Florida Commission on Human...

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Florida Commission on Human Relations 25-26 September 2018

Gabrielle K. Gabrielli, Ph.D. Location: First District Court of Appeal, Tallahassee, Florida

Day 1

0830 Ground Rules, Objectives, Introductions

0845 Teambuilding Ø Problem Solving Challenge Activity Ø Debrief

0900 Inspiring Leadership, Motivating Your TEAM to Peak Performance Trust, Enthusiasm, Accountability, and Motivation

Ø Trust Assessment Ø Accountability Strategies Ø Stages of Team Development Ø Team Performance Assessment Ø Motivating Your Team

1045 Process Mapping - Documenting Workflow and Processes Ø Importance of Documenting Workflow and Processes Ø Discussion of Pre-Work Activities: Process Mapping Ø Application

1230 Working Lunch - SMARTER Goal Setting

1300 Performance Improvement - Measuring Achievement of Goals

Ø Goal Setting Using Key Performance Indicators (KPIs) Ø Discussion of Pre-Work Activities: KPIs Ø Application: Measuring Using KPIs Ø Debrief

1615 Conclusions and Next Steps

1630 Adjourn


Team Trust Assessment Gabrielle K. Gabrielli, Ph.D.

YES NO

1. Do team leaders stand by the goals and objectives that the team sets for itself?

2. Do team members feel that others on the team work just as hard as they do?

3. Are team members sure that all other team members are qualified to adequately perform their jobs?

4. Are team members willing to ask for help from others to complete a task if needed?

5. Do team members have strong, agreed upon beliefs about how to achieve success?

6. Do team members communicate effectively in person, via email, and by phone?

7. Do team members feel that the team leader and other team members adequately share information with them?

8. During discussions and meetings, do team members contribute fairly equally rather than having one or two people dominate?

9. Are team members comfortable sharing opinions that differ from the ideas of other team members?

10. Do team members put team interests ahead of their own interests?

11. Are team members aware of how their behavior impacts other team members and the organization as a whole?

12. Do team members follow through with their commitments including meeting attendance and tasks?

13. Is there a great deal of support for other team members when there is a crisis?

14. If team members were each asked to list team priorities, would the lists be very similar?

15. Do team members have roles that are clearly defined and accepted by all team members?

THE TRUST QUIZ - HOW DOES YOUR TEAM RATE? SCORING KEY:

Ø Add the number of checkmarks you placed in the “NO” column. If you answered “no” to 3 or less of the questions, then the team you selected is probably functioning well and achieving a fairly high level of results. However, there are still areas where it could use some development.

Ø If you answered “no” to between 4 and 6 of the questions, your team is likely achieving its potential performance but needs more work in trust building. Further assessment is needed to specifically identify areas in need of improvement.

Ø If you answered “no” to more that 7 of the questions, your team may need help. This type of low trust level left unchecked will lead to frustration, decreased levels of performance, and wasted resources.

Total # of “No”s


How to Build Trust in the Workplace Gabrielle K. Gabrielli, Ph.D.

1. Give trust to gain trust. 2. Communicate effectively. 3. Respect others. 4. Be competent and confident. 5. Listen to others and seek their input. 6. Show gratitude. 7. Encourage others to reach their potential. 8. Continually strive to improve. 9. Take responsibility for your actions.

10. Give credit to others who have achieved success. 11. Be enthusiastic about work opportunities and challenges. 12. Be self-motivated as well as motivate others. 13. Mean what you say and say what you do; be dependable. 14. Have a positive and optimistic attitude.

At the core of every high performing team is: • Trust • Enthusiasm • Accountability • Motivation

Coming together is a beginning. Keeping together is progress. Working together is success.

- Henry Ford

Talent wins games, but teamwork and intelligence wins championships. - Michael Jordan


Levels of Leadership Gabrielle K. Gabrielli, Ph.D.

Factors That Make a Great Leader

• Character • Relationships • Knowledge • Intuition • Experience • Ability

Maxwell’s 5 Levels of Leadership

“Leadership is not about titles, positions or flowcharts. It is about one life influencing another.” - John C. Maxwell

Notes on Levels of Leadership

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High Performing Team Assessment Gabrielle K. Gabrielli, Ph.D.

1 = Disagree Strongly 2 = Disagree 3 = Neutral 4 = Agree 5 = Agree Strongly Using the scale, please check the number that honestly describes your assessment of each statement. 1. Members are clear about group goals. 1 q 2 q 3 q 4 q 5 q

2. Members agree with group goals. 1 q 2 q 3 q 4 q 5 q

3. Group tasks require members to work together. 1 q 2 q 3 q 4 q 5 q

4. Members are clear about their roles. 1 q 2 q 3 q 4 q 5 q

5. Members accept their roles. 1 q 2 q 3 q 4 q 5 q

6. Member assignments match their abilities. 1 q 2 q 3 q 4 q 5 q

7. The group leader’s style changes when necessary to meet emerging group needs.

1 q 2 q 3 q 4 q 5 q

8. There is an open communication structure that allows all members to contribute and participate.

1 q 2 q 3 q 4 q 5 q

9. The group receives regular feedback about its productivity. 1 q 2 q 3 q 4 q 5 q

10. Members give each other constructive feedback. 1 q 2 q 3 q 4 q 5 q

11. The group uses feedback about its effectiveness to make improvements in how it is performing.

1 q 2 q 3 q 4 q 5 q

12. The group spends time defining and discussing problems it must solve.

1 q 2 q 3 q 4 q 5 q

13. Members spend time planning how they will solve problems and make decisions.

1 q 2 q 3 q 4 q 5 q

14. The group implements its solutions and decisions. 1 q 2 q 3 q 4 q 5 q

15. The group develops methods to evaluate its solutions and decisions.

1 q 2 q 3 q 4 q 5 q

16. The group accepts members who behave differently, as long as their behavior is perceived as helpful to task accomplishment.

1 q 2 q 3 q 4 q 5 q

17. Group norms encourage high performance, quality, and success. 1 q 2 q 3 q 4 q 5 q

18. Everyone feels like an equally valued member of the team. 1 q 2 q 3 q 4 q 5 q

19. The group is highly cohesive and cooperative. 1 q 2 q 3 q 4 q 5 q

20. Periods of conflict, even when frequent, are brief. 1 q 2 q 3 q 4 q 5 q

Adapted from Wheelan (2010). Creating effective teams: a guide for members and leaders

Add Numbers to Get Total Score


Process Mapping - Documenting Workflow and Processes

Pre-session Assignment 2: Process Mapping 1. Use this recommended process mapping tool to document your work

processes in a manner that others would understand: https://www.properchannel.co .

2. Click the “All Guides” button for ideas of what others have developed then click “New Guide” to develop your own process map.

3. Be prepared to share and discuss process maps at the training session.

Notes


Setting SMARTER Goals Gabrielle K. Gabrielli, Ph.D.

People often set goals, but they do not achieve them. SMARTER goals have a much better chance of being achieved. Use the guide below to write your own SMARTER goal. Post the goal somewhere you can see it, and share with others to further increase your likelihood of success.

Specific Answer these questions to help make goals more focused: • Who is involved? • What do I want to accomplish? • When will the goal be achieved? • Where will this take place? • Which requirements and constraints are there? • Why do I need to accomplish the goal?

Example: To help reduce errors, I will help my team better understand how their department’s work affects overall workflow.

Measurable

5 categories of measures to help you stay on track with your goal: 1. Quality 2. Quantity 3. Time 4. Cost 5. Satisfaction

Example: We will reduce errors by 25% by 28 October 2018. In order to accomplish this goal, we will do the following....

Acceptable

In order to truly commit to a goal and take responsibility for its pursuit, the goal should be acceptable to you. Example: I will spend at least 10 hours per week preparing for the class.

Realistic A goal should be challenging but achievable within your current resources and constraints. Example: We will reduce expenditures in the next 30 days by 20%.

Time-bound Deadline-oriented; Results achieved within a specific time period Example: I will complete writing the report by 4 October 2018.

Extending A goal should stretch a person’s capabilities7 Example: To conquer my fear of public speaking, I will join Toastmasters.

Rewarding It should feel satisfying to complete the goal. Example: I will complete my first triathlon in 2019!

Write Your Own SMARTER Goal


Performance Improvement - Measuring Achievement of Goals

Goal Setting Using Key Performance Indicators (KPIs)

Definition: Key Performance Indicator A Key Performance Indicator (KPI) is a quantifiable measure that demonstrates how effectively an organization is achieving key objectives within a specific timeframe. KPIs are metrics used to evaluate success at reaching goals. Usually, each department or business unit develops different KPIs to measure success based on specific business objectives and targets. To develop effective KPIs, ask the following questions:

• What specifically needs to be achieved? • How will what needs to be achieved be measured?

Effective KPI Checklist

The checklist below will help ensure KPIs are beneficial to an organization.

An appropriate KPI is being measured.

ü The metric is repeatable and does not represent a one-time event. ü The KPI is a key metric of the performance.

It is evident which process is being measured and why.

ü It is clear which outcomes or objectives need to be achieved. ü The intent of the KPI is evident. ü There is a required standard or range for the KPI. ü If a KPI is not being achieved, it is apparent what actions need to be taken to achieve it.

KPIs are strategically developed.

ü KPIs are aligned to organizational, unit, and individual objectives. ü Rules and regulations guide KPIs. ü Each KPI supports other KPIs.

The metric is sound.

ü Data required to calculate the KPI is readily available. ü The KPI is easy to communicate and understand. ü It is clear how frequently the KPI needs to be measured. ü The KPI is developed using stable data. ü The people being measured can impact the value of the KPI. ü The KPI is realistic and achievable.

Pre-Session Assignment 1: KPIs 1. Using the definition and checklist above, review the 24 existing KPIs for FCHR.

Examine Florida Statutes and rules to ensure the KPIs are measuring what is lawfully required.

2. Make recommendations for which KPIs should be removed and which KPIs should be edited as well as how any should be edited.

3. Suggest any KPIs that should be added.


Florida Commission on Human Relations 26 September 2018

Gabrielle K. Gabrielli, Ph.D. Location: First District Court of Appeal, Tallahassee, Florida

Day 2

0830 Recap of Day One, Objectives for Day Two

0835 Teambuilding Ø Problem Solving Challenge Activity Ø Debrief

0850 Effective Priority Management: Making the Most of Your Time

Ø Time and Priority Self-Assessment Ø 22 Tips for Efficient Priority Management Ø Application: Using KPIs Efficiently and Effectively Ø Debrief

1230 Working Lunch - Performance Improvement

1300 Performance Improvement (continued)

Ø Accountability Ø Psychology of Feedback Ø Consensus Process Ø Documentation of Finalized FCHR-specific KPIs

1445 Everyone Communicates, Few Connect: What the Most Effective People

Do Differently Ø Self-Assessment Ø Exercise

1615 Action Plan, Conclusions, and Next Steps

1630 Adjourn


Effective Priority Management: Making the Most of Your Time Time and Priority Self-Assessment

Gabrielle K. Gabrielli, Ph.D.

1 = Never 2 = Rarely 3 = Sometimes 4 = Often 5 = Always

Part 1: Rate Yourself. Using the scale above, please honestly respond to the number that best describes your assessment of yourself for each statement.

1. I keep an accurate calendar to keep track of my schedule. 1 q 2 q 3 q 4 q 5 q

2. I excel at balancing tasks and priorities. 1 q 2 q 3 q 4 q 5 q

3. I am constantly thinking of better ways to do things. 1 q 2 q 3 q 4 q 5 q

4. My work and home environments are organized and uncluttered. 1 q 2 q 3 q 4 q 5 q

5. No matter the obstacles or demands, I am good at focusing my attention to be productive.

1 q 2 q 3 q 4 q 5 q

6. I keep my calendar electronically and synchronize it to my devices. 1 q 2 q 3 q 4 q 5 q

7. I am aware of my circadian rhythms and schedule the most important tasks when my energy levels are highest.

1 q 2 q 3 q 4 q 5 q

8. I ensure that there are no distractions when I am working on an important task.

1 q 2 q 3 q 4 q 5 q

9. I schedule times to check email rather than monitoring frequently throughout the day.

1 q 2 q 3 q 4 q 5 q

10. I have electronic alerts to remind me of tasks and priorities. 1 q 2 q 3 q 4 q 5 q

11. I have a list of written goals that are SMARTER (specific, measurable, acceptable, realistic, time-bound, extending, rewarding).

1 q 2 q 3 q 4 q 5 q

12. My daily agenda reflects what is important to me. 1 q 2 q 3 q 4 q 5 q

13. I am disciplined at working every day toward my goals. 1 q 2 q 3 q 4 q 5 q

14. No matter how busy I am, I schedule time for exercise daily. 1 q 2 q 3 q 4 q 5 q

15. I am good at saying “no” when requests are made of my time. 1 q 2 q 3 q 4 q 5 q

16. I can easily enter into a "Zen" state, or a state characterized by calmness, intuition, and focus.

1 q 2 q 3 q 4 q 5 q

17. I am great at delegating tasks and equipping others to succeed. 1 q 2 q 3 q 4 q 5 q

18. I am resilient after facing a discouraging event. 1 q 2 q 3 q 4 q 5 q

19. I keep a detailed budget and I ensure my finances are in order. 1 q 2 q 3 q 4 q 5 q

20. I get plenty of sleep every day, and I feel rested as a result. 1 q 2 q 3 q 4 q 5 q

Total Score for Part 1


Time and Priority Self-Assessment Gabrielle K. Gabrielli, Ph.D.

1 = Never 2 = Rarely 3 = Sometimes 4 = Often 5 = Always

Part 2: Rate Yourself. Using the scale above, please honestly respond to the number that best describes your assessment of yourself for each statement.

1. I have many priorities, and I often multitask to accomplish them. 1 q 2 q 3 q 4 q 5 q

2. I eat lunch at my desk in order to be as productive as possible. 1 q 2 q 3 q 4 q 5 q

3. I have no choice but to check email as it arrives. 1 q 2 q 3 q 4 q 5 q

4. My work environment is not conducive to being efficient. 1 q 2 q 3 q 4 q 5 q

5. I keep multiple calendars and contacts in separate locations. 1 q 2 q 3 q 4 q 5 q

6. I spend a lot of time in meetings. 1 q 2 q 3 q 4 q 5 q

7. I have been known to procrastinate with tasks. 1 q 2 q 3 q 4 q 5 q

8. I check my social media accounts multiple times per day. 1 q 2 q 3 q 4 q 5 q

9. I take cigarette breaks at work. 1 q 2 q 3 q 4 q 5 q

10. My work is often interrupted. 1 q 2 q 3 q 4 q 5 q

11. There is a lot of stress in my life right now. 1 q 2 q 3 q 4 q 5 q

12. I wish I had more time to do things that are important to me. 1 q 2 q 3 q 4 q 5 q

Total Score for Part 2

Part 3. Score. Subtract Part 2 score from Part 1 score to get Total Score. Your Score

Part 1 Part 2

Subtract Part 2-1 for Total Score

Part 4. Interpret Your Scores. Score Interpretation Excellent Needs Some

Improvement Needs Much Improvement

Time and Priority Management

80 or above 51 - 79 50 or below

Total Score


22 Tips for Efficient Priority Management Gabrielle K. Gabrielli, Ph.D.

1. Spend the first or last 15 minutes of every day making a prioritized to do list. 2. Reevaluate your priorities and progress every day. 3. Decide what times of day you are most productive, and schedule your tasks

accordingly. Work on less important tasks during your low energy times and more important tasks during your peak energy times.

4. Use wait time effectively by planning small tasks to bring with you. 5. Build flexibility into your schedule so that you can adapt when things don’t go

according to plans or when new priorities arise. 6. When you return a phone call, minimize phone tag by including a good time

when you can be reached. 7. Use email for routine distribution of information. 8. Don’t let non-productive tasks consume your time. 9. Spend your lunch breaks away from your desk.

10. Ensure that all goals are SMARTER (specific, measurable, acceptable, realistic, time-bound, extending, rewarding).

11. Divide a difficult goal into smaller tasks to allow you to fit them into your schedule and make them more manageable.

12. Set completion dates for tasks to avoid procrastination. 13. When you find yourself procrastinating, determine what you are avoiding. 14. Reward yourself after completing challenging tasks. 15. Delegate routine tasks, but be sure that your designees are trained and

equipped to handle any tasks that you delegate. 16. Get plenty of rest and eat healthy (including complex carbohydrates) to

maintain energy levels and productivity. 17. Value your time, and ask others to do the same. 18. Schedule down time including vacations to rejuvenate and replenish your

energy so that you will be more productive when you return. 19. Schedule exercise. It is a fact that physical activity and endorphins boost your

energy level and enable you to be even more productive. 20. Take advantage of technology to set reminders, synchronize calendars, and

keep you on task. 21. Make meetings as efficient as possible by having agendas beforehand and

leaving with action items including who is responsible and by when. 22. Purge things from your calendar that don’t help you toward your goals or bring

you joy.


Application: Using KPIs Efficiently and Effectively Peter Drucker said, “Efficiency is doing things right. Effectiveness is doing the right things.” He strongly advised focusing first on effectiveness before efficiency. If the metric is measuring how well you reduce expenditures or measure maximum output for input, it’s likely an efficiency metric. If the metric is measuring how well you are contributing to or producing a desired result, it is most likely an effectiveness metric. Questions for Discussion

1. How often should KPIs be measured?

2. Who should measure KPIs?

3. How is best to capture data and comments?

4. If KPIs are not being met, what are the reasons for not meeting goals?

5. What other questions should we be asking?

Notes


Performance Management through 5 Key Conversations

Kung and Minor, 1999

Orienting to new work Familiarize new employees or employees beginning new

work assignments with the information needed for them to succeed in their jobs.

Establishing direction Set the context for work. Coaching for results Guide employees toward intelligent, self-directed

performance. Reviewing performance Focus on assessing performance against agreed upon

results. Developing others Focus on building performance to exceed expectations

and/or to develop new skill sets.

Increasing skill in each conversation should include these 3 levels: • Assignments on the job • Coaching from others • Training (formal and informal)

Outcomes of each conversation should include:

• Enhanced trust • Agreement on an action plan • Employee ownership of the plan • Increased productivity


Giving Beneficial Feedback Gabrielle K. Gabrielli, Ph.D.

Positive Feedback Four components to make positive feedback (praise) more effective:

1. Specific 2. Immediate 3. Earned 4. Individualized

Corrective Feedback Four components of corrective feedback (BEER method):

1. Behavior 2. Effect 3. Expectation 4. Result or Consequence

Remember with corrective feedback:

• Avoid “never” or “always.” • Give feedback in private. • Follow up to either provide positive feedback if the performance has changed or more

corrective feedback (including enforcing consequences) if it has not changed.

Role Play First, write a workplace scenario that would benefit from providing corrective feedback. Next, discuss with your assigned partner. Select one person to be the supervisor and the other to be the employee. Role play the scenario including providing effective feedback. Be prepared to do so in front of the class. Scenario:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


Growing, Coaching, and Delegating

Benefits of Delegation

Supervisor Benefits

Ø Free up your time for other tasks Ø Increase value Ø Increase trust Ø Improve achievement Ø Increase leadership

Employee Benefits Ø Increase capabilities Ø Improve self-confidence Ø Increase performance Ø Improve self-esteem Ø Develop skills Ø Provide challenging work

Team and Organization Benefits

Ø Motivate team Ø Build morale Ø Balance workloads Ø Improve communication Ø Increase efficiency Ø Stimulate creativity and innovation Ø Improve team cohesiveness Ø Increase retention of good team members

Coaching is working closely with an employee or team to improve skills and meet performance goals.

Questions Every Supervisor Should Ask His or Her Direct Reports Dr. Gabrielle K. Gabrielli

Every supervisor should have open conversations with employees. Ask: • What motivates you? • What is the one thing you would like to learn the most in your current role? If

they have more than one thing, that’s okay. If they don’t have something, encourage them to think about it.

• What are your long-term goals? • Where would you like to be in one year? Five years? • As a supervisor, how can I you better support you? • What is one thing you’d like to improve about our workplace? • What is one thing you would like to improve in yourself? • What is one suggestion you have for what would help me improve to make me

a more effective supervisor?

Use the information you learn to work on being an even more effective leader as well to as provide any specific coaching and training for them.


The Psychology of Feedback Gabrielle K. Gabrielli, Ph.D.

1. People will not accept feedback from someone they don’t trust. 2. A failure to provide frequent and productive feedback has a negative effect on

morale and performance. 3. Most people like receiving feedback but dislike providing it. 4. The more you listen, the better employees perceive your ability to give effective

feedback. 5. Many employees prefer corrective feedback to praise and recognition. 6. Poorly delivered corrective feedback will crush morale and reduce productivity. 7. The higher your level of self-confidence, the greater likelihood you prefer corrective

feedback. The higher your level of insecurity, the greater likelihood you need positive feedback.

8. It is important to provide specific goals and feedback in order to improve performance.

9. Struggling and low performing employees usually realize that they have a problem. 10. People remember and are affected by negative feedback for a much longer period of

time than positive feedback. 11. External rewards are more likely to improve motivation and performance in low to

average performers. 12. High performers respond better to feedback that increases their feelings of

competence and value to an organization. 13. High performers require encouragement and support after setbacks. 14. A team that is given vague positive feedback will respond negatively. Slackers will

perceive affirmation that their poor performance is acceptable, and hard workers will perceive that their efforts were not adequately appreciated, so they will feel deflated.

15. Expressing gratitude for people’s work increases their engagement and performance.

16. Positive feedback should focus more on praising efforts rather than abilities. 17. A culture of honest feedback is the foundation for high levels of employee

engagement and performance. 18. To improve performance, you must follow up with positive feedback or enforcement

of consequences after providing corrective feedback. 19. People avoid providing corrective feedback to protect themselves rather than the

recipient. 20. The more receptive you are to feedback, the more effective you are as a leader.


COMMUNICATION SELF-ASSESSMENT

Always Usually Sometimes Rarely Never

I listen carefully and rephrase information for better understanding.

I put myself in the speaker’s place in order to better understand the message.

I ask questions if the message is not clear.

I concentrate on what is being said and avoid outside distractions.

I control my emotions when receiving information from others.

I make eye contact when communicating with others.

I use appropriate body language and nonverbal cues when listening.

When someone talks to me, I stop what I’m doing to listen to the person.

When someone is talking to me, I do not look at my phone or computer.

When choosing a seat to have a conversation, I try to pick a place to minimize distractions.

When someone else is talking, I don’t interrupt them or finish their sentences.

When someone is explaining something to me, I do not come to a conclusion before they finish their explanation.

When someone is talking to me, I try to read their body language for clues to what they’re feeling.

If my phone rings when someone is talking to me, I do not check to see if I should answer it.

When someone says something critical about me or gives me bad news, I don’t become defensive or punish the messenger.

When someone is talking to me, I can tell when they think I don’t understand, and I paraphrase back to them what they have said.

All of the items on the self-assessment represent good communication skills on the part of the listener. Your goal is to use all of these skills “usually” or “always”. Work toward improving those areas in which you show a need for improvement.


Connecting Principles 1. Connecting increases your influence in every situation. 2. Connecting is all about others. 3. Connecting goes beyond words. 4. Connecting always requires energy. 5. Connecting is more skill than natural talent.

Connecting Practices 1. Connectors connect on common ground. 2. Connectors do the difficult work of keeping it simple. 3. Connectors create an experience everyone enjoys. 4. Connectors inspire people. 5. Connectors live what they communicate.

Maxwell, John C. (2010). Everyone Communicates, Few Connect: What the Most Effective People Do Differently. Thomas Nelson Publishers. 262 pages.

Central Truths 1. If you want to succeed, you must learn how to connect with others. 2. High achievers care about people, view subordinates optimistically, seek advice

from everyone regardless of position, and listen well to others. 3. Maturity is the ability to see and act on behalf of others. 4. We remember 85-90% of what we see and less than 15% of what we hear. 5. Connecting always requires energy; we must intentionally and willingly connect with

others. This requires initiative (go first); clarity (be prepared); patience (slow down); selflessness (give); and stamina (recharge).

6. If you are responsible for leading people or communicating with others, it is especially vital for you to find ways to recharge.

7. A bad beginning makes a bad ending (Euripides). 8. People connect with stories, not statistics. 9. It is the job of a leader to bring clarity to a subject, not complexity.

10. Three words are essential to connect with others: brevity, levity, repetition. 11. Leadership is about inspiring people to do things they never thought they could

(Steve Jobs). 12. The mediocre teacher tells, the good teacher explains, and the great teacher

demonstrates. 13. Vision without passion is a picture without possibilities. 14. People ask three questions about their leaders: Do they care for me? Can they help

me? Can I trust them? 15. Preparation yields confidence and passion yields conviction.


Application of Concepts 1. When communicating, find common ground, make communication simple, capture

people’s interest, inspire others, and be real. 2. When you communicate, you must include: thought (something I know); emotion

(something I feel); and action (something I do). 3. When communicating, attempt to connect on four levels: visually, intellectually,

emotionally, and verbally. • Connect visually; eliminate personal distractions (do not allow anything to distract

from your message); expand your range of expressions; move with sense of purpose, pay attention to surroundings, remove obstacles, and reduce distance from audience.

• Connect intellectually; you must know your subject and yourself. • Connect emotionally; the words used are far less important than the energy,

intensity, and conviction with which you use them. • Connect verbally; what we say and how we say things make quite an impact.

4. Bring intentional energy to conversations. Gear up mentally and emotionally for communication opportunities.

5. Think of ways that you can increase your energy when speaking to an audience. 6. Read voraciously then file quotes and illustrations. Have supporting material ready

to include in any message. 7. Become a student of communication; study effective speakers. 8. The larger the audience, the more energy you will need to bring to your

communication. 9. Build upon agreement, not disagreement. Don’t make assumptions about people;

take into consideration other people’s views, avoid indifference, and don’t isolate yourself.

10. Availability requires intentionality; spend time with others. 11. Keep talks to three ideas. Get to the point. 12. Deliver results before delivering the message; communicate from experience. You

must live what you communicate. 13. Do not commit one or more of the four unpardonable sins of a communicator: being

unprepared, uncommitted, uninteresting, and uncomfortable. 14. If you want to get your message across, you have to learn how to communicate in

someone else’s world.

“Good leaders must communicate vision clearly, creatively, and continually. However, the vision doesn't come alive until the leader models it.”

- John C. Maxwell


Connecting with Others

Connectors connect on common ground. When you find things in common with others, you instantly establish a connection. You never know when that connection will lead to a long-lasting personal or professional relationship. We all have choices available to finding common ground. Maxwell says common ground choices are:

1. ________________ - I will choose to spend time with others.

2. ________________ - I will listen my way to common ground.

3. ________________ - I will be interested enough in others to ask questions.

4. ________________ - I will think of others and look for ways to help them.

5. ________________ - I will let people into my life.

6. ________________ - I will care about people.

7. ________________ - I will think of myself less so I can think of others more.

8. ________________ - I will move from my world to theirs.

Inspiring and Connecting Connectors inspire people. People don’t follow unenthusiastic leaders. True leaders inspire others. The “inspiration equation” is the following:

What people know includes that you understand them and you are focused on them. What people see includes your conviction and your example. What people feel includes your confidence in yourself and in them as well as your gratitude for them. When you inspire others, you help them achieve things they may have never thought possible.

Connectors live what they communicate, which creates trust and credibility. Those feelings convey integrity for the person communicating. Maxwell says we should ask ourselves the following questions as part of our “credibility checklist”:

1. Have I connected with myself?

2. Have I made right my wrongs?

3. Am I accountable?

4. Do I lead like I live?

5. Do I tell the truth?

6. Am I vulnerable?

7. Am I following the Golden Rule?

8. Do I deliver results?

What people KNOW

What people SEE

What people FEEL

Inspiration


Action Plan

Action Plan: Think about the items in the two-day session. For each item, as we discuss it, write your strengths, areas that need improvement, and what you specifically plan to do to make improvements. Include goal dates for each. Be prepared to share. Item 1

Item 2

Item 3

Item 4

Item 5

“True transformation to leadership begins when people overcome fears and self-limiting beliefs to get out of their comfort zones and into their strength zones.” - Dr. Gabrielle K. Gabrielli


Common Feedback Reactions and Suggested Responses

Common Reaction

Typical Response

Do NOT DO Examples of Supervisor Response

Denial • “That’s not true. I am great at project management!”

• The incident you cited did not happen.”

• Focus on the employee’s personality instead of his or her actions.

• Soften your feedback to alleviate the reaction.

• Provide documentation and examples to support your feedback.

• Discuss the consequences if the employee does not address the concerns.

• Ask the employee to address the feedback.

• “Let’s review the examples I gave of areas where I see an opportunity for improvement.”

• “This is an opportunity for you to improve your performance. Disregarding it will continue to impact future performance reviews, as well as the opportunities available to you here.”

Lack of Concern

• “This really doesn’t seem like a big deal.”

• “I can’t make any promises, but I’ll try.”

• Lose patience with the individual.

• Judge the employee for being indifferent.

• Disregard the employee’s lack of concern about the feedback.

• Ask the employee to reflect on the feedback and confirm whether he or she is able to commit to improving the issues discussed.

• Discuss the consequences if the employee does not commit to making improvements.

• “I’d like you to think about what we discussed and whether it’s something you can put forth the required effort to make improvements.”

• “It’s important to let me know if this is something to which you can’t fully commit. If you decide it’s something you can’t do, then that’s acceptable, but then we’ll need to talk about the consequences.”

Lack of Accountability

• “It’s not my fault!”

• “I had nothing to do with that mistake.”

• “It’s not my responsibility.

• Agree with the employee when he or she blames others.

• Change your perspective based on the person’s excuses if they are not valid.

• Listen to the employee. • Reiterate examples and

provide documentation. • State that the employee will

need to meet expectations and improve the development areas despite the reasons he or she provided.

• “I know this might be difficult, but I need you to work productively with your peers.”

• “I know there have been a lot of changes recently, but I still need you to support the changes and improve in these areas.”



Common Reaction

Typical Response


Hostility, Resistance

• “I do not accept your feedback regarding my communication skills.”

• “What is your problem? You always pick on me!”

• Get frustrated with the employee’s open hostility and resistance to your feedback.

• Let the employee push your buttons and get you upset.

• End the discussion if the employee is being overly hostile and resistant.

• Identify the employee’s reasons for opposition.

• Redirect the employee from personal attacks to the facts.

• Refer the employee to an employee assistance program (EAP), when appropriate.

• “Let me give you some time to reflect on my feedback, and we will reconnect tomorrow morning.”

• “I know this may be difficult to hear, but it is important to be receptive to feedback in order to make improvements.”

Insecurity, Self-Pity

• “I knew this would happen; I never do anything right.”

• “I have no idea where to start.”

• Focus on the employee’s past inability to achieve outcomes.

• Moderate your feedback to alleviate the reaction.

• Reflect the employee’s negative attitude.

• Reassure the employee with support.

• Give the employee time alone to regain composure, if necessary.

• Focus on the opportunity to improve.

• Assure the employee that improvement is possible with effort.

• Refer the employee to an EAP, when appropriate.

• “Now that we have identified this area for development, it is an opportunity for you to improve your performance. I strongly believe you are capable of achieving this goal. I’ve seen you achieve similar development goals in the past.”

• “You will have support from me as you work on this. For example,....”

• “Let’s talk about what you can do to improve in this area.”



Common Reaction

Typical Response


Anger • “This is not fair!”

• “I always knew you didn’t like me, but this is ridiculous.”

• “I’ve been working so hard to meet all of my deadlines, and this is how I am thanked?”

• “I was expecting a promotion, and I deserve it. Why would you do this instead?”

• Attack the employee’s personality based on his or her reaction.

• Respond with anger or defensiveness yourself.

• Moderate your feedback to alleviate the reaction.

• Acknowledge the fact that the employee is not satisfied with the feedback.

• Listen to the employee’s thoughts.

• Restate examples, redirect to the issues, and explain your perspective.

• Alert HR when appropriate. • Refer the employee to EAP, if

appropriate.

• “If I understand correctly, you are angry because you think I haven’t given you enough challenging assignments, and that I don't have confidence in your abilities. Is that correct?”

• “I can see that you are upset with this feedback. I would like to hear your thoughts.”

• “Let me explain what I think happened so you can understand my perspective, then we can work together to come up with a plan for improvement."

Florida Commission on Human...

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