Monday, October 10, 2011

Four-Ring Leadership

Four-Ring Leadership
by Jac Fitz-enz | Talent Management
 
Three-ring circuses have three acts going on simultaneously under the big top. Separate and outside the rings, clowns run around acting silly. Leadership is like that, only more so.
 
Leadership is a four-ring circus, complete with occasional clowns inside the rings. This is why it is the most studied process. There is no end to the models, hypotheses and theories. Still, we struggle to find a simple means to understand and explain how to lead, and even more difficult, how to develop tomorrow's leaders. The following is one way I find that works to reduce this enigma to something basic, understandable and teachable.
 
I see the essence of leadership as four interlocking rings of activity: knowledge, development, management and measurement. They are not linear. They are all in action concurrently, which is why the topic is so exquisitely mysterious. Consider these rings and how they are connected, or disconnected, in your organization.
 
1. Knowledge:
An effective leader needs three types of knowledge: the market, the organization and the self.
 
To lead, a person must have a thorough knowledge of the current and near-term future marketplace and how it is likely to affect the organization's human, structural and relational capital. Second, a leader has to look across the three and ask, "What are we doing that is helping or hindering us?" Last, and most important, a leader has to know himself or herself in two ways. Internally: What is my value system? What is my preferred style? What are my goals in life and with this organization? Externally: How do I value people? Are they interchangeable expense elements or true value generators?
 
2. Development:
This is a prime responsibility for every leader, along with generating shareholder value. Leaders need to develop the competencies necessary to accomplish current goals. Additionally, they must build capabilities to deal with future challenges.
 
To meet tomorrow's capability challenges, the best leaders support a succession planning system that reaches far down into management ranks. The leader also has to be accountable for management growth and succession. HR might administer the system, but the leader is accountable.
 
3. Management:
Management is divided into effectiveness and efficiency. Effectiveness is doing the things that are essential for the growth and success of the enterprise. It is a matter of allocating resources in ways that ensure long-term, sustained success. Effectiveness is evaluated in terms of new product and employee development, market share and revenue growth, among others. Efficiency is managing processes in ways that incur the lowest costs while leaving sufficient muscle for future growth, and it is measured in terms of process costs and gross margins.
 
4. Measurement:
At the end of the day, leadership quality is a function of value adding performance. Performance is expressed in both objective and subjective terms. The metrics come in three forms: strategic, operational and leading indicators.
 
Strategic metrics are organization-wide macro-measures of profitability, customer retention and growth in revenue and human capability. Operational metrics deal with process costs and time cycles, quality and quantities. Leading indicators look at issues that predict future outcomes, such as leadership quality, management readiness and employee engagement. These metrics are combined into a single report system, and algorithms are created to show the interdependencies across the system.
 
In the end, leadership is the most popular management topic because it is a multifaceted, mysterious set of behaviors. Yet leaders are found at all levels, from homemakers to heads of state. Claiming that specific leadership behaviors are consistent across all situations is a stretch. Separating leadership from operational management is impossible because it raises the question: Leadership for what purpose?
 
Because leadership is situational, for practical purposes it can be better understood and applied as four interconnected concepts. So what can you do to develop leadership within your organization? Tell me what you think.
 
 
[About the Author: Jac Fitz-enz is founder and CEO of the Human Capital Source and Workforce Intelligence Institute.]
 

When You Don't Want Employees to Agree

When You Don't Want Employees to Agree
by Katie Loehrke | Chief Learning Officer
 
Most employers think that harmony in the workplace is a good thing, and, in some cases, it certainly can be. However, when it comes to making business decisions, unrelenting accord is precisely what you don't want.
 
Most leaders are happy when a group reaches a consensus, but if a group arrives at a major decision without much discussion and with few variations in thought, consider what's really going on. Did the team agree because their solution was truly the best option, or could one of these other sets of circumstances have occurred?
 
a) Several members of the team never engaged in the discussion process and simply acquiesced to the opinions of one or more dominant group members.
 
b) Some members of the team independently disagree with the group "consensus," but don't speak out for fear of being rejected by the group.
 
c) Certain members of the team see problems with the team's conclusion, but don't have solutions for the problems and don't want to appear negative.
 
All of these situations are variations of what social psychologist Irving Janis labeled "groupthink," a term used to describe the danger of making faulty decisions because of pressures encountered in a group situation.
 
In the first situation described above, you may have one or two dominant group members who typically run the show and with whom everyone else is accustomed to agree. Where this is the case, you're not getting the collective thoughts of a group, but the ideas of just one or two possibly like-minded individuals. What results is unilateral thought and judgment, which is probably not what you were after when you posed a problem to a team.
 
The second situation described above demonstrates the powerful fear of being singled out or ostracized. While the fear of not being accepted may keep most people following social norms and general rules of politeness, this fear in a business setting may keep obvious concerns and superior ideas from surfacing. Behavior like that exhibited in the second example may be the reason an organization pursues an idea that many people believe to be flawed.
 
Finally, being a team player is a sought-after quality in the business world, but if your employees are so tied to demonstrating this attribute that they are uncomfortable disagreeing for fear of being perceived as negative, the team dynamic is compromised and you may end up with the third situation described above. Be careful to clearly define the behaviors you value in employees. They shouldn't think that being a team player means never disagreeing with or questioning the group.
 
Eliminating Groupthink
 
Eliminating this detrimental behavior is easiest if you can determine why it's occurring in the first place. For example, if groupthink among your employees seems to be caused by intimidation, remove or reposition the intimidators. If it's the boss, shake things up: Maybe the boss shouldn't lead every discussion, or maybe the boss shouldn't even be part of certain conversations. Bosses should also refrain from sharing their personal opinions at the front end of any discussion, since employees will have the most trouble disagreeing with an authority figure.
 
If the intimidator is not the boss but one or two dominant individuals who seem to be running the show, try to understand what is causing the team dynamic. Are the dominant players intimidating the less dominant individuals, or are the passive players uninterested and content to agree? Whatever the case, it's to your benefit to make sure every team member understands that everyone is equally responsible for the decisions being made. You may need to instruct passive players to step up or ask overbearing individuals to change the nature of their contributions.
 
When a group seems to agree a little too easily, try requiring each member of the group to express specifically why they agree with the group's decision rather than allowing any one member to silently concur. You might also challenge the group to think of any possible flaws in the decision. By asking everyone to come up with at least one concern, you not only test your group's decision, but also may be creating a safe space for individuals to disagree with the group. A polite round of devil's advocate can also help individuals practice expressing respectful differences in opinion.
 
Preventing Groupthink
 
One basic strategy to prevent groupthink is to make sure that groups contain diversity of thought. Diversity can come in individuals' backgrounds, personalities or even work styles. Different perspectives can also be garnered by partnering individuals from departments that don't typically interact. Encouraging employees to think through ideas on their own or in subgroups before coming together with a larger group may also help discourage uniformity of thought.
 
Ask for Trouble
 
Insisting that every employee represent his or her unique views may complicate the decision-making process within your organization, but this should be a welcome obstacle since diversity of thought is bound to lead to more well-rounded judgments. It may also feel strange to reject a team consensus, but when a group of people agree because they didn't think things through or because some group members were unwilling to speak up, your organization may be unwittingly taking needless risks. In this type of situation, asking for trouble early on may actually help you avoid it in the long run.
 
 
[About the Author: Katie Loehrke is an associate editor in human resources at J. J.Keller & Associates Inc.]
 

Self-Coach to Boost Retention

Self-Coach to Boost Retention
by Mike Prokopeak | Chief Learning Officer
 
Recent job growth is good news for the economy but potentially bad news for your organization. After more than two years of little or no opportunities, your high-potential talent might be ready to bolt. Implementing development programs to re-engage them, such as self-coaching, could convince them to stay.
 
According to figures from the U.S. Bureau of Labor Statistics, the quits rate, defined as the rate at which workers voluntarily leave their jobs, has steadily climbed throughout 2010 after dropping to a low in October 2009. In the fourth quarter of 2010 alone, nearly 2 million workers voluntarily left their jobs.
 
The number of people leaving their jobs over the next 12 months may be the highest rate we've seen in the last two to three years, said Bob Kelleher, former chief human resources officer for AECOM and author of Louder Than Words: 10 Practical Employee Engagement Steps That Drive Results. After anemic growth in 2010, signs point to a warm-up in the job market.
 
"Although the new grads are struggling to find work and it seems that the internship is the new entry-level job for these kids, the projections on all the college campuses are [that in] 2011 they're going to see a minimum of 10 percent increase in job offers," he said.
 
With the job market warming up, organizations can expect significant turnover of high-potential talent as more than two years of pent-up demand is released. Many workers who chose to stay in their jobs during the recession are suffering from a "prisoner" mindset and looking for the first opportunity to escape, said Howard Guttman, principal of Guttman Development Strategies and author of Coach Yourself to Win.
 
"How do you engage folks who fundamentally don't feel like their prospects are good right now is a tricky game," he said. "You have a lot of people who literally quit and stay."
 
Self-coaching, a variation on traditional executive coaching, offers a relatively inexpensive potential solution to re-engage high-potential talent. "Giving this often neglected talent pool access to a sound coaching process that they could follow on their own with some assistance from colleagues can literally make the difference between an unmotivated underachiever who disengages and an enthusiastic player who could really get to the next level," Guttman said.
 
Guttman said there are seven steps in the self-coaching process:
 
1. Determining an employee's coachability.
2. Selecting and committing to an intention.
3. Identifying a person to act as a guide, along with a network of supporters.
4. Soliciting feedback from that group.
5. Analyzing and responding to that feedback.
6. Developing and acting on a game plan.
7. Tracking success and recalibrating.
 
Starting a self-coaching program can be a fairly simple process. CLOs can hold a morning-long seminar with targeted employees to get them to consider their coachability and their intention and to identify mentors and sponsors. Participants could then get together periodically, every month or two months, to assess progress.
 
"What you're doing is you're making people accountable for their own development, which is what ideally they should be doing anyway, but now you're really taking it to a really pragmatic level versus theoretical," he said.
 
Self-coaching provides important development opportunities to targeted high-potential talent and also sends the message that participants are valued. Disengaged employees often feel they are being asked to achieve goals they can't deliver and when they push back, they're often told to tough it out, which leads to sense of decreased influence. "When they start feeling that, they feel that the company is not valuing them, then at a certain point they feel like they're not in sync with their values and then they go away," Guttman said.
 
The key challenge for CLOs looking to implement a self-coaching program is determining participants' coachability. It can only work if participants are willing to drop their defenses, shift behavior and be accountable for their career development.
 
"In order for self-coaching to work, you cannot be a victim," Guttman said. "You must be willing to say - and really mean - that I'm responsible for my outcomes. You also have to go beyond that to drop your defenses and be able to take feedback and look at it as a positive."
 
Many employees wait for the company to give them a career road map. With self-coaching, CLOs have an opportunity to flip that expectation, combat disengagement and build trust.
 
"In today's world, the fact is that people need to be accountable to float their own boat," he said. "What this is really doing is empowering people to do that."
 
Only 22 percent of employees are currently engaged, said Kelleher, citing a study from the Corporate Leadership Council. Those companies that invest in employees today will be in a better position tomorrow.
 
"I envision there will be many people looking to leave big [companies] and return to something more entrepreneurial, more caring - firms that have a greater employee touch," he said.
 
Self-coaching may be just the tool needed to provide that touch and boost retention.
 
 
[About the Author: Mike Prokopeak is editorial director for Chief Learning Officer magazine.]
 

Bridging the Credibility Gap

Bridging the Credibility Gap
by Sarita Bhakuni and Michelle Johnston | Human Resource Executive Online
 
To retain top talent, organizations need to start talking to their employees. When left in the dark, people draw conclusions which tend to be worse than reality. HR leaders should also be aware of uncharacteristic behavior by their managers, which often indicates high levels of stress.
 
As the economy begins to show signs of life, companies across the board report a new challenge: Top talent is becoming slippery.
 
Top-tier employees are suddenly finding notes in their in-boxes and LinkedIn profiles from headhunters. For many companies, this problem of a rebounding job market is compounded by a lack of revenue, leaving few financial incentives available to induce these employees to stay put.
 
So if you're sweating over the possibility of losing the very employees that top management made a point not to let go during workforce cuts, you're not alone.
 
While there's no doubt that lack of financial incentive plays a role in the willingness of employees to jump ship, there are deeper issues that companies must address. Stress, burnout, disengagement and a host of other problems are symptomatic of one core issue that needs to be addressed above all: Trust.
 
The Credibility Gap
 
Trust issues are often elusive because they largely go unspoken. However, keep in mind that, over the past two years, valued employees have seen co-workers let go right and left, saw unfulfilled promises, observed inconsistent behavior and been forced to deal with the effects of short-sighted decision-making.
 
It should come as no surprise that many no longer trust leadership. Employers who want to hang on to these workers must address this credibility gap.
 
Numerous studies have shown a correlation between trust and a host of performance indicators, including retention.
 
In a 2008 study, Work Engagement and its Relationship with State and Trait Trust: A Conceptual Analysis, Aamir Ali Chughtai and Finian Buckley suggested that trust positively correlates with workplace engagement and cited evidence for the notion that trust positively affects turnover intentions.
 
And if, as is suggested, lack of engagement is an indicator of a breakdown in trust, the problem may be widespread, as a 2010 study by Right Management entitled Employee Engagement: Maximizing Organizational Performance found that 50 percent of employees in organizations with 50 plus workers identify themselves as completely disengaged.
 
Rebuilding Trust with Candid Communication
 
The studies by both Chughtai and Buckley and Right Management assert that, among other factors, forthright communication is key to building trust.
 
Put simply, organizations need to start talking to their employees. When left in the dark, people draw conclusions that tend to be worse than reality. Leaders, therefore, need to candidly explain the current state of affairs and the strategy for weathering the next few years.
 
Recently we've seen companies achieve success by holding "summits" to explain to every level of talent strategic plans, realistic expectations, goals and reasons behind actions. However, as talking is only a portion of the communication spectrum, it's equally important to behave in ways that open the lines of communication and therefore build trust. Surprisingly, we've found that many behaviors commonly exhibited by leaders tend to break down trust.
 
Utilizing constructs based on the Fundamental Interpersonal Relations Orientation model, which identifies fundamental interpersonal needs that drive behavior, we've found that it's not uncommon for senior managers to possess high "expressed" needs for inclusion, but low "wanted" needs.
 
According to the theory, the extent to which a person will initiate certain behaviors is termed as expressed, while the extent to which they prefer to be a recipient of those behaviors is wanted. For example, if someone craves affection, yet is fairly unaffectionate themselves, they could be termed as having a low expressed and high wanted need for affection.
 
So managers may, for example, very actively invite their employees to meetings or social gatherings. However, when asked by their employees to attend such gatherings, they often don't show up. Even worse, sometimes they don't show up for their own events. Such behavior strongly tends to break down trust -- particularly in this economy. As simple as it may sound, just showing up to meetings and company parties goes a long way toward building trust because it shows that you care.
 
Additionally, managers possessing a low expressed and high wanted need for "affection" often prompt employees to open up about personal or work-related things, but fail to reciprocate. Getting someone to open up and then failing to demonstrate openness in return tends to break down trust, ironically making it less likely that they'll open up again. While there are boundaries when it comes to managers opening up to employees, expressing openness on a personal level -- and therefore willingness toward a degree of mutual vulnerability -- is a highly effective way to build trust.
 
Also, consider a manager with high expressed and low wanted needs for "control," which may be exhibited in a tendency to hoard work. Failure to delegate often sends a message to employees that you don't trust them. Delegation, on the other hand, is, in and of itself, an expression of trust -- a necessary step in building mutual trust.
 
Building Trust by Showing Appreciation
 
Both studies also identified employee appreciation as key to building trust. Beyond praise, however, find out what actually motivates your employees and let them work on the kinds of things they enjoy. Additionally, we've found that small, yet meaningful, perks such as paying for dinner and cab rides for employees who work late, half days, summer Fridays, professional-development opportunities and time off for personal development go a long way.
 
A perhaps even more meaningful way to show appreciation involves identifying your employees' core needs/issues and figuring out ways to meet those needs.
 
In very few areas is this more impactful than stress management. Identify employee stressors and, on an individual basis, do what you can to relieve them, and your employees will begin to see reason to trust you.
 
Using what is known as "Grip" theory -- a construct for addressing stress responses based on the Myers-Briggs Type Indicator instrument -- we've learned that both signs of stress and stressors vary greatly by personality type, and aren't always obvious.
 
When we're "in the grip" of stress -- a phrase coined by clinical psychologist Naomi L. Quenk to describe the feeling of being "beside ourselves" -- we're not operating from the aspects of our personality that are most practiced and familiar to us.
 
As such, our behavior can be clumsy and unpredictable. Furthermore, grip-level stress can lead to sub-par performance, as we tend to work harder and work longer hours but are less effective because we're using preferences and functions where we are less fluent.
 
For example, someone with a preference for "extroversion" and "thinking" might deal with the stress of company upheaval with what may be perceived as cool detachment and efficient determination.
 
Such unusual calmness in the midst of the storm, however, may be the sign of tremendous inner turmoil, and an employee close to their breaking point. For such an individual, stressors may include lack of control over time and tasks, a disorganized environment and frequent interruptions.
 
Alternatively, someone with a preference for"introversion" and "thinking" may react to criticism or hostility with paranoia. An otherwise self-assured employee may begin to believe that no one likes them, and even express these feelings to co-workers.
 
However -- particularly if this is not usual behavior for this person -- it may once again be a sign that he or she is stressed to their breaking point. For such an individual, typical stressors may include working under strict regulations, being dependent on others for work results, and too little time alone.
 
By taking care to identify these stressors and offering workplace concessions that relieve them, leaders may demonstrate true appreciation for the employee's contribution and make great strides toward building trust.
 
By the same token, leaders need to be aware of how the "grip" phenomenon may affect their own behavior in ways that break down their teams' trust in them.
 
For example, an executive normally heralded for an open communication style may become withdrawn; a manager who is consistently reasonable may seem irrational or overly emotional; or an executive who provides autonomy for employees may become a micromanager.
 
When this happens, the team becomes confused by this uncharacteristic behavior and trust breaks down. By addressing their own stress reactions, leaders can offer a more consistent presentation, increasing their teams' trust in their judgment.
 
These varied tactics have one thing in common: they demonstrate that the employer is dedicated to the well-being of the employee -- an indispensable component in rebuilding trust.
 
Barring extraordinary circumstances, it's safe to assume that your company can't take for granted that its employees believe their best interests are a top concern for management. If you want to retain these valued workers, you need to show them why they should believe it.
 
For many organizations, this will only be accomplished when leaders quit worrying about whether time and money spent on employees yields direct ROI -- at this point, the ROI is that top-tier employees don't quit.
 
 
[About the Authors: Dr. Sarita Bhakuni, a psychologist, trainer, senior organizational development consultant and assessment expert for CCP Inc., holds master's and doctorate degrees in clinical psychology. Michelle Johnston, consultant for CCP, is an experienced industrial and organizational consultant. She holds a master's degree in clinical psychology and is currently completing her PhD in industrial and organizational psychology.]
 

How Could Our Not-for-Profit Accurately Predict Future Skills Needs?

How Could Our Not-for-Profit Accurately Predict Future Skills Needs?
[Workforce Management | January 20, 2011]
 
There are three categories to emphasize in the future: people skills, technology skills and developmental skills. You will need good leaders who are conversant in gaming and simulation. Strive also to hire people with the potential for professional development.
 
 
Q: We run a not-for-profit association that provides recreational services to military service members and their families. We are thinking long term about the types of skills requirements that our business will need during the next five to 10 years. How can we know which skill areas might be most important? Is there a clear-cut way to make an educated guess? We aren't in the predicting business, but we want to invest in the right skills.
 
- Peering Into the Future, assistant manager, not-for-profit, Singapore
 
A: I applaud your inquiry. Rarely do human resources professionals take time to understand the importance of recruiting future skills. For a not-for-profit in the recreational field, there are three main categories of skills you will want your people to have as you move into the future: people skills, technology skills and developmental skills.
 
Because you will probably continue to rely on sponsorship, you will want your development people to have excellent powers of persuasion. This skill will also be helpful in recruiting new members as well as new employees. Hint: Have your internal and your external marketing people work together so that your employer brand and your organizational brand are aligned. (Sometimes not-for-profits forget this important step.)
 
Also in the area of people skills: You will need good leaders as well as good followers. As you grow, you will need people who are good at working in teams to accomplish projects. When you are ready to expand to a second club, you will need people who are good at establishing systems and procedures in new environments. You can recruit for these particular skills by using behavioral interviewing.
 
Second, as we all know, technology is becoming more and more important in recreation and fitness. You will want to hire some people who are familiar with the "latest and greatest" in gaming and simulations. Today, it's the PlayStation, Wii and the Xbox. Who knows what tomorrow's technology will bring? Hire people who pride themselves in staying on the leading edge. They will probably be members of the millennial generation - sometimes called Generation Y.
 
To repair these systems and your increasingly sophisticated machines in the club, you will also need people who are good (and fast) technicians. Machine downtime discourages people from visiting your club, so you will want to have any broken machines up and running as soon as possible. Be sure to include a practical test in your pre-employment candidate assessment. (One of the worst hires I ever made was when I believed a young woman whose resume said that she was able to program in HTML; I didn't find out until after I hired her that she thought being able to use Dreamweaver was the same as being able to program from scratch.)
 
Finally, you will want to hire people who have the ability to develop and grow, so that they may grow with your organization. Many of the jobs that will exist in 10 years do not exist now. Hire people who are adaptable and who not only can learn new things, but also enjoy learning them as well. And although in your area of recreation you will hire many young people, do not dismiss your candidates from other generations. What is most important is that the candidates want to keep developing themselves.
 
 
[Source: Joyce Gioia, strategic business futurist, The Herman Group, Austin, Texas.]
 

Anatomy of a 21st-Century Leader

Anatomy of a 21st-Century Leader
by Sharon Daniels | Chief Learning Officer
 
A soft economy, marked by weak sales, high unemployment and staff anxiety, has plagued businesses worldwide. Multiple industries have been made vulnerable, and many businesses have turned to new leaders in an effort to find solutions.
 
The shift in business is happening at a time when the pool of available leaders is dwindling. Not as many are taking advantage of retirement thanks to the economy, but quite a few older workers have left the workforce. These baby boomers hold large chunks of institutional knowledge for their organizations, and the bench of ready successors is lean.
 
At the same time, the global economic downturn has forced many companies to do more with less. As attrition continues, few if any successors are being hired, leaving existing staff to do work above and below them. Simultaneously, managers are challenged to cut costs while growing revenue, often working with fewer resources and higher demands. This has left many middle managers overburdened and unmotivated, which can negatively affect internal lines of succession and threaten leadership continuity.
 
The uncertainty affecting organizations on multiple fronts has pushed employees lacking formal authority to step up and lead many business segments in new ways. A void created either by superiors who are overburdened or by positions that have not been filled has offered these regular employees - many with high potential and great ambition - opportunities to provide leadership, even though it has not been part of their direct responsibilities.
 
This type of unofficial leadership can take many forms, including the front-line worker who is now designated as a team lead while a management position is waiting to be filled, or a project manager who is expected to develop and improve his or her team members even though he or she is not responsible for their formal professional development. Further, in today's environment, many companies face extraordinary problems that are creating demand for people who demonstrate more than purely business skills.
 
All of these factors coalesce into six general leadership zones, or areas of strength. Each contains a number of specific practices that exemplify a new leadership model needed to succeed now and in the future, according to AchieveGlobal research released in February 2010. The study sought to define the qualities and behaviors of an effective and successful 21st-century leader. The research began by identifying leadership trends documented in peer-reviewed academic and industry journals over a two-year period.
 
Research culminated with a quantitative survey that was developed and launched in the United States, Mexico, India, China, Singapore, Germany and the United Kingdom, where 971 responses were gathered from business and government leaders and employees. The core questions that guided this research included: What constitutes effective leadership today? How has leadership changed to keep pace? What behaviors are still important for leaders?
 
Study responses from a combination of executives, front-line managers, midlevel managers and business unit managers revealed a core set of leadership practices in six different zones.
 
"Effective leaders are nimble and are able to adjust their leadership style to accommodate different situations and personalities," said Scott Trent, chief human resources officer with Montana Rail Link. "Leaders who show strength in all six zones can draw on the appropriate practices when the time is right. The days of purely focusing only on business objectives are over. Leaders must be able to couple their business acumen with command of all other leadership zones to effectively and successfully address the evolving demands and concerns of the global corporate environment."
 
It is important that leaders assess their current responsibilities, goals and challenges when working to develop their command of the zones. Understanding the role they play in the organization can lead them to focus on those zones that most closely complement their job. However, it is important to remember that leaders must be proficient in all zones if they hope to truly make an impact today.
 
The zones that will help organizations get on the right leadership path:
 
1. Reflection:
Leaders should assess their motives, beliefs, attitudes and actions, asking, "How can I make sure my limitations don't lead me to make poor decisions?" To succeed in this zone, leaders should:
 
a) Take responsibility for their mistakes.
b) Seek knowledge to make sense of the big picture.
c) Examine what role they play in the challenges they face.
d) Treat failure as a chance to learn and grow.
e) Reflect often on their leadership performance.
f) Give serious consideration to opinions that differ from their own.
g) Speak frankly with others to learn from them and build trust.
 
2. Society:
Leaders should apply principles such as fairness, respect and "the greater good" to balance individual and group well-being. To succeed in this zone, leaders should:
 
a) Act ethically to serve the larger good, not just to obey the law.
b) Encourage others to take socially responsible action.
c) Openly challenge unethical decisions and actions.
d) Take action to benefit others, not just themselves.
e) Recognize and reward others based on merit, not on politics.
f) Make fair decisions, even if they have a negative impact on themselves.
g) Take steps to reduce environmental harm.
 
3. Diversity:
Leaders should respect and leverage basic differences such as gender, ethnicity, age, nationality and beliefs. To succeed in this zone, leaders should:
 
a) Strive to meet the needs of customers representing other cultures.
b) Encourage collaboration among people from different groups.
c) Display sensitivity in managing across cultural boundaries.
d) Collaborate well with people different from themselves.
e) Effectively lead groups made up of diverse people.
f) Learn about other cultures' business practices.
g) Manage virtual teams with explicit customer-centric goals and practices.
 
4. Ingenuity:
Leaders should offer and execute practical ideas - and help others do the same - to create a climate in which innovation can thrive. To succeed in this zone, leaders should:
 
a) Help other people adapt quickly to change.
b) Help groups develop a shared picture of a positive future.
c) Develop themselves to improve overall group capabilities.
d) Solve real-world problems by thinking clearly and engaging others.
e) Tell stories to motivate others to meet strategic goals.
f) Find ways to promote speed, flexibility and innovation.
 
5. People:
Leaders should connect with others on the human level shared by all to earn commitment, inspire effort and improve communication. To succeed in this zone, leaders should:
 
a) Read a range of emotions in others and respond appropriately.
b) Adapt to different groups' leadership needs.
c) Help others resolve work-life balance issues.
d) Make a daily effort to inspire customers' and colleagues' trust.
e) Minimize the negative human impact of their decisions and actions.
f) Build and maintain a cross-functional task network.
g) Communicate well with customers and colleagues at all levels.
 
6. Business:
Leaders should develop strategies, make and execute plans and decisions, organize others' work and guide efforts toward predicted results. To succeed in this zone, leaders should:
 
a) Adapt quickly to changing business conditions.
b) Manage operational costs.
c) Learn new ways to make business competitive.
d) Develop and implement effective business plans.
e) Analyze and use hard data to promote business results.
f) Manage customer acquisition, retention and lifetime value.
 
These findings have support from other recent studies. Research by Bloomberg's BusinessWeek.com, published in February 2010, for instance, indicates that 64 percent of people from the top 20 companies for leadership say people in their organizations are expected to lead even when they are not in a formal position of authority. At other companies that figure is closer to 35 percent. According to the report, "How Companies Develop Great Leaders," the top 20 companies are significantly more likely to focus on "positioning for the future" than other companies.
 
Around the globe, companies are exploring their leadership strategies, and more than one-third say the worst of the downturn is behind us, according to "Managing Talent in a Turbulent Economy," a Deloitte survey published in January 2010. The survey indicated that companies committed to leadership programs and maintaining their focus during the recession are continuing to develop new career paths for their top performers to propel their organizations ahead. Rather than blindly halting promotions and raises during the economic downturn, these companies provided high-potential employees with development and advancement opportunities that allowed them to work in different departments or take on new leadership roles.
 
As organizations groom young staff for success and revise career paths, an understanding of the leadership zones is vital. The zone model of leadership suggests that the difference between a manager and a leader is much like the difference between a raisin and a grape. If a raisin is a grape with something vital missing - water - a manager is a leader with many vital things missing.
 
Seen this way, a manager is competent primarily in one zone: business. Managers make and execute plans and decisions, organize the work of others and guide effort toward predicted results. Leaders must do these things, too, but they must also demonstrate ability within the model's other five zones.
 
Just as a raisin has vital nutritional value, a manager has vital organizational value. In fact, respondents to the aforementioned AchieveGlobal survey at every level in every global region consistently rated the business zone more highly than other zones - and for good reason: Without business results, no one succeeds.
 
According to one focus group participant in the research, "That's how you are defined as a leader today - by measuring your results and how effective you are in delivering them. Business profitability is one thing, but you also have to make sure you have a healthy organization in other zones as well. You don't want to focus on making the profit one year, but future business is not there because you'd created an environment where people did not feel comfortable."
 
Achieving business objectives is wonderful and necessary, but it's not enough in today's environment. Complex problems demand greater reflection. People respond when they're engaged emotionally, not just intellectually. That means today's effective leaders must move smoothly through multiple zones and practices to keep their organizations on track for success.
 
 
[About the Author: Sharon Daniels is the CEO of AchieveGlobal.]
 

How Should We Recognize Team Goals Over Individuals?

How Should We Recognize Team Goals Over Individuals?
[Workforce Management | February 03, 2011]
 
You could keep your individual recognition program if it is working well and add a team recognition option. If you do increase your reliance on team recognition, remember to acknowledge individual team members for special efforts or accomplishments.
 
 
Q: We have an internal recognition program that focuses on individual efforts. This recognition provides highly public praise at multiple levels for those who exceed expectations or show extraordinary effort, plus a small monetary incentive.
 
Since our company is facing some important staff changes, we have to look for a new approach that recognizes team goals rather than individual. What points should I consider?
 
- The Team Recognizer, recruitment and selection, Santo Domingo, Dominican Republic
 
A: Individual vs. team recognition doesn't need to be mutually exclusive. You can keep your individual recognition program if it is working well and add a team-recognition option - perhaps a parallel program that is available at multiple levels, emphasizes exceeded expectations or extraordinary effort, and also includes a small monetary incentive for team members.
 
If you do increase your reliance on team recognition, remember to acknowledge individual efforts within the team. You can have teams do this by having each member rank the contribution provided by all other members. You then could recognize team members with the highest aggregate scores.
 
The most powerful forms of recognition don't involve much monetary value, if any at all. Nonmonetary forms of recognition are more important to employees, such as allowing the group to do a "praise barrage" in which team members provide positive verbal or written comments to other members. This type of praise enables team members to state why they value working with that person.
 
Remember that although public praise tends to be a motivating factor, not everyone wants it. Some 20 to 30 percent of the population is private or introverted, and thus prefers to avoid public recognition. In these cases, meet them at their expectation by providing more personal forms of recognition. Show your appreciation with written notes, personal thanks and other thoughtful gestures.
 
 
[Source: Bob Nelson, president, Nelson Motivation Inc., San Diego.]
 

Hiring and Managing the Overqualified

Hiring and Managing the Overqualified
by Ladan Nikravan | Talent Management
 
The abundance of overqualified talent applying for jobs below their education and skill levels is yet another lingering effect of the lackluster job market. But this pool of job seekers should not perceive their overqualification as as burden, and talent managers should realize that, if properly managed, these workers can offer more than managers expect.
 
Traditionally, companies avoid hiring overqualified workers because they tend to be unhappy with the limitations of their position or are unmotivated to excel in assigned tasks and thus commonly quit. Although many are simply grateful to be working right now, overqualified employees still need to be strategically placed and supervised by talent managers to ensure they're adequately challenged.
 
"Smart companies want the best athletes," said Janice Ellig, co-CEO of executive search firm Chadick Ellig. "In a market with an oversupply of great talent, companies should always be on the lookout for people who will not just help them today but will fit their strategy going forward."
 
In a labor market where job seekers sometimes outnumber openings 5 to 1, the rise of overqualified talent in companies is not surprising. These mature and skilled individuals are just as productive as their less skilled counterparts when placed and led properly.
 
"The cultural fit within an organization has to be there for an employee," Ellig said. "The values have to be in sync. The communications have to be a two-way street. If those are all in play and in place, great people will surely stay."
 
Managers: Challenge Them and Let Them Grow
 
Employers are seizing the opportunity to stock up on discounted talent, but without the foresight to develop their roles, many of these employees will not stay. Employees need challenges and room to stretch to maintain motivation. Organizations that hire overqualified employees need to find more meaningful work for these employees, challenge them and accommodate the types of skills and qualifications they have.
 
"If a position is not quite at the level of a candidate, a company can look at doing several things to fully utilize that talent and keep the person engaged," Ellig said. "They can combine two positions into one to broaden the scope. If that's not possible to do, they can look, and promise, to do that down the road. If they can't do that now or later, the individual should be given a stretch project assignment, even if it's outside of his or her particular department or sphere of expertise, to add fresh perspective, view and value to the organization and their own work."
 
Overqualified employees could conduct on-the-job training and mentor newly hired employees, for example.
 
"Since companies aren't spending the same amount of dollars in training and development [as] they have in the past, when you have very experienced people you can use them as advisers to people less experienced," said Kathryn Kehoe, managing director at CMF Associates. "When you have people who have a lot of experience, they've worked through several economic cycles and have come through the eye of the needle, and that familiarity with the industry should be used to train the less experienced."
 
According to David First, vice president of learning and development at Suffolk Construction Co., hiring an overqualified candidate also challenges veteran employees in a positive way.
 
"You want to have a culture in your company where people aren't going to be threatened by being challenged, think being challenged is a good thing and believe having very talented people below them is a positive," he said. "You want to take the best people you possibly can and challenge yourself as an organization to keep them engaged and happy in their positions."
 
Changing the work environment to allow more autonomy and embrace stimulating work will compel overqualified candidates to grow within their positions and expand their job duties in multiple directions.
 
"A lot of times you can grow and it doesn't have to be vertical," First said. "It can be horizontal, it can be side to side into different positions, it can be learning about different roles, it can actually be about something T-shaped so that you're learning across the organization. It's all about challenging folks and watching them move."
 
Managers of overqualified employees must use empowerment and development to overcome the negative impact of perceived overqualification.
 
"You might find that they find creative ways to improve the product or service, improve the job, make it more challenging for them and at the same time produce levels of product or service that you haven't seen before," said Edward Lawler, author of Talent: Making People Your Competitive Advantage and professor of business at the University of Southern California Marshall School of Business. "It's not automatic that just because someone is overqualified they will necessary leave. It's a risk, but it's far from a guarantee."
 
Organizations: Reap the Benefits
 
There are several benefits that come from hiring an overqualified candidate. When an employee with a lot of work experience joins an organization, he or she brings a lot of experience. Prior experience is a valuable quality in a prospective employee, and the more experienced he or she is, the more able the individual is to deal with difficult situations. Additionally, he or she can become a source of inspiration for other employees, who may want to learn from that employee's experience.
 
"Companies need to be open to other ways of doing things," said Audrey Tillman, executive vice president of corporate services at Aflac Inc. "Overqualified employees bring new and valuable ideas to organizations, and managers should want to hear from them. Someone who has proven talented, experienced, hardworking, energetic, and has aspirations is very beneficial to a company. Even though we're tightening our belts, we still want to give employees opportunities to stretch and grow outside day-to-day work."
 
A healthy and productive work environment is essential not only to improve employee efficiency but also for the overall growth of the company.
 
"You need to hire for today but keep in mind the business unit of tomorrow," Ellig said. "Hiring an overqualified individual gives a company tremendous bench strength and vast potential. You'll always have an abundance of talent and a succession plan."
 
As we progress into economic recovery, that bench strength will become increasingly important. Today's overqualified hire will be the perfect person for a higher-level position in 12 to 18 months, Kehoe said. The potential to retain an overqualified employee depends on prospective opportunities for the position the employee is in as well as the overall outlook of the company.
 
"You need to see if your organization is expecting to grow and develop and come up with more complex products or service delivery," Lawler said. "If you are, then it makes sense to hire someone who is may be a little overqualified, providing you can see a way for them to grow the job or see people moving or retiring fast enough for the individual to move up."
 
If a company is focused on the future and has inventoried top talent and projected employment gaps, both the employee and the employer stand to benefit.
 
Handling the Truth
 
Most overqualified employees do not have to be reminded of the opportunities they are currently being given. Many unemployed professionals are willing to take pay cuts and drop a few steps down the corporate ladder for the promise of a paycheck. In fact, in some cases candidates are hiding lofty degrees, titles and experience to get a foot in the door. Withholding that information is the only option some overqualified candidates see in order to get an interview.
 
"All of the attention that comes from the press on the dangers of hiring someone who is overqualified for a job and the potential of negative consequences that can come from that hire have caused things like this to happen," Lawler said.
 
First agrees and said society has deterred talent managers from seeing the benefits of hiring an overqualified individual.
 
"I can't blame these candidates for wanting to put food on the table or pay their mortgage," First said. "In a closer-to-perfect world, we would have organizations understanding that these people can contribute more than anyone else and that they're lucky to have them."
 
In order to form an agreeable, lasting relationship, both the overqualified employee and the employer must be honest and forthcoming with information. Prospective employees need to know the scenario they're coming into from the start and what the expectations of that role are.
 
"Companies need to communicate their needs very thoroughly so there are no unmet expectations," Tillman said. "What's available is what the employee is applying for. That's all there is, and if they take that position, they're accepting the roles that the company should have made very clear."
 
Experienced, highly qualified workers have a lot to offer, so rather than looking at the worries in hiring someone who's overqualified, hiring managers should focus on what they're getting, which, if properly managed, can be a better asset than imagined.
 
What Do Employees Think? Just Ask
 
New employees join an organization with a high level of commitment, but the honeymoon stage doesn't have to dissipate.
 
Problems arise in the employer-employee relationship when expectations do not become realities. In order to ensure ongoing commitment well after the employee gets situated, companies are using new-hire surveys to assess new employees' level of satisfaction.
 
Turnover costs are one of the largest controllable expenses incurred by organizations, and communication in early employment is crucial to develop a healthy relationship and maintain commitment from newly acquired talent. Establishing a strong bond between an employee and employer boosts engagement and can drive results faster.
 
"There's so much going on with the new hires that you just don't know if you don't ask," said Beth N. Carvin, CEO of Nobscot Corp. "It's all about retention and helping employees get off to a good start with an increased speed to productivity. New-hire surveys help organizations audit their processes; it's a wonderful way to really improve procedures and reduce early turnover."
 
Carvin said employee turnover is a bigger problem now than ever before. In the past, employees were willing to work through obstacles and often opted to stay to avoid being perceived as job hoppers. Although the recession has put a tighter leash on those wishing to jump, employees are still more likely than before to leave.
 
"Today, people are less likely than ever to stay if there's an issue, if it doesn't feel right or if the expectations are different from what they thought," Carvin said.
 
To effectively use new-hire surveys as an engagement tool, companies need to have a scheduler who plans the distribution of surveys to new hires on a staggered basis and a determined process on how to conduct surveys. The compiling process and questions asked depend on company preference; what's more important is what is done with the numbers obtained.
 
"Collecting data is as good as what you do with it," Carvin said. "You can collect all the data in the world, but if you don't use it, there's no point in even having it. It's really important that as you're collecting this data, you begin to create action plans and create a bit of a road map of things that you can work on or solve that can improve the process."
 
Survey results need to be aggregated in a way that highlights trends rather than individual or anecdotal performances. The purpose of these surveys is to improve the process and organization - not to provide performance data on the individual employee. According to Carvin, a company can best guarantee honest feedback if employees understand the purpose of the survey and receive clear communication on when it is coming. Tangible proof of improvements from previous survey results help, too.
 
"New-hire surveys can create a company standard that acts upon the criticism of new employees and the inclusive opinions of everyone in the organization," Carvin said.
 
Through the use of new-hire surveys, organizations can identify critical job features that ensure the success and satisfaction of newly hired employees and forge a strong employer-employee partnership that minimizes turnover.
 
"Taking action is really important for improving your organization and improving the corporate culture around employee feedback," Carvin said.
 
 
[About the Author: Ladan Nikravan is an associate editor for Talent Management magazine.]
 

Foresight as a Leadership Attribute

Foresight as a Leadership Attribute
by Randy Emelo | Talent Management
 
Vision has been among the most coveted and discussed leadership qualities of the past two decades. This much sought-after trait allows leaders to guide their organizations by creating meaning and purpose. When applied strategically, this translates into practical plans and meaningful work.
 
Attaining this critical skill often comes through the use of foresight. This does not mean guessing about the future of forecasting current trends. Foresight means identifying relevant opportunities that are emerging and strategizing how to make the most of them today.
 
Agilent Technologies understands the critical nature of foresight and how it can positively impact the organization, product offerings and customer experiences. "We have to anticipate and lead technology and market waves," said Darlene Solomon, Agilent's chief technology officer. "We need to pay attention to trends so that, with the right opportunities on our radar screen, we can make the best possible investment decisions and trade-offs."
 
This vital skill impacts almost every facet of leadership. For example, leaders with foresight are able to make better decisions because they act while they still have multiple options. They keep themselves open to future alternatives and can take action when needed.
 
Similarly, leaders can engage in more effective strategic planning by leveraging foresight. When this occurs, they can accurately construct success scenarios and validate their plausibility in advance because they look ahead in the right manner. This eliminates tunnel vision and allows them to take advantage of multiple opportunities that may arise.
 
"In Agilent, we must determine our R&D investment priorities well ahead of clear market demand," Solomon said. "That's the only way we can achieve technology breakthroughs and offer the right products at the right time for emerging market needs."
 
The Right Balance
 
While foresight is a critical leadership skill to possess, it is not always the easiest to hone. People can get stuck in the past, causing them to aim low today to avoid repeating difficulties. In other cases, leaders run the risk of fixating on the present, simply projecting current consumer demand, revenue growth or labor needs from this quarter into the next without clear thoughts about the future. Others can look so far into the future that they become disconnected from reality.
 
The most difficult part of exercising effective foresight is knowing how far into the future to project in order to have the greatest impact and relevance.
 
Pioneering psychologist and management scientist Elliott Jacques suggested that the one unifying principle of effective leadership is the management of time. In his time span of discretion theory, the higher up in the organizational hierarchy people rise, the more responsibility they have and consequently the longer time span they need to operate from. In essence, this means that higher-level leaders need to practice foresight that looks out into the future at a greater distance than people who are lower in the organizational hierarchy, such as individual contributors and managers. Yet these leaders need to leverage foresight to the right degree so they do not present themselves as seeming disconnected from reality or espousing an exaggerated future.
 
Collaborating to Develop Grounded Vision
 
Foresight is a dynamic process that changes swiftly, and most people fluctuate in applying it productively. The goal is to be able to call on foresight when needed and to feel confident that it will provide the insights necessary to lead effectively.
 
Four critical practices can develop productive foresight.
 
1. Collaborate.
People who lack foresight tend to discount the value of others' perspectives. Their monocular vision lacks the depth and feel of reality that can only be gained through genuine collaborative learning exchanges. Intentionally working with people who have different perspectives helps leaders better reflect constructively on the past, honestly evaluate present data or trends and thoughtfully consider multiple future options as part of strategic vision.
 
2. Reflect.
Foresight begins with the past, which holds the rhythms and patterns that give people clues about the future. The more leaders understand the past, the better equipped they will be to predict what's next. They need to train themselves to see signs in the past - and in the present - that can indicate actions for the future. Interacting with others about personal reflections helps test the assumptions and perceptions upon which leaders base their view of the future.
 
3. Envision.
Insightful reflection on past or present realities and trends needs to inform an actionable vision for the future. Envisioning includes sorting through the long-term implications of present trends for unexpected challenges and unexploited opportunities. It is not just picturing a preferable future but considering several possible futures. Leaders must look beyond current competitors and current products to see where trends are taking their market. At the same time, leaders must scan the horizon for emerging technologies and practices that impact production and consumer behavior. Again, multiple perspectives are essential to create visionary possibilities that are powerful enough to inspire and grounded enough to be trusted.
 
4. Strategize.
Once leaders have discerned future opportunities, they need to consider their implications and meaning. They should gauge the effort, resources and time required for each opportunity to understand the impact it could have. Leaders can then create a detailed, workable plan, model or strategy that can bring this opportunity into reality. Monthly discussions with others about future possibilities and options can help leaders quickly adjust strategy and keep positive momentum moving forward toward end goals.
 
Networked Learning Is Imperative for Leaders
 
Throughout this productive foresight process, collaborating with others is critical for leaders to be successful. Developing a foresight network of advisers, subject-matter experts, collaborators and thought leaders across one's enterprise and from different generations and backgrounds is essential to create a vision of the future that is flexible, creative and realistic.
 
Agilent practices this technique with great success. "Our multidisciplinary teams collaborate extensively across our businesses and with thought leaders in academic, government and industrial research venues. These relationships also augment and validate the value of our research," Solomon said.
 
To be as effective as possible, leaders need to engage with advisers across the organization, throughout various job levels and outside the organization, if possible. Cross-functional collaboration helps arm leaders with experiences, information and relationships that can provide them with a broader view and understanding of the entire organization. This, in turn, can help them develop a more enterprisewide strategic mindset.
 
The same can be said for relationships that occur throughout an organization's hierarchy. Leaders can connect with people higher in the organizational chart to understand the bigger picture, to get an idea of resources that are typically beyond their purview and to navigate political channels. Leaders can connect with people at a peer level to innovate, commiserate, brainstorm, generate ideas and gain fresh or unique perspectives. Leaders can connect downward in the organizational hierarchy to get in touch with emerging trends, methodologies and technologies.
 
Collaborating with a network of advisers creates a robust, first-person knowledge repository that leaders can tap into as they work on critical skills such as foresight. This provides learning connections where people can reflect on the past and present to develop strategies for their future work responsibilities. Investing at least one or two hours a month to think reflectively, collaboratively and consider future responsibilities can benefit any individual and any organization.
 
Foresight and Leadership Domains
 
Leaders who practice foresight effectively do not get trapped in the past or the present, but rather envision a preferred future. They see the possibilities and lead others toward these opportunities. Foresight is such an integral leadership quality that the ability to project it effectively directly impacts several leadership domains.
 
There is no clearer example of this than the response to the mobile Internet market. In March 2000, Palm Inc. issued its much anticipated initial public offering (IPO). When the dust settled at the end of the day, the $95 per share price tag gave Palm a $38 billion dollar market value. At the same time, shares of Apple were trading around $30. Yet, when Palm was acquired by HP in July 2010, shares of Palm stood at less than $6, while shares for Apple hovered around $260 and were climbing. The effective use, or lack thereof, of foresight concerning the mobile Internet wave was a defining difference between these organizations' situations.
 
Foresight has a strong effect on five leadership domains:
 
1. Decision making:
With foresight, leaders can explore multiple options that can leverage trends. Without foresight, leaders run the risk of not having time to leverage multiple options and instead being forced to react to the market, often too late.
 
Palm released a Web-oriented operating system (webOS) in 2009, two years after Apple introduced the world to the iPhone. By then Palm was following Apple, which had already defined the future of mobile communication devices with touch screen technology and open architecture that allowed for thousands of applications that personalized the user experience.
 
2. Enacting change:
With foresight, leaders can anticipate resistance to change and minimize any negative effects. Without foresight, leaders stumble blindly through unanticipated barriers and resistance.
 
In 2009, when the Palm Pre was launched, many were convinced that every problem had been solved and the Palm would dominate the "old" iPhone, causing Palm's stock price to jump from less than $5 a share to $18. But people had not anticipated that Apple would counter with a lower price for the iPhone and introduce a new, improved 3G version or that Google would enter the market with the Android operating system.
 
3. Visioning:
With foresight, leaders communicate clearly about exciting future possibilities. Without foresight, leaders will find it difficult to see or act beyond current trends, often ending up one step behind.
 
In 2010, visionary Steve Jobs introduced the iPad, extending the use of iPhone technology and applications into the mobile computing world. Palm, now out of vision and options, was acquired by HP in July 2010, with the company hoping to improve Palm's webOS for use in multiple mobile Internet devices.
 
4. Strategic planning:
With foresight, leaders can accurately construct success scenarios and validate their plausibility in advance. Without foresight, leaders run the risk of only projecting current trends into the future and missing opportunities.
 
In hindsight, the trajectories of both Palm and Apple were set years earlier. When Palm was still trying to figure out how to turn a PDA into a phone, Steve Jobs was taking a look at a tablet-sized, developmental touch screen prototype. As can be seen in a YouTube video of Jobs, he said to himself, "My God, we can build a phone out of this!" He saw the strategic importance of defining and dominating the phone market first and later launching the tablet as an extension of that market.
 
5. Motivation skills:
With foresight, leaders can project a future full of realistic promise. Without foresight, leaders may not be able to communicate more than what is already apparent.
 
In the 10 years since Palm stumbled from the PDA market leader to a market follower, Apple persuasively charted a bold new direction for the mobile Internet market. The use of foresight made the difference.
 
 
[About the Author: Randy Emelo is president and CEO of Triple Creek Associates.]
 

How to Ensure Coaching Has Impact

How to Ensure Coaching Has Impact
by Michael Haid | Chief Learning Officer
 
In today's business environment, strategies can change quickly. Global enterprises need to show sensitivity to local conditions while maintaining organizational alignment. Leaders are under enormous pressure to be agile while executing on the strategic intent of their operations. Coaching can make or break leadership performance in these volatile business conditions. When supported by key stakeholders to ensure shared perspectives of desired business outcomes, coaching can deliver great value when implemented as an organizational process that drives systematic change.
 
Applying Organizational Context to Coaching
 
The one-to-one encounter between a coach and a leader remains fundamental to set the objectives of a coaching assignment. In addition, key stakeholders should also be involved. Stakeholders include:
 
a) The leader's manager, who not only helps define the expectations and deliverables of the coaching engagement but also takes responsibility for creating an enabling environment supporting the leader's post-coaching development and success.
 
b) Senior management and representatives of key functions such as human resources. Both share the responsibility for articulating the organization's strategic objectives and provide input to the coaching effort to ensure that the coaching and strategy agendas are properly aligned.
 
Through this process, organizational context is made relevant. Informed by organizational strategy, as well as by the organization's culture, values, processes and structure, coaching becomes a powerful mechanism for impacting organizational capability and business outcomes.
 
Using a Business Value Chain
 
A business value chain is a specific mechanism by which a coaching approach ensures that strategic objectives are translated into a practical focus for coaching and desired business outcomes. For example:
 
1. Leader Competencies
 
a) Developing talent
b) Customer focus
c) Strategic thinking
 
2. Business Outcomes
 
a) Talent retention
b) Customer loyalty
c) Strategy-driven culture
 
3. Organization Capabilities
 
a) Talent management
b) Service excellence
c) Goal clarity/alignment
 
Once the business value chain has been properly vetted, it then serves as a practical guide for the entire coaching engagement, used to set goals at the level of the individual. It provides a line of sight, allowing the leader to identify objectives at all linked levels of performance, where development at one drives improvement at the next. Targets and metrics are established at the outset, and the leader's proficiency at achieving targets is assessed at regular intervals. Improvement in outcomes predefined by the organization and the achievement of strategic objectives become the ultimate measurement of coaching success, especially where the coaching engagement involves multiple leaders. This strategic approach to coaching delivers three major benefits:
 
1. It takes a comprehensive approach so that coaching not only improves individual performance but impacts the broader organization. It ensures that the leader's interpersonal, leadership and strategic skills are aligned with the organization's desired leadership brand.
 
2. This approach ties coaching outcomes to organizational strategy. Rather than taking a tactical approach where generic capabilities are identified as gaps separate from the leader's unique context, this approach to coaching integrates it with organizational context and strategy. Leaders develop broad capabilities relevant to realizing the organization's strategic objectives now and in the future.
 
3. A strategic approach to coaching supports the development of an organizationwide coaching culture. Addressing the broader context in which the leader operates, it takes into full account the role of managers, colleagues, business strategy, culture and processes. Using insight, tools and experience, the organization creates an environment conducive to the success of the newly coached leader and of the coaching of other leaders.
 
Proving It Delivers
 
With its emphasis on transparency, strategy and organizational impact, this approach to coaching offers new opportunities for measuring the achievement of the coaching goals. This can be accomplished by defining a clear set of success targets and adding accountability to coaching programs by embedding measurement process effectiveness and business outcomes in the coaching design.
 
Metrics should be determined before the coaching begins. It's important to measure the performance of both the organization and the individual leader. Organizational success measures can also be used to set goals and evaluate progress at the business unit or enterprisewide level. Ultimately, measurement helps to determine the impact on such critical business outcomes as productivity, strategic change, employee engagement, leadership brand alignment, talent attraction and retention.
 
 
[About the Author: Michael Haid is senior vice president of global solutions at Right Management.]
 

Going Social

Going Social
by Michael E. Echols | Chief Learning Officer
 
As recently as a year ago, I viewed informal learning, social media and mobile learning as buzz terms. My reaction was summed up perfectly by my Alaskan fishing guide - "all hat, no cattle." Translated from the Katmai Wilderness of Alaska to today's organizations, it means "lots of show but no substance."
 
I was especially skeptical of a recent CLO Breakfast Club audience poll of who in the audience was on Facebook and for how long. I confess I am still not on Facebook even in the face of considerable pressure from my sisters in Florida to become their friend. Hell, I'm already their friend and have been since their birth years ago.
 
But while I was highly skeptical a year ago, today I am a believer. I believe there will be many debates between now and years from now when social learning becomes a relatively stable, widely deployed learning strategy.
 
So what changed my mind? New technology tools, an "aha" moment or a particularly compelling and convincing colleagues showing me the way? No. What changed my mind were customers and the market.
 
The earliest information came from retired Air Force Gen. Frank Anderson - my dear friend and former president of Defense Acquisition University (DAU) - and what he calls "learning at the point of need." DAU was the first corporate university I saw aggressively deploying a learner pull model. This user-initiated pull model is very different from the push model of traditional learning. This latter conclusion applies to both instructor-led training (ILT) and electronic-based delivery in computer-based training (CBT) systems. The hotly debated ILT vs. CBT learning issue completely misses the point of social learning.
 
The next pieces of evidence came in rapid secession. I became a colleague of Karie Willyerd, former CLO of Sun Microsystems and an early collaborator with Bellevue University's Human Capital Lab. While at Sun, Karie championed two Human Capital Lab projects important to the social learning question.
 
The first study, "Sun Microsystems University Mentoring Program," deals with how to measure the business impact of mentoring. Mentoring is a form of social learning where content is unique to the relationship, and behavioral elements - particularly trust and respect - override traditional learning success factors. One interesting finding from the study was that measured impact on financial performance occurred for mentees and mentors. The results were not intuitively obvious.
 
The other key study Karie championed was Sun Learning Services' Sun Learning eXchange. Karie has since left Sun and set up her own company, Jambok, which has the rights to the technological platform created around eXchange. At Bellevue University, we use Jambok as the technology platform for our knowledge management system, another form of social learning.
 
The final compelling evidence for me was delivered at the Fall 2010 CLO Symposium in conversations with clients and in compelling evidence from Best Buy, The Gap and others. When I combine that data with proprietary programs going on with two Fortune 100 clients, it's obvious that social learning is real.
 
The first reason it's real is behavioral. Demographics suggest that within the next decade, millennials will constitute the majority of our employees. They will not only assume leadership positions, but also define organizational culture. The millennials' culture is one of social media.
 
The second reason is financial. Organizations are drowning under the accelerating pace of product information required to support customer-facing associates. In the near future, the amount of content required to support operations will become overwhelming. Customer-facing associates already are swamped by the tidal wave of information required to do their jobs. The content push model of traditional training simply cannot keep up with the pace of change.
 
You may be saying to yourself: "Echols, this tale of hats and cattle is all well and good, but what's the bottom line? I need best practices to convince my management." Well, right now there are no best practices to emulate, but there are lots of experiments going on to define solutions. I repeat, these are experiments, and to succeed, your organization needs to have a culture of experimentation. Experiments produce failures most of the time. Acceptance of failure and disciplined learning from those failures is key because the winners in this arena will be the organizations that learn the fastest, and you can't learn if you don't try.
 
 
[About the Author: Michael E. Echols is the vice president of strategic initiatives at Bellevue University and the author of ROI on Human Capital Investment.]
 

Creating an Engagement Culture

Creating an Engagement Culture
by Tom Roth and Michael Leimbach | Chief Learning Officer
 
Why do some organizations succeed in spite of harsh external business conditions while others do not? Engagement is a key reason. It can help to create higher revenue, greater market share, better margins and greater earnings per share.
 
However, there is an engagement gap and growing cynicism about organizations' efforts to create engagement. While the majority of leaders acknowledge its importance, the vast majority of employees report not being fully engaged. Further, customer satisfaction is at all-time lows, with buyers demonstrating reduced loyalty in consumer and business-to-business markets.
 
The reality is that improving employee and customer engagement is hard, and there are few models to guide leaders on how to achieve it.
 
Engagement occurs when employees and customers make an emotionally based choice to be loyal to a company. Organizations often fail in attempts to improve engagement, but not because they aren't trying. Despite the expenditure of time and resources, employees and customers are not reacting as hoped. In 2009, the Gallup Organization found the number of actively disengaged workers actually has increased 21 percent.
 
The reason so many organizations' well-intentioned efforts yield so few positive results is because their solutions have focused on systems rather than on values and culture. For example, one of the most common mistakes organizations make is to focus on measurement as a lever to encourage greater engagement. While measurement can be an important step along the way, alone it will not create the desired outcome.
 
Another significant cause of failure is a focus on outcomes. Most organizations see the ultimate goal as customer engagement because it is linked to revenue, market share and profitability. A company therefore takes steps to increase customer engagement while ignoring the fact that customer engagement is impossible without employee engagement. In fact, some efforts to engage customers can result in lower levels of employee engagement.
 
Perhaps the biggest failure is a persistent belief that an organization can create engagement. Engagement is a personal choice, not something a company can impose. Employees will choose to expend their discretionary energy. Customers will choose to be loyal advocates. An organization cannot force these choices.
 
What an organization can do is create the conditions under which engagement can occur, and provide employees - and then customers - with the opportunity to make the engagement choice. We call this the culture of engagement.
 
Creating the Culture of Engagement
 
Establishing such a culture is where learning leadership plays a critical and strategic role by creating the conditions for engagement. This means aligning senior leaders and their managers around the value of an engaged culture and understanding the components and requirements therein.
 
Effective leaders will focus attention on five key elements of the engagement culture:
 
1. Creating a culture of opportunity:
 
When we enter a low-engagement culture, we usually find one of two mindsets. The first can be summarized as the "can we survive?" scenario, in which people live in crisis mode and the primary strategy is cost cutting and workforce reduction. The second could be called the "not another reorganization" scenario, where the approach is restructuring or refocusing the strategy. People wonder if changes will work this time.
 
In contrast, we see a different mindset in high-engagement cultures. The "how good can we get?" scenario is about focusing on potential and opportunity instead of loss. People want to feel that they contribute to a winning team, not to a losing team that's barely hanging on.
 
Leaders need to use their current strategy to help employees move forward in the context of growth, not just survival. For example, if a company makes a strategic decision to outsource a particular function, that is certainly a cost savings and efficiency measure, but it's also an opportunity for the organization to increase its effectiveness in customer service. How the organization's leaders communicate the change is critical to how employees see the decision: either as further evidence that their survival is in jeopardy, particularly if jobs will be cut, or as an opportunity to grow and enhance their future success. The organization's leaders can choose to communicate about the move upfront, emphasizing the flexibility and growth opportunities the change will bring. As a result, employees focus on new things they could do in coordination with the new outsourcing partner. Their question becomes "how good can we get?" as a result of this change. Learning leaders must help employees understand the connection between their personal contributions and the organization's ability to succeed.
 
2. Creating a culture of personal accountability:
 
More often than not, employees do what is expected of them. Unfortunately, in low-engagement cultures, managers often fail to communicate expectations. While many organizations have good systems in place to establish and measure performance goals for individual jobs, most are less effective at clarifying behavioral expectations for individuals, regardless of their job function.
 
In high-engagement cultures, leaders at all levels understand the importance of communicating not only clear goals and objectives, but also the standards for how employees treat and communicate with customers and fellow employees. At the organizational level, this means modifying the performance management system to include goals for behavioral expectations in addition to measurable performance goals. At the individual manager level, it means preparing managers to have critical day-to-day conversations and conduct performance reviews in a way that balances clarity about requirements with clarity about behavioral expectations, reinforcing that meeting objectives is important, but so is how objectives are met.
 
The chief learning officer plays a critical role in ensuring that leaders at all levels know how to articulate employee expectations and how to hold them accountable for fulfilling those expectations.
 
3. Creating a culture of validation:
 
Individuals want to know that the company's leaders care about them as people, not just as employees. The fastest way to lose employee engagement is to make employees feel like they don't matter. When leaders fail to take a personal interest in their employees, to recognize efforts, reinforce performance and provide opportunities for development, they teach people very quickly that their contributions don't really matter. Worse, employees may begin to feel that they personally don't matter. Without validation, employees either quit and stay or quit and leave, but they will quit. This is often not an instant decision but a gradual process of diminished engagement and energy loss. Employees start doing things out of compliance - because they have to - and withhold their full commitment - doing things because they want to.
 
Although most leaders are aware of their role in rewarding and recognizing high performance, most do not extend employee recognition on an ongoing, even daily, basis. Busy managers can easily forget that the most effective forms of recognition are those that touch a person in a personal way, that occur immediately after action and that employees perceive as genuine. The recognition could be as small as a brief note to acknowledge performance or a word of encouragement for the marathon someone is running on Saturday. These actions take little time and cost nothing, but the payoff is tremendous in terms of promoting employee feelings of appreciation and value. There can be only so many bonuses handed out and only one employee of the year. Yet every employee who is making a contribution needs to feel personally supported and valued.
 
Having a culture of validation requires learning leaders to go beyond a focus on learning or financial metrics. There must be processes in place to encourage ongoing validation and to ensure managers have the mindset and skills to recognize and reward employee contributions. Learning leaders must ensure that managers understand the value and importance of feedback and recognition and that they have opportunities to learn how to reward and reinforce each individual member of their work teams.
 
4. Creating a culture of inclusion:
 
People don't hate changing - they hate being changed. Engagement occurs when employees are well-informed and involved and have an opportunity to openly express thoughts and feelings. Disengagement occurs when change is imposed.
 
It is a misperception that people are resistant to change. People can be surprisingly flexible if they feel included in the process. In the aforementioned outsourcing example, the company's leaders could offer employees across the entire value chain an opportunity to express their thoughts, ideas and feelings before a decision is finalized. For example, the company might choose to hold a series of meetings to describe upcoming changes and the strategy behind them. Then employees will have an opportunity to discuss the impact of the change on them personally, make suggestions, ask questions and participate in discussions about how to make the most of the change while limiting its negative effects. Being involved in creating the solution and being included in implementation plans can ensure employees respond more positively to a potentially disruptive and stressful change in business operations.
 
In a high-engagement culture, the CLO ensures there are systems and communication channels in place to ensure two-way communication - a dialogue, not a monologue. For example, a Web conference on a company issue with a parallel Twitter feed lets employees comment on the Web conference. This allows information to flow out to the organization and comments and reactions to flow up to the leadership team and across functional lines unfiltered. Of course, for this to work, all of the organization's managers must know how to listen effectively, as well as how to communicate and foster an environment of trust where employees don't feel they are in the dark and where leaders trust employees and keep them well informed.
 
5. Creating a culture of community:
 
How often do employees hear managers say, "Well, the company didn't meet its revenue goals, but our department was successful?" In a high-engagement culture, they never say it. In low-engagement cultures, people often complain that their organization operates in silos, where people believe their primary responsibility is to represent their own narrow piece of the business, and success is measured in personal and department goals. What is not present is the sense that the organization is a community with shared interests and shared responsibility for success.
 
In high-engagement cultures, leaders address this problem by creating cross-functional teams and projects, establishing communication across business units and communicating the sense that every employee is part of the larger organizational community. In these organizations, success is measured first from the perspective of the entire organization, not the department or individual.
 
To achieve a culture of community, the CLO should focus on helping the organization shed its individualist behavior in favor of practices that promote trust, engagement and spontaneous collaboration aimed at sustainability. For example, sharing success stories that show how different functions work together to solve customer issues or create organizational growth, cross-functional problem-solving workshops, or companywide social networking systems allows people from different areas of the company to discover common interests and values. Learning leaders in high-engagement cultures consciously offer opportunities for people to collaborate in a way that nurtures employees' commitment to one another and to their enterprise.
 
Driving the Culture of Engagement
 
Taken together, these five elements provide the conditions for people - first employees, then customers - to make the choice to engage. For learning professionals in the organization, the task is twofold.
 
First, the CLO must communicate to other senior executives the importance of creating a culture of engagement as a first step in engaging customers. While organizational leaders may want to focus on the ends, it is important to make sure they understand the futility of trying to create engagement without first creating the conditions for it.
 
Second, learning leaders need to ensure leaders at all levels understand which of the five elements represent their organization's greatest challenge and equip them with the mindset and capabilities necessary to enable employees and customers to choose commitment, loyalty and engagement with the organization.
 
The end result? The chief learning officer improves organizational performance by creating the conditions under which employees and customers choose to be engaged.
 
 
[About the Authors: Tom Roth is president of the global solutions group and Michael Leimbach is vice president of global research and design for Wilson Learning Worldwide.]