Mmel session tdutil

Editor's Notes

• #2: Michelangelo is often quoted as having said that inside every block of stone or marble dwells a beautiful statue; one need only to remove the excess material to reveal the work of art within. Ben Zander calls this practice “giving an A.” It is a shift in attitude that makes it possible for you to speak freely about your own thoughts and feelings while, at the same time, you encourage others to be all they dream of being. This session supports your efforts to engage your staff while providing developmental feedback to help them discover their possibilities.
• #4: Continue with the required reading from Part 1
• #5: Part 2 of Bringing Out the Best develops the first two leadership behaviors in this framework: Focus on relationships and conversations Create a connection instead of a division
• #7: Investing in People is helping them move from downward spiral talk to holding conversations for possibility
• #8: Downward spiral talk limits our thinking and tells us how things are going from bad to worse. The more attention you shine on a particular subject, the more evidence of it will grow. Have you noticed that when you are in the market to buy a car – say a Subaru – then every car on the road seems to be a Subaru? Imagine the possibilities for positive reinforcement…. 1. List 3 examples of downward spiral conversations 2. What are some long standing problems in your organization that you thought would never change…but did
• #9: What is the difference between persuasion and enrollment? Persuasion is used to get the thing you want, whether or not it is at someone else's’ expense. The practice of enrollment is about generating possibility and lighting a spark in others. Engage others in the conversation by asking questions, not making statements. Ask, not tell. 1. What is your thinking about these problems (from the previous slide) How can you “speak possibility” about them? Look for ways to turn each problem into the possibility of a solution
• #10: Let’s take the possibility thinking and apply to performance goals.
• #11: A clearly stated goal meets five SMART criteria. They are: S pecific, M easurable, A ttainable, R elevant and T ime-bound. Specific: It answers, “What specific output is required?” Measurable: It answers, “How will we know if we have achieved the output expected?” Measurements include quality, quantity, cost and timeliness. Attainable: It answers, “Is this within our area of influence?” If not, who else needs to be involved and should this be our responsibility? Is the goal realistic? It answers, “Does this goal seem achievable?” Relevant: It answers, “How does it contribute to the future of our department/division/hospital? Time Bound: It answers, “When do we want this goal to be achieved?” GOALS ARE ACTION ORIENTED: They begin with action verbs, such as: Develop Identify Write Conduct Reduce Conclude Propose Correct Implement Assist Improve Negotiate Maintain Resolve Initiate Contribute Collaborate Support Redesign Revise Process Define Establish Get Increase Streamline Complete Gain Inform Persuade
• #14: Discussion Planner: Coaching to set SMART Performance Goals
• #15: How will you outline the reasons for establishing performance goals with this employee? What are the benefits to the employee of defining performance goals? How will you “make the employee powerful”? What will you do to establish a climate of mutual trust and respect – the two key principles for building relationships and making connections?
• #16: How will you engage the employee in “possibility thinking” early in this discussion? Might you ask about his/her experience and comfort with setting performance goals? What will you do to ensure that you listen openly?
• #17: For goals that you want the employee to accomplish : How will you explain these goals? For the employee’s personal goals : how will you ask the employee what she/he wants to accomplish? What goals might the employee have? Remember to use the SMART format to write specific goals
• #18: How will you ask the employee to identify what actions she/he can take to reach this level of performance? What factors could influence these actions? What actions might you suggest?
• #19: What will you say to express your confidence in the employee’s ability to succeed? What specific support can you provide? How will performance be monitored? When will you meet again to discuss progress?
• #20: In order for Coaching and giving feedback to work well, we need to have good listening skills. Research shows that immediately upon hearing something, most of us forget 50% just that fast. The next slide provides some tips to help you overcome barriers to active listening.
• #21: Ask next: What is the difference between criticism and feedback? Answers: next two slides
• #24: Feedback isn’t optional – it’s the key to everyone’s success
• #25: Handout SBI document: this is a tool to help you give clear and specific feedback, whether positive or developmental Give example Situation: Thank you for helping me get ready for the new leadership class on Monday with very short notice. Behavior: You knew exactly where the supplies were and got them for me quickly! Impact: As a result of your support, the class went smoothly and we had some very satisfied “customers”!
• #26: Give example Example: Situation: When I passed the conference room this morning, I noticed that you and the team were doing project planning. Behavior: You were listing possible approaches on a flip chart by using a brainstorming method. Impact: The group seemed to be having trouble listing items without making judgments - saying that will never work! Some of the members seemed to have stopped participating. Situation: If this practice continues, then you could lose the engagement and involvement of some of your key people and head into a downward spiral for participation. Behavior: What might be a better approach is to review the rules of brainstorming before you begin the session to remind participants of the benefits. Impact: In doing so, you might find that people are more willing to come up with new ideas and look at the situation with new eyes and create possibilities!
• #27: Before you tackle performance concerns, be familiar with your organization’s procedures for managing performance and formal codes of conduct, if applicable.
• #28: An approach to “Coaching for Improved Performance” can be practiced with the Discussion Planner handout. 1. Describe the situation(S), the performance observed (B), and why the performance needs to improve (I). Set climate of mutual trust and respect Offer specific examples of the performance concern Explain impacts, results 2. Ask for the employee’s viewpoint Explore causes and influences Listen as the employee tells their story 3. Describe the desired performance and ask the employee for ideas for how s/he might achieve it Give employee a possibility to live into Ask for commitment to take action to improve Explain consequences if improvement is not achieved: discuss only as follow-up if, after reasonable attempts, employee has not improve performance.
• #29: 4. Develop an action plan: Use the employee’s ideas whenever possible 5. Offer your support and encouragement: Express your confidence in the employee’s ability to improve; inspire an “A” 6. Set a date to follow up Show support and continuing interest Follow up until improvement is achieved Then give recognition
• #30: Sometimes the coaching session for improved performance may not go according to how you planned --- how will you handle these What If scenarios?
• #31: Just as important is recognizing excellent performance. Another tool is the Discussion Planner: Coaching to Recognize Positive Performance Describe the performance and why it was effective: What will you say to describe the employee’s performance and why it was effective? What specific examples support this evaluation? What has been the impact of this performance on the employee, the department, the patient or customer, the hospital, or others? Invite the employee to tell his/her story: How will you ask for details about how the employee accomplished this goal?
• #32: Discuss future applications – Is it appropriate to discuss how the employee might use what has been learned in future work? Thank the employee and end the conversation by expressing confidence and commitment to their success