Why are leaders hesitant to do this?
Human beings are wired to focus on the negative. While leaders tend to be a positive lot generally, they demonstrate
the same negative tendencies when they are faced with change. They have settled into a comfortable routine. They
don’t want to change. They see all the reasons why things won’t work. They know the push back that will be coming.
They realize “failure” is always an option. The inertia of the status quo is a mountain to move.
What is the case for doing it anyway?
Just by taking a positive view of things, possibilities will emerge. You will begin to see things you had overlooked,
openings you had not realized were there. Your creative juices will start to flow. To see the possibilities where others
see only the impossible—this is the energizing skill that sets exceptional leaders apart. Leave the nay-saying to those
who can do nothing more.
How can you do it?
1. Recognize this is your obligation. Leadership only flourishes in no whining zones. Leaders signed up to
take a curious and hopeful stance when everyone else is complaining and explaining why things won’t work.
If you can’t embrace a positive mindset when faced with a challenge, get out of leadership now. You will
never find your role satisfying. And you will not succeed.
2. Write a simple pro and con list. This is the most underutilized analytical implement in the leader’s toolbox.
There are usually good reasons why a particular thing should and should not be done. A careful pro and con
list are often all you will need to convince yourself and others what you should or should not do.
3. Focus on what you can do. There is a lot you will not be able to do. Accept it. Get over it. Invest time and
energy in what you can do instead. A positive mindset will help you get started and, when you start, and even
more positive mindset will follow.
4. Surround yourself with positive people. The negative cattle clump together to chew their sour cud. Learn
from their example. Spend time with the people who bring you up, not down.
How do you adopt a positive mindset when confronted by the need for change?
54

Calm Yourself:
Why are leaders hesitant to do this?
Leaders have feelings just like everyone else. Here’s the difference. Leaders often experience and express their
feelings in an environment where they are the highest-ranking person present. Subordinates in the line of the leader’s
emotional fire rarely feel comfortable saying, “You are overwrought. Calm yourself!” Instead, the out-of-control
leader experiences no external resistance when she is feeling angry and venting her spleen. The only
practical constraints are self-discipline and a sense of to. How well do those constraints work for you when you are
having the hissy fit you feel perfectly entitled to?
What is the case for doing it anyway?
When you attempt to make the case for change by venting your anger, the people you are trying to lead miss your
message altogether. All they hear is your anger. This unpleasantness may change their behavior temporarily, but it
will not produce the kind of long-term commitment that is required to make and sustain a significant change.
How can you do it?
1. Recognize that you are aroused. Listen to the pitch of your voice. Note your pulse. Look for your tendency
to interrupt others and the need to repeat yourself. If you are uncivilized—and many leaders are—
swearing instead of conversing is a predictable sign.
2. Admit it. Say it out loud to the people who are present. Explain to yourself and others that you need to calm
down before you can do your best work. They will usually follow your lead.
3. Shut your mouth. Venting your feelings does not help. Actually, it makes matters a good deal worse. You
say things best left unsaid. Then you have to walk those words back. And now you have that embarrassment
to deal with, too.
4. Take a break. Take a bathroom break. Splash cold water on your face. Give the leader in the mirror a good
talking to. Quarantine yourself until you can think and behave deliberately instead of impulsively.
How do you calm yourself when you are emotionally aroused?
55

Recognize Your Arousal:
Why are leaders hesitant to do this?
The problem with emotional arousal is that it arises suddenly from nowhere. Actually, that’s not true, but that is how
it feels. The triggers are unconscious, the reactions instinctual, and not entirely under voluntary control. Once aroused,
we are convinced our feelings are entirely justified. We are so possessed by anger, defensiveness, or whatever that it
rarely occurs to us we are emotionally impaired. Like the drunk driver, we are sure we are just fine to drive. And we
are just as mistaken.
What is the case for doing it anyway?
Emotional arousal distorts reality. It impairs your judgment and garbles your perceptions. Emotional arousal inclines
you to react impulsively, prematurely, and mistakenly. When aroused, you will likely reach the wrong conclusions
and do and say things you will later regret. This is why you will want to recognize your arousal as quickly as possible.
You can’t eliminate your feelings as impairments until you realize that you have them and that they are crippling.
How can you do it?
1. Remind yourself that this is a problem for almost every leader. You are not the exception. That means
that when a new challenge appears, you will become aroused. Accept this as a given and watch for it.
2. Ask your colleagues to point it out. We can all see arousal in others better than we can see it in ourselves.
Promise them to provide the same critical service for them when they need it.
3. Accept others’ perceptions as reality. If they perceive you are aroused, you are. Don’t protest. You will
only become more aroused. Leadership makes unreasonable demands. You must manage others’ perceptions.
You are not what you are; you are what others perceive you to be.
How do you recognize your arousal?
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Celebrate Incremental Progress:
Why are leaders hesitant to do this?
Leaders tend to take the long view. We are naturally focused on results. We are not looking for immediate
gratification. We are pleased by incremental progress, but we view it as necessary but insufficient. We understand
that lasting change takes time. We have learned to persevere in the face of adversity. We have learned to do what
needs to be done in spite of how we feel. We are resilient. We are patient. If we have not learned these things, we
have begun to look for something else to do instead of being a leader.
What is the case for doing it anyway?
Most people need to feel special every day. They are looking for immediate gratification. They are not inclined to
take the long view. Their view is pretty much limited to the end of their shift. These workers are clear about their
motivation. They work to live. They do not live to work. While this motivation annoys highly motivated leaders to
no end, it is not necessarily a bad thing—if you know how to manage such attitudes. These folks form the essential
core of every organization. They are never going to turn into self-motivated movers and shakers. They need daily
positive reinforcement. An employee once told me that he should be given a bonus for showing up on time. And he
really believed it.
How can you do it?
1. Understand others’ needs. The Golden Rule is seriously flawed. People do not want to be treated the
way you want to be treated; they want to be treated the way they want to be treated.
2. Understand the power of positive reinforcement. It works better than negative reinforcement—and much
better than no reinforcement at all.
3. Watch for incremental progress. You will see a lot more of this than dramatic progress. You may have to
watch closely and you will have to measure your results regularly, but finding some incremental progress to
hang your hat on could be just enough to keep your change initiative alive for another month.
4. Make a big deal of it. People enjoy celebrations. Remember, “people” go nuts when their team wins even
though they had absolutely nothing to do with the outcome. They still feel special. That’s how powerful the
need to feel special is. Don’t miss this opportunity.
How do you celebrate incremental progress?
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Audit for Compliance:
Why are leaders hesitant to do this?
Auditing takes time and energy. Most people don’t find auditing to be much fun. Consider using EmployeeTalk as a
checklist or scorecard so you can monitor all shifts. Have those responsible, check off critical actions transparently.
Live document like this holds people accountable for results. When the audit reveals that people are not doing what
they are supposed to do, leaders have to confront them. This is no fun either. And when the leaders aren’t complying
with the recommended process themselves, no one has the heart to invest energy in an audit process that no one will
take seriously. Leaders want easy lives too. They want to agree on the change required and then delegate the hard
stuff to others.
What is the case for doing it anyway?
It’s just human nature. If you don’t inspect what you expect it will likely not happen. We all do what we want to
do first, then what we have to do next. If whatever it is does not fall into one of these two categories those tasks
quickly fall to the bottom of the day’s to-do list. We are never more creative than when we are coming up with
excuses for ourselves.
How can you do it?
1. Design the audit process upfront. If you come up with an audit process for compliance as an afterthought,
everyone will have even less interest in it.
2. Begin auditing from the start. If you wait until it is clear that noncompliance is a major problem, you will
be too late.
3. Create a simple audit process. If your audit process is too cumbersome or time-consuming to sustain, it
will not survive in the hostile organizational environment.
4. Launch the audit process as a pilot. Make it clear that you expect to improve the process as you go along.
5. Find some audit champions. The people who see no value in auditing will never be effective. Assigning
audit tasks to the unwilling is about as effective as persuading folks to roll rocks uphill.
How have you audited effectively to achieve sustained organizational change?
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Attach Consequences for Failure to Comply:
Why are leaders hesitant to do this?
Most leaders want to be liked. They want everyone to be happy. They want everyone to read their minds and do what
needs to be done without having to be told. They want to keep the peace. They want to avoid conflict and
confrontation. And they want to produce exceptional results too. How has that been working for you?
What is the case for doing it anyway?
Everyone knows that positive reinforcement is more effective, but negative reinforcement still has its place. When
people don’t do what they are supposed to do and when they do what they shouldn’t do, unpleasant consequences
must follow. If not, the people who are behaving appropriately will begin to feel discouraged. If this sorry state
continues, they will give up and go to work where good behavior is rewarded and bad behavior is punished.
Unhappiness in the workplace is not always a bad thing. Slackers and troublemakers should be unhappy. Your stars
should not.
How can you do it?
1. Make your expectations clear. Most organizations now publish a Code of Conduct and require their new
hires to sign a document affirming they understand and will comply. If you don’t have such a document,
begin drafting one today.
2. Check to make sure that your expectations are reasonable. Ask your best people to review them before
you finalize them. If your best people cannot support your rules, you are being unreasonable.
3. Clarify the process the non-compliance will trigger. Include this description in the Code of Conduct
document.
4. Follow the process. The failure to attach consequences for non-compliance will result in the perception of
favoritism. This is worse than not having a process in the first place.
5. Fire the incorrigibles. Keeping these people in the organization will create an enervating competitive
disadvantage for your company in the marketplace.
How have you successfully attached consequences for failure to follow key organizational processes?
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Make a Sustained Commitment:
Why are leaders hesitant to do this?
Leaders are generally highly motivated. They know how hard it is to make a permanent change in their lives. They
understand it’s even harder for less motivated folks. And a lot of people at work are motivated to change as little as
possible. So, while making a sustained commitment sounds lovely, actually making one is much less attractive. That’s
why leaders are hesitant. And they should be.
What is the case for doing it anyway?
There’s no way around it. You cannot ask people to make a change you won’t make yourself, and you cannot make
any significant change in your life without a sustained commitment. That’s not all. You don’t only have to change
yourself; you must persuade others to change themselves too. You are up against the very worst human nature has to
offer.
How can you do it?
1. Admit that this is the first step. Talk openly about your reservations. Discuss similar changes you have
made and sustained in the past and those attempts that have failed. Speculate why they failed.
2. Remind others this is their first step too. Ask them to be honest about their reluctance. Ask them to give
examples of the behavioral changes they have “hardwired” in the past. Invite them to share their failures too.
3. Describe exactly what behaviors everyone will have to change. This is not the time to be coy. Be as brutal
and forthright about your expectations as possible. When the going gets rough down the road, you will need
to remind everyone—especially yourself—that you were clear from the start.
4. Hold yourselves accountable. This is where sustained change starts to slip first. You let stuff slide because
you don’t want to be viewed as too critical or nitpicky. The minute others see you let something slide they
will start to let things slide too.
5. If it’s true, admit that you’re just not up to this. Maybe this project is not so important after all. Maybe it
is that important and you are not the person to lead the charge. Leaders do sometimes say no to a critical
project and still thrive as leaders—but not often.
How have you made a sustained commitment in the past and persuaded others to join you?
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Never, Never, Ever Quit:
Why are leaders hesitant to do this?
Leaders get tired and discouraged too. It is often tempting to give up. It’s easy to lose focus. Distractions are
everywhere. Pressing on in the face of strong opposition or demoralizing apathy is no fun. Self-discipline is never
easy, but forcing yourself to keep your commitments when your closest colleagues are backsliding means you have
to proceed on emergency power. And no leader’s batteries can charge themselves.
What is the case for doing it anyway?
If something is going to get done, someone is going to have to keep at it until it’s done. That’s what leaders do. They
keep their eyes on the prize. Don’t misunderstand. Leaders don’t keep doing things that are not working. They just
try something else. When that doesn’t work, they try something else again. Leaders regularly change what they are
doing, but they never quit doing something.
How can you do it?
1. Make a public commitment. Raise the stakes. It’s a lot harder to quit when you have to go back on your
word to do so. Making a public commitment invites others to hold you accountable. The fear of public
humiliation is motivating.
2. Stay focused on results. This focus limits the danger of distractions. Unless you stay focused on results your
day will fill up with exhausting tasks that may or may not have anything to do with your ultimate goals.
3. Study comparative performance data. When you examine your comparative data, it will be clear that
others have found a way to perform better than you are currently performing. This means it can be done. This
limits your ability to waste time making excuses for your own inferior performance.
4. Surround yourself with people who will not let you quit. Collegial diehards are God’s gift to leaders.
These people are tough. They will not accept your bull. They will confront you in love. They will scoff at
your feeble rationalizations and make you uncomfortable. They are never satisfied. And they lead by
example. When you weaken, they will pull you along. This is why leadership is a team sport.
5. Remind yourself of past successes. People who never quit enjoy more success than those who do. Those
past triumphs can provide just the inspiration you need to keep going.
How do you keep doing while others are merely wishing and hoping?
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Exercise:
How do you decide on the approach towards what you want to achieve?
Online pulse dialog supports effective communication in managing change. To answer a question opportunity, we
have to consider conversations that provide measures in the background of what we do physically. EmployeeTalk
lists a number of these methods, techniques and, tools below under the categories of;
1. People Commitment,
2. Training and Development,
3. Process and Procedure,
4. Increasing Information,
which are critical areas important to meet objectives. What gets measured often gets managed! Write in a question
opportunity and discuss, which transparent or anonymous dialogs might support the outcome you envision. Each
manager should check each item they feel could assist in getting the answer to the question that is a current challenge
in their department.
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Q
A Checklist for meeting Employee Engagement Objectives
1. Increasing Information 2. People Commitment
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Communication assessment – an organizational Review
Employee Engagement Survey
Virtual Meeting Platform – pre-participation hyperlink
Newsletter, a targeted audience reading signoff
Pulse Communication Platform – Targeted Surveys
Social Media Drives and Integration of links
Escape Room or Scavenger Hunt– Information challenge
Town Hall – Event effectiveness measures
Virtual Coaching Platform– Task people Face to Face
Virtual SWOT analysis of key objectives
Nurse Collaboration – Based on IOM recommendations
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Recognition Platform – Research & Validation
Culture assessment– an organizational Review
Employee Retention – an organizational assessment
Customer Retention assessments
Benefits assessment– an organizational Review
Work Balance – an organizational assessment
Scorecard engagement – Execution assessment
Checklists engagement – Execution assessment
Change Communications; Its before, during &, after dialog
Safety assessment– an organizational Review
UNDERCOVER BOSS Platform – online suggestion box
3. Process or Procedure 4. Development and Training
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Policy Release Platform, signoff with knowledge check/s
Policy Addendums, signoff with knowledge check/s
Time assessment – for a project or process
21 INITIATIVES – IO Performance Platform
Procedure signoff with knowledge check/s
Virtual Committee Platform – Online collaboration
Quality Review – assessments
Retail Service Review – Receipt engagement hyperlink
HCHAPS Roll Perception – self-evaluation (healthcare)
PQRS Roll Perception – self-evaluation (healthcare)
8 Dimensions of Patient Care – Perception of care
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ECHO leadership self-assessment and 360 feedback
Learning Style – a self-assessment
Employee Dashboard – Interface to personal learning
Listening assessment – a self-Review
Self-assertiveness – a self-assessment
Leadership Performance Review, in a 360° format
360° Feedback Platform – Profile Gap analysis
Decision-Making assessment– a self-Review
Stretch Goal Delegations – Actions coached in ET
Succession Planning – Training Material Development
Training & Role Evaluation – Self-assessment/s
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Coaching:
Introduction
Approaching people as a leader to coach them for some can be unnecessary, uncomfortable, and unavoidable.
Consider improvement in this space by discussing how the organization scored in key leadership EE Census Survey
questions:
Should you develop or terminate? First Determine Coachability.
There are frequent problems centered around management and leadership performance. The question that is asked
most sounds something like this.
I have a direct report who is not measuring up to my expectations. Should I invest in his/her
development, terminate their employment, or move them into a different job?
In order to help solve this, it requires asking 15 questions. Before you read the questions listed below, think of one
of your direct reports who are currently not meeting job expectations.
QUESTIONS 1 – 7: Develop (Tune-up)
1. Is the leader (your direct report) reaching the specific agreed-upon goals and expectations?
2. Is the leader experiencing higher than normal turnover in their department or division?
3. Have specific complaints been reported to you or H.R. concerning the leader’s effectiveness or style?
4. Is the leader developing their staff effectively?
5. Is the leader meeting their deadlines?
6. Is the leader working on the right priorities?
7. Does the leader have the resources necessary to perform their job (time, budget, and staff)?
If your answer is “NO” to any of these 7 questions, the good news is that you can still develop this leader to grow
and perform in their job using the pulse training Topics and their Talking Points, different tools, exercises, and
suggested reading on self-awareness and skill development. If you chose an outside coach, chances are the coach will
only need 3 or 4 coaching sessions with your under-performing leader as well as a feedback session with you to
identify support that you can give your leader. Using an analogy from the automotive industry, we call this a “TUNE-
UP”! This investment may cost an organization around $900 to $2,000.
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QUESTIONS 8 – 11: Develop (Overhaul)
8. Is the leader motivated to perform their job? How do you know?
9. Does the leader have the background and experience necessary to perform their job?
10. Is the leader trusted and respected by his/her peers and direct reports? How do you know?
11. Do the leaders’ values and behaviors align with the organization's values and expectations of behavior?
If your answer is “NO” to these next 4 questions, the good news is that these are coachable areas, but will require a
bigger investment of time and money to turn the situation and person around. At this point, the question that you
want to ask yourself is—” Does this person contribute enough to the profitability and performance of the organization
to warrant the investment?” If using an outside coach, this “overhaul” will require administering a 360 assessment
which you can do using EmployeeTalk. Using outside administration for these (perceptions), behavioral assessment
(Core personality) can be 6-20 hours of coaching over the course of 6 to 9 months. The investment can cost between
$2,800 and $10,000.
QUESTIONS 12 – 15: Terminate (Trade-In)
12. Is the leader negatively influencing anyone inside the organization?
13. The leader lacks accountability by blaming others as well as avoiding problems that consistently happen?
14. The leader has the necessary a) aptitude, b) personality, and c) job interests needed to perform the job well?
15. Is the leader coachable and open to change?
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Willingness to Coach:
Why are leaders hesitant to focus on this?
Coaching, like any other action in leadership, is not hindered by whether we “can” do the action, but rather are we
“willing” to do the action, despite how we feel. Actively participating in the development of our team members does
require a leader who is willing to invest time that could have been spent on their individual tasks. Effective coaching
also requires a willingness to experience discomfort – from the additional effort needed, the uncertainty of our role,
and the unease of testing our skills and guidance.
What is the case for doing it anyway?
Coaching is the process of equipping people with the tools, knowledge, and opportunities they need to develop
themselves and become more effective. A leader cannot possibly have time to involve themselves in every aspect of
a colleague’s development. Nor will the leader coach have all the information, skills, or experiences to have all the
“right” guidance. The good news is that we do not have to be perfect to be an effective coach. Each person and
development challenge is unique and there is no cookbook recipe or prescription that will work for every
situation. We do, however, need to be willing to perform three core behaviors to be an effective leader for our teams.
How can you do it?
1. Coaches must be willing to do the work. Before we can expect to lead others, we must be willing to lead
by example. We cannot expect others to perform if we are not willing to perform at an equal or higher
intensity. We must demonstrate to those we lead that we are committed to the level of effort and performance
needed to achieve results through our own behavior.
2. Coaches must be willing to guide their team to learn for themselves.
Because we are not always present when people encounter challenges, we must equip our team members
with how to process situations to get the most learning from the outcome. You can use the technique of
debriefing to ask questions that guide your team through lessons learned. These questions can be simple:
(1) What happened?
(2) What did you think, feel, and do? and
(3) What do you wish you would have done differently or will do next time?
You can eventually encourage your team members to present these to a group of colleagues in the form of a
“case study” so that others can share in the learning.
3. Coaches must be willing to invest in resources and learning opportunities for their team.
One of the biggest resources we must invest in is time – ours and the team members we are coaching. We
must invest the time for preparation to effectively coach. For example, identifying what tasks, actions, or
development opportunities a member of our team needs to do so that they can perform at their individual
peak level. We also need to arrange for the time team members need to perform these development actions.
What other “must do’s” would you suggest leaders put into practice what you learned from a coach that inspired
you to perform?
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The Leader as Coach:
Why are leaders hesitant to focus on this?
Leaders wear multiple hats in organizations. Most of us have been promoted to our leadership positions because we
were good at the tasks we performed and the results we achieved. Therefore, we tend to be most comfortable with
and effective in the role of managing our direct reports' day-to-day performance or tasks. We are much less
comfortable with the role of developing our team. Whether that discomfort comes from being unclear of our role,
unsure of the actions to take, or unease at the amount of time coaching might take away from “managing”, discomfort
is the biggest barrier we must overcome as leaders to effectively coach our teams to achieve outstanding results.
What is the case for doing it anyway?
“The ability to learn faster than your competitors may be the only sustainable competitive advantage.” In your
industry or your competitive market, I would guess that your organization has similar facilities, services, resources,
and equipment as your competitors. So, the only true advantage we have is our people. How quickly our workforce
learns and adapts to perform at the peak of their capability compared to our competitors is our only real
advantage. While that is obvious to most leaders, awareness doesn’t transfer our good intentions into actions. With
EmployeeTalk you can explore the concept of “leader as coach” and break down what actions you can take to sharpen
skills to effectively coach and develop your teams.
How can you do it?
1. Define coaching and learn from successful models. Explore the concept of coaching and development in
organizations and define models used by successful coaches, both published and from experiences.
2. Understand the dual roles of leadership (managing and coaching) and how those roles intersect and support
one another. Review the leadership roles of management and coaching, when working together rather than
isolation, create an environment within which your team can produce the best results.
3. Explore five leadership coaching strategies and how to put them into practice. The third segment of this
series will describe the five strategies we can deploy to place developing others as a top leadership priority.
4. Evaluate the effectiveness of your coaching skills. Focus on how we can evaluate our effectiveness of this
critical leadership skill.
5. Gather input using EmployeeTalk; Personal evaluation, 360 reviews, and even SWOT.
What questions about coaching in leadership would you want to address?
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Shape the Environment:
Why are leaders hesitant to focus on this?
Development takes effort and some leaders may downplay development as taking time away from “their real
jobs”. When leaders themselves are not taking the initiative to learn and develop, those they lead are likely to assume
that development is not a priority. Development also requires a bit of vulnerability, so others can learn with the leader
and from their mistakes. But not all leaders have the emotional intelligence to open up about their opportunities.
What is the case for doing it anyway?
As people develop, the working environment can either propel them forward or obstruct their progress. For a culture
of development to thrive, the environment must be shaped by the leader of that organization. Those we lead pick up
on the subtle signals from us on whether they should forge ahead, retreat, or play it safe. Odds are that our
environment is sending mixed messages about the value of the development. To successfully shape the environment
of your organization so that coaching and development have a chance to take hold, here are a few strategies you may
want to consider.
How can you do it?
1. Build your visibility as a role model.
Set an example through how you act and how you develop yourself. Start by being coachable and open to
being coached and learn from those you lead. Make your development visible. Be first to volunteer to talk
through your opportunities, invite feedback, and then process your learning with those you lead.
2. Strengthen the learning climate of your department/organization.
Make development a priority for those on your team that wants to develop. Commit to budgeting time in
your team member’s schedule so that they can participate in the organization’s development opportunities.
Share projects and development opportunities with those team members to recognize and reward their desire
to grow.
3. Make it safer to go out on a limb.
Probably the most difficult task is to create a learning environment that supports people’s willingness to take
risks. Support well-calculated experimentation so people have the opportunity to test the boundaries of what
they are capable of. Expect and celebrate failures for the lessons that the failing teaches us by processing the
lessons learned and what to try the next time.
What other steps have you taken to support a development culture in your department or organization?
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Promote Persistence and Thick Skin:
Why are leaders hesitant to focus on this?
Change is hard. Change is uncomfortable. Change is messy. And like most human beings, leaders want to take
actions that keep their learning path in the “comfort zone”. It’s comfortable to stay stuck in old patterns of
behavior. Trying new opportunities, taking risks, or making decisions that push out of that comfort zone is
scary. Fear of failure and the behaviors that result from that feeling are the primary reasons most leaders stall on
their development course.
What is the case for doing it anyway?
To quote my favorite fitness instructor, Debbie Kielmar, “the only way to improve your body’s ability to keep in
balance, is to regularly throw it “out” of balance.” If as leaders, our goal is to improve our ability to have crucial
conversations, we actually have to HAVE them, Ha! Like the body training its muscles to respond to being thrown
out of balance, leaders must push themselves into development situations, process what happened, and learn what to
do differently next time for improvement. Each time leaders have development experiences that are properly
processed for learning, skills sharpen, and the skin thickens. A leader/coach may be able to see these development
opportunities better than the developing leader, as that leader’s brain is a comfort-seeking missile. Here are some
strategies the leader/coach can use to nudge leaders out of the comfort zone.
How can you do it?
Reward progress, not just results.
Changing normal patterns of behavior is extremely difficult. As you observe the developing leader try a new skill or
tactic, provide them with feedback. Even if the experience flopped, recognize them for the fact that they tried it
because that first step is tough. Help leaders see their skill development on a continuum and recognize when they
make progress.
Be on the lookout for opportunities where the leader can try new or untested skills.
Once you know what the leader’s goals are and what skills they are wanting to sharpen, be an opportunity scout. Look
within the department and though out your organization for opportunities for the leader to serve in new roles or test
new skills. Nudge them to try by connecting the opportunity with their GAP development plan.
Build confidence for risk-taking.
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Help the leader prepare for the new challenge through active practice, including scriptwriting and role play. Share
stories of your experiences with similar challenges – what went well and what did not go well. Be a safety
net. Reassure the leader that you believe they take on the challenge, but you are there for them if they need you.
What other strategies have you used to “nudge” leaders you coach to push past their comfort zone?
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Build New Competencies:
Why are leaders hesitant to focus on this?
We all are at risk of professional inertia. The competencies our team members have today have always worked in
the past, so why change? The problem with that thinking is that the environment is changing every day, and the
competencies team members once had may not be adequate for the new landscape. Team members may also be
unclear as to which competencies need to be prioritized development and how they can go about learning the skills
needed to be successful.
What is the case for doing it anyway?
The primary role of the leader/coach is to be aware of the professional gaps of those they serve and engage their team
members in developing the priority competencies necessary for closing those gaps. A leader/coach should use this
awareness, coupled with their own experience with applying the competencies, to work collaboratively with team
members on a plan to develop the competencies that will make the biggest impact on their effectiveness. Again, this
coaching process is designed for those that WANT to be coached. Of course, if a team member is neither engaged
in receiving coaching nor capable of the competencies necessary to meet expectations, then a much different
management process would be used.
How can you do it?
1. Connect with appropriate experiences and resources to develop priority competencies.
Experience is not always the best teacher. Team members might learn the “wrong” lesson from the
experience. The “right” experiences might not be available and waiting for them might take too long for the
development need. Coaches help “shorten” the learning curve by looking out for and seizing job-related
experiences that will give exposure to the team member. Coaches also share reading and other learning
methods that represent the best learning method for the competency being developed.
2. Take advantage of coachable moments. The best coachable moments happen when there are either
surprising successes or failures and disappointments. Coaches do celebrate successes with their team
members, but also help process what happened and how this knowledge can be leveraged again for repeated
success. Similarly, for failures, coaches help team members put the failure in perspective and objectively
think through what lessons were learned from the disappointment and how to transfer this learning to future
situations.
3. Teach team members how to learn for themselves. The ultimate coaching reward is when your team
member reflects on their actions/outcomes and talks through what they will do in the future…WITHOUT
any coaching. Keep this alive by modeling this behavior yourself with your team members. Process your
own successes and failures with your team so learning can be maximized.
What additional strategies have you used to maximize competency development for those you are coaching?
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Inspire Commitment:
Why are leaders hesitant to focus on this?
Not everyone we lead wants to be coached or agrees with the area of coaching that we identify as their leader. These
team members are content with their level of skill and experience. Offering to coach these team members in the
context we have discussed would be a waste of energy because the team members are not open to guidance for
improvement. Sometimes team members agree with their area of development but lack initiative or discipline to
follow-through with a plan for improvement. As a coach, we cannot perform the development actions FOR the team
member. If the team member does not demonstrate a commitment to do the work, then once again coaching is not
the proper leadership development intervention.
What is the case for doing it anyway?
For those team members that are disengaged with their development, we must manage them through specific
expectations, tasks, and deadline management. But for our team members that have demonstrated a genuine interest
in learning and becoming better, we should not miss the opportunity to inspire their commitment to growth and
development. When a team member is “pulling” development (rather than us “pushing” development) the window
for openness and learning is so much greater, and the chances of coaching success much higher. The first step in
engaging commitment is to clearly identify the gaps between where the team member is today and where they want
to go in the future.
How can you do it?
1. Goals: What do you want to do? To start a development journey, we must know where we are
heading. Ask your team members to think about their values, interests, and why they want to develop. These
answers will drive behavior and provide a clearer purpose for development.
2. Abilities: What can you do? Before we can draw a map of how to get to any destination, we must identify
where we are today. Ask our team members questions about their skills, strengths, and opportunities for
improvement (from their perception). There are also books, on-line assessments that can assist with selfawareness
such as Strengths-Based Leadership and Emotional Intelligence 2.0.
3. Perceptions: How do others see you? Once we become clearer about how we view our self, we then need
to compare that view to others’ perceptions. The gap between how we view our self and other’s view helps
prioritize opportunities for development. Seek feedback from key stakeholders who work with the team
member and share that feedback with your team members.
4. Standards: What do others expect of you? Lastly, when we know what performance is expected of us
and what our current abilities are, we can prioritize our development focus. Make sure that the team member
clearly knows what is expected of them by both you and the organization. Fill the G.A.P.S.
What other strategies have you used (or a coach has done for you in your past) that inspired the commitment to
development?
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Building Trust – Restoring Trust with Your Team:
Why are leaders hesitant to focus on this?
Relationships are hard work in all aspects of a person’s life, let alone at work. Throughout relationship
interactions, there are “deposits” to the relationship bank account (contributions both have made toward
building trust) and “withdrawals” (actions both have taken that diminish trust). It takes effort to pay
attention to this “trust balance”. Maintaining trust also requires a level of self-awareness and humility to
take ownership of individual contributions to the leader/team relationship. Not all leaders are willing to
hold themselves accountable for the time and effort the maintenance that the leader/team trust relationship
requires.
What is the case for doing it anyway?
Even with the best intentions trust can break down in this fragile relationship. A leader might slip into old
patterns of behavior. There might emerge a new miscommunication between the leader and the team
member. As a leader, we might inadvertently forget to follow through with a commitment. Even though
trust is certainly a two-way street, it is the coach’s responsibility to begin the steps toward restoring trust in
the relationship.
How can you do it?
1. Make the first move. To create the conditions for restoring trust in the leader/team relationship, you must
lead the way and play your “cards” first or be the first to extend trust. This will require you to reveal the
motives behind your actions or disclose more about yourself and your thought processes than you are
typically comfortable with. When you do this, its “resets” the terms for the relationship, raises the standard
for frank talk, which will hopefully demonstrate that you trust the other, so they will reciprocate.
2. Own it – admit your mistakes. Your team will forgive your mistakes, but they will fault you for pretending
that nothing is wrong. Almost certainly actions you will take or decisions you make will fail at
times. Leaders must demonstrate the honesty to admit to yourself first that you were wrong and the courage
to apologize to others, and invite the team’s opinion on what could have been done better for the future.
3. Recommit and follow through with what you say you will do. Be specific with your team about what
strategies you’re willing to commit to going forward to improve the leader/team relationship. Demonstrate
your commitment through your improved behavior. And invite your team to speak up and hold you
accountable when you are not demonstrating these behaviors.
When trust has been damaged with one or more of the team members you coach, what other strategies
have you implemented to restore trust?
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Building Trust – Your Team Believes You Are Competent to “Do” What
You “Say”:
Why are leaders hesitant to focus on this?
In some leadership cultures, it is acceptable for a leader to “talk” a big game and not be accountable for what they
say they will do. Leaders in these cultures behave as if they don’t really have to know anything because a title allows
them to order their “people” to do the work on their behalf. Some leaders might believe that they put in their “dues”
to get to their current position so now they can coast and keep things the status quo.
What is the case for doing it anyway?
In leadership culture, the center of trust is competence and the consistent demonstration that leader actions match
their words really matters. Even if people believe that their leader has a heart of gold, they will have difficulty trusting
their leadership if they do not believe that their leader can actually do what they say. When there is unexplained
incongruence between a leader’s words and their behaviors, the team will believe the behaviors every time. Make
sure your leadership actions reinforce trust, not detract from it.
How can you do it?
1. Test your track record. Take an inventory of tasks and commitments you have made to your team. How
many of these commitments have you held yourself accountable to meet? How many have you failed to
follow through on? Develop a plan on how to revisit these commitments with your team, apologize for the
failure to hold yourself accountable, and communicate your plan for how you intend to follow through. And
DO IT.
2. Admit your limits. Do not let your confidence exceed your ability to perform. Come to terms with what you
can and cannot do and be open about it (because your team already knows your opportunities). Utilize your
teams’ strengths to minimize your weaknesses. Asking for help from your team demonstrates that you trust
them…and trust is reciprocal.
3. Showcase what you know and “sharpen your skill”. Draw upon your strengths and be willing to coach others
with the skills for which you have a consistent track record. Seek opportunities to research and share relevant
information with your team. Take on tasks that stretch your comfort zone, so you can demonstrate to your
team that you are willing to learn.
Describe some other strategies you have used to “sharpen your skill”?
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Building Trust – Your Team Believes You Care About Their Interests:
Why are leaders hesitant to focus on this?
Leaders have the daily challenge of balancing the needs, concerns, and interests of multiple stakeholders with
competing organizational priorities. Sometimes decisions or changes must be implemented so fast that there is not
adequate time to communicate the “why” behind them to all involved. Leaders may also be hesitant to demonstrate
concern for the interests of their team for fear of being perceived as “wishy-washy”, weak or indecisive.
What is the case for doing it anyway?
Even though team members understand their leader has multiple stakeholders that they are accountable to, the team
still fundamentally wants to believe that their leader is on their side. This is another building block of trust. Team
members want to know that their concerns are given equal consideration by the leader. Teams want to trust that their
leader will advocate on their behalf and support them when it is the right thing to do, but also be direct about the
“why” when it is NOT the right thing in each situation. When team members trust that their leader is looking out for
them, it is more likely that they will trust the leader when a decision or action is communicated that is not in their
favor.
How can you do it?
1. Be transparent about the “why” behind your decisions. Trust is built on the truth. When leading and
coaching your team, share the background and context of your decisions and recommendations. This
openness demonstrates to your team that you trust them enough to share that information and allows them to
understand your thinking process.
2. Demonstrate sensitivity to those affected by your decisions. Implement your decisions after thoughtfully
considering the pros and the cons, especially the negative consequences that those affected might
experience. Talk this process through with your team so that they realize you truly have considered all sides
of the matter before proceeding with a decision.
3. Verify understanding of your team members’ interests. Your team needs to be clear that you understand their
needs or concerns before they can trust that you will accurately represent their interests in your decision
making. Take the time to ask questions and clarify the concerns of the stakeholders involved. Share the
input back with the stakeholders to verify accuracy and completeness.
Describe another behavior either you or a leader you trust has put into action that demonstrates consideration of
other’s interests in decision making.
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Building Trust – Your Team Believes You Do What You Say:
Why are leaders hesitant to focus on this?
Leaders are tasked to produce results and get things done. In doing so, sometimes leaders take on more than they can
realistically accomplish, or they fail to prioritize appropriately. When this happens, and leaders admit their
shortcomings to their teams, apologize and ask for help, trust rarely suffers. But when leaders consistently fail to
follow through with their commitments and to own that failure, then trust in the coaching relationship is compromised.
What is the case for doing it anyway?
The teams we are coaching expect us to do what we say we are going to do. Our words and behaviors need to
match. If we say one thing and do another, we are at high risk for our team members placing little trust in our
coaching and guidance. This trust trap also makes claims of holding team members accountable empty, if we are
unwilling to hold ourselves accountable. We need to test whether we are living up to our word by asking;
(1) How frequently does my team have to follow up with me on things I have agreed to do?
(2) How often do I drop the ball or let new priorities get in the way of completing previous commitments?
If your answers indicate this is an opportunity for you, below are some strategies to help you repair this aspect of
trust.
How can you do it?
1. Make realistic commitments. Trust takes it on the chin when expressions of support or promises of help
are not backed up with leader actions. If you cannot promise an outcome, share a realistic prediction so your
team knows what to expect. Share with your team the process, or parameters that you will have to follow in
delivering on the commitment.
2. Explain changes in your plan. Things change…and it is OK to change your original plans. What builds
trust in a coaching relationship is when we communicate changes and the “why” behind the changes so team
members can learn and understand the complexities of situations.
3. Close the loop. Sometimes we actually DO follow-through on what we have promised, but no one knows
about it. Avoid this trap by closing the loop promptly and deliberately when you have completed an action
to which you have committed.
What other strategies have you put in place to improve the perception that you do what you say?
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Building Trust – Your Team Knows What to Expect of You:
Why are leaders hesitant to focus on this?
Most leaders are in their current roles because they are good at what they do functionally. For this reason, it is tough
for leaders to let go of tasks or processes that may have been their reason for promotion. The same is true for
information. Sometimes leaders hold onto information, not always for power, but to preserve their status as
“resource” to those they serve. This is kind of like my Mom and her recipes – being reluctant to let people into the
“secret sauce” ingredients for our prized dishes.
What is the case for doing it anyway?
The team members we serve value predictability in their environment at work. They want to know what to expect so
they can anticipate changes and make decisions comfortably. The high-performance teams we are trying to coach
want to know that this foundation element of trust is in place before they will comfortably take risks and make
decisions autonomously. Some questions you can ask to assess whether your team might know what to expect from
you are as follows:
1) How often do I try to protect my team by keeping information or concerns to myself?
2) How often do I make decisions without sharing how or why I arrived at my conclusions?
3) How active is gossip among the team I work with?
Based on your answers consider strengthening trust through the following actions.
How can you do it?
1. Offer status reports and forecasts. To avoid your team guessing or drawing their own conclusions, tell
them what you do and don’t know, as well as what you can and cannot tell them. Even a “non-update” is an
update.
2. Convey consistent principles. No team expects us to give the same answers all the time. But what they do
expect is for us to be consistent with certain core principles. Communicate what your core principles are,
communicate how your decisions are consistent with these… and when they are not, explain the “why” or
unique circumstances that might be a part of your decision.
3. Give people plausible explanations for your actions. Sometimes your intentions are not easily apparent to
others because you might be taking multiple factors into account of which your team might not be
aware. Make sure to explain changes or discrepancies in your actions. If you don’t, the team members
involved will draw their own conclusions about your intentions.
4. Be careful with candor. “Just tell it like it is” is a simplistic understanding of communication in any
relationship. Complete disclosure of opinions can be just as damaging as secrets or hidden agendas. You
need to balance candor with context.
What other strategies have you used to create an environment where people know what to expect from you?
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Building and Verifying Trust:
Why are leaders hesitant to focus on this?
Most leaders see ourselves as basically trustworthy people. We go throughout our day, completing our tasks,
assuming that those around us are doing the same, and trusting the guidance we are providing. When leaders see
team members dragging their feet, it is easy to jump to the conclusion that the team is just not motivated or
committed. We fail to regularly step back and look at the environment we are creating through our leadership
behaviors to determine if there is some other cause of the team’s disengagement.
What is the case for doing it anyway?
The biggest challenge with trust happens when we fail to recognize its absence. When leaders do not verify trust, it
might be assumed that the team has been open, when in fact they have provided only part of the story. Or, leaders
assume that their team trusts their intentions and frankness when they do not. When you see the following behaviors
among your team, the trust relationship between you and those you are coaching might be compromised:
(1) suspicion and accusation of hidden agendas,
(2) lip service and/or neglect of agreed-upon actions,
(3) defensiveness and blaming others when problems arise,
(4) protection of self-interest to the detriment of the team’s interest.
Leaders must regularly audit the trust level of the relationships with those we lead and coach. Over the next several
weeks we will explore each of the following steps in detail.
How can you do it?
Trust Test #1: Does your team know what to expect from you? Your team values predictability so they can
properly anticipate changes, make decisions, and follow plans.
1) Do you keep people in the dark about where the department is going and what you are planning?
2) Do you try to “protect” your team by keeping information and concerns to yourself?
Trust Test #2: Does your team believe you do what you say? While this seems obvious, when leaders fail to do
what they say they are going to do, trust suffers.
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1) How often does your team have to follow up with you about things you have agreed to do?
2) Do you regularly commit to things that you, and your team, know you won’t be able to do?
Trust Test #3: Does your team believe you pay attention to their interests? Despite your multiple commitments
and competing priorities, your team needs to believe that you are with them and together on the same side.
1) How often do you convey that your team’s interests are less important than other priorities?
2) How often have you been observed sharing information about others that might be a breach of
confidence?
Trust Test #4: Does your team believe you are competent to carry out what you say? Even if people believe
your intentions are good, your team will not have trust in you if you cannot do what you claim.
1) What is your track record on completing projects you say you are going to do?
2) Have you been open about failures you have had and taken responsibility for them?
Reflecting on the “Trust Test” questions, which one do you think is a priority to work on with a team member(s)
you are coaching?
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Forging A Partnership – Tune In:
Why are leaders hesitant to focus on this?
During a leader’s day, there are many tasks that need completed, meetings to attend and “fires” to put out. Often
these “management” tasks take up most of a leader’s time leaving very little space to develop meaningful partnerships
with team members. Building partnerships with team members who want coaching takes time, preparation, and
commitment. Without the discipline to dedicate time for building a coaching relationship with these team members,
leaders will allow tasks to distract them.
What is the case for doing it anyway?
When leaders focus on the fundamentals of partnership, they have with those who want coaching, they create the
foundation for coaching and set the conditions and safety for people to change. For coaching to be effective, both
parties need an environment where candid dialogue can happen. That environment needs to be safe…and that safety
can only happen with trust. Before trust can develop leaders must first focus attention on what’s important to the
team member being coached. Leaders need to “tune in” and demonstrate a genuine interest in what the person values
and how they view the world before the leader can expect them to accept their perspective.
How can you do it?
1. Set your mind to exploring, not fixing. Temporarily let go of the desire to help or “fix”. This is so difficult
because leaders are good at fixing. Start first with seeking to understand the other person. Get into a
“detective mindset” to look for clues of what the person values, goals they have, and motivations that inspire
them to act.
2. Look for the right evidence. Determine your team member’s world view by looking for cues to answer the
following:
(1) What excites them? What actions get them enthusiastic? What activities do they volunteer for most or
talk about most frequently?
(2) How do they view their skills and abilities?
(3) What do they believe about their ability to develop? Are they willing to take risks to change?
3. Listen carefully. Practice effective listening skills while coaching your team members. Ask open-ended
questions during interactions. Summarize or paraphrase your understanding of the interaction and verify if
your “data” is right.
4. Tune in to situational responses. Be observant of your team member’s responses. How do they respond to
new situations? What strong emotions do they exhibit? What behavior did they demonstrate that was
unexpected? Use these observations as cues and ask clarifying questions to understand the “why”.
During your life, what are some other behaviors that coaches have demonstrated to “tune in” to you?
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Self-Development Comes F.I.R.S.T.:
Why are leaders hesitant to focus on this?
When I have searched for resources about coaching in leadership, most of what I have found revolve around the
behavior’s leaders have to coach their teams. It is important to talk about the responsibilities of the team members
the leaders are trying to coach. Leaders that want their teams to grow and improve, and try different coaching
techniques, will have mixed results depending on the team members’ individual commitment and/or desire to be
coached.
What is the case for doing it anyway?
As in any relationship, it takes two to tango. The leader owns the commitment to time and resources to assist team
members with their growth. The team members, though, actually bear the bulk of the day-to-day work that puts the
leader’s coaching into action. For team members that have no interest in self-development, the leader needs to
manage tasks and priorities. But, for team members that express an interest in the professional growth that leader
coaching could assist with, must be committed to self-development F.I.R.S.T.
How can you do it?
F- Focus on Priorities: Team members need to identify the critical issues and development goals that matter to both
them and the organization. Being clear about these priorities and communicating them to their leader, will focus both
party’s energy and resources on what is most important.
I – Implement Something Every Day: Team members wanting to develop the need to stretch their comfort
zone. They must be willing to try new behaviors in new situations that put them to the test.
R – Reflect on What Happens: Self-development requires team members to reflect and extract maximum learning
from these experiences. Without investing in the time to think and assimilate learning experiences, lessons go to
waste. Team members need to distill what worked well, what went wrong and develop a plan for what they will do
differently next time in that situation.
S – Seek Feedback and Support: Team members interested in development can also learn from the reflections from
others’ ideas and perspectives. These team members need to ask for input and gather other relevant information
about their progress.
T – Transfer to Next Steps: Self-development is not static. Team members and their coaches should cycle back
periodically to look at their development goals, make sure they are still on track, and adjust their plan if new
development opportunities emerge or become a priority.
What are additional self-development strategies you have used over your career to maximize your development?
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When to Coach Versus Manage:
Why are leaders hesitant to focus on this?
Leaders find comfort in tasks – our own tasks and the tasks of others. Managing tasks is concrete and
objective. Managing tasks reinforce our competence in the work we “used” to do. Managing our own tasks or the
tasks of our departments gives us a definitive sense of accomplishment at the end of our day. And managing tasks is
a very important part of achieving results. But those on your team who are highly competent, dependable, and
engaged may not need or want “managed”. These team members only require a nudge now and again, feedback for
improvement…coaching. Coaching as a behavior is not as comfortable as our default day-to-day task management.
What is the case for doing it anyway?
When I first started my career, I had a leader that wanted to manage every step of my work. This leader would not
allow me to make independent decisions and would re-do most of the work I performed in her direction. I very
quickly disengaged from the work and almost left the organization as a result. Instead, I took a risk and shared my
perspective with the leader who to my surprise, completely changed her approach with me. Even though completely
out of her comfort zone, she modified her micromanagement behavior to a more coaching style, which created an
environment for us to collaborate more and escalate my learning.
How can you do it?
1. Coach by delegating a task/project, then “get out of the way”. Adults learn by doing…and our teams
can’t “do” if we are “doing” everything! Ha! It is so hard to let go of tasks we really love doing. But we
must if we want our highly engaged team members to grow. Delegating important work demonstrates to our
teams that we trust them. To further that trust and maximize learning, we must allow our team to do the work
on their own and in their own way.
2. Coach by engaging in feedback discussions. Delegating important work is a start, but coaching involves
regular interaction and processing of what went well and what did not go well. Engage your team with input
for improvement and share your observations. Do this as close to the event, project, task as possible to
maximize the learning for both you and your team.
3. Coach by processing feelings, behaviors, and beliefs for future applications. Critical thinking is a skill
that can only be developed through experience and challenging our thinking through those
experiences. Coaching our team by processing situations or issues, talking about our feelings, behaviors, and
beliefs at the time, and how we could change those for a better outcome in the future helps develop critical
thinking skills.
Describe a coaching behavior that a leader has demonstrated with you in the past that has propelled your
leadership development?
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Coaching When to Manage Versus Coach:
Why are leaders hesitant to focus on this?
In leadership, we all want great results. After all, at whatever level of leadership we are working, our role exists to
produce results. One trap that leaders can fall into is the expectation that every employee they supervise is selfmanaged
and motivated to perform. We delude ourselves that each person in our department(s) wants to develop
professionally. Because of this belief, we trust that our team of individuals is performing to the best of their ability
and we should not expect any higher results.
What is the case for doing it anyway?
Anyone who knows me understands that I am an optimist. But at times, that optimism and trust that everyone I work
with wants to perform at the high level I believe they can blind me. Contrary to my longings, not everyone we lead
is self-managed, motivated, nor has the desire to develop or “be coached”. Leaders still have to produce results in
the face of that reality. For some that we lead, we need to tip the scales toward managing for performance, rather
than coaching for development. Managing is “telling” not “asking”; directing what needs to be done rather than
pulling what should be done.
How can you do it?
1. Manage by solving problems. Throughout our workday, issues happen, things go wrong and decisions need
to be made. When these issues/decisions need to be resolved quickly, there may not be time to involve other’s
thoughts and input in the resolution. When leading those that do not have the ability nor desire to be involved
in resolving the issues, then leaders need to manage the problem-solving actions necessary to move forward.
2. Manage by providing specific direction and tasks for completion.
When leading team members that are either new in their roles or do not demonstrate the ability to complete
tasks on time or to expectations, leaders must manage. This involves clarifying expectations, providing
specific instructions, and outlining tasks that need to be completed to achieve the desired result.
3. Manage by correcting performance when it does not meet your expectations. Effective leadership is
trusting your team AND verifying that work is being performed at the level you expect. Those two tasks are
not mutually exclusive. It is such a joy to coach those that self-assess, correct, and improve their own
performance. But we must manage those that are not performing to expectations by specifying what needs
to happen and following through to make sure the tasks get completed.
When is another situation in which “managing” was required from you versus “coaching”?
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The Dual Roles of Managing and Coaching:
Why are leaders hesitant to focus on this?
Leaders wear multiple hats. Leaders have their own daily, weekly, monthly tasks to complete while making sure their
direct reports are performing the department’s functions and processes. Leaders are often distracted by putting out
“fires” and trouble-shooting issues that arise in their department. As a result, many leaders do not balance managing
the tasks of our teams with leveraging the tasks and issues for the team’s development.
What is the case for doing it anyway?
Leadership exists to produce results; both managing and coaching are important leadership roles necessary for high
performance. As a leader, one of our roles is to manage our team’s day-to-day performance. Another is to support
our team’s development so that they can continue to deliver top performance in the face of larger, complex
situations. Knowing when each role should be used is crucial. Even though coaching is not as comfortable for many
leaders as managing tasks, it is a critical factor for the engagement of your team. This key driver of engagement is
measured by the question. The person I report to gives me useful feedback?
How can you do it?
Manage the performance of your team with an “Outside-In” approach.
Leaders have to get things done safely, and with high quality, service, and financial performance. To ensure things
get done, leaders demonstrate the following behaviors of the outside-in approach or what to do:
• Be specific about expectations.
• Focus on issues/problems and work toward short-term resolutions.
• Give advice or recommendations on specific tasks/behaviors team should do/not do, to complete work.
Coach the development of your team with an “Inside-Out” approach.
Leaders also should think “long view” with the team they supervise. For those team members that demonstrate task
competency and are engaged in their own improvement, leaders can demonstrate the following development
behaviors of the inside-out approach or how to think:
• Focus on learning from patterns and trends.
• Ask exploratory questions about what went well and what is A Better Way the next time in that situation.
• Be specific to the individual, focusing on how they utilized their strengths in the situation or could use it in
the future:
What is another example of an “inside-out” approach that a coach/mentor has used to help you develop
throughout your career?
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Adjust to Maximize Your Team Performance:
Why are leaders hesitant to focus on this?
Most of us made it to leadership roles because of our individual performance and advanced in leadership because of
our teams’ past performance. Therefore, it is awfully tempting to stay in “if it ain’t broke, don’t fix it mode”. We
get comfortable. Because of this, we rely on strategies that have “always worked” and instead of being open to A
Better Way and the change or discomfort that might create.
What is the case for doing it anyway?
Over time, our team players, the goals of the organization, and the competition changes. The style of leadership
coaching we have used in the past may not achieve the same results for the future. Great coaches are willing to adjust
their leadership strategies and styles to support the needs of their players. In “How to Coach” (Harvard Business
Review), coaches from various sports shared their winning adaptive coaching strategies as described below.
How can you do it?
1. Adjust your coaching style to your employees’ needs. Joe Girardi, former Manager of the New Your
Yankees, describes that coaches need to adjust our coaching style to the needs and talents of our players. He
stated if he has a team of home run hitters, it would not make sense to orient his coaching to stealing
bases. Regardless of what our talents are as leaders, we must coach to our team’s talents and needs. Know
your team’s strengths, what motivates them and what doesn’t, and adjust your coaching style to maximize
the team’s performance.
2. Choose encouragement over criticism; but when you must criticize, be timely and honest. Sir Alex Ferguson,
legendary coach of soccer team Manchester United shared with HBR “Few people get better with criticism;
most respond to encouragement instead. So, I tried to give encouragement when I could. For a player — for
any human being — there is nothing better than hearing ‘Well done.” But of course, part of coaching is
“course correcting” when a team member is not performing. If a team member is not performing to your
expectations, let them know immediately and be straightforward and clear about what you expect.
3. Do not ignore or sideline under-performers. The late NFL Coach Bill Walsh (Stanford, 49ers) has stated that
anybody can coach superstars…they will usually take care of themselves. Walsh also believed that the
difference between winning and losing is the bottom 25% of your people. Don’t ignore these team members,
because your team is only as strong as your weakest player. Coach the bottom 25% in the detailed tasks of
your processes and, in the consistent performance of skills.
What are some strategies you have used to adjust your coaching style to more successfully lead your team?
85

Coach For “Team” Results:
Why are leaders hesitant to focus on this?
With all the competing priorities we have in our work, leaders spend much of our energy putting out fires in our
processes and coaching individuals for improved performance. We coach our employees to perform at their highest
potential and we hope results improve accordingly. We don’t, however, focus on how to improve the way individuals
bring their skills to the job and work together, nor how differently we might have to lead to improve the teamwork
in our departments.
What is the case for doing it anyway?
I had the opportunity to hear Mike Krzyzewski (Coach K) speak a few years ago, about his experience coaching the
men’s USA Olympic Basketball team. Coach K, one of the winningest coaches in college basketball, described the
challenge of coaching highly-skilled “individuals” to play as a winning “team”. Each player was the best in the
country for their position. They were stars. But a team of individual stars not working together, do not produce the
results necessary to win consistently. Coach K realized he had to go beyond coaching for individual skills. He had
to change his coaching emphasis on team performance as a priority, deploying the following strategies.
How can you do it?
1. Recruit talented individuals who are coach-able and willing to be a part of a high-performing
team. Leaders get blinded at times by the technical skills or experience of those we are recruiting. Yes, we
need individuals on our team that can perform their skills. But we should recruit for team members that are
skilled AND respectful team players. We need to assess the potential team player’s openness to feedback
and when reviewing past performance, assess how they have improved and responded to coaching.
2. Don’t be a coach of “I Gotchas”. When coaching a high-performing team, have few rules and high
expectations. Unfortunately, some leaders like to be backed up by a long list of do’s and don’ts. This sets
up the dynamic of an “I gotcha”, or an “I” coaching environment instead of a “we”. A leader who sets too
many rules is making it appear that it is “my” team, rather than “our” team. Setting too many rules also
allows leaders to not have to make decisions. The coaching behavior necessary to let high-performing
individuals shine, however, needs to be adjustable, flexible, and dynamic.
3. Coach fairly, but not equal. This is Coach K’s “fair but not equal” policy. It is important to be “fair” in
everything we do, but our team players aren’t “equal” with regard to individual skill. Coach K described that
if he gave everybody equal playing time, it wouldn’t be fair to the team as a whole. That’s because the team
may be more effective if one player plays thirty minutes, and another plays ten. Coach K believes the people
who deserve to do more should do more.
Thinking back to great coaches you have had in your life, what behaviors did they demonstrate to encourage team
performance?
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Coaching Coach for Performance:
Why are leaders hesitant to focus on this?
A few years ago, I was in the stands watching a tee ball game. When the ball was hit, and a player fielded the ball,
the coach yelled at the young player to “run the ball to first base”, no matter where the ball was fielded. Why? The
coach wanted to insure the “out” more than risking the first baseman missing the catch. This leader was coaching for
winning, not for maximizing the skills performance of his players. Our team achieving results IS important, but our
players need to be able to consistently sustain those results. That performance cannot be achieved by coaching for
“winning” only.
What is the case for doing it anyway?
Winning is a by-product of good habits. The leader coach I think of with this statement is John Wooden. (Wooden
on Leadership and brief review) The result of “winning” is ultimately the goal of your team’s performance, but that
level of execution can only be achieved when we consistently coach for the skill development and performance
needed to “win”. In the above example, the skill development the coach should have been consistently practicing
was throwing the ball accurately to first base. And in the game, it was the opportunity to coach for execution by
encouraging the player to perform what they have been practicing. According to Wooden, the leadership coaching
behaviors needed to encourage the maximum performance of your players involves planning, preparation, practice,
and performance – his Four P’s.
How can you do it?
1. Develop a plan to improve performance. If you are traveling to a new destination, the most efficient way
to ensure you get there is to map a route. If we want to coach our teams to reach a new level of performance,
we need to clearly identify the end goal and be honest about the current level of performance. Closing this
gap is the route to improved performance.
2. Determine the skill preparation necessary to maximize performance. Now that you have identified the
gap, determine which skills need to be improved or enhanced to not just reach the goal once, but to sustain the
higher level of performance.
3. Practice skills; Break down the skills into smaller performance elements and practice. Observe your team
and offer feedback for incremental improvement. Practice again…and again, until the improved skill
becomes a habit.
4. Perform the skills…and learn from what works and what doesn’t. In the “game”, or in a real application,
watch your team members perform the skills they have been practicing. This real-life performance will be
the starting place for the next cycle of 4-P’s.
Which of these 4-P’s is your greatest performance opportunity and what is one behavior you will commit to
improving?
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CBL (Cognitive Behavioral Leadership)
Introduction
Asking people to instantly have answers to these 3 upcoming CBL checklists highlighting the opportunity for them
is very unlikely because they require some thought. A best practice is to share these checklists in advance. Consider
sharing them through EmployeeTalk. The comments can create an excellent discussion within a management
meeting.
Create a Checklist for Modifying Your Beliefs:
Why are leaders hesitant to do this?
Leaders’ brains begin embracing certain beliefs about “leadership” at an early age. Some of the leader’s stronglyheld
beliefs are the result of experiences, including how they see other leaders behave. Some leadership instincts are
genetically determined as part of the leader’s temperament. However, they are acquired, the leader’s beliefs are the
reasons why leaders feel and behave the way they do. But all humans, including leaders, are often unaware of the
beliefs that guide their lives. And they are particularly reluctant to question what they believe. Brains just believe.
They don’t like to be grilled.
What is the case for doing it anyway?
There is no other way to successfully reprogram your brain. Changing your underlying leadership beliefs is hard, but
you must find a way to replace your destructive beliefs with more effective, constructive beliefs if you want to lead
others more successfully. You must persist in following a complicated and uncomfortable process to achieve this.
The following list of strategies will assist you in creating your own checklist for reprogramming your brain.
How can you do it? Which of these resonate and why?
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Recognize the impact your beliefs have on your leadership behaviors. If, for example, you pout, refuse
to speak, and shun others when you are annoyed, you do so because you likely believe you are entitled to
punish and bully others with your anger because you are special.
Acknowledge the need to change. You may already realize that your emotional immaturity is not a helpful
leadership trait, but it takes a minimum level of emotional intelligence to admit the need to improve that
many leaders do not possess. If you don’t believe and admit that you need to improve, then you won’t.
Begin keeping a leadership journal. It is unreasonable to expect that you will change your deeply ingrained
beliefs overnight. There will be small victories and large failures on your reprogramming journey. Carefully
making regular journal entries about what helped and what didn’t will be essential to your achieving your
goal.
View conflict and emotional distress as opportunities to discover your underlying beliefs. The way you
manage your temper when things don’t go your way will reveal both the progress you’ve made and how
much further you have to go.
Work backward from your feelings and behaviors to your beliefs. That you felt angry and then pouted and
refused to speak to those colleagues who irritated you is obvious. What you must figure out is what beliefs
inclined you to choose to become angry and behave so foolishly.
Embrace the discomfort of unflinching self-analysis. If you were not so defensive and insensitive, you
would not have behaved this way. This means that squarely facing your own mistaken beliefs and their related
behavioral shortcomings will be hard for you. Leader-up, and do it anyway.
Identify your current beliefs. It is essential that you specify and clarify those beliefs that contribute to your
pattern of petulance and pouting. If you don’t fully expose those misleading beliefs, you will not be able to
root them out and, despite your good intentions; you will fall back into your old rut of being a petty tyrant
when things don’t go your way.
Accept your current beliefs–even if they are embarrassing. Your first obligation as a leader is to own
your beliefs, behaviors, and feelings and stop defending them or blaming others for them. This belief that
others are to blame for how you feel is one of the most pernicious leadership delusions. You and you alone
are to blame for what you believe, and how you feel and behave. It’s more comfortable to blame others, but
real leaders refuse to do that.
Write your flawed beliefs down. This is where it starts to get real. After you have gone on the record with
yourself and others, you are now accountable. Weak leaders say all kinds of reassuring things in private with
no real intent to go on the record or actually follow through. With your destructive beliefs staring you in the
face, you will be forced to hold yourself accountable and make some changes–or leave your leadership
position–since your failure to change will destroy what little credibility you have left.
Make the case for and against what you believe. Once you see your immature leadership beliefs in writing,
it will be impossible to make a compelling case for holding onto them. And the case against them will be just
as obvious. This is the easiest step in the leader’s brain reprogramming project.
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Invite others to help you identify and challenge your beliefs. You have grown so accustomed to becoming
angry and venting your spleen in the workplace that you may have a hard time seeing what you are doing
wrong or why you are doing it. Your colleagues will see right through your defensive blindness. They can
help you face the reality that is still eluding you.
Work backward from more mature feelings and leadership behaviors to healthier underlying beliefs.
When you face your destructive beliefs honestly, more constructive options will be obvious for each of them.
What must the leader who chooses to not become angry and talk behind others’ backs in similar situations
believe? What must a more mature leader who is unfailingly gracious, even to her enemies, believe?
Write down more evidenced-based, alternative beliefs. Now you will start to see a way out of the impairing
leadership rut you have created for yourself. The light will begin to dawn. If you choose to believe what
healthier leaders believe in the situations that lead to your repeated leadership failures, you will begin to
behave (and eventually feel) the way they do. And it will become clear to you that those changes would
change your leadership ability (and your life) for the better.
Admit you were wrong. The best leaders admit their mistakes quickly and publicly. There are several
reasons you will want to embrace this effective leadership strategy. First, you were wrong. Second, you will
enhance your credibility as a leader by admitting it. Third, your public admission will make it harder for you
to make the same mistake again. Fourth, you will model the kind of accountability you want to see in others.
Finally, making mistakes is how you learn. Everyone makes mistakes every day. Great leaders admit theirs
more readily and learn from them more quickly.
Make a public commitment to change. Just saying you are sorry is not enough. You must make a sincere
commitment to change and then follow through on your promises. Be sure to include the consequences you
will suffer if you fail. “If I continue this emotional bullying behavior, I will not continue in my leadership
role.”
Study and learn with fellow leaders who are pursuing greater emotional intelligence. The best leaders
are always trying to get better. Join a group of leaders in your organization that is determined to push its
members through the discomfort of their leadership failures to acquire more effective control of their feelings
and behaviors.
Begin to change and persist despite how you feel. If you are going to succeed in your quest to become a
more emotionally-intelligent leader, you will have to pursue this goal while feeling very uncomfortable. If
like most leaders on the wrong side of the leadership bell curve, you wait to change until you feel like it, you
never will. The best such leaders can hope for is to be dragged along by their more motivated fellow leaders.
Wait for your feelings to change. If you persist in following an arduous brain-reprogramming project like
the one outlined in this practical checklist, you will eventually start to feel better. Be patient. Feeling better
is just the icing on the cake.
How have you designed and implemented a personal belief-replacement process?
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Create a Checklist for Changing Your Behavior:
Why are leaders hesitant to do this?
Changing one’s instinctive behavioral patterns is difficult and requires persistent effort. Leaders are often unwilling
to pay the price—particularly if they can get away with behaving in ways that feel natural to them. Moreover, many
leaders keep longing for others to change, never recognizing they are the ones who need to change. Many leaders
spend their professional lives feeling frustrated that people don’t meet their expectations instead of recognizing that
they cannot reasonably expect that until they have made their expectations clear.
What is the case for doing it anyway?
If some of your patterns of leadership behavior are diminishing your effectiveness, you must own those behaviors
and invest the time and energy to change them. Good intentions will not cut it. You will need a list of evidence-based
strategies to follow.
How can you do it?
If you wish to accomplish any goal, you must consistently follow a process that will produce the result you desire.
This is especially true if you intend to achieve a lasting behavioral change. The following steps that have been
successfully used by leaders who have succeeded in changing their disabling leadership behaviors can help you design
your own successful behavioral change process.
How have you used a checklist to change your behavior?
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Which of these points in the process do I believe would be good for you and why?
Identify a recurring behavior you need to change. For example, let’s assume that you have decided you
must stop crying at work.
List the reasons you need to change. If you cannot make a compelling case to yourself that crying at work
is widely viewed as weak and unprofessional, you are not likely to succeed.
Explain how you will motivate yourself to persist. If you intend to succeed, you must prepare yourself for
the long haul–the rest of your life. You can learn to resist the urge to cry in the workplace, but the urge will
persist.
Make a public commitment to change. A public commitment to stop crying won’t make your quest easier,
but the social pressure will make it harder for you to not follow through on your commitment.
Consult with leaders who have successfully changed their flawed leadership behaviors. You will need
every helpful hint you can find. And you can find plenty of leaders who have successfully stopped crying at
work. Ask them how they did it. Some of their strategies will work for you, too.
List the barriers you must overcome. It helps to be optimistic, but denial, ignorance, and failure to plan are
not. Identify the circumstances at work in which you find it hard not to cry. You cannot avoid stressful
circumstances entirely, but you can at least be prepared.
Describe the new behavior you will use to replace the destructive leadership behavior. It’s a lot easier
to replace a bad habit with a good one than to just stop the bad habit. Taking a bathroom break or excusing
yourself to make a phantom call might be better alternatives than dissolving into a puddle in an important
meeting.
Ask your colleagues to hold you accountable. Augment your willpower with a team that won’t let you off
the hook. A knowing look from a colleague at the moment may be enough to bolster your strength to maintain
your emotional composure.
List helpful mental distractions to employ when your brain undermines your intent. In the war with
your brain, you must find ways to trick your brain into fighting with itself. For example, when you feel your
emotions welling up, you might choose to begin writing down the parts of your brain that are creating these
feelings.
Write down the destructive beliefs that cause your brain to urge bad leadership behavior. If you have
chosen to believe that, “crying publicly means that I care,” you will want to reconsider whether that belief is
true.
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Describe contrasting, constructive beliefs for each of your destructive beliefs. You may choose the above
destructive belief with, “When I cry at work, it is evidence that I am not managing my feelings as a wise
leader should.”
Write down your new (replacement) constructive beliefs daily for 30 days. Investing the time to write
out the replacement beliefs supporting improved emotional control will help you reprogram your brain and
increase your willpower.
Post your new constructive beliefs at home and in your office. You can increase your emotional
intelligence by reminding yourself of your new beliefs and intentions several times during the day.
Measure and display your target behavioral results daily with a trend line for an extended period. Just
by recording the times, you cry at work over-time; you will likely notice a decreasing trend right away.
Anticipate failure and learn from it. Your brain’s flawed programming can never be entirely erased, but
you can partially replace it with more mature instructions. Slipping back into your mental ruts will remind
you how you have improved and provided an opportunity to grow further.
Reward yourself for any progress. Changing bad leadership habits is hard. When you make it through some
situation that would have previously reduced you to tears, give yourself a big high five afterward. You
deserve it.
Be patient with yourself and others. Remember, it will take a long time to change your reputation; people
will think of you as that leader who contaminated the workplace with your emotions long after you have
stopped doing so.
Teach others how to change their bad leadership habits. Helping other leaders change will help to solidify
your own changed behavior.
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Checklist for Managing Your Feelings:
Why are leaders hesitant to do this?
Feelings are so integrated into how leaders perceive themselves that they rarely see the need to manage them. These
complacent leaders view their feelings as, “just the way I am.” And because they have achieved a position of
leadership, they are even more strongly positioned to view themselves as exceptional already. There is no need to fix
what is not broken. Every human brain is a legend in its own mind.
What is the case for doing it anyway?
Leaders shoulder two primary responsibilities—to manage feelings and tasks. Obviously, you cannot successfully
hold others accountable for completing their tasks unless you complete yours on time. Likewise, it is not possible for
you to help others manage their feelings until you have learned to master your own. Managing your feelings is the
foundation of emotional intelligence, and is one of the essential skills every successful leader must master.
How can you do it?
How have you used a checklist to manage your feelings successfully?
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Which resonates and why?
Recognize when you are emotionally aroused. Your breathing and heart rate are reliable indicators.
Take your feelings seriously. Your feelings, even when you don’t recognize them, drive most of your
leadership behaviors.
Don’t take your feelings too seriously. While powerful and compelling, your feelings will often mislead
you.
Identify your feelings. You can’t manage your feelings until you know what they are. And they are usually
complicated and mixed.
Remind yourself that your feelings are contagious. The people you lead are looking to you to be the calm
one in every emotional storm.
Document your feelings. If you don’t write them down, you will forget them and neglect to manage them.
Accept your feelings. Your feelings are just what they are; face them and manage them first. Understanding
and modifying them comes later.
Don’t allow your feelings to call the shots by themselves. The best leaders use both emotion and reason to
motivate themselves and others.
Don’t try to change your feelings directly. It just won’t work. Ordinarily, you can only change your feelings
by changing the beliefs that triggered them.
Identify the beliefs behind your feelings. This can be a real challenge, but the payoff is worth the effort.
Give your feelings time to change. Arousal-driven impulsivity often gives way to regret after the leader has
cooled off.
Ignore some of your feelings. This is essential when something needs to be done, but you don’t feel like
doing it.
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Minimize disabling feelings by replacing their underlying beliefs. Changing what you believe is required
if you intend to permanently change how you feel and behave.
Leverage your feelings to motivate yourself and others. Never let an emotional firestorm go to waste;
harness that energy to find a better way and make the change stick.
Consult colleagues with excellent feelings-management skills. Some leaders are just naturally more
emotionally intelligent; learn from them.
Learn to predict your feelings. If you predict how you are likely to react, you can manage your reactions
more successfully.
Grow a thick emotional skin by embracing emotional detachment. Leadership is a tough business; leader
up.
Do not vent your unpleasant feelings. A lot of leaders still believe this helps. It does not. It only makes
things worse.
Minimize your rumination about your feelings. If you are wired to ruminate, you probably cannot stop it
altogether, but you can decrease the time and energy you invest in this destructive mental activity.
Milk good feelings for all they are worth. And they are worth a lot!
Do what needs to be done despite how you feel. Leadership is about doing things that need to be done even
when you don’t feel like doing them—and persuading others to do the same.
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Recognize and Manage Your Emotional Arousal:
Why are leaders hesitant to do this?
The human brain generates thousands of emotions of varying intensity every day. While our brains allow us to
reflect—and to modify to some extent—what we are thinking and feeling, most leaders just accept the feelings their
brains have triggered and act on them without recognizing or second-guessing their emotional arousal. When the
leader’s brain creates any strong emotion, it generates an explanation for doing so. Intriguingly, the leader’s brain
almost never takes credit for the feeling it has invented. Instead, the leader’s brain blames something or someone
else. Because most leaders accept this mistaken attribution without question, aroused leaders don’t even realize what
their brains have done to them. This is not surprising. After all, questioning one’s brain is trying, and the guilty brain
is not eager to cooperate.
What is the case for doing it anyway?
Your feelings drive your behavior. The less you know about which feelings are calling the shots at any given moment,
the less control you have over how you behave. And you have probably already discovered that impulsive behavior
usually gets leaders into trouble. Building the emotional intelligence that will permit you to recognize your arousal
and do what needs to be done despite your brain’s goading will set you apart. Most people accept their feelings and
their brains’ explanations for them without question and leave the driving to the urges their minds have unleashed.
This is why people need leaders—to manage the feelings they are unwilling to manage themselves.
How can you do it?
1. Monitor your breathing and pulse. These neurological signals are among the first signs that your reptilian
brain networks are preparing to override your prefrontal cortex, that part of our brain that sets us apart from
other living organisms.
2. Recognize your erupting feelings. Anger is the most common intruder. Fear and hurt are also frequent
visitors to the leader’s mind. Resist your natural tendency to deny or minimize your feelings. It’s true that all
destructive feelings exist on a continuum; anger ranges from mild annoyance to murderous rage. But no
matter their intensity, destructive feelings are still destructive and must be contained quickly.
3. Restrain your urges. This is easier said than done, but the best leaders get it done. If you feel the urge to
speak impulsively, speak deliberately, or not at all. If you feel the need to opine, keep your opinions to
yourself. If you feel the urge to decide on the spot, sleep on it instead. Recognizing your urges is necessary
but insufficient. You must learn to automatically resist them, too.
How have you recognized and managed your emotional arousal in leadership crises?
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Draft Your New Constructive Beliefs:
Why are leaders hesitant to do this?
Examining one’s beliefs, challenging them, and then replacing those settled beliefs with more accurate attitudes is
hard work. It demands time and a significant amount of mental energy. The human brain prefers easy over hard, the
status quo over change, and superstition over science. That leader wouldn’t line up to do this difficult—and sometimes
threatening—brain work is not surprising.
What is the case for doing it anyway?
There is simply no other way to make a permanent change in your flawed leadership behaviors. Unless you replace
your destructive beliefs with more constructive attitudes, the next time you find yourself in a similarly-challenging
leadership situation, your brain will undermine your best intentions to behave differently, and you will find yourself
repeating the same old mistakes.
How can you do it?
1. 1. Carefully examine the destructive beliefs you have discovered. Ask yourself whether those beliefs are
accurate and whether they are the best guides for how a leader in this circumstance should behave. You will
likely be able to describe a more accurate, more constructive belief. Be sure to document this better option
in your leadership journal—right beside the destructive version you intend to replace it with.
2. Reinforce the new belief you intend to program into your brain. Brains don’t give up easily. You will
find it helpful to post your new beliefs on the wall in your office or, in a throwback to your childhood, to
write the new beliefs 25 times each. When it comes to replacing beliefs, you must beat your brain into
submission.
3. Ask your colleagues to explain how they have succeeded in reprogramming their brains. Replace
destructive beliefs with more constructive beliefs by creating a presentation and giving that presentation
many times. Instead of choosing to believe that listening to a lecture from an expert is the most effective way
to learn. I have chosen to believe that listening to a lecture may be easier, but it is not the best way to learn.
Instead of choosing to believe that attending a conference is the best way to find the experts I need, I have
chosen to believe that the experts I need may be just down the hall.
How have you replaced some of your destructive beliefs with more constructive, accurate beliefs?
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Identify Your Old Destructive Beliefs:
Why are leaders hesitant to do this?
This step is usually the most challenging for leaders. There are many reasons for this. First, leaders are never fully
aware of the beliefs their brains have embraced. Much of what we believe is unconscious. Second, few leaders clearly
understand that their unrecognized beliefs are what their brains use to create their feelings. All humans are
evolutionarily wired to feel and then act without thinking much about it. Third, leaders are at war with their brains,
which have minds of their own. Asking themselves, “Why did I just do that?” is not a question most leaders normally
ask themselves. Like most other humans, leaders usually let their instincts call the shots in their lives. And leaders’
instincts often lead them astray.
What is the case for doing it anyway?
If you don’t invest the time and energy to figure out what you believe and how those beliefs are generating your
destructive leadership behaviors, you will just keep right on behaving the way you do now, and getting the same
results you are getting now.
How can you do it?
1. Write down the contributing beliefs you recognize. Some of your destructive beliefs will be obvious if you
spend a little time reflecting on them. For example, most leaders mistakenly believe that “I expect people to
see what needs to be done and do it without my having to tell them.” You may believe that, but that leadership
belief is badly flawed. That belief, if not replaced with a more accurate belief such as, “I have no right to feel
frustrated when others fail to read my mind,” will create unceasing frustration in your professional life.
2. Ask yourself, “What belief would explain how I felt and behaved?” This question will help you identify
beliefs that you would not otherwise recognize. What you discover will surprise and embarrass you—and
prime your brain to learn and remember something important. We all learn much more effectively—for good
and ill—when we are emotionally aroused.
3. Learn from your colleagues who have identified some of their destructive leadership beliefs. I believe that
listening to a lecture from an expert is the best way to learn. If I had not believed that, I would not have
recommended this learning model. When I examined this widely-held belief objectively, I immediately
realized this belief is not evidence-based. Research has repeatedly confirmed that action-based learning is
much more effective than passively listening to a lecture. Perhaps we all hold onto this misguided belief
because passive listening is so much easier.
How have you identified some of the maladaptive beliefs that are triggering your disruptive feelings and ineffective
leadership behaviors?
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Describe Your New Constructive Behaviors:
Why are leaders hesitant to do this?
Admitting that they might have behaved better is embarrassing for most leaders. Leaders, especially insecure ones,
believe they must be perfect to lead others effectively. For these folks, admitting a mistake is the same as admitting
they have failed as a leader, and they will be strongly inclined to defend what they did instead of exploring what they
might have done better.
What is the case for doing it anyway?
Since leaders almost never behave perfectly, every leadership challenge presents an opportunity to learn, to get better.
Once you manage to get over yourself and your defensive brain, reflecting on how you might have responded more
effectively becomes an enjoyable, satisfying exercise. This is particularly true if you engage in these mental
experiments with a group of trusted colleagues. This way, your opportunities for novel ideas are multiplied and
everyone can learn from your previous imperfect responses. Remember this eternal leadership truth: you cannot
reasonably expect improved results unless you change what you believe and how you behave despite how you feel.
How can you do it?
1. Write down exactly how you behaved. Resist the urge to justify what you did to yourself or others. Just
describe what you did. Your honesty will serve as the foundation for your subsequent reflections.
2. Describe all your behaviors. Include your mental behaviors, too. Don’t forget to mention your rumination
if you ruminated. And don’t assume that everything you did was destructive. For example, you might have
taken the time to calm yourself before reacting. Taken altogether, your leadership behaviors likely included
both destructive and constructive actions. Don’t sell yourself too short.
3. Beside each behavior, describe what might have been a more constructive response. Once you have
created some emotional distance from the event, you will be able to see better alternatives easily. And your
colleagues can help you with this, too.
4. Pay attention to how other leaders have found better ways to react. Identify several constructive ways
you might have behaved in that situation. From these examples, you can see that coming up with more
constructive leadership responses is not that hard.
How have you identified and engaged in more constructive leadership behaviors?
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Identify Your Old Destructive Behaviors:
Why are leaders hesitant to do this?
Most of us feel completely justified in behaving the way we do. That’s because the human brain is in the business of
creating feelings based on the beliefs our brains have embraced. The feelings our brains generate urge us to behave
in ways that are consistent with those beliefs. This means that our brains are naturally inclined to vigorously defend
the behaviors that result. Moreover, admitting that one’s behavior may not have been the best is never easy for any
leader to do.
What is the case for doing it anyway?
The first step in learning to lead more effectively is to ask yourself whether you might behave in a more constructive
way if you had the chance to react to the same circumstances again. Your reflection about the difference between
how you behaved and how you might have behaved will usually make it clear that there were better leadership
responses you might have employed. This gap will help you identify the instinctive responses that are repeatedly
getting you into trouble.
How can you do it?
1. Describe exactly how you behaved. Don’t allow yourself to be distracted by why you behaved that way at
this point, just write down exactly what you did.
2. List all your behaviors. Be sure to include those internal behaviors such as ruminating as well as those
external behaviors such as shouting, arguing, or venting.
3. Learn how other leaders have done it.
I recommended that my colleagues and I attend another national conference, even though we
had often returned from such conferences dissatisfied with our learning experience.
I recommended that we schedule our working trips—and our personal lives—around sponsor
and airline schedules, while we all complained about the intrusions of these inconveniences in
our lives.
I recommended that we leave worthless sessions, thus admitting that many of those sessions
added little value despite their excessive cost.
I maintained that our working trips, while costly, added real value overall. While this was true,
my choosing to settle for the status quo eliminated the opportunity to find a better way to learn.
How have you identified your old, destructive behaviors?
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Describe the Feelings You Wish You Had Felt:
Why are leaders hesitant to do this?
Leaders usually find it uncomfortable to question their destructive feelings during a leadership challenge. We overvalue
our feelings, even when those feelings are toxic and counterproductive. It requires some open-mindedness and
mental effort to consider how we wish we had felt in that circumstance instead. It demands that we acknowledge that
our previous feelings while seeming legitimate at the time, might not have been the feelings a more mature leader’s
brain would have created in a similar situation.
What is the case for doing it anyway?
If you will force yourself to reflect on how you might have felt had you reacted differently, you can easily see how
different beliefs and behaviors might have triggered more enabling leadership feelings. This realization will help you
begin the process of examining your underlying beliefs and behaviors, which is the method leaders use to learn from
their leadership mistakes.
How can you do it?
1. Identify the opposite feeling from the destructive feeling you experienced. If you felt insecure, you
probably would have preferred to feel confident. If you felt embarrassed, you would surely have rather felt
proud instead. If you felt angry, feeling calm would have been better. You get the point.
2. Consult with a skilled mentor. You have doubtless come across fellow leaders who lead successfully
without becoming upset by their daily leadership challenges. These are the leaders you want to learn from.
They have learned how to manage their feelings by changing their perspectives and behaviors.
3. Review constructive feelings.
I hope to experience in the future when I find myself in similar circumstances unbecoming.
I recognized that I could only experience these constructive feelings by changing my beliefs and
behaviors.
o If I do, then I will feel differently next time. Instead of feeling embarrassed that I have fallen
into the same old rut,
I will feel proud when I realize I have created an improved leadership learning model.
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Instead of feeling remorse that I subjected my colleagues to poor seminar instructors, I will feel
pleased that I have arranged for more engaged conference speakers.
Instead of feeling ashamed that I have invested organizational resources for so little return on
investment, I will feel gratified I have found a better way to train fellow leaders.
Instead of feeling disappointed that I have required arduous business travel, I will feel delighted
when I have arranged for business travel that is both less demanding and more productive.
Instead of feeling disgusted that I have learned so little, I will feel accomplished that I have finally
reprogrammed my brain and become a slightly better leader.
Instead of feeling guilty that I had not thought my decision through better, I will feel satisfied when
I realize I have engaged in the critical thinking that is required for successful leadership.
4. Don’t attempt to change your feelings directly. For all practical purposes, you can only change your
feelings indirectly by changing what you believe and how you behave. Be patient. Changed feelings will
follow.
How have you identified the constructive feelings you would rather have experienced during a previous leadership
challenge?
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Identify Your Destructive Feelings:
Why are leaders hesitant to do this?
Every leader’s brain is skilled at creating compelling feelings and in convincing the leader that those feelings are
normal, justified, and the result of external circumstances. Most leaders take their feelings and these assumptions for
granted and then do what they feel like doing without pausing to consider their feelings may be leading them astray.
What is the case for doing it anyway?
Identifying your destructive feelings, while reminding yourself that only your brain can create them, is the place you
want to start on your journey to becoming a more emotionally intelligent leader. You should start here because your
destructive feelings, particularly unpleasant ones, are easy to recognize. When you begin pulling at the string of your
feelings, you will eventually get to the beliefs that triggered them and the behaviors those feelings urged.
How can you do it?
1. When you realize you are emotionally aroused, write your feelings down immediately. If you put it off,
you will tend to forget how you felt. Other feelings generated by your brain will take their place, and your
opportunity to learn from them may be permanently lost.
2. Don’t judge your feelings. Just write them down. This is sometimes challenging since you may feel
embarrassed or ashamed about how you felt. Write those feelings down too.
3. Use technology. Dictate a voice memo or type a few words into OneNote on your smartphone. This will
allow you to return to these feelings from any device in front of you. Pen and paper will work, but they are
more time consuming and harder to retain and organize.
4. Review Leadership examples of destructive feelings:
I felt embarrassed when I realized I was still in the same old passive learning rut.
I felt remorseful that I had subjected my colleagues to such inept conference speakers.
I felt ashamed that I had invested organizational resources for so little return on investment.
I felt disappointed after having expended so much time and energy on business travel.
I felt disgusted that, with all my years of experience, I had evidently learned so little.
I felt guilty that I had not thought this decision through better.
How have you captured your destructive feelings?
104

Organizational Results
Organizational-Performance:
Your leaders are the authors of your future outcomes. Leaders exist to produce exceptional results.
Daunting challenges are in the face of average results. Use these topics below during your management meetings to
cultivate critical thinking and innovation. Which topics resonate? Successful leaders follow an evidence-based
process to achieve and sustain exceptional results. Some of the steps in that process are as follows:
1. Focus relentlessly on results. Don’t be afraid to be a fanatic. Start every meeting with a pointed discussion
about those results that are falling short and why. Keep pressing until you have a credible action plan. Create
an energizing discomfort by insisting on specific task lists, individual accountability, and timelines.
2. Field the best-possible leadership teams throughout the organization. When we get a job—even a
leadership position—we forget the playground reality that players are chosen for the team based on their
ability to contribute to the team’s success. In spite of the pain involved, leaders are morally obligated to field
the best-possible organizational team.
3. Extrude the net-negative people. All of us have positives and negatives and so long as our positives
outweigh our negatives, we can make a valuable contribution to our organizations. When we become netnegative
though, we poison the atmosphere and distract those who are trying to focus on producing the results
we want.
What steps do you take to get results?
105

The Importance of an Innovative Culture:
Introduction
The ET Online Target Feedback Portal and the Employee Engagement Census Survey are two examples that open
up the opportunity to focus on challenges and discuss throughout the year the importance of building and sustaining
an innovative culture. Innovation is the process of conceiving and implementing a novel solution to an organizational
problem in a way that produces improved organizational results.
What are the barriers to doing this?
Focusing on innovation is difficult and the potential results are much more uncertain than simple process
improvement strategies. Not all innovative ideas prove successful in the business setting, and many are
disruptive. We are often taught certain processes and follow such rigid steps that we fail to think creatively. Most
businesses are already trying to operate as lean as possible while focusing on process improvement. Allowing more
time to focus on innovation can complicate tight timelines and lengthy task lists.
What is the case for doing it anyway?
Truly innovative ideas lead to improved organizational results. When teams have implemented process improvement
ideas and best practices, yet they are still not achieving the desired results, they are forced to look at a problem
differently or get comfortable with mediocrity. There is value to focusing on an innovative solution to a problem
upfront. If we continue to do things the way we have always done them, we will continue to get the same
results. Innovation opens the door to options that were never on the table before. That begins from input given in the
EmployeeTalk platform,
How can you do it?
1. Create a multidisciplinary team to focus on innovation.
2. Recognize employees with innovative ideas that ultimately improve processes.
3. Set aside time to focus on a topic that needs innovation every week.
4. Accept that some innovative ideas will fail.
How has an innovative idea led to an improved result at your organization?
106

Innovation & Employee Engagement:
What are the barriers to doing this?
Leaders want employees to spend their time at work doing their jobs. Taking time to innovate away from work time
may decrease productivity and efficiency. As with any leadership topic, there are conflicting thoughts about
innovation. While some believe that only leaders should focus on innovation, others believe that employees are
imperative for successful innovation.
What is the case for doing it anyway?
Frontline employees often see things that leaders don’t. This is why having the EmployeeTalk OCP (Online
Communication Platform) is valuable. Its reach goes beyond a leader’s observation. It enables these employees to
provide either transparent or anonymous feedback from the unique perspective of being involved in the process or
service daily. When employees believe that their perspectives matter and their ideas are incorporated when possible,
an innovation culture begins to flourish. Innovative cultures result in innovative organizations and innovative
organizations produce results.
How can you do it beyond the EmployeeTalk EE Survey?
First, mote the benefit of engaging with EmployeeTalk enabling team members to recognize themselves from
anonymity for ideas they provide under the questions asked.
1. Include front line employees’ perspectives when looking at opportunities in the organization.
2. Incorporate employees’ thoughts and ideas into your multidisciplinary team meetings and give them credit.
3. Follow up with employees on why their ideas could or could not work as a solution.
4. Recognize employees when ideas result in innovative solutions.
5. Continually encourage employees to question when processes don’t make sense, speak up when there are
failures, and share their ideas openly.
6. Remember that building an innovative culture starts with YOU.
How do your stakeholders participate in innovation at your organization?
107

Don’t Underestimate Small Innovations:
What are the barriers to doing this?
When thinking about innovation, it is easy to believe that only big ideas count. Think about innovation right now. Do
big, corporate businesses come to mind? When we think about innovation in businesses, we often think about
technology and other costly ideas that have contributed millions to the bottom line. Big ideas are great, but it is easy
for us to underestimate the value of small innovative ideas that pay off big for the organization’s bottom line. Utilize
EmployeeTalk capability to capture input and task that input out from the engagement survey for leaders to go to
their teams and gather more information making employees feel their input matters
What is the case for doing it anyway?
Not every problem needs a big idea to solve it. Some problems are just small problems that need novel ideas that
result in an innovative solution. If we start with small ideas, we can begin to build a culture of innovation that leads
to the big ideas we so often hear about. Just remember that small innovative solutions can work just as well, can be
easier to implement, and can improve your results.
How can you do it?
1. Look at your areas of responsibility critically to spot inconsistencies or small problems.
2. Set aside time to study the problem or any inconsistency.
3. Take the problem to a multidisciplinary team.
4. Brainstorm with the team to develop more ideas, a list of pros and cons of the potential innovative
ideas, and any implementation issues.
5. Implement the solution and measure your results to show how small ideas can pay off big.
What are some small innovative ideas that resulted in big outcomes at your organization and specifically in your
department?
108

Innovation and Collaboration:
What are the barriers to doing this?
It is often difficult to get a regular meeting scheduled where a team of individuals can come together from different
specialties. It is even harder to make sure there is regular attendance at the meeting and that representatives from key
areas are present in the room. Some leaders do not see the value that collaborating with other specialties brings to
the organization until they are placed into a meeting with others or offered access to provide input that results in an
innovative idea.
What is the case for doing it anyway?
Collaboration utilizing a multidisciplinary team approach is key to making innovation a successful part of the
organization’s culture. Having members present from different areas of the organization helps introduce new
information, different perspectives, and helps spark insights that lead to innovative ideas. A multidisciplinary team
can also assess the pros and cons of the potential solution and determine if the idea is a reasonable and feasible
solution to the organizational problem. If key members are not present, the team could spend time working through
a problem with what they believe is an innovative solution, only to find out it is not possible. Using the EmployeeTalk
Online Communication Platform for engaging critical questions and input at any time increases participation.
Collaborating with difficult to connect members who represent key areas of the organization is important to innovate
regularly and be instrumental in building your organization’s innovative culture.
How can you do it?
1. Find key leaders at your organization who are creative and innovative.
2. Use the EmployeeTalk Online Communication Platform to engage critical questions.
3. Make sure you have representation from key areas throughout the organization, but not so many
representatives that the group cannot think and brainstorm freely.
4. Select a time to meet every week and make it a standing meeting on your calendar.
5. Consider an Online Committee in EmployeeTalk so input can be gathered from the team conveniently.
6. Select one person to present an organizational problem to the group each week.
7. Spend time brainstorming and talking through the problem and the potential solutions. The multidisciplinary
team approach will trigger insights in members of your team that will ultimately lead to innovative solutions
if they are needed.
How has an innovative idea led to an improved result at your organization?
109

Giving Time to Innovation:
What are the barriers to doing this?
Many of us have lengthy task lists and reprioritize daily. We check one thing off of our list and start on the next,
while our list is constantly growing. Setting aside time for one more thing isn’t appealing, especially when there isn’t
a guarantee of success or complete evidentiary support to give you confidence in giving your time to this activity.
What is the case for doing it anyway?
If we all devote a little time to innovation, simple ideas can pay off big. While many ideas will not be as fruitful as
we would like, the only way to find the big ideas that are is to set time aside and focus on identifying novel solutions
to problems that plague your organization. When you do give yourself time to think critically and brainstorm
innovative solutions to problems, your confidence, and organizational results will both improve. Innovative ideas,
big and small, can make a positive difference in your bottom line.
How can you do it?
1. Make a list of key opportunities for improvement at your organization.
2. Select one and spend an hour thinking about the problem and potential solutions.
3. Read, exercise, or meditate. Do what you need to do to get your creative juices flowing. Many ideas and
insights are triggered by other activities.
4. Create a multidisciplinary team to dissect the problem with you. This will help you to gain unique
perspectives from others and identify innovative solutions you couldn’t see without new information or
insight.
5. Set aside time each week to focus on innovation. Your innovative ideas will inspire and encourage others to
participate. The culture change starts with you.
How has an innovative idea led to an improved result at your organization?
110

Balancing Process Improvement & Innovation:
What are the barriers to doing this?
We have been taught to focus on process improvement and to implement best practices as the primary ways to
improve results. Taking time away from activities that typically result in some positive change for the organization
to focus time on potentially risky ventures with less than certain outcomes isn’t always the favorable or costconscious
route.
What is the case for doing it anyway?
Innovation continues to transform industries. Take a look at some of the world’s most innovative companies, and
see how well they are performing. When you take time to focus on innovation, you may develop insights that lead to
true problem resolution and you may even dream up solutions to problems you didn’t even know existed. Balancing
the focus on process improvement and innovation is the key to long term organizational success.
How can you do it?
1. Balance your time between process improvement and innovation. The organizational culture change starts
with you, and you don’t want your organization left behind.
2. Leverage technology to maximize your time and resources to support communication outside your
observation i.e. EmployeeTalk options.
3. Create a group of individuals who are key innovators with knowledge and experience, coupled with young
innovative minds. They can learn from each other.
4. Embrace reasonable risk-taking.
5. Accept that some innovative ideas will fail. It is difficult for most driven people, who are laser-focused on
results, to accept that many ideas will not end up working. Learn from these failures and remember that the
most innovative idea may grow out of the failure of another.
How has an innovative idea led to an improved result at your organization?
111

Create Discomfort:
Discomfort is a double-edged prod. Most of us will not change unless we experience some discomfort. Too much of
it is paralyzing. Leaders walk this tightrope every day. Effective leaders know that they must feel and create some
discomfort, but if they make their colleagues' too uncomfortable organizational momentum will stall. It’s not an easy
balance and even the best leaders don’t always get it right.
1. Make yourself uncomfortable first. Until you have achieved personal perfection, there are plenty of
opportunities. Keep in mind perfection is subjective and tends to be what the group says it is. News flash,
you’re the leader of the group. Leaders long for comfort just like every other human being on the planet. If
you can find no other personal flaws, feel uncomfortable about feeling too comfortable.
2. Focus on those organizational results that are not hitting the mark. It is counterproductive to create
discomfort for discomfort’s sake. It must derive from the failure to achieve meaningful goals to have a
significant impact. If you are consistently meeting all of your goals, you have set the bar too low.
3. Hold yourself and others accountable. Figure out who has the power to make things happen and then hold
them accountable for making them happen. Since the leader is always accountable, you cannot do this
successfully without holding yourself accountable.
How do you create just the right amount of discomfort in your workplace?
112

Clarify Behavioral Expectations:
It’s not what we say; it’s how we behave. All of us show up wanting to do more of what we feel like doing and less
of what we don’t want to do. When leaders say one thing and do another, everyone notices, and leadership credibility
suffers. The hypocrisy of leaders is the reason that people use most often as an excuse to slack off. “If they don’t do
it, why should I?” And they have a point.
1. Clarify your expectations for how you will interact with each other at work. No one is perfect and all of
us will slip from time to time, but at least everyone will know what’s expected of them.
2. Confront violators. Ignoring obvious rule transgressions is worse than having no rules at all. Of course,
confrontation is hard and no one wants to do it. That’s tough. It’s your job to confront others and to own up
to your own shortcomings when your colleagues point them out.
3. Tell stories about changed behavior. If you confront each other, the behavior will change. And such stories
are among the most effective organizational motivators known. Find them and use them.
How have you clarified your behavioral expectations at work?
113

Sustain Exceptional Results:
It’s difficult to achieve exceptional results, but it’s much harder to sustain them. Having achieved the goal, we all
tend to congratulate ourselves and move on to the next challenge. We become bored, lose interest and focus, and
backslide. We stop doing the things that made the difference, mistakenly thinking that those processes are now
stable. They are not. All organizational processes are naturally unstable.
1. Prepare yourself and others for performance deterioration. Begin talking openly about this danger as a
part of your goal achievement celebrations. Remind everyone of examples where you’ve scaled the summit
and then fallen off a cliff. There will be plenty of these examples.
2. Keep monitoring all key processes. A personal performance dashboard in EmployeeTalk is a perfect tool
for this. You can see how you are doing at a glance each week or month. Any unraveling will become
immediately apparent.
3. Make sure that a leader remains accountable. We all pay more attention when our names are on the board
as the responsible leader. Others may become intoxicated with success, but the fear of embarrassment will
keep the designated driver-focused.
4. Create a crisis at the first sign of performance droop. Become distressed and let it show. People are
exquisitely sensitive to how their leaders feel. Use this fact to your advantage.
How do you sustain exceptional performance?
114

Celebrate Achievements:
We all like to think we are special. Have you noticed that? This longing to feel special is greatest among those of us
who are below average. A good many misguided leaders miss this point entirely. They think that the way to motivate
others is to never be satisfied, to always be critical and demanding.
1. Make the goals easy at first. Here’s an uncomfortable truth. Success, even when it’s meaningless, feels
good. People rejoice when their teams win. They may not have had a thing to do with it. Success energizes,
motivates, and feeds on itself.
2. Celebrate incremental improvement. Progress matters. Make a big deal out of it. People need emotional
fuel to keep going. They want to feel that they are at least making some headway.
3. Take small steps. People who don’t make some progress tire quickly, become discouraged and give up.
They convince themselves and others that the goal didn’t really matter that much anyway. The simple
recognition offered to the feedback from questions asked inside EmployeeTalk offers the opportunity of
leaders to engage excellence and begin to take small steps.
4. Preach patience and practice what you preach. Variation happens. A significant change usually takes a
long time. While genuinely celebrating incremental progress, repeatedly clarify the difference between
movement and the goal line.
5. Do not celebrate failure. Feel-good leaders often mistakenly conclude that feeling good is the goal. Nope.
Results are the things that matter.
How do you make people feel special?
115

Demand Process Improvement:
One of the evidence-based ways to achieve the results you want is to design and deploy a process that produces those
results. But once we adapt to a certain process, we keep following it even if it no longer works—or never did. People
don’t like change. It’s true that change occurs naturally, but the pace of natural change is glacial. Successful
competitors rarely wait for change to occur naturally.
1. Focus relentlessly on results. The best case you can make that a process must be improved is the fact that it
is not producing the desired results.
2. Identify a small group of passionate process owners. If you expect everyone in the group to leap at the
opportunity to improve key organizational processes, you have lost your grip on reality. Only a small number
of people care enough to make the necessary changes. Find them. Feed them. Empower them.
3. Make the case for change. If you just announce that the process has changed and everyone will just have to
deal with it, a fair number of your colleagues will sabotage your recommended changes on principle. Explain
yourself.
4. Force compliance. When you’ve accomplished as much as you can with effective persuasion, employ brute
force to make the change stick. Audit the players’ compliance through observation and checklist questions
using EmployeeTalk. Post individual results publicly. Public embarrassment works. Attach unpleasant
consequences to the failure to comply.
How do you achieve process improvement in your work environment?
116

Confront Poor Performance:
This is hard to do. It’s even harder to do well. You have the nice leaders who want everyone to be happy and love
them. They just can’t bring themselves to confront their colleagues because that would hurt their feelings. They hint
and beat around the bush. They avoid unpleasantness by talking about some other problem.
Then there are the jerks. They yell at underlings and berate people publicly for not doing what they want them to do
the way they want them to do it. They confront not to produce results but to distract others from their own
shortcomings or to throw their weight around.
Effective confronters avoid these two paralyzing extremes. Here’s how you can do it:
1. First, calm yourself. If you confront others when you are angry or frustrated, your emotions will drown out
your message. You want to create an energizing discomfort that motivates, not discourages.
2. Ask reasonable but pointed clarifying questions. Ask permission to speak frankly and emphasize that you
do not wish to be hurtful. Get right to the point. After you’ve asked the right question, stop and wait for the
answer. Resist your natural inclination to fill uncomfortable silences with rambling explanations about why
you hate to have to ask what needs to be asked.
3. Ask whether you’ve been clear. Ask whether you are making sense. Ask whether the questions you are
asking are reasonable. Then wait for the confirmation that you have indeed been clear.
4. Ask whether you’ve provided the support they need. The reality is that people often need muscle to get
things done in bureaucracies. If you can’t or won’t block for your runners, you cannot expect them to advance
the ball.
5. Extract a new commitment. Refuse to leave the discomfort zone until you have a renewed commitment to
achieving the results that you have both agreed make sense.
How do you effectively confront poor performance in your organization?
117

Insist on Innovative Action Plans:
It is easy to write an action plan. You’ve dashed off hundreds of them. They sound good. After you’ve read a few,
they all start to sound alike. They are well-intentioned. They sound like they would work. Once you’ve written it,
you can check this box knowing it is unlikely that you or anyone else will ever look at it again.
Creating a customized, innovative action plan is a lot harder. You have to think. Instead of writing down the things
you feel like doing, consider what you would do if you were willing to do whatever it took. Forget about the barriers
you face for a moment. Consider creating a scorecard in EmployeeTalk. Suppose you could get everyone’s full
cooperation. What would you do then? When brainstorming about what might work, don’t hesitate to consider the
most ridiculous options.
1. Specify exactly what you are going to do. Begin by explaining what you have already done. Use short,
simple sentences. Focus on behavior instead of intention.
2. Explain how you are going to do it. Break it down into the simplest possible steps.
3. Identify who will do it. When it comes to persuading key stakeholders and opinion leaders, the most
effective people are those with the best personal relationships with those opinion leaders. These powerful
persuaders may be low ranking employees or informal leaders who are not even on your team.
4. Say when you will do it. Ask the responsible leaders whether the timeframes are reasonable. Obtain their
commitments that they will execute the plans by that time.
5. Check to make sure it was done. The only action plans that matter are the ones that are executed. We all
know how rare real execution it. Go over the task list at every meeting. Check off the tasks you have
completed. Ask about the progress others are making. Offer your help while making it clear that you will not
stop checking on them until their work is done.
6. Monitor results. The most elegant action plans—even when fully deployed—are worthless if they don’t
produce improved results.
How do you encourage the development of action plans that actually work?
118

Conduct Compliance Audits
Wouldn’t it be nice if we all just did what we are supposed to do? Some of us are more self-disciplined than others,
but all of us tend to slack off if we can get away with it. All of us know that we should wash our hands between
patients, but an astounding number of us will not do it unless someone is watching. It’s discouraging, but it’s just the
way it is.
1. Specify the behavior you expect. Be very clear and specific. Describe precise behaviors. Resist the
temptation to focus on attitudes. Assume nothing. When you have clarified exactly what you expect to
happen, make it clear that you expect it to happen every time.
2. Inform people that you will be watching. Then watch. When people figure out that no one is watching,
they will fall right back into their natural patterns of noncompliance. Do you believe that anyone would
follow the speed limit if the cops were never around?
3. Hold people accountable. The consequences of noncompliance must sting. If you issue parking tickets to
those employees who park in the spaces reserved for patients but do nothing more, the transgressors will just
tear up the tickets and keep parking improperly. And they will complain bitterly about receiving these
annoying tickets. If, on the other hand, a ticket results in an automatic corrective action and a letter to their
files, they will find another place to park.
How do you inspect what you expect in your company?
119

Reduce Processes to Simple Tasks
We all face a blizzard of complex and confusing processes every day at work. It is easy to get lost. Confused,
discouraged, and distracted, we fall into doing what is right in front of us, what we feel like doing—or doing nothing
at all. We completely lose sight of the goal. Average or below-average results predictably follow. Be deliberate,
focused activity does not occur naturally. Leaders make it happen.
1. Focus on the results you want to achieve. You cannot focus on everything at once. Begin every leadership
meeting with your performance dashboard. If don’t have a dashboard, create one in EmployeeTalk. Focus
intensely on those indicators that are currently not meeting your targets.
2. Figure out exactly what you will have to do to improve your performance. This is not as easy as it sounds,
but you must do it. Since you have selected indicators that allow for comparative performance, someone
somewhere is getting the job done. That means it can be done if you will figure it out and do it.
3. Review your task list at every meeting. Everyone loves to talk about what others should do, but personal
accountability and follow-through are not nearly as much fun. Make sure every task has a timeline and that
someone is responsible to see that it gets done.
How do you use task lists to produce and sustain exceptional results?
120

Extrude Net-Negative People
The employees at my organization work well together?
You know exactly who these people are. They are miserable and they make everyone around them miserable. They
complain and whine. They stir the pot and deflate morale. Their colleagues hate to see their names on the schedule.
They are poisonous. You only keep these people around because you need warm bodies and because you are hesitant
to deal with them. You just keep hoping they will straighten up or leave on their own. They never do.
1. Describe your net-negative colleagues in specific behavioral terms. This is not an issue of whether you
like someone or whether they are popular. It’s about how they behave. It’s about repeated patterns of
disruptive behavior or poor performance that have rendered the work environment toxic and limited the
results you might have achieved without them.
2. Give them fair warning. These malcontents deserve a fair chance to turn themselves around. Meet with
them. Tell them exactly what they are doing wrong and what they must change. Follow this up with a letter
documenting your conversation and laying out the consequences of their failure to comply.
3. Do not set a deadline. Almost everyone can act better for 90 days or so. Make it clear that their negative
behavior must change immediately. Emphasize that their behavior changes must be permanent. Any future
regression into negativity may result in summary discharge without further notice. This is not a progressive
corrective action. This is a line. They must tow it or leave.
How do you remove net-negative colleagues from your organization?
121

Field the Best-Possible Leadership Teams:
The organization strives to only hire the best and the brightest staff members?
It would be great if all of us were equally effective leaders. That is just not the case. Some leaders are truly exceptional.
Some are awful. Most of us are more-or-less average. Given this reality, every leader is obligated to field the best
leadership team possible throughout the organization. This imperative is the most important test of leadership. It is
not easy. Every leader is a legend in the leader’s own mind. Every person who has a leadership job believes that he
or she deserves to keep it. We all have reasonable excuses for not producing results. It’s never our fault.
1. Take a hard look at your current leadership teams. Ask yourself if you could do better. If you could, then
you must. It’s that simple. Do not permit your discomfort to dissuade you from doing your duty.
2. Ask your colleagues whether you are obligated to field the best possible team. This question will get
everyone thinking more clearly. It will force everyone to face a competitive reality that leaders are not all the
same. It will remind everyone that leaders exist to produce results, and it will trigger the sobering realization
that fielding the best-possible team is their duty too.
3. Trade up. You can give lip service to fielding the best possible teams, but no one will believe you unless
you actually do it. If you tolerate mediocre leaders when better people are idling in the wings, everyone will
realize you are all talk. And your boss will be thinking about replacing you with a more effective leader.
How have you fielded the best possible leadership teams? What barriers did you overcome to accomplish this?
122

Adopt Evidence-Based Processes:
You have learned by now that people want to do what they want to do. They resist processes. They deride them as
“cookbook” or “kindergarten.” Most people would much prefer to fly by the seat of their pants. But the only way to
consistently produce the results you want is by following a process that will produce those results.
1. Identify the process owners who care. Don’t waste your time with the slackers and whiners. Talk to the
people who want to make a difference. You know who they are. They have good ideas about how to make
things better, but their negative colleagues have hooted them into submission. They have just about given up.
Your invitation to suggest how their daily processes might be improved will be a breath of fresh air.
2. Invite them to suggest how the process might be improved. Begin your discussions with the results you
want to achieve. Document your current level of performance. Emphasize the gap. Ask your quiet champions
to tell you what goes wrong and ask them how the process would flow better. They have ideas. No one has
been interested before.
3. Find evidence-based processes. Take your approach from the outcome you envision and witness. Somebody
else in the world is probably successfully accomplishing what you are trying to do. No need to recreate the
wheel. They almost certainly have a process in place that they have been perfecting for several years. Ask
them if they will share what they have learned. You will be amazed at how often even your competitors will
share their insights.
4. Document these processes. When you think you have found an evidence-based process that will work for
you, write it down. Make it available. Be sure it is simple to understand and to use. Keep it short. Then keep
improving it. Keep it up to date.
How do you identify and deploy evidence-based processes in your company? What are some examples?
123

Identify Benchmark Performance:
Once you decide what to measure, you will naturally want to compare your performance with your colleagues and
competitors. And you will want to find out how the very best companies in the world are performing on those
indicators. Finding and displaying apples-to-apples comparisons can be a challenge because there are always
variables, we are unaware of. Leaders, fearful that they don’t measure up, will complain that they can’t find good
comparative data, and particularly benchmark performance data. That’s just an excuse. You can always find out how
the best organizations are performing. The organizations that are producing exceptional results are usually eager to
share them. We cannot deny the value in the data we collect and compare year to year on ourselves.
1. Make your expectations clear. Don’t let your colleagues off the hook. Find out how the best leaders are
performing, even if you have to look outside your industry. Don’t accept any excuses. Demand benchmark
comparative data for every major performance indicator.
2. Participate in a national database. Since every leader who aspires to be successful is interested in
measuring performance, an endless number of national performance databases have emerged. These will
report your percentile ranking on customer satisfaction, employee satisfaction, and physician satisfaction.
This makes it easy to know exactly where you stand. It does not make it easy to achieve and sustain
exceptional performance, but you can know where you stand.
3. Include benchmark performance on every performance chart. Once the number is there, people will not
be able to ignore it. And their competitive juices will kick in. The slackers will lobby hard not to publish
world-class performance results because they know that you will then expect them to stop slacking and
producing exceptional results instead.
How do you identify benchmark performance in your organization?
124

Set Demanding Goals:
Once you focus on results by identifying performance metrics, you will need to set some goals. To your surprise,
even your best people will lobby to set goals that are easy to achieve. People want to feel good about themselves as
they are. Very few people roll out of bed every day looking forward to working hard. We all want to do only what
we want to do and we want it to be easy, fun, and quick. And the idea that one’s performance must keep improving
year after year is positively annoying to people who have convinced themselves that they are already special.
1. Begin where you are. Set annual goals that are both tough and realistic. Setting the 9.5 average out of 10 as
your target when you are currently functioning at the 2-4 average is ridiculous. Such expectations are not
motivating; they are merely discouraging. As you approach top quartile performance, strive for smaller
improvements each year. It’s a lot harder to go from the 8.9 to the 9.1 than it is to improve from the 3.8 to
the 4.5 t average.
2. Use comparative performance to set your goals. If you are producing at the 6 average and your competitor
is already functioning at the 7.9 average, you will look pretty stupid setting your goal at a 7 average.
3. Decide on the level of performance you expect to sustain over time. Most leaders would agree that the
organization that is consistently producing results across the company in the 90 th percentile (the top 10
percent in the country) is a better organization than one that hits the 99 th percentile in one or two areas and is
merely average in the rest.
How do you assure that your goals are both demanding and realistic?
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Display Comparative Data:
Reporting individual and organizational performance data is one thing, but finding and publishing comparative data
is another thing entirely. I may think that my 95 percent accuracy is just fine until I learn that the rest of my colleagues
are averaging 98 percent. It then becomes clear that my own performance is unacceptably poor, that I am the worst
performer in the group. Whiny leaders often complain that accurate comparative performance data does not exist or
cannot be found, but real leaders neither make nor buy that excuse. You can always find meaningful comparative
data. And you must.
1. Demand comparative data. Begin by comparing your performance to your colleagues’ performance. Move
on to compare your team’s performance with other similar organizations. Finally, compare your
organization’s performance with your competitors. That satisfies or stings, depending on your relative
performance.
2. Emphasize comparative performance. Once you begin reporting comparative performance data, its
superiority over individual performance will become obvious. Before you know it, comparative data will be
the only metric anyone is interested in.
3. Go public. While this is brutal, it is highly motivating. There is nothing like seeing your comparative
performance on the Web for making or ruining your day.
How do you use comparative data in your department?
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Publish Your Results:
When you decide what to measure, publish your results for everyone to see. If your published results don’t make
people uncomfortable, you are measuring the wrong things or you have not set your goals high enough. People will
be fine with public performance data showing them to be perfect just as they are, but poor comparative performance
data stings. Until you make your performance public, you will remain focused not on results but on continuing to do
only what you feel like doing. People are strongly inclined to avoid discomfort.
1. When possible, publish some individual data. Such data give individuals a sense of control.
2. Always publish team performance data. This honestly illustrates the most basic truth of organizational life.
It is simply not possible to achieve and sustain exceptional results without teamwork.
3. Publish your results on the Internet. Consider your organization's Facebook page so the community can
rejoice with you. There are few better ways for organizations to invite their stakeholders to hold them
accountable. This openness helps to create a culture of transparency, ownership, and competitive motivation.
4. Use EmployeeTalk to engage community feedback by posting critical questions for improving even more.
How do you publish your organizational results?
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Focus Relentlessly on Results:
This is not nearly as easy as it sounds. Our lives are filled with distractions that tempt us to remove our noses from
the unpleasant grindstones that produce results. Crises interrupt. We would much rather manage these anyway. Our
colleagues whine, gossip, and complain. Someone reads a book or attends a conference and suggests a new
management fad. A good leader moves on. A worthless boss digs in. Too much is going on to focus on results. It’s
boring. People just want to have fun.
Immersed in this seductive corporate cacophony, real leaders cover their ears and hunker down. They focus on
themselves. They focus on others. Here’s how they do it:
1. Focus yourself first. Don’t fret about the slackers and pot stirrers until you have yourself in hand. Look at
whatever piece of paper or screen is in front of you. Write “RESULTS” in big letters at the top of it. That
will help you think straight.
2. Refocus yourself several times a day. As you work through your daily schedule, ask yourself, what results
you want from this meeting. If you must attend a worthless meeting—and they cannot all be avoided—
multitask mentally while occasionally making eye contact with the speakers and nodding. Think about
results. Your colleagues will be none the wiser.
3. Ask the obvious questions no one else is asking. “What results are we trying to produce here? What is the
problem exactly? What are our options? What’s the best option? What will we do next? Who will do it?
When will we do it?”
How do you relentlessly focus yourself and others on results?
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Measure Things That Matter:
Everyone wants to achieve great results—so long as the process for producing those results is easy, simple, quick,
and fun. Predictably, achieving goals that mean something involves more than that. And meaningful performance
and outcome indicators are not that easy to find. Most successful leaders invest considerable energy over a period of
time in finding and deploying the best indicators.
1. Get a small group of committed and knowledgeable leaders together. At this early stage, there is no point
in talking with colleagues who believe measuring performance is a waste of time. Select people who care
and who are knowledgeable about the processes involved in this critical first step.
2. Brainstorm a list of possible indicators. Invite your group of diehards to suggest every possible
measurement they can. This is not the time to be critical. Just get the ideas flowing.
3. Winnow the list by subjecting each proposed indicator to some difficult questions.
1) Will the stakeholders agree that this metric matters?
2) Does the measure involved data you are already collecting or can retrieve reliably without a huge
additional investment of time and energy?
3) Is comparative data available?
4) Can the process owners make a difference in this indicator?
5) Will people feel proud when they have achieved the goal?
How do you go about measuring things that matter?
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Begin with Your Ideal Values:
We hate to admit it, but we all conduct our personal and professional lives based, at least in part, on values that do
not make us proud. The driving values in our lives are often not excellence, service, and teamwork, but conformity,
greed, and selfishness. While the base human values cannot be eliminated from our lives and organizations, desirable
results begin with the identification of our ideal values, those things the best parts of us long to become.
1. Identify the role models in your organization. You know who they are. They are the people who inspire others
to be better. They are the folks the slackers and miserable cusses despise. Ask them what values should drive the
organization. They will tell you. Listen to them.
2. Rank your values. You can’t focus on everything. Depending on your business, certain values will naturally
matter more than others. In health care, for example, few would argue that safety should not be the primary
organizational value.
3. Limit the number of your core organizational values. There is an endless number of laudable values you might
pursue, but results demand a sustained focus. Human beings can only focus on a limited number of things at one time.
What ideal values drive your personal and organizational results?
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Decide on the Results You Want:
The possibilities for measurement are endless. Since we all want to succeed without expending any real effort, your
colleagues will initially lobby for easy measures. Then they will argue for measures they can personally control; it’s
much harder to persuade others to go along with you to achieve results. Some things are too labor-intensive to measure
and all metrics can and will be criticized for being inaccurate or misleading.
1. Begin with your core organizational values. Every organization now posts its mission, vision, and values
on any empty wall. What measures would bring those values to life? If teamwork is one of your core values,
how exactly would you measure that? Since there are just so many core values to go around, your colleagues
and competitors are likely pursuing similar values. How do they measure their success in conforming to the
organizational values they espouse? This approach brings the added value of helping you to identify
comparative data, which will aid you in judging your relative performance. Consider creating value
statements as listed in the Leadership Echo program in EmployeeTalk.
2. The EmployeeTalk Virtual Meeting Platform is a pre-participation hyperlink to engage in a meeting topic.
3. Choose measures with some scientific validity. By their nature, measures of employee and customer
satisfaction are measures of perception. But standard surveys have advanced to the point that they are highly
reliable and predictive given their validated methodologies and the large databases most vendors now
maintain. The question matters when understanding how it is answered results in an action.
4. Include some process and some outcome indicators in your balanced scorecard. Exceptional
performance on key process indicators will reassure you that you are doing the right things to achieve the
outcomes you seek. Outcome indicators reveal whether you are delivering the outcomes you intended.
131

Difficult People
Introduction
Frustration clouds judgment. We all know the difficult people around us. Their personalities are brash with ours. The
clarifying fact, however, is their behavior or work ethic affects culture.
Fire Them:
Why are leaders hesitant to do this?
Except in egregious situations, this is always the last resort. Of course, leaders are hesitant to do this. They should
be. It means the organization’s recruitment and retention processes have failed. The confrontation is unpleasant.
Difficult people usually believe they were justified in behaving the way they did, and they will go to their graves
convinced that their firing was unjust. As for the courageous leader who fired them, they will hate their guts forever.
And these resentful people always seem to be getting their groceries at the same time as the leader who finally stood
up to them. When Clare Booth Luce and Oscar Wilde said “No good deed goes unpunished,” this is what they meant.
What is the case for doing it anyway?
Sometimes it just has to be done. Bitter, miserable people are poison and their affecting droppings pollute the entire
workplace. If you avoid dealing decisively with this obvious contagion, you will forfeit your credibility. Those who
are struggling to remain positive will give up on you and choose a more determined leader in another company. You
may mistakenly think you cannot afford to lose this difficult employee. You cannot afford not to.
How can you do it?
1. Make sure you have made your expectations clear. People have a right to know which behaviors are
unacceptable and they deserve a chance to straighten up. It’s the fair thing to do.
2. Warn them that failure to change will result in their termination.
3. Don’t beat around the bush about this. Put it in writing.
4. Give the deviant a reasonable chance to turn herself around. Don’t make the mistake of promising to
reevaluate the situation after 90 days. Anyone can act better for 90 days. Make it clear that disruptive
behavior must disappear forever.
5. Send them home immediately. Don’t allow them to work out a notice and cause more havoc. Be done
with it now. Pay them for their two-week notice. This will be one of the best investments in your colleagues
you will ever make.
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How have you successfully removed a difficult person from the workplace?
Punish Them:
Why are leaders hesitant to do this?
It’s uncomfortable. Leaders are just like everyone else. Above all, they long for comfort. No one puts her bare feet
on the floor in the morning looking forward to the opportunity to confront a difficult person later that day. A
significant amount of preparation is required. Evidence must be collected. Most leaders will need to make notes,
consult the right people, and make a practice run with a trusted colleague. All of this takes time and energy that might
be more pleasurably invested in attending meaningless meetings or reading spam.
What is the case for doing it anyway?
The best leaders will trade comfort for results every time. When you’ve used all the subtle tools to no avail, this is
the hammer you must reach for. It is time for some serious corrective action. The positive people you serve expect
you to do your duty. Your failure to punish an ongoing pattern of misconduct will transform difficult behavior from
“The Problem” to your problem.
How can you do it?
1. Begin creating and collecting documentation. Many leaders make the mistake of having subtle, informal
conversations far too long. Document every confrontation you have with difficult people even if you keep
that evidence only in your personal files. It may come in handy later.
2. Document complaints. This is not as easy as it sounds. Many colleagues will come in to whine but refuse
to go on the record. Don’t fall for that. Take notes while they talk. As soon as they leave, send them an email
documenting what that said. Copy a fellow leader. Make the complainers admit they were lying or take
responsibility for what they said.
3. Prepare a letter specifying exactly what behavior must change. Use this letter as the agenda for your
confrontation. Don’t argue or allow yourself to be distracted by discussing their reasons why they behave the
way they do.
4. Clarify what will happen if they persist in behaving this way. Don’t beat around the bush. “If these
inappropriate behaviors recur, I will take the appropriate administrative action up to and including dismissing
you from this position.”
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How do you punish the difficult people in your workplace appropriately?
Isolate Them:
Why are leaders hesitant to do this?
It hurts their feelings. And many leaders are hesitant to hurt anyone’s feelings—even those whose feelings should be
hurt. Those who are isolated because of their bad behavior will scream that they are being treated unfairly. This will
force the courageous leader to admit that is true and to explain why. This management strategy may shift some of the
troublemaker’s work to others and those so affected may resent that. Those who have already raised children will
recognize that no punishment goes unpunished.
What is the case for doing it anyway?
Managers must attach unpleasant consequences to a pattern of bad behavior. It is true that positive reinforcement
usually works better, but it is not enough with difficult people. They will mistakenly conclude that you appreciate
their troublemaking too. And they will be more inclined to engage in more of it. More importantly, these bad apples
spoil whatever bunch they are in. The workgroups infested with their rot will appreciate your seclusion of these
offensive troublemakers and their disgusting smells.
How can you do it?
1. Don’t forget this option. This is not the first option that will come to your mind. If you don’t keep a list of
options for dealing with difficult people nearby, you may not think of this possibility.
2. Remove them from the teams they have infected. This will not stop them from causing trouble, but it will
prevent them from destroying the group’s momentum.
3. Stop seeking their consent or consultation. Inform them instead. It’s true that difficult people have a good
idea now and then, but their good ideas are few and far between.
4. Explain why you are doing this. Weak or inexperienced managers just quietly do this without explaining
their actions. It’s better than doing nothing, but it is much less effective than the quiet, in-your-face approach.
How have you successfully isolated the difficult people in your department?
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Ridicule Them:
Why are leaders hesitant to do this?
Humor has an edge. It can cut. Because of this, leaders are ordinarily careful about saying or doing anything that
might be perceived as intentionally critical in public. Even those who freely criticize their colleagues at work resent
it when they become the butt of the joke themselves. Leaders are rightly hesitant to use the ridicule tool.
What is the case for doing it anyway?
But gentle sarcasm has its place. When the leader observes that a difficult colleague is “always so positive, supportive,
and easy to live with,” those who have to tolerate these grating personalities know that they are not alone. This
admission legitimizes their perceptions and gives them public credit for their longsuffering.
How can you do it?
1. Use humor to defuse their anger. “Are you angry about this insignificant issue or are you just putting us
on?”
2. Poke fun at their chronic complaining. “I see that you have found another of life’s imperfections to share
with us.”
3. Ridicule their negativity and cynicism. “I’m surprised by your perception; you are usually so positive and
upbeat.”
How have you successfully used humor to manage the difficult people in your life?
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Discourage Them:
Why are leaders hesitant to do this?
Leaders are programmed to respond to squeaky wheels. That’s what they’ve watched their managers do. Workplace
squealing annoys everyone. People expect leaders to make it stop. Leaders with servant hearts—and the best leaders
always have these hearts—long to serve even difficult customers. They view trouble as an opportunity. And nice
people find it hard not to be nice, even when being nice is not the best approach.
What is the case for doing it anyway?
The problem with responding promptly and sincerely to difficult people is that it encourages more of the same
difficult behavior. Even when they don’t get their way, obnoxious people get the attention they crave. When you
figure this out, you will realize you must find a variety of effective ways to negatively reinforce bad behavior. This
notion will make you uncomfortable. Following through on your plans will make you even more so. Do it anyway.
How can you do it?
1. Refuse to listen to ranting. When someone calls you screaming, interrupt them. Tell them you will listen to
them when they can conduct themselves in accordance with your organization’s Code of Conduct. Then end
the call. Don’t worry. They will call back.
2. Conduct an investigation. Don’t take their word for it. Get the facts. You will usually find the complainers
have distorted the truth or sowed disinformation hoping to reap the discord that will serve their purposes.
3. Make your findings public. This will document their unsavory character, expose their methods, and attach
unexpected and unpleasant consequences. This will discourage them.
4. Discriminate against them. Focus your time and attention on the people who show up on time, produce
results without complaining, and never break a sweat over the small stuff.
How have you successfully discouraged difficult people in your organization?
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Learn from Them:
Why are leaders hesitant to do this?
It is hard to take these folks seriously. They make mountains out of molehills. They are crabby. They always suspect
the worst of others and harp on every flaw. They only believe the bad news and gleefully pass it on. They suck the
joy out of every room they enter. What could any leader learn from such people?
What is the case for doing it anyway?
Consider this. You can learn a great deal. You can learn exactly what you are up against. With their help, you can
identify every weakness in your case. This valuable insight will permit you to build a more compelling case. From
the difficult people, you will learn what others are thinking but unwilling to say. Address these concerns upfront, and
you will eliminate much of the opposition. Most powerful of all, you can learn what a tragedy it is to be so miserable
when life is so short and thank God for your relatively good fortune. You could have turned out like them.
How can you do it?
1. Focus on what they say. Ignore how they say it. Critics make points that must be answered. They just make
these points in ways that disincline serious people to bother.
2. Admit it when they are right. Most leadership decisions are not clear cut. There is always the risk of mistake
or failure. When these people point out everything that might go wrong, thank them for contributing to the
risk assessment piece. And mean it.
3. Repeat the points they’ve raised. Acknowledge that these issues need to be considered. Rebut them
effectively.
4. Follow your rebuttal with a summary of the pros and cons of the issue at hand. Admit that your case is
not airtight while pointing out that you believe, on balance, your case is compelling.
5. Always conclude by thanking your critics for speaking their minds. You can deal with people who speak
up even when they are unpleasant. Silent critics are much tougher.
What have you learned from the difficult people in your life?
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Persuade Them:
Why are leaders hesitant to do this?
These people are not easy to persuade. They are generally open to only one view of reality—theirs. Neophyte leaders
always start out trying to convince difficult people of the unreasonableness of their negative convictions, but after
many failed attempts they understandably conclude they are wasting their time and energy. Miserable people embrace
their convictions with religious intensity. Converting them is not a percentage play.
What is the case for doing it anyway?
But there is always a chance you can turn these people around. Admittedly it’s a small one. The odds are about the
same as winning the lottery. But the payoff when you succeed is so great that giving persuasion a try should remain
one of your options. The grudging testimonials of the formerly embittered are among the sweetest leadership moments
you will ever experience.
How can you do it?
1. Give persuasion a chance. You will never win any of the arguments you fail to make.
2. Accept that their point of view is legitimate. You will not persuade others to consider another explanation
if you persist in viewing them and their positions as ridiculous. This is not easy. You will usually be
convinced they are. Get over yourself.
3. Make a convincing case. You will find this is a lot harder than it sounds. “Because I said so,” only works
for parents. And it doesn’t work very well for them.
4. Admit that you might turn out to be wrong. This is not a tough admission to make. You frequently will be
wrong.
5. Ask them to give your approach a try. After all, you are looking for results. If what you are proposing does
not work out, you will be among the first to junk the idea. Promise to give them the credit if your suggested
approach works.
6. Don’t expect too much. They will not likely turn into positive people. That’s not the point. Leaders must
recruit a new group of volunteer soldiers before every battle. Having these people with you now and then is
a lot better than never having them with you at all.
How have you successfully persuaded difficult people to take a more positive view?
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Use Them:
Why are leaders hesitant to do this?
It is difficult to take anything these people say seriously. They complain about everything. Their complaints are
usually unreasonable. They spin the truth until it’s dizzy. They never hold themselves accountable but insist on
blaming others for what goes wrong. They even blame others for the way they feel. They make ordinary selfishness
look like a positive character trait. It is no wonder that leaders conclude these tiresome folks can contribute little of
value to the team.
What is the case for doing it anyway?
As annoying as these people can be, they occasionally have a point. They are always looking for problems. Sometimes
they find real ones. Their outrageous allegations can become the pretext for launching an investigation that reveals
their false accusations for which you can hold them accountable. Their agitation may allow you to make the change
they are demanding, often the very last thing they want. Finally, you can always use miserable people as examples to
others. Most people don’t want to turn out this way.
How can you do it?
1. View their complaints as potential opportunities to improve. They do create discomfort and, viewed as a
stimulus for needed change, it is of some value.
2. Document their complaints about others. Over time, this pattern of talking behind others’ backs will
convince everyone that their expulsion from the team as a net-negative colleague is justified.
3. Investigate their allegations. You will sometimes find a real problem that needs to be solved.
4. Give them what (they say) they want. Use their complaints as the justification for making a painful change.
When others protest, send them to the whiner who suggested it.
How have you successfully used difficult people to add value to your work environment?
139

Circumvent Them:
Why are leaders hesitant to do this?
Leaders often fail to consider this option. They become so preoccupied with their aggravation and desire for
behavioral change they can think of little else. If they do think of it, they may consider this option distasteful. Why
should they have to work around people who are supposed to pull their weight like everyone else? Others may be
less than enthusiastic about going along with this option, too. By being difficult, these provocateurs are demanding—
and receiving—what amounts to special treatment. Only one thing is more annoying than greasing the squeaky wheels
in our lives and that is listening to them screech.
What is the case for doing it anyway?
This may not be the best available option or even a good one, but it is an option. It almost certainly is not a permanent
solution. It does buy some time while you consider better alternatives. Some difficult people bring such critical
strengths to the team that everyone is willing to accommodate and compensate for their glaring shortcomings. All of
us need others to cut us some slack. It’s the excessive amount of slack these folks require that chafes so.
How can you do it?
1. Consider this option. Calm yourself. Ask your aggravated colleagues to set their understandable feelings
aside for a moment to brainstorm objectively about how this management technique might work.
2. Admit that this is not an ideal solution. We all do a lot better when we face reality and our feelings are
acknowledged.
3. Adopt circumvention as a trial solution. If this strategy is judged to have merit, most people will be willing
to give it a try— if they are certain the leader will revisit the issue when it is clear the trial has failed.
4. Explain exactly how this will work. This approach cannot allow the pouter to get his way entirely, but you
can usually find a way to redistribute the work unequally in a way that is still fair overall.
5. Reevaluate this strategy after everyone has given it a fair chance.
Leaders often forget to follow up on things. Yes, there are a lot of things. But following up consistently on
the details is one of the ordinary ways extraordinary leaders set themselves apart.
How have you successfully circumvented the difficult people in your organization?
140

Expose Them:
Why are leaders hesitant to do this?
This is the nuclear option. Things will never be the same after you have revealed the secret conniver for the scoundrel
he is. Because of its risk of irreparable damage, leaders are rightly hesitant to launch this missile. And it is not easy
to come up with the evidence you need to hold these sly pot-stirrers publicly accountable. They tend to cover their
tracks very well. Once you’ve done this, you’ve pretty much destroyed the effectiveness of your other available
management techniques.
What is the case for doing it anyway?
A good number of difficult people work underground. They misbehave when the leader is not around. They only
show themselves to people who share their views or are unable to stand up to them. When on stage, sugar wouldn’t
melt in their mouths. Secrecy is their favorite workplace currency. For these folks, the only way to contain their
damaging machinations is to expose their cagey behaviors to the light.
How can you do it?
1. Document their behavior.
This may take some time. Don’t make the mistake of accusing them publicly until you have the goods. Those
who have complained to you in private will deny they ever said any such thing. When people complain to
you, document their complaint in an email back to them immediately. Those with legitimate complaints will
be willing to go on the record. Those whose motivations are dishonorable won’t make the mistake of trying
to manipulate you again.
2. Don’t depend on one witness or challenge an isolated occurrence.
Establish a pattern. Persuade several witnesses to go on the record. There are several exceptions to this
guideline. Depending on the seriousness of the infraction, you may have to intervene before your case is rock
solid.
3. Recognize that exposing bad behavior is only one step in the management process.
You must follow the exposure with a mandatory performance improvement plan. And you must insist that
bad behavior change or else.
141

Development:
Foundations & Employee Giving Campaigns:
What are the barriers to doing this?
You know you have heard some of these statements before if you have ever encountered an annual employee giving
campaign at a nonprofit organization.
o
o
o
o
They pay me. Why should I give it back to them?
I can’t give enough to make a difference. Why should I even bother?
Why has an employee given to a campaign? Why don’t I just give on my own if I want to?
My donation may not benefit my department or unit. What’s in it for me?
These barriers are all understandable, and the development team can relate to each of these perspectives. We also
have a response to each of them as well.
What is the case for doing it anyway?
• If you feel compelled to give to an organization, it is usually because you support the mission and what
they’re all about. Giving to the Development Foundation helps to further the mission of the hospital – to
make a difference – by finding ways to improve the health and wellness of our community. Employees, more
than anyone, know and support the mission of their organizations every day. They are a vital part of
it. Employees know the difference that their organization is making in their communities. It makes sense
that employees are the biggest advocates for organizations.
• Every dollar counts. We can’t say that enough. We have seen firsthand how the smallest donations add up to
the largest amounts, and ultimately make the biggest difference in the community.
• We want to show you what you can do as a collective group. It speaks to the point made earlier. One person
may only be able to do so much, but together, we can do more than we ever dreamed. That’s why an annual
employee giving campaign is so important.
• Giving back can be an extremely fulfilling and personal act. When you are giving back to a nonprofit
organization, you are supporting their mission. For most hospitals specifically, supporting the health and
wellness of the community and creating a sustainable healthcare environment for future generations is key.
If that isn’t enough, there may be tax benefits available to you for making charitable donations.
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How can you help?
1. Be objective. When thoughts like the barriers mentioned above enter your mind, remember and re-evaluate
why you are choosing to give to the organization.
2. Speak up. If you hear someone else making these statements, share what you know. Share what the
organization did last year with the employee giving donations. Some hospitals can provide the
newborn nursery with new equipment thanks, in part, to our amazing employees who can contribute to a
campaign.
3. Ask questions. If you have questions about the employee giving campaign or the mission, please ask. It is
better to ask questions than to make assumptions.
Do you have any questions about employee giving?
143

The Annual Fund Program:
Development requires constant learning and ongoing education, and one of the first things you will learn about
at Indiana University Lilly School of Philanthropy’s Principles and Techniques of Fundraising course is the Four-
Legged Stool (seen pictured below). It conveys the importance of building the 4 pillars of a successful development
program: Annual Fund, Capital Campaign, Major Gifts, and Planned Giving Programs. A strong development
foundation is built by having all four programs, but the base of all giving starts with an Annual Fund Program, which
is why we list it first.
What are the barriers to an Annual Fund Program?
An annual fund program requires a lot of management and oversight. This can be challenging in small shops with
limited staffing. If the purpose of the annual fund and the case for fundraising isn’t communicated well regularly,
donors won’t support the fund. Ongoing evaluation is required to ensure that modifications are made every year to
improve the annual fund program. This requires planning, a focus on results and goal setting, and board members
and employees alike to be committed to the success of this leg of fundraising. It all starts here, and if the annual fund
program isn’t successful, the organization may see similar results in the other legs of the stool.
What is the case for doing it anyway?
The annual fund program helps the development team to begin building relationships with donors who are new to the
institution or donors who have recently made a connection with your institution. The development staff often works
to build upon those connections and these donors continue to support the organization for years to come. They
become brand advocates, and for our marketing folks out there, we know how important it is to have folks outside of
the organization who consistently support your organization and share information and stories. The annual fund
program also helps to build financial support for the areas of greatest need in the organization. Undesignated funds
are the backbone of an annual fund program, allowing the organization to allocate the funds when and where they
will have the greatest impact, responding to challenges and new opportunities as they arise. Another important reason
for the annual fund program is the ability to deliver a consistent message to our donors, sharing information about
the organization’s needs, growth, and accomplishments.
How can you help?
1. Seek to learn more about your development foundation’s annual fund program goals.
2. Share with coworkers and community members what you learn.
3. Give back to the areas or programs for which you are passionate about. When you talk about fundraising
and development, your credibility is strengthened when you are a donor as well. And remember, donors
should always give the amount that makes sense for them. There is no minimum amount to give and there
are no expectations.
Do you have any ideas or advice for building a strong Annual Fund Program?
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Connecting with Grateful Patients:
Talk about making connections with patients. No matter what industry you are in, you can apply the making
connections strategy. Making connections and providing excellent customer service goes a long way. Customer
retention, positive word of mouth, and a better bottom line are just a few of the benefits of making positive
connections with patients. When we make connections with our patients, we want to make that a lasting connection
by sharing information and hospital plans with them and by thanking them for choosing our healthcare system. Target
a program that gives patients the option to recognize a member of their care team who made a difference in their
patient experience, share their story, or give a donation in honor of the caregiver to the service line for which they
are most passionate. Perhaps they can choose to do all three.
What are the barriers to doing this?
Successful grateful patient programs require buy-in from every person who plays a role in patient interaction. So yes,
that means everyone needs to be engaged: frontline staff members, nurses, managers, directors, providers, and
volunteers. It can be difficult for folks outside of the development office to begin the conversation with patients.
Some employees may say they don’t feel comfortable asking for money, they don’t know how to start the
conversation, or they don’t have time. You also want to deliver a clear and consistent message to your patients without
being too prescriptive. This conversation is best when it’s natural, so this can also be a barrier.
What is the case for doing it anyway?
There are so many great reasons to get involved in a grateful patient program. Patients often ask if there is a way to
recognize a member of their care team. It happens every day. The Association for Healthcare Philanthropy’s Report
on Giving in 2011 states that 85 percent of donations were made by individuals, with 21 percent given by grateful
patients and families. Many patients want and choose to give for various reasons. It’s unbelievably fulfilling to know
that you have made such a difference in someone’s care that they are willing to recognize you, share their story, or
provide a donation. And that donation will help you to provide an excellent experience to another patient in the future.
Another important point to make is that this conversation doesn’t have to be difficult and shouldn’t take any more
time than you are already spending with your patient. If you are connecting with your patient and helping to create a
positive experience for them, this conversation can happen naturally. An example of a simple time for it to happen is
when the patient is expressing gratitude. You can then tell the patient how they can share their stories or recognize a
team member for going above and beyond. It’s not about asking for money. It’s about taking a moment to ask the
patient about their experience and start a brief conversation. The stories our patients share with us are always more
valuable than any monetary donation and real stories resonate with potential patients and donors well too.
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How can you help build a grateful patient program?
1. Learn about your grateful patient program and ask questions about it. You will feel more confident in sharing
the program when you are most knowledgeable. You may have cool ideas to share and it’s awesome to hear
other perspectives.
2. Begin the conversation or ask a member of your development team to help you with it. Once you start having
these conversations, they will come more naturally to you.
3. Again… Focus on customer service. We want our customers to have an excellent experience with us and we
know it goes a long way when they do.
What have you done to go above and beyond for a patient or customer?
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Building a Culture of Philanthropy in Healthcare:
Discuss hospital philanthropy and the importance of building stakeholder engagement in the health system’s
development program. Development often gets a bad reputation as folks think development employees’ only purpose
is to ask for money, but it is so much more. Development is all about building meaningful, long-lasting relationships
between the healthcare system and the staff, providers, leadership teams, patients, and community
members. Development focuses on providing the community with programs and services needed, while working
with stakeholders to improve the health and wellness of the community now, and in the future.
What are the barriers to doing this?
It can be difficult to understand the need for building a culture of philanthropy in healthcare. Why would patients or
others give to hospitals? With the hospital’s focus on providing patients with perfect care, how do I have time to
focus on learning anything else? Even if I do understand the organization’s development program, how am I to
possibly explain it to patients and other community members?
What is the case for doing it anyway?
The most compelling reason to give to a healthcare organization is having a positive experience there. It can be an
important part of the healing process, it can be a way to thank a member of the healthcare team for providing great
care, it can be the belief in the value the organization offers, or it can be a way to make positive change happen.
Devoting a little time to learning about your organization’s development program can ensure your ability to
communicate effectively to others and help eliminate misconceptions. But the most important role that you can play
as a healthcare team member or leader is to provide patients with the best experience possible, while the development
team can focus on explaining the health system’s development program to stakeholders.
How can you help?
1. The more you know, the more you can share with interested stakeholders, and the better equipped you are to
identify programs and services in need of funding. Seek to understand and learn more about your
organization’s development program. Ask questions.
2. Build relationships and make connections with your patients or customers. Look at patient experience!
Patients often give back when they have shared an incredible experience with a member of their healthcare
team.
3. Refer patients or other folks interested in giving back to your organization to the development office. While
providing funding for programs and services today is very important, the development team is skilled in
sharing how donations can impact the future of the healthcare system.
How do you help build a culture of philanthropy at your non-profit organization?
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Building a Culture of Philanthropy:
What are the barriers to a culture of philanthropy?
Building a culture of philanthropy takes a long time and a dedicated commitment from leadership and all stakeholders.
It requires long term relationship building, strategic planning and vision, and regular consistent education. And after
you take all of the time to build the culture, you must find ways to sustain it.
What is the case for building a culture of philanthropy anyway?
A culture of philanthropy means you have an engaged board participating in fundraising activities and actively
sharing your mission and accomplishments. They all have the elevator speech down. The staff has bought in, and
support the development foundation. There is staff dedicated specifically to development and fundraising goals are
clear to all stakeholders. All processes focus on the donor and leadership gives time to donor relationship building,
especially the CEO. All of this means more donors, more positive word of mouth, and the more likely your
organization is to further its mission in your community.
How can you help?
1. Ask questions. Make sure you understand your organization’s fundraising goals and know-how development
impacts your organization’s ability to further the mission.
2. Share with your coworkers, friends, and family the positive difference and huge impact fundraising has on
your organization’s ability to fulfill the mission.
3. Be the reason donors choose to give to your organization. Live out the mission through your work each day.
How would you work to build and sustain a culture of philanthropy at your organization?
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Volunteer Program:
What are the barriers to a successful volunteer program?
Volunteers need as much or more leadership and time as the development staff does. They need guidelines, oversight,
job descriptions, task lists, tools, and more. With the development team’s limited resources and time already, this
can seem overwhelming. The development staff must communicate more and give more time to keep everyone
rowing in the same direction.
What is the case for building a volunteer program anyway?
Allowing time to develop and sustain a strong volunteer program will give you one of the highest returns on
investment you will ever experience. When volunteers are passionate about supporting your organization and raising
money, they often bring more donors and more volunteers to your organization. Most volunteers already have a
personal connection to your organization so they are usually some of the best words of mouth marketers you’ve ever
seen! They strengthen your organization’s message to the community, they build more donor loyalty and build close
relationships, and they raise much more money for your nonprofit than you could without their support. With the
support to the recruitment of volunteers, retention, and relationship building with donors, and by spreading your
organization’s message even further, volunteers breathe life into your organization’s development program.
How can you help?
1. Become a volunteer! Giving more of yourself and your time is one of the most amazing and rewarding
experiences.
2. Share volunteer opportunities at your organization with anyone who may be interested.
3. Thank volunteers for their time and energy as often as you possibly can. They are real heroes for your
nonprofit organization.
Have you ever volunteered for a nonprofit organization? Share your experience and what motivated you to give
your time.
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Grant Writing:
What are the barriers to successful grant writing?
Grants can be extremely difficult to find, difficult to write, and difficult to administer. You must read the fine print
and ensure that your nonprofit meets all of the requirements of the grant. To even start a grant application, you must
have a compelling case that meets the objectives the Grantmaker is trying to address. You must have a program or
service that makes sense for your community. You don’t want to apply for funds to address a project from which
your community may not benefit. Grants require a lot of administrative oversight with the submission of status
reports, financial reports, and auditing to ensure grant objectives are being met. And after all of that, keep in mind
that there are hundreds of other nonprofit organizations out there competing for the same funding!
What is the case for focusing on grant writing anyway?
Grant writing is integral to a comprehensive development program. There are thousands and thousands of grant
opportunities available to nonprofits. If you thoroughly perform grant research, you can find Grantmakers who have
the same or similar objectives as your nonprofit organization. When you do that, you are much more likely to be
funded and you cut down on some of the competition. Grants provide another source of funding for projects and
services that your community desperately needs that might not otherwise be available to your nonprofit organization.
This funding may be exactly what your organization needs to complete or launch a project that makes vast
improvements and changes lives within your community. Grants are vital to the organization’s overall fundraising
plan because you can obtain funding from outside of your community and not just rely solely on your community’s
support. There are people all over the nation who want to help others and make it their mission to provide
communities with the support they need to make a difference. You just have to be committed to finding it and making
the compelling case for the funding.
How can you help?
1. Make sure the person writing grants for your organization knows all of the needs. A grant opportunity may
become available that could make all the difference for your program or service line.
2. When an opportunity does become available, provide support and feedback to the grant writer so the grant
proposal is the best it can be upon submission. The grant writer may not know the program or service as well
as you, so your input is vital to the grant’s success.
3. Upon receiving grant funding, attend scheduled meetings to ensure your program is meeting all grant
objectives and provide any data or outcomes to the grant writer for status/financial reports.
Have you ever applied for a grant? Share an approach that has worked well for you.
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Planned Giving Programs:
What are the barriers to launching Planned Giving Programs?
The biggest barrier to launching a planned giving program is choosing to invest in a program that will not show an
immediate return on investment. Planned giving takes a significant amount of time and relationship building
upfront. Planned gifts are often a result of years of donor cultivation. As with any development program, planned
giving requires a clear and compelling case and plan for the future of the organization. It takes committed
development staff trained in the complexities of the field, significant board and leader support and clear understanding
of the program, plans to continuously cultivate planned giving donors, marketing, and strict management oversight,
policies, and procedures. As you can see, launching a comprehensive planned giving program can be a lofty goal!
What is the case for building a Planned Giving Program anyway?
Planned giving should be a win-win for the organization and donor. Development staff should be focused on making
sure that the donor’s motivation for giving matches the organization’s mission and that the gift they are giving meets
their long-term financial goals. Of course, their legal and financial advisors should always be involved. There is an
“80/20 rule” we learn in philanthropy studies that state that 80% of nonprofit contributions received comes from
about 20% of your donors and often by way of planned giving. Planned giving tends to produce large gifts and allows
donors to make gifts to the nonprofit other than cash, such as real estate, stocks, and bonds. Donors can often increase
their income and take advantage of tax savings.
How can you help?
1. Build strong relationships with the organization’s patients, partners, and vendors.
2. Make a point to publicly share the organization’s mission.
3. Choose to learn more about your organization’s planned giving opportunities.
How do you develop relationships with donors? Share your experiences.
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Major Gifts:
What are the barriers to receiving Major Gifts?
Organizations have to decide and outline what constitutes a major gift to them. This requires research, thoughtful
planning, and leader and board input and approval. Major gifts take a long time to develop. As mentioned, multiple
times in this series, it’s all about building relationships. It takes identifying, cultivating, and ensuring that the donor
and the organization’s goals line up with one another. What this means is that development staff need to know their
donors and understand their reasons for giving, the causes for which they are most passionate, and the personal goals
the donors have for giving back. This allows staff to match up community needs and projects with the right donors.
What is the case for building a major gifts program anyway?
Matching up the right community cause with the right donor, whose specific needs are to address such causes, creates
an environment where both the organization and the donor win. A donor should be able to fulfill a personal
philanthropic objective and the organization should be able to make a lasting community change. Major gifts provide
an organization and a donor with an outlet to accomplish something meaningful and important to them. Major gifts
show a real collaboration between the organization, donor, and community. Major gifts often lead to planned giving
an important resource for development foundations.
How can you help?
1. Listen to your donors. You get to know someone when you stop talking and start listening.
2. Create custom strategies and plans for your donors. Every donor is different. Donors have different
goals and objectives, different motivations for giving, and have different expectations of their relationship
with your organization.
3. Always continue to cultivate and thank your donors. This really needs no explanation; however, please
remember that your donor has given to your organization because of the two-way relationship they have
established. Continue to thank them and show them the difference they are making in your community.
Have you ever asked for a major gift? Share your experience.
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The Capital Campaign:
What are the barriers to a successful capital campaign?
Simply put, a capital campaign consists of activities to raise funds for a specific cause. The capital campaign typically
has a large scale financial goal with a timeline for reaching that goal. In a small community, lofty fundraising goals
can seem impossible to reach. Capital campaigns require a compelling case to improve the community, a carefully
thought out plan, strong board support and participation, and organizational support from the top down, all of which
are significant investments.
What is the case for doing it anyway?
Capital campaigns can bring people together to work toward a common goal that provides the community with
something more – something needed. It is amazing to see what communities can come together and achieve. Some
hospitals can build an inpatient Hospice Center through a capital campaign. The center can provide extraordinary
care in a comforting setting that the entire community can take pride in for having played a role. Capital campaigns
also create a lot of momentum for a development foundation and have shown to increase fundraising dollars over
time, allowing the nonprofit to provide even more support to the community. When there is a truly compelling case
that impacts the community, strong board, and leader support, and a solid plan has been developed, there is no reason
not to start!
How can you help?
1. Ask questions. The more you ask about the capital campaign, the more you know and can communicate with
others.
2. Spread the word. By sharing what the organization is trying to accomplish and bring to the community
through the capital campaign, you may spark interest in a donor to give back or support the cause.
3. Make connections. In all that you do, strive to make lasting connections. Organizations are built by their
employees, so the connections you make will show your community a glimpse of how much your
organization truly cares. And this will go a long way during a capital campaign.
Have you ever taken part in a capital campaign? Share your experience and ideas.
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Building a Strong Board:
What do board members do and what are the barriers to building a strong board?
There are several barriers to building a strong board, and the first is that board members need to offer time, talent, or
treasure to the nonprofit. Board members need to support the mission and be engaged in the programs, services, and
success of the organization. Board members are fiscally responsible and are actively engaged in planning for the
future of the nonprofit organization. Board members also serve as advocates and extensions of the organization in
the community, so they often hear positive feedback and some negative. Board members are responsible for raising
awareness and assisting in fundraising processes. Being a board member is hard work and it takes a lot of
responsibility. The kicker is that all of this governance, responsibility, and work for the nonprofit organization is
given in a volunteer capacity. Board members are not paid to serve in their roles.
What is the case for doing it anyway?
It should be clear after reading the barriers and some of the requirements of a board member why building a strong
board is so important, but here are a few more reasons. Board members can offer excellent feedback from your
community and can provide perceptions from an outside perspective. Programs and services can often be improved
based on this feedback. Strong boards can help the development staff reach their fundraising goals by playing an
active role. Without their connections and introductions, meeting goals can be difficult. The development staff is
often small, so having volunteers so willing to assist with meeting goals, event planning, tasks, and planning for the
future makes a huge difference. The development team can do and achieve so much more for the community when
they have a group of people who are focused on results and making a positive difference.
How can you help?
1. Recommend board members who you think represent your community well and have time, talent, or treasure
to give to your nonprofit organization. It is extremely valuable when board members can offer additional
talent and insight to the nonprofit staff.
2. Let board members know what is going on in your area of the organization. The more informed board
members are the better advocates they are for the organization.
3. Thank board members for all of their time, efforts, and hard work supporting and strengthening the mission
of your nonprofit organization, all in a volunteer capacity.
Do you have any advice for building a strong nonprofit board of directors?
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Successful Fundraising Events:
What are the barriers to doing this?
Even though most foundations focus on the cost-effectiveness of their events and the cost to raise a dollar, it is nearly
impossible to avoid expenses altogether when hosting events. There are usually expenses associated with events,
such as invitations, food, and entertainment, but there is also a large amount of time given by the people involved in
planning and executing the events. Many foundations even rely on volunteers and board members to step up and
assist with the execution of events, but these folks usually have other full-time jobs too. Events take a lot of planning
meetings, time, and focus to execute them successfully.
What is the case for doing it anyway?
Events create awareness for your foundation and your purpose. While events can be entertaining and lots of fun, there
is usually a moment during the event where attendees can learn about the foundation. We often share a brief overview
of the development foundation and show a video highlighting the purpose of the fundraising event. The event and
the education on the foundation you provide can give attendees a glimpse of your organizational culture and show
what you’re all about. The best thing about events is that they often bring like-minded people together supporting an
initiative to improve the community.
How can you help?
1. Purchase a ticket to the next event and attend. You’ll learn more about the development foundation and have
fun.
2. Volunteer your time to the foundation or a particular event committee. There is nothing more valuable than
your time and assistance with tasks.
3. Thank the event committee who works so hard to host a fun and successful fundraising event. It really is
hard work.
Do you have any questions about fundraising events?
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Identifying Priority Projects:
What are the barriers to doing this?
There are so many needs in healthcare, which can make it difficult to prioritize which projects may be funded by the
development foundation. Some leaders still don’t realize that the development foundation may be able to support
their next project or initiative, so they will not request assistance. The development foundation board of directors
may not be able to fund some requests, but the mission of the development foundation is always guiding decision
making. It is imperative for many nonprofit organizations to find ways to identify priority projects.
What is the case for doing it anyway?
We identify priority projects based on the Community Health Needs Assessment performed for our service area. We
also utilize feedback from our patients and community members regarding health care needs and health and wellness
needs. Our development foundation board of directors is comprised of community members who share valuable
feedback with the development team regularly. These tools give the development foundation team a framework to
begin prioritizing project requests.
It is also important to note that there isn’t just one way to fund a project or need. There are many ways to fund a
project, some of which we will be discussing in more detail in later weeks. It usually isn’t a “one size fits all”
approach. We often utilize several of the options listed below to help fund projects, and these are just a few of the
tools to consider at your fingertips:
• A specific donor with a specific interest
• Existing fund created to support a particular area
• EmployeeTalk LLC technology grants
• Grant proposals
• Capital Campaign
• Major Gifts
• Planned Giving i.e.
How can you help?
1. Let the development team know when there is an important need in your area. We may be able to assist in
funding that need. It isn’t a guarantee, but as I mentioned earlier, there are several different methods to seek
funding for an important initiative or project.
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2. If you know someone interested in giving to a particular project or service line, help connect them with the
development team. Once you make an introduction, the development team can help the donor fulfill their
wish to support a project.
3. Understand that the development foundation cannot fund or support every initiative and project request. Our
primary goal is to ensure that there are quality health care and health and wellness opportunities in our
community for many years to come, so we must prioritize and select the projects and programs that further
that goal.
Do you have any questions about identifying priority projects?
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Effective Communication:
Introduction
Summary of Effective Strategies
What are some effective communication strategies?
• Clarify your communication expectations. Clarifying what you and your team expect with communication
is the foundation of effective communication. You cannot meet expectations until you know what they are.
• Communicate through documentation. Documenting critical conversations is an excellent way to recap
important information and to confirm in writing mutual understanding.
• Follow up and close the loop. Our team wants us to respond when they have questions or concerns. When
your team brings you an issue, be sure to follow up with them and provide closure of the issue.
• Communicate by listening. Effective communication requires careful listening. If we don’t listen to our
teams, we will miss things or make assumptions, and our response will not be as effective.
• Clarify your intent. Clarifying the intent of our communication helps to set the tone of what to expect from
us and our team’s role.
• Be aware of nonverbal communication. Nonverbals communicate a message, so be aware of yours and be
cognizant of others’ nonverbal cues.
• Be transparent with your communication. Don’t hold back if possible. Providing your team with
straightforward feedback and clear communication about what’s happening helps to build trust.
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• Send regular updates. You can’t always reach everyone on your team regularly. Regular and consistent
updates help to provide information to the team and keep them informed.
• Manage conflict directly. Directly communicate through conflict and your team will be confident you will
handle issues and keep them informed of progress.
• Be persuasive. Share the why behind decisions and next steps. Seek input and respond to it. We all must
persuade our teams to complete tasks and projects to achieve results for the organization.
Why are leaders hesitant to focus on this?
We have discussed many reasons why leaders fail to focus on effective communication. We get busy, we
communicate in our own way without considering how others may want to hear it, we make assumptions, we get
tired, and that’s just a few of the reasons we don’t communicate as effectively as we should. Communication
struggles tend to be at the core of the majority of team dysfunction. Failing to communicate effectively is a common
issue and one in which we all fall short at times in our careers.
What is the case for doing it anyway?
When we fail to communicate effectively, we risk our teams losing trust in us, we limit our ability to achieve
organizational results, and we create extra work by failing to make our expectations and directions
clear. Communicating effectively also helps us to avoid confusion, frustration, and mishaps in the workplace. When
our teams can count on us to communicate effectively, it builds trust and they are more likely to follow and support
us in our pursuit of organizational results.
How can you do it?
1. Take time to develop a plan. When you have a structured communication plan for your team, you
are more likely to follow it.
2. Execute your communication plan and strategies with consistency.
Communicating consistently helps your team know they can count on you and helps to improve the
output of your team.
3. Re-evaluate and modify as needed. When one strategy stops working well, re-evaluate, and try
something new. There are always different ways to communicate and to improve, so when one
option fails, try, try again.
How do you plan to use these strategies to improve your communication with your team?
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Establish Mutual Communication Expectations:
Why are leaders hesitant to focus on this?
We often expect our teams to read our minds and to communicate with us the way we prefer to communicate;
however, if we don’t attempt to agree on mutual expectations for communication, both you and your team may not
be pleased with the outcome. We take for granted that everyone knows how to communicate professionally,
respectfully, and effectively. Clarifying mutual expectations for communication is hard work and requires ongoing
management and coaching efforts.
What is the case for doing it anyway?
By sharing your communication preferences and asking your team to share theirs, you can lead the way to find
common ground for successful communication within your team. As we learned last week, effective communication
leads to a more productive work environment. Communicating regularly with your team in the way you and your
team have agreed to communicate also leads to a more trusting and open environment in which to work and serve
your organization.
How can you do it?
1. Write out your expectations for communication for yourself. Are your expectations reasonable?
Are they clear? Can you meet them with ease?
2. Share them with your team. Once you have finalized your communication expectations, share
them with your team. Ask your team for their communication preferences and expectations.
3. Ask the team for their input and feedback. Allow some time for input and feedback from your
team. Determine the best communication strategies for you and your team based on mutual
expectations for one another. You won’t be able to meet everyone’s needs independently, but as a
team, you should be able to find common ground from the feedback you receive.
4. Ask your team for their commitment to the expectations. Make your commitment to your team
as well.
How do you make your communication expectations clear?
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Why is it so Important?
Why are leaders hesitant to focus on this?
Communication is difficult. How many details should you share, what is the frequency in which you should
communicate, or who is the appropriate audience for the message, are all questions that make communication
challenging for leaders. We do know one thing for certain. Our jobs require a significant amount of communication
throughout our days. Just imagine how many times in your leadership career a difficult situation could have been
avoided if only you or another leader had communicated effectively at the onset. Communication errors happen every
single day, whether someone misinterprets your message, takes it out of context, we forget to communicate a critical
detail, or at all. To complicate it even further, each person on your team may have a different communication style
and different communication preferences, and we typically utilize our preferred communication strategies when
communicating with others.
What is the case for doing it anyway?
Effective communication is an important part of everything we do as leaders. Think about it. How much do you
communicate each day with your team members, other leaders, customers, or vendors? There are messages to be
delivered to many different people throughout an organization and a leader has the unique opportunity to frame and
deliver that message in the best way for the intended audience to receive it. Effective communication helps the
organization and team to achieve goals. So many of the Hospital Expectations for Leaders are rooted in a leader’s
ability to effectively communicate.
As a part of this blog series, we will discuss a variety of tools and behaviors which support a leader in delivering
effective communication. We will also review some of the key Expectations for hospital leaders that help leaders to
improve their communication strategies. Thank you in advance for exploring effective communication with me and
commenting along the way with advice and strategies that you use every day to effectively communicate.
How can you do it?
1. Clarify your expectations and those of your audience for communication. When you clarify your
communication expectations with your team and with others and clarify theirs as well, you have a much
better chance at finding common ground with communication.
2. Keep communication at the forefront of your mind. Any time there is a message or key decision to
deliver, consider different communication strategies, and tailor your message for the intended audience.
3. Keep learning and keep improving. To improve your communication over time, read articles or books,
and try new methods. It never hurts to explore new ideas or to incorporate additional communication
strategies into your repertoire.
What are some strategies you use to communicate effectively?
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Persuasive Communication:
Why are leaders hesitant to focus on this?
Many of us don’t even realize we are using persuasive communication. We think if we tell someone to do something,
they will just do it. We may not think we need to be persuasive or should have to be persuasive with our teams. But
people are selling all of the time. When we begin to explain the why behind the task, the reasons, the purpose, the
result we intend to achieve, we are engaging in persuasive communication.
What is the case for doing it anyway?
You cannot lead a team if the team will not follow you. Building a cohesive team requires ethical persuasion. If you
want real buy-in from your team, then you will need to share the compelling case behind the task, change, or process.
To achieve results, you have to persuade your team that what you are suggesting is the process they should
follow. Achieving results is what makes a leader and that requires honest and effective persuasive communication.
How can you do it?
1. Build a compelling case. Include the facts, the why, the reasons behind the suggestion. Make sure you are
convinced before you attempt to convince others.
2. Be honest if you are trying to persuade. Tell your team that you are attempting to convince them to follow
a process. Be upfront about it. To engage in honorable persuasion, you should always inform the people you
are trying to convince that you are selling at that moment.
3. Answer questions and ask for additional input. After making your case, give your team time to ask
questions, and provide more information. Since they are your key stakeholders and they are typically closely
involved in the process, they may be able to provide information that will help you achieve even better results.
How do you engage in persuasive communication?
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Manage Conflict:
Why are leaders hesitant to focus on this?
Conflict happens all the time and most of us don’t enjoy it. Leaders avoid it like the plague. Conflict is uncomfortable.
The most common strategy for dealing with conflict in the workplace is to ignore it if possible. If that is not possible,
leaders use every excuse they can find to put off dealing with it. When they finally do handle the issue at hand, they
usually make several errors, and failing to clearly communicate during conflict management is one of those errors.
What is the case for doing it anyway?
Communication is a key component of any conflict management process. Clearly communicating your expectations,
the plan or next steps, and seeking input from the team is a critical part of conflict resolution. Utilize an effective
conflict management process that works in your organizational culture. Create a checklist for yourself. When conflict
occurs, follow that process. Do not wing it by just doing what feels right at the time. When managing conflict, you
cannot trust your feelings. The key to managing conflict successfully is to do the right things despite how you feel.
How can you do it?
1. Communicate with the key stakeholders. Share what has happened right away.
2. Ask for everyone to provide their statement or any critical information you and the team need to
determine the next steps. Seek the information you need from key stakeholders to ensure you can make the
best decision at that time.
3. Communicate with the key stakeholders. Once you have the next steps or a decision, communicate the
plan with the people it impacts.
4. Document the plan and share it. Then hold the team accountable.
How do you use communication to help manage conflicts?
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Send Regular Updates:
Why are leaders hesitant to focus on this?
There are a variety of reasons we fail to regularly update our teams. Depending on the day, the reasons could include
that we got busy, lazy, we forgot, we assumed they already knew the information, or we were tired. These things can
happen to all leaders, but failing to communicate important information regularly can limit our leadership
effectiveness with our teams.
What is the case for doing it anyway?
Most of us prefer to know what’s going on at our workplaces and how it impacts us. Our teams are not any different.
Keeping our teams informed builds trust and a better team environment. It provides an opportunity for our team
members to collaborate with us or to provide valuable input, often resulting in finding a better way. By
communicating regularly with our teams, we also decrease the chances of our team members making assumptions or
guessing about our intentions.
How can you do it?
1. Find out what works best for you and your team. You can send a weekly email update, a group text update,
or utilize a cloud-based communication platform. There are many ways to incorporate regular communication
updates to your team and you need to find which option works best for you and the team.
2. Use simple language and be succinct. This is important. If you send long updates with intense language,
you will lose your team’s interest. Most of us prefer simple language and brief updates. Thinking in computer
and mobile terms, none of us want to keep scrolling and scrolling to read informational updates.
3. Be consistent. Make sure you have a regularly scheduled update going to your team so they know when they
can expect it and that they can count on you to provide crucial information and how it impacts them. By
consistently communicating, you will build even more trust with your team.
How do you regularly update your team?
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Transparency in Communication:
Why are leaders hesitant to focus on this?
Humans are naturally secretive. We have all heard the saying “knowledge is power” and we all subscribe to that
mantra on occasion. Sometimes we want to keep information so we get all the credit if we solve the situation
independently. Other times, we are afraid that sharing certain information will upset others so we avoid it until the
last minute or until the final decision has been made.
What is the case for doing it anyway?
It’s not wise to embrace the “knowledge is power” mantra for several reasons. First, having more people focusing on
solving the problem usually results in more options and a better final decision. Second, when the team is given the
opportunity to give input on the decision, the more likely they will be to accept, embrace, and carry out that decision.
Your team will value your honesty and straightforward approach creating a positive team environment. Not
communicating transparently will damage your credibility as an effective leader and communicator with those you
lead.
How can you do it?
1. Clarify how you will make decisions and invite people on both sides of an issue to make their best case. Ask
for data and invite opinions and the evidence for those conclusions.
2. Whenever possible, make all of this information public so all stakeholders can review it.
3. Make the decision and announce it. Explain your reasoning. Remain open to changing your mind if new
information warrants it.
How do you remain transparent in your communication with your team?
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Clarify Your Intent:
Why are leaders hesitant to focus on this?
I say it frequently but being busy often results in us skipping important steps or rushing our communication. We
make many decisions throughout our day and our communication strategy becomes another decision point on which
we need to focus, and unfortunately, we sometimes don’t. We also assume our audience can read our minds and know
what we want without sharing that ahead of time. Effective communication is hard by itself and finding the right
channel for the message can be challenging for leaders.
What is the case for doing it anyway?
Clarifying the intent of our message is a critical part of the communication process, and if missed, can result in
confusion and frustration for your audience. Leaders should clarify with their teams whether they are seeking input,
seeking consent, or informing them. This helps your team to develop a clear understanding of what you are trying to
accomplish and their role in it.
How can you do it?
1. If seeking input, be clear about what you are asking for as the timeline you’d like to receive that information.
2. If seeking consent, be sure to outline the next steps and get their agreement to them in writing.
3. If informing, share the why behind the decision if you can and be clear that the decision has already been
made. You are sharing the final decision. If at all possible, giving your team or audience an input period prior
to making a final decision will result in better acceptance or adoption of that decision.
4. Take time to pause and develop a plan. You will thank yourself later for pausing and determining the best
strategy to deliver your message effectively to your team because your results will likely be better.
How do you clarify your intent when sharing information with your team?
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Nonverbals Communicate Too:
Why are leaders hesitant to focus on this?
We forget that our nonverbals communicate with our colleagues just as much as our words do. These nonverbal cues
can include eye rolls, looking down, a frown, a smile, nod, or good eye contact. When we get busy or tired, we may
not have the self-awareness to realize we are giving these cues or getting them from others. There are so many
communication strategies and cues that we sometimes go through our days in a blur subconsciously choosing not to
use all the tools we have in our toolboxes.
What is the case for doing it anyway?
Nonverbal cues help us gauge how a conversation is progressing and manage it appropriately. We can show
appreciation or annoyance through our nonverbals, and we can identify these emotions in others based on their
nonverbal cues. Whether we are in a conversation with someone or we are passing them in the hallway, nonverbal
cues can provide helpful hints as to how the other person is feeling. Ensuring that we consciously manage our
nonverbal cues is critical so we don’t show our frustration at work and that we do show our appreciation when good
things happen at work.
How can you do it?
1. Pay attention to the other person. Maintain eye contact and watch for cues that give insight into how the
conversation is going.
2. Be self-aware. If something someone says is bothering you, be aware of your facial expressions, and manage
them appropriately. Take notes to help distract you.
3. Use the cues to direct your next steps. If you notice nonverbal cues from others that may help you progress
a conversation, use them. You can also ask clarifying questions to help you understand the place from which
those cues might be coming from.
How do you use nonverbal cues in your communication strategies?
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Communicate by Listening:
Why are leaders hesitant to focus on this?
There are many reasons we choose to talk more and listen less. Leaders often think we already know the answers.
Sometimes we fall into the trap of only listening until it’s our turn to speak, rather than focusing on the words being
said to us. In this fast-paced world with our ever-growing task lists, we can allow ourselves to be hurried or dismissive
at times.
What is the case for doing it anyway?
Active listening helps leaders to avoid miscommunication. Careful listening shows the other person that you care
about what they are saying and helps you to develop a stronger teamwork-based relationship. Listening allows you
to ask the right questions. Leaders who subscribe to the mantra “listen more, talk less” will usually arrive at a better
mutual understanding of the topic at hand, which will vastly improve your decision making and your communication.
How can you do it?
1. Take careful notes. Taking notes helps you focus on what the other person is saying.
2. Make eye contact and avoid distractions. Avoid your phone, email, and other distractions, and make eye
contact regularly. This will demonstrate that you are focused on the conversation.
3. Listen to the words and tone of the message being shared. Not only are the words being said important,
but the tone in which they are said allows you to gauge a better understanding of where the person stands on
the topic.
4. Repeat back what you’ve heard. In closing the conversation, highlight what you believe to be the key
points of the conversation. This allows for confirmation of understanding from everyone in the room.
What strategies do you utilize to show that you are actively listening?
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Following Up:
Why are leaders hesitant to focus on this?
We think we can remember everything people tell us verbally, and we can’t. For this reason and others, we fail to
put an issue on our task list. Or we may add the issue to our task list, but it isn’t a priority now, so we don’t share the
timeline to follow up with our team. Last, but not least, we may take care of the issue or concern, but don’t inform
our team of the resolution. All these reasons happen to the best of us but damage our leadership credibility.
What is the case for doing it anyway?
Following up with your team on issues they bring forward builds your credibility. Your team will know their concerns
are important to you and that you will let them know what has happened or why the process may not be able to be
changed. Even an unfavorable answer is better received when you take the time to explain the why in a follow-up
message. Following up closes the loop and is critical in leadership, so there isn’t an outstanding item or tension from
an issue that was never resolved. Following up with your team also demonstrates to them the excellent customer
service you want them to provide. It sets the tone and example for your team if they know you are going to serve
them the way you expect them to serve each other and your customers.
How can you do it?
1. Acknowledge that you can’t remember everything. Consider a cloud-based task list with an app on your
smartphone. Perhaps create a yes and no checklist when you make your rounds and observations. This will
allow you to add important tasks on the fly while out and about with your teams. If you utilize a notebook,
make sure you transfer tasks to your task list at the end of each day.
2. Give yourself time. Clarify the priority level of this item with your team and give them a reasonable
timeline. It’s better to under-promise and over-deliver than to over promise and under deliver, so give
yourself a little extra time to resolve the issue if needed. Your team will appreciate you setting an accurate
timeline for completion of the task and follow up communication.
3. Make communication and follow up on a task. Include informing the team of the task or issue resolution
as a task item with a due date, or don’t mark the task off your list until you have followed up with the key
stakeholders. Doing this will help you to remember how critical it is to follow up with your team.
What are some strategies you utilize to follow up with your team effectively?
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Communication through Documentation:
Why are leaders hesitant to focus on this?
Taking the time to promptly, accurately, and thoroughly document key conversations require discipline. We believe
we are too busy to spend time documenting conversations we have already had or that it simply creates additional
work or an additional step for us to complete. It can be challenging at times to put conversations in black and white,
especially if it was a difficult conversation to conduct in the first place. It can create additional conflict for you if the
person involved is not expecting the conversation to be documented and shared.
What is the case for doing it anyway?
The case for documenting key conversations as a tool for additional communications are the following:
• It protects you and the other people involved in the discussion by outlining the critical details, the timeline,
and clear next steps.
• It is an additional tool to help you communicate and confirm understanding with all parties. You can even
ask another person to document their understanding of the discussion to you if there is a concern.
• It holds you and the other people involved accountable.
• It can outline tasks for everyone and confirm a mutual understanding of the next steps with clear timelines
for completion.
These are just a few of the positive outcomes of documenting important conversations.
How can you do it?
1. Set aside time for important documentation daily. If you do not set aside time to document key
conversations each day, you are not as likely to follow through on this critical task.
2. Share with the people involved that you will be sending documentation. If you let people know up front
that you will be sending documentation of the conversation or meeting notes, they are more prepared to
receive it and accept it.
3. Send the documentation to key stakeholders. Sending the documentation or meeting notes allows you to
confirm a mutual understanding of the conversation or tasks agreed upon in the meeting with all parties
involved. It also serves as a tool to inform others who may need to know but were not present to hear the
information.
4. Ask for confirmation of receipt, additional input, and agreement. Having team members clarify their
position and commitment in writing, increases their likelihood to follow through and deliver on the
commitment.
Do you regularly document conversations as a tool to communicate?
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Content Development and Training
Enable strategic alignment between training and performance
Prefaces and Purpose of the Guide
A strong succession planning program identifies and fosters the next generation of leaders through mentoring,
training, and stretch assignments. This would include Communication, Employee Engagement, and Measuring
Learning working together. Employee Engagement is at the centerpiece. It is ongoing and not just a once a year
activity. It requires a focus on what is critical now.
The results from a yearly Employee Engagement Census Survey, for example, can leave us wondering “Now that I
have identified some strengths and opportunity, what do I do now?” Better outcomes are met when we create training
activities in relation to employee engagement results. This guide documents the process and good practice in
developing training material, piloting, and testing it. It is designed to help those (the course organizers) to plan and
conduct a course. The guide aims to demonstrate different ways to engage using a Communication and Learning
Measurement Technology to deliver and confirm outcomes.
Beginning Training Success
For better independent development planning each employee should be set up with their own personal dashboard.
Their personal dashboards are for login in EmployeeTalk to sign off on onboarding tasks and Employee Handbook,
view Yearly Performance Reviews, engage Personal Assessments, and Collaborative Assessments; such as 360°
Feedback Reviews, Stretch Assignment Tasks, and, Manager Tips. This platform creates more accountability for
skill improvement and provides a place to support a personalized training approach.
It is important to pinpoint the individual profiles of employees' learning styles and behavior. This supports the quality
of the activity of training. The transparent activities empower managers to assist their team in Skill Development,
Independent Development Planning, and Succession Planning in the organization. Course design is initially
inspired by employees, managers, leads, and, training team’s observations and it’s based on the corporate learning
strategy which is developed from the following key elements:
Specific Business Objectives – What are the specific financial and/or human capital goals your company
is trying to meet? Your business objectives should provide the framework for your strategy.
Audience – What are the roles that have a direct impact on each of these goals? Training should focus
on the employees in these roles. The stakeholder audience could be an internal one or external one such
as customers, vendors, or patients.
Delivery Method – How will the training be delivered? This includes identifying the type of content
needed, the medium through which it is delivered, and how learning will be measured.
Performance Support – How will performance be supported? How will outcomes be confirmed?
Training must be applied and reinforced to be effective and should continually evolve to meet changing
needs.
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This guide includes information on the main steps and stages in the sequence of designing a training course all the
way to evaluation for feedback into further development. It is worth mentioning here that the design and development
process of training material is anything but linear. In fact, it will be important to utilize today’s training techniques
such as Micro-Learning, Just in Time Training, Mobile Design with an online Library (LMS), and, of course, Online
Dashboards.
Training will be very iterative but some content can be a challenge and difficult to capture in a document such as in
how this guide outlines. Design processes are always divided into steps and phases in order to make sure that checks
and tests are carried out at the appropriate time to avoid any lengthy and costly time-consuming modifications at the
end. There are 4 key overarching principles to any design process – the 4Cs:
1. Clarity: Working groups and design teams need to take their time at the onset of any course design process
to achieve and agree on the clarity of several issues including:
a. Purpose of the course
b. target group
c. aims and objectives
d. learning outcomes
e. process plan
f. responsibilities
g. piloting and testing
h. evaluation
The more this is given time and attention the better and smoother the process that follows will run. If there
is any disagreement on the fundamentals, it is going to affect almost every aspect of the design and
development process and will result in a constant insurmountable obstacle. It’s also important not to leave
anything to assumptions of any kind.
2. Capacity: Assessing the required capacity of the design and development team, those who will be involved
in the administration and logistics of piloting and running the courses, and the overall management team is
also fundamental. Training courses are different and each requires a set of skills and expertise unique from
another depending on the context it runs in. Making sure that the right team is put together and given adequate
resources is another fundamental principle in training design and development. Time should also be taken
in assembling the appropriate capacity package whether human resources and expertise or material and nontangible.
3. Consistency: Once an approach is agreed upon, the consistency maintains the quality of the design process.
When there is clarity on aims and objectives and the design team move into the details of methods and training
approaches and techniques, it’s important to stay consistent with what the training is trying to achieve and
stay focused on the main purpose. Design and development processes get derailed by losing focus or trying
to follow fads and gimmicks in training that might not be suitable for the purpose of the course. It’s also
important that the design team sticks with the process from beginning to end. This would include followthrough
and the confirming of understanding through learning measures. This last part representing
collaboration with teams. If training team members have to be substituted, it’s important that there is enough
overlap/hand over period so new members can join in, bringing in fresh and new ideas without disrupting an
on-going process especially when it’s farther down the line.
4. Commitment: Lack of commitment is largely what makes or breaks any design and development process.
Commitment is not just from the design team but of all stakeholders involved in terms of supporting the
design team efforts financially, technologically, administratively, logistically, etc. The best design efforts
falter and cannot be sustained when there is a lack of commitment.
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Coordination
Coordinating a training course requires a variety of steps, tasks, and skills. Although a lot of training coordination
takes place during the design phase, coordination is very important during all phases of the training process.
Coordination begins at the time training is proposed and continues even after it is delivered and the participants leave.
The various roles a training coordinator leads include; communication manager, materials producer, employee
engagement specialist, problem-solver, and even entertainment director. In short, coordinating training requires the
endless management of many details and people.
This section covers pre-training planning and checklists to be taken into account early on in the process. A
collaborative training approach centralizes lesson access too. The preplanning objective is to capture lessons and
training critical to the individual department's success and ensure learning goals are driven by business goals for reuse
and accessibility. Consider using a preliminary approach to engage potential training needs, a litmus test to ensure
that the department goals align with the organization’s goals. The material development phase is driven by
observation utilizing scorecards from the manager’s perspective and checklist from the teams. This is done to get the
unit manager to start thinking about training when none is planned.
These general questions can be launched online virtually as an assessment within EmployeeTalk (ET) with the intent
to follow up face to face with a conversation. When managers are engaged in the material topic in person, ask if there
is anything else. Remember this exercise is to get leaders thinking about their training needs. We are in the material
inception stage so face to face is a must. These Material Inception questions are also provided transparently:
When considering training and succession planning needs, what is your most critical objective today to
meet business goals?
I can list in the space provided these critical objectives, the first being most critical? Yes or No
1.
2.
3.
You can share what the current obstacles are preventing the success of this critical objective? Yes or No
1.
2.
3.
You can share what is currently in place to support those critical objectives? Yes or No
1.
2.
3.
You can share what is needed from the training team to support those objectives? Yes or No
1.
2.
3.
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In follow up face to face
By implementing this training action, we would solve this objective and business goal? Yes or No
The actual training is created from a detailed Checklist 3 exampled under design part 3.1 in this guide. This too can
be engaged online virtually with EmployeeTalk so leaders can respond when their available giving them time to think
about needed content and context.
Pre-Training Planning:
One of the first and most important steps in pre-training planning is to identify and agree on roles and
responsibilities before posts are even filled. Terms of reference should also be drawn for the following set of
roles:
MANAGEMENT MATERIALS DEVELOPMENT TRAINING
Program Manager Curriculum Developer Training Facilitators
Training Coordinator Content Specialist Training Co-Facilitators
Administrative Assistant Curriculum Writer Manager – Training Assistant
Curriculum Editor
Facilitator – Train the Trainer
Graphic Designer
Videographer
Programmer/IT
For clarity of responsibilities, the Program Manager is usually and typically The Unit Manager and in a case of
a project that has a strong training component, the Unit Manager is also the Program Manager and Content
Specialist. The Training Coordinator, on the other hand, could be someone from the internal training team or
someone in the counter-part department or the organization targeted by the training and/or a regionally based
leader where the training is planned. These two can be different from the Lead Material Development Specialist
(also known as Curriculum Developer), who in some cases could be a hired consultant. The Administrative
Assistant, Graphic Designer, Videographer and, Programmer/IT is self-explanatory terms and is someone who
reports to the Training Coordinator and is responsible for the details of training admin and logistics.
Training Logistics Checklist:
The following checklist will be referred to time and time again throughout the design and development process.
It’s important to consider it as early as possible since some of the decisions made at this stage will have
fundamental implications on the material design and content. Reflecting back on the iterative nature of the design
process some of the information in the following checklist should come from the training needs assessment,
which is covered in the following section.
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NEED TO KNOW
Training schedule structure?
The optimal number of training days?
Training spread over 1 or more weeks?
Best days of the week?
Best time of the day?
Length of each session?
WHERE TO FIND
THE ANSWER
HOW TO FIND THE
ANSWER (STEPS)
TEAM NOTES
Coordination
This particular checklist is for training needed delivered outside the office or regionally delivered.
TRAINING LOCATION 1 2 3
Access
Comfort
Training facility
Accommodation
Supplies on-site
Food and drink
ADVERTISING
Lead time for advertising
Information for nomination
and enrolment
Direct invitations
Other advertising ideas
REGISTRATION
Check off on – ET LMS (track)
And online by email
By post (internal social network)
Other ways of registration
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Needs Assessment
The following four central questions must be answered before you begin designing a training course.
Audience: Who is the target audience for a proposed training?
Current roles: What do members of this target audience presently do in their roles?
Knowledge gaps: What gaps exist between what these providers know how to do, and what they need to
know to carry out their roles successfully?
Outcome: Will training help fill this gap?
These questions form the foundation of a training needs assessment. Both general organizational assessments and
personal assessments highlight a broad array of training opportunities in a company. When we target expectations,
it helps us to understand unknown obstacles to execution (the gaps). Gap assessments are targeted and focused on
these two areas. Both of these gap assessments are commonly used in Succession Planning activities. Some example
methods, techniques, and, tools to resource and engage using EmployeeTalk:
Organizational Gap Assessments Resources
Culture assessment
Yearly Employee Engagement Census Survey
Targeted Pulse communications
Retention assessments
Quality assessments
Transformation communications
Work Balance assessment
Personal Gap Assessment Resources
Self-assessment
Performance Review
360° Feedback Review
Roll Perception – self-evaluation
Self-assertiveness assessment
Listening assessment
Learning style – self-assessment
The Undercover Boss method is an example of an exercise using EmployeeTalk to identify both organizational and
personal training gap needs online.
Online Undercover Boss is an approach using one to three questions without being undercover and engages
specific aspects of the business with a much larger audience than the TV show. Get to know your people.
Follow-through on great ideas and training opportunities face to face from feedback. The great reveal is
driven by the Task Reporting System in ET. It confirms better outcomes by enabling leaders to track, task,
and, coach team with lessen-oriented follow-through actions or stretch assignments from feedback. This face
to face is initiated through email or a phone text and then authentically delivered.
Stakeholder Product Training is yet another area that can be a focus beyond the organizational or personal
gap assessment. Engage employees whose role and use of tools and equipment directly affect quality. Use
the opportunity to educate and engage in product experience leaning on team expertise for feedback.
Consider engaging in sales product training. People can benefit from product knowledge. In this concept,
customers could be engaged in their experience. This is where internal training becomes an external
opportunity.
Assessing product is outside a Nurse’s personal performance yet the products they use can still affect
performance in the perspective of quality- hence a different gap focus.
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It is important to keep in mind that training is only part of a solution to meet professional needs which are
identified in a need’s assessment. Other changes - in addition to training - may be needed in order to
completely fill a learning gap. In addition; adult learners’ particular learning needs are important
considerations when designing training. Understanding those needs is part of the need’s assessment phase.
Assessing Needs
The first step in building a training course from inception is identifying the needs of target participants. There
is a variety of methods for conducting a needs assessment. An in-depth Key Informant Survey can be driven
transparently or anonymously, given the context of the questions - political or neutral. This can provide
further details and insights into needs and overall course design approach and material focus.
A Need: A “need” refers to the gap between what is and what could or should be within a particular context,
leading to strategies aimed at eliminating the gap between what is and should or could be. This is best
communicated when leaders focus communication on the expectation and inform, educate, and, identify
potential obstacles. The obstacles viewed as gaps can be addressed in the training
Anytime leaders are communicating “the maybe” it is because some expectations are not well known. The
positive in these statements is that “maybe” is the communication of potential possibility.
Needs Assessment: Program-based needs assessment is:
a. A systematic inquiry for the purposes of identifying priorities and making decisions, and
b. Allocating finite resources in a manner consistent with identified program goals and objectives.
c. The needs assessment includes:
• Identifying and analyzing expressed and unexpressed needs.
• A plan to develop strategies that address such needs.
The following key questions need to be posed in any need’s assessment:
What do the participants need to know and do as a result of this training?
What do we need to know about the course participants and the population they serve?
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Key tasks in any need’s assessment will include, but not limited to, the following:
Determine the target population
• Identify what type of professionals the course is designed for.
Determine the participants’ needs1 these items below identify this information.
Draw from your experience with similar groups
In-Person
Information from informal discussions among professionals in the network In-Person
Conduct surveys (data and correlations)
EmployeeTalk
Conduct focus groups
EmployeeTalk - In-Person
Work with an advisory panel
EmployeeTalk - In-Person
Observe participants
EmployeeTalk - In-Person
Interview participants
EmployeeTalk - In-Person
Learn about critical incidents
EmployeeTalk - In-Person
Corporate Book club feedback
In-Person
Committee Team feedback
EmployeeTalk - In-Person
Determine what emerging data should be distributed
EmployeeTalk - In-Person
Understand the participants’ characteristics
Experience
Cultural background
Education
Location
Mindset/Motivation
Constraints (location, job demands, etc.)
Adult Learners
It is radically different to design training courses and material for adults than any other group. Adult learning
follows certain principles listed below and adapted from: Malcolm S. Knowles, Elwood E. Holton III, & Richard
A. Swanson, (2005) The Adult Learner: The Definitive Classic in Adult Education and Human Resource
Development, Burlington, MA: Elsevier.
1. Adults are often concerned that participating in a group can be political and will make them look weak,
either professionally or personally.
• When there is a political environment and early contribution is critical to design then consider some
anonymous engagement in EmployeeTalk. These dialogs can be general questions targeting key roles
in policy and procedure, best practices, or solution requests based on a call for innovation.
• Design training workshops, educational exercises, and discussion sessions that help people feel safe
enough to ask questions and be confident that they will be respected. For example, following-up on
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a Townhall Meeting transparently to address gaps in training, needed presentation skills, or identify
where information failed to reach target audiences.
• Don’t ask people to take risks too early in a workshop or course (for example, engaging in a roleplay
exercise) unless they already know each other well.
• Provide opportunities and allow time for people to establish themselves in the group.
2. Adults bring a great deal of experience and knowledge to any learning situation.
• Show respect for participants’ experience by asking them to share ideas, opinions, and knowledge.
Verbally recognize that they may be a good resource for reaching your teaching goals.
• A needs assessment can tell you more about the individuals in the group. Or, if you already know
the participants, you may realize that a particular individual can provide helpful input before, during,
or after your session(s) - see point 5 below.
3. Adults are decision-makers and self-directed learners.
• Do not seek to make people obey you. Adults will do what they need to do.
• Be the “guide on the side” rather than the “sage on the stage”.
• Listen to what they want and need and be flexible in your planning. Seek feedback from the group.
Change your approach if your agenda or methods are not working.
4. Adults are motivated by information or tasks that they find meaningful. 2
• Conduct some type of needs assessment so that you are aware of what people want (and need) to
learn, how much they already know, and the kinds of “generative themes” that might affect their
attention span.
• Generative themes are concerns/issues that are most important in a person’s life.
• Generative themes may enhance or challenge a person’s ability to learn.
• They could include such things as the fear of losing a job, the health of a loved one, the desire for a
promotion, the need for a change, the pending birth of a child, problems in a relationship, or new
possibilities for growth and development.
Motivation can come in the form of engaging gamification techniques in training using a multitude of challenges that
align with personal and business goals. Each motivating challenge built around information or a task, for example,
can use its own set of gamification techniques, such as contests and prizes, badges, partner, and group challenges.
A meaningful goal should not rely on any forces outside of your control, for instance, getting promoted. Your goal
should reflect only what’s controllable on your end. So, your goal in the desire to be promoted shouldn’t be defined
as ‘get promoted.’ It should sound something like, ‘invest 40 hours towards getting promoted.’ The effort in this
supports independent development planning and succession planning.
Another way to support this in your team is to use the Task Reporting System in ET to delegate activities or actions
to support growth, where perhaps after delivering an action there is a Level Up outcome for a leader (like Lead-name
added to a title). Goals should be quantifiable too. For another training example, don’t set a goal to become thin.
What does “thin” even mean? Be careful of subjectivity. Set a goal to lose X pounds in your Wellness Program or
aim for a specific body fat percentage.
Answering (3) checklist questions daily can help change behavior and keep people on track. Consider gamification
in course development and support the strategic alignment between training and performance. Here are a few
examples of rewards I’ve used in the past to support motivation:
Kindle – and, an invitation to be part of the company book club
Day off with pay – encourage work balance and family
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Book – representing a growth focus or business opportunity which can be strengthened
Moleskine notebook – to enhance or encourage communication
Red Bull or energy drink – to infuse energy and focus on people to support business
Specialized coffee (beans for Coffee Roasters) – Same concept
New headphones – if it supports the wellness fitness activities
Gift Cards – support local businesses and the community. Many businesses will provide special
discounts to support employee excellence because it means more business for them.
5. Adults have many responsibilities and can be impatient when their time is wasted.
• Be thoughtful and kind.
• Begin and end your session on time.
• Understand who is in the audience and why they are participating.
In the offset of training; an excellent way to ensure everyone has an opportunity to contribute is to use a Virtual
Meeting Link. The VML enables leaders to engage a meeting agenda before the meeting takes place. This captures
contributions from people on their schedule, anytime and anywhere such as from other shifts and locations. It also
captures feedback from participants who are unable to attend the actual meeting improving productivity. The
anonymous feedback assists the presenter in the development and the research of information to reach better meeting
outcomes and discussions for when the meetings take place. The additional contribution will help you:
• Learn what questions they have about the subject.
• Don’t cover the material they already know unless there is a good reason for it.
• Recognize that your subject is only one of many that participants may be interested in learning more
about. The following are more specific tips and style in adult learning:
Matching Learning chart
ADULTS LEARN BEST WHEN
They feel valued and respected for the
experiences and perspectives they bring to
the training situation.
The learning experience is active rather than
passive.
The learning experience fills their
immediate needs.
They accept responsibility for their
learning.
Their learning is self-directed and
meaningful to them
Their learning experience addresses ideas,
feelings, and actions.
New material relates to what participants
already know.
The learning environment is conducive to
learning.
Learning is applied immediately.
MATCHING ADULT LEARNING NEEDS WITH APPROPRIATE METHODS
Elicit participants’ experiences and perspectives through a variety of stimulating
activities.
Actively engage participants in their learning experience through discussion and a
variety of activities.
Identify participants’ needs; develop training concepts and learning objectives to these
identified needs.
Make sure that training content and skills are directly relevant to participants’
experiences so that they will want to learn.
Involve participants in deciding on the content and skills that will be covered during
the training.
Use multiple training methods that address knowledge, attitudes, and skills.
Use training methods that enable participants to establish this relationship and integrate
new material.
Take measures to ensure that the physical and social environment (training space) is
safe, comfortable, and enjoyable.
Provide opportunities for participants to apply the new information and skills they
have learned.
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Use training methods that allow participants to practice new skills and receive prompt,
Learning is reinforced.
reinforcing feedback
Use training methods that encourage participants to explore feelings, attitudes, and
Learning occurs in small groups.
skills with other learners.
The trainer values participants’
Encourage participants to share their expertise and experiences with others in the
contributions as both learners and teachers. training.
This particular Learning Style self- assessment is delivered to provide feedback. It highlights what personally is a
good leaning practice for them. Here they can value what is important too. This data can be referenced by the training
team when individual training is needed.
Learning styles chart
LEARNING STYLES
Learn best with abstract concepts and lectures
Learn best while observing others
Learn best from exercises
Learn best through visual means
CONSIDER USING
Case studies and discussions about theories and research
Demonstrations and videos
Role-playing and other experiential activities
Videos, images, and slides
One size training fits all, is a concept of the past. If we do not make it personal, participation can be lacking or
unenthusiastic. It is important to recognize that people learn differently and that there are several learning styles to
engage in. Training courses that recognize different types of learners and cater to their needs succeed a lot more in
achieving their objectives than the ones that try to funnel all participants through a rigid narrow way of single or unilearning
mode.
Tracking and documenting participants and participation is important too. The EmployeeTalk system can be used to
set up a transparent LMS or (Learning Management System. Or, anonymous Dashboard based on preference for
tracking learning style results. It’s important to be able to refer to the individual team results anytime when developing
training. Real-time tracking and analytics are important for both those receiving the training and those providing it.
Dashboards that illustrate results visually allow employees to see the connections between the training they receive
and their performance.
EmployeeTalk captures averages for each question asked. Those questions are compiled together to create an overall
engagement score which can be compared over time. And for their managers and other decision-makers, they also
show the connections between system performance, user engagement, and business goals, which helps to quantify
the investment in their training programs. ET can support analytics and the strategic alignment between training and
performance using specific approaches:
Targeted Report
is a selection of dashboards individually created in ET to display targeted results from employees,
departments, or managers? Its flexibility enables leaders to compile a final visual on whatever is being
targeted where the opportunity and strengths are well defined.
Analytics
is based on average so every response count as opposed to targeting a percent score.
Onboarding Dashboard
also called an Independent Development Planning Dashboard – evaluates an employee’s potential. Managers
with direct reports can easily manage their employee’s individual development better. Each employee is set
up with their login Dashboard. The manager and the employee can communicate and collaborate better
online together by focusing on development virtually. Here there is transparency in the scoring for
employees. This can improve the quality of a manager’s time management with their team member.
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The employee takes ownership of their Dashboard to ensure their training and development is up to
date. The manager adds critical to know content, expectation, or questions for the employee to
answer during their process or work. (checklist) This provides a visual of opportunity. A manager
can review their team results and know where they should focus on in their individual development.
When the same sets of questions are being asked over time, they can be compared to represent
growth. Development can include critical processes or procedures. It can also include job
descriptions, both with knowledge checks. This is also where a 360°, personal assessments or a
yearly performance review could be launched and tracked. Personal actions can be tasked by the
manager and then tracked into results. This build of information in one place makes for a very good
review of performance and employee commitment.
Generally, there are four modes of learning and people could be one or another or even switch between different
modes depending on the subject matter:
• Doer: Likes to be actively involved in the learning process, wants to know how he or she will apply
learning in the real world, likes information presented clearly and concisely.
• Feeler: People-oriented, expressive, focuses on feelings and emotions, thrives in an open,
unstructured learning environment.
• Thinker: Relies on logic and reason, likes to share ideas and concepts, analyses and evaluates, enjoys
Individual work.
• Observer: Likes to watch and listen, tends to be reserved, will take his or her time before
participating, and thrives on learning through discovery
As a leader, you may be challenged in understanding your team’s personality. You may not be aware of how to reach
your team best in training or engaging face to face. This above is an example of a single pulse question to engage
that understanding with EmployeeTalk. This is also a transparent pulse.
Design
Designing a training course is like mapping out a road trip or creating a journey. Training design is an outline of all
the “what, where, who, when, and how” details of the training for use by coordinators, curriculum developers, and
trainers. There are six primary components of a training design:
Training design chart
Learning Outcomes:
Training Materials:
Trainers & Content
Experts:
What will participants be able to do as a result of completing the training?
What materials need to be developed and what will the materials include?
Who will facilitate the training and act as content experts to review materials?
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Training Methods:
Logistics:
Confirmation:
What methods will be used so that participants meet the learning objectives and learn the
content most effectively?
Where and when will the training take place? Who will be invited and how will they be notified?
Will a per diem be paid to participants? Etc. Will there be continuing education credit?
What is the question/s that needs to be answered at the end, what is the true take away to
understand?
Optimally, the results of a needs assessment inform these six training design components. For example, if we know
the gap between what a target audience knows and what it needs to know, we can write learning outcome statements
that precisely meet their job-related needs. Needs assessment will also help determine who will be needed as content
experts for the training and whether a course should be a brown bagger two, three, or five days long.
Course Design Process
Course design refers to the planning and structuring of a course to achieve specific instructional goals. The course
design process includes the following activities:
• Identifying appropriate goals
• Choosing content that’s consistent with the goals
• Selecting ways to achieve the goals
• Assessing participant learning in relation to the goals
As part of the design process, instructors should also consider:
• Their own teaching styles
• The learning styles of the participants
• The role of the course in the overall training effort
Before training begins
Most design decisions must be made before the first session of the course. These decisions relate to these
basic areas:
• The content to include
• The delivery methods to use
• The time allocated for each of the goals
• The tools for assessing participant learning
During the training session
As you conduct the training, we will learn more about the participants and their needs. Doing the learning
style self-assessment will offset this a great deal, however, we still need to be prepared just in case. The
information we discover will require adjustments in the course design. For example, after working with the
group, we may decide to:
• Change the time allocation for a particular topic
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• Change the type of activity associated with a particular topic, for instance, from an individual to a
group activity or vice versa
At the conclusion of the session
The information we gather at the conclusion of a training session will help us assess the effectiveness of the
current training and help improve future training sessions. To evaluate the course:
• Use appropriate evaluation tools and our own perceptions
• Obviously, a follow-up in ET on training effectiveness is a must-do survey whenever training is
provided.
Going into further detail of curriculum design, the following checklist and questions are used as guidance:
A checklist will often include just-in-time training applicability. In today’s fast-paced business environment where
employees manage multiple roles, workers want and need training that can be easily accessed and quickly engaged
the moment it’s needed on the job. Complete this training worksheet to help you begin designing your training. If
multiple experts need engaged use EmployeeTalk to engage them. Use a handheld or cellular phone if you are
engaging team experts in their office or on the floor.
3EmployeeTalk Checklist
In general, what knowledge and skill areas will be the focus of the training?
What do we want participants to learn during the training? (What will they leave
knowing more about or what new skills will they have acquired?)
What central questions do we want participants answering as the training unfolds?
How will participants accomplish curriculum objectives and answer the questions in
numbers 2 and 3 above? (e.g. small group discussions and projects, lectures, roleplaying.)
What resources might the trainer use to help participants accomplish curriculum
objectives? (e.g. current research, guest speakers, discussions, encouragement)
How will we determine if participants a) have reached curriculum objectives identified
in number 2 above; and b) can answer the questions in number 3.
How will we evaluate the quality and usefulness of the training as well as its
implementation?
I have a general theme or topic:
I can list the goals and objectives:
I can list the essential questions:
Can you provide a summary of
participant activities?
I know what Resources I need:
I know the assessment activities:
I have an idea for the evaluation of the
training and the training process:
These results will enable you to compile a good approach to your design.
Learning Outcomes
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Learning objectives are central to designing a training course. They must reflect the needs assessment results and
work in harmony with training methods and design. A learning outcome is a statement of what a learner is
expected to know, understand, or be able to do as a result of a learning process. There are several ways of
developing appropriate learning outcomes/objectives.
Beginning a learning objective with a strong verb can help guide the development of training because it focuses
attention on what participants are supposed to be able to DO after they complete training.
The following are just a few examples of standard verbs used to start a learning outcome or objective statement:
FACT ANALYSIS UNDERSTANDING APPLICATION ATTITUDE
Define Solve Discuss Compute Show sensitivity
List Categorize Identify Operate Accept responsibility
Recall Distinguish Express Apply Be willing to assist
Name Appraise Describe Demonstrate Respect opinions
Repeat Differentiate Translate Perform Demonstrate commitment
Recognize Classify Convert Use Spontaneous
Record Compare Explain Illustrate Assertive
State Critique Restate Interpret Appreciate
Label Contrast Estimate Practice
There are specific reasons why learning outcomes and objectives should be well thought through and clearly stated
from the outset and before any design activities take place. This checklist looks like:
Identifying outcomes is an effective way to review the curriculum and content. It leads it to a more balanced and well-sequenced.
It helps design appropriate assessment and evaluation tools that accurately reflect the curriculum.
By reviewing the needs assessment, trainers know what participants know and need, and the learning outcomes help inform
everyone as to what new materials or skills they are intended to learn.
Trainers are able to evaluate the effectiveness of their teaching. Have the outcomes been achieved?
An instructional shift from teaching to learning is facilitated. The focus is on the learner rather than the trainer.
Participants will know exactly what they are expected to learn, thus avoiding ambiguity.
If you build participant learning assessments into the training, participants will know exactly how their learning will be assessed.
Participants begin to take more responsibility for their own learning when they know what they are expected
to do and what standard they are expected to achieve. At the stage of writing learning outcomes and
objectives, the following questions need to be considered for confirmation:
• What information or content do we want participants to learn from the training?
• What do we want them to do with that information?
• What skills or competencies do we want them to gain, develop, expand, or improve?
• What kind of higher-level thinking do we want them to engage in?
• How do we expect participants to demonstrate what they’ve learned and how well they have learned
it?
• At the very minimum, what should participants know and be able to do when they finish the training?
• How do we think they will be able to use the information and skills that they develop?
• If someone asks the participants what they learned from your training, how would we like them to
answer?
There are four major steps to any training design process:
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STEP 1: It is much better to sketch out the whole curriculum before going into the specifics. Think about
the big picture:
• What is the major aim of the training?
• What is it trying to achieve?
• What does the outcome look like?
WRITE a goal or aim statement. This should be a broad, general statement, such as; participants will be able
to understand the importance of accident risk reduction alongside preparedness and response.
STEP 2: CONSIDER the overall scope of training. Specify the major topics or sections of the training by
brainstorming (with others) and making a list.
• What sort of things do we want the participants to learn?
At this level, the outcome statements will be quite broad referring to such areas that cover the whole subject.
For example, it is anticipated that participants who successfully complete the training will be able to:
1. Establish a common understanding of the employees on which lie the foundations of accident
risk reduction (ARR).
2. Develop a better understanding of preparedness, response, and recovery as integral to accident
risk reduction.
3. Illustrate the role of different stakeholders in ARR, the integrated nature between the sectors in
ARR, and the importance of coordination between stakeholders.
4. Introduce and discuss the already put in place mechanisms for reducing accidents and risk
management, focused on regionally.
5. Build a network among the participants by sharing the experience, existing know-how, and team
building.
STEP 3: The next step is to IDENTIFY specifics. Brainstorm and create a list. This is where we will write
clear, precise statements detailing what the participants will actually be doing.
• What specific, detailed knowledge, information, or skills do we expect participants to learn from the
training? (the takeaway)
• Cross-cutting issues need to be included, which ones to be prioritized (gender, environment, etc.)?
For example, it is anticipated that participants who successfully complete the training will be able to:
1. Acquire the conceptual basis to appreciate the complexities of vulnerability, risk, and accident
risk management.
2. Develop a better ability to engage with and relate to accident professionals from various
disciplines in a field situation.
3. Increased ability to use tools and mechanisms to analyze hazards, vulnerability, and capacities
and acquire basic skills in risk identification and assessment.
4. Identify strategies for building an accident risk reduction capacity.
5. Ability to advocate and promote ARR for team buy-in.
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STEP 4: THINK about how participants can demonstrate their learning, i.e., exactly what they should be
able to do. Brainstorm and generate a list of ideas for how participants can demonstrate what, how much, and
how well they have learned.
Conclusion or confirmation:
Training effectiveness is critical to measure. This can include a grade for the information and content or the presenter.
EmployeeTalk accomplishes this and increases a leader’s reach by engaging measures in an online pulse to inform
and encourage feedback. Why, because time with people is a critical resource. It’s important to maximize the
opportunity when meeting people face to face. The concept you’re trying to create, teach, or develop can be often
lost when we tell someone something without being lesson-oriented or following through. People learn through
repetition and rehearsal. Part of that is giving people real task-oriented actions to follow-through with. The Task
Reporting System confirms results by enabling leaders to track, task, and, coach managers and team with lessenoriented
follow-through actions from feedback. This is initiated through email or a phone text and then authentically
delivered face to face.
Development
If the design phase of training is like creating a blueprint for a new car, the development phase is the actual Wrench-Nutand-Bolts
construction. We know what we want to build and how we want to build it. Now we must take the right materials
and build a solid machine. Just as with a car, we should consider how occupants would use and navigate through the
training structure. Developing training involves writing materials, creating learning exercises, and working with content
experts and trainers. It is the most time-consuming phase of training; draft materials may go through multiple revisions,
involving several people, before they are ready for training use. As we progress through this development phase, we need
to make sure the training materials and exercises match the learning outcomes we identified in the design phase, which is
based on the need’s assessment. All subsequent training phases should reflect these outcomes.
Developing Material
When good content is matched with an appropriate design, even the most complex documents become appealing,
credible, and easy to read. In fact, studies have shown that using the right design elements can have a positive
impact on how well readers understand the material.
Curriculum and material development usually include the following:
A. Background and descriptive information.
1. Basis of the curricula (why it was developed)
2. Target audience
3. Relevant information explaining the material and supporting its use in a different setting
4. Copyright and contact information
5. Resources support the content, (e.g. citations, weblinks, prototype materials, tools, and guidelines)
B. Directions on how to use the curricula.
1. Guidance on using adult learning principles
2. Specific tips to improve learning
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3. Outcome and competency statements
4. Suggestions on adapting the curricula and supporting materials for a different target audience or for
a different context
C. Course planning forms and checklists.
1. Materials, equipment, and facility specifications
2. Unit or module overviews with key messages
3. Scope and sequence guidelines, (e.g. sample course outline or agenda with timeframe)
D. Guidance on tailoring each particular workshop so it matches the needs or wants of participants,
or fits a program’s needs.
1. Topic-specific materials and questions to help trainers gather needs assessment data that helps
determine what participants want or need to learn; and what skills they wish or need to develop:
2. Materials may include:
• Questionnaires or discussion questions for gathering information from potential participants
and/or their supervisors before the training
• Questionnaires to be collected at the beginning of a training session
• Suggested questions that trainers can ask at the beginning of the training
• Exercises that help participants think about their own learning objectives
• Pre-tests or activities to determine what participants already know; or what they want to learn
3. Suggestions for revising the training so it better addresses the needs of the group
4. Optional sessions, when relevant
E. Specific, measurable, and realistic learning objectives.
1. Learning objectives explaining what participants should know or be able to do as a result of the
training or learning activity.
2. Objectives should be specific. They should state-specific knowledge, attitudes, or skills that a
participant should be able to demonstrate.
3. Objectives should be measurable. It should be possible by observation, testing, problem-solving
exercises, or some other means of evaluation to determine whether participants have achieved the
anticipated learning objective. (ET Scorecard)
4. Objectives should be achievable and realistic. Learning objectives describe expectations of
knowledge, attitude, or behavior change that are realistic given the instruction conditions (e.g.
training time and size of the group).
F. Clear and complete course content. This is an area in which using a virtual meeting link online in
EmployeeTalk would capture this information. The VML is helpful to the experts you are engaging in
because it will support productivity and time restraints. When engaging through the system, be sure to
define your “target” training well and the “focus”. This will alleviate ambiguity and subjectivity in
response.
1. Course outline including content, learning activities, directions, and timeframes
2. Easily understandable presentation notes with support materials for each session (e.g. PowerPoint,
overheads, participant worksheets, and handouts)
3. Include important teaching points for the trainer to introduce, discuss, or address
4. Active learning exercises (e.g. role plays, group discussions, case studies, brainstorming, and skills
practice) providing opportunities for participants to clarify, question, apply and consolidate new
knowledge
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5. Participant handouts and other course material easily understood by participants
6. Accurate and appropriate technical content
7. Ordered content with information moving from basic to specialized, and from simple to complex
8. Suggestions for presenting the material
9. Participant opportunities for building on what they’ve previously learned
G. Integrated evaluation plan/tools.
1. Methodology and tools for assessing participants’ learning and progress, (i.e. evaluation)
2. Detail the needs for effective training. The particular approach in the method, technique, or tool,
using EmployeeTalk will be determined by the need or what the outcome should look like.
Evaluation instrument(s) should measure:
• Process - to get immediate feedback on the workshop experience, (e.g. content usefulness and
quality; trainer/ facilitator’s helpfulness and applicable experience; adequacy of the handouts or
other materials, facilities, workshop registration/preparation, etc.)
• Outcome - to measure participants’ immediate changes in knowledge, attitude, or behavior
based upon exposure to the training session or course, (e.g., pre- and post-training questionnaires,
tests, or, knowledge checks in ET. And, using open-ended questions, interviews, exercises when
face to face)
• Impact - to measure longer-term training outcomes, (e.g. guidelines for conducting follow-up
interviews, site-visit procedures, and suggestions of markers for measuring longer-term
outcomes). Utilizing the same questions over time in an Employees Dashboard can allow for a
comparison over time to ensure progress is moving in the right direction.
3. Evaluation questions are linked to specific learning objectives.
4. Participants’ suggestions for improving future workshops of this type
5. Trainer/facilitator self-evaluation form.
6. Observer form for giving feedback to the trainer/facilitator.
Once we have developed a course document’s basic content, the publication development process generally
proceeds in two stages:
1. Draft Stage
7. The draft stage—all design team members have input on all aspects of the project: Planning, Content
Development, Draft Layout, and a Preliminary Review.
8. The final stage—the final layout incorporates the final text and images; the materials are sent to the
printer: Final Layout, Final Review, Printing, and After Printing Development
PLANNING
Step 1
Planning meeting
Description
It’s important to start this process out on the right foot. Begin by having
the project lead arrange a meeting with the key project, editorial, and
graphics staff to discuss:
• goals and priorities
• audience • dissemination plans
• translation plans
• timeline
• budget/printing options
The project team should bring sample designs if they have a particular
style in mind
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CONTENT DEVELOPMENT
Step 2 Description Est. Timeline Date Due Staff Lead
Draft text Author(s) plans and prepares the draft text. If
multiple authors provide material, the project
lead must compile text.
Word processing The support person cleans up text per
accepted style manual.
Editing
An editor usually ensures that the document is
well organized, clear, and cohesive and that it
fulfills readers’ needs. This fresh set of eyes is
very helpful to those involved in creating the
document.
Reviewer input The project lead obtains programmatic input
from relevant reviewers, internally and/or
externally.
Incorporate
reviewer input
Project lead incorporates reviewer input. If the
input is substantial, the project lead may want
to work with the editor to incorporate
changes.
Proof-reading Before finalizing the text, the project lead
arranges for proofing by a designated
proofreader. Using someone unfamiliar with
the document is usually best.
DRAFT LAYOUT AND PRELIMINARY REVIEW
Step 3 Description Est. Timeline Date Due Staff Lead
Preliminary design
concepts
Graphics lead drafts one or more designs for
the team to review. The project lead provides
graphics staff with the draft text and any
images or supporting graphics.
Brief meeting Graphics and project the lead/s review the
preliminary designs and discuss refinements if
needed. The writer is often at these meetings.
Everyone is clear on the time the printer needs
to complete the project.
Photo selection, If needed, the graphics team searches for new
illustration photos or creates illustrations. The project
lead must obtain permission for using
proprietary images.
Initial layout The graphics team flows in the initial text and
Team review of
designs and initial
layout
Discussion
Revisions
places the graphic elements.
The project team may review and comment on
all design aspects and consider how the text
reads in layout form. We recommend having
all relevant team members and reviewers
provide input at this time.
The project lead and graphics staff should
meet to discuss refinements.
If text changes are needed, the project lead
consults with graphics to determine how
changes should be incorporated (for example,
into a new Word file vs. existing design files).
If significant layout changes are needed, the
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Finalize specs
team must return to the “Preliminary Design
Concepts” stage.
Project lead and graphics staff finalize
printing specifications. This is the “last call”
for decisions about the size, number of colors,
binding, etc.
2. Final Stage
FINAL LAYOUT AND FINAL REVIEW DRAFT
Step 1 Description Est. Timeline Date Due Staff Lead
Text finalized The project leader finalizes content. He or she
has incorporated into the “Final”:
• All team input.
• All sections and images.
Design refinement
and layout of the
final text
The project lead gives the final text to the
graphics lead in electronic form. This also is
the “last call” for images. Using your own
staff in imaging processes, people or work can
be a valuable tool in keeping attention.
Final team review The project lead (and relevant staff if needed)
confirms that the final version is acceptable.
Only typos can be corrected at this time.
Final revisions The project lead goes through final revisions.
Only minor changes, if any, can be made at
this point. Significant revisions will result in
serious delays.
PRINTING
Step 2 Description Est. Timeline Date Due Staff Lead
Files preparation Graphics staff packages files for the printer
for printer (after adjusting the resolution of images,
performing final color corrections, etc.).
Printer proofs Graphics staff and project lead review proofs
from the printer.
Press check Press check by graphics staff or project lead is
recommended for most jobs.
AFTER PRINTING
Step 3 Description Est. Timeline Date Due Staff Lead
Boxes arrive from
the printer
Project lead ensures that a plan is in place for
moving boxes to an acceptable storage place;
Incorporate
changes into Word
file
Celebration!
or has a plan for distributing the materials.
If the original Word file might be used for
other purposes, the project lead ensures the
incorporation of changes made during the
final layout review.
Be sure to take the time to celebrate your
accomplishment!
Developing Presentation Standards
Developing presentations is an extremely individual activity and each trainer/facilitator will have their own style
and preference. But in designing coherent courses, it’s important to adhere to a common style and format.
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Personal style and approach show more in delivery. It is disorienting for participants to view presentations with
different formats and styles every time a new trainer comes on. There are guidelines for developing presentations
that trainers can adhere to without compromising their individuality.
1. Begin with a greeting and a few friendly words. “Good afternoon and it’s a pleasure taking part in this
course. I would like to begin by asking you a question.”
2. State a question that grabs their imagination. “Like me, you have all seen your share of accidents. Do
you ever wonder what we could do to reduce risk and the occurrence of accidents and not just develop
better response?”
3. Give your name and a brief credential. “As many of you know, my name is _________, and I’m a ______
at ______. I have spent a number of years working on___________________.” (Write it out for people
to see.)
4. Follow with a promise of rewards for listening “This afternoon I would like to explain what I have
recently learned about how we can each do more to develop adequate risk reduction mechanisms
in__________. I will take about 30 minutes to tell you about the OSHA guidelines for _______. I will
then ask you to share with me your own concerns about implementing these guidelines at _____.”
5. Let people know when you will take questions and comments. “Please feel free to interrupt me at any
time with questions or comments.” Or “I would like to go through the presentation first in full and then
have the following Q&A time, so please note down any questions or comments as we go along”.
6. Explain the topic by answering three questions: What? How? Why? (or you could structure the body of
the presentation around Past, Present, and Future)
7. Describe the benefits of audience concern. “We are the people who can make a difference for our
organization. In order to make an even bigger difference than we do now, I have a favor to ask you.
Would you please … (for example, read this handout, talk to your colleagues, participate in a working
group, tell me what else you need to know in order to improve our practice, implement a new policy,
etc.).”
8. Conclude with a positive, hopeful note of encouragement. “Life is short and precious. It’s not often that
we get a chance to implement a program that will improve the safety of others and make our own
organization a better and safer place to work. By fully implementing the procedures for mitigation and
risk reduction, we take an important step in making our departments safer. Thank you.
Delivery
The delivery phase of training is when the coordination, assessment of learning needs, design, and development
phases come together. Successful training delivery depends on:
• Accurate identification of participants’ training needs
• A carefully crafted training plan
• Well-managed training details
• Thorough and relevant materials
• Prepared trainers, ready to present a compelling learning experience
While the other steps of the training process focus heavily on creating the content of the training, the delivery or
implementation phase is concerned with teaching the content and participant learning. Now that you have built
your car, you want to take people for a ride to experience what you have created.
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Training Methods
Engaging employees on training requires us to be respectful of their time. A very easy way to deliver training is
through Micro-learning. This is the delivery of training, in short, bite-sized pieces – a must-have consideration
for the future of corporate learning. Micro-learning accommodates dwindling attention spans and improves
retention. Micro-learning is ideally suited for mobile devices and can be delivered on-demand. The approach
can be as simple as a pulse check question from ET which would share certain expectations targeted within one
of the areas of communication i.e. Increasing Information, Development and Training, Process or Procedure, and,
People Commitment and then focused on a specific role that an employee play.
With the need today for information now, Micro-learning is how these kinds of employees want to learn.
Breaking up training content into short lessons of 5-10 minutes allows them to improve on an ongoing basis
without impacting their regular job duties. Content is adopted according to their roles and can also be adjusted
to competency levels, directing them either to repeat lessons unsuccessfully completed or to review information
to reinforce what they already know. If you are unsure what a Micro-learning app might look like here are some
examples:
1. TED-Ed – wants to celebrate the ideas of people around the world. Everything they do is with only one goal:
supporting learning. I like being able to choose a lesson topic and find a suitable video in the library. It’s very
helpful in finding resources and helping to explain something.
2. Chegg’s Flashcards+ – is a free flashcard maker designed to help students learn things more quickly. It’s an
easy way to learn terminology and vocabulary without the hassle of paper flashcards.
3. Venngage – Infographics contains a bunch of information in one large and appealing image. The information
is limited to only the most important facts. Nowadays, posters and infographics are often used to spread
awareness, but you can also use them to teach a lesson. Venngage has a large library of free and premium
templates where you can choose from to start. This makes it possible for anyone to make an infographic.
4. Explain everything – Make short 5-minute lessons with Explain Everything. EE helps to bring presentations
to a whole new level. There’s nothing wrong with PowerPoint, but presenting a subject can be more
interactive and way cooler! EE is an interactive screencasting whiteboard. This means that you can make a
presentation, and record everything you are drawing and saying. Ideal for Micro-learning! Record everything
you do within the app (even yourself) to create high quality, creative, and meaningful content for others to
learn from. You can make easily explainer and instruction videos and send them to your team.
Many of these micro-learning apps are free or cost very little. We encourage organizations to empower and
inform their team when delivering content, specifically when asking questions and requesting feedback. Why,
because there is responsibility in providing an opinion. It is interesting how some respondents will refrain from
providing that feedback because they're afraid their answer, idea, or solution might be viewed
negatively. Employees should not be so anxious (about their performance, lack of clarity about expectations,
and/or direction) that they can't think, let alone innovate.
There are a huge array and variety of training methods like this each with its advantages and disadvantages. In
designing a course, a healthy mix of a few methods provides variety, overcomes monotony and boredom, and
energizes participants. But the mix is not an end in itself. Training methods need to be carefully selected to
match the purpose and learning outcomes of each session. The following is a summary to guide such a selection:
METHOD
INFORMATIONAL
Lecture
ADVANTAGES
Conveys large sum of
information; fast; efficient
POSSIBLE
DISADVANTAGES
The audience is largely
passive.
COMMENTS
The trainer should be an
interesting speaker, able to
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Lecture-Forum (with
question cards or
question/answer period)
Panel
Panel forum
Debate
Presentation
Presentation with Listening
Teams (participants are
given a listening assignment
before the presentation
question speaker afterward)
Presentation with Reaction
Panel (small group listens
and forms panel following
presentation)
Group Discussion (of given
topic) Buzz Groups (short,
time-limited discussion on a
given subject)
Brainstorming
forum allows exploration
of content in more detail.
Adds different points of
view to content.
Provides different points of
view; thought-provoking.
Keeps participants interested
and involved. Resources can
be discovered and shared.
Learning can be observed.
Lots of information; fast;
new points of view; a more
organized question and
answer format; reaction
panel can speak.
Keeps participants interested
and involved. Resources can
be discovered and shared.
Learning can be observed.
Participants are active;
allows a chance to hear other
points of view; quieter
people can express
viewpoints and ideas.
Can get all participants
involved in collecting a lot of
information. Quickly
generate ideas. Good for a
problem-solving; quick
change of pace; filler; allows
all to participate; validates
ideas of the group.
The audience is largely passive
with exception of expanding
panel; expanding panel not
practical with groups larger than
20.
The audience is largely passive.
The learning points can be
confusing or lost. A few
participants may dominate the
discussion. Time control is
more difficult. The audience is
largely passive; the reaction
panel may not represent all
views of the group. The trainer
orally presents new information
to the group.
The learning points can be
confusing or lost. A few
participants may dominate the
discussion. Time control is
more difficult. An
inexperienced leader may be
unable to use format for
attitudinal purposes.
The problem/issue must be
clearly defined. Time control is
more difficult. Need a clear
trigger question and
evaluation/discussion
afterward; a somewhat overused
method; requires careful
facilitation.
self-limit and stick to time, be
able to facilitate questions
effectively.
The leader must express a solid
set of ground rules and have
skills to enforce them.
Same as for panel.
The trainer should structure the
listening assignment with a
clear purpose; must select
panelists from a cross-section
of the group.
The trainer divides a large
group into small groups;
groups of 4–6 is most effective.
A small group has a short time
to discuss a topic or solve a
problem the trainer should be
able to give clear instructions
and keep the discussion on
target. The main function is
judging when to cut off the
discussion.
For idea generation and
creative group thinking; all
participants present many ideas
as rapidly as possible on a
problem or issue. The group
organizes then list into
categories for further
discussion. Do not evaluate,
criticize, omit, or discuss
contributions until all are
written; record in contributor’s
own words; use another person
to record if possible.
Social and collaborative learning – People learn more, are more engaged, and retain knowledge longer when
they are able to collaborate. Smart training facilitates collaboration and creates communities and comradery
within the workplace such as engagement among employees – with each other, their managers, and the company.
In ET there can be a collaboration with customers, vendors, and, patients as well, which also present learning
opportunities. Be careful of open social media sites where unfiltered communication can get out of hand. ET
enables leaders the flexibility to filter collaborative information such as feedback before it is shared which could
be otherwise damaging to culture and business. Sharing comments on progress and the giving and receiving of
critical feedback is best-accomplished face to face.
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METHOD
ATTITUDINAL
Task Groups
Committee Teams
ADVANTAGES
Sustained interaction allows
quieter people to express
themselves; validates
participants.
POSSIBLE
DISADVANTAGES
Time-consuming; requires
a great degree of selfdirection
and group
maturity.
COMMENTS
Keep groups small and diverse with
sustained interaction and clear
purpose.
Standardize Online Committees to maximize time, effort, and, collaboration. ET supports committee teams
to share agendas virtually online for more inclusion and feedback. Measure meeting efficiency after meetings
for continual improvement. Capture more data from both inside and outside the committee team. Task and
delegate actions and assignments from feedback. Track action and assignment success. The committee
process is outlined by ET and available by request. It is important to have this standardized.
METHOD
BEHAVIOURAL
Role-Play
Mini-Role-Play
“Movie” (role-play
assisted by
feedback, “more__,
or less __”)
Simulation games
Gamification
Case study Minicase
study
(problem situations
for small groups to
analyze) Critical
incident (a small
section of the case
stating the most
critical or dramatic
moment)
Demonstration
Demonstration
with practice (by
participants)
ADVANTAGES
Helps retention. Allows
participants to practice new
skills in a controlled
environment. Participants
are actively involved.
Observers can impact
attitude and behavior.
Useful in rehearsing new
skills, behaviors.
Intense involvement;
practice skills in problem
solving and decisionmaking.
Requires active participant
involvement. Can simulate
performance required after
training. Learning can be
observed. Opportunity to
apply new knowledge;
requires judgment; a good
assessment tool; participants
active; a chance to practice
skills.
Aids comprehension and
retention. Stimulates
participants’ interests. Can
give participants a model to
follow. Allows for optional
modeling of desired
POSSIBLE
DISADVANTAGES
Requires preparation time. May be
difficult to tailor to all situations.
Needs sufficient class time for
exercise completion and feedback
Requires maturity and willingness
of groups; requires the trainer to
have excellent facilitation skills.
(Same as for roleplay, intensive
and time-consuming.)
Competitive; requires a game and
possibly a consultant to help
facilitate; time-consuming.
The information must be precise
and kept up-to-date. Needs
sufficient class time for
participants to complete the case.
Participants can become too
interested in the case content. The
case study must be relevant to the
learner’s needs and daily concerns.
Must be accurate and relevant to
participants. Written examples can
require lengthy preparation time.
The trainer demonstrations may be
difficult for all participants to see
well. The method is more effective
COMMENTS
Participants act out problemsolving
situations similar to those
they will encounter in their
workplace. The trainer needs skill
and understanding— must get
people into roles, give directions,
and establish a climate of trust.
The trainer needs insight into how
an activity may pose a threat to
some individuals; the ability to
help group process & de-brief. Use
in a well-formed group. Can be
structured into dyad, triad, and
fishbowl.
A package game requires prep
time for the leader to learn the
rules and directions.
Participants are given information
about a situation and directed to
come to a decision or solve a
problem concerning the situation.
The trainer needs to have
knowledge and skills to “solve”
the problem; may need to design
their own studies; compare
approaches of several groups and
reinforce the best solutions.
Participants are shown the correct
steps for completing a task or are
shown an example of a correctly
completed task. Requires skill to
model desired behavior; break
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Skills practice lab
(small participant
groups practice
together).
behavior/skill; can be active;
good for learning simple
skills.
Different points of view and
feedback; participant active;
good for translating
information into skills.
if participants are active; feedback
must follow immediately after
practice.
The group should have enough
knowledge or insight to coach one
another.
procedure down into simple steps;
ability to provide feedback.
Act as a resource to groups.
METHOD
PLANNING
Group discussion with
decision-making regarding
a new action
Individual or group
planning session with a
report
ADVANTAGES
Validates maturity and
needs of group members;
members have the best
insight into their problems
and needs on the job; group
leaves the session with
practical, constructive, and
mutual goals; groups get
ideas from one another...
POSSIBLE
DISADVANTAGES
Requires a mature group
that can self-direct and
stays on task; timeconsuming.
COMMENTS
A leader serves as a resource once
directions are given.
Effective Communication Skills
Good communication skills are essential when training adults. There is an abundance of resources available to
provide helpful information on how to communicate most effectively with participants. These tools help develop
training messages, provide facilitation tips, and offer ways to improve presentation skills for personal growth as
a trainer.
During the inception stage, communication impacts future training events. Much of this can be captured virtually;
these are the conversations online. They include not only asking the right question but asking the right
person/people. Good communication is keeping it simple. It is a focus on what you want to accomplish in asking
the question. With good communication come excellent listening skills as well. Online communicating may
consist of delivering:
Pulse Engagement Dialog which is a focused and proactive communication online in ET which will
anonymously or transparently measure expectation in 3-10 questions aligned to meet the desired outcome.
A good rule of thumb here is that we never ask what we’re not in a position to solve.
• This dialog is created by asking ourselves, “What do we want to accomplish?”
• Measure expectations and streamline processes by asking for targeted feedback.
• Take actions to results by delegating them through ET to follow-up face to face.
Policy, Procedure, and, Addendums are other key communication areas. These need to be more than verbal
or written statements. Knowledge checks should be added in 1-5 questions to ensure understanding. The
questions confirm execution, and that critical information is leaned in the takeaway.
Training Effectiveness is follow-up communication measuring the delivery of training events with
knowledge checks. In ET use 1-5 questions focused on key takeaways critical in understanding from the
training. This area approach can also be used for measuring the trainer.
Tips are ‘Did You Know’ are yes & no questions engaged from ET for the daily or weekly sharing of
knowledge and expectation. They include an actual request for improvement or follow-through action. Tap
the expertise of your organization and share knowledge. This Micro-Learning is driven by managers for their
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direct reports. It helps them manage their team’s individual knowledge better and engage them in critical
development. The idea of this activity is to influence creativity and innovation from personally sharing
knowledge, best practices, or recapping on procedures. It enables leaders to develop better observational
behavior over time.
The following are effective communication guidelines that run through the whole course and are not limited to
one type of training method or another. There are three important things a facilitator can do to help create an
effective learning atmosphere for course participants.
1. A good facilitator supports the group of participants by building an atmosphere of trust and modeling a
positive attitude. An accepting and non-threatening atmosphere encourages the expression of ideas,
questions, beliefs, and attitudes by all participants. Below are some ways to build trust among the group
and influence positives.
• Assure that confidentiality will be maintained. Establish a group rule on the first day that
everyone’s confidentiality must and will be protected so that people can talk freely without fear that
their comments will be shared outside the course.
• Provide constructive and supportive feedback. People are valued when their opinion is asked. Let
participants know when they’ve contributed something useful and interesting to the group. For
example, you might say, “That’s a very good example of the concept we are discussing.”
• Model a positive attitude. Participants in more cases than not get tired as the course progresses and
needs some encouragement. Call upon the person appointed as the energizer. This is an additional
role that is assigned to a team member. Beyond the role, it is important that we maintain our own
positive attitude. Address any difficult moments during the course with honesty and constructive
comments. If you do not have an answer let the person know you will have to research that and get
back to them – and do get back to them. For a difficult moment example, “This topic brings up
difficult feelings for many; by exploring our own feelings, we can better help our patients to do the
same.”
2. Ensure that the entire course content is covered. It is important to stay on schedule and help participants
see how each session follows logically from the one before
.
• If participants deviate from the topic, offer to address their comments during a break.
• Write additional topics identified by participants on flip chart paper as a reminder of topics to cover
if there is time remaining at the end of the session. Keep this list visible to participants throughout
the workshop.
• Each session’s lesson plan includes key summary points. Referring to these key points, and reviewing
them at the end of a session, will help you know if you have covered all of the main content of your
lesson plan.
3. Model effective facilitation skills. Try to remember these basic facilitation strategies throughout the
course:
• Ask open-ended questions. For example, you might say, “What did you learn from the role play?”
instead of “Did you learn how to ______________ during the role play?”
• Listen carefully to the communication and for any feelings that may accompany it.
• Rephrase participants’ communications accurately for clarity, when necessary, and without
judgment.
• Respect every participant’s feelings, perspectives, and contributions.
• Adhere to the schedule.
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• Focus on developing skills, not just knowledge.
• Make the learning process active.
• Make the course material clear by speaking slowly and using language that is understood by all
participants.
Evaluation
Training evaluation should take place throughout each phase of the training process, not as the last step. For example,
after conducting a needs assessment, ask the design team and key informants if the needs identified are accurate.
Have other trainers review written materials before finalizing and printing them for training. This kind of “formative”
or process evaluation helps ensure that we have developed the training with great thought and analysis at each step.
The most obvious and frequent kind of evaluation occurs immediately after training; participants complete a course
evaluation form following the training but before leaving the site. Evaluation can also take place at the end of each
day of training through quick “How did it go?” discussions, or even in organized focus groups with participants
during the evening. Longer-term, follow-up evaluations conducted three months to a year or more after training are
also a possibility. These evaluations measure how participants use their newly-acquired information and skills in their
professional roles. An employee’s evaluation begins in the onboarding process.
Forms of Evaluation
These methods of formative evaluation are often used during the training delivery phase. The process allows
trainers to determine how they need to adapt their training plans and delivery so that a training session or program
will be most effective for participants.
1. Pre- and Post-Knowledge Test:
Before you begin the content of the training, ask students to complete a knowledge-based questionnaire that
asks them what they already know about the training topic.
• Pass out the same questionnaire at the end of the training to gauge how their answers have changed
from before the training began.
• Keep the questions brief, no more than 10 or 12.
• Focus questions on the learning objectives. (Note: This questionnaire can also be administered during
the needs analysis. You want to determine what participants already know and therefore, what you
can leave out of the training or spend less and more time on).
2. Trainer Assessment:
During breaks, the trainer(s) should assess the progress of the training. If there is more than one trainer, each
trainer should provide honest and helpful feedback to each other.
• Are students engaged?
• Was there possible confusion on any portion of the session so far?
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• Is more time needed for a particular portion of the session?
• Are the trainers going too fast or do they need to pick up the pace?
• Are participants interacting as a group enough?
3. Participant Check-in:
Ask participants briefly how things are going. Find a convenient time to either hand out a half-slip of paper
and ask four or five questions or ask them verbally and get feedback from the group:
• What have you learned so far in this training session that you didn’t know before?
• What would you like to know more about that was addressed so far?
• How is the pace of the session so far? Too Fast, Too Slow, Just Right?
• What did you like best about the morning (or afternoon) session?
• How can the trainers make the remainder of the session most effective for you?
4. Post-training participant feedback: Suggested questions:
• What has gone well so far in this training?
• What have you learned that is new?
• What was presented that you already knew?
• What would you like to know more about?
• What can the trainer(s) do differently to make the training more effective?
• What can you as participants do to make it more effective?
There is a wide set of evaluation forms covering almost every aspect of the training. Training design teams need to
decide on which ones are relevant and effective for their particular course. Overdoing it on the evaluation, tires
participants. Evaluating each session, at the end of each day, and at the end of the training becomes a time-consuming
activity. There needs to be a balance and a variety of methods used too. At the end of each session, the evaluation
could be informal, verbal, and plenary. At the end of each day, the evaluation could be done in a more structured way
with participants breaking into small working groups and developing 4-5 key learning or feedback points for the
trainers. The evaluation at the end of the course needs to take a far more structured and time to achieve its aim. It
could be divided into a reflection exercise involving the whole group and facilitated by one or more trainers in
addition to the pre-designed formal evaluation form. Although a preliminary evaluation would take place before
training begins some unknown variables to training success may need to be discovered. This is why these evaluations
are important too.
The following is just a list of the types of evaluation that could take place in any training course:
• Daily Evaluation Form
• Training Evaluation Form: Skills, Attitude, Comfort
• Training Evaluation and Learning Self-Assessment
• Post-Training Summary Evaluation
• Training Observation Instrument
• Expert Observer Rating Tool
• Group Activity Observation Form
• Evaluation using Focus Groups: Topic Guide
• Trainer Attributes: Competencies Self-Assessment
• Instructional Design & Materials Evaluation Form
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Process Evaluation
Process Evaluation (or Formative Evaluation) - occurs while the training is being designed, developed, and delivered.
It allows trainers to determine what needs to change in their training plans and delivery so that a training session or
program will be most effective for participants.
By evaluating the team’s process and progress as each stage is completed in the training creation process, we can be
sure we have addressed all the issues and taken the necessary steps that go into a successful training. Every step along
the way needs to be appraised and evaluated before moving on to the next one. These covers evaluating progress in
the Needs Assessment, Design, and Development stages of training development.
Process Evaluation – Needs Assessment
Needs assessment (also called a needs analysis), it usually isn’t thought of as a step in the evaluation process. But,
curriculum design, development, delivery, and evaluation all circle back to the information we obtained during the
need’s assessment process. The evaluation conducted at the very end of training will shed light on whether or not the
training adequately addressed the gaps in knowledge and skills identified during the need’s assessment process.
Once the needs assessment process is completed, we need to consider its results and assess what worked, did not work,
and where we need to go back and attempt to get additional information. This can be done by using the following
simple checklist:
• Were the appropriate people involved in identifying the needs of the target population?
• Was a comprehensive analysis conducted, or were the results too narrow?
• Would additional methods provide more useful input, (e.g. a focus group or a questionnaire)?
• Would the repeat of a previously used method, but with more participants and information provide more
useful input?
• Are more interviews needed to identify the needs of underrepresented participants?
o Refer to your dashboard to review individual learning styles
Process Evaluation – Training Design
The journey of creating training is made up of many important pieces - coordination, ideas, steps, people, and
resources. The design phase is when all these pieces come together. When finished, we will have a blueprint of what
the training will look like. We get a glimpse of the bigger picture: audience; their identified needs; curriculum learning
objectives, outline, and instructional methods; trainers and other resources; etc.
Content experts should review the training design before the curriculum developers begin development. They should
be a part of the on-going development process. Content experts can be content professionals, former trainers of the
content, managers, and/or members of the targeted student population.
Once the training design is completed, the design team needs to stand back and assess the hard work and progress so
far posing the following questions:
Training-Model Focus: Have training designers:
• Clearly, identified participants’ knowledge and skills gaps?
• Prepared the course or session by using a sequential planning model?
• Examined learning tasks for the sequence: easy to more difficult, simple to complex?
• Honored the fact that adult learners are subjects of their own lives, in the training design?
• Clearly defined content - skills, knowledge, and attitudes - that satisfy the learning objectives of the intended
audience?
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• Designed achievement-based objectives that can be readily evaluated?
• Created training comprehensive enough without being overwhelming?
• Created a time frame that allows the accomplishment of learning tasks?
• Planned a wide variety of teaching and learning techniques?
• Arranged for good trainers with the background and instructional skills to present an effective learning
experience? (Train the trainer events)
• Identified good resources and materials?
Structure Focus: Have training designers:
• Made sure the size of the group would promote optimal learning?
• Selected a site that lends itself to small-group work?
• Designed a warm-up exercise related to the topic and appropriate for the group?
• Created ways to teach the content through small group activities?
• Designed a time frame that allows for the accomplishment of all learning tasks?
• Planned for participants’ safety?
• Set up processes and structures - small groups, breaks - to assure inclusion?
• Built-in brainstorming or associative processes that discourage judging or editing?
• Planned quiet, reflective time for participants to think about what they are learning and how they might apply
new knowledge and skills?
• Ensure dialog questions are available to answer anonymously in EmployeeTalk, for neutrality and time to
respond?
• Created closure tasks that include evaluation and end the training on a positive, hopeful tone?
Communication Focus: Have training designers:
• Been in dialog with participants before the course?
• Built-in open questions to stimulate dialog throughout the training?
• Instructed trainers to avoid monologues by designing for dialog?
• Designed for optimal engagement of all, using small group work, learning tasks, affirming responses,
echoing?
• Set up an online EmployeeTalk dialog to maximize contribution and improve time management?
• Created an opportunity for small groups to examine their own group and task maintenance together?
Process Evaluation Focus – Training Development
As the material is being developed, content experts should be on-hand to conduct reviews and offer
suggestions. Once the course is complete, a beta or pilot test is an excellent way to identify problem areas
and holes in the curriculum. Like the evaluation of the training design, using content experts, possible
trainers, and members of the target population is recommended.
• Did we have adequate input from content experts?
• Did we conduct a review and/or pilot training with a good representation of stakeholders?
• Was there good inclusion of input using EmployeeTalk online both transparently and anonymously?
• Did we have enough/too much time allotted for each portion of the training?
• What content areas need more examples, statistics, case studies, etc.?
• Is there a blend of participant and instructor talk?
• Is there adequate time given to class discussion, teacher explanation/lecture, question-answer periods,
group activity, and individual exercises?
• What should the trainers work on regarding classroom presence, style, and overall teaching
effectiveness?
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• Does the course actually meet the stated learning objectives? Do the learning objectives need to be
modified?
• Have we built-in adequate evaluation to assess the curriculum, the process, and participant learning and
application?
Finally, it is important to reiterate that like engagement, training, and training design is an on-going, rather than a linear
process. Questions posed above aimed at evaluating one experience should inform the following training course or future
pilots if more than one is required. Regular check-in with the project team, structured evaluation of each process, and
constant feedback loop maintain a high quality of the training material and its delivery in terms of relevance and overall
impact on participants’ future practice.
References
EmployeeTalk Technology and Innovate Virtual resource training guide (2017)
https://www.yumpu.com/en/document/view/58874373/innovatevirtual-targeted-communication
Novak et al., 1999
Center for Instructional Development and Research, University of Washington (2004) Course Design
. http://depts.washington.edu/cidrweb/CourseDesign.html
Centre for the Advancement of Teaching and Learning, University of Western Australia, http://www.catl.osds.uwa.edu.au/obe/outcomes,
I-TECH Training Tool Kit (2004). I-TECH and Center for Health Education and Research (CHER), Seattle, USA.
JHPIEGO’s Training Works! (2003) http://www.reproline.jhu.edu/english/6read/6training/Tngworks/
Mo Hamza Ph.D. is a Director at the Global Climate Adaptation Partner
Kirkpatrick, D. (1994) Evaluating Training Programs: The Four Levels. Berrett-Koehler, San Francisco, USA
Lawson, K. (1998) The Trainer’s Handbook. Jossey-Bass, San Francisco, CA, USA.
Knowles, M. Holton, E, and Swanson, R. (2005) The Adult Learner: The Definitive Classic in Adult Education and Human Resource
Development. Elsevier, Burlington, MA, USA.
Michele Burns, Program for Appropriate Technology and Health (PATH), http://www.path.org/
Renate, M, and Caine, G. (1994) Making Connections: Teaching and the Human Brain. Addison Wesley Publishing Company.
Romiszowski, A. (1981) The How and Why of Performance Objectives. From Designing Instructional Systems. Kogan, London.
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Collaboration
Exercise Action
This is an Exercise-Action exampling how to continually engage using your access in the EmployeeTalk online
Communication Platform. The action is designed to increase participation if you are still in the middle of your survey.
It also will build trust by demonstrating that (organization leaders) are listening, collaborating, and soliciting any
additional contribution to what is critical now.
The resolve is to increase immediate accountability in the follow-through of engagement. Regardless if someone
recognizes themselves for their input or others as great performers in the questions asked, there is still a great
opportunity to follow through before an engagement program strategy. This example is based on the Employee
Engagement Census Survey.
Letter or message to the leadership team:
We will be engaging a better follow through to our engagement initiative. This opportunity will enable us to coach
and inform on process, policy, expectations, and standards. The resulting action will enable a more consistently
communicated message. It will assist the organization with development. Both managers and supervisors will be
delegated to meet staff face to face with detailed action in the form of a note via email from the EmployeeTalk system.
We expect that you will engage people:
• By their first Name
• With enthusiasm and a positive attitude
• For more focused contribution
• And specifically doing it in front of others
We will demonstrate that we are serious about engagement; listening to our staff, and inspiring them to build a greater
organization. We will be tracking these timed actions and will be following through with you to understand how the
conversations went? We encourage the “DRIVE” of expectation. This is an acronym to remember and use these
individual words within discussions; Develop — Resolve — Include — (be more) Versatile — and Enhance.
A goal early on in a survey is to generate more participation through positive actions which are demonstrated in the
follow-through. People need to know their voice matters because people are passionate about their opinion. Don’t
forget to ask if they contributed yet and if not be disappointed.
Example Question: Note example sent via e-mail or text message.
Initiative: Statewide Engagement Initiative
Question: I would recommend my Organization as one of the best places to work.
How does the culture and benefits offered by the employer support or do not support this?
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Some cultural reasons:
• Core Values
• Co-workers
• Communication
• Caring
• Excellence
• Community
Example comment:
Comment:
I think that a smaller rural facility is wonderful to work in, however, it has its own challenges because
of its small size. Some employees have multiple job titles and/or have multiple jobs that they do within
their day whereas in a larger facility multiple people would be doing the same job that one person is
doing in this facility. [The result can sometimes be kinks in the flow of the system, communication
challenges, insufficiency, and burnout. Larger facilities are more like a well-oiled machine because
everyone has one job, i.e. ward clerk for one unit, OB nurse, ER nurse, Outpatient medication services,
Surgery prep or post-op nurse, OR Circulator, PACU nurse, Floor nurse, or nurse supervisor in one
department or another. Sometimes our workday can be very much fractured, we end up jumping all
over the place and sometimes things get missed or overlooked.]
Notes:
Please select a high performing staff member in your team and engage them with the message below.
“Hi (name) how are you? You were recognized by your peers as a great performer in question 1. Thank you,
for making this a great place to work. We really appreciate your commitment, and hard work as part of our
team.”
We expect you to engage them by their first Name—With enthusiasm and a positive attitude for more focused
contribution—and specifically doing it in front of others.
Action:
Re-engage contribution and ask for their opinion on an identified opportunity.
“Do you have any ideas on how we can (DRIVE based on your units need)—make this a better place to work?”
Re-engage contribution and ask for their opinion based in response to the comment. [In red]
“What can we do differently to improve workflow where things are not missed?”
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ET Reporting
Running your Department Reports
Step 1
Login
Login
Password
Step 2
Step 3
Step 4
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Step 5
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