Tuesday, July 3, 2012

The 5 Ways That Highly Engaged Employees Are Different


How do you learn engagement from someone who’s disengaged?
You don’t. That’s like trying to learn French from a Spanish teacher. People simply can’t teach you what they don’t know.
So we decided that the key to understanding high engagement was to study the highly engaged. We studied 150 highly engaged employees in 13 different industries and 50 different organizations, from aerospace and health care to technology and media.
Do they behave in consistent ways? The answer is a resounding yes! Here is what we found:
  1. Highly engaged employees take primary responsibility for their own engagement. When surveyed, 99 percent of highly engaged employees report that they take personal and primary responsibility for their own engagement. It’s a stunning and largely ignored fact. The highly engaged expect the organization to play a support role. The highly disengaged expect the organization to play a primary role. While most highly engaged employees embrace an employee-centered model of engagement (meaning “I own it; it’s up to me; I’m responsible for my own engagement”), most disengaged employees follow an employer-centered model (meaning “It’s my manager’s or the organization’s job to keep me engaged”). In sharp contrast, the highly engaged don’t wait around for the organization to engage them. They take deliberate steps to engage themselves.
  2. Highly engaged employees feel the least entitled. Highly engaged employees understand they must dynamically manage their employability on an ongoing basis. They are far less predisposed to worry about what the organization owes them. They believe that high performance speaks for itself and that it will be recognized in any setting. It’s rather stunning, but most of the highly engaged individuals we studied think the concept of a “secure job” is a silly concept. They look at others who believe in such a notion as foolhardy. It’s not necessarily that we are going to become a world of temp workers, but a simple acknowledgment that no one and no organization has the power to grant true job security.
  3. Highly engaged employees engage customers. Highly engaged employees can’t help but reveal themselves to customers. They project and infect customers with the contagion of their own engagement. Unfortunately, the opposite is also true of disengaged employees. Ultimately, an organization’s brand promise is kept or broken by the employee — the real and ultimate face of the company. Highly engaged employees make the customer experience. Disengaged employees break it. Whatever is inside the employee is sure to come out and infl uence the customer. Employees always reveal their level of engagement at the customer interface.
  4. Highly engaged employees remain highly engaged almost anywhere. Highly engaged employees are amazingly agnostic to their organizational environment. We found highly engaged people in all kinds of organizational settings and environments: corporations, governments, hospitals, schools, nonprofi ts. It didn’t matter. They demonstrate agility and adaptability and recognize that organizational conditions are subject to market conditions and the business cycle. Their high engagement is portable; they take it with them. It’s both a mindset and a skill set. They create their own weather.
  5. Highly engaged employees apply six behavioral drivers. Individuals who take personal and primary responsibility for their own engagement consistently apply six behavioral drivers: connecting, shaping, learning, stretching, achieving, and contributing. The ongoing process of applying these drivers allows them to sustain high levels of engagement over time.

Highly engaged must take the lead

Don’t misunderstand. We’re not saying that leaders and organizations shouldn’t help engage their employees.
They should! Extrinsic motivators help drive engagement, and leaders play a vital role in fostering conditions that boost engagement, such as creating a dynamic culture, developing good leadership, creating a compelling strategy and vision, aligning reward and recognition systems, and providing ample resources.
We are saying, however, that highly engaged employees must take primary responsibility. They must take the lead.
As an individual, you’re responsible for enabling behavior. If both elements come together, the result is a highly engaged individual. It’s important to understand both factors and how they reinforce each other.

“The employee’s role is primary”

And it’s critical to recognize a significant finding from our research about highly engaged employees: even in poorly performing organizations with lousy work conditions, limited resources, and few opportunities, those who are highly engaged still take responsibility and own their own engagement.
Here’s the principle: Organizational conditions that create extrinsic motivation are important, but never enough. The employee’s role is primary. The organizagtion’s role is secondary.
To maintain high engagement, you’ve got to take action. You’ve got to apply  the six drivers and create your own engagement.

By Timothy R. Clark is founding partner and CEO of TRClark .

The Top 10 Reasons That Your Employees Really Quit


The myth: 89 percent of employers believe that employees leave because of money.
The reality: 88 percent of employees leave because of things other than money.
According to the study, here are the top 10 reasons employees quit:
  1. Limited career opportunities (16 percent)
  2. Lack of respect/support from supervisor (13 percent)
  3. Money (12 percent)
  4. Lack of interesting/challenging job duties (11 percent)
  5. Lack of leadership from supervisor (9 percent)
  6. Bad work hours (6 percent)
  7. Unavoidable reasons (5 percent)
  8. Bad employee relations by supervisor (4 percent)
  9. Favoritism by supervisor (4 percent)
  10. Lack of recognition for contributions (4 percent)

How to keep every one of your employees

The above data ties in rather nicely with the facts and figures presented in my last webinar,Everything You Ever Wanted to Know About Employee Engagement. (Here‘s a summary if you just want the highlights.)
Most notably:
  • Only 29 percent of employees are truly engaged (Gallup);
  • Disengaged employees are five times more likely to leave than engaged employees (Cornell);
  • Despite all the investment and attention in recent years, engagement is actually decreasing (Gallup, Conference Board); and
  • Pay doesn’t rank among the top four (4) engagement drivers (Right Management).
The top 10 list above makes it 187 percent clear that supervisors play a humongous role in whether employees leave or stay. As we often say here on the Blawg, it’s all about LOVE: treating your employees the way you’d like to be treated. According to the experts, the No. 1 thing managers can do to make employees stay is “value” them (Right Management), “care” about them (Monster/Unum) and be “genuinely interested in their well-being” (Towers Watson).

How to keep employee happy and engaged

But exactly how do do that? Here in one handy chart is a summary of approximately 85,927 hours of engagement research — something we call THE MAGICAL WHEEL OF ENGAGEMENT:
Employees desperately want their leaders to:
  • ENVISION a bold, clear and inspirational future;
  • EMPATHIZE with them to understand their motivations and strengths;
  • ENHANCE their skills through education, exposure and experience;
  • EMPOWER them to do meaningful work;
  • EVALUATE them on a truthful and timely basis;
  • ENCOURAGE them as much as humanly possible
If you do those six things, your employees will feel the LOVE and will stay with you forever. If you don’t, they won’t.


By Mark Toth has served as Manpower Group North America's Chief Legal Officer


Lead Like Braveheart: How to Inspire Heroic Effort From Your Employees


Your leadership style profoundly affects how your employees handle both micro and macro challenges.
Your leadership style affects whether they face the daily challenges of their jobs with whining and negativity or a positive, determined attitude. Your leadership styles affects whether your people face the major challenges brought on by the tough economy and other major challenges with fear and feeling helpless or whether they have a “Bring it on!” attitude.
Here’s a way to assess whether you bring out your team’s Inner Hero:
“Do you lead more like William Wallace, or like a 13th century Scottish nobleman?”
If you are a fan of the movie Braveheart, you understand the William Wallace reference and probably understand the question. If not, let me explain the context. After you read the context, please watch the video below.
William Wallace lived in the late 13th century and played a major role in the Wars of Scottish Independence. In the movie Braveheart, he was just a regular guy (played by Mel Gibson) who wanted to live an ordinary life as a farmer raising a family. Because of the actions of the tyrannical English king (Edward 1) who ruled Scotland at the time, he rose up and followed the path of the warrior.
His courage and willingness to stand up to tyranny animated his countrymen. His leading by example provided them a vision of what was possible.

Leadership that creates a “disengaged army”

When the rag tag collection of highlanders and simple farmers gathered on the battlefield and looked out across the field at the sheer size and might of the King Edward’s Royal Army, they knew they didn’t stand a chance. The overwhelming military might facing them from across the huge field left them frightened and dispirited.
One peasant gave voice to their collective fear when he asked out loud why they should give up their lives so the Scottish nobility would simply get more land, while they, the commoners, would continue to work that land for a pittance?
There was clearly no big “What’s in it for me?” upside for the Scottish commoners, and a huge downside. The Scottish nobility were asking the commoners to risk everything and offered no compelling reason why, nor did they show an interest in the commoners. The commoners existed to serve the nobility. The Scottish noblemen were the epitome of User Leadership rather than Servant Leadership.

Noblemen leadership in Corporate America

The Scottish noblemen were attempting to rally their rag-tag army using an approach that, hundreds of years later, would be imitated by far too many leaders. The noblemen’s exhortations were not unlike the many senior executives who try to motivate their people by telling them how important it is to “make our numbers” and reach goals that will enrich the stockholders, but offer no real sense of why the employees should care.
They don’t address the “Why” — why doing this matters to the company, to employees, to their customers, and even to the world. Because they don’t capture the imagination, nor do they demonstrate concern for the impact their plans have on their employees, they fail to inspire desire, courage or greatness in their people.
So their employees don’t care. They remain disengaged.
Back to the Scottish nobility and their army.
Not surprisingly, with no compelling “Why” and a huge downside, the men in this rag tag army were less than inspired to face such a frightening foe. The Scottish nobles had done nothing to elicit their army’s “inner hero.”
In fact, the commoners started to disperse.

Leadership that unleashes heroic effort

Then, over the hill, comes William Wallace and his small group of inspired warriors. Listen to what he says to the frightened men about to flee the battle ground. Notice how he calls out their Inner Hero by appealing both to a higher purpose — recognizing the right for all people to be free — as well as their own self-interest — the chance to be free after living for years under tyranny.
His message, the message from someone leading by example, was far different from the Scottish noblemen’s which was essentially:
Make these huge sacrifices for us (and there’s really not a whole lot in it for you).”
Wallace’s message was this:
“Dare to face this frightening foe, and if you do, you will receive something you thirst for — freedom. Do this and you will make possible something deeply meaningful to each of us.”

Are you a William Wallace or a Scottish Noblemen?

Think of people you’ve encountered who were leaders in title only, people who were like the Scottish noblemen. They were clearly “all about them.”
Then, think of leaders who were more like William Wallace. They inspired you to be great, through their actions and their words. They led by example. They saw and called forth your Inner Hero.
They also showed how your heroic efforts would make a difference in ways that you cared deeply about.
Reflect on the difference in your motivation level and also, how you felt about yourself, when working for these two types of leaders.
Then ask yourself which leader you resemble.

How the Braveheart approach can drive your team’s Inner Hero

  1. Connect them to a higher purpose. Show your team members how they can, and do, make a difference in the world. Show them what they can do in their everyday work to make their part of the world a better place. Share stories about what they and their colleagues do that improves the lives and businesses of your customers. Challenge them to be their best — not simply for your company — but for themselves as people. Just as William Wallace tapped into the human hunger for freedom and helped his people overcome their terror of an overpowering enemy, tapping into what’s important to your people — and people in general — will call forth their Inner Hero.
  2. Don’t just focus on your goals, focus on your people. While the Scottish noblemen exhorted the Scottish army to sacrifice for something that would benefit primarily only the noblemen, William Wallace asked them to sacrifice for something that had deep meaning to them. Do this with your people. Focus on what matters to them and connect your business goals and your employees’ daily work to these intrinsic motivators. Show your concern for your team by sincerely showing you care about them as individuals with unique personalities and lives. You show you care by actively seeking feedback on how you can remove unnecessary obstacles and hassles from their work. You also show you care by making sure they have what they need to do their jobs well, rather than communicate a “Suck it up” attitude.
  3. Make sure you lead by example. A huge part of William Wallace’s influence came from the fact that he lead by example. He demonstrated incredible courage and did not ask others to do what he himself would not. Consciously reflect on what you ask of your team and then go through this list to see how well you are modeling these behaviors.
  4. Get feedback. If you are not sure whether the way you communicate and act are more along the lines of the Scottish noblemen or like William Wallace, solicit feedback — whether face to face or, more productively involving a third party, do a 360 degree survey, get a coach.
  5. Start now. If you know you need to work on this, start now. Don’t put this on your “Someday I’ll…” list. Get the process of getting feedback going right now.

BY David Lee is the founder and principal of HumanNature@Work

Sales Success: 6 Simple Steps

These rules may sound basic, but even seasoned sales pros sometimes need a refresher. Make sure you've mastered the process.

A number of the many emails I receive each week are requesting basic "how to sell" information, especially for business-to-business sales.

Here's a quick summary of how it's done, based upon a conversation with Bill Stinnett, author of the bestselling book Selling Results.

1. Research the Customer

Before you call on a customer, use the Internet, social media or business contacts find out as much as you can about where the customer is today. You want to understand what's going on with his or her business, where the problems are, how happy the company is with the products it currently uses.

2. Deepen Your Understanding

When you initially meet with the customer, ask open-ended questions to fill in the details you couldn't learn through your online research. Find out how the company currently does things that you might help it do better, and how it goes about purchasing the type of products you're offering.

3. Discover Where Your Customer Wants to Be

After you've got a solid picture of where the customer is today, gradually transition the conversation so that you're asking questions about his or her vision for the future. What would things be like in a perfect world? What's worked so far, and what could work better? And how would he or she feel if certain problems were solved?

4. Decide Whether You Can Actually Help

Once you've understood what's going on, take a few moments to consider whether you really can help this customer. Do not proceed with the sale unless you're 100% convinced that your offering will truly help the customer achieve a goal or solve a problem.

5. Present Your Offering as a Solution

Based upon what you've learned in the previous steps, craft a solution that helps the customer transition to a better future. Present only those elements of your products and services that are part of that tightly focused solution. Don't confuse the customer by introducing irrelevant features and functions.

6. Ask for the Next Step

Once you've gone through steps 1 through 5, you've positioned yourself to ask for the next step--or, if there is just one decision-maker, close the deal. It's always better to do this sooner rather than later; ideally it would be just after you've positioned your solution. That way your solution is fresh in the customer's mind.



By Soumik Mitra - GM International at Rasna International

Recover Your Credibility


When your words and actions don't align, you have fallen into the Credibility Gap. When you have a credibility gap at your workplace, it is damaging to your reputation and to your career. And if you're in a leadership or customer service role, your credibility gap could be hurting your company.
The key question is: do your actions — not just your words or your intentions — reflect the values you stand for? For an example of this at the company level, let us look at the Container Store. I (along with my colleague Navi Radjou) recently had an opportunity to interview their Chairman and CEO, Kip Tindell. He was sharing how he walks the talk about putting employees first. "If you take care of your employees, they'll take care of the customers — and that will take care of your shareholders. So we invest heavily in our employees. Our sales staff receives 240 hours of training; the industry average is eight. We offer health care coverage to part-timers, and we offer what we call 'mom-and-pop shifts' that allow parents to drop off and pick up their children," Tindell explained. The more your actions, words, and values are aligned, the smaller your credibility gap will be.
Bridging the credibility gap takes time and effort, and it is much easier to lose credibility than to gain it back. You need actions, not just words. For example, Apple has been accused of not paying sufficient attention to labor, health, and environmental issues when it comes to its overseas suppliers. Recently, Apple joined The Fair Labor Association and posted its 2012 suppliers list. Tim Cook went to China and is attempting to resolve the issue instead of making it go away through PR statements. For an individual, the same principle applies: values, words, and actions must align for your reputation to be rebuilt in the world.
The most effective way to start bridging the credibility gap is to be more aware of what you say. Think through whether your words might be perceived as promises. Eg, "I'll call you next week," "I'll get back to your proposal soon," or "I'll send the check by end of this month." These seem like the kind of things we are all guilty of over-promising and under-delivering. Create a system to keep track of those promises. If you make a promise in the heat of the moment, or if you do not have the resources to follow through with your word, don't avoid the issue — explicitly seek forgiveness. By acknowledging that you made a promise you couldn't keep, you actually make yourself more credible.
Wise leaders reflect on their credibility with questions like:
  • Am I saying something that implies a promise? What are the odds I can or will actually follow through?
  • How can I articulate my ideas and concerns in such a way as to not raise false expectations?
  • What kind of credibility do I currently have with my family, my organization, and my community? What kind of credibility do I want?
  • Where or with whom do I have special difficulty bridging my credibility gap?
  • Who can support me in keeping my word?
How are you minding your credibility gap? What is working and what is missing?
By Prasad Kaipa - senior fellow in center for leadership, innovation and change at the Indian School of Business, Hyderabad

Six Ways to Refuel Your Energy Every Day


Human beings aren't meant to operate like computers — at high speeds, continuously, for long periods of time. We're designed to be rhythmic, and to intermittently renew. Here are the six strategies we've found work best:
1. Make sufficient sleep your highest priority.
Far too many of us buy into the myth that one hour less of sleep allows us one more of productivity. In fact, even very small amounts of sleep deprivation significantly undermine capacity for focus, analytic thinking and creativity.
The research is clear: more than 95 per cent of us
require seven to eight hours of sleep in order to be fully rested, and for our brains to optimally embed new learning. Great performers, ranging from musicians to athletes, often get even more than 8 hours.
Two simple strategies can help. The first is to set a specific bedtime and to begin winding down at least 30-45 minutes earlier — avoiding stimulating activities like answering email, and opting instead for more relaxing ones like taking a warm bath, or reading.
The second is to spend a few minutes reviewing what's on your mind before you go to sleep, and then write down anything that's worrying you. What you're doing is effectively parking these concerns so that they don't end up keeping you from falling asleep, or back asleep in the middle of the night.
2. Take a renewal break at least every ninety minutes. 
It's now how long you work that determines the value you produce, but rather the energy you bring to whatever hours you work. Likewise, it's not how long you take off that matters most, it's how skillfully you renew.
The first key is to intermittently quiet your physiology. You can dramatically lower your heart rate, your blood pressure and your muscle tension in as little as 30 to 60 second seconds with regular practice.
With your eyes closed, try breathing in through your nose to a count of three, and out through your mouth slowly to a count of six. In this way, you're extending you're recovery. As your body quiets down, your thinking mind will also get quieter and you'll feel more relaxed. For further instruction, gohere.
3. Keep a running list of everything — literally everything — that you want or need to do.
The more fully and frequently you download what's on your mind, the less energy you'll squander in fruitless thinking about undone tasks, and the more energy you'll have to be fully present in whatever you're doing.
4. Run up your heart rate or take a nap in the early afternoon.
If your excuse for not exercising regularly is "I don't have time," consider working out during your lunch hour (and yes, you're entitled to one). 
There may be no better way to clear the mind, lower anxiety and jump start your energy than by intentionally raising your heart rate into the aerobic or anaerobic zones.
If taking a run or going to a gym is too time consuming, how about taking a brisk 15 to 30 minute walk outside? Or if you're in an office building, how about walking up and down the stairs?
Alternatively, take a 20 to 30 minute nap between 1 and 4 p.m, when most of us feel a wave of fatigue. Researcher Sara Mednick has found that a short nap is not just powerfully restorative, but also prompts significantly higher performance on cognitive tasks in the subsequent several hours, compared to non-nappers.
Few employers sanction naps, but even sitting back in your chair and closing your eyes for a few minutes can be restorative. If you're the boss, get a barcalounger — my own favorite piece of office furniture — and set an example by using it.
5. Practice appreciation — and savoring.
One of the least recognized ways we squander energy is in negative emotions. We're far quicker tonotice what's wrong in our lives than what's right.
Look for opportunities to appreciate someone in your life, and share what you're feeling — directly, or in a note. You'll be giving the other person a shot of positive energy, but sharing positive energy will also make you feel better.
Look too for opportunities to appreciate yourself. Take time to savor small victories, give yourself credit where you deserve it, and forgive yourself when you fall short.
6. Develop a transition ritual between work and home.
When we leave the office, many of us carry work with us. The result is that even when we get home, we're still not truly present. Consider establishing a very specific way to disengage from work so you can leave it behind.
The most powerful ritual we've seen clients build is to stop somewhere along the route home, such as a public park, and take a few minutes to let the day go, and to focus on the evening ahead. Turn home back into a place where you're truly getting renewal.

Action Learning for Teams

Action learning programs provide multiple beneficial outcomes, including:

a)Team effectiveness.
b) Analysis of the leadership capabilities of individual team members.
c) Individual leadership development.
d) Problem-solving and planning on a real-time business issue.

Offsite team building programs are increasingly unpopular with many business leaders who want to spend their team's time on more immediate work matters. Employees seem to agree: A recent study by mobile phone company Vodafone UK and market research company YouGov found most employees believe that team-building exercises are a waste of time and involve embarrassing exercises that fail to build morale and engagement.

In the past, team building experiences were often scheduled activities using simulation, game play and immersion experiences to help a team develop awareness and better communication and partnering skills. Many learning leaders encouraged these activities believing they would jump-start success in the office. But the days of "trust falls" and multiple-day adventures in the wild are over.

Andrea Weinzimer, vice president of human resources at publishing company Hachette Book Group, said, "there is not enough long-term benefit to justify the financial spend. It's hard to measure its success and correlate it to the business."

"Today's context requires that the business see more immediate and tangible value from an offsite [event]," said Judy Jackson, chief talent officer of Digitas, an integrated brand agency. "We need to remove all the clutter and show the ROI of the efforts."

Further, only including a portion of the workforce can hurt engagement for employees not involved. It also sends a poor message when a few employees get to go on expensive retreats and the workforce is dealing with declining salary increases.

Instead of pulling a team out of work to build collaborative skills, leaders can use offsite meetings to do real work on strategic planning, problem-solving or other long-term needs that require in-depth thinking.

Action learning provides an opportunity to combine the real work objectives of an important offsite event with the beneficial outcomes of a reflective team-building experience. Many companies such as Goldman Sachs, UBS, IBM and GE also use action learning for high-potential employees as part of leadership development initiatives which include other elements such as 360s, executive coaching and MBA programs. This high potential-focused action learning also may include real-time project assignments focused on company business with time built in for reflection on how the participants perform as leaders in high-pressure, problem-solving environments.

Jackson employs action learning for high potentials at Digitas to "give them an opportunity to influence and have their voices heard on something important to the business, while building a community of partners in the learning process."

How to Conduct Action Learning for Teams

Action learning for teams can be especially effective if a team's leader is looking for multiple outcomes from an offsite meeting beyond the defined business goals. These might include better team communication, more effective partnerships between team members, more team synergy and agreement between members in conflict.

If key business challenges are the focus - such as realigning a sales process, integrating a new acquisition or fixing a client service problem - the core business goals which precipitated the need for an offsite meeting become the central problem-solving element of the action learning process.

In this context, the team is taught to approach the work assignment differently. For instance, most teams will move quickly into a brainstorming process when an issue is presented. When brainstorming, individuals drive forward with a degree of certainty negotiating their perspective. With action learning, the team moves forward with curiosity, wanting to uncover the best approach by asking great questions. The question before statements approach of action learning can drive higher-level strategic work.

Lynn Pinkus Lewis, executive vice president and global managing partner at Universal McCann, an advertising agency, used action learning for an important offsite event focused on planning a client initiative. "We accomplished very strategic work at a higher level than anyone anticipated," she said.

The question-based approach to problem solving invites participants to probe deeper and ensures that they think through the implications of their decisions. Bill Guerin, senior vice president of sales, marketing and strategy at Prudential Group Insurance, used action learning as a management consultant. "[It] gets people to think differently and break old habits by forcing them to look at an issue from many new perspectives. This helps to reinforce trust within the group because a participant sees the other members of the team stretching themselves. This gives him or her permission to stretch too."

Through this process, team members learn to communicate their individual perspectives to the other participants and build on their partners' ideas. The work process includes reflection on the quality of their communication, questions and listening while evaluating the work process. The team also analyzes how well members are partnering as a team and fixes gaps as the work continues.

This reflection occurs during the process, providing more meaning to each participant since the feedback from peers and a coach is in close proximity to the expressed behavior. Individuals learn and grow in self-awareness while the team develops techniques to improve its effectiveness.

Building an action learning team typically involves the following steps:

1. Set the team challenge:

The team leader designs an opening question or problem statement for the team's action learning process. The challenge should be a real business issue that impacts the participants so they feel engaged and concerned about the outcomes. It is important that contextual analysis occurs so the facilitator understands the organization's strategy, culture and leadership gaps.

2. Conduct pre-session learning planning and assessment:

Each person participates in an assessment process, typically through psychometric tools, and meets with the facilitator to discuss individual learning plans. This orients participants to reflect upon their style vis-a-vis the team. At the same time, the facilitator gathers information about the team's effectiveness to prepare a team assessment report to be shared at the meeting. This team analysis will include specific development goals for the session, and it should help to expose any team issues.

3. Create an action learning program:

The process typically is managed in two days broken into specific steps. The steps include:

a) Restate the problem statement.

The team vets the presented challenge for relevance, importance and accuracy. This principle here is to ask the right question to get the right answer. Guerin said, "This process moves away from a typical deterministic view that occurs at offsites. It offers a place for innovation and helps people confront areas of personal weakness."

b) Determine assumptions behind the issue.

The team outlines the assumptions behind the challenge to determine if there are any hidden risks that need to be exposed and considered before moving forward.

c) Set goals that would solve the issue at hand.

Learning how to create goals is a key dimension to the action learning process. The goals provide an opportunity to identify the desired end state.

d) Set specific tasks to realize the goals.

The team identifies specific, clear tasks needed to be accomplished to reach the desired end state.

e) Create an accountability matrix.

The list of tasks is placed into an accountability matrix, which includes enumeration of each task's owner, partner, resource, next step, date for next step and date for total completion of the task. Then the team is given clear assignments, which include sub-teams partnering to drive the group forward to the desired end state.

f) Offer post-action learning feedback:

Once the program is completed, each participant should sit with the facilitator or coach for feedback. This in-depth feedback reveals potential blind spots and offers coaching on how to better interact with this team and in team settings in general.

4. The team leader should participate in the entire process:

Unlike action learning for high potentials where an executive sponsor delivers the assignment at the beginning and receives a presentation on the team's work at the end, the leader of the intact team stays engaged as a total team member from start to finish.

Leadership development consultant Peter Prichard shared an experience where action learning benefited a team leader who habitually rescued his team in challenging times. "In this process, he learned how to not step in and save the group when they were struggling with the exercise," Prichard said. "This forced him to be comfortable with silence and learn to trust that the team could end up delivering the output together. He stepped back, and they were able to step up."

At the end of the process, the team leader takes ownership of the accountability matrix, making sure the team's activities are well managed and completed in light of agreements made at the offsite event. All of the follow-up steps can be measured by the leader who can clearly determine if the offsite event delivered positive outcomes. The leader also receives post-session aggregate analysis from the facilitator about the team's needs and how the leader can best manage each member. This additional information creates opportunities for the team leader to act as a coach.

5. Sustainability is the key to this learning process:

Because active reflection continues throughout the process, which takes about two full days, the team learns how to perfect its working relationship, which can be used when members return to their offices or gather again for significant decision-making moments.

With action learning, busy teams that cannot step away for team building interventions can still produce multiple ROIs from one offsite program.


By Paul Gorrell - Chief Learning Office- Progressive Talent Partners LLC

Get honest feedback as a boss

Build a culture of trust 

Leaders need to build a culture of trust through innovative policies and measures that value employees. For instance, Manmohan Agarwal, CEO of Bigshoebazar.com and brand owner of Yebhi.com tries to ensure all his senior professionals work as entrepreneurs and not as managers. "All our managers take independent operating and strategic decisions and the company stands behind them. We allow all employees to share their grievances," he says.

Be a good listener 

"It is important to be a good listener to be able to draw out honest feedback from employees," says VD Wadhwa, MD and CEO of Timex. "Leader should be impartial and should refrain from passing judgements. They cannot demand loyalty and honest feedback. It has to come through their behavior," he adds.

Encourage ideation 

Yebhi.com has a programme called Idea Gine to encourage innovation among employees. "Employees are encouraged to share even the most random ideas with the management," says Agarwal.

Do what you hear 

Taking feedback and not implementing it is futile. "It is important to take both formal and informal inputs from employees and to use them in any of the corrective measures," says Wadhwa.

Meet them individually 

As all employees do not open up in meetings, one-to-one sessions are critical to get to know them better. "Most managers only talk to direct reports, so I make it a point to meet two employees every week in the absence of their immediate supervisors," says Wadhwa. 


Article courtesy of Economic Times 

How Do Others See You?

Chief diversity officers spend their days dealing with the positive and negative images projected onto various ethnic, religious, cultural, gender and age groups. They have to untangle and process these images to meet the needs of an increasingly diverse global workforce by infusing their organizations with understanding, tolerance and an application of the differences within these groups.

There is another, more subtle way images play out and influence CDOs' effectiveness - the image they have of themselves and the efforts and energy they put into managing that image.

Image management, or the way a chief diversity officer proactively - and often unconsciously - attempts to shape others' positive and negative perceptions of his or her competence and character, can manifest in two ways: dreaded or desired images (DDIs).

Dreaded images are ways diversity executives don't want to be seen. Some of the most common dreaded images can be that the diversity executive is: not knowledgeable about all dimensions of differences; incompetent; biased or prejudiced; too strongly sympathetic toward a specific group; compromised or co-opted by the system; a sellout, or is upholding the status quo; not working hard enough for all groups that are different; or lazy or not fully committed.

Desired images, on the other hand, are ways in which diversity executives hope to be viewed. For instance, most hope to be perceived as: open-minded, empathic and tolerant; competent; someone who adds value; a change agent; an expert in a wide variety of cultural, ethnic and other differences; someone who challenges the status quo; and an activist against -isms such as racism, sexism and ageism.

Dreaded or desired images are not just a matter of concern for CDOs, but rather an overall business issue that everyone in their organization, from executives to employees, faces. In America, culturally speaking, the most common desired image is being competent, while the most dreaded image is being lazy. Diversity practitioners, however, often have the additional job-specific DDI of wanting to be seen as tolerant and open-minded and avoid being seen as compromised or unknowledgeable about differences.

DDIs can be powerful influencers for diversity executives' behavior because of their fear that not measuring up to perceived positive images or being painted with negative ones can lead to social rejection, professional disapproval and even job loss.

"Desired and dreaded images are pivotal [because] most diversity officers feel compelled to be advocates," said Martin Davidson, associate professor of leadership at Darden Graduate School of Business at the University of Virginia, and author of The End of Diversity As We Know It: Why Diversity Efforts Fail and How Leveraging Difference Can Succeed.

"In the quest to be an advocate for women, people of color and other minority and disenfranchised groups, CDOs strive to be knowledgeable about differences. In pursuit of this goal, they often end up behaving in ways - sometimes subtle ways - that give the impression they are experts even when they are uncertain," Davidson said. "[Because of this] CDOs can find it difficult to admit when they don't know something about diversity."

CDOs often have the desired image of being knowledgeable, expert and competent around diversity issues. It's a requirement for the job. When they attain the dreaded image of being incompetent, inadequate or unsure, their ability to foster meaningful diversity dialogue and understanding can be severely hampered. Here are a few common ways in which diversity executives may contribute to their own dreaded image:

1. Dominating the diversity discussion:

A tendency to speak intellectually about diversity and dominate discussions with an air of authority can backfire.

Davidson, who was the CDO for the Darden Graduate School of Business at the University of Virginia, said his desire to be seen as smart and an expert led him to this very problem. "It was very seductive to me to be seen as the expert," Davidson said. "Discussions ended up becoming a question and answer session, and people were disempowered and intimidated because they felt I must be right since I had the academic background in this area."

Davidson said he realized his DDI was impacting his ability to engage the people around him, cutting down on creativity and idea generation and actually making it harder to create the change around diversity with which he was charged.

"The more I was in that desired image of having to have all the answers, the less other people participated," he said. "The key thing I did to get out of this was to stop answering questions and to start asking questions of other people. As a result of my making that shift, people became much more involved in programs and activities. They got energized and brought skills I didn't have, and I started learning things from them."

Another form of this dreaded image is when the diversity executive puts him or herself forward as the sole champion of justice. When this happens, it becomes more about the diversity leader being noble than about all key stakeholders in the organization collectively promoting diversity and inclusion in the workplace and allowing others to contribute their perspectives and ideas.

2. Putting political correctness above communication:

When this dreaded image drives behavior, diversity executives not only do most of the talking, they may be dealing with diversity issues through a politically correct rather than a solutions-focused lens.

When people of differing backgrounds and perspectives engage with one another, resulting conversations can be messy and turbulent. That's not always a bad thing. It's natural for some conflict to arise from diversity, and often airing issues - especially in a controlled and respectful environment - can pave the way to constructive solutions. The diversity executive who wants to be seen as competent or feels pressure to make progress may experience turbulent diversity interactions as counterproductive, instead of as an opportunity for a rich exchange of perspectives that can lead to greater understanding.

Viewing these types of situations as counterproductive, instead of as learning opportunities, also causes diversity practitioners to shut out contributions from colleagues who may disagree with one or more of the tenets of diversity by keeping the conversations within a limited scope. The unwanted result: They unconsciously sabotage the honesty they hope to draw out. Over time, employees may feel unsafe engaging in a dialogue, which hinders learning.

For instance, if a staff person attempts to communicate his or her feelings on a specific diversity issue and is stopped by the diversity leader, he or she may withdraw from the discussion and withhold further attempts to communicate. Employees who are shut down from expressing their honest thoughts too easily often conclude all of the talk about diversity and the need for dialogue is just lip service. When a large number of employees feel shut down, diversity conflicts become taboo, and the majority may feel as if certain groups are actively being protected. Further, the minority group in this situation may conclude that the larger majority culture does not care about them. In this environment, stereotypes likely will flourish rather than diminish.

Even diversity executives can fall into this trap, since their desire to be seen as unbiased and fair often makes it impossible to acknowledge their own politically incorrect ideas and thoughts.

3. Overcompensating:

When diversity executives feel like others perceive them through a dreaded image that reflects a stereotype, they are more likely to be reactive and overcompensate with behaviors they hope will prove the opposite.

Take the case of Amy Anuk, an executive charged with heading diversity for women at Encore Capital, a financial service company that buys and recovers financially distressed consumer debt. Anuk, who also runs business development, said she realized she had strong DDIs around being highly professional and competent in a male-dominated industry that were limiting her effectiveness.

"I felt that female stereotypes I displayed were dreaded images that men would judge; I couldn't appear weak, emotional or empathetic," Anuk said. "I realized, however, that my desire to appear strong, capable and professional caused me to be very regimented and cold in my demeanor. I wouldn't discuss anything personal or allow myself to show any emotions. This actually undermined my ability to build relationships with strategic partners because I was almost entirely transactional."

Anuk said when she realized she was unconsciously undermining her ability to build strong relationships, she put those images aside and began to act more authentically. "To my surprise, the men around me wholeheartedly welcomed my contribution as a woman. The barriers I felt were only in my head," she said.

Most diversity executives have a deeply personal commitment to creating diverse and inclusive organizations. By becoming aware of their individual DDIs, they can avoid being at the mercy of these images and, more importantly, model behaviors that encourage others to speak authentically, with less hindrance from their own DDIs.

As diversity leaders move beyond their DDIs to be more open, available and approachable around the topic of diversity, they can more effectively forge a context in their organizations for the learning, discussion, tolerance and acceptance they are charged with creating - and that's an image worth having.

Three Steps to Create Open Dialogue

Getting over desired and dreaded images (DDI) can be difficult because of the fear most of us have of being judged. To make matters worse, a person may feel extremely vulnerable while conducting this type of self-examination. To admit this concern to the people whose judgment one may fear can be scary, which is why so few people dare talk about this type of image management. Diversity officers, like the people they hope to engage, are susceptible to being hijacked by this fear. The following three steps can help CDOs and their teams fulfill their missions with authenticity and thoughtful action.

Step one: Build awareness.

Have a conversation with everyone on the team about what their DDI hot buttons are, such as wanting to be viewed as open minded and competent, but not compromised or unknowledgeable. When CDOs can acknowledge up front that they may want to be seen in a certain way, and feel comfortable letting down their guard or releasing a desire to be perfect in favor of being more effective and building stronger relationships with business leaders, it can pave the way for substantive behavioral change.

To build awareness around DDI hot buttons and identify potential solutions, CDOs, or anyone concerned with image management, must feel at ease admitting they make mistakes. The paradox is that while people have a huge fear of what will happen if they do put a foot wrong - social rejection, being judged by others - if they do say what their feared DDI is, the opposite is usually true. When these DDIs are openly discussed, palpable relief often results, and safety and trust among groups members usually increases.

Step two: Choose authenticity.

By asking the team to choose to be authentic instead of politically correct, the group can agree to move beyond judging others and protecting their own reputations to supporting each other in honest dialogue, learning and growth around diversity issues. This doesn't mean there won't be tough or even emotional conversations about what is shared. The goal is to talk about issues and challenge or change thinking through non-judgmental dialogue, not hide true feelings with politically correct posturing. For example, if a team member admits to holding a stereotype about another group in the organization, the tenets of open dialogue dictate the individual's comment won't be ignored, but rather openly discussed and explored.

Step three: Ensure support.

Once employees are aware of their DDIs and have committed to open dialogue about diversity issues, individuals need to be able to talk explicitly about their struggles and get support from the group. In particular, team members, once they know each other's DDIs, can support each other by paying attention when someone in the group is falling into counterproductive DDI behaviors. Instead of silently judging but not daring to say anything, colleagues are empowered to hold a mirror up to each other in a constructive way, and invite each other to be authentic in the discussion. For example: If someone on the team has a dreaded image of being incompetent, he or she is less likely to ask for help when it is needed. Knowing this, other team members can reach out to help when that individual is struggling.


By Shayne Hughes - Change partner and the president of Learning as Leadership, a leadership development company

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