Efective Sales Management

EFFECTIVE SALESManagement

Day 1: Approximate total time: 8 hours-including lunch and breaks

TOPICTIMEIntroduction 45 minutes Course purposeIntroductionsPre-test

Module 1: Leader 120 minutes including 10 minute breakActivity: SBA assessmentDiscussion: Primary leadership styles and application to leading employees in the dealershipActivity: Case Studyapplication of leadership styles to dealership department goalsPerformance Development Plan

Module 2: Employee 45 minutes Activity: Describe best employee to illustrate competence and commitment behaviorsDiscussion: Define competence and commitmentActivity: Case Studies demonstrating employee competence and commitment development levelsDiscussion: The Magic Questionshow to assess employee development levelsPerformance Development Plan

Lunch45 minutes Module 3: Situation 45 minutes Discussion: Review yesterdays leadership styles and development levelsActivity: Case Studies practice applying leadership styles to development levelsDiscussion: Style flexibility and style effectivenessActivity: Identify style flexibility and effectiveness using SBA II assessment Performance Development Guide

Module 4: Coaching and Counseling for Improving Performance (125 minutes including a 10 minute break) Discussion: Define coaching/counseling and determine challenges involved with each.Activity: Develop Case Studies from their personal experienceDiscussion: The Step for Effective Coaching and CounselingDiscussion: Apply coaching/counseling to employee development levels.Activity: Analyzing their case studies and developing an action plan for improvementCoaching/Counseling Discussion Planner/Performance Development Plan

Module 8: Applying the Process45 minutesComplete the Performance Development Worksheet based on the continuos improvement processPost testEvaluation


Module Information: (45 min)

Welcome and introductions (15 min)Purpose, agenda, housekeeping (5 min)Pre-assessment (5 min)Leadership Exercise (20 min)

Materials Required

Pre-assessment; one per participantOne portfolio per participantTable notepads, flip charts and assorted markers

IntroductionsNameDealershipPositionYears in Auto BusinessNumber of Employees

Introductions Say:Hello, Id like to welcome you to Performance Strategies. My name is __________, and I will be your facilitator for the program.

Our objectives in the first few minutes of the seminar are pretty basic. We will look at the purpose of the seminar, review the agenda and ask you to take a pre-assessment. But first lets take a moment for introductions.

Starting with (pick a table), please give us your name, dealership, position in the dealership, years in the retail automotive business, and the number of employees you have working for you.

Thank you all. We have a room full of experienced professionals. It makes the time go faster and provides for an excellent learning experience.

Turn to page 1 and lets take a look at the purpose of the conference.

PurposeTo develop leadership skills that will assist you in improving your employees performanceTo develop a Performance Development Planner that will serve as a guide for implementing your new skills in the dealership

PurposeSay:Our purpose is:To develop leadership skills that will assist you in improving your employees performance.To develop a Performance Development Plan that will serve as a guide for implementing your new skills in the dealership.

Improving employee performance is a key responsibility for any manager but it is not always an easy task.

As managers, what are some of the challenges you face with regards to managing your employees?

Do:List responses on a flip chart titled Challenges We Face to be referred to through out the two days.

Say:Our goal is to assist you in developing the leadership skills necessary to meet some of these challenges. Let me spend a few moments on our agenda.

Refer group to Portfolios for Conference Agenda page 2.

AgendaThe LeaderThe EmployeeThe SituationCoaching and CounselingApplying the Process

AgendaSay:We begin with a look at leadership and the components of Performance Based Leadership, the Leader, the Employee and the Situation. We will define the four primary styles of leadership and give you the opportunity to identify your own primary style through the use of an assessment tool called the Supervisor Behavior Analysis II. We will introduce you to the four employee development levels, discuss how to identify them and determine how they impact your employees performance. From there we will discuss how different employee development levels may require different leadership skills and determining which leadership style would be most effective in a given situation. We will look at how coaching and counseling can be used to improve performance and give you a chance to practice these skills. Then we will tie it all together by developing a strategy for putting what weve learned to work for us on a daily basis. Now lets handle some housekeeping issues.

Housekeeping

HousekeepingDo:Review the elements of slide pointing out all relevant information. Make certain each participant fully understands the importance of returning to classroom on time following breaks.

Pre-assessment

Pre Assessment

Do:Pass out the bubble sheet. Have participants complete the general information on the front prior to handing out the Pre-Assessment Exercise.

Say:Before we get started, we would like each of you to complete this Pre-Assessment. At the end of the program, you will be given a Post-Assessment. DaimlerChrysler Corporation is very interested in what and how much is learned in the course of this program and this helps us determine how well the class accomplishes its objectives. Theres no pressure on you.

Do:Allow approximately 5 minutes to complete the Pre-Assessment Exercise.

Make yourself available in the event there is confusion regarding any of the questions. When participants are finished, collect all the Pre-Assessments.

Participants should keep their own bubble sheets.

Transition:Lets begin our process by taking a closer look at Leadership

LeadershipHow do you define leadership?

Leadership

Say:Lets begin by developing an understanding of what leadership is. Take a minute and think of how you define Leadership. Write your ideas down on page 4 in your workbook.

Note:Debrief the groups answers

Say:Obviously we have many different definitions for leadership.

The ability to influence others to perform a task, reach a goal or achieve an objective.Leadership is...

Leadership is

Say:Leadership is the ability to influence others to perform a task, reach a goal or achieve an objective.

All of these answers are right because they all focus on the same thing; the ability to influence others. That is what leadership is all about. The ability to influence others to perform a task, reach a goal or achieve an objective.

So how do you as leaders influence people?(Rhetorical)

Lets answer this question from our own experience. Turn to page 5 in your participants guide. I would like you to think about some one in your work career that had a positive influence on you. Some one that you consider a leader. Remember specific behaviors, what you could see this person doing or what you heard them saying that made you consider them a leader. Jot some of these memories down in your workbook.

Write down a leader that influenced you.

Activity: LeaderWhat did this person do to influence you?

Activity: LeaderDo:Allow two minutes to complete the exercise on page 5. Discuss their experiences, charting them as you go.

Ask:Why did you pick this person as a leader? What did they influence you to do? They had a vision of what they wanted to accomplishThey always told me what was expected of meThey led by exampleThey were fair They allowed/encouraged me to take risks.

Say:Each one of you experienced different behaviors that all resulted in having a positive influence on your performance. We can see that leadership is not a one size fits all process. Effective leaders know how to tailor their styles to specific situations when they attempt to influence the behaviors of their employees.

So far we have defined what it means to be a leader, we have identified some of the specific behaviors of a good leader and we have seen that leadership behaviors need to change depending on the employee and the situation.

Now let me ask you, when leading your people, what do you want to ultimately have happen? How will you know that you are successful as a leader?Employees would lead themselvesAll my employees were doing their best

Leadership Questions:What does the employee need to be able to perform the task successfully?

What can I do to support and improve his/her performance?

How can I help the employee reach a point where he or she can successfully do it alone?

Leadership Questions

Say:Our challenge then is to develop the leadership skills that will answer the questions found on page 6:What do employees need to be able perform the task successfully? What can I do to support and improve their performance? How can I help them reach a point where they can successfully do it alone?

Now lets take a closer look at the three components of this challenge, the leader, the employee and the situation.


Module 1: LeaderModule Information: (120 minutes including a 15 minute break)

Discussion: Definition of Leadership styles (5 min)Activity: SBA assessment and scoring(35 min)Discussion: Primary leadership styles and application to leading employees in the dealership (45 min)Activity: Case Studyapplication of leadership styles to dealership department goals (25 min)Performance Development Plan (10 min)

Materials Required

One SBA analysis per participantPortfolioPerformance Development Planner

LeaderEmployeeSituation

Leader/Employee/SituationSay/Ask: Give me a show of hands, how many of you are parents?Whether you are a parent or not you will all know what I am talking about. I want you to take a walk with me down memory lane to when your child was young. Remember the first time you asked them to do something and they actually did it? And how long does that last, about three months? Now you ask them to do something and if youre lucky two words come out of their mouths, no and why.The years move on, and your child gains more knowledge and experience. How does that change the way they want to be treated?They want to be treated like adultsSo how do we change our parenting style? We let them try things on their own.We let them start making their own decisions.As parents we realize that as our child changes so must we in order for them to grow. We learn new ways to lead our children in the hopes that they become happy productive adults.Think about your team in the dealership, is it really any different working with adults? As they change with experience and training shouldnt you change the way you work with them in order to be more effective leaders?

Transition:Thats really what this section is all about. Looking at your own leadership behaviors, those you are most comfortable with and those you might need to learn in order to be a more effective leader.

The LeaderObjectivesIdentify your own Leadership StyleDefine the Four Primary Leadership Styles and when they are used

ObjectivesSay:The objectives for this module are:To identify your own Leadership StyleTo define the Four Primary Leadership Styles and when they are used

Turn to page 7 of your portfolio

Definition of Leadership StylesThe behaviors a person uses to get someone to do something

Definition Of Leadership Styles

Say:Lets begin with our first objective, to identify your own leadership style. If we define leadership as the ability to influence others.... How would you define Leadership Styles?The behaviors a person uses to get someone to do something.

Leadership Styles are simply the patterns of behavior or different approaches that a leader exhibits when attempting to influence the activities of others.

It becomes obvious that there are several different styles of leadership and that each one can be effective. Look at your own experience, the people that you considered to be leaders or with raising your children.

Four Primary StylesDirectingCoachingSupportingDelegating

Four Primary StylesSay:Performance Based Leadership consists of four primary leadership styles based on specific behaviors. The names of the four styles give us some clues as to what behaviors might be most common with each style. The four styles are Directing, Coaching, Supporting and Delegating. We will be taking a closer look at each of these styles a little further on.

First we want to look at your personal leadership style to identify the behaviors you are currently most comfortable using. To do this, we are going to use a self-assessment tool called the Supervisor Behavior Analysis II. Affectionately called the SBAII.

The SBAII is a tool that was developed almost 30 years ago as the result of many years of study conducted by Ken Blanchard and Paul Hersey. Some of you might be familiar with Dr. Blanchard as the best selling author of many books including the One Minute Manager and Leadership and the One Minute Manager

So lets get started! After I pass out the assessment I will give you instructions on how to use it. For now just leave it closed.

Note:Distribute the instrument and administer the Supervisor Behavior Analysis II Either read the instructions provided in the SBAII or use the following instructions.

SBA IISay:On the front of your assessment fill in your name and the date, as a reference date in case you take the instrument in the future.This instrument consists of 20 typical job situations that involve a leader and one or more staff members. I want you to think of these staff members as your employees. Following each situation are four possible actions that a leader can take. Assume you are the leader involved in each of the 20 situations. For each situation, you must choose one of the four decisions that you think would most closely describe your behavior in that situation. Circle your choice. Circle only one choice for each situation.You will have 20 minutes to complete the assessment. If you finish before the allotted time please remain quiet so the rest of the group is not distracted.Any questions?

Do:You may want to give them a break after completing the assessment and to allow slower people to work without distractions.Begin timing the group. Notify the participant of the halfway point and suggest they will need to pick up speed if they have not reached Question 10. Announce 5 minutes remaining. Allow all the participants to complete the assessment. Other than these comments, do not talk while they are working.

Say:Okay, time is up. I am now handing out the SBAII Scoring Sheet.

B

Style FlexibilitySay:Lets go over the instructions before we begin.

Write your name and the date on the front of the document.

Open the Score Sheet up and you will see that the first heading is Style Flexibility. Record your answers from the Supervisor Behavior Analysis II in the columns labeled S1,S2,S3 or S4. For all 20 situations circle the letter that corresponds to your answer. So for example if you circled B as your answer for the first situation then you would circle B under the S1 column and so forth.

Add the number of circled letters in each of the four columns and enter the sums in the boxes labeled Totals.

9

Primary Style Matrix

Say:The column (S1,S2, S3, and S4) with the largest number of circled letters is your primary leadership style. Enter this number in the circle in the appropriate quadrant on the Primary Style Matrix. For example if you circled 9 items in column S3 that would be the largest number and you would enter the number in the S3 circle on the Primary Style Matrix. If you have a tie for your primary style (two or more columns with the same number of items circled) enter the number from both of them in the appropriate quadrants.

Secondary Style Matrix

Say:

Any column with four or more circled letters, other than your primary style, indicates a secondary leadership style. Enter this number in the appropriate triangle on the Secondary Style Matrix.

Developing Style Matrix

Say:If you have a column with fewer than four circled letters, this should be considered a style you may want to develop. Enter this number in the Developing Style Matrix.

13421020

Score

Say:

Now lets calculate your Style Flexibility Score. To do this you want to calculate the difference between 5 and each total so you would subtract in either direction. Disregard the plus or minus sign. Enter these numbers in the shaded boxes at the bottom of the Style Flexibility columns. Let me show you what I mean. If the total in column S2 is 2, then the difference between 5 and 2 would be 3, and a 3 should be entered in the box. If the total is 6, then the difference between 5 and 6 would be 1 and 1 should be entered in the box. Add all four numbers in the shaded boxes and enter this sum in the Subtotal box. Subtract the Subtotal from 30 and enter this number in the Style Flexibility Score box.

Style Flexibility Graph

Style Flexibility

Say:Style Flexibility Scores can range from 0-30. Draw an arrow at the corresponding number along the Style Flexibility Graph. We will score the rest of the assessment this afternoon.

You can put a break in at this point if you chose

When you come back from break well look at what all of this means.

Break

Time: 15 minutes

Four Primary StylesDirectingCoachingSupportingDelegating

Four Primary StylesSay:As we said in the beginning, Performance Based Leadership consists of four primary leadership styles, Directing, Coaching, Supporting and Delegating. All four styles are just different combinations of two very familiar behaviors. The two primary behaviors we use when trying to influence others are directive and supportive

What comes to mind when I say directive behavior?Telling people what to doShowing them how to do the task

Directive BehaviorsSetting goals and standardsShowing or telling how to do the taskDeveloping an action planEstablishing deadlinesClosely supervising progress

Directive BehaviorsDo:Review Slide and note page 8 for notes.

Say/Ask: Directive Behavior tends to be a very My way or the highway style of leadership. It involves telling people what to do, how to do it, where to do it, and when to do it. And once they understand whats expected of them, closely supervising their performance. Directive behaviors most often used with new or inexperienced employess. Under what circumstances do you think directive behaviors would be most effective? when they are not following directionscrisis situationsthe first time a task is performedthe stakes are highWhy do you think directive behaviors are effective in these circumstances?The dont know how to complete the taskNo clear expectationsDirecting is one behavior we use to influence people the second is supporting.Now what comes to mind when I say supportive behavior?Asking people what they thinkGetting them involved in the decisionsEncouraging them

Supportive BehaviorsListeningPraising achievementsAsking for suggestionsEncouraging and reassuring followerInvolving follower in problem solving

Supportive Behaviors -- Page 9 of your portfolioSay:Supportive behavior is a more democratic style of leadership. It involves listening to our employees, getting them involved in the decision making process and motivating them with praise and encouragement. How many of you have ever gone to your employees for suggestions or gotten them involved in day to day decisions?Probably most of us have. Under what circumstance do you think supporting behavior would be most effective?When the employees have the knowledge and skill necessary to perform the taskWhen we want to get employees involved in the project.Who can give me a specific example of when you have used supportive behavior with your employees? How did it work?Look for examples of supportive behaviorsLets take a closer look at this. How many of you raised your hands for having used both directive and supportive behavior?If you raised your hand for both what does that tell us?We use both behaviors at different timesCould you use directive behavior in some situations and supportive in others? The reality is that if you looked at your behavior over a period of time you probably do use both. Why?Different behaviors would be more effective in different situations.Exactly, and we proved that with our examples. Different behaviors are more effective in certain situations. Now let me throw in another twist. Could you be both supportive and directive at the same time?YesWhat would behavior that is both directive and supportive look like? (Wait for a response) Let me give you a situation to work with, you want to implement a new procedure for handling Internet inquiries, how would you go about doing that using both directive and supportive behavior? Example: Give them specific instructions on how you want the leads handled (directive) ask their opinion and if they have any concerns (supportive) monitor their performance (directive) and praise good performance (supportive)

Continued on next page.

Supportive BehaviorsListeningPraising achievementsAsking for suggestionsEncouraging and reassuring followerInvolving follower in problem solving

Supportive Behaviors ContinuedSay:What behavior would you consider supportive?Look for examples of supportive behavior.(e.g. giving an explanation for why you are changing and getting feedback on how they feel about the new procedure)Great job. So not only do you use directing and supporting behaviors in different situations you can also use a combination of the two in the same situation.When we boil it all down, Performance Based Leadership consists of four primary leadership styles that are just different combinations of directing and supporting behaviors

Do: Flip chart an illustration of the Performance Based Leadership Grid. Indicate room for notes on page 10.Lets start drawing this picture of what I mean. On one axis we have directive behaviors and the other axis is supportive behaviors. If I have a person like General Patton who is high in directive behaviors I might plot his leadership style here. This spot indicates behavior that is high directive but low supportive.Do: Mark a spot on the far right side of the directive axis.And if I have a person that is high in supportive behaviors where would I mark that leadership style?Do: Mark a spot on the upper end of the supportive axis.This spot indicates high supportive but low directive.How about a person that is high in supportive and high in directive?Do: Mark a spot in the upper right hand quadrant, high directive and high supportive.Another combination might be a person that is very low in both directive and supportive behaviors. Now this might be a hard style to imagine but once we understand the behaviors behind this leadership style you might find out that you are more familiar with this style than you think. In fact you probably use it from time to time.Do: Mark a spot in the lower left quadrant, low directive and low supportive.If we divide our picture into fourths we identify the different combinations of directing and supporting. Each combination represents one of the primary leadership styles of Directing, Coaching, Supporting and Delegating. Keep this picture in your head as we will begin to color the key behaviors of each style and when it would it be most effective.Now its the moment we all have been waiting for and I want to thank you for your patience. Take out your Assessments and please turn to page 11 in your participant guide. Lets look at our Leadership Styles.

Pre-frame:Primary Leadership Grid (SBAII)

Directing StyleHigh Directive, Low SupportiveFocus: Structure, Control, SupervisionThe Leader:Identifies problemsSets goals and defines rolesDevelops action plan to solve problemsControls decision makingProvides specific directionsClosely supervises and evaluates work...

Directing StyleNote:Review slide (PRG pg. 11)All four primary styles will have their own slide that will build as we walk the participants through the key behaviors. The initial screen will only reveal the items in bold print. The bullets will be added as you build the slide.

Say:The first style we are going to look at is the Directing style. This is a good place to start because we are already familiar with some of the behaviors that characterize this style.Show of hands, how many of you have the S1 as your Primary Style on the Primary Style Matrix?(look for show of hands)Refer to page 2 of the SBAII Scoring Sheet.In your SBAII, where it says Primary Style Matrix I would like you to put the word directing beside the box marked S1.As you present the definitions for each of the specific styles solicit feedback from those individuals that use this style as support the accuracy of the description.As you can see from our picture, this style is high on directive and low on the supportive.

Do:Refer to the flip chart illustration of the Leadership Model.

Say:With Directing Style leadership, the word directive says it all. Your focus will be on getting the job done the way you want it done. You are very clear in communicating what you want, when you want it, and how it should be done. Once you give your instructions your will supervise your employees work very closely.

The Four Leadership StylesSay:

A Directing Style would be defined as high in directive behaviors and low in supportive behaviors. So what does this mean? Well lets try to get a picture of it in our minds by thinking about when it might be used.

Who can describe for us a situation with an employee when using a directive style would be most effective?Look for any example of appropriate directive behavior for example:

For example, you just got a new computer in your dealership to use to track customer inquiries to your dealership web site. You show your employees how to use it to follow up on customer inquiries and then watch to make sure they do it correctly.

Why do you think a directing style would be effective in this situation?Look for explanations that would support their answer.

Coaching StyleHigh Directive, High SupportiveFocus: Supervision, Interaction, RecognitionThe Leader:Identifies problemsSets goalsRecognizes and praises progressExplains decisionsSolicits ideasMakes final decisions after feedbackContinues to direct workEvaluates work...

Coaching StyleSay/Ask:Review slide and indicate page 12 for notes.The next Leadership Style is the Coaching Style, S2. In your assessment I would like you to write the word Coaching beside the square labeled S2.How many of you have S2 or Coaching as your Primary Style? (look for show of hands)With Coaching we see a combination of both high directive and high supportive behaviors being used.Refer to the flip chart illustration of the Leadership ModelA Coaching Style is still closely involved with the supervision of the task, identifying problems and setting goals but you begin to use more two- way communication, explaining your decisions and providing an opportunity for clarification. You encourage their suggestions and support their good ideas.What are the benefits of going to your employees for feedback?Get them involved in the processUnderstand what their feelings areGather new ideasA Coaching Style leader develops their employees initiative and willingness to take risks by listening to them and encouraging their efforts. The goal is to develop their employees ability to problem solve and evaluate the effectiveness of their own work.How is this style different from the Directing Style?You are getting your employees involved by asking them what they think.You are cutting back on directive behaviors and increasing supportive behaviors.

Coaching Style ContinuedSay:

Weve added supporting behavior to the directing behavior. This is an example of a style that is high in both the directive and supportive behaviors; Coaching or S2. Now lets picture what this style looks like in the dealership.

Describe to me a situation with an employee where you think this will be an effective style of leadership?Look for any example of appropriate coaching behaviors for example;

One of your employees is not completely filling out the paper work on customer due bills even though you went over the procedures with him in the past. You sit down with him and find out why he is not doing it and explain why all the information is important. You show him what you expect and follow up to make sure he follows the directions.

Why do you think a coaching style will be effective in this situation?Look for explanations that support their answer.

Supporting Style High Supportive, Low DirectiveFocus: Participation, Empowerment, EncouragementThe Leader:Involves employees in identifying problems, setting goalsLets employees leadProvides assurance, support, resources, and ideas if requestedShares responsibilityListens and facilitates problem solvingEvaluates employees work with employee...

Supporting StyleSay:Review slide and indicate page 13 for notes.

We move from Coaching to a style that is still high in supportive behaviors but now is low in directive behaviors.Refer to the flip chart illustration of the Leadership ModelWe call this the Supporting Style or S3. In your assessment would you please write the word Supporting beside the box labeled S3.How many of you have S3, Supporting as your Primary Style (look for show of hands)Just as the style is named, you support your employees efforts, listen to their suggestions and facilitate their interactions with others. The Supporting Style encourages the employees to identify the problems and set goals. The leader serves as a resource for ideas and information, a sounding board, and shares in the decision making process.How is this behavior different from those used in the Coaching Style?We start to share more responsibility with the employee.We get the employee involved in making the decisionsA more hands off approachLess control, more independence

A Supporting Style helps employees reach their own solutions, to take risks and to expand their own thinking. It is used to build their employees confidence and motivation through praise and encouragement.

Supporting Style ContinuedSay:

As we can see from our model, the Supporting Style is high on supportive behaviors and low on directive behaviors. Again, lets picture what it looks like in the dealership.

Who can give me a situation with an employee where you think this will be an effective style of leadership?Look for any appropriate example of the use of a supporting style such as;

You put together a team of experienced sales consultants to look at ways to improve the delivery process and SSI. After you have discussed some of the ideas you let them implement them in the dealership.

Why do you think a supporting style will be effective in this situation?Look for explanations that support their answer.

Delegating StyleLow Directive, Low SupportiveFocus: Empower, Delegate, MonitorThe Leader:Jointly defines problem with employeeCollaborates with employee in setting goalsLets employee develop action plan and control decision makingAccepts the employees decisionsEvaluates performance only periodicallyLets employees take responsibility and credit...

Delegating StyleSay:Review slide and indicate page 14 for notes.The last style we want to look at is the S4 or the Delegating Style. In your assessment if you would write the word Delegating beside the square marked S4. How many of you have S4, Delegating as your primary style? (Watch for show of hands)This style is low in both supportive and directive behaviors.Refer to flip chart illustration of the Leadership ModelWith the Delegating Style you are turning over responsibility for day to day decision making and problem solving to the person doing the task. Together you would define the problem and set the goal but after that its up to the employee. Remember this style is low directive and low supportive. What do you provide your employees as far as feedback or guidance? Only what is asked for.When using the Delegating Leadership Style, you provide very little direction on how you want the task accomplished. The employee develops the action plan on how the task should be done and is responsible for its implementation. You provide the necessary resources but it is up to the employee to use them. The employee takes both the responsibility and the credit for accomplishing the task.

Delegating Style Continued

Say:Describe to me a situation with an employee where you think this will be an effective style of leadership?Look for any example of appropriate delegating behaviors. For example;You let your most competent employee set up and run the internet sales processWhy do you think a delegating style would be effective in this situation?Look for explanations that would support their answer.

We have now defined the four Primary Leadership Styles of the Performance-based Leadership Model, Directing, Coaching, Supporting and Delegating. You can find a list of the primary style behaviors on page 15 and a summery of the 4 leadership styles on page 16. Lets go back to the SBAII and review what we have discovered about ourselves so far.

Primary, Secondary, DevelopingSay:We have identified your Primary Style as either S1 Directing, S2 Coaching, S3 Supporting and S4 Delegating. This is the style you are most comfortable with.The Secondary Style Matrix identifies the leadership style you tend to use most often other than your primary style. The combination of your primary and secondary style might tell you if you have a tendency to lean towards more directive or supportive behaviors.The Developing Style Matrix indicates a style that you tend to shy away from, behaviors you are not comfortable with. These are behaviors you will want to develop in order to be more effective as a leader. We will interpret your flexibility and effectiveness scores in when we start to look at how we adapt our styles to become more effective as leaders. Are there any questions on what we have covered so far?Lets test your knowledge of the four different leadership styles with group activity. You will notice that I have four flip charts designated for the four primary leadership styles. In just a moment I want you to go to that flip chart and join the other participants that share your primary style. I am going to provide you with a case study of a situation that you are probably all very familiar with. Take a moment to read it over, then as a team I want you to think of how you would go about accomplishing this task using your primary leadership style.On the flip chart describe the specific actions we would see if we were to observe you working with your employees. You can use pages 15 as a resource for this activity. You will have ten minutes to complete the exercise and then I would like you to walk the rest of the group through your plan.

Pre-frame:Four chart pages--using the four titles (one title per page):DirectingCoachingSupportingDelegating

Activity: Case StudyIts time to set goals for the quarterHow would your Leadership Style approach this task?

Activity: Case StudyDo:Indicate page 17 to use for this activity.Allow 5 minutes to compile their lists and then 5 minutes to debrief each group. Make sure each example accurately depicts the style. Clarify any misconceptions as to which behaviors belong to which leadership style.

Performance Development Planner

Performance Development PlannerSay:Good job, now lets apply what you have learned to your own development. Please take out the Performance Development Planner we handed out this morning I want you to fill out the first section on your own Leadership Style.

Do:Use yourself as an example to illustrate the kind of responses you want them to list. For example;My primary style is the Supporting Style. Three behaviors that I use most often with my employees to identify problems, asking for feedback and providing consistent recognition of their efforts.

Say:This will help you define your style in terms of the behaviors you are most comfortable with and probably exhibit on a daily basis.The next section you see is labeled Developing Style. Here you identify the behaviors you need to work on in order to be a more effective leader. They may be skills you need to learn like coaching and counseling or they may be behaviors you are just not comfortable with due to lack of experience. Write down your Developing Style and then list 3 behaviors of that style that you know you need to work on. You can use your notes or the lists that your team members came up with. You may already know what your limitations are just from your own experience. List your behaviors in as specific terms possible so you know exactly what you need to work on.

Do:Allow 5 minutes to complete this activity.You may want to ask the group to share some of the behaviors they need to develop to see if there are some common responses throughout the group.

Break

Time: 15 minutes


Module 2: Employee

Module Information: (45 min)Activity: Describe best employee to illustrate competence and commitment behaviorsDiscussion: Define competence and commitmentActivity: Case Studies demonstrating employee competence and commitment development levelsDiscussion: The Magic Questionshow to assess employee development levelsPerformance Development Plan

Materials RequiredPortfolioPerformance Development Planner


Module 3: Employee

Say:Do you recall the 4 leadership styles we identified in the last module?DirectingCoachingSupportingDelegating

Of these four leadership styles, which would you say is the Best? Why?There is no bestIt depends on the situationIt depend on the people

So what you are saying is the best style would depend on the situation you are in and the person you are working with.


Leader/Employee/SituationSay:We talked in the last module about what you expect from your employees. While in some cases you expect the same things from your employees, your approach in getting them to perform may be different. What is it about people that makes them respond differently to one leadership style as opposed to another?Past experience, work and personal motivationsAttitude, PersonalitiesWhat might a persons past work experience tell you about how well they might be able to perform a given task?Have they done the task beforeDo they have the necessary skillHow might past work experience influence which leadership style could be most effective?How much training they needHow much supervision they requireIf you had a person with very little experience what leadership style would you use? Why?Directing or CoachingThey will need instruction, guidance and supervisionA person with little experience will need more direction, guidance and supervision. What I just walked you through was a quick thought process that helped you identify which leadership style you thought would be most effective with a given employee. Now you just need to learn how to repeat it on your own. First look at your employee and determine what they need from you as a leader. Second determine which leadership style to use that will best satisfy this need.

The EmployeeObjectivesDefine the characteristics of Competence and CommitmentIdentify the four Employee Development LevelsLearn to diagnose Employee Development Levels based on observed behaviors

ObjectivesSay:Turn to page 19 of your portfolioLets look at our objectives;Define the characteristics of Competence and Commitment.Identify the four Employee Development LevelsLearn to diagnose Employee Development Levels based on observed behaviors.

Activity: Best EmployeeWhy is this person the best?List the specific behaviors.

Activity, PG, Say:Please turn in your participant guide to page 20.You will see an exercise entitled My Best Employee. I would like you to think about the best employee that you have working for you. When you have that person in mind I want you to list the behaviors that make you consider him or her your best being as specific as possible. For instance He has an action plan to achieve his goals or Strong presentation skills.

Debrief:What are some of the reasons you considered this employee your best?

Do:Flip Chart following responsesLook for responses like, they took responsibility for their own results, they had sound judgement when making decisions.

Say:This is a great list of behaviors that describe some of our best and most productive employees. Are these behaviors things that you want all of your employees to do? Keep these qualities in mind as we move on.When we look at performance, there are two ingredients that are key to determining a persons ability to perform a given task. Those ingredients are competence and commitment.

Pre-frame:My Best Employee

Competence is:

The knowledge and skills the individual brings to the specific task or goal.a persons ability

Competence is(build)Say, PGTurn to page 21 and consider, how would you define Competence?a persons ability to do somethingskill levelknowledge

Competence is defined as the knowledge and skills the individual brings to the specific task or goal. In other words the persons ability.

Commitment is:The motivation an individual hasfor performing a task and the level of confidence they have in their ability to perform the task successfully.a persons willingness

Commitment is (Build)Say:The other ingredient of performance is commitment.How would you define commitment?willingness to do somethingconfidencemotivationWe define commitment as the motivation the individual has for performing a task and the level of confidence he or she has in their ability to perform it successfully. In other words a persons willingness.The two key words here are motivation and confidence.How would you define Motivation? Confidence? Motivation is a persons desire or interest in doing the task. Confidence is the degree of self assuredness a person has in their ability to do the job well and without a lot of assistance.

ChartRefer to pre-frame chart: Competence---AbilityCommitmentWillingness

SayJust remember competence measures the persons ability to perform the task, where commitment reflects their willingness.Is it fair to say that an individual's behaviors are a good indication of their levels of competency and commitment?YesSo lets go back to the list of behaviors of your best employees.

Pre-frame:Just remember:Competence=AbilityCommitment=Willingness

Competence or Commitment?

What does this behavior indicate?

Competence or CommitmentSay/Chart:Refer to one of their examples from the flip chart.

Say:Is this an example of competence or commitment?

Do:Go through the list and mark examples of competence with one color check mark and commitment with another. The point is to illustrate that most of the behaviors listed will fall under examples of competence or commitment.

Say:What does this tell us about our best employees with regards to their competence and commitment?They are probably strong in bothSo, if you want to get the rest of your employees to perform at the same level what do you need to do?Look for ways to increase their level of competence and commitment.

Thats one of the goals of effective leadership and it starts with understanding an employees development level.

Development LevelThe competence and commitment an employee brings to a specific task

Development Level

Say:An employees development level is defined as the amount of competence and commitment an employee brings to a specific task.

When we are describing development levels we are looking at four different combinations of competence and commitment.

Meet Joe

Competence?

Commitment?

Meet JoeSay, PG:To illustrate the different development levels I am going to introduce you to some employees whose names you may not recognize but whose behaviors will be familiar to you. Please turn in your participant guide to page 22 and follow along.First meet Joe. Joe is a new employee in your department. He has had very little experience, and none in a dealership; but he is very excited about the new job. Would you say that Joes competence level is high or low?LowWhy?He may not have many of the specific skills necessary to do the job.He has had no job related experience.Joe doesnt have the knowledge or skill to perform the necessary tasks without a high level of supervision, so we say that he has a low competence level. How would you rank his commitment level?HighWhy?ChallengeOpportunityJoe is an example of an employee at the first development level, D1. We call him an Enthusiastic Beginner. He has a low competence for the task but a high commitment for doing it.Can you think of any other situations other than a new hire, where we have an employee that might be a D1, the Enthusiastic Beginner?Someone that has just changed departmentsSomeone that has been given new responsibilities or promoted to a new positionWhen a new technology or procedure is introduced into a department.

D1Enthusiastic BeginnerLow Competence, High CommitmentAccepts the new task without hesitationAsks a lot of questions about the taskAnswers questions about the task on a superficial levelListens very carefully to instructionsSeems very eager

D1

Say, PG:Some behaviors that indicate a level 1 are found on page 23.

Do:Review slide

Say:This is that employee that just nods his head at every thing you say, and you are saying to yourself, This guy is clueless.

Meet JeanCompetence?

Commitment?

Time:

Meet JeanSay, PG:Meet Jean on page 24. Jean has been in your department for about three months now. You have given Jean the training she needs and even though her skill level has increased her performance level has not. She seems to procrastinate or avoid some tasks altogether. She still asks a lot of questions and comes to you for everything.Sound familiar? How would you rate Jeans competence, meaning her ability to do the task?Some competence but needs more training or experience.We could say that Jean has some competence. What about her level of commitment? How motivated is she to do the job? How confident do you think she feels in her ability to do a good job?Low commitment Why do you think this has happened?She found the job harder than she thoughtShe might not be learning things as fast as she thought she wouldMaybe there is no recognition for the progress she has madeShe isnt getting the support she thinks she needs.Jean is an example of level two, the Disillusioned Learner, a person that has some competence but low commitment. As people works on a task they often find it harder than they thought and they begin to lose interest. They may begin to loose their enthusiasm because they dont think all of their hard work is worth the reward or they are not getting the support and direction they need. If progress is to slow or nonexistent they will loose confidence in their ability to ever be able to perform the task well.

D2Disillusioned LearnerSome Competence, Low CommitmentDoes not perform task to acceptable levelIs unclear about directionsProcrastinatesAsks questions about the taskIs defensive or uncomfortable about job performance

D2

Say, PG:

Some behaviors that indicate a level 2 are found on page 25.

Do:Review slide

Meet TomCompetence?

Commitment?

Meet TomSay, PG:Our next employee is Tom on page 26. Tom has been working for you for a while, gaining a lot of experience and has been through all the training the department has to offer. He is very good at his job, shows sound judgement and has the potential to take on additional responsibilities. In fact you would like him to take more initiative but Tom seems hesitant. Sometimes he will take the initiative on his own but other times you need to make the suggestion or guide him in the process.How would you rate Toms competence level?Very highWhat about his commitment? It seems to vary, Sometimes its high, Sometimes its lowToms commitment level is variable. Why do you think this is happening? What roles do you think his motivation and self -confidence are playing in this inconsistency?When he is comfortable with his skill level he will increase his initiative.It is easier for him to make decisions in areas where he feels competent. Maybe on some tasks he doesnt feel as confident so he hesitates.

D3Emerging ContributorHigh Competence, Variable CommitmentHas demonstrated knowledge and abilityAppears hesitant to finish or take the next stepSeems unsure, overwhelmed, or confusedReluctant to perform aloneSolicits frequent feedback in some task related areas

D3Say, PG:Tom can be described as the Emerging Contributor. This is development level three shown on page 27, high in competence but with variable commitment. The commitment levels vary depending on the Toms motivation and self -confidence regarding the specific task.

Do:Read slide

Meet TinaCompetence?

Commitment?

Meet TinaSay, PG:Meet Tina on page 28. Tina is one of your most productive employees. She has been well trained and applies her knowledge and experience to all aspects of her job. Tina likes the opportunity to take on new tasks, to take risks, to make decisions and be in charge of new projects. She performs to high standards and is proud of her accomplishments.

How would you rate Tinas Competence?Very HighObviously Tina is an experienced and knowledgeable self starter She has a high level of competence regarding her job functions.What about commitment?Very High

Tina exhibits a high level of motivation and confidence in her ability to perform the tasks. She is a good example of the behaviors we see when we have a person with high level of commitment and a high level of competence.

D4Peak PerformerHigh Competence, High CommitmentCan operate independentlyMakes efficient use of resourcesIs responsible and results-orientedMakes effective decisions regarding taskPerforms to high standardsIs aware of expertise

D4Say, PG:This is the last development level, high competence and high commitment. We call this level D4, the Peak Performer. As you can see on page 29.

Some behaviors that indicate level four development might be:

Do:Read slide

Development LevelsSay:As the employee changes with different jobs, responsibilities and experiences their development levels will vary.

Magic QuestionsHow competent (able) is the person to perform the given task?

How committed (willing) is the person?

Magic QuestionsSay, PG:So how do we determine a persons development level? Its as simple as asking ourselves two key questions found on page 30.How competent is the person to perform the given task? How committed are they?

When you have answered those two questions you will have determined their development level.

Who am I?In your table team: Use your WorkbookRead the descriptions and ask yourselves these two questions:

How competent is the person to perform the task?How committed is the person?

ActivitySay:So lets try it out. On pages 31-34 in your workbooks you will find case studies for the exercise Who am I? We have described the behaviors of several employees at different development levels. As a table team I want you to read the descriptions and then ask yourselves the two questions. How competent is the employee to perform the task and how committed are they to doing it. When you get done we will discuss them as a group.

Do:Debrief group by asking the 2 questions for each case study.


Performance Development PlannerActivity/Say:The last thing we want to do is apply what we have just learned to some of your own employees. Take out your Performance Development Plan and go to section two, titled My Employee. I want you to think of 5 specific employees in your department that you feel could improve their commitment or competence. Write the names or initials in the appropriate space. Indicate the competence or commitment level for each employee.Allow 5 minutes for this activity.You know how to identify an employees development level based on their competence and commitment. As a leader why would it be important to know this?So we know what they need to be successful as far as direction and support.It would tell us what leadership style might be most effective.

Transition:This has been a lot of hard work, its time for lunch When we come back well pick up with applying leadership styles to different employee situations.

Lunch

Lunch

As we move through the rest of the class material, it is our goal to help you develop the skills necessary to perform some of the behaviors you have listed in your planner.

Well stop for lunch and when we return, well shift our focus to your employees.


Module 3: The SituationModule Information: (45 min)Discussion: Review leadership styles and development levelsActivity: Case Studies practice applying leadership styles to development levelsDiscussion: Style flexibility and style effectivenessActivity: Identify style flexibility and effectiveness using SBA II assessment Performance Development Guide

Materials RequiredPortfolioPerformance Development PlannerSBA II


Leader,Employee, SituationSay:Lets start with a quick review.

Chart, Do:Chart responses on two different charts so they remain in view throughout the first part of the exercise.

Say:What do you know about Leadership Styles?There are four primary styles, Directing, Coaching, Supporting, and Delegating. The four styles are different combinations of two behaviors, directing and supportingYour own primary style and what that means

What do you know about your employees and their different development levels?There are four primary development levels, Enthusiastic Beginner, Disillusioned Learner, Emerging Contributor, and Peak Performer.The four development levels are determined by a persons competence and commitment levels

The next step is putting it all together to become more effective leaders. This step is like playing one of those games you see in the Sunday paper where you have something on one side and you draw a line to what it matches on the other side. What you are going to do is match the most effective leadership style to the corresponding development level.

Do:Refer to the two flip charts and match leadership styles on one to development levels on the other.

Leadership StylesPre-Frames:

Development Levels

The SituationObjectivesUnderstand how to match Leadership Styles to Development Levels for effective leadership.Develop a process for applying Performance Based Leadership Define the skills of Style Flexibility and Style EffectivenessIdentify your own level of Style Flexibility and Style Effectiveness from the results of the SBAII

ObjectivesDo:Review the objectives on page 35 of the portfolio.Say:Lets look at our objectives.We have already developed a thought process to help you determine which leadership style is most effective with each employee development level. Lets review the steps.

Applying an Effective StyleDetermine the needs of the employee by looking at levels of competence and commitmentDetermine which Leadership Style would best satisfy those needsJust Do It

Applying an Effective StyleSay:

The first step is to determine the needs of the employee by looking at their levels of competence and commitment, which in turn determines their development level.

The next step is to determine which leadership style will best satisfy those needs.

And of course the last step is the Nike commercial Just Do It.

Lets try the process out on the employees from our case studies in the last section. Turn in your participant guide to page 36.

Mary Competence?

LowDevelopment Level?

Commitment?

EnthusiasticBeginnerHighWhat does Mary need?

MarySay:The first step in the process is to determine what the employee needs based on her level of competence and commitment. From our scenario where did we rate Marys level of competence and commitment? Why?low competence and high commitment--she lacked skills but she was very motivated to learn.This makes her a development level one which we call the Enthusiastic Beginner. What will Mary need from us in order to be successful?Training, guidance, supervision, follow upThats the first step of our process; to identify what Mary needs from us based on her current levels of competence and commitment. Whats the next step in our process?to identify which leadership style would be most effective.Before we go into this step answer this; what are the two primary behaviors that make up the four leadership styles?directing and supportingWhat are the two factors we look at when determining a persons development level?competence and commitmentWhat is the relationship between directing, supporting and competence/commitment?You use directing behaviors with low competence.You use supporting behaviors with low commitment.

Say:Using our graphic, which leadership style is the most effective for Mary? and Why?S1 --Her competence is low so she will need a lot of guidance or directive behavior. Her commitment is high so she doesnt need a lot of motivational support.

Read each situation to determine:What does my employee need?Which Leadership Style would satisfy this need? Activity: Case Study

Case StudyActivity:We have just walked through a process on how to make performance based leadership work for you. Now, in your table teams complete the remaining three case studies on pages 37-40 Answer these two questions for each situation; what does my employee need and which leadership style would satisfy this need? When you are finished, well talk about them as a group.

Do:Advance to the next slide to use the Leadership Style Matrix as a resource for the exercise.Allow 5 minutes for the activity and debrief.

Do:Use the graphic to debrief the case study activity.

Development LevelsSay:This slide illustrates employee development levels paired with the appropriate leadership style. You will find a copy of it in your participants guide on page 40.

Now that we have developed a process to apply performance based leadership there are two more skills that will help you become more proficient. The first skill is the ability to change your leadership style when necessary. This is called Style Flexibility.

Why is the ability to change your leadership style of benefit to you?You need to change your style depending on the situation.

The second skill is diagnostic in nature. Style Effectiveness is the ability to be able to determine which style is most effective in a given situation.

It makes sense that these styles go hand in hand in effective leadership. It isnt just enough to change your style; you also need to be able to determine what style will be most appropriate.

Please take out your Supervisor Behavior Analysis II and you can see how well you fared in these two areas.

Style Flexibility Graph

Style FlexibilitySay:Style Flexibility Scores can range from 0-30. A lower score indicates low style flexibility, which means that you tend to select the same one or two styles of leadership for every situation. A higher score is an indication that you are much more flexible in your choice of leadership styles and probably use all four of the style more or less equally.

Style Effectiveness:Say:To measure Style Effectiveness we will repeat the same process as we did for style flexibility by circling the corresponding letters in the columns labeled P, F, G or E under Style Effectiveness. Add the numbers in each column and enter the sums in the boxes labeled Totals.

To score high on style effectiveness, you must not only show a high level of flexibility in your selection of leadership styles, but you must also choose the leadership style that is most appropriate for each situation. You will notice the letters P, F, G or E on the tops of the columns. The letters stand for poor (P), fair (F), good (G) or excellent (E). The totals at the bottom of the columns indicate how often you chose a poor, fair, good, or excellent answer.

To obtain your Style Effectiveness Score, multiply each total entered in the P, F, G and E columns by the number below each total and enter them in the shaded boxes. Add all four of these numbers and enter the sum in the Style Effectiveness Score box. Scores will range from 20-80. A low score indicates that the choice of leadership style was either poor or fair for the given situation. The higher the score the more effective choices you made.

Style Effectiveness Graph

Style Effectiveness

Say:Complete this graph by drawing an arrow at the corresponding number along the Style Effectiveness Graph.

As I said ,style flexibility and style effectiveness go hand in hand. To score high on Style Effectiveness you have to score high on Style Flexibility, reflecting the willingness to adopt different styles and the ability to choose the most appropriate. Scores for Style Effectiveness range from 20 to 80. A low score indicates that the style you chose was either poor or fair for the given situation. The higher your score the more effective the choices you made.

The last section of the assessment might give you some ideas on how to improve your flexibility and effectiveness.

A 4

Scoring

Note:Read the directions together.

Style Diagnosis

Note:Use the directions to complete the style diagnosis matrix.

Say:As our graphic shows, as the employee develops we transition through the different leadership style addressing the employees needs for direction or support.

The Goal of the LeaderBuild your Employees Development Level so you can start using less time-consuming styles (S3, S4) and still get high quality results.

Goal of the LeaderSay:The output of this diagnosis is to determine your style as it applies to the needs of your employees. To achieve your goals as a leader, youll need to build your employees development level so you can start using less time consuming styles, like S3 and S4 and still get high quality results.

Transition:Lets take a minute to practice our diagnostic skills.


Performance Development PlannerSay:Take out your Performance Development Plan. You have already identified the development level for several of your employees so we can move on to the second step of the process for applying performance based leadership. Complete steps 2, 3, and 4 in your Performance Development Plan for each employee that you identified a development level in the last section.

Do:Debrief by asking for 2-3 participants to report out their answers

Say:One way that you may be familiar with to help your employees advance to the next development level is to reward and recognize their efforts.


Module 4: Coaching and Counseling for Improving PerformanceModule Information: (130 min including a 10 minute break)Discussion: Define coaching and determine challenges involved in coaching employees.Discussion: Role play six step coaching model with a participant.Debrief StepsDiscussion and Activity: review coaching discussion planner and use in participant role playDiscussion: Apply coaching to employee development levels.Performance Development PlannerApply the same process for Counseling

Materials RequiredPortfolioCoaching and Counseling Discussion Planner Performance Development Planner

Coaching & Counseling

Say:For the next couple of hours we will be discussing two skills that most of the very successful managers and leaders credit as corner stones to their success, and that is the ability to recognize when and how to conduct both a coaching or counseling session with their employees.

Lets start with a word game..Providing guidance to an employee in and effort to resolve personal conflicts and/or motivational problems that effect the employees performance or behavior.

Say: Lets start this section with a little word game. Im going to show you two definitions on the screen and ask you if you can tell me the word that is being defined. Okhere we go.

Ask:Which skill do you think this definition is referring to?Counseling

That would leave Coaching.Providing one on one instruction for an employee in an effort to establish or increase performance skills.

Say: If the last definition was for counseling than this one must be for coaching. So, according to the definitions, Coaching provides INSTRUCTION to establish or increase skills, where as Counseling is providing GUIDANCE in an effort to resolve conflict and problems. Now that we have defined what we mean by Coaching and Counseling lets look at the objectives of this section.

Coaching and CounselingObjectivesUnderstand the difference between Coaching and Counseling and when they are most effectiveIdentify the Six Primary Steps to effective Coaching and Counseling SessionsIdentify the key actions for accomplishing each of the primary steps

ObjectivesDo:

Review objectives on page43 of portfolio.

Say:Lets begin with our first objective, understanding the difference between Coaching and Counseling and when they are most effective.

Coach or Counsel?

Coach or Counsel Ask: Who can give me an example of a situation when coaching would be most effective?

Note: Solicit several responsesthe key to a correct response is an employee who is Willing but Unable to perform. Example: Takes incoming phone calls but is unable to set an appointmentDo:Present the coaching pre-framed flip chart.

Say: We coach a person that may be committed but lacks the competence to perform a task. In other words, they are willing to do what we ask, they just arent able. The technique we use is to teach and show, with the goal of immediate and improved performance.

Ask:How about an example for the need to counsel?

Note: Once again, get several responses that should involve an employee who is Able to perform but is unwilling to do so. Do:Present the counseling pre-framed flip chart.

Say:We counsel a person that we know is competent; meaning they can perform the task, but for some reason they lack commitment, or the willingness to do what we ask. In this situation we must listen and question in order to gain an understanding of the persons feelings regarding the task. Your goal is to change the employees perception of his or her behavior and the consequences of this behavior on performance.

Coaching for CompetenceWilling not AbleTeach and ShowImmediate and improved results

2 pre-frames:Counseling for CommitmentAble not willingListen and QuestionChange perception of their behavior and the consequences

Coaching & CounselingBoth are processes with very specific steps, that if done effectively will result in a desired outcome.

Say:Youve identified whether the employee needs coaching or counselingwhat next.? Like most skills, effective coaching and counseling is nothing more than a process with very specific steps that if done properly result in a desired outcome. In order for us to become more proficient at these skills we simply need to identify these steps , determine the best way to accomplish them and then practice until we can perform them consistently when needed. Lets spend a few minutes talking about your own personal experience and create some real life case studies that we can use to evaluate our coaching and counseling skills.

Say/ActivityAs managers we all have had to opportunities to coach or counsel our employees. Would it be fair to say that some of these opportunities have been more successful than others? Lets take a look at the times that we didnt necessarily get the results we were looking for and see if we can figure out why.

Personal Case Study1. Think about a time when you had to coach or counsel an employee that did not have the desired results.2. Outline the process you followed and the specific actions you took during each step of the process.

Activity: 10 minutesHand out the Coaching and Counseling Process Map worksheets to each participant. Instruct each individual participant to consider the last time they as managers had to conduct a coaching or counseling session that did not produce the desired change in performance or behavior. Have each participant write down the details of the session outlining what they felt were the primary steps in the process in the large boxes and the specific actions they took to accomplish these steps on the lines below. We do not expect this to be easy for them. Allow 10 minutes to complete.

.

Group Case Study1. Share your case study with your table team.2. As a table chose the one case study that you think would be most relevant to the rest of the group3. Map out the process that you chose on your flip chart.

Activity: 15 minutesOnce the individuals have captured their personal case studies ask them to share them with their table mates .Ask each table to choose one story that they think will have the greatest universal appeal to the other managers in the room.Instruct the table to map the process that was used on their flip chart. Allow 15 minutes to complete

Note: You will not be debriefing the table teams stories at this point. They will be used as the case studies for identifying the steps to effective coaching and counseling after we have outlined the process.

Say: We will be coming back to these case studies in just a few minutes to see what might have gone wrongbut lets begin with what it takes to make a coaching session go right..

Steps of Effective Coaching:Low competence--Not able

Assess1. Explain2. Show3. Discuss and Reach Agreement4. Let Try5. Develop Action Plan6. Follow-up

Steps of effective coachingSay: As we said coaching and counseling is simply a series of steps. Lets begin with the steps of effective coaching.Step #1 Explain my approach Step #2 Show them how Step #3 Discuss and reach agreementStep #4 Let them tryStep #5 Develop an action plan Step #6 Follow up

Do:Hand out a second coaching worksheet for them to fill in as you go through the steps. As we outline each step, Bold Print will indicate the information that they will need to fill in their work sheet. After each step be sure to ask if there are any other actions that they think should be added. They will be defining the performance standards for each step.

Say: We will take a closer look at the six primary steps in the process, the reason for each step and what are the specific actions we must take in order to accomplish each one of these steps.



Coaching Role PlaySay: Let me give you a coaching opportunity that we can walk through to illustrate these steps. Lets assume that youve just overheard an employee take a phone up and you noticed that it ended without the employee asking for an appointment. This is a relatively new employee who has yet to attend any training on phone skills. Our logical first step would be to Explain to the employee the reason for the one on one session.The reason to start the session off with and explanation is;To tell the employee the purpose of the meetingAssure the employee that they are not in any trouble. To explain in detail the skill or behavior you wish the employee to exhibit

Ask:What actions would you want to take to accomplish this step?

Note: Look for specific actions such as: bringing the employee into a quiet comfortable place, explaining how long the discussion will take, being very specific on what you what you want the employee to be able to do. Have them record these actions on their worksheets under Specific Actions


Assess1. Explain2. Show Them How 3. Discuss and Reach Agreement4. Let Try5. Develop Action Plan6. Follow-up

Step #2 Show them how

Say: The second step is to Show Them How by actually demonstrating your approach.

Ask: Why would you do this.why not just tell them what you want them to do?The employee can see what good performance looks likeClearly defines expectations.

Ask:Think about our situation with the employee that doesnt understand how to handle an incoming phone call. How could you go about accomplishing this step? Role Play with the employeeDemonstrate the skill in an actual situation, example: Take a phone up while the employee is present.Have a skilled employee demonstrate.



Step 3: Discuss and reach agreement on required skills and performance.Say:Now that we have shown the employee what good performance looks like we need to Discuss and Reach Agreement. The purpose of this step is:Reach agreement on the required skills and performance To gain buy in from the employee for similar performance. Allows for you to answer any questions or concerns they may have regarding their performance.

Say:Obviously this is an important step in getting the employee to improve their performance. To accomplish this step you might want to :Have the employee review what they observed as you demonstrated the skillDiscuss benefits of the process and techniques used

Ask:Any additional actions that you can think of?



Step #4: Let try (Ability)Say:The fourth step is Let Them Try.

Ask:What is the purpose of this step and why is it important?It demonstrates the employees ability to perform the specific task. It builds the employees confidence that he/she can perform the task. Builds a higher level of willingness.How would you go about accomplishing this step?Repeat role-play process with the manager acting as the customer and the employee trying the techniques.Ask specific questions relating to the technique.



Step #5: Develop Action PlanSay:The fifth step is to Develop an Action Plan. There is an old saying that people support what they create, so the key here is empowering the employee to develop a plan for their own improvement. The purpose of this step is: To develop a plan with the employee to improve the employees performance.

Ask:How many of you have ever developed an action plan for yourself to help you accomplish a task?What components are necessary in an effective action plan?Specific actions to be takenBy whomBy whenHow would you measure successFollow up actions and datesPlan should be in writing



Step #6 Follow Up

Say:The sixth step is Follow Up. The purpose: To monitor implementation of the agreed upon Action Plan and provide feedback and support if necessary.How could you accomplish this step? Scheduled meetings for follow up and feedbackEstablished open door policy for feedbackSet up a mentor system with another employee

As you can see, there is really nothing magical about coaching. Effective coaching is simply a process, a series of steps, that when performed correctly, meaning the specific actions you identified, enhances the chances of getting the results you want.

What can happen if you skip one of the steps? For example what could happen if you skipped step 4, Let them try?You would not know if the person can actually perform the desired task.The employee does have the actual experience of performing the task

Debrief QuestionsDid the employee learn?How do you know the employee learned?Can the employee perform the desired task/skill effectively?How do you know the employee can perform?

Debrief QuestionsSay: So how do you know if your coaching sessions are effective? You need to ask yourself these four questions found on page 44

Do:Ask the four debrief questions referring to the Coaching Steps.

Say:We have developed a tool to assist you when coaching your employees. On page 44 in your portfolio you will find a copy of the Coaching discussion planner that outlines the six step of effective coaching.

How could you put this to use back at the dealership?Keep us on track during the processDocuments action plan and follow-up processFormal document for employees performance development.

Development LevelSay:Lets tie this back to our Leadership Model from this morning. At what employee development levels can Coaching be an effective tool to improve performance? Why?D1 the Enthusiastic BeginnerThey are low in ability D2 the Disillusioned LearnerThey have some ability but low willingness.

How might Enthusiastic Beginners benefit from an effective coaching session? What might that do for their development level?Training provides the initial skills needed to become competent for a specific taskHelps beginners move from a D1 to a D2

And what might be the benefits for Disillusioned Learners?Intermediate and advanced training increases skill level and competence Increased competence improves commitment and builds self-confidenceLets take a break. When we come back we will walk through the steps for effective Counseling.

Break

Time: 10 minutes

Counseling is . . .Providing guidance to an employee in an effort to resolve personal conflict and/or motivational problems that effect the employees performance or behavior.

Counseling is...Say:We just finished talking about coaching. You all have had an experience with coaching an employee and seeing his or her performance improve; its very rewarding. You may have also had the frustrating experience of the employee you knew had the skill but for some reason was not performing well. This is the employee we will be focusing on as we take a look at counseling.Counseling is providing guidance in an effort to resolve personal conflict and/or motivational problems that effect the employees performance. In other words we have an employee that is able they are just not willing. So lets look at the Steps for Effective Counseling.

Steps of Effective Counseling:Low commitment--Not willing1. Open Discussion2. Reach Agreement3. Discuss Options4. Develop Action Plan5. Conclude6. Follow-up

Assess

Counseling Steps

Do: Hand out the Counseling Process Map Worksheet and instruct participants to take notes as you outline the steps.

Say:The Six Steps are as follows: Read the slide.


Assess

Open DiscussionSay: The first step is to Open The Discussion. The purpose of this step is:To state the purpose of the meeting and why it is important.Put the employee at easeCheck to see if the employee is aware of the problem

Ask:Why determine the persons awareness of the problem? How would this impact your counseling session.Aware:More likely to participate.May be relieved that you are calling the meeting.Willing to accept responsibility.

Unaware:If the employee is unaware, the manager must be very clear about the purpose and importance of the meeting.

What are the specific actions that you would take to open the discussion?Exchange pleasantriesLet them know they are not in troubleReach agreement on the time you will spend together.Emphasize why this discussion is importantTake them into a private place for the discussion.


Assess

Reach AgreementSay: After we open the discussion we need to Discuss and Reach Agreement on why there is a problem. Purpose: To help the employee understand that a problem exists and the there is a need for a change in their behavior.

Ask:This step can be tricky. How do most people react when told there is a problem with their behavior? Resistance Denial

Say;The best way to minimize resistance is to ask the employee for their side of the story first.

Ask:What would be the benefit of this technique?Gain an understanding of their perceptions of why the problem is occurringShows you are willing to listen

Say:Effective actions for this step should include:Asking the employee for their side of the story firstExplaining your side of the storyAsking open ended questions so you get a clear picture of why the problem is occurringKeeping an open mind regarding the problem.

Ask:Any other actions you feel are important?


Assess

Discuss optionsSay:Once you have reached agreement you can move on to the third step Discuss Possible Options.

Ask: What do you think is the purpose of this step?To make the employee feel like you have worked together to come up with a solution to the problem.What are some of the actions needed in this step?Encouraged the other persons ideas.Provide your ideasDiscuss and reach agreement

Why is it important to solicit the other persons ideas?He/she may have a better solutionMay be more willing to accept solution that he/she had a hand in developingAllows you to determine/gauge the persons perception and willingness to commit to improvements


Assess

Develop Action PlanSay: Our fourth step is to develop an action plan. This step is the same step we did in Coaching.

Ask:What did we say was the purpose of this step? To develop a plan with the employee to improve the employees performance.

What constitutes an effective action plan?Specific actions to be takenBy whomBy whenHow would you measure successFollow up actions and datesPlan should be in writing

Say:Something you may not have thought about in this step that is not necessary in coaching is agreeing on consequences if the behavior does not change. Again the rule of thumb is ask the employee what they think should happen if the problem reoccurs. This forces the employee to take responsibility for their own actions.


Assess

ConcludeSay:Step Five is Conclude the Discussion. The purpose: To summarize the meeting and express confidence and appreciation for the employees commitment to changing their behavior.Why summarize?Summarizing ensures that the plan is understood, which increases commitment and the chances it will be implemented

Say:It is a good idea to have the employee summarize the discussion and the action plan. By doing this you reinforce the process in their mind and it allows you to gauge the level of his/her commitment.

Ask:Any other actions that you feel are important in accomplishing this step?Ask them if they have any questions or concernsExpress confidence in their ability


Assess

Follow-upSay: Our last step is Follow Up just like in Coaching. The purpose: To monitor implementation of the agreed upon Action Plan and provide timely feedback and support.

Ask: What were the actions for accomplishing this stepRefer them to their Coaching WorksheetAre there any new ones that you would add?

Counseling Discussion Planner

Counseling Discussion PlannerSay: You can find the Counseling discussion planner on page 60 in your guide. Just as with the Coaching Discussion Planner it is designed to help you get started in a counseling session. Using this form as a planner before a session will help you conduct the six step counseling process.

Do:Walk the participants through the Counseling Discussion Planner on page 46.

Table Team Case StudyDid you miss any steps? If so, which ones? Were the steps done in correct order?What specific actions did you miss?How did these mistakes effect the outcome?What will you do differently when you get back to the dealership?

Say: Now that we have outlined what the experts say are the primary step for Coaching and Counseling and what actions are necessary to successfully accomplish these step lets go back to our personal case studies that we wrote in the beginning of this section and see if we can determine what might have gone wrong. In light of the material we just presented take a look at the steps you took and see if there is anything you would do differently.

Activity: 35 minutesUse their Coaching and Counseling Process Map Worksheets as a guide. Have each table team review their table teams case study and answer the following questions found in their participants guide on page 47.Is this a Coaching or Counseling Situation and why?Using the appropriate process map, determine what might have happened that caused it to be an unsuccessful session.Evaluate these key factors:Did you miss any steps?If so which ones?Were the steps done in the correct order?What specific actions did you miss?How did these mistake effect the outcome?What will you do differently when you get back to the dealership?Have each table team report out their findings and what they will do differently in the future.Solicit feedback from the other tables as to their suggestions.

Individual Case StudiesRepeat the analysis on your personal case history.Develop an action plan for what you will do differently when you get back to the dealership?

Individual Activity : 10 minutesHave each participant review their own personal case study .Repeat the same analysis of their process as they did as a table team on page 48 of their work books.Develop a new action plan for how they will follow up on this process when the

Efective Sales Management

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