Driving Workplace Performance Through High-Quality Conversations. What leaders must do every day to be effective.

Written by
Mark Busine
Bruce Watt, Ph.D.
Richard S. Wellins, Ph.D.
Jazmine Boatman, Ph.D.
Driving Workplace Performance
Through High-Quality Conversations
What leaders must do every day to be effective.
Conversations are the lifeblood of
leadership. When leaders are adept at
conversations they do much more than
communicate effectively—they drive
stronger business results.
The Talent Management Expert
Trend Research
Ldtr1_DrivingWorkplaceProductivity_Layout 1 5/14/2013 11:58 AM Page 1

Over the past 30 to 40 years perhaps the most
signiﬁcant change in the corporate landscape has
been the transition from an economic society based
on physical and tangible assets, such as plant and
equipment, to one based on intangible assets, such as
customer relationships, ideas, innovation, and brand.
2

Driving Workplace Performance Through High-Quality Conversations
DrivingWorkplacePerformanceThroughHigh-QualityConversations
WHAT CONSTITUTES
SUCCESSFUL LEADERSHIP?
For over 40 years, DDI has conducted hundreds of studies. In one manner or another, all of our
efforts have been aimed at addressing the same fundamental question: What constitutes success-
ful leadership? We’ve learned which competencies predict leadership success and, conversely,
which personality facets inhibit performance. We’ve also pinpointed the new challenges that loom
for tomorrow’s leaders. And what is it that we’ve found that good leaders do? They foster innova-
tion, keep customer needs front and center, develop long-term strategies, make countless deci-
sions, and, perhaps most important, develop future talent.
These are the “whats” of leadership, but what about the “hows”? Across all of our research, one
primary theme stands out: Little of what leaders do gets done alone. Great leadership depends
largely on dozens of conversations leaders have every day—with employees, shareholders, cus-
tomers, suppliers, and others.
From this fact emerges a more basic question: What then leads to successful conversations?
The answer, we believe, lies in a set of core leadership behaviors we have come to call the
Interaction EssentialsSM. When leaders engage in these behaviors consistently, their success
soars. When they ignore them, or apply them poorly, they can expect to quickly fail.
Our insights are supported by research published in 2010 by McKinsey & Company. The McKin-
sey authors contend that successful efforts to exploit the growing importance of interactions has
the potential to generate durable competitive advantage. They aptly label the ability of workers,
at all levels, to leverage conversations as “relationship capital.”1
In this report, we will define the Interaction EssentialsSM and show how leaders build relationship
capital through their use. And, based on real assessment analytics across thousands of leaders,
we will deliver a report card on how leaders are doing in this respect. We will end with recom-
mendations on what leaders can do to build the value of their relationship capital.
The QR codes throughout this report will link you to short videos that provide additional
perspective on the content of our research.
3
Scan the QR code to view a
video overview of this study

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How we communicate with
others makes an impact.
THE SKILLS LEADERS NEED FOR
EFFECTIVE CONVERSATIONS
Human beings are social creatures. In our daily lives and at work, we are constantly
interacting with others. Whether these interactions happen face-to-face, over the
phone, or through email or text, the way we treat others and how we communicate
with them makes an impact—for better or worse. So what are the skills required to
conduct effective interactions day-to-day?
Through our 40-plus years of assessing talent, conducting research, and creating
development programs, we have found that there exists a core set of skills every-
one needs to master in order to effectively build relationships and get work done.
We call these behaviors the Interaction EssentialsSM.
THE INTERACTION ESSENTIALSSM
A wide range of interactions define a leadership role, including:
• Conducting team meetings
• Providing coaching
• Seeking input from stakeholders on key decisions
• Listening to customers
• Leading major changes
• Influencing the direction of a new structure
• Delegating tasks and assignments
• Conducting performance discussions
FIGURE 1: THE INTERACTION ESSENTIALSSM

The Interaction Essentials represent key behaviors that underpin leader effectiveness.
These behaviors are aligned with the two kinds of needs that people have during a
conversation:
• Practical needs—to reach a productive outcome.
• Personal needs—to be valued, understood, involved, and supported.
The Interaction EssentialsSM equip leaders with the skills needed to address both
of these kinds of needs and to be successful in any type of interaction.
PRACTICAL NEEDS—INTERACTION GUIDELINES
Leaders can meet practical needs and structure the discussion by using five Interaction
Guidelines. These guidelines, which form a five-step process, provide a direct route for
the discussion—a route that will take leaders to clear and agreed-to outcomes.
OPEN: Ensures that discussions have a clear purpose and that everyone understands
the importance of accomplishing it.
CLARIFY: There are two types of information to collect in this step—1) facts and
figures, and 2) issues and concerns. Both are essential to building a complete
picture of the situation.
DEVELOP: When developing ideas, it is important to ask questions and include others
in the process. Most likely, leaders will have ideas about what to do, and they should
share them. However, they should put equal emphasis on seeking others’ ideas.
AGREE: Leaders and the people involved in the conversation should agree on a plan
for following through on the ideas that were developed and for supporting those who
will take action.
CLOSE: The final chance to check that everyone is clear on agreements and next steps
and committed to following through.
PERSONAL NEEDS—KEY PRINCIPLES
Personal needs are addressed through the Key Principles. Key Principles help
leaders avoid hazards, take advantage of opportunities, and make others feel
appreciated, understood, involved, and supported along the way.
The five Key Principles are:
• Maintain or enhance SELF-ESTEEM by being specific about what people do
and why their contributions matter;
• Listen and respond with EMPATHY, showing understanding for the facts and
feelings being expressed;
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• Ask for help and encourage INVOLVEMENT by employing questions to
unleash everyone’s ideas;
• SHARE thoughts, feelings, and rationale to build trust and provide context;
• Provide SUPPORT without removing responsibility to build ownership and
accountability.
DDI research has consistently demonstrated that improvement in the ability to use
these skills leads to increased performance. Unfortunately, the same research shows
that most leaders lack these fundamental interaction skills.
In our recent global workforce study, Lessons for Leaders from the People Who
Matter: How Employees Around the World View Their Leaders, 60 percent of workers
indicated that their manager at least sometimes damages their self-esteem, while a
third of respondents said their manager doesn’t remain calm and constructive when
discussing a problem. The scorecard below (Figure 2) further supports the primary
theme that emerged from the study: Leaders simply are not good enough when it
comes to their interaction skills!2
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SCORECARD
Does your manager ask for ideas about how to solve problems?
Most of the Time or Always
Only Sometimes or Never
Does your manager help you solve problems without solving them for you?
51%
49%
53%
47%
Does your manager give you sufficient feedback on your performance?
55%
45%
FIGURE 2: A LEADERSHIP BEHAVIOR SCORECARD SHOWING DATA FROM LESSONS FOR LEADERS
FROM THE PEOPLE WHO MATTER GLOBAL RESEARCH

SPOTLIGHT ON LEADERSHIP
BEHAVIORS
We will now look closely at the nature of conversations at the senior and frontline
leadership levels and common mistakes that inhibit effective communication in
the workplace.
CONVERSATIONS UP THE ORGANIZATIONAL LADDER
The ability to facilitate effective conversations is critical at every level of leadership.
For frontline leaders, conversations are part of launching new products, facilitating
customer interactions, or coaching team members. Even making good decisions can
largely depend on how input from others is sought out. We sometimes assume interac-
tion skills are mastered as leaders move up the ladder. After all, presumably they have
been at it for a longer time. But as you will see below, nothing is further from the truth.
Yet, the importance of interaction skills is even greater at higher leadership levels.
Executives must deal with broader and more diverse groups of stakeholders who pose
significant challenges to their interaction skills. They need to balance the needs of
multiple constituents who often bring competing needs and perspectives to the table.
And, working on and executing longer-term strategies—among the most important
executive roles—also require successful conversations.
7
We sometimes assume
interaction skills are
mastered as leaders move
up the ladder...nothing is
further from the truth.
In conversations, does your manager ask questions to ensure he/she under-
stands what you are saying?
Does your manager adequately recognize your efforts/contributions?
59%
41%
60%
40%
Does your manager handle work conversations efficiently?
64%
36%

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COMMON INTERACTION MISTAKES LEADERS MAKE
Globally, we have assessed thousands of senior leaders over the past 10 years.
We do this through DDI’s Day-in-the-Life assessment processes. Through these
assessment processes leaders are placed in a variety of interaction situations and
evaluated against a broad range of skills, including the Interaction Essentials. The
assessment evaluates the strength and frequency of these behaviors in common
interaction situations. It is critical to point out that the data below are not based on
survey responses, but on observations of actual leadership behavior (see below).
An analysis of these senior-level and frontline assessments highlights a number of
common mistakes and tendencies when it comes to interactions. While leaders
may demonstrate strengths in one aspect, it is the combination of elements that
leads to high-quality interactions in the workplace. These data suggest that there
is significant room for improvement. On the following page we describe the
common themes and implications from the data.
SCAN THE QR CODE TO VIEW A VIDEO ON WHY DATA GATHERED FROM
ASSESSMENT CENTERS IS UNIQUELY PREDICTIVE.
Participants, who typically are
senior-level leaders, assume
the role of a newly hired leader in a
large organization. Over the course
of anywhere from one-half to two
days, they will deal with a variety
of tactical and strategic challenges
that leaders typically face.
This may include meetings with internal and external
stakeholders, coaching discussions with a direct report, a
meeting with a disgruntled customer, and a meeting with
a peer to secure resources or resolve an internal conﬂict.
In addition they will be asked to analyze a variety of
background information about the organization and
develop a strategic plan for its future success.
Participants are asked to behave as they would in their
usual work environment. This enables DDI to examine
and report back on their performance across critical
competencies and behaviors. These senior-leader
assessments usually take place at one of our acceleration
centers, located in our offices around the world.
We have also developed a robust virtual platform for
assessing frontline leaders, Manager Ready®, in which
the same assessment methodology is adapted to
assess for the competencies required for success at
the frontline level.
DDI’S “DAY-IN-THE-LIFE” ASSESSMENT

OPERATING ON FLAWED OR UNRESOLVED ASSUMPTIONS
We found that only 12 percent of executives around the world are highly effective
at clarifying assumptions and only 10 percent are highly effective in checking their
understanding of a situation before moving on to addressing an issue. As such, they
risk operating on flawed assumptions and making decisions that won’t reap the desired
benefits. Frontline leaders are hardly better—only 15 percent are highly effective at
clarifying situations before acting on them.
RELYING ON THEIR OWN IDEAS
Only 10 percent of executives assessed are highly effective at inviting ideas from
others. Even if they seek to invite others to participate in discussions and decisions,
they may miss the opportunity to gain the buy-in and commitment of the other party
(only 7 percent of executives are highly effective in gaining others’ commitment).
For frontline leaders, the trend was similar. They were better at encouraging
involvement from others (49 percent of them are highly effective) than actually asking
questions and facilitating others’ involvement (only 6 percent are highly effective).
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NOT LISTENING AND RESPONDING TO CUES
We found that only 11 percent of executives are highly effective in demonstrating
interpersonal diplomacy (e.g., displaying empathy and maintaining others’ self-esteem).
Frontline leaders struggle in this area, as well: Only 24 percent are highly effective
at responding to cues for maintaining others’ self-esteem and 38 percent are
highly effective in demonstrating empathy for those with whom they are engaged in
conversation.
NO CLARITY AROUND NEXT STEPS
Only 11 percent of executives and 10 percent of frontline leaders are highly
effective in conveying their performance expectations and facilitating clear agreement
on next steps. Without clarity and agreement, issues will often be left unresolved and
critical time and resources can be wasted. This can significantly impact the
productivity and outcome of discussions and lead to frustration for all involved.
BUILDING TRUST IN INTERACTIONS
Disclosing one’s own thoughts and feelings is a powerful way to build trust in a
relationship. Unfortunately, only 5 percent of the executives assessed are highly
effective in openly disclosing and sharing their thoughts and feelings with others.
Without this critical foundation, leaders will continue to struggle getting things done
through others if others do not trust them. Disclosing is not only a way to build trust,
but also to add context and keep others informed.*
* We do not measure behaviors related to trust for frontline leaders.
TENDENCIES THAT UNDERMINE EFFECTIVE INTERACTIONS

WHY INTERACTIONS GO BAD
At some stage in their career most leaders have been on the receiving end of a
poor conversation.
Because of this, they can recognize the characteristics of good and bad conversa-
tions. However, as DDI assessment data demonstrates, many leaders struggle to
consistently and purposefully deploy these behaviors when required. The reasons
for this include:
• Some leaders simply lack the fundamental frameworks, skills, and tools
(such as the Interaction Essentials) to facilitate effective discussions.
• Others may lack the insight and awareness of personal characteristics that can
derail their intentions and approach. For example a leader with a strong predispo-
sition towards self-confidence may overvalue his or her own ideas and neglect to
seek the input and ideas of others. The overuse of these tendencies can derail a
conversation. Figure 3 on pages 12 and 13 summarizes common derailing
tendencies and the implication of these on interactions. While derailers tend to
play a larger role in senior leader failure, they can wreak havoc at any level.
10
Most leaders have been on
the receiving end of a poor
conversation.

SEVEN INTERACTION SINS
While the data confirm the poor state of interaction skills, they do not explain why. The seven interaction
sins described below capture some of the common missteps that befall leaders—at all levels—when it
comes to conducting effective conversations.
STRAIGHT TO FIXING THE PROBLEM
Leaders, who have often been rewarded for getting things done and fixing problems, jump too
quickly to presenting the solution. They fail to understand the context of a situation and miss
opportunities to involve other parties.
ONE SIZE FITS ALL
Over time leaders develop a preferred style and/or approach to meetings and interactions.
They can be oblivious to the impact that this approach has on certain situations or individuals.
They may also struggle to accommodate different perspectives.
AVOIDING THE TOUGH ISSUES
Many leaders struggle to address the tough issues, in particular performance issues. They lack the
skills and insight to diffuse situations and/or tackle areas that are perceived to be more sensitive.
As a result, the issues can be left unresolved, leading to increased tension and consequences.
INCONSISTENT APPLICATION ACROSS DIFFERENT CONTEXTS
Leaders often adopt a different approach to different situations and contexts. Skills that they readily
apply in one situation may not be deployed in another. For instance, the highest levels of empathy
and diplomacy are often saved for situations where people are trying to influence peers. They are
more likely to demonstrate diplomacy and tact, and will more effectively clarify a situation in order
to calibrate each party’s understanding of the issue at stake.
INFLUENCING THROUGH THE FACTS ONLY
Leaders need to spend much more time understanding the perspectives of others before presenting
and positioning ideas. Too often they rely on logic and rationale to position an argument or point of
view. Leaders need to embrace more subtle means that proactively build stakeholder networks and
appeal to the unique needs and circumstances of particular stakeholders.
SPOTTING OPPORTUNITIES FOR CHANGE BUT FORGETTING TO ENGAGE OTHERS
Leaders often recognize the need for change. They identify opportunities for improvement in areas
such as products and processes. However they struggle to engage others in the change process. They
don’t proactively encourage others to develop ideas, they oversimplify the issues surrounding change,
and they show little appreciation for the impact of a change, assuming others will simply get on board.
NEGLECTING TO COACH IN THE MOMENT
When asked to coach direct reports, leaders are generally effective at clarifying what performance is
required, having an open dialogue, and offering support for future challenges. However, they often
neglect to provide guidance “in the moment of need.” Furthermore, their assessment of development
needs can be superficial, missing opportunities to investigate underlying performance gaps.
11
1
2
3
4
5
6
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COMMON DERAILERS AND THE IMPLICATIONS FOR INTERACTIONS
Based on research into leadership success and failure by DDI, Hogan and Hogan3,
and others, 11 key personality derailers have been identified. The median represents
the performance of the derailer for executive-level leaders. The higher the number, the
more likely derailing behaviors will negatively impact a leader’s performance. While the
research on derailers has tended to look exclusively at executives*, we believe that
derailer behaviors such as these can undermine lower-level leaders, as well.
FIGURE 3: COMMON DERAILERS AND THE IMPLICATIONS FOR INTERACTIONS
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SCAN THE QR CODE TO VIEW A VIDEO ABOUT EXECUTIVE DERAILERS.
COMMON DERAILERS
APPROVAL DEPENDENT
Seeks and needs praise or reassur-
ance from others, particularly from
people higher in the organization.
ARGUMENTATIVE
Skeptical, tense, perhaps paranoid
or suspicious, focused on protect-
ing their own interests, and likely to
resist coaching and feedback.
ARROGANT
Overly self-assured or confident,
resulting in poor listening and/or
dismissal of feedback from others.
ATTENTION SEEKING
Gregarious, charming, and
persuasive, perhaps excessively
so, which can result in becoming
melodramatic and self-promoting.
AVOIDANT
Tend to be preoccupied with their
own agendas, and may prefer to
address issues covertly (avoiding
more direct solutions), thus being
perceived as procrastinators,
manipulative, or stubborn.
IMPLICATIONS FOR INTERACTIONS
Often leads to an inhibition to
address the hard but necessary
issues.
Discussion process is overly
directed towards calling others
out or seeking vindication of
one’s own view.
Essential input from others may
not be proffered and/or considered.
Likely to dominate a discussion with
their own perspectives.
The conversation is seen as an
opportunity for self-promotion.
Overly focused on sharing own
experiences.
While seemingly pleasant and
cooperative on the surface, may
be driven by their own agenda.
May not address issues openly.
GLOBAL MEDIAN
42
55
66
61
59
* We do not measure behaviors related to trust for frontline leaders.

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COMMON DERAILERS
ECCENTRIC
Creative and, accordingly, different
from others, perhaps to the point of
being unorthodox or even odd.
IMPERCEPTIVE
Not naturally inclined to read others’
behavior, intent, and motivations.
IMPULSIVE
Impatient, unpredictable, and
inclined to act before considering
the consequences of actions.
PERFECTIONISTIC
Micromanagers, controlling,
and demanding of others.
RISK AVERSE
Indecisive, too deliberate, or
reluctant to take unusual or
unconventional actions due to
overemphasis on the prospect
of failure.
VOLATILE
Have difficulty controlling their
emotions, and are perhaps moody
and quick to erupt in anger.
IMPLICATIONS FOR INTERACTIONS
Inclined to sell or position their own
ideas and forget to “check in” with
others.
Inability to truly connect with the
other person’s emotional reactions
and responses. No empathy.
Jumps to the solution too quickly.
Doesn’t take time to understand or
clarify assumptions or understanding
of an issue.
May take on responsibility for issues
and not involve other parties. Can
lead to feelings of disempowerment.
Ideas to solve problems will be safe.
May not embrace creative or
unusual ideas.
Struggles to control emotions and
therefore has difficulty building
trust in discussions.
69
59
75
45
55
69

CONCLUSIONS & RECOMMENDATIONS
SOLUTIONS FOR BETTER LEADERSHIP
So what can be done to enhance the quality of interactions in the workplace and in turn
drive greater performance?
1. Access to core frameworks and development that support effective interactions.
In the field of electronics a circuit breaker is an automatic electrical switch designed to
protect an electrical circuit from damage caused by overload or short circuit. Its core
function is to interrupt an otherwise damaging electrical flow. Interaction frameworks and
tools, such as DDI’s Interaction Essentials, provide leaders with the circuit breakers they
require to manage effective interactions. At the core of these frameworks there are
processes to facilitate effective interactions, techniques to effectively manage the personal
needs of a conversation, and core listening and questioning skills.
2. Start with wise promotion and solution decisions.
Many of the skills and personality factors we have presented in this report are difficult, if
not impossible, to change. (According to some research, 40 percent of leaders who are
promoted fail within the first 18 months.4) You save time and energy downstream if you
are sure you have the right leaders in your pipeline at the beginning.
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3. Promote self-awareness—understanding the impact of personality
patterns/derailing tendencies on interactions.
The transition to leadership is inevitably accompanied by more pressured and complex
conditions. The stress that these conditions produce for leaders creates a petri dish for
derailing tendencies such as emotional volatility, impulsivity, and avoidance of others.
Although hard-wired traits are very difficult to change, leaders can be taught to manage
them successfully.5
Leaders need to:
• Explicate and discuss the tangible impact of derailing personality patterns on interac-
tions, especially at senior levels. For example, if you are required to review a business
strategy or priority, consider the impact of a leader with an arrogant derailing tendency.
If the leader acts like a know-it-all in meetings and prevents others’ good ideas from
surfacing, he or she becomes a barrier to generating effective solutions.
• Heighten self-awareness and sustain improvement in managing derailers by creating
an open environment and ensuring the use of feedback skills. A leadership team that
has an understanding of each other’s derailment tendencies and the skills and recep-
tivity to provide feedback will be more successful avoiding situations that trigger these
potentially destructive behaviors.
4. Recognize the importance of practice. Leadership must be viewed as a practice,
not an ideology. Mastering interaction and leadership skills is like every other disci-
pline. It takes practice. How often we will get it right comes down to the quality and
the frequency of practice.
COMMON LEADERSHIP INTERACTION STYLES—WHICH ONE ARE
YOU AND WHAT TO DO
DDI has observed tens of thousands of leaders in common interaction situations. Based
on our observations and assessment of key interaction behaviors, we have identified a
number of common leadership interaction styles (page 16). While these styles may be
situational, many leaders display a preference towards one or two styles.
For each of the common interaction styles there will be inherent strengths and weak-
nesses. With a better understanding of their style, leaders are better equipped to lever-
age the strengths and manage the potential risks.
It is useful to be aware that these dominant styles may reflect a leader’s underlying
personality traits and therefore will be difficult to change. Furthermore, the approach
they take may be different under high- and low-stress conditions. Using the Interaction
Essentials, leaders are better equipped to manage the impact of their own style and
enhance the quality and productivity of workplace interactions.
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16
Focus on using the Clarify and Develop stages of the In-
teraction Guidelines to better understand the perspective
and ideas of the other party. Be sure to include these in
your assessment of the situation and development of the
ideas. Focus on involvement and provide support while
being mindful not to remove responsibility.
Needs to place greater emphasis on the personal needs
of the discussion through Key Principles such as enhanc-
ing and maintaining self-esteem, sharing thoughts and
feelings to build trust, and involvement. Focus on the
use of more open questions to enhance involvement.
Be sure to seek feedback and input on your own ideas.
Needs to place greater emphasis on the practical needs
of the discussion through the use of the Interaction
Guidelines. In the Open stage, be sure to clearly state
the purpose and importance of the discussion. In the
Agree stage, ensure there are clear actions and check for
understanding.
Needs to put greater emphasis on the use of Key Princi-
ples, in particular empathy and self-esteem. Needs to
recognize that others may not respond to a direct ap-
proach and therefore may need to Clarify both the facts
and feelings associated with an issue. Consider using the
Interaction Essentials with one-on-one conversations for
potentially sensitive issues before jumping into an open
group discussion.
Needs to involve the other person more through the use
of open questions. Focus on maintaining the other party’s
self-esteem in response to ideas and opinions offered
and be open to developing ideas collaboratively. Can
use the Share Thoughts and Feelings Key Principle to
build trust.
THE PROBLEM SOLVER feels the need to solve
problems on behalf of the other party. They may
either jump straight to presenting the solution or
clarify the situation simply to help them identify
a solution.
THE INTERROGATOR will ask lots of questions
(often with an overreliance on closed questions).
They typically focus on drawing out the facts of
a situation and less on feelings. The other party
can often feel under the spotlight and may be re-
luctant to share perspectives or ideas.
THE RELATIONSHIP BUILDER tends to focus
more on the relationship and less on the out-
comes of a discussion. They will be very sensitive
to the feelings of others and may not address the
practical needs of the conversation. They may
also be less likely to tackle the tough issues.
They can often confuse empathy and sympathy.
People can leave a conversation feeling “good”
but with little resolution or direction.
THE STRAIGHT TALKER believes that every-
one wants things out on the table and handled
directly. They are less interested in the personal
needs and will quickly dismiss any emotional re-
sponses or references. They believe an open,
and “brutally” honest approach is the best. They
rely on presenting facts and business rationale
to gain support for a view or idea.
THE SKEPTIC whether consciously or sub-con-
sciously appears to question the intentions of the
other party. They tend to favor the tried and
tested and will be less open to exploring creative
or alternative approaches. The skeptic tends to
use a lot of “why” questions. To the other party
they can often appear challenging, overly pes-
simistic, and lacking receptivity to new ideas.
WHICH ONES ARE YOU?
WHAT TO DO—THE INTERACTION
ESSENTIAL TIPS

17
THE MOTIVATOR emphasizes the positive
and opportunities. While recipients may feel
motivated and engaged, they often leave
discussions lacking clarity on actions and next
steps. Furthermore, perspectives and ideas are
not openly questioned or challenged. The
positive nature of the conversation may mask
inherent skill and confidence gaps.
THE DETACHED avoids getting emotionally
involved in discussions. While they remain very
neutral, they can often appear distracted or
even disengaged. Furthermore, they can be
very difficult to read. As a result, others may
misinterpret their intentions or actions and come
to the conclusion that they don’t seem to care.
THE AGREER often relies on the other party
to take the lead in conversations. While they
can be seen as agreeable and open to other
perspectives, they often lack self-confidence
and may not be willing to share their own per-
spective or ideas. In the end they may simply
embrace the other person’s point of view. As
a result, they will often miss the opportunity to
express their own point of view, avoid the tough
issues, and leave issues unresolved.
THE KNOW IT ALL likes to talk about themself
and will constantly link the discussion back to
their own experiences and ideas. They will
always have an opinion. While their intent may
be to share experiences as a way of demon-
strating understanding, the other party will
often leave the discussion feeling like their own
perspective, feelings, or experience has been
dismissed or not understood.
Needs to focus on the Clarify and Agree stages of the
Interaction Guidelines. The Clarify stage will help to draw
out all perspectives (both positive and negative). The
Agree stage will ensure that there are clear actions and
clarity on next steps. Involve the other party, provide sup-
port as needed and check for understanding throughout.
Listen for, acknowledge, and respond to the emotions of
the other person through the use of Empathy. Use Self-
esteem statement to show you value the other person’s
perspective and ideas. Share to help the other person un-
derstand your own perspective. Collaboratively Develop
Solutions and Check for Agreement on actions and next
steps in the Agree stage.
Be clear on the purpose and importance of the meeting
during the Open stage. During the Clarify and Develop
stages, share your own perspective and use the Share
Key Principle to help others understand your perspective.
Try not to overuse Involvement and be clear to close the
discussion with clear actions and outcomes.
Needs to be present in the discussion and focus on
listening. Needs to use Empathy statements and
Clarifying Questions to demonstrate an understanding
of the other party’s perspective. When developing
ideas and solutions, needs to adopt a collaborative
and involving approach.

AUTHORS
Mark Busine, General Manager, DDI Australia
Mark consults with organizations to determine appropriate human resource and talent
management strategies and implement large-scale succession management and tal-
ent development programs. He has extensive experience in organizational develop-
ment and consulting in both an internal and external capacity. Mark has presented at
numerous conferences and seminars on areas such as succession management,
leadership development, selection, and employee feedback systems.
Bruce Watt, Ph.D., Managing Director, DDI Australia
Bruce is responsible for the creation and implementation of DDI’s business strategy in
Australia. He works closely with clients, identifying needs and proposing solutions
specifically in the areas of talent, succession management, leadership development,
and selection. Bruce also provides business-relevant solutions to a diverse range of
both private and government sector organizations in areas including success profile
management, organizational change, performance management, and executive as-
sessment and development.
Richard S. Wellins, Ph.D., Senior Vice President, DDI
Rich leads DDI’s research programs, launching new solutions, building strategic
alliances, and executing marketing strategies. An expert on leadership development,
employee engagement, and talent management, Rich has written for more than
40 publications and published six books. He has made over 100 presentations at
numerous professional conferences around the world and is a judge for CNBC’s
Asian Business Leaders Award.
Jazmine Boatman, Ph.D., Senior Consultant, DDI Consulting Services
Before moving into a key client consulting role in 2013, Jazmine managed DDI’s Cen-
ter for Applied Behavioral Research (CABER), DDI’s hub for research to support evi-
dence-based management. Jazmine has directed research on the impact of selection
and development programs on organizational performance and uncovered new
knowledge and information about global workplace practices and issues. She has
also consulted with organizations in a wide variety of industries.
18

FOOTNOTES
1 Matson, E. & Prusak, L. (2010). Boosting the productivity of knowledge workers. McKinsey Quarterly.
2 Weaver, P. & Mitchell, S. (2012). Lessons for leaders from the people who matter. Pittsburgh, PA: Development
Dimensions International.
3 Hogan R. & Hogan, J. (2001). Assessing leadership: a view from the dark side. International Journal
of Selection and Assessment.
4 Manchester International. (2001). Why are so many newly promoted managers & executives failing?
Jacksonville, FL: Author.
5 Howard, A. & Watt, B. (2009). Leaders without sea legs. Pittsburgh, PA: Development Dimensions International.
FURTHER REFERENCES
CABER. (2011). Key principles: what they are and why they are key. Pittsburgh, PA: Development Dimensions
International.
Boatman, J. (2011). Development that works: building better leaders with IM:EX®. Pittsburgh, PA: Development
Dimensions International.
Boatman, J. & Wellins, R. (2011). Global leadership forecast 2011: time for a leadership revolution. Pittsburgh, PA:
Development Dimensions International.
19

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