Table of Contents - LEADERSHIP FORUM...Giving Effective Feedback Below is a tested and proven way to...

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Table of Contents

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Potential Actions or Behaviors for Common Feedback Issues .....................................4

Conversation Starters ..................................................................................................8

Giving Effective Feedback.............................................................................................9

Feedback Preparation Form .......................................................................................10

Addressing Your Toughest Cases ..........................................................................11

Managing Reactions to Feedback ..............................................................................12

Style Differences ........................................................................................................17

Listening .....................................................................................................................18

Asking Productive Questions ......................................................................................19

Excelling as a Developing Manager ............................................................................22

Developing Manager and Developable Learner List ..................................................24

Holding Development Conversations .........................................................................25

Retention Planning .....................................................................................................28

Motivation ..................................................................................................................30

Top Things You Can Do to Motivate and Engage People ............................................31

Notes ..........................................................................................................................32

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1 c 1 d

Often managers have a sense of what needs to change but they do not know how to describe the actions or behaviors that lead to change. Also, the recipient does not know exactly what to do or not do. Thus, for effective feedback, managers need to be very concrete about actions and behaviors. Below are common issues along with a set of possible behaviors that could result in that issue. Read the list and choose the actions that are most consistent with the message you want to deliver. This is not an exhaustive list and is intended to stimulate your thinking about how to give excellent constructive feedback.

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1 a Not a Team Player

• Does not share information with teammembers or keep team members informed

• Does not solicit perspectives from teamplayers

• Does not support team members

• Competes with team members too often

• Does not value what team members canoffer

1 b Weak Communication

• Does not have a message to deliver

• Is not concise with messages

• Does not match style of communication tothat of the recipient

• Uses only one (or two) means of communi-cation (e.g., email) to the exclusion of others(e.g., face-face conversation)

• Ideas are not presented in a direct, linearmanner – that is, they are jumbled or ram-ble from topic to topic

Not Taking Enough Risks – Too Conservative

• Takes easy, tried and tested routes toofrequently

• Prefers the status quo too often over un-dertaking a big change

• Is not innovative

• Needs to have all the information beforemaking a decision

Not Managing Politics Adequately

• Does not consider the impact of decisionson other people

• Does not seek perspectives from a broadrange of people in advance of making arecommendation

• Does not build relationships with a broadrange of people

• Does not consider how to phrase state-ments in order to minimize defensiveness

• Does not build alliances

Potential Actions or Behaviors for Common Feedback Issues


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1 e Insufficient Visibility at Senior Levels

• Is not known by senior leaders

• Does not present to senior leaders

• Does not discuss work and work progresswith senior leaders

• Does not interact with senior leaders

• Does not ask good, engaging questionswhen with senior leaders

1 g Not Strategic Enough

• Does not think about the long-term impact

• Not following trends in the market/function

• Avoids taking positions on issues that arenot completely within his/her realm ofcontrol

• Prefers to execute what others have decidedto do rather than have to try to influencethe decision on what to do

• Prefers the details

• Does not connect the dots, see the bigpicture or understand how the pieces cometogether to comprise the larger story and tohave greater impact

1 f Poor Presence and Gravitas

• Does not show confidence

• Presents choices rather than a recom-mendation

• Is not calm

• Does not dress for appropriate impact

• Does not build rapport with people

• Does not show appropriate body language (e.g., fidgets, has poor posture)

• Does not project voice (e.g., mumbles,speaks softly)

• Does not show appropriate emotion

• Is not under control when expressingemotions

1 h Too Controlling or Not Delegating

• Does not allow others to take initiative

• Tells people what to do too often

• Does not engage others in the work thatneeds to be done

• Does not trust others to do their work

• Cannot tolerate mistakes while otherslearn

• Micromanages


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1 k

Does Not Follow Through

• Does not deliver what was promised

• Does not keep track of what was agreed

• Does not review progress

• Does not finish what he/she started

1 j Is Abrasive

• Is disrespectful in comments

• Is abrupt with people

• Does not build rapport with people

• Conveys lack of respect or appreciation forother’s contributions

• Is seen as cold to others

• Can be arrogant at times

• Displays too many negative emotions

• Is pessimistic

Too Nice

• Does not make tough decisions

• Does not hold people accountable

• Takes extenuating circumstances into con-sideration too often

• Does not push people hard enough

Wording Advice: Effective Phrases for Performance Appraisals: A Guide to Successful Evaluations, James Neal, 11th edition, ISBN 1882423119.

Advice on how to improve behaviors and review which constitute over doing or under doing, organized by general competencies:FYI: For Your Improvement: A Guide for Development and Coaching, M. Lombardo and R. Eichinger, 5th edition, ISBN 1-93357817-3.

Advice for the developing manager: The Coaching Manager: Developing Top Talent in Business, James M. Hunt and Joseph R. Weintraub, ISBN 0-76192419-1.

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1 l Not Adding Value with the Client

• Makes incorrect assumptions about clientneeds

• Does not probe for client’s needs orconcerns

• Does not seek client feedback

• Does not respond well to client criticism

• Work associated with the employee isperceived to inhibit firm’s ability to meetclient needs

• Does not go “above and beyond” theminimum expectations of the client

• Unwilling to change things in order toaddress client issues/opportunities


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Notes


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Conversation Starters2

2 a Opener

• “Let us start by looking at what I think areyour greatest strengths….”

• “Let us start by focusing on the one issue Iwould like to see you improve upon…”

• “Let us start by looking at the ways you areoverusing your strengths…”

• “I know that receiving feedback can be un-comfortable, but it goes both ways... it canbe uncomfortable giving it too. Neverthe-less, it’s a good opportunity for both of us toreflect and learn from what has worked welland use that information to continue yourprofessional development.”

2 b When You Want to Challenge Good Performers

• “Your performance is very good. This is agood time to think about advancing yourskills so that you are seen as a likely candi-date for a promotion. I have some thoughtsabout ways we can take your work to thenext level. It is going to mean ratcheting upyour current skill base. I have confidence youcan do this and I think this is a good time totalk about specifics.”

• “I am curious. If you were in my role andyou were coaching yourself, what would youfocus on as the most urgent developmentalneed…” (NOTE: Use this only for self-awaretop performers.)

• “Everyone, including me, can always improve.So, I am trying to have regular conversationswith everyone on the team so that all of uscan focus on getting better results…”

2 c If You Have Avoided Giving Feedback and Are About to Give It for the First Time

• “I suspect this may be the first time you’re getting this message…”

• “I know this is difficult to hear…”

• “No one likes to hear the tough issues, yet we all know we need to hear them…”

• “In my area, in this team, this issue is what I see you most need to improve…”

• “I would like to have you think about this issue and come back to me in a couple of days with yourthoughts. We can then develop a plan of action…”

It is important to set a tone at the start of the conversation that will put the other person at ease. The lower the feedback receiver’s defenses, the more likely he/she will hear the message you are delivering and take action. That said, equally, you do not want your key points to be lost because the person thought everything was great. Below are suggestions on how to frame the start of the conversation. Ultimately, you want to match your approach to the other’s style.


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Giving Effective Feedback

Below is a tested and proven way to give feedback so that the message can be heard and actions can be taken. Being specific keeps you from discussing general trends and it lets the person know exactly what actions are causing the issues. In addition, this formula keeps the feedback from being personal. Finally, this format lets the person know what actions need to be taken to create change because you have identi-fied actions in your comments.

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FORMULA

Identifying a specific EVENT you have observed.

EXAMPLE

Last week when we met with the Head of XYZ.

You started the presentation by reviewing the de-tails on each page of the slide deck.

The Head of XYZ lost interest in the first two min-utes of the presentation. As a result, you did not get your main point across.

State what the person did – his/her ACTION.

Provide the RESULT those actions have on you, the team, client, and others.

Notes


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State the Issue (Be brief and to the point)

Event (When did you observe the behavior/action?)

Observed Action or Behavior I saw/observed/watched you… (What did you see?)

Result And that left me/team/client… (What was the effect on you, the team, the project, the client and the organization?)

Planning the Constructive Dialogue

Feedback Preparation Form4

Balancing Positive Feedback

Reactions

You can ask for reactions and discuss them if you want to do so. Or, you can ask the person to think about this feedback and come back to you at later time (e.g., a day or two). Be sure to check in with him/her at that time.

List 3 positive things you can say about this person and his/her performance. Provide Event-Action-Result for each to emphasize your points.

1.

2.

3.


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Addressing Your Toughest Cases5

What You Should Do

• Treat everybody equally

• Do not avoid giving the feedback

• Document your discussion and your observations with regard to performance and any defined improve-ment measures

• Always contact your HR Consultant for additional guidance and support

When you have a performance issue that you suspect will require disciplinary actions, follow the same advice on how to give feedback. In addition, do the following.

Notes

If You Are Unsure of Your Message

• Contact your HR Consultant

5 a

5 b


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Managing Reactions to Feedback6

6 a What if the Employee…

...is silent No verbalized or visible reaction

...is indifferent Through body language demonstrates he/she is disengaged

Suggested Responses

Ask the employee to repeat what he/she heard as your key message so that you can be sure that the message was heard and understood correctly. Invite reaction by using open-ended questions such as:

• “Are you surprised by my comments?”

• “What additional information or support do youneed from me to manage the situation better orto make changes?”

• “Do you have ideas about how you can improve?”

• “Is there anything in the team that is blockingyour performance?”

Give him/her time to digest what you’ve said:

• “Would you like a little time to think about whatyou’ve heard today? We can talk about thissubject again tomorrow after you have had timeto think about my comments? This issue is im-portant and I want to support you in developingyour capabilities.”

• “Come back to me in a couple of days with yourideas and let’s develop an action plan.”


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6 b What if the Employee…

...is defensive or in denial “I have never done poorly at anything” or “I don’t do that…”

..shows anger or attacks “You have no idea what you’re talking about…”

Suggested Responses

Ask the employee to repeat what he/she heard as your key message so that you can be sure that the message was heard and understood correctly. Do not engage in a back and forth debate.

If you are becoming defensive:

• Stop the dialogue

• Reiterate what you have observed - repeat the Event, Ac-tion and Result.

• Suggest that the employee thinks about your commentsand agrees to another time to discuss a plan of action.

Encourage the employee to think about what you have said and offer to speak about it tomorrow

Focus on the message and how to manage this issue in the future, e.g.,, “It is my perception that this is happening; let’s discuss how to address this.”

Let the employee talk, and listen carefully. You do not need to agree or disagree. Paraphrase what you have heard. This often calms the recipient and allows dialogue to continue.

If there is strong defensiveness, this is a clue that something else is going on such as the employee needs help in an area. Listen for the “under story”.

6 c What if the Employee…

...blames somebody else

“That was not my responsibility.”

Suggested Responses

Ask the employee to repeat what he/she heard as your key message so that you can be sure that the message was heard and understood correctly.

• Ask what he/she understood his/her responsibilities to be.

• Focus on clarifying expectations going forward.

• Confirm understanding; ask the employee to repeatback responsibilities.

• Probe to understand potential conflicts you had notseen before.


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6 d What if the Employee…

...becomes emotional

...becomes overwhelmed or is in despair “Should I look for another job?”

Suggested Responses

• Give the employee time to digest the information andreconvene at a future time such as the next day.

• Show empathy, e.g., “I know this is a tough message tohear.”

• Ask if the employee needs a break.

• Offer a tissue, if needed.

• Wait patiently and with concern while the employee col-lects himself/herself.

• To the extent you are comfortable, acknowledge that youhave received tough feedback in your past and that it can be difficult to accept.

• As appropriate, reiterate your confidence in the employee… “I am confident you can improve.”

• “Everyone has to deal with tough feedback sometime in his/her career. The important thing is to recognize the issue,work to improve and move on to the next challenge.”

• Recognize that the strongest emotional reactions may have little to do with your comments – most often strongemotional reactions are about other personal issues.

• Probe to understand what is driving the emotional reaction.Are there other issues that you need to be aware of?


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When You Have No Choice but to Hold the Conversation Remotely6 eSuggested Responses

It is even more important to take time to build rapport and put the person at ease when you are not face to face

• Establish common ground

• Ask about personal progress (e.g., an initiative, a meet-ing, a family event)

Plan time to connect to the employee as a person

Clear structure and order help in remote conversations

Specify the structure you want to use before giving your feedback. For example:

• “I want to discuss what I would like you to improveupon as well as what I want you to continue doing.”

• “I will give you a couple of examples so you know whatI mean.”

• “We will review the things you are doing well.”

• “Then we will talk about next steps and create an ac-tion plan.”

Since you cannot see the person’s expressions, you do not know if he/she understood your message, over-reacted, or failed to react.

Ask questions to confirm the employee understands your message:

• What do you think is the key issue?

• Do you have an reactions to my message?

Establish Rapport

Structure the Conversation

Confirm understanding of your key message


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Suggested Responses

Depending on the relationship and the culture, the person may not say what he/she thinks unless you explicitly ask

Since you cannot see expressions, you will need to ask for reactions in order to know how the message has been received.

When will you speak again?

What is the purpose of the next conversation?

What should the employee do in the meantime?

What are you going to do in the meantime?

Again, more structure Is better.

Summarize key messages as needed.

Summarize actions and timelines.

Keep in mind that cultures vary and adapt your approach as appropriate on issues such as:

• How much praise is typically expected

• How comfortable people are in challenging authority

• How important harmony is within the work group

Solicit reactions

Plan next steps

Summarize

Consider the culture

• When You Have No Choice but to Hold the Conversation Remotely (continued)6 e

Notes


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Style Differences7

Managers are advised to adjust the communication style to match that of the recipient. To the extent you can do this without diluting your message, it is good advice. However, what should you con-sider style-wise in terms of the adjustments to make? Below is a list of the differences that seem to make a significant difference in communication. This is certainly not an exhaustive list but rather it is intended to stimulate your thinking on how to communicate most effectively.

Is the recipient of your feedback message:

• Detail oriented versus big picture?

• Factual versus intuitive?

• Focused on how things have always been done in the past versus focused on how things could be done inthe future?

• A rule follower versus rule breaker?

• Very knowledgeable about technical aspects versus less concerned about the technical aspects of the role?

• Structured and planned in their work versus being open-ended and emergent?

• Prefers oral communication or written communication?

Notes


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Listening

Effective listening has several benefits:

• You discover information that helps you collaborate, negotiate and inluence the other person.

• Listening makes you look more confident.

• The other person feels better about the exchange and you -- so it is easier to build the relationship, calm the person if they are emotional, resolve conflict, get buy-in later, and build trust.

Most of us are poor listeners most of the time. Watch admired leaders -- they are very good at listening and asking a few questions. To truly listen, you must suspend your thoughts and focus.

Advice for more effective listening:

• Focus on what the other person is saying.

• Suspend your thoughts, make notes on what you want to say so that you can focus on what the other person issaying.

• Synthesize what the other person said and clarify that you understood correctly.

• Ask questions -- gentle not pointed ones.

• Then make an additional comments you want to make.

In every week, think about your three most important conversations. What do you want to convey? How will you focus on the other person’s message?

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Asking Productive Questions9

Two mindsets produce two types of questions.

The Expert or Specialist Leader

• What went wrong here? Why did this happen?

• Who is at fault?

• Why didn’t you get it right?

• What didn’t you understand about what I said?

The Enabling or Generalist Leader

• What’s good or useful about this?

• What possibilities does this open up?

• How else could you frame the situation?

• How can you stay on track?

• What can you learn from this?

Type Definition Sample Questions

Exploratory Open up options Where could this lead us?

Affective Discuss emotions How do you feel about leaving this role?

Reflective Encourage exploration What do you think is the cause of the problems with the team?

Challenging Assumptions

Encourage out of box thinking

Why do we do this this way? Has anything else ever been tried?

Connective Create connections between people

Who will be impacted? What are the consequences of these actions/decisions?

Analytical Examine causes Why did this happen?

Clarifying Surface ambiguity What specifically do you mean by that? How exactly would you like that done?

9 a Two Mindsets

9 b Helpful Types of Questions


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Expert Mindset Statement Reframe as an Enabling Mindset Question

You are behind schedule. You need to do X and Y.

The other team disagrees with your suggestion. You need to fix this quickly.

There is an error in this report -- here and here.

We have talked about the way you interact with people when you are frustrated. This is another example of what needs to change.

You need to be more commercially oriented. I have made the decision that we will agree to their plan even though that’s not what you told them.

9 c Fundamental Skill

Reframe these expert mindset statements into useful, enabling mindset questions.


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Notes


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Excelling as a Developing Manager10

10 a

In order to develop someone, you have to ensure that the person you are developing has identified and agreed to a goal he/she cares about. That goal may come from feedback or from somewhere else. Once the goal is accepted, then your job as a developing manager can begin. As a developing manager, your most important task is to ask good questions. Only occasionally can you give advice.

Developing Actions

Insure the identified goal is appropriate

Potential Questions

• Is the goal specific and measurable?

• What is the time frame?

• Is this the most important thing to work on?

• How many goals are there?

• Does the employee feel ownership of the goal?

• Is the goal aligned with the goals of the business?

Find the right moment • Do you have a developing mindset?

• Is this the right moment? (See Developable LearnerList on page 24.)

• Build rapport, empathize, ask questions.

Stop action and encourage reflection to begin • “How do you think you did?”

• “What did you see taking place?”

• “What was the experience like for you?

• “What did you start out to do? What did you actuallyachieve/do?”

Look in the mirror together and consider options together

• “What could you have done differently?”

• “What have you tried? How did that work?”

• “What feedback have you received?”

• Provide feedback, offer to observe, find others toobserve.

Listed below is a sequence of actions you need to take in order to develop someone “in the moment” or on an ongoing basis. To prepare you for your role as a developing manager, the Potential Questions provide questions to ask of yourself and the person being developed.


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10 b Developing Actions

Develop actions and create options

Potential Questions

• “What can you do now?” “What do you think youshould do next?”

• “What other options exist?”

• “Who else can help you?” “What do you need fromme?”

• “What are you going to keep doing? Stop doing?Start doing?”

• Restate goals, summarize actions.

Follow through • “When can you give me a summary of how thenext steps worked?”

• “How did it work this time?”

• Offer to observe and provide feedback, if needed.

Adapted from J.M. Hunt and J.R. Weintraub, The Coaching Manager, 2002.

Notes


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Developing Manager and Developable Learner List11

• Do you have an overriding attitude of help-fulness when trying to develop others?

• Do you believe the “sink or swim” theoryof employee development is not a goodpractice?

• Do you believe that by helping employeesdevelop, everybody comes out ahead?

• Do you always need to be in control?

• Do you believe that most people really dowant to learn?

• Do you show empathy in your dealings withothers?

• Are you open to personal learning, to receiv-ing feedback, and to being developed, evenby your employees?

• Do you set high standards?

• Do you avoid trying to fix people?

• Do you believe that people are not a meansto an end?

• Do you tolerate some mistakes?

• Are you open to dialogue?

• Can the person reflect on his/her actions from afairly objective point of view, without undermin-ing his/her own self-esteem?

• Can the person accept his/her mistakes?

• Is the person curious about the impact of his/heractions?

• Can the person accept that someone else maybe more knowledgeable?

• Can the person share his/her observations witha developing manager without being inhibitedby shame?

• Can the person listen to feedback?

• Is the person motivated by being developed?

• Is the person eager to keep trying to improveand to learn?

Developing Manager’s Mindset

Do you have the right mindset for being a developing manager? According to research by Hunt and Weintraub coaching managers have most of the following qualities. How do you compare?

Developable Learner’s Mindset

Not all employees are developable and sometimes even employees who are cannot be coached. Below is a checklist of typical attitudes for de-velopable employees. How does your employee compare?

Adapted from J.M. Hunt and J.R. Weintraub, The Coaching Manager, 2002.

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Holding Development Conversations12

12 a Helping Your Direct Reports Think about Development Plans

There are five components to a development discussion:

• Aspirations

• Current skills and strengths

• Exposure to the rest of the organization

• Experience gaps given individual aspirations

• Style and comfort zone match with individual aspirations

12 b Aspirations

Have the person articulate the general career target over the coming years (more than five):

• More responsibility? How much scope appeals?

• Global or regional emphasis?

• More leadership and management of others? Or just more impact on decisions?

• More generalist role? Or more specialist role?

• To lead? Or be a strong deputy?

12 c Skills

Have the person look across his/her three greatest successes or the things he/she is most proud of.

• What role did he/she play in the success?

• What skills were critical for success?

• What did he/she most enjoy about the task?

Ultimately you want the person to generate his/her own list of strengths. You may have to prod about a few strengths to get things moving. You may need to send the person off to ask about how others see his/her contributions.


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12 d Exposure across the Organization

Employees often only see opportunities within the current silo and cannot see how to “sell” their capabilities outside the silo.

• List the other groups/units in the organization.

• Have the person name all the roles, projects and task forces that he/she has been part of in the last five toten years.

• Plot where those roles, projects and task forces have touched other parts of the organization. The resultshould look like a tree -- lots of items in one area along with a few branches in other areas.

• Now explore where current skills might be applied to other areas.

12 e Experiences Needed

As the manager, with wisdom about how the organization functions:

• Given the stated career aspirations, what gaps in experiences are obvious to you that would limit the per-son’s ability to be a credible candidate for the aspired opportunity? List those gaps.

• Explore ways the person could fill those gaps.

-- Secondment -- Special project

-- Lateral move -- Co-leading a project

-- Task force assignment -- New responsilibities

-- Training -- CSR

12 f Style and Comfort Zone

Given what you know about the person and your experience as a manager:

• Do you have any concerns about ways the person’s style might not fit the desired aspirations? Be specificabout what components -- the more specific the better. Be careful not to assume that the way a role hasbeen done is the way it must always be done.

• Does the aspiration require comfort with something the person is not good at -- for example, ambiguity,conflict, selling ideas?

• How can you give this feedback in a constructive manner?

• How can you help the person develop personal skills and expand beyond his/her comfort zone?


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Notes


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Retention Planning13

Turbulent times can create the conditions for people to ‘disconnect’ with the organization either psy-chologically (e.g., lose motivation) or physically (e.g., leave the organization for other opportunities). Your best performers are most needed, you are at greatest risk of losing them, and you need to stay connected to them.

Several streams of research highlight the importance of the manager’s attention and quality of conver-sation for engaging employees.

For example, McKinsey research1 identified three non-cash motivators that were found to be at least as effective as the three most highly rated monetary ones:

1. Praise and commendation from immediate manager2. Attention from leaders3. Opportunities to lead projects of task forces

The Ci Group identified a conversation gap between employees and managers. Four in every ten respondents said they still have a topic they would like to raise with their manager, but are not do-ing so.2

Furthermore, the Gallup organization finds that 72% of employees are not engaged.3

What can you do to engage people and retain them? First, holding high quality feedback conversa-tions is very helpful. Employees feel that someone cares about their development. Second, use the chart on page 29 to identify the actions you should take for key talent.

1 McKinsey Quarterly, Nov 2009, ”Motivating People: Getting Beyond Money,” www.mckinseyquarterly.com.2 J. Winter & C. Jackson. The Conversation Gap: Using dialogue to build trust and inspire performance. 3 Gallup Management Journal, “Feedback for Real,” John Thackray.


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Develop plans for connecting with your key team members

Spend time with your key members one-to-one separate from performance discussion

Actions

Use the questions below to guide your thinking. It will be helpful to spend time with your key members exploring the following questions:

• What is important to this person?

• What does he/she want to accomplish?

• What does he/she care about personally and for his/her career?

• What would make this a desirable place for him/herto work?

For a period of time you may need to spend more time than usual with your key talent to demonstrate that they are still valued. Explore the above questions, listen openly and non-defensively to their concerns and ideas. Voice commitment, but be careful not to make promises that you are not able to keep. Establish a plan of action to help the individual to re-engage (based on what is important to them).

Steps

Identify key members of your team

Try to identify what each key member may be concerned about

Actions

These are people who:

• Perform well and have good future potential

• Exert a strong positive influence on the rest of the team

• May be at risk of leaving

• Are difficult to replace

• Possess critical skills and knowledge

• May have valuable relationships outside the team

For example:

• Does he/she feel there are no future career prospects?

• Has there been a change in management recently?

• Are there conflicts between team members? Or peo-ple they need to interact with?

• Does he/she feel a commitment or promise has beenbroken?

• Are there adequate opportunities for development?

• Are they being tempted by more money elsewhere?

13 a


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We often wonder about what motivates an individual, particularly when the individual’s motivation seems to be different from our own. Yet we have no way of knowing unless the person tells us. While the list below is not intended to turn you into a mind-reader, it may help broaden your thinking and expand the questions you ask.

According to Daniel Pink in Drive,1 people are motivated to take action by one of only three things:

1. Autonomy - the ability to do the job the way they want to do it2. Mastery - to become better at something that matters3. Purpose - to make a contribution and to be a part of a cause greater and more enduring than them-

selves

According to excellent research by Hogan Assessments in their work to develop a world-class personality assessment, individuals differ in the value placed on the following concepts.2 These are the core values, goals and activities that an individual might enjoy and that give meaning to his or her life. They are in effect the key drivers.

Recognition A desire to be known, seen, visible, and famous, whether or not it is fulfilled.

Power A desire to succeed, make things happen, make a difference and outperform one’s competition.

Hedonism The pursuit of fun, excitement, pleasure.

Altruistic A desire to help others, a concern for the welfare of the less fortunate in life.

Affiliation Concerns needing and enjoying frequent and varied social contact, and a lifestyle organ-ized around social interaction.

Tradition A belief in and dedication to values such as family, thrift, hard work, appropriate social behavior.

Security A need for predictability and structure, and efforts to avoid risk and uncertainty - especially in the employment area - and a lifestyle organized around minimizing errors and mistakes.

Commerce An interest in earning money, realizing profits, finding new business opportunities.

Aesthetics A need for self-expression, a dedication to quality, an interest in how things look, feel, and sound, and close attention to the appearance of work products.

Science Concerns being interested in science, comfortable with technology, wanting to know how things work.

1 Pink, Daniel. Drive: The Surprising Truth About What Motivates Us, New York: 2009. 2 © 2011 Hogan Assessment Systems, Inc. The Motives, Values, Preferences Inventory is a registered trademark of Hogan Assessment Systems, Inc.

Motivation14


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Top Things You Can Do to Motivate and Engage People15

1. Make sure people know what is expected of them. Saying it once is not enough. Ask them to repeatwhat you have said if necessary.

2. Check that people have the tools and knowledge to do their work.

3. Create opportunities for people to do what they do best. Thus, you have to know individualstrengths.

4. Every week, give praise or recognition for something each person has done well.

5. Show that you care about people as individuals – know what matters to them.

6. Encourage development – give people opportunities to stretch.

7. Listen to opinions – people need to feel heard.

8. Ensure that people understand how their job/role connects to the larger picture for theclient and to the mission/purpose of the organization. Do not assume they can figure it out.

9. Hire and retain people who are committed to doing quality work. Take action if people arenot committed to quality – provide clear feedback.

10. Notice if people are isolated or not included.

11. Talk to people at least every six months about their progress.

12. Provide opportunities for people to learn and grow.

Notes

The Gallup organization finds that twelve key items predict employee engagement1. These twelve items2 are listed below in terms of what you as a manager can do to impact engagement. For each team mem-ber, how are you doing?

1 Gallup Management Journal, “Feedback for Real,” John Thackray. 2 Adapted from Gallup Q12 Annual Survey, M. Buckingham, First Break All the Rules.


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USA

www.leadership-forum.com


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