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Welcome to the tutorial on how to facilitate LEAP, which is Leaders Engage in Accelerating Performance. Now, this is a program that we at Boss Builders have facilitated for a number of years now and as you take the program over, what we thought we do is take some time to walk you through the materials and the process that we've used for a long time and share maybe some best practices and some lessons learned as you are going to facilitate this program for your emerging leaders.Now, to set it up, there's a couple things you're going to probably need. First of all, will be the workbooks and so you'll order those from us ahead of time. Those will be shipped and ready to go. We recommend having some tent cards that you can put up. You will be using your insights discovery material and so you could have that ready to go.And then there is an activity in module one that is going to have groups break up and actually build something. And so for that, you'll need, what we usually recommend is maybe a big packet of paper plates, some straws, some tape and maybe glue sticks or anything you want to do construction materials out of enough for three groups. And I'll walk you through how that exercise works and you'll have that. And then I know that you do your photo and your frame and everything, so have that all ready to go. Again, make sure you order the materials ahead of time just so those are available when you're ready to go.Well, the first thing that we usually do when we start is some logistics. And so you can talk about when you want to do the breaks, we recommend that you do a break every 50, that's five zero minutes with a 10 minute break because what that does is it gives people a chance to go stretch, they want to check their phones and do all those things and you'll make up the time at the end, but what you'll find is people tend to be a lot more engaged when they have some breaks and they know that they're going to be getting a break. They won't have that anxiety of, "Hey, I need to check my phone."So this is the opening slide, feel free to change it any way that you want. Take my branding off there. That's probably a good idea. And then we begin with an overview so you can certainly introduce yourself and then talk about what the course is going to look like. So this is in their book and notice on the top of each slide, there is a chapter and page number so that everybody can follow along. If you don't see a chapter and page number, then that picture is not going to be in the workbook.We also recommend too that you have at least two flip charts and some of these are better drawn out than using the slides, but they're there for the slides if you don't want to do that. Sometimes depending on the layout of the room, flip charts are not the best options, so you have that. But everything that you'll need will be on the slides. Just let them know that the intent is to cover all of those modules in two days. Now, on top of that, you always have your legal brief typically with Hoyt and if you have speakers during lunch, that's added in there, but this is the core of the material. If you're going to use insights discovery, probably best to use that maybe right after module two because module two is on communication techniques and then you're going to add that nuance of your insight's profile, which I think will be really good after that. You could also do it before that module, but our recommendation is probably right after.So let them know module one is about what's expected of you and even though you may have the title, maybe nobody's really taken the time to explain exactly what's required of you in that role. Then module two is a big one. It's communication for success. It talks about how to have conversations and there's some really good models in there and there's a lot of practical and there's video clips and you're going to see a lot of video clips in the program. Now, they will be embedded into your slides, but I'm also going to have them available in your trainer guide. You'll actually see them on the video where they fit in and then what I'll do is I'll tell you how to facilitate the debrief because the key with the video is not to be shown for entertainment purposes, there's a demonstration of the technique and so if you can debrief that correctly, it's not only entertaining but it also educates as well.Module three is the biggest one in the course and in our experience, we started on the first day and finish up the morning of the second day. It's driving results. It's how to be an effective manager of performance and there's a lot of tools and techniques in that one and they're very practical, how to get feedback coaching. You'll see when we get into that module. There's a lot of really good information. Now, modules 4, 5 and 6 tend to go pretty quickly and you'll need that because the legal brief will take up some time on that second day and you'll be catching up with questions. And so the module on motivation goes fairly quickly. The team module goes quick because there's a tool that you'll be teaching and then dealing with conflict takes a little bit longer, but that's always a good one. There's a lot of video clips in that one as well.And time management is going to be kind of key in this. No one ever complains if you finish early, so if that happens, well, good. So give your group an overview of what the program is just so they know what to expect.Now, depending on where you're at, there may be the opportunity for John Selldorff to come in and do a talk. I know that you typically schedule these around your annual meetings or biannual meetings and so if he can come live, that's great, if not, there is a standard video which I have and you can embed that into a slide. We've used that not as frequently as we have him actually come and talk, which I think is always best. He'll give an overview, he'll ask for questions, of course nobody ever has questions, then there's always one brave soul that has one and then that's when it usually starts. His brief usually takes about 20 minutes or so because usually he's got to run off and get his meeting started.So once you've had the overview of the material and John gives his brief, then it's time for introductions. And so the way we do this, and this is in the workbook too, is we have people pair up and if there's an odd number, there can be one group of three, and what you'll do is you'll take 10 minutes to interview the person next to you on these questions. And so there's a number of reasons that we do this and I'll explain what we do when we do the debrief, but you're going to want to know a little bit about them, length of time, sometimes you'll do this right on the heels of an acquisition. So you'll find there's a lot of new people, which is really great to do this.Now, the third bullet there, your biggest leadership management challenge. It's really important that when they give you this, that you write these down on a flip chart because we're going to use this when we do the coaching practice on day two. And so as people go around the room and introduce their partner, they'll say, and this is Jeremy Evans and his biggest leadership challenge is blank, make sure you write that up there legibly enough that you can come back to that on day two. Length of time in the role and number of direct reports is good for you as the facilitator to know just so that you have a better idea of what the experience level is. And then the final bullet there, the theme song, this one kind of gets a lot of laughs and you may have to explain it, but basically what your theme song is, is that when you walk into a room what songs should be playing and we kind of pattern that if you watch professional wrestling or boxing or MMA. Usually the fighter comes to the ring and they're playing some sort of song. So ask them, what do you want your theme song to be?So you give them 10 minutes when the 10 minutes is up, then you start having them introduced the partner. And you'll find what the theme songs they follow a pattern, you'll find eye of the tiger usually shows up lots, the Darth Vader theme shows up a lot. Everybody gets a good laugh out of it. Some people will say, "I can't think of a theme song", and that's good. But as you're listening, there's two things that you could be doing. If you have a partner, this is even better. You would be at the board writing down what their leadership challenge is. Your partner should be writing down the theme songs.And what we'd like to do is at the very first break, if you've got Spotify or Pandora, build a quick playlist for this group of their theme songs. Now be careful because some of them are going to have bad words and suggestive lyrics. So you might want to weed some of those out. But what I like to do then is at every break, is to let the playlist play and people can hear their theme song. It's just kind of a little fun thing that sort of builds the tone that, "Hey, there's going to be a lot of material, but it's not going to be a horrible day. We're going to have a good time doing it." Once everybody has gone around the room and introduced their partner, then it's time to debrief this first activity. And so what you say is when we do leadership challenges, we do that for a couple of reasons.Number one, I want you to be able to realize you're not in this alone because you're going to see themes and patterns. You're going to see people with a very similar one. And it's things like, I deal with different personalities at work. I have people that are set in their ways, and just let them know. We're going to do our best to try to address a lot of these topics, but then tomorrow, we're going to do some coaching practice and you're going to get a chance to get some help one on one with your coaching partner to practice the techniques and you may find that you get your problem solved. Then let them know that the purpose of the theme song is to build rapport. Ask them, how many of you felt kind of happy when someone asked you about your theme song? And they'll agree and say that this is really the key to everything to be successful as a leader in an organization is that you have to build rapport.Some of you have known each other for a long time, but I bet you never knew that person had a theme song. And this is the case with your direct reports. They may have things about them you've never known about that make them unique and special. And if you are going to ask them to accomplish great things, doing what you're telling them to do, you need to know what's important to them. And by starting off with the things that are not as connected to work, you're going to find that you build a better relationship. It doesn't mean that you have to be buddy buddy with your folks. In fact, for some people, that's already a problem. But you do have to have a mutual respect and something as simple as asking them, what's your theme song, does that. Let them know. If you do not have rapport, you will not succeed with any of the tools that we're going to be teaching you in this program. So key learning here is build rapport.Now, once you've done that, you'll be amazed. You'll probably be at the end of your first 50 minute time block. And so that's what we would tell you to do is to go ahead and take your very first break and when you come back from the break, then what you'll do is you'll get into module one. So check out the video for module one. We'll continue our tutorial.Module one is your first chance to start talking about what's expected of people in this role. So what we find a lot of times is people that get promoted to supervisor, they are promoted from their level of being an individual contributor. They're usually pretty good at that, and then they get tossed into the role. So what module one does is it kind of gives you an idea of what's expected. So maybe you can start this module out by asking the group, how many of you were just told on a Friday, "Hey, in the next couple of weeks you're going to be promoted to supervisor"? You're going to find there's a fair amount of people. And then ask how many of them were given specific directions on what they would be expected to do, and you can find there'll be very few hands for that. That's the purpose of this module.And so we begin this module with an activity on role expectations. The way the activity works is that you'll divide the room in half, and what you'll do is you'll ask the one group and say, "Listen, what I want you to think about now, and I'm going to give you about five minutes to come together with a list, is make a list of the roles, the goals, the expectations that Legrand expects from you in the role of being a supervisor."When they ask questions, "Well, what do you mean by a role?" Well, then you could say something like this: "How many of you in the room are parents?" And a lot of hands will go up, and say, "Well, how many of you knew when you became a parent that one of the roles you were going to play is chauffeur, driving your kids all over the place?" That will get them to understand this is what we're looking for. And then goals, meaning what are the expectations that Legrand has about you accomplishing things? What kinds of things are they looking for? And then expectations in that. So that's group number one.Now, group number two, you're going to ask them to make the same list, only the perspective they're going to look at is, what do my direct reports expect of me? Roles, goals, and expectations. So have them work together, come up with a list. Give them five minutes, and when they're done, say, "Okay, hold onto your list and go back to your seat."Now, the next thing you can do, you could draw this up on a flip chart, or what you could do is you could go ahead and put up this slide. What we want them to start thinking about is, what is the difference between leaders and managers? And if you draw this up on the flip chart, what I would tell you to do is put everything up there except for the words. So what you would do is maybe make a circle at the bottom and say results, and then have two arrows going down. And then at the top, just put leader and manager, and ask the group, "In the pairing of words, leader and manager, which one is better?" And the room will always say leader's better. You say, "Okay, that's interesting," and then you could also put down something like this, just put down leadership and management, and say, "Which of these two is better?" And everybody, of course, will say leadership is better.You'll say, "Okay, good. Well, let's talk about the purpose of leadership and management that is done by leaders and managers, and that is to get results." So at the bottom in that little circle you drew, you could write results, and you could see it up on the slide. That I would recommend rather than show them the slide, but if you show them the slide, you can just work them through the model the way I'm going to show you.So what we can talk about then, and there's a lot of ways you can do it. The way I usually do it is that I tell them, "We're going to look at the difference between leaders and managers who do leadership and management, and we're going to liken these to 1980s martial arts stars," and of course, everybody's going to look at you funny, but say, "Let's think about this for a minute."So what you would do is you would ask the group, "How many of you know who Chuck Norris is?" Of course, they all would raise their hand, and say, "Who knows what type of martial art Chuck Norris uses?" Well, there may be one or two people that might know, but basically it's this, he uses a form of Kenpo karate and taekwondo. What they need to understand is that if you're going to fight with him, he's not going to be hiding up in a tree. He's going to be right in front of you using his fists and his feet to put you down.So we would say, and this is where you could draw this on your flip chart, "Chuck Norris uses power to get things done. He'll push on you, and that's how we look at management. Management uses power, and sometimes has to push to get results." And then ask the group, "Who can tell me what's wrong with this?" And usually they'll say, "Well, there's nothing wrong," and you'd say, "Exactly."Well, then let's take a look at our other 1980s martial arts star, and that would be Steven Seagal. So what you could do is you could say, "How many of you know what martial art Steven Seagal uses?" Of course, they'll say, "I don't know," but there may be one, and basically he uses something called aikido. Now, aikido is a type of martial art that uses the opponent's power against them. So if he's rushed by somebody, he will just draw them in and be able to subdue them. What you could tell them is he uses influence, pulling to get things done, and that's what we think that leaders do. They influence people to get results. Ask them, "What's wrong with that?" Of course, there's nothing wrong with it. And so our goal then is we get results. Sometimes we have to use power and push. Sometimes we have to draw people and influence to get results.Now, this is where you can debrief the activity. Have the group that put their roles, goals, and expectations from Legrand's perspective, and what you'll probably find is that it's a lot of things that are about numbers and results. And so ask them, "Does that sound more like Chuck Norris or Steven Seagal?" And most of the time, it's more Chuck Norris stuff, and say "Exactly. Even though Legrand says we want you to be leaders, bottom line is they want you to get results through numbers and getting stuff done."Then have the group who did the other perspective read theirs, and you're going to find it's a lot different. It's going to be things like help us develop, help us grow, coach us, lead us, and you're going to say, "That sounds a lot more like the Steven Seagal list, the leadership. So bottom line is, both are important. In the grand scheme of things, Legrand wants you to be great managers and get results, however, people want you to lead them and influence them, so we got to learn both, and in LEAP, you're going to learn both." Once we do that, we can move into expectations. So, we're going to start with the first of many videos that you're going to see in this program. The video is called extreme sheep herding. Now, on page three, there's a little kind of a sheet where they can take some note, and so let them know that the movie was put out a number of years ago by the Samsung LG people, and it's a little dated, but what it's going to show you is people getting things done with sheep. And so tell them to, while they're watching this video, pay attention to the men up on the hill with the walkie-talkies, the men on the ground with the whistles, the dogs, and the sheepWhen the movie's over, people will probably laugh, and you say, "We can learn a couple things from this movie. Number one, these guys have an awful lot of time on their hands. But what we want to do is we want to look at all the players in the video and think about how typically organizations run. So at Legrand, what is the equivalent of the men up on the top of the hill with the walkie-talkies and the playbook?" And the group will probably say, "That's the executive team," and you say, "Exactly." Right now, if you're at your meeting, you can say John Selldorff and all the other executives, they're looking at the big picture. They're job is to see what's coming down the line so Legrand can prepare for that. That's their level.Now, at Legrand, what are the equivalent of the men at the bottom of the hill with the dog whistles? And typically, they'll say, "That could be senior management, VP, director level," and you say, "Exactly. Their job is to listen to what the executive team is telling them coming down the line and put down some strategic plans to get things done. In the video, what are the equivalent of the sheep dogs?" And you can say, "Well, that's actually all of you in this room. Your job is to listen to the whistle and be able to get the sheep going in one direction," and then that's the last question, what's the equivalent of the sheep? And say, "It's typically the workers here," and you say, "Yeah, now keep this in mind. They're not as dumb as sheep, because if you think about the video, what was the most valuable thing in the video? It was the sheep. So our job as the dogs is to be able to be tuned in to where we're supposed to be taken in our people and get our people going in that direction."As a side note, you can share this story. When I was stationed over in Australia, the sheep stations, the ranchers told me that if a dog ever bites a sheep, they put the dog down. So our job is not to bite the sheep. We use our influence to get them going in a direction where we're productive. So it's just one way of kind of looking at the role. It can be a lot of fun.Then we move on to the first of many, many models in this program, and it's what the expectations are of you in this role of the boss, I guess we could call it.So the way we start it off is we say that one way that firefighters know how to put out fires is they understand that fires are made up of three components, and all three have to be in place to burn. This model on the screen is a picture of what's called the fire triangle. So you could ask the group, "What are the three elements that make a fire burn?" Well, there's fuel, there's heat, and there's oxygen. And so the corollary then is if we want to put the fire out, we just simply remove one element. So the question to the group would be, "What does that have to do with us?" And you could say, "Well, nothing," and they'll laugh, but then you put up the next slide and say, "You know what? We want you to be a great boss. The end of every workday, you are the topic of conversation around the family dinner table. What are they saying of you?" And so this is where we have to understand, what are the expectations?Now, just like the fire triangle, there's three areas here that have to be maintained so the fire burns. The first one is along the bottom, and this is one that's typically just a given, right? You have to be able to fix systems and processes, and let them know, "Many of you were promoted to supervisor because you were really good at this," and that's important because if you ever had a boss that's dumber than you, you know this is a painful thing. So we expect you to have the answers to technical problems. However, there are two other elements that now you need to pay attention to. The first one, or I guess it's the second one, is to protect the house, and what this means is that you're the first line of defense against any threats to Legrand. There are really three types of threats that we find.The first one are basic safety. So for some of them, they're in an environment where there are safety hazards, so they've got to be looking out for this. Second area is HR related issues, discrimination, EEO, sexual harassment. They're the first line of defense, not HR. Let them know that if you sit in safety training and if you sit in HR compliance training and you blow it off, you're still responsible, and so if anything happens on your watch, you're going to be the one who's got to take ownership. So pay attention to the boring training. The third area is anything related to customers. And so you know, if you guys get a bad reputation, that's bad for business, so the boss has got to be paying attention to that.But the third role, and this is the one most of them don't do very well for a couple of reasons, is to develop people. Now, a lot of them will say, "Well, I don't have the time to do that," and you'll have to say, "Well, you better make the time because it's important." The second thing is they may say, "Well, I don't know how to do it." Well, that will be taken care of in LEAP because we're going to spend a great deal of time on this in module three. Just let them know, all three are an expectation, and if we pull one away, the fire goes out. So let them know LEAP will give them a lot of tools on developing people. There's other programs I know that you have at Legrand that handle the other three.Which takes us into our second activity, which is a fun one, and it's the one where you're going to use all of the paper plates and tape and those things. It's supervisory styles. Now, the way that we would set this up is that you'll have the groups number off one, two, three, one, two, three. So have them go around the room and then say, "Okay, I want all the ones in this corner, twos over here, threes over there." So get them up out of their seats going to the group. And then what I usually like to do is say, "How many of you in the group just hate dumb training games? "There's always going to be one, and say, "Good, because I don't want you to have to play the dumb training game. I want you just to be an observer." So you take the three observers, one from each group, this is very important, and just have them stand off to the side, and we'll get to them in a moment.Now, from each group what you're going to need is have them identify a group leader, and once the groups have identified their group leader, you're going to tell them, "All right, groups, standby, and I want all three group leaders to follow me outside," so now you're going to take them outside.All right. Once they're outside, you have three cards you're going to give them. So the first one is going to get a card, and they are going to be called the micromanager. The second is going to be the, what do we call it? The benign neglecter, and the third is going to be the helpful facilitator. Now, there's bullet points on those cards, but it'd be important to tell them and say, "Listen, what's going to happen here is I'm going to have you go in and give directions." So the directions are this: Each team leader is going to go to their team and say, "We have 10 minutes to use the materials available," and what you'll do is have the materials. You could hand those to their team leaders right then, and you are going to construct something that describes how things are at Legrand. You know, you're a company made of acquisitions, and so we're going to work together and we're going to create it.Now, this is where the activity gets fun. The one identified as a micromanager, their instructions are to go in there, tell everybody exactly what to do, how to do it. If there are suggestions, don't implement the suggestions. Take complete and total control. The second one, the benign neglecter, now theirs are a little different. They are going to explain the directions. We're going to put together something, 10 minutes that describes Legrand, and then that's the end of their input. They're going to stand back. If people ask them questions, they can say like, "Well, just do what you think is the right thing to do," and even if you want to play it up, you can get on your phone and just be totally absent from the group. Let them work on their own. Helpful facilitator is going to be a balance, right? You're going to be guiding them and supporting them, but allowing them to take the lead. You're going to do a balance of both, but a healthy balance.Let them know that observers are going to watch, but the observers aren't going to know what they're looking for. So make sure they understand the activity, and then go back, and then as you go into the room say, "All right, your team leaders are coming with materials and instructions. You've got 10 minutes. Go." Then you pull your observers and say, "Okay, I want you to go to group one, you to group two, you to group three. I just want you to observe the style of the manager and the group dynamic, and when it's over, I'm going to ask you what you thought."So this is a good opportunity. If they're in there to play the theme song playlist, it can be fun. You're going to find that a lot of them have a good time with this, and just kind of pay attention and make sure the observers are taking notes. When the 10 minutes are over, then what we're going to do is we're going to go to each group. So first thing we do is we say, "All right, we're going to go on. We're going to look at everybody's project."So get the groups to come over to group one, and so what you're going to do is you'll ask the questions here. So group one, how was it working together? And they'll say, "Ah, it was okay." I'll say, "Okay, who would like to explain the thing?" And so they'll explain what they've created, and then ask the observer, "What did you observe as you watch this?" And they won't even know what they're looking for, so they're just going to see, well, the manager seemed like they were really controlling, and then everybody in the group's going to nod. Then when it's all done say, "All right, so team leader number one, what are your instructions?" Let them read, and the group will say, "Yeah, they did it really well."Say, "Okay," so then we moved to group two. Same drill. Group two, how was it working together? "Ah, it was okay." "All right, who can describe the thing?" And so they'll go through and describe. Then ask the observer, "Tell me what you witnessed." "Well, it seemed like the team leader really wasn't engaged and the group was confused, but then they came together," and then the group will say, "Yeah, yeah absolutely. We had to just do it because our team leader was a no show," and then have the team leader read their instructions. They're the benign neglect. They'll say, "Oh, yeah."Then go to group three. Same drill. Now, this one will be a little different because they're going to say, "We had a great experience." Usually their project is probably the best one. Then we ask the observer. The observer will tell them, and then the team leader reads the instructions. And so this is where we debrief it. Everybody typically is still standing, and they're kind of looking at their stuff, and just say, "The approach of micromanager, you're going to see this in module three. There's a time and a place to take full control. If you don't know what you're doing, you need somebody to take charge. But if you already know what you're doing, it's not really healthy. The second example, the benign neglecter, this one works well when you have skilled professionals that really don't need your help as the boss. But if there's ambiguity, boy, you can't just neglect and hope they figure it out."Then the third group, it's a balance of both. And so the key learning here is that you need to understand your audience. Number one, you need to understand your team. How well do they understand the task, how clear are the directions, and what is your role? You train up good group of people, you're not going to have to sit there every moment and watch what they're doing, and in module three we're going to explore how to do that, and so if you think that would be a great place to be where you're not having to micromanage, stay tuned, because we're going to get to that."This is usually a really good time for them to take a break, and you can give them their 10 minutes. Sometimes I play this up and I'll say that we do this in every LEAP session, and in the evening reception, what we're going to do is the executive team is going to walk around the room and they're going to judge which of these projects is the best, and the winner gets a prize, just so they think it's serious, but you could have a lot of fun with this. This is one of the best activities in the program. So that'll take us then into the next module, which is module two, communication. Now again, you may choose to do your insights discovery now or do it after, but either way, the next module I will take you through is module two.Well, this takes us to module two, which is communication for success. Now this one, again, you can do this first, and then do insights discovery, or do it vice-versa. It may work well just to do it this way, because it builds the foundation for communication. One of the points to make right now is that this is very important, before we get to module three, because in module three you're going to have to talk about performance, and so we want to talk about some of the styles of communication, and of course the barriers to communication.There's one video clip in this one, and so we begin with the first slide, which is this one. It's called communication 101, and what it demonstrates is really just a basic model of communication. This one is not original, it's been around for a very long time, but let the group know that if they are the boss, the manager, the leader, their job is to have communication with their direct reports.In this model, you see the sender, that would be them, and their job is to talk to the receiver, that's a direct report, about something in their performance. To be able to do that, it's nothing more than an exchange of messages. That's the important point to make here, is that you exchange messages back and forth.The first step in this process is that you encode the message, which means you wrap it up in a way that hopefully the receiver will understand. The encoding is really important, because if that's not done correctly, then the decoding, which is the listening, is not going to get done right either.The sender sends the message to the receiver, receiver decodes it, they listen, they re-encode their response, send it back to the sender, who now becomes the receiver, and the loop goes round and round. The question to ask your group right now is how often does it really work this well?Of course, they're going to say the answer is rarely, which is normal. If that's true, then we've got to figure out what the barriers to communication are. We have two barriers that we're going to talk about in module two. The first one is what happens between an organization, and then the second one is what happens inside of a person's head.Let's begin with the organization first, using a model known as the Johari window. What I would recommend is that you have a flip chart there, and just draw this up on the flip chart, and work your people through it. If you don't have a flip chart, then you could turn to the next page, because the next page then actually has the thing drawn out for you.Again, I think it would be better if you draw it out, but if you do draw it out, this is what you're going to be drawing anyway, so choose to show whichever slide you want here. You could also remove this one. The Johari window has been around for a very long time, and so you can tell the group it's named Johari window because, in a sense, it looks like a window frame.The second reason is that it's the founders, the creators, they glued their first names together. Joe Luft, and Harry Ingham, so for whatever that's worth, they might find that interesting. The thing about the Johari window is that what it does is describes four conditions of communication.The first one, which is represented in the top left corner, contains two things. It contains the things that I know, that is me as the leader, things about myself, about my team, about the department, about the organization, and it also contains all the things others know, and that's the things others know about me, our department, everything like that.We call it the arena, because in an arena, think about a sports arena, even if the seats are really high up, you can still see the entire thing play out. That's the healthiest of the quadrants here, and the healthiest of the windows in the Johari window, and just look to note that unfortunately, it's very rare that this one is large.What starts to impact it then, is the next window, the next pane of the window, which is to the right, and that is what we call the blind spot. It contains all the things that others know, but I don't know anything. It can be embarrassing, it can be very frustrating, and if you've ever said, and you can tell the group this, "Hey, how come I'm always the last one to hear things?"You're probably in the blind spot. It continues to get worse still, because the bottom left pane of the window is all the things that I know about myself, about my team, everything else, but unfortunately, it contains all the things others don't know. You could use several examples here. I usually ask the group, "Think back to 1985, and when you heard the name Bill Cosby. What comes to mind?"Of course everybody says America's dad, and Jello, and all those things, but now what comes to mind when you hear Bill Cosby, and that's predator. Sometimes there are things that we know, that we're not disclosing, and sometimes there's a reason for that, but oftentimes if it's something that comes out later, then trust is broken.The fa?ade can be really dangerous too. The final pane of the window, the bottom right, contains all the things I don't know, and all the things you don't know. We call that the unknown, which is the most unhealthy pane of the whole thing. Make the point here that in the absence of information, people tend to fill in the blanks, and they fill in the blanks most often with something that can be negative.You can give examples that you've seen, when maybe the executive team comes around, suddenly everybody assumes something bad's going to happen. I don't know anything, so I assume the worst. What you can do in this exercise, I always use different stories and examples, think of some for yourself.I had a group I worked with a long time ago, where the workers were just overwhelmingly overworked, and just slammed with all sorts of projects, and the CEO was completely clueless to the whole thing. He thought if he wasn't slamming them with work, that they wouldn't trust him anymore.They were too afraid to give him feedback, and they were giving off the fa?ade that they were okay with the work, and so the CEO is completely clueless, and the organization was really struggling. So think about some examples you could use here, and just let everybody know that sometimes just the dynamics of the organization may communication breakdown, and [La Grande 00:05:59] is one of those that it's nationwide, worldwide.It's made of acquisitions, there's probably, in many of the acquired companies, that sense of, "Oh my gosh, what's going to happen? We're about to be acquired. We're going to lose our jobs." So they've probably experienced what this is like. As leaders, their job is to inform, and to be open and honest.That's going to fix these problems. So that's your first barrier to communication. The second barrier to communication is what causes a breakdown inside of your own head, and so we get to a video clip for this one. The video clip we're going to use is from the movie First Blood, which is the first of the Rambo movies, and what you can do here is just let them know, "We're going to take a look at a video clip," and ask them how many have seen the movie.You'll be amazed at how many people have not, so what you may want to do is set the scene up. "I'll set the scene up for you, and then I'll show you the video, and then we'll debrief it. In this movie, John Rambo is a Vietnam vet who is in search of some of his last living army buddies from Vietnam.He goes up to the Pacific North West, he's looking up his last remaining former teammate, and found out the guy died of cancer. He's just figuring out what he's going to do next, he's a bit of a drifter, and the scene picks up when the sheriff sees him, and watch how this plays out, and ask yourself what went wrong? So check out the video, and then we'll debrief it."All right, so the point to make here is that the sheriff, and you can ask the group, "Why was the sheriff so intimidated?"And they'll say, "Well, because the guy looked like he was trouble."And then you could ask them, "All right, if you saw the movie, did John Rambo eventually cause trouble?"And the answer is, "Of course." Because if you watched the movie, you know that they arrested him, they threw him in jail, and then he flipped out, and burned the town to the ground. Ask them, "If that's true, then was the sheriff a good judge of character?"Of course the answer is no. The sheriff created his own problem. So that brings us to two models that address the things that go on in our own heads that cause a barrier to communication, and the first one, you can let the group know, "We decided to name these after 1970s classic rock songs. The first one is of course the Highway to Hell."So the way the model works, the Highway to Hell model, is that all of us start with observable data. Ask the group, "When the sheriff saw John Rambo, what was the first thing he saw?"They'll say, "His long hair, his flag on his jacket."And say, "No, no, no. The first thing he did is he looked out the window, and saw a man walking." And there's a lot of studies by psychiatrists and psychologists that say that when a human walks into a room, they tend to look up and down, side to side, and then notice gender and skin color.Really, the sheriff looked out the window, and saw a white man walking, but then we go to the second step on the Highway to Hell, which was selection. He began to pick things out, and the danger of the selection phase here is that we often would use an unconscious bias.The sheriff had an issue with Vietnam vets, he had an issue with drifters, and so he picked out the things that fit his profile, the flag on the jacket, and you can let the group know too, that you've got to go back to 1982 when this movie was released. That was still people not having any respect for the military.They were still dealing with post-Vietnam. That was a long time ago. Nowadays of course, you see a military person, and you thank them for their service, and buy them a drink. Back then, and I was in the navy back then, and I remember this, there was very little respect from civilians.So let them know that he picked out those things, and then he made some assumptions, like he was trouble, and you can even... the scene in there when he frisks him, and pulls that knife out. If you know your John Rambo movies, of course he hunts with a knife, but the sheriff thought he was in there to cause trouble.All of those things make up this decision to arrest him, and throw him in jail, and beat him up. That was the action he took, and of course that resulted in him burning down the town. We've got to be careful, and where this will come back to haunt your audience, is when they're sitting down doing reviews, and they get someone who's been a troublemaker for the last few years, and they refuse to look past all of that data.It means starting with an open mind. That takes us to the second of our communication models here, and that is, again, 1970s classic rock, the Stairway to Heaven. This is a better way to approach it. First of all, we of course begin with observable data, but then the next step is thoughtful selection.This is asking yourself, "Why am I picking out the flag on the jacket? Is it because I have some hangout?" This is a lot of introspection. Approach it with curiosity. We could replay this, and the sheriff did it right, and he might say, "Hey. You going somewhere?""Yeah.""What are you doing here?""I came to see one of my army buddies, and I found out he died of cancer.""Man, that sucks. That's bad."And then John might say, "Hey, you got somewhere I can eat?"He'd say, "Yeah, there's a place right over here, let me drive you over there. Thank you for your service." Could've gone much better, but the sheriff led with his unconscious bias, and so that means we have to approach things with curiosity, not assumption.Ask open-ended questions, rather than something that's closed in, and then make a wise decision, and action. This takes a lot of work, and it can be very difficult to do, so let your audience know they've got to just be prepared for that. Once you get through those, then we've got to go back, and have good conversations.What's going to be neat about this is now you're going to go back, and do some activities. You will find in your package, with all the things we're going to send you, there is some colored cards, and they're going to be used for these activities, and so we're going to do some activities around the encoding and the decoding.What's going to be neat about this is now you're going to go back, and do some activities. You will find in your package, with all the things we're going to send you, there is some colored cards, and they're going to be used for these activities, and so we're going to do some activities around the encoding and the decoding.Remember, the first challenge is that we have to encode the message in a way that the receiver can get it. For that, we start with one of our dumb training games, we like to call them, because that's what people often refer to them as. What we do is we start with a game that is going to require them to go ahead, and break up into teams of two.So if there's an odd number, that would work. There should only be one odd number, so groups of two, and then you're going to have the group determine, say, "Okay, of the two of you in the group, which of you is the better communicator? Just pick somebody. No big deal."Then what you'll do is you'll ask the group, "How many of you know what a playlist is?"And they'll say, "Yeah, like on Spotify."And you say, "Good, well I have a playlist for you. We call this the La Grande top 10. Look at the playlist, and see if you recognize any of the songs." Of course, they will, and then say, "Okay, what we're going to do now is the person that has been already identified as the top communicator in your group of two, what they're going to do is I want them to pick out their favorite song on the list, but not tell you what it is."So they'll pick it out, and say, "Okay, now in a moment, you're going to perform that song for your partner." And everybody kind of freaks out, and you say, "No, no, don't worry about it. All you have to do when I tell you to do it, is to tap the song out on the table. You got it?"They say, "Yeah."Say, "Okay. Tappers, you tap. Listeners, when you get the song right, your tapper will let you know," and then let them begin. It gets kind of noisy, they're banging on the desk, and a few of them get it right away, and then let it go for maybe about 15 seconds, and say, "Okay, everybody stop. How many of you are still working on it?"And there'll be a few hands that go up, and say, "Okay. Let me make a suggestion here. Why don't you try tapping it slower and louder?" So let them go, and let it go for maybe five, seven seconds, and say, "Okay, everybody stop. How many of you are still working on it?"Usually there's one or two, and so then you can debrief it, and say, "All right, well, let's think about this for a minute. How many of you who were tapping, could hear the song in your head?"And the answer, they'll say, "Yeah, we did."Say, "So when you were tapping it, were you looking at your partner thinking, 'jeez, are you stupid or what, because you can't hear this.' Keep in mind that all they had was disconnected taps on the table," and that's the point we want to make with encoding. If I have in my mind, what it's supposed to be that I'm communicating, and I haven't bothered to listen to how the other person takes their information in, all it's going to sound like is disconnected taps on the desk.The key to encoding is putting yourself in the mind of the other person. How do I explain things so they would understand it? You can use examples. I see this a lot when military people are transitioning out of the military, and they write their resume with their military jargon, not realizing that a civilian recruiter is not going to know what three fourths of that stuff is.We have to be able to translate it. This will really be applicable when you're giving feedback on performance, so let them know we've got to consider the other person, and encode our message so that they can understand it. In fact, that's what we refer to as the curse of knowledge, and so you'll see that in the work book, when there's the page number there, the curse of knowledge.What that means is we know so much that we're unwilling to consider the other person may not know what we know. Then we flip over, and we do the decoding piece, so you keep them in their pairs, and now what you'll do is you'll pull out the blue card. The blue card, just tell them, "If you were tapping in the last round, put up your hand. I'm going to hand you a blue card, keep it face down."So they'll keep it face down. Now what you'll say is, "In a moment, the person who was actually listening last time, they're going to talk to the person with the blue card about one item on their bucket list," and ask them if they know what a bucket list is, and so then let the person with the blue card know, "In a moment, you're going to just lift the card up.Don't show your partner what the instruction is, and then when I say go, you're going to do what that instruction is while your partner is talking." So if you look at the card, it'll say something along the lines of act distracted, bored, and don't really pay attention.Tell them, "Okay, look at your card." They look at it, and say, "Okay, put the card down. Those of you who are talking, talk about your bucket list." Let it go for maybe two minutes or so. Not even that long, about one minute, you're going to start to hear people laughing, because you're going to watch them looking at their phone, and looking away, and so then stop.Tell them, "Okay, everybody stop," and then ask the question, have your flip chart ready, a red marker would work well here, and say, "If you were talking in round one, did you feel like you got listened to? They'll say, "No."Say, "Why was that?"Then they'll tell you, "There was no eye contact, they were looking at their shoe, they were just staring at me."Write those down, and say, "Was that a pleasant experience?"They say, "No."Say, "This is just a stupid game, so go ahead, and show your partner what's on the card," and then they'll show them, and they'll laugh, and say, "You know, we often refer to this as multitasking." I'm in my office working, and someone has a question, and I say, "Yeah, yeah, I hear you," but it doesn't appear that way, so we've got to be very careful that we don't do that, and we've got to be fully in the moment, especially when we want to talk about performance.Then tell them that, "We're going to play a second round of this game," and then say, "You know what they say about payback," so what you'll do now is take the orange card, and pass that to the people that don't have a card, and if there's a group of three, then you'll give a card to two of the three people, and one will be talking, and both people will do it.And so what you do, is put the orange card down, and say, "Okay, we're going to reverse the roles. On the orange card is a decoding instruction. So if you have a blue card, in a moment, you're going to talk to your partner about something on your bucket list. Those with the orange card now, you can look at the card, don't show your partner."What is says is 'argue with the speaker, and contradict them'. Say, "Okay, begin," and this one gets really loud, so let it go for maybe 30 seconds, and then pull them together, and ask them, "How many of you felt like you got listened to?" And some will say, "I did."And you say, "Okay, that's interesting," and then a lot of them will say, "No, they contradicted, they were negative," and then show them the card, and say, "Some people, this is their style of communication. They tend to want to argue, because it's how they feel like they get their point across, and so if this is you, just keep in mind that it could have the opposite effect."Then tell them, "Okay, we're going to play one more round of this game, and for this round, we'll go back to the original pairings. So if you had a blue card, I'm going to give you some decoding instructions. The instructions are so powerful that I can't put them on a card. I'm going to have to give them to you verbally, so in a moment, I want those of you with a blue card to go outside the room with me. Now if you are in the room, I want you to think about the saddest movie you ever saw, and when your partner gets back, you're going to talk to them about the saddest movie you ever saw."They'll giggle a little bit, so take the group out, shut the door, and then be very specific with the instructions. Let them know that in round three, we're going to practice active listening. Ask them if they know what it is, and most of them will know, and say, "We're going to do two specific things here. The first thing we want to do is, as you're watching your partner as they're talking, pay attention to their body language, and very subtly move into the same posture. Now it's not every gesture, but if they lean in, you'll wait a moment, and you'll lean in.If they lean back, and cross their leg, you don't do it immediately. We call that mirroring, and mirroring is a very powerful technique that you use when you want to build rapport. It's non-verbal." So ask them if they understand, and say, "The second thing I want you to do is pay attention to how they're talking to you, and very subtly, you want to use the same tone of voice, the speed, and the pitch. We call that pace matching. Pace matching done correctly, is a very powerful verbal communication technique."And so let them know that you're not going to pace match the accent if they have one, but what you will do is, if they talk low and slow, you'll talk low and slow, and so on. Then ask them, "Do you have any questions?"They say, "No," and then you've kind of got to play this up.You say, "Oh, one more thing before we go in. Don't pay attention to their story, just focus on the techniques, and see if there's a better outcome. Are you ready?""Yeah."Okay, then you go in, and so as you walk in the room, and I recommend you walk in first, tell them, "Okay, in a moment your listener is going to sit down, and when they do, you're going to talk to them about the saddest movie you ever saw, so you can begin."It'll take a moment for them to get into it, and then it's going to get kind of quiet in the room, and you're going to watch them doing their mirroring and pace matching, and you're going to see... I've seen it before. Some people begin to cry, and it's really interesting to watch it play out.Let it run for a couple of minutes, and then call them together. While they're doing this, go to your flip chart where you've made the list in red, and you could draw a line down the middle, and then make a second list using the green marker. Stop them, and say, "All right, if you were talking in round three, did you feel like you got listened to?"They usually say, "Yes."And say, "How did you know?""Well they had eye contact, they were nodding, they were smiling, they were asking good questions." Some of them may say, "I think they were copying me," because they'll be onto it, but if they do it right, it's going to be very powerful. Then you can reveal, so you could say, "All right, for somebody who was out there, what was the first technique that I told you?"Have the group tell them, it was mirroring, and you can build on it, and say, "Mirroring is not every gesture, and if they're angry, we don't want to mirror. But if we're really trying to build rapport, that is a very useful thing," and you can use the Mehrabian studies.In their notebook, there's a thing where there's some percents, and so let them know, in the 60s, Albert Mehrabian used to study communication techniques for influence, and he found that three techniques worked. The first was the words themselves, the second was the tone of voice, and the third was the non-verbal.What he discovered is that the words themselves only accounted for 7% of the success, but the non-verbal counted for 55. So you could draw that on a flip chart. I draw it like a pie graph, and let them know that mirroring helps to build that non-verbal.Then ask the group, "What was the second technique I told you outside?" And let one of them tell you it was pace matching, and let them know, pace matching is a verbal technique. So you could go back to the Mehrabian studies, and say that they found that 38% of success was to the tone of voice, which is where the pace matching really benefits.Let them know again, "Don't do accents, and don't do it when they're shouting," because that doesn't work either. Let them know, "These are just some things that you could implement that really work."And then what you could do then is to go through their list, and so ask them, "Is eye contact always a good idea?"They'll say, "No."Say, "What examples?" Like sometimes cultures, and like if somebody's angry, but then say, "What about staring?"And they'll say, "No, of course not." Then teach them the technique of gazing. In the workbook, there's a picture of two heads looking at each other, and the technique of gazing, you could draw it on a flip chart. I don't know if you've seen me do it. Just say what you're doing when you talk to a person is that you're right eye is basically looking at their right eye, but your noses are lined up.Let them know they can practice this by talking to themselves in a mirror, but it's a really good way to make eye contact without staring. Then with the nodding, let them know that in some cultures, nodding could mean something very different, and a lot of people agree that when women nod, it means they're just hearing you.They're not necessarily agreeing, so you could give some examples that way. And then if there's any other thing that needs to be talked about, then do that, and then as you wind down, just end with this, and say, "For those of you who were outside with me getting the instructions, do you remember what the last instruction was that I gave you?"Some of them will remember. They say, "Yeah, you told us not to pay attention to the story, focus on the techniques."And you'll say, "Yes. How many of you actually disobeyed me?"And they all did, and you say, "I did that to throw a monkey wrench in your plan too, because we have found that when you are very determined to listen, and you do these techniques, you will be a much better listener," and that's going to be super important as we begin to build in module three, driving results, on how to have these difficult performance management questions.So it's a great module. You could now step into insights discovery, or if not, if you've already done it, then go ahead and move into module three.Well, welcome to module three. In my opinion, module three is the most important module in all of LEAP, mainly because it helps a person actually develop people and we know that from the previous modules when we did the management triangle, that third area is developing others. It's also helpful to have this one now because you've already done the basic communication and if you've done your insights discovery, now they understand their behavior styles. And so you're ready to roll with this module. So we begin this module by looking at a video clip. And the video clip is a clip from the British version of the TV show The Office. And so have your audience, just tell them to watch it and say, this is an example of a performance conversation and let me know if you think this was effective. So take a look at the video.Well, welcome to module three. In my opinion, module three is the most important module in all of LEAP, mainly because it helps a person actually develop people and we know that from the previous modules when we did the management triangle, that third area is developing others. It's also helpful to have this one now because you've already done the basic communication and if you've done your insights discovery, now they understand their behavior styles. And so you're ready to roll with this module. So we begin this module by looking at a video clip. And the video clip is a clip from the British version of the TV show The Office. And so have your audience, just tell them to watch it and say, this is an example of a performance conversation and let me know if you think this was effective. So take a look at the video.The way that we debrief the video is that you ask them, first of all, was this a good conversation? And of course they'll say the answer is no. And then ask them, is this Keith's fault? Is this the manager's fault? Is it the organization's fault? And what they'll probably say is it's all three. And that's correct. And so let them know that at Legrand, you have a performance management system with a series of evaluations and that's important that you document, but the real key is going to be the conversation. And so what you saw in the video was Keith basically not having any idea of goals, any idea of what good performance would look like. You also get the feeling that maybe this is the first time that Keith and his manager have even sat down together to have a conversation. And the way I like to debrief this is to say that if Keith was on trial accused of being an employee at this company, based on that conversation, is there enough evidence to convict him? And of course the answer is no. There isn't.So that should lead you into the next part of this module where we talk about the importance of the conversation and great performance. And so we'll begin with, I think the most valuable tool they're going to get in the course and that is our three-legged stool of great performance. So what we're going to do is we're going to go through all three legs, and I like to begin this by asking them, in a three-legged stool model where all three legs are evenly balanced, what happens when we remove one? And of course the answer is the whole thing falls down. So then you can ask the audience, all right, if we're looking at great performance then, how would we measure it? And the answer is we're going to use this tool right here. Let them know that there are three legs to great performance. And we use this by asking the employee a series of questions. It all begins when an employee gives you performance that is less than what you expected.The first question you ask yourself is, do you even know what you're doing? And if the answer is no, we've just discovered the problem. The problem is a problem of skill. The skill leg is strong when the employee knows what it is they're supposed to be doing. And so then you ask the question, if somebody has a skill problem, how do you suppose we would fix it? The answer of course is we would use training. And let them know that training has a key piece of performance management, but only if there's a skill deficiency.But let them know there's another leg of the three-legged stool that becomes a bigger problem and that is this one. When a person knows what it is they ought to do, they just don't want to do it.Now, you can ask the group, how would we fix this? If training fixes skill, what would fix will? And of course they're going to say things like motivation or encouragement, or maybe a new job. Some may say discipline, punishment, whatever it is. Say, all of you are correct. And we are going to address this when we get to module four, which is on employee engagement. So we're not going to spend a lot of time on it now, but we will get there. Which brings us to the third leg of our three-legged stool of great performance, which happens to be the leg of focus. Now, the leg of focus becomes an issue when somebody knows what it is they ought to be doing and they really want to do it, but for some reason, they're still not successful. Now, I'll give you two tools in here that will help you figure that out, but maybe the best thing to do is have them watch a video clip.And so we're going to take a look at the video clip, a video clip from the movie, The Blind Side. So what I usually do with video clips is I ask, first of all, how many of you have seen the movie, The Blind side? And usually most hands will go up, but say, you know what? Before we show it, let me set up the scene for you. This is a story based on a true story of a young man in Memphis, Tennessee who is adopted by a family and he's going to play football at this private school. And so we're going to pick up the story here where the guy, his name is Michael Oher is doing his first day of tackle football practice. Watch what happens and watch what his adopted mom does, and then we'll discuss on how she handled a focus problem. So let's go ahead and watch the video and you can watch it right now.So the first question to ask in the debrief is, did Michael Oher have the natural skill to play football? And of course the answer is yes. And then ask, did he want to play? And the answer is yes, he did. But he wasn't successful. So the first debrief question I think that really works well is, what type of problem did the coach think Michael Oher had? Now, the correct answer is, he thought it was a skill problem. So remember he took him aside and showed him how to hold without the referee seeing it. He treated it like a skill problem. But now we know that his adopted mom's side has a focus problem. And by the way, the remedy for a focus problem is coaching feedback and mentoring. So we know will is motivation discipline, training is for skills, but focus is more around coaching.She truly coached him. She helped him create a solution. And so what she did is she reframed it. She said that he is naturally a protective person and he needed to think about the team as his family and he was protecting them. So let them know that focus is going to be a little bit of a different animal to deal with, but there's a couple ways we can deal with it. The first way we can deal with it is we can ask ourselves, does the employee align with the corporation's values? So this would be an opportunity for you to bring in Legrand's values and talk about how a person's behavior needs to line up with those. A person can be highly skilled and motivated, but if they can't perform according to values, it's not going to be a really good fit.Now, there's a second way that we could look at focus factors and that is with this tool that you find in page three of driving results. And so you can explain how to use this. This is a completely optional tool and it may be useful just for them to kind of eyeball a situation. And of course they can use it when they do their one on ones. So the way we use this tool is that we've identified six focus factors. Now, the important thing to notice when you're using this tool is that we don't look at the person in the job. We actually have to look at the job itself and pretend if the current person in the job was gone and we could completely rewrite this script, what would a perfect fit look like for the job? Now, notice in the focus factor tool there are six focus factors. There's communication, self structure, perspective, relationship, work style and mindset. And you'll notice that there's an extreme that goes up and an extreme that goes down.So for example, in the communication focus factor, there are some jobs that require you to be more assertive, which is comfortable telling others what it is you want. There are other jobs, however, where it's better if you're more reflective, if you're more comfortable asking for what it is that you want. So the example I like to use is ask the group, if we were going to hire a new salesperson, where do you think you would want them on the communication focus factor? And they'll of course say hire assertive. And then you'll say, but what if we were hiring somebody to sell caskets at a funeral home? And of course they'll laugh and say, well, you'd want somebody more reflective. Now, if we had somebody who was an expert selling caskets, how successful would they be selling refrigerators and TVs over at Best Buy? And the answer is, they probably would not because for them, they're just comfortable being a little bit on the quiet side.So our job as managers is we have to look at the job itself and then find out if the person in the job aligns with the focus factor. And remember that the key to dissolving focus factor problems is coaching. And your second focus factor is self-structure. There are certain jobs that require you to multitask. And if there's others that require you to single task, do one perfect start to finish before moving onto the next. So I always ask the groups, if we were going to hire somebody to diffuse explosives, where would we want them? And of course it would be single task. Do it perfect before we move on to the next. Third one is perspective. The extreme up is visionary. Big picture thinking. The extreme down is realistic in the details.So you could ask this, you could say, where would it be a perfect fit for John Selldorff on the executive team at Legrand? Of course, visionary. Their job is to see big picture. In fact, they're probably doing that right now as people are in LEAP. They are probably planning thinking about, where does Legrand have to go in the next five to 10 years? But in their world, a lot of these guys are frontline supervisors. Their perspective needs to be realistic. Gun on the details. That's what they're supposed to be doing. Fourth focus factor is relationships. That's how we make decisions. There are some that require you to have an emotional appeal and then there's others that require you to be more rational. So you could use the example of a brain surgeon. They would have to be somebody more rational, but then they would have to be emotional when maybe they talk to the patient's family.The fifth focus factor is the work style. Some jobs require teamwork where we have to work well with others and others individual, we have to work well by ourselves. So this is a little tricky one and for many of your audience, they're going to be recently promoted from just team members and what they're going to miss is the ability to work with others, and now they have to move away from that. Their former peers are people that they can't really associate with anymore. So it's very important to let them know, this job being a manager is oftentimes an individual job, which is why they really need at this LEAP event to connect with others. And the beauty of LEAP is that you get people from all different locations. It's important that they stay connected as a cohort so they can use each other to bounce ideas off of because they may not have the teamwork they really desire.Last focus factor is the mindset. That's the attitude they have to head towards the world in general. Some people see it as optimistic. We are looking for the best possible outcome. Pessimism is different and don't think of it as negative. Pessimism simply means that we trust, but verify. So ask themselves, as a manager, where you think it should be? And they'll say, trust, but verify. So the key here is that they can use this for themselves to see how well they're developing. One thing that I do sometimes with LEAP, and you can do this too, if you have this projected on a screen, you could ask them, as a manager at Legrand, where do you see the ideal focus pattern? And then ask them, where do you see yourself? And so where you see gaps in this, this is where there's a coaching opportunity and they're going to learn how to do coaching in this module. So everything will start to fit together.Well, we have an example that you're free to use here. And so this was a client that I had worked with a number of years ago, and what they wanted to do is have this new position, it was the director of contracts. And so what was really neat about this is I happened to be there working with them and he says, it's a new position. This is the CFO. He says a new position and he really wants to get the right person in the job. So I asked him if he knew what the ideal fit would be and he had no idea what it was talking about. So I had him use the online tool and this is what he came up with after going through multiple paired statements. The ideal fit for the director of contracts would be somebody who is moderately assertive, who could multitask, but they were focusing on details, they made decisions rationally, they worked well by themselves, there was no team, and they had to trust but verify. Well, he loved it. He thought it was great.And then he told me he thought he had the perfect candidate who is an internal hire. And I said, "Well, why is she perfect?" And he said, "Well, she's really smart and she's really motivated." And I said, "Just for fun, let's have her take the assessment. This is online." So she did it and this has done blind. You don't know what the right answer is. So her results are the ones in orange. So just put this up and ask the group to see, all right, what are your thoughts here? And people will say, well, she's not a good fit. This is how you can debrief it. And this is what I had to do with the CFO.I told him 'cause he said, "Well, what does this mean?" I said, "Well, let me give you an example. Let's say that you have a vendor and that person is two months late on deliverables. So you call Alice Maxfield, she's your director of contracts and say, "Alice, get on the phone and tell those people, if I don't get my delivery by this Friday, we are never doing business with them again."" Alice says, "I don't know if you know this, but they're a small family-owned business. They're having cash flow problems right now. The matriarch of the family just died and they called me yesterday to ask for an extension and I told him they could have an additional two months." Well, of course the CFO got upset. He said, "Well, that won't happen." I said, "Well, according to this, that's exactly what's going to happen."So you can actually ask them, is this problem fixable? And the answer is, it is, but it's going to require you to coach Alice. And the thing is if Alice tells you, "I don't know if I can do this", now we're back to a will problem and we're going to address will problems in the next module. So it's a useful tool. I think that you'll appreciate it and you can take some time to play around with it. Now, that leads us to another video clip. So let them know, we're going to watch a video clip from the classic TV series I Love Lucy. And as you watch Lucy and Ethel in the chocolate factory on the first day of the job, you're going to see that they are not successful. So ask yourself as you watch this, is this a skill, a will, or a focus problem? And then after the video, we'll debrief it and I'll give you another tool that puts another context to it. So let's watch the video.All right, so the way we're going to debrief this video is by having them look at the model on page four and that is a model that puts the context of skill, will and focus into a different spin. What you're going to do here is let them know that depending on where a person is in their development, their level of skill, will and focus is going to change. And so we can look at Lucy and Ethel through this lens and they can also think about themselves. And the way to debrief the model..And ask them too before we get to this, did Lucy and Ethel want to do a good job? And the answer is, of course they did. But there was a real disconnect between the manager and the task and the process. And so you'll find that that manager actually was a good manager. It just that she was not coordinated in what her style should be. So we can use that as an example.We begin in the middle of this model and that's the compass, the skill, will and focus, and then we have the inner ring that says assessment, inquiry in mastery. Let the group know that this is a responsibility all of us have on a regular basis to do a self assessment of how we're doing professionally. And then once we identify gaps, and of course they'll be doing this with their direct reports, say, you're doing well on this, but here's an area that you need to get better. The next question is, how do I get better? That's inquiry. And once you've identified the training program, the coaching, whatever it is, that task has to be mastered. But to get there, they have to go through these rounds of development.And so let's talk about the rounds of development. You'll notice that in each round, the level of skill, will and focus is different. The outside ring in dark, bold print is the style of feedback and coaching that they're going to need to give the person to get them through this. So we begin in round one. Round one is where the skill, will and focus appears to be high. And if you watched the Lucy video, you'll notice when they first started, they were all excited. They're like, "We got this." Remember? And I think that the manager did a pretty good job. She oriented them on what the process would be. And I think once the belt started, they realized very quickly they were in round two. Their skill and focus was low, but they were still motivated. They're like, "Wow, this is different." Unfortunately, there was no intervention from the manager. And then they hit round three, this is where the chocolate was coming really too fast.Skill, will and focus were both low. Now they started to panic. They got frustrated. But the challenge was, when the manager came in, she told him, "Hey, you're doing great. Let's speed it up a little bit." You see what they really needed in round three was to be micromanaged and I know that that's a word that your audience is not going to like, but let them know that micromanagement when used properly is the best possible thing you could have. Now, the example I like to use and you're free to use it or change it, is have them think about this. Let's say you go to the beach and you're a pretty good swimmer and you decide to swim out and you get stuck out a little bit too far and you get stuck in a rip tide. So the harder you're swimming in, the further out you get pulled in. So in a moment of desperation, you call for help.The lifeguard jumps out at the tower, runs down to the water, and he picks up the bullhorn. He says, "Okay, you got this. Just think happy thoughts. You can do this. You're doing a fine job. You'll be just fine." And then ask the group, "Is that what you want?" And they'll say, "No, we want you to come and get us." And say, "You know what? That's what micromanagement is. The reason none of you like it is that you've had this happen to you when you didn't need it. So you could build on the example. Let's say you're a pretty good swimmer and you're swimming laps at the YMCA. You stop to empty the water out of your goggles and the lifeguard blows the whistle, tries to pull you to the side of the pool, tells you to get out 'cause you don't know how to swim. What do you tell him? You're like, "Leave me alone. I'm fine." That's how most of us have experienced micromanagement. It's great when you're drowning, but if you know how to swim, you don't need it."So let them know micromanage is not a bad word. How you use it can make it a bad word. Lucy and Ethel needed to be micromanaged when the belt was coming too fast. They needed everybody to stop and the manager to reset everything. You can also let the group know that typically in anything new, about six to eight weeks in, they're going to hit round three. It's a totally normal experience. It happens not only in promotions, it happens in a new job and even it happens in relationships. And I use the example, this is like you discover six to eight weeks in that she doesn't like bacon as much as she said or she discovers you don't like watching The Notebook as much as you said you did.So this is where the wheels tend to come off. Now, we've got to do better in round two. Have that manager spent more time training Lucy and Ethel, their stay in round three would have been very quick. If we can get someone through round three, get them to four, this is where things start to get better. And in round four, notice that skill, will and focus are moderate and that's where the approach becomes coaching. Now, they're going to learn more about coaching later in this module, but let them know that coaching is working with a person to cocreate solutions. It's not to tell them what to do. That's very different than micromanage, but you can't mix and match these styles. A coaching approach is not going to work as somebody is drowning. If we can get them through four, then the goal is to get them to five. Notice in round five that skill, will and focus are truly high.Your role is simply to support and encourage them. And ask your group, what would life be like for you if all of your direct reports were in round five? And they're going to say it would be awesome. Let them know it's possible, but you're going to have to work at it and the rest of this module is going to help you do that. Now, one final parallel to the Lucy video, you can let them know that when Lucy and Ethel were in round three, the manager treated them like they were in round five. Remember, fine, you're doing great. Let's speed it up. So you can't mix and match the styles. That Lucy video is a great one to use.Beware of around six. This happens often when you have superstars because they'll outgrow you and you have to realize that's a possibility. You'll know they're in round six when they've been a great performer, but suddenly, their will begins to fall and their focus goes up and down. And that's where we want to engage them in a conversation and say, "We've noticed that you don't seem as motivated to help us understand what's going on." And maybe they'll say, "Well, I feel like I'm outgrowing you. I need a new challenge." Just remember any new challenge you give them is going to take them into round one at a higher level. But the more times you go around the circle, the more valuable you become. So we'll stop it there and we'll pick up part two of module three after the break.Let's take a look at the second part of Module Three. Again, Module Three is probably the most important and most impactful module in the entire program. It should take you probably maybe three hours at minimum to get done. We start with the second part of this and we open up to the model here. What we've done is we've put together a model of a typical performance management cycle. What you can do is you can show them this and say, "We've got a calendar that looks a little bit like a clock." Think about this. If I was a 10-year-old boy, at what point in the year would I have to be on my best behavior? Of course, everybody would say, "Probably December." You'd say, "Exactly."The thing is, a lot of employees view performance management just like that. They look at the meeting as the reward, and so they're going to always be on their best behavior just before that. But in our world it's very important that people have great performance throughout the entire year. For that reason, let them know, even though you only have maybe one mandatory meeting year or twice, that if you do this on a quarterly basis you would ensure that there's great performance throughout the year. You can refer back to the clip from The Office and let them know. We saw what happens already if you have just one meeting a year. The quality of that meeting is going to be important too.What we're going to do is we're going to think about the two most important things that should happen on a regular basis. The first is what we call a look back, a look back at previous performance. Maybe what we do is we give feedback. Feedback is where we address gaps. We can talk about what we liked, but more importantly what needs to be improved. The second thing that should happen is a look forward in the next three months or whatever timeframe until the next meeting. Here's some things that need to get done and I'm going to help you by coaching you.Now, we use the analogy of the boss hat and the coach hat. I think those are important. A lot of people don't like giving negative feedback, but it's an important part of what you need to do. For that reason, we suggest just pretend it's a hat that you have to put on. You put the boss hat on, you take care of that really uncomfortable business. Then you can take the hat off. You might put the coach hat on. That's when you do something that may be more enjoyable. A lot of people say that they actually like the idea of coaching employees. They find it to be enjoyable and productive and rewarding, and so they're going to learn to do both and leap.We're going to start first with wearing the boss hat and then we're going to take a look at the coach hat. We break them down like this. You can see this when you go from side to side that these are contrasting statements. The boss, they're more directive and more diagnostic, but the coach is more supportive using curiosity rather than assumption. They're going to see this a lot when they do the coaching piece. Let them know, one is not better than the other. They're both equally important but they're very different. With the boss hat, you're asking closed questions. Did you do it? Yes or no? But then with the coach it's different. We explore options. Tell me a better way to do this. We would be working to create solutions. The boss hat focuses on improvement. Let's fix a problem. But the coach helps develop so that we can prevent the problem. You can read the rest. But they're very different, both equally important.We're going to start with the boss hat. That's feedback. Here's some general rules of feedback. First of all, let them know that it's important that we make it a regular event. If you just save it up for the twice-a-year review meeting, people are going to learn to really be afraid of that meeting. We want to make it a regular event, positive and negative feedback. Say it when you see it means that both things need to be done in the moment. Don't wait an entire year or three months or six months to give corrective feedback. Do it in the moment. In the same, don't wait for the quarter to give good feedback. We want to do that as it happens so people are going to be more apt to want to keep doing it.Finally, be sincere. Earlier in the beginning module we talked about the importance of building rapport. If rapport is built, then people should know that as the boss you generally want the best for them and you genuinely want the best for them. Be sincere. If you say this, they'll know that it's for their own good. Just be sure that you give clarity on what you're going to give feedback on. It has to be very, very clear to them.Now, we're going to take a look at the two types of feedback. We're going to start with the fun one, and that is positive feedback. What we've done is we've come up with two acronyms that will be very useful for your audience. Before we get to that, let's talk about some basics. First of all, be specific. Don't just tell them, "Hey. You're doing a great job." Say, "I really like the way you did," blank. Be enthusiastic. Get excited. If they see that you're excited, they'll want to do the behavior over and over again. Be sure they know exactly what you loved about the result. If they know that, they can repeat it.The PRAISE script, and it's an acronym. The way you say is when you want, when somebody does something good, you will praise them. You can give an example. I use this one a lot when I do this. We could say that let's say, "Jeremy, you ... I just ..." I would say, "Jeremy, do you have a moment." You say, "Yes." "Jeremy, I just got a call from accounting. Apparently you sent our budget requirements on this really nice Excel spreadsheet and they told me how awesome that was. Where did you learn how to do that?" Then you might say, "Well, I took a class and this and this." Then the fourth piece is identify ways they can get better. Be careful with this one. But you could say, "Jeremy, would you be willing to share that spreadsheet with some of the other departments? I would do it, but I want to make sure you get the credit." Then say, "Jeremy, you've done a great job. You're one of my best people." Then the E is ensure you've documented that, so when it comes time for review you don't have to try to remember. You've got it clearly documented.Don't skip the steps. You can go step by step. The identify ways they can get even better doesn't always mean you're going to critique them. It means that how could I get this to a broader audience? Would you be willing to share this? This can be a lot of fun. I would recommend you role play it and have them just practice a little bit in the class. It would be kind of fun.We know that not everything can be positive, and so we have the other piece of this. When someone does very well you praise them, and when they screw up you want to SWEAR at them. Not literally, but we use this SWEAR script. Before we get to it, here's some general rules. First of all, do it privately. Nobody is motivated when you embarrass them out in public. Use I statements. Don't say things like, "Management is not happy with your thing. They don't like when you do that." Use I. I. Own it. Make it timely. Don't wait for the end of the year. Never end this without some sort of action plan. Don't just scold them. Tell them how to fix it, how to get better.The SWEAR script is useful. We state what we know. This is just objective data. For example, you could say, "We're going to counsel Jeremy because he's been ... He showed up late today." All we do is say, "Jeremy, you were 30 minutes late today." Then you can make excuses, whatever you want to do. That's the wait for their response. Then educate them on the standards. "Jeremy, what time do we start work in the morning here?" "Uh, I don't know." "Okay. We start work at 8:00. What that means is at 8:00 your backside is in the seat and your fingers are on the keyboard. You're not running in, getting coffee. You're not talking about the game last night. 8:00 means you are ready to work. That's the standard." Then you can ask for input. "What can you differently tomorrow to make sure you're here on time?" Then we end with the R. Remind them of the consequences. "Jeremy, if you're late again it's going to be a second occurrence and we go to step two of progressive discipline."This can be done in just a matter of one minute. It doesn't take a long time. The wait for their response, you don't have to justify anything. Let them talk and talk. You just educate them on the standards. You don't get caught up in the drama. This one is going to take practice. The good news is, you're going to get an opportunity to practice. The next thing is a activity. It's to build a feedback script. What I would recommend with this is have the group break up into maybe four teams. What you're going to do is say, "I want to give you 10 minutes and I want you to build me a feedback script to handle the following problem." Then you can put this slide up. You're in your office and somebody says, "Hey, boss. You've got to do something about Ted." "Why?" "He's got a bad attitude." Okay. Then you get the specifics here.Let the groups know you're going to give them 10 minutes to come up with a script. Tell them specifically, don't worry about trying to role play this. You can pick all of the infractions. You can pick one. It doesn't really matter. But at the end of 10 minutes you're going to have somebody from the group read the script just word for word, again no role play. The team with the best script is going to get an awesome prize. You set the timer for 10 minutes. This is a good time you could play their playlist if you want to do that.Then when the 10 minutes are up, then you debrief the activity and let them know, "Hey. Was this an easy activity?" They will probably say no because there's a lot of information you're missing. You can let them know, this is why we say build rapport. You don't know really anything about Ted's backstory. You're just dealing with this stuff. Let each group present their plan. It doesn't really matter who wins. My recommendation is pick somebody near the front because the prize, they know they're going to get something good. You're going to tell them when they get the prize, the prize is you're going to role play it with me. That would be you. What you could do is pick somebody near the front just so everybody can see their role play. Just let them know, we're going to role play it. Let's see how good your script works. This will require you or whoever facilitates to do a little role play yourself.What I want you to do is really portray Ted with a bad attitude. You set a chair up by the group and you could say, "You guys can tag team me on this. Whatever you want to do." Then you just knock on the chair and say, "Okay. Hey. You wanted to see me." "Yeah. Ted, please have a seat." This is the way that you should play it. Just be very nonchalant. Give them some attitude. Then if they say anything about you're one of our best people on the team, just say, "Yeah right." Mutter under your breath. Just let them talk. Then if they say, "You were late." Just say, "No I wasn't." "Uh, yes you were. We have time and attendance." "Yeah. Well I'm not the only one." Then they'll say, "We're only talking about you." Then the customer on the phone, "Ted, and you were overheard saying something to the customer," and say, "No I wasn't." "Well yes you were. We have three witnesses." "Oh yeah. Who were they?"Just play it really ... You've seen me do this a number of times. Play it up. What we want to do is make them understand, "Hey. We really screwed it up." That's okay, because the thing you want to be able to do then is teach them how to do it correctly. You can let it run for a few minutes. Eventually they're probably going to tap out and give up. Then say, "Wow. That really didn't go well. Let's see if we can do it better."That's where we would go to the debrief on the slide. It's on page nine. You've got really two tools here. The first one is what I call the four-step problem-solving process. We use step number one, hands in pockets. I learned that from my brother who was a handyman. He'd always tell me, before you do a home project start with hands in pockets. Before you start drilling holes and putting nails in, look at the entire thing. Don't let the emotion get you. That's the key with the script with Ted. If you're angry, you're going to dive right in and you're going to fall into the trap.Then, step two says it's not always what you see. The diagnosis is the key. That's where you introduce the second tool on the slide, which is the SOAP process. The SOAP process actually is something that's used in medicine today. I learned it years ago when I was a dental assistant in the Navy. What it's done for is to document signs and symptoms so that you can come up with a better diagnosis. At that point what you can say is, "Let me tell you the real backstory on Ted."Ted was one of your go-to people, one of your best employees. But about two weeks ago you had a customer issue that had to be taken care of on the weekend. You had to have the team come in. They were all day Saturday, part of Sunday, and they did so good that on Monday morning you brought in donuts for the team. Ted happened to have a doctors appointment on Monday so he didn't get in till later that day and the team said, "Hey. You missed out. We had donuts this morning for coming in over the weekend." Then of course Ted goes back there and the donuts are all gone. About a week later all of the things in that scenario begin happening people are going to say, "Oh, that wouldn't happen." But then ask them, what did the donuts represent? It was recognition and respect. You're going to see that in the next module on engagement.The way we use the SOAP tool, and we're going to toggle back and forth to the scenario, is we start with subjective data. Subjective data is something that we hear. It can't be proof. What you can do is ask him. Go back to the slide. Which of the data appear as subjective data? The second one. They were overheard badmouthing you. Even saying a bad attitude, and apathetic and lethargic. That's not anything you can make a decision off of. But what it does is it starts you on the path.The second type of data is what we call objective data. This is data that is verifiable. Let's go back to the scenario and ask him, which of the data appear as objective data? Late three times in the last two weeks. You say, "How could that be objective?" They could say, "We have time and attendance records." Exactly. What else? Told your best customers. What can we use? We have three credible witnesses. Say, "No, no, no. That's going to get you down a wrong road." What else could we use to make that objective? We could listen to the phone recordings if you have your customer service stuff recorded. You could call the customer. Just make sure if you're going to want to accomplish anything, only use objective data that has been verified. If you don't, then don't use it.Once we have done that, now the third step is the assessment. The assessment is the root issue. In this case, what was the root issue? It was the fact that Ted didn't feel recognized. This is where it gets a little tricky, because after we identify the assessment we go for the plan. What's the remedy? You could ask the group. We know that Ted did this because he wasn't respected, so how could we fix it? Right away they're going to say, "Bring him donuts." Then you could really play it up. I do this too. Probably beyond donuts maybe we should take him out for a nice lunch. Maybe we should have his family out for a nice dinner. Maybe we give him a parking spot. Maybe a raise.Eventually somebody is going to throw the BS flag on you. You say, "Exactly." This would have been okay on the second day after Ted didn't get donuts, but the fact that you didn't pay attention leads us down the road to where we are right now. We have to solve the problem, not the symptom. That's why we don't want to address things like apathetic and lethargic, because that's not helpful. It's not. You can't prove it. The bottom line is, Ted really screwed up now. But had we fixed this earlier ... That's why we say solve the problem, not the symptom. This would have gone away.This fourth step then is document everything. No matter what happens, if you have to terminate him and he goes and sues, you're going to have to have all your documentation. Just be sure that you're really paying attention to that. This can be a really fun activity. There's sometimes, and you're welcome to do this too, I actually do this right after the introductions and let them screw it up and then let them know, "When we get to Module Three, I'm going to show you how to solve this problem in less than one minute," because you could do that. You could use the SWEAR script and solve this in less than one minute. But I want them to experience what it's like to be in the trenches. They're going to say, some of them are going to say, "No. You overplayed Ted." Others will say, "No. I've actually seen that before." It could be a lot of fun.Let them know that feedback is not an easy thing to do but it's absolutely necessary. But they may find that coaching can be fun. That's what we want to be able to do, is we want to transition. Before we get there, on pages 10 and 11 there's some common boss hat errors. You can go through that list with them. Let them know these are not things that people usually intentionally do. This just happens when you're not paying attention. You can take them back to the models about the highway to hell and the stairway to heaven. Let them know that most of these are just highway to hell problems that people aren't paying attention to.Now, that leads us to coaching. Remember, coaching is what we would do in the round four and sometimes the round six experience, maybe in round two. But what we're going to do is we're going to try to work with the person to co-create solutions. We use an acronym called PULL coaching. Each of these stand for a letter. We start with pick one issue to deal with and then understand the current situation. Let them do the talking here. We learn more through the open-end questions. Then we want to lead them to a solution. This is very different than giving feedback. The key is here that when you're giving feedback the more you talk the more important it is. But in coaching the less you talk and the other person does the talking the more important that is. You actually will appear to be more valuable the less you talk in coaching. Here's a way to break it out a little bit. Let's talk about blank and help me understand what's going on.Then the learning more through the open-ended questions, there's a few samples there. What does that look like? How do you feel about that? What would perfect look like? You can give them some more questions if you have it. The point of the first L in PULL is that we want to get as much information as we can so that we can go to the second L, which is lead them to the solution. Notice we're not going to hand them the solution, because they've got to own it. Even in that second L we start with offer you a suggestion. Yes. Please tell them. Don't ever say, "Well, if I were you I would do this," because then you've just owned the problem.It's going to be up to you to do it on the sly. I wonder what would happen if we tried it this way. Have you ever thought about looking at it this way? It seems like blank could be a possibility. What are your thoughts? We don't want to feed them the answer but we want to get them to the point where they will actually come up with one. They may know down deep inside what the right answer is. You just need to get them to do it. They may not have a clue and you know the right answer, but you can't feed it to them. You've got to get them to it. There's an art to this.Because it's so difficult, now we're going to do some practice. What we'll do in this activity is have them pair up. If there's a group of three, you could have maybe one group of three and one person observing. Or, if there's an odd number maybe you can take one of these for coaching. Let them know that we're going to do two rounds of PULL coaching. Now, the first thing they've got to do is find a partner. Then, when you go to round two, I'll tell you how to do this differently.Then let them know, and leave the slide up on the wall that has the PULL coaching questions, let them know that they're going to work and coach their partner there. They'll say, "What should we coach on?" Then you could go back to the flip chart that has all of the management challenges from the first day. Say, "You could start with this." Or maybe you realize something in insights discovery that's a blind spot for you and you want coaching on that. Either way, pick something. I'm going to set the timer. You can play around with them and let them know we're going to do two 45-minute rounds. Some people will be like, "Okay." Others are going to be like, "What?" Then say, "Would five minutes be better?" Of course they'll say yes. Let them know we only want to do five minutes because you're new at this. Set the timer for five minutes and then tell them, "Go."In fact, you could do 10 minutes too. I've done 10 as well. It's up to you. You can gauge the group. If they seem like they're pretty talkative, give them 10 minutes. You'll be amazed at how fast the 10 minutes goes, but you could do five as well. Let them go through and at the end stop the timer and say, "Okay, so in round one how many of you found it to be uncomfortable?" A few people will say, "Yeah." Say, "That's normal. It's brand new." Then ask them, how many of you got your problem solved in round one? You'll be amazed at how many people say, "I did." Just let them know, you either have a great coach or maybe what was helpful is you finally talked to somebody about it. They'll say, "Yeah. That was great."Debrief a little bit and then say, "Okay. We're going to do round two now." This is what we're going to do. If you are going to be coaching in the second round, that means you just got coached, I want you to stand up. Have them stand up and say, "Okay. I want you to move to another group. I want you to coach somebody different." The reason we do this is a lot of them are sitting next to their friend. What we want them to do is work with somebody different. Get them to move around and then put the second round in motion. Set the timer. Let it go. At the end say, "Okay. Round two is over. In round two how many of you felt a little uncomfortable?" There will be less people this time. Then say, "How many of you got your problem solved in round two?" You'll find there's a few. Then ask them, how many of you found it useful to work with somebody who you don't know? Most of them will say, "Yeah."Let them know that sometimes it's really important to get with people who don't know the details of the problem, because oftentimes they'll see it way different and give you a solution you never even thought of. But if it's two people who've been looking at the same problem a long time you'll both be in the tunnel vision. Let them know, if you enjoyed this activity it doesn't have to end. It can be something that you do on your own. In fact, you would recommend that if you've made contacts and friends here do this on a regular basis. Maybe every month just do a call, a five-minute call, what are you wrestling with? They'll find that it's going to be really useful.This is always a good time to take a break. Then we come back. We're going to finish up the module. There's a few more tools and then it's over with.We do like to use this tool because what it does is it shows you the value of a really good performer. Let them know on the y-axis, the one that goes from bottom to top, what we've done is we've put the organizational value of an employee at [Le Grande 00:22:18]. Notice that across the x-axis anybody in rounds one, two, and three, they're a liability. They are because the skill is low in those three. Let them know, the faster you can get them up to speed, the better off, because you're losing money on that new hire or you're losing money on the person that just got promoted.When they hit round four, when you're going to use the coaching approach, at that point you break even. But you're a for-profit business so you want to get them to five. That's where the employee becomes valuable, indispensable. But notice in round six the value diminishes. You can look across the bottom and realize in one, two, and three you'll be wearing the boss hat a lot more, the coach hat in round four, and then a combination when you get to six. Just another way to look at it.Then we're going to do a couple of tools around employee development. You do have a couple of worksheets in the book on having a corrective performance conversation and also career development conversation.This is a tool on page 16 called the life odometer. What you could do is have everybody pull it out. Make sure they have something to write with. Have it on the screen. Let them know that this is a really good tool to use if you are coaching somebody or having career development conversations and they don't seem like they really have a clear direction. The life odometer, each spoke of the wheel represents one year of life. What you'll do is have everybody work on this together. Let them know there's going to be four marks on the wheel they have to make.The first one tell them, "I want you to find the age you were when you made the conscious choice to be in the career field you are now." Depending on what age that is, that could be, I don't know, wherever. It could be maybe 27, 28. Just tell them to put a little tick mark on the end of it. Second age they should find is 67. 67 then is going to be you go to 50 and count up 17. It'll be in here somewhere. The third one's a little tricky. If you're a woman, you find 84. If you're a man ... I'm sorry. If you're a man, 84. A woman, 86. It's going to be up here somewhere. Have them make a mark. The last one is find their current age, so wherever that is.Then have them say, "Our final step is I want you to shade in the area between your current age and 84 if you're a man or 86 if you're a woman." It's going to look like a wedge of pie. Depending on the age of the group, typically at Le Grande they're going to be younger, you're going to find they have a pretty wide range. That's good because the way you debrief it is this. The age you were when you made the conscious choice to be in the career path is the day that you gave up the right to complain because you made the choice. We just want you to know that. 67 is the median retirement age, US and Canada. The 84 is life expectancy for men, 86 for women. What you just shaded in is how much time you have left on the clock.Some of them will laugh. Then the question is, what are you going to do with that time? Are you going to be the kind of person that basically just comes to work, works, and goes home? Do you have a career path in mind? We would recommend that you have a career path in mind because, first of all, retirement age is not something that you automatically are equipped to deal with. There's a financial burden. Right now are you on the path to make as much money as you need to? But in terms of just growth are you on a path now that's going to lead you to where you want to be? If you don't, start thinking about that today. But you can also start thinking about that for your direct reports. You want to make sure they all have a path.Now, it's very important to notice the difference here. As a manager, your job is to make sure that the person in the role performs at their capacity 100% every day. It's not your job to be looking out for their career development; however, if they come to you and say, "I really want to figure out a path to become a director," you do have a responsibility to get them there. That's your job. This is a good tool that gets the conversation moving.A second way that you can look at this is to have them think about what we call a big associated goal. That's the BAG. That would be something that ... In my case, it was to develop the next great generation of great bosses. What I visualize is that is sitting on top of a mountain. We have to take diagonal switchbacks to get there. Let's say one of your people say, "Hey. I want to be the guy that replaces John Selldorff." Okay. If that's the case, you won't get there tomorrow. It's a series of diagonal moves. They should always be going upward. Maybe my next thing is I need to figure out how to get to the next promotion level. What's that take? It might take an advanced degree. I've got to get that. Everything is a switchback up the mountain. As the boss, your job then, if they've identified a path, is to help them figure out next steps, which means you'll have to be an expert in this as well. But that's part of your job. You can use both of those tools that are healthy. Those are healthy tools.What we've done on page 18 is given you a list of some common responses when people are having either discipline issues or they're looking for promotion. These are some dichotomies here. Curiosity or assumption. This is something that the managers in your course should be very careful of. Assumption means everybody will always do what they've always done and they don't have it in them to improve. That's an assumption. Curiosity means, "Wow, you really would like to be John Selldorff's replacement? That's interesting. Let's take a look at that." Instead of assumption, "There's no way. John's going to be around a number of years and you've got years before you get there." We want to do that.Activity versus accomplishment. This is one that your managers are going to throw at you already. "I don't have time to sit and have these long conversations." "Why?" "I'm too busy." Is that activity or accomplishment? If you're a manager, part of the key role is to develop others. Look at the value of the task and not say I'm too busy.Want versus need is a good one. When people come to them and say, "Hey. I want a pay raise." "Why?" "I want more money." Money is one option. What else is important? "I feel like nobody respects me here." See, that's a need. A want is the money. A need could be different. Sometimes you can't give them what they want. But if you figure out what they need, you might be able to get that.Can't versus won't. I need a degree to become an executive. I can't do that. What do you mean you can't? I just don't want to do it. I can't afford it. That's a won't. It's not a can't. Know the difference.Intent versus impact. This is one that can happen if you don't have a rapport with your employees. You could jump on them for something and say, "Well, I did it for your own good." That's a good intent, but the impact was it crushed them and it did not get them motivated.The last one up there is hurt or injured. Now, this comes from the world of sports, primarily football. But the difference here is this: if you're hurt, you can continue to play; but if you're injured, it has to be attended to. If one of the people wants to get the next promotion level and don't get it, they're going to be angry. They'll be hurt. But if they didn't get it because they did not have the right certification or degree and somebody else did and got it, that's what we call an injury. You're going to be hurt. The bottom line is, until you get that degree or certification you'll never get a promotion like that. That needs to be tended to. That's the equivalent of injury.Just let them know to be prepared for a lot of these kinds of responses. That's very typical. That gets you to the end of Module Three. Again, that's probably three hours minimum, maybe more, but it's the most powerful one. In the next video we'll go through Module Four, which is a fairly short one. I'll see you on the other side of that.Well, now that brings us to module four, which is called Motivation. What we want to do in this module though is not so much talk about motivation as much as we want to talk about engagement. The way I like to start the module off is to ask the group, "How many of you have ever heard of employee engagement?" People will probably put up their hand, and you can say, "Yeah, engagement is a condition that happens when people feel totally committed to an organization."Then, what you could do is you could say, "Before you heard about employee engagement, which ... " Let me see. How would we say that? "How did you think about engagement when you heard the word?" People will say things like a couple a getting engaged, and then you can say, "Yeah, that's true." Let's think about this a minute. What is the divorce rate in the US right now? And it's somewhere around 60%. Then, you can ask the audience, "How many of you know somebody who's been divorced before?" And of course every hand will go up. Then say, "Well, how many of you have ever met a person that called off an engagement though at the 11th hour?" And that number is typically very small, if any.Let them know there's some couples who know full well getting married's not a good idea, but they won't break the engagement. They'll go ahead and get married. In a strange way, engagement is even more of a strong commitment than marriage would be, and we want to look at employee engagement the very same way. We want to figure out a way where we can get our people really committed to this organization, to Legrand, and because we find that engaged employees tend to perform better, which means the organization performs better, too.Now, the next question you want to ask, and this seems like an odd one, but there's a reason, ask them how many in the group have tattoos. Then, usually, a bunch of hands will go up. Say, "Okay, would anybody be interested in sharing what their tattoo is?" Usually, the older I get and the longer I do this, the more I find very few people don't have tattoos and most people are more than happy to talk about them.So let the group talk. Some of them will show it. You say, "You don't have to show it to us," because some people have it places you don't want to see. But, ask them about their tattoo and what it means. Typically, you find a few that say, "Yeah, I got drunk one night and got it, and I regret it." But more often, you'll find a person says, "This is this symbol, and it reminds me of this." The tattoos really means something to people, and this gives them a chance to talk, and it's a lot of fun.Once you get through all the people that want to share, ask them, "How many of you have ever met a person that got a tattoo removed before?" They'll usually be a few. Then, what they'll say, "You know, how did it go?" And they'll say, "Well, it was painful and expensive." Then you can say, "It seems to me that a tattoo more or less is a permanent thing. Would you agree?" And they'll all say yes. Then ask them, as you turn to the next slide, "If that's true, what are your thoughts about this?" Then you can mention that one of the creators of this program had a client, and it's Pratt & Whitney. It's right there in East Hartford, so anybody in West Hartford will probably know about them. Then, ask them, "What would you think about this person's employee engagement to Pratt & Whitney? That's their corporate logo." They'll say, "Really committed, really committed." You say, "Exactly."The interesting thing about this person with a tattoo, though, is they never worked at Pratt & Whitney. This was done by the son of a man who worked there his entire life as a tribute to his father when his father died. Here's the thing you have to ask yourself, do you think that young man's dad came home at night and said, "Oh, I hate this place. Pratt & Whitney is the worst company in the world"? I bet it was better than that, probably along the lines of, "We are so lucky that we have this job because it takes good care of us." When you do a tribute to a loved one who's passed away and that tribute is a corporate logo of the company they worked for, that would suggest a very engaged employee.With that, we have to figure out then how do we create the conditions of engagement. This next slide I would recommend you draw this out on a flip chart. This is a tool that we call the bridge to engagement, and it really represents three conditions. Condition number one, and this is on the next slide, is over here on the left, and it's called satisfaction. Satisfaction is good, but that's all it is, is good. One of the examples I use is I'll say, "How many of you like macaroni and cheese?" And most hands go up and say, "Well good. Well, how about I go to the store and get a box of Kraft macaroni and cheese with the little packet that has the orange dust in it? How is that?" And they'll say, "Oh, it's not that great," and say, "Yeah, but it's mac and cheese. You are hungry. You like mac and cheese. You eat it, and you're no longer hungry. That's satisfaction."But what if we could do it differently? And I have a mac and cheese recipe I make every thanksgiving, and you could come up with some example of your own, but I actually take macaroni and cheese, mix it with three or four different types of cheese, bacon, and I put it on my smoker for like two hours. Then, you just have this rich macaroni and cheese. I look at that as engagement, like, man, that's locked on. That's some good stuff. But to get from satisfaction to engagement, we have to create conditions of fulfillment where a person's needs are met, but they're not ... The needs are met, but they're not over the top. Fulfillment is going the extra mile. What we want to be able to do is create fulfillment with our direct reports, which would get them motivated.Let's take a look at a model that will help us do that, and that's this model here, which is the wheel of motivational drivers. Now, you can refer back to module three when we talked about the three-legged stool of great performance. What we're looking here is how do we get the will balanced, and that is through motivation. What you have here are many drivers of motivation, and we're going to very quickly take you through them. You can spend more time as you debrief it, but it begins with the definition of motivation, which is in the middle. It suggests that motivation happens when a person gets what they need, when they need it. Now, the what is the key.Also, mention that basic human needs are important. A person that found out they're just going to ... they're going to lose their house or they're going to have a significant medical issue come up, they're not going to be totally engaged on the job. So, I'm pretty sure that Legrand has an EAP. Let the audience know that EAP is what you use for those inside of the doughnut things there, the food, clothing, shelter, any personal issues that keep a person from being fully engaged. But beyond that, you have a whole window of opportunities. So very quickly, we can go through that.First of all, there are some individuals that say, "I just want to come to work, do my job, and go home," and there's nothing wrong with that. But there are others that really want to see their connection to the bigger picture, and that would be a need for clarity. That's the one o'clock position here. Clarity means I'm motivated when I know how my part of the organization fits the bigger picture, and there's some people that need to know that to be motivated.The second driver is legacy. This is something that some of you younger managers have probably struggled with already, is you have an older worker who's been around for a long time and they just sort of feel like they're entitled to make it to the finish line. Well, really, one of the only ways you can motivate him is appeal to legacy. How do you want to be remembered when you leave here?For some it's power. They want to be in control, and this explains why wealthy business people often run for public office. It's not for the money, it's for control. And as a motivational driver, there's nothing wrong with that. They may be somebody who should be thought about for opportunities in management. For some, it's competent. It's competence. So a person motivated by this wants to be the smartest one in the room, and they want to be challenged with really meaningful projects that will help test their competence.For some it's respect. Respect means I'm being taken seriously, and there are some people that have a high need for that. The danger that your audience should pay attention to, if somebody has a need for respect and you dismiss their idea, they may check out permanently. For some, it's money and there's nothing wrong with money as a motivator. Just realize that it's not the only thing that motivates people. Sometimes it's job satisfaction. They may want to get the type of position where they just love what they do, so much show that if they won the Powerball lottery they wouldn't quit their job. They continue to work.For some people it's pain avoidance. It's the threat of punishment that works, and for some people that's the only way they'll move. It's not the ideal, but sometimes it works. For some it's inclusion. They want to feel like they're part of something special. This is going to be one that you may have to wrestle with a little bit at Legrand, especially with an acquired company, because they may have felt like they were included in their original company. Now they are welded into Legrand. So for those people, and this would be really appropriate, I think, to pass along, make them feel like they're part of this team.Personality alignment is up there, too. You can tie this into your insights discovery because the different styles may have different drivers that need to be met so motivation happens. For some it's appreciation. A simple thank you might be enough. For others it's predictability, and this means there are some people who would prefer predictable misery over spontaneous joy. Because the environment at Legrand is rarely predictable, if you have a need for predictability, this could be a challenge for you. For some it's equity. It's fairness. They want to assume everybody's treated fairly.Last one is core values. We can think about Legrand's core values and where a person's personal values align there's going to be harmony. But if a person is a great worker but just can't seem to embrace Legrand's values, that's not going to work. It becomes a motivation problem, a will problem. With all of these, and I know there's more than this, but this is enough to get you started, remember will leg is fixed by motivation, sometimes through threats. As a manager, you have to understand this. What I tell the groups before we start is to find the ones that really resonate with them and then think about that one employee that really stresses them out and see if maybe you can find them here.It's really a short module, but there's a lot of depth in it. I think you can have a lot of fun with it, so enjoy that one. Well, that brings us to module five, which is Building an Effective Team. What we're going to do in the next module is we're going to build a little bit on the three-legged stool as we get into the team evaluation tool.But, the first thing we want to do is begin with a little activity, and we lead into the activity with this. Ask your group, "How many of you think that multiple people working together can be more effective than one person who's an expert?" You may get a mixed reaction on that, and so what you'll say then is that we are going to do an activity that we're going to call famous names. In the workbook on page two, you notice there's two spaces there. What I'd recommend is that on the flip chart, and do this ahead of time, is go on the flip chart and just do the alphabet. You can do it from top to bottom, so A, B, C, D, all the way down. You may have to go to the next column with the other half. Let the group know we're going to play a game called famous names.Now, at random, you are going to come up with a second set of letters. I don't know. You can use a workbook or have somebody pull out something that's a workbook, just something random, and go through it. For example, if we have a flip chart with A through Z on there, I might take a random document, like this one I have in front of me, and it says, "Hey, how would you like a free copy?" So I would put next to the A H, because the first letter of the phrase is hey. So A, H, and then B, E, and then C, Y. You see [inaudible 00:01:33]? So you get pairs of numbers. You'll have 26 pairs of letters, rather, not numbers. 26 pairs of letters.Tell the group that you ... Tell the group you want them to work individually. You're going to give them two minutes to write down as many famous names as they can come up with using those paired letters as initials. For example, A, H, you could say Albert Haynes, or I guess Albert Haynes. That's a football player, Albert Haynes. That would be an example of A, H. Give them two minutes, set the timer, and go. Watch them. They'll work diligently, and they're going to fall off.Then, as you get close to the end, just say, "Okay, we got a minute left. How many of you still need more time?" and they'll just be kind of sitting there thinking about it. Then, you could really play it up and say, "10 minute, 10 seconds left," and count it down. Then, when you hit zero and then the timer goes off, say, "Okay, everybody stop. Pencils down. How many of you have 26 pairs of letters resulting in 26 famous names?" Of course, nobody.What you might find is somebody might have four. Have them read it and say, "Okay. What'd you think of that?" And people say, "Well, it was really hard." So say, "Well, let's play a second round of famous names, and this time I'm going to have you work at your tables," or have them break up in groups of five or six. Then what you'll do is you'll get another document. You'll create another random pairing of famous name initials and say, "You have two minutes to work together as a team and see if you can do better." Then, what they'll do is they'll get working. At the end of two minutes, they may not have that many more. You might have 10 or 12, or something like that.But then, this is where the game really gets interesting. Have them read off, every group read off what they come up with. You're going to find that there's definite patterns. Some people have celebrities. Some have sports people. Some have historical figures. What you're trying to get at here is it by ourselves we can accomplish some things. But when we have a group of people, we actually get different perspectives. Then you could say, "What if we were to get everybody in this room together and create one big team and we could compete, let's say, against United Technologies. How would we do?" And with all the people in the room, with all the perspectives, you could do pretty good.Let them know that in many cases working as a team can be way more effective than working as an individual. But with that, it comes at a price, because now you have to manage not just individuals but individuals working together as teams. To help you get a handle on your team as you evaluate them, we have a new tool for you, and it's found on page three in this module. Now, what we're going to do is we're going to use the idea that this balance is right off the three-legged stool, but we're going to evaluate skill, will, and focus a little differently.We want to start first with will. And tell them, "Remember, we're looking at teen behavior now, although we will still look at individuals, but how they interact with the team is going to be pretty much what we want to do here. We want to see if our team is it cohesive team." The first thing we're going to do is we're going to measure the individuals on a team according to their will, and their will is how involved are they in team behavior. That is on the y-axis, the one that goes from top to bottom. That's will.Let them know that anybody who is sort of one of those people that never participates, they're the ones that talk a good game but never do anything, they're like a level one and two. Then, ask the group, "Well, if that's bad, would 9 and 10 be good?" Some people would say yes, but then you could say, "But really, that's not, because that's kind of like the person on the basketball team that never wants to pass the ball. They always want to be the one to take the shot. That's not good either. The ideal place to be is probably in the six, seven, and eight range. What we want to be able to do is see if we can get our team members right in there." This is what we're looking for, the six, seven, eight range, which should be right here if we draw a line right in here.Now, the second thing we want to measure is focus on the team. With focus, we're going to balance between task and people focus. Somebody who's high task focus is like one and two, which means they're not interested in getting along with people. They just want to get the job done, which is not optimal. The other extreme, though, 9 and 10, is people that are so interested in the team behavior, the people, that they don't ever get the work done. They're the party people. The ideal is probably five, six, seven range, which means if we connect the dots, the ideal sweet spot on the team is right here in this circle. That is the will and the focus.The last thing we want to measure is the skill, which is each individual, how skilled are they? We have a four rating scale. Four means highly skilled. Three is somewhat skilled. Two is low skill. One means brand new to the team, kind of like that round one if we look at the previous model we used. In a perfect world, your team would all be in this sweet spot here with a number four by their name. If they understand that, and you have to go through it a few times, say, "Okay, we're going to do a little case study now. This is an actual team. What we're going to do now is we're going to evaluate the team. So remember, the numbers in parentheses is the skill level." There are several questions that you can ask the group to get the discussion. Then, what I'll do is I'll tell you the story behind the story here, and then we'll introduce the team health tool.The first question you ask is, "First of all, is this team a synergistic team?" They won't really know what that means. They may have some, but let them know that synergy is when you're so dependent on the others you're not successful without them. You could use the example of sequoia trees. They're over 300 feet high, but they only have four feet of root. The only reason they can stand is it there in groves with other sequoias and their roots go down four feet, but then they grow sideways and link up with the roots of the other sequoias. They're successful only because each other, not in spite of. Ask the question again. Is this a synergistic team? The answer is no.Second question to ask is, "Is there going to be any conflict on this team?" And they'll say yes, and say, "Who will it be between?" Well, the first one that comes up is Tony and Linda, and that's correct because they're both extremes. Then, they'll say, "Well, maybe Linda and MJ." "Well, how come?" "Well, because Linda's task and MJ's more people and not motivate." You say, "Exactly." Then, you may get a few others, but ... And they're all pretty much correct.This one, though, there's a right or wrong for it. Ask them, "What are the likelihood that there's going to be a little coalitions and cliques on the team?" And the answer is there will be. Where will they be? Well, most people will say Skip, Cindy, and MJ. That's the correct answer because they're both high people focus but low task focus.Then, you could always ask, "How about Linda and Gene?" Some people will say, "Yeah, because they're both tasks focus," and then say, "No, definitely not because Gene is low producer. Linda's over the top producer. Both are highly skilled, and Linda and Gene are going to fight all the time." Then, ask them, "Who's going to be the scapegoat if anything goes wrong? Who's going to get the blame for all the problems?" Some people say Reid, because Reid's brand new, and it's possible, but it's Bob. You say, "Why Bob? Well, Bob is under the radar." We talked about this with the Johari window. Remember, in the absence of information, people fill in the blanks, so everybody's going to be targeting Bob.Then, the last question you could ask is, "What would it take to get this team together?" People say, "Well, they need team building." Just let them know team building really doesn't solve the problem. I've seen this, and maybe you have too, where corporate executive teams going off sites. They have a good time. They do rock climbing and whatever, but the problems still remain. Couples in a relationship that are having struggles go away in a couple's weekend and they have couple's massage and all kinds of things, and they think their relationship will be okay. But when they get home, the root problems don't really go away. For that reason, we need to develop teams differently, and to do that we have a tool.But before we do that, let's talk about this particular team. Here's the backstory behind the story here. This is an actual team case study from Center for Creative Leadership. On this team, Tony is the team leader. So, Linda, of course, also being a very high performer, Tony and her fight all the time, and it's mainly because Linda's always picking on Bob. Bob keeps coming to Tony and say, "Hey, tell Linda to leave me alone."Well, finally, one day, Linda fires Bob, so Bob goes to Tony and says, "Tony, I just got fired. Tony says, "Well, who did?" "Well, Linda." Well, Linda doesn't have the power to fire, so Tony confronts Linda, and Linda says, "If you don't step it up, then I'm going to have to take over." Well, Tony gets really mad and puts her ... writes her up and says, "You know, I'm going to ... You need some training." Now, we know training won't work because training fixes skill, right? She sends her to a one-week program with the Centers for Creative Leadership. That's where you go to class all day and then you stay on site. In the evenings, you get out, sit by the fire, and talk about your feelings. As you imagine, it's not going to work with Linda.Linda comes back and she says, "I'm not doing the training." Tony says, "If you don't do the training, you leave me no choice. I let you go," so Tony fires Linda. Linda goes to the board and tells the board that she got fired and she's the only worthwhile worker in the entire team, so the board pressures Tony to rehire Linda. Tony refuses, so Tony is fired and Linda, of course, gets promoted to be the team leader. And over the next 12 months, one by one, each of the members of the team's quit. And at the end of the year, the board realizes their mistake and fires Linda. And of course, in this scenario, nobody lives happily ever after. It's an example of what can happen when you're not taking good care of your team.That's where we can introduce the tool that's found on page four and five in your workbook. The way that we use that ... If you have time, you can have them do this in class. If they don't, they can do it later. I have copies of this instrument that you can hand out if you want extra ones, or you can find a portal maybe in your SharePoint where they can download it. But, basically what you're going to do is you're going to go across the grid and put the initials of everybody on the team. There's only room for 10, so you could let them know if you've got a team larger than 10 you could do it in several sections if you want. But, you're going to go through the statements and see which ones match up to their performance. Then, you're going to plot them on this team behavior map right here. You have to be honest with this.Then, the good news is if you can get your team plotted, what you can do on your one-on-ones is you could actually share where you think the person is and let them identify where they think they are and see if it lines up. Then over time, what you can do is measure and say, "You know, two months ago you were way out of standards here, but now you're moving back toward the center, that sweet spot." We know that we can fix the skill numbers by training, the will through motivation and incentive, and then the focus is done through coaching, feedback, and mentoring.In a perfect team, they're all going to be in that sweet spot. In most teams, they're going to be like a shotgun blast all over the place. But now, if you use the tools in module three, you can bring your team back into compliance. That's the beauty of this tool. Tell them this should be done on a quarterly basis. Never show the team the entire map because it's going to just frustrate everybody, but it's a really good way to get your team in sync.With that, we are going to do the last module of the program. By now, you're at the end of day two. People were pretty tired. The last one is kind of a fun one. It goes pretty quick, and that is how to deal with conflict.Well this brings us to the last module of the LEAP program, module six, which is dealing with conflict. Now up to this point we've basically done things that will help managers develop and develop their team. This last one then may be useful because what you're going to find is that they're going to have conflict with direct ports but also with their peers.So we've got to give them some strategies and figure out the best way to do it. Now we like to start this module off with a video clip. There's a lot of video clips in this module which is really good because it's towards the end of the program and people have kind of hit the wall so it's a fun module.It's one where you self-identify your preference but let's begin at the beginning with a conflict. And so this is a clip from the TV show Seinfeld. Before you show it, let the audience know that you want them to watch Jerry, the main character, and ask them, "If this was you what would you do?" So let's watch.All right, now that the clip is over with, ask them, "How many of you would have handled it just like Jerry? A lot of sarcasm." And a few hands will go up. "How many of you would want to reach across the counter and strangle that rental car clerk?" And there would be a few. And then also ask them, "How many of you would just say, "Well, I'll just see if somebody else has rental cars available,"." You'll find a lot more hands go up for that one.You see the thing about conflict is that it is a condition that exists when what you want is not what you're currently experiencing. And when that happens you will have some behaviors that you'll do. Now this is not aligned with Insights Discovery but this could be a nice companion to it.These are just chosen behaviors that become comfortable to us where Insights Discovery is more hard wired behaviors along the lines of the Jungian theory of personality. But again, these are just traits where people can manage them which is what's really good about it.Now the way that we use this tool is that we measure two different components of how you interact and the first is assertiveness. So there are some people that are highly assertive, very comfortable telling you what they want, others more reflective, low assertive, more comfortable asking for what they want.And the emotion side there are some people very comfortable displaying emotions openly and others are more of a closed book. So that leaves us four quadrants, and again, self identify. So the way that you would do this is let everybody know, don't try to figure it out now. As we describe it and as you watch a video clip see if you can pin point where you're at and then understand that there's going to be a right time and a right place to use each of these particular styles.So let's begin with our first one. The first one is the shark style. Now the shark style works best when there is only one winner. If it's everybody gets a win it's not going to work but if there's winner takes all then the shark is the best position. Highly assertive, low in emotion. The goal in a conflict for them is victory. And they define victory as I win and there's nothing left of you but blood stains in the water.Now we're going to show some examples of these different styles and so here's a video clip from the movie Meet the Parents. And watch Ben Stiller in this particular scene and you're going to see him actually battling it out with another shark and then we're going to ask a very important question when it's over. So let's watch the clip from Meet the Parents.Okay, so everybody's going to laugh at that one a little bit. And so the thing to think about is that when you have two sharks fighting with each other the one with the most power is going to win. So obviously the flight attendant has more power and if you watch the movie he gets arrested. But just let them know if it's a fight over a space and it's winner take all, this might be the only way you get what you want, but it does come at a price. That's style number one, the shark. You could ask people, "How many of you think this could be you?" And see if they identify.Which brings us to our second conflict choice position, which is dolphin. Now this is high assertive but also high in emotion. And so the goal for them is loss management. Which means they know they're going to have to give up something but they just don't want to give away everything. And so this is really a good one to use when you want to win but you also want to preserve the relationships at the end. Dolphins, that style tends to be really good for negotiators where you don't want a win-loss, you want a win-win, but you can't have a win-win, you can get that later, but at least what you can get here is everybody feels good about the decision.So let's take a look at a clip of somebody who's a dolphin. Now this is a clip from the movie You've Got Mail. Watch Tom Hank's character as he's going to try to get Meg Ryan the ability to check out at this grocery counter. Let's watch.All right, so the debrief on this one, and you can ask the group, "How many of you think that Tom Hank's is a little bit sleazy?" And a lot of people will put up their hands and say, "This is sometimes what people say about dolphins is it's just kind of creepy. You just can't always trust them." You think about typical sales people and they tend to be dolphins but they're goal is to actually get what they want but have you like them in the end and so you can see in this case that sometimes dolphins make everybody feel good, but the follow up has got to be key. So even think about that grocery clerk, as soon as he walked away, her smile went away back to the frown. So they often times think they've done something amazing and leave only to find that everybody's still fighting once they're gone.Now those are the two styles that are more assertive. Let's go down to the more reflective styles and we'll start with golden retriever. Now that style is low in assertiveness but very high in emotion. The goal for them is harmony. They want everybody to be happy. It's best used when you want to preserve relationships. Unfortunately a lot of times it means that they're going to continually give without any concern to what they want, which later can lead to a lot of resentment.So you can ask them, based on that, and the same with the dolphin, "How many of you think this could be you?" But let them see this in a video clip and see if you can see a golden retriever in a conflict. This is a clip from the movie Coming to America. Now it's a parody, it's when Eddie Murphy who is Price Akeem meets his bride to be for the first time. And so let's go ahead and watch it.All right, the movie is definitely an exaggeration but the bottom line here is her whole job is to make him happy. So you could ask the audience, "How well will this work 25 years from now?" And of course the audience will say, "No, it definitely won't work." So again, it's kind of an exaggeration but it's a lot of fun to watch.Which leads us to the final conflict style. And that one is the condition where you have low assertiveness and low emotion. That is the spider. So the goal for spiders is safety. And we say safety from the task or the pain. They just don't want to have to even engage with it so they just go inward. They don't give anything and they don't accept anything. Now this one is best used when you're outgunned, when everybody has more power than you, you're not going to fight that battle. But like any of the other styles if you do it all the time people eventually are going to start taking advantage of you.So if this is a style that's comfortable for you, be careful you don't always go to it. Now we're going to see spider in this video clip from the movie Dances With Wolves. And in this clip, what you're going to see if the meeting with all of the Sioux tribe members in the tent. So in the movie Dances with Wolves, Kevin Costner's character John Dunbar moves into where, they call it the soldier fort, is. Well the Sioux tribesmen are kind of worried about this guy so they're all trying to figure out what to do. Now the beauty of this clip is you're going to see all four styles in this one, but the key here is the chief. And everybody's making their case, the chief's the one that has to decide. I believe he's a spider. Watch the clip and see if you can also identify the other styles. Let's watch.All right. So the first thing we got to ask ourselves is, "Is that the answer everybody wanted?" No, let's think about it awhile and let's talk about it some more. Of course they want an answer and that's the danger with spider. They don't want to get involved so they try to kick it down the road. Which means they're not satisfied nor are anybody else that want to make a decision.Now you also can see several of the other styles. And so the first guy was definitely the shark, making the case for shooting some arrows into this guy. Graham Greene's character was probably more the dolphin. He talks about how we can maybe make treaties with this person. The third guy is the golden retriever. He says, "I don't know. Killing a white man is a pretty delicate issue. If we do it more people will come." They're more cautious. And then of course there's the chief who just doesn't even want to make a decision.So it's a great example of all four styles integrating. Now the challenge with all four of these is they all end with you not being completely satisfied. So there's a fifth way we can look at this but we've got to talk about what gets in the way first and then we'll address it.What gets in the way first is how you handle stress and emotion. So our last video clip of the program is from the movie Fried Green Tomatoes. There's no need to talk about the backstory because the scene you're about to see is with one main character, Kathy Bates. I believe if you saw the movie she's probably a golden retriever. And watch what happens as she goes shark. Let's watch.All right. So the first question to ask the group is, "Does this seem like golden retriever behavior?" Of course the answer is no. So we've got to figure out what caused this. And what caused it is a condition known as an amygdala hijack. So what you can do is you can kind of explain how this works and use her as the example. Now the brain is the body's computer system. It controls all the systems and also reactions too. And when it's running at full speed you are making really good decisions and so Kathy Bates when she pulls into the parking lot she's feeling pretty good. A little stressed because she can't find a parking spot but all of a sudden she sees it and life is good.She is what we call at level four. Level four is right here and at level four you're able to process 24 bits of information every 8.5 milliseconds. That's really good.But the brain has a little gland on the back of it. It's called the amygdala and the purpose of the amygdala is to sense any danger. And when the danger is there, the amygdala begins to secrete a hormone called cortisol, the stress hormone. The purpose of the cortisol is to get the brain to quit over thinking things and make a quick decision. Flight or fight, but you can't stand still.And so in the scene we see the girls pull in, steals her spot and then they insult her. That immediately pulls her down to level two. Now at level two you're only processing 8 bits of information every 8.5 milliseconds. Then the more she starts thinking about it you can see the tension. Right? You can see her fingers grip the steering wheel, you see that really evil smile Kathy Bates gets and then you see her go to that straight face and then she hits level one.Level one is what we call the amygdala hijack. At that point the brain is not thinking at all. You're operating with lizard brain. Plain reaction. And at that point you do something, fight or flight. She chose to fight and smash the girls' car. And the clip ends in kind of a funny way. She says, "Face it girls, I'm older and have more insurance." What we don't see is what happens when Kathy Bates leaves the parking lot and turns right onto this highway and that's when she's going to say, "Wow, I can't believe I did that. What was I thinking?"See once you have the amygdala hijack the process works in reverse and as the cortisol drains from your brain the brain starts to think and says, "Wow, I can't believe I did that." Now you could ask the audience, "How many of you have ever said something on the phone and then regretted it or sent a really nasty email and then say, 'Oh, I got to get that back.'"See we have to learn how to manage this. And so this is really the learning point for conflict. We've got to understand what our triggers are. It could be anything from a perfume somebody's wearing. It could be a sound that you hear, a song can trigger it. It can be an action. And so people all have things that frustrate them and so the key is can you really control yourself? This goes back to the emotional intelligence we talked about way back in module two. And the fact that we have to be really paying attention all the time. And so self management means we know what our trigger are and we learn to control them.But there's another piece of this that's important too and that's as a manager you have a responsibility to control the amygdala hijacks of those around you by being calm. There was a study done on the refugees from Cambodia in the late 70's and early 80's. They were referred to back then as the bode people. And what the researchers found was that the bodes that successfully made the crossing, and a lot of them didn't because of bad weather and terrible boats. Everybody that made it had a person on board who could be calm when there was a crisis. That's based on something called contagion theory and that is I am going to rise to the level of the people around me. If they're negative, I'll be negative. If they're positive, I'll be positive. If I am calm, the people around me therefore will be calm.And so the second thing you have a responsibility for is to manage the amygdalas of those with you. You know, if we can do that that can get us to the win-win. Right? We're not going to get a win-win using the four styles so the fifth and final style then is based on learning the difference between wants and needs.the I-want statement. I want a parking space. No, I want the parking space. And the person that's going to win that is the person with the most power. But what's really important is the need. I have a need to be closer to the store because I have a medical condition. Well, I have a need to be there just because I don't like to have to walk. Well somebody's need may be more important. And need is where you're actually going to reach agreement. And if we can do that and we work on solutions from both parties' needs, there's a very good chance everybody can get exactly what it is that they ultimately need. That leads to the win-win.Now this is not always going to be possible. And it shouldn't be done when it's a minor decision. But where it's a decision that has long lasting impact, this is the way to approach it. The last thing to ask yourself is the solution that we come together with based on our common needs, is it legal? Is it possible? And that has to be checked off first otherwise if it's not and it fails the trust is broken. If that's the case then you can implement it.Now there are activities that you can do around this and I'll send you the cards and the package. It's around oranges. And the way the case study works is you break people up into groups of three and you have three different cards. Set the scene by saying, "You have an important project that needs to get done tomorrow. And you have a box of oranges to get it done. You need the entire box."So you go to the store, last store that's open and there's one box. You grab the box and two other people try to grab it too. Three people, they all have got to have that entire box of oranges. So the cards are color coded. Tell them to read the instructions, don't share it with their neighbors. Give them ten minutes to reach agreement.And you can read the scenarios and some people get it right away. Typically I find the younger people get it right away. The older people tend to over analyze it. The bottom line is one group needs the seeds of a box of orange, one needs the juice of a box of oranges and one needs the rind from a box of oranges. And what you find is that some people get it right away by asking a simple question. What part of the orange is most important to you?So if, time permitting, certainly do that activity. Then you can share the wine buster tool, but if not you can just talk them through that.And that should lead you to the end of the program and it's going to be up to you how you want to do follow on. You'll give them the frame with their picture in it. Let them know there's maybe going to be a follow up meeting. It's all up to you. That's really the end of the course content. Hopefully it's a good experience for you. You'll weld in the brief on legal issues and John's kickoff and it should be a really awesome two days. So I hope this is useful. If any questions you can reach me at Mack M-A-C-K at the boss ................
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