Nedcor Gibs 2011 MANUAL

8/7/2019 Nedcor Gibs 2011 MANUAL

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INTRODUCTION:

THE PERSON I WOULD WORK FORWILLINGLY

Prepared by Schuitema July 2010


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POWER STRATEGIES ASSESSMENT

Purpose

The purpose of this exercise is to help each leader examine his uses ofpower. Each of the following questions are considered. What types of powerdo you use? How effective is each type of power? How do others respondwhen you use power strategies? How do you feel when others use them?

IDENTIFYING YOUR POWER STRATEGIES

Directions

Identify those power strategies you use to achieve a result through people inyour personal and professional life. If you dont use a particular power model

leave that cell blank.

POWER MODEL I USE IT IN MYPROFESSIONAL

LIFE

I USE IT IN MYPERSONAL LIFE

1. Physical forceBody (i.e. pushing, restraining).Use of body (i.e. personhyperventilating).Mechanical extension of body(I.e. paddle, stick, auto).

2. WealthMoney and other assets.Control of Resources (i.e.budget officer).Contributions (i.e. largestcontributor to an organization).3. RankHierarchical status (i.e.President, Supervisor,General )4. Title

Earned or honorary title (i.e.Doctor, Reverend, YourHonour; e.g., Dr. Smith iscalling for a reservation insteadof John Smith is calling).



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POWER MODEL I USE IT IN MYPROFESSIONAL

LIFE

I USE IT IN MYPERSONAL LIFE

5. Position

Temporary or permanent positions(i.e. treasurer, secretary,committee chairperson ).6. StatusElite, Majority, Minority. (e.g.turning to the only woman on acommittee to get the womensopinion).7. ReputationCredibility (i.e. usually no title butperson is respected) Visibility (i.e.

using references to celebrities).8. SexMasculinity / Femininity (i.e., usingyour sex as power; e.g. a womangets a management positionunder the banner of womensrights).9. SeductionWords (i.e. flattering or guilt-inducing statements).Behaviour (i.e., slap on the back,

arm around the shoulder).10. Physical AppearancePhysical Build/Size (e.g. a 1.8mman has power) Appearance /Attractiveness (e.g. a veryattractive male or female haspower).11. Speaking AbilityVoice loudness/softness.Voice quality/delivery.Mastery of vocabulary.

12. DataHaving exclusive possession ofinformation, selective imparting ofinformation.



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POWER MODEL HOW I USE IT INMY

PROFESSIONALLIFE

HOW I USE IT INMY PERSONAL

LIFE

13. AgeOlder persons.Youth.14. ExperienceLength of time in a particularenvironment (i.e. When youhave been around this place aslong as I have, you willunderstand it) Experience in aunique environment.15. Withholding Response

Verbally (i.e. silence) Affectedly/ emotionally (i.e. I dont careor show no response).Activity (i.e. boycotting).16. Doing something foranotherCalling on a past favour.Developing a feeling ofobligation.17. Name DroppingCalling on the name of a

supervisor or well-knownperson to support a position orget something done.18. RaceSimilar to status (i.e. majority/minority).19. Skill-PerformanceNot sharing your skill orknowledge.

20. Time

Control of work or vacationschedules. Structuringmeetings to have your itemsbrought up right beforescheduled break.



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POWER MODEL HOW I USE IT INMY

PROFESSIONALLIFE

HOW I USE IT INMY PERSONAL

LIFE

21. DisabilityUsing a real or supposeddisability to get other to dosomething for you (i.e. weakheart, fragile female, Ivenever been good at maths).22. FilibusteringLoud and boisterous voiceMonopolizing conversation.Shouting.23. Humor

Keeping people laughing whilegetting what you wantaccomplished.24. MysteriousBeing vague (i.e., There areseveral people around herewho...).Mystical.25. EyesSteady contact or non-contact

26. Organization CultureUsing ghost rules or norms ofOrganization to get somethingaccomplished.

27. Furniture/SpaceStructuring arrangement ofspace and furniture to influence

how people relate to eachother.



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FOUR AXIOMS

AXIOM 1



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AXIOM 2



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AXIOM 3



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AXIOM 4



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VALUES

If you want something from somebody else that persons ability to withhold

what you want makes you manipulable. They are strong and you are weak.

All strength is therefore about giving unconditionally.

However, giving does not suggest always being nice. Giving is about beingappropriate to what the situation demands from one. Therefore:

GIVING

GENEROSITY COURAGERising above a loss of

things

Rising above a loss of

self

Being here to give suggests that one is capable of acting for reasons that arehigher than ones self -interest. These reasons which we regard as higherthan our self-interest we refer to as values.

WORK VALUES EXERCISE

VICTIM MASTER

PEO PLE

A BMegalomaniac Leader

Control Power

TAKING GIVING

C DConsumer Virtuoso

THI NGS

Needs Values



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In which quadrants would you put the following needs / values?

ITEM Q1. HELPING SOCIETY: Do something to contribute to the betterment of

the world I live in.

2. HELP OTHERS: Be involved in helping other people in a direct way,either individually or in small groups.

3. PUBLIC CONTACT: Have a lot of day-to-day contact with people.

4. WORK WITH OTHERS: Have close working relationship with a group,work as a team toward common goals.

5. AFFILIATION: Be recognized as a member of a particular organization.

6. FRIENDSHIP: Develop close personal relationships with people as aresult of my work activities.

7. COMPETITION: Engage in activities which pit my abilities againstothers where there are clear win-and-lose outcomes.

8. MAKE DECISIONS: Have the power to decide courses of action,policies.

9. WORK UNDER PRESSURE: Work in situations where time pressure isprevalent and/or the quality of my work is judged critically bysupervisors, customers, etc.

10. CONTROL AND AUTHORITY: Control the work activities or(particularly) the destinies of other people.

11. INFLUENCE PEOPLE: Be in a position to change attitudes oropinions of other people.

12. WORK ALONE: Do projects by myself, without any significant amountof contact with others.

13. KNOWLEDGE: Engage myself in the pursuit of knowledge, truth, andunderstanding.

14. INTELLECTUAL: Be regarded as a person of high intellectual prowessor as one who is an acknowledged expert in a given field.

15. CHEER LEADING: Being able to praise and reward people genuinely.

16. CREATIVITY (general): Create new ideas, organizational structures,or anything else not following a format previously developed byothers.

17. AESTHETICS: Be involved in studying or appreciating the beauty ofthings, ideas, etc.

18. SUPERVISION: Have a job in which I am directly responsible for the

work done by others.19. JOB SATISFACTION: Do work which I find enjoyable and rewarding.



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20. PRECISION WORK: Work in situations where there is very littletolerance for error.

21. STABILITY: Have a work routine and job duties that are largelypredictable and not likely to change over a long period of time.

22. SECURITY: Be assured of keeping my job and receiving a reasonablefinancial reward.

23. FAST PACE: Work in circumstances where work must be donerapidly.

24. RECOGNITION: Be recognized for the quality of my work in somevisible or public way.

25. EXCITEMENT: Experience a high degree of (or frequent) excitementin the course of my work.

26. ADVENTURE: Have work duties which involve frequent risk taking.

27. PROFIT: Have a strong likelihood of accumulating large amounts ofmoney or other material gain.

28. INDEPENDENCE: Be able to determine the nature of my work withoutsignificant direction from others; not having to do what other tells meto.

29. MORAL FULFILLMENT: Feel that my work is contributing significantlyto a set of moral standards which I feel are very important.

30. LOCATION: Find a place to live (town, geographical area) which isconducive to my life style and affords me the opportunity to do thethings I enjoy most

31. COMMUNITY: Live in a town or city where I can get involved incommunity affairs.

32. PHYSICAL CHALLENGE: Have a job that makes physical demandswhich I would find rewarding.

33. TIME FREEDOM: Have work responsibilities which I can work ataccording to my own time schedule; no specific working hoursrequired.

34. NURTURING: Caring for people in my charge.

35. LIMELIGHT: Be in a public position where I have the attention of manypeople.

36. STRAIGHTFORWARDNESS: Being truthful, open and honest with mysubordinates, peers and superiors irrespective of the consequences.

37. RELIABILITY: Fulfilling my commitments to others.

38. CONTROL: I like to make sure that the job is done correctly andaccording to the procedure.

39. EMPATHY: Awareness of the needs and concerns of others.

WORK VALUES



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A B

3,5,6,7,10,11,14,18,24,35,38

1,2,4,8,15,29,31,36,37,39,34

C D

9,12,19,21,22,25,27,30

13,16,17,20,23,26,28,32,33

My reasons for going to work:



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EMPOWERMENT:EMPOWERMENT IS NOT ABOUT BEING NICE



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OR ABOUT TOLERATING MEDIOCRITY

IT IS ABOUT PUSHING PEOPLE TO REALISETHE BEST IN THEMSELVES



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THREE VARIABLES THAT AFFECTEMPOWERMENT:

MEANS

ABILITY

ACCOUNTABILITY



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IN SUMMARY, WHAT DOES

EMPOWERMENT MEAN?

1. Empowerment is associated with an incrementalsuspension of control.

2. Each incremental step of suspending controlsuggests a greater degree of trust andentrustment.

3. The more a person is trusted the more it isassumed that when faced with the distinctionbetween what is right and what is in their selfinterest the person will do what is right.

4. A person who focuses on doing the right thing isa person who is accountable for what they do.

5. Before you hold someone accountable theyshould have the Means and the Ability to do whatis required of them.

6. Empowering is about making people powerful.The powerful are those who are here to give.



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MEANS:

3 Themes:

The usefulness of ValuesThe issue of TimeThe issue of Authority

TIME AND ATTENTION QUESTIONAIREYes = Done with one or more subordinates

YES NO

COMMUNICATION

1. Spent time keeping one or more of yoursubordinates fully informed of thecompanys financial performance.2. Spent time with one or more of yoursubordinates discussing company relatedissues which may affect them.3. Spent time with one or more of yoursubordinates discussing their workperformance.

Sub Total

PERSONAL CONCERNS

4. Spent time with one or more of yoursubordinates listening to a difficultpersonal problem, that they wanted totalk to you about.5. Spent time with one or more of yoursubordinates to discuss with them apersonal problem, which they are nottalking about.

Sub Total

COACHING6. Spent time with one or more of yoursubordinates assisting them to find asolution to a work related problem.7. Spent time coaching one or more of yoursubordinates in an area where they aretechnically incompetent and where you arecompetent.8. Spent time with one or more of yoursubordinates who has shown good potentialto be able to do your job.

Sub Total



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YES NO

TEAM RELATIONSHIPS

9. Spent time with your team focusing on team

relationships / building a team rather thangetting the job done.10. Spent time mediating a conflict between two or

more of your team.

Sub Total

DISCIPLINE11. Spent time to find out the reason why one or

more of your subordinates has transgressedcompany rules or is not performing to standard.

12. Spent time to take the appropriate remedialaction with one or more of your subordinates

who has transgressed company rules or is notperforming to standard.Sub Total

RECOGNITION / REWARD13. Spent time praising one or more of your

subordinates who has done a good job.14. Spent time celebrating with your team because

they have done a good job.Sub Total

CONSULTATION / LISTENING

15. Spent time with one or more of your subordinatesto ascertain and seriously consider their views ona work related matter.

16. Spent time with one or more of your subordinatesto consider the merits of their case regardingcarrying out an instruction contrary to companypolicy or direct instruction.

17. Spent time with one or more of your subordinatesto listen to their crazy ideas.

Sub Total

EMPOWERMENT18. Spent time with one or more of your subordinates

handing over authority / control to them for aspecific accountability.

19. Spent time reviewing one or more processeswithin the business which are currently frustratingand disabling your subordinates.

20. Spent time with one or more of yoursubordinates is feeling disempowered by theirwork situation.

Sub Total

TOTAL



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IN WHICH QUADRANTS ARE YOURDIARY ENTRIES?


I II

III IV

COVEYCOVEYS TIME MODELS TIME MODEL

I

RESULTSCRISES

DEADLINES

III

INTER-

RUPTIONS

TELEPHONES

II

PLANNING

BUILDING

CAPACITY

IV

TIME

WASTERS

SOLITAIRE

CARECARE

ANDAND

GROWTHGROWTH

ACTIVITIESACTIVITIES

FOCUSO

N

PROCESS

OVER

OUTCOM

E


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WHAT THE LEADER GIVES

7 POSSIBILITIES

1 CARE

Know the person as a person

Show concern for personal issues Listen

2 MEANS Provide tools / resources Provide enabling systems / processes Spend time with / support the person Authority / Accountability Clear goals / targets Clear standards Information / feedback on performance

3 ABILITY Formal training Coaching

Career discussion Redeploy (if capability)

4 PRAISE On standard

5 REWARD Consistently above standard

6 CENSURE Carelessness

7 DISCIPLINE Deliberate malevolence

PUTTING THE 7 POSSIBILITIES INTO PRACTICE

WHAT DO I NEED FROM MYBOSS IN ORDER TO ENHANCE /SUSTAIN MY CONTRIBUTION?

WHAT AM I GETTING FROM MYBOSS?

CONNECT OR DISCONNECT?

WHAT SHOULD I DO IN THE EVENT OF A DISCONNECT?



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PUTTING THE 7 POSSIBILITIES INTO PRACTICE

NAME WHAT AM I CURRENTLYGIVING THIS PERSON?

WHAT SHOULD I BEGIVING THIS

PERSON?

CONNECT OR DISCONNECT?

HOW DO YOU KNOW?

EMPOWERMENT AND STRUCTURE

The issue of empowerment has two attributes in the functioning of anorganisation, one horizontal and the other vertical.

The vertical impediments to empowerment refer to decision makingauthority that is vested in a person further up the hierarchy than isnecessary.

The horizontal impediments to empowerment refer to inappropriatecontrols in horizontal business processes which constrain those whoserve the customer (internal and external) from doing so.



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5 STEPS TO EMPOWERMENT

1. Identify the next step.2. Train people to take that step (both why and how).

3. Test ability (both why and how).4. Hand over means.

5. Hold person accountable.OVERALL PRINCIPLES REGARDING CONTROL

The more control you impose the less control you have.

There is no such thing as a value adding control.

Control is the organisational equivalent of weed.



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ABILITY2 Themes:

How to Coach.

Coaching the why

COACHING: THE HOW


AssumeI am very knowledgeablein a job that bothFred and Joehaveto do becauseI did that job in 1980.

Joe, in1980 I did what youhavetodoandwhat I did worked, dont arguewithme, dowhat I did

Fred in1980 I did what youhavetodoandwhat I did worked, it may behelpful toyou,takea look.

MEANS ENDS

JOEJOE

FREDFRED

PERSONPERSON TASKTASK

TASKTASK PERSONPERSON

PERSON OR TASK?PERSON OR TASK?

=TAKINGTAKING

=GIVINGGIVING

A manager uses people as his means whereby he gets a

job done and produces results

A coach uses tasks and the results as his means

whereby he enables people.


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WHATBECOMESREPORTABLEIN

ACOACHINGRELATIONSHIP IS

PROGRESSAGAINSTA

LEARNINGOPPORTUNITY, AND

THETASK BECOMESTHE

MEANSTOTHATEND

Means: Tools, Resources, Standards, Authority, Boss

Time

Ability: Whyand Howthe Task Should be Done

ACCOUNTABILITY:

Standards

To grow someone means toTo grow someone means toEMPOWER them:EMPOWER them:

COACHING IS CONCERNED WITHABILITY ISSUES


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HOW TO COACH: SHIFTING ATTENTION

Coaching follows naturally from the premise that people are not there toproduce things, things are there to enable people. From a leadership point ofview this implies that the task must be seen to be the means whereby theperson is enabled, rather than the person being there to do the task.

EXERCISE

1. Identify any person reporting directly to you and write the persons name inthe Coaching Plan Form.

2. Reflect on what kinds of problems routinely take place in their sections,divisions or work areas. Identify what skill or knowledge they require to beeffectively empowered to deal with those problems. Write these skill andknowledge requirements in the left-hand column.

3. Write down a blow by blow account of any given workday in the right handcolumn. What do they do after arriving at work? And then? And next?

4. Circle the items that the person would normally report on in pen.

5. Circle the bits of their day to day activity that would address their learningrequirement in pencil.


1. Coaching is specifically concerned withability concerns. It is an inappropriateframework to deal with means oraccountability issues.

2. Coaching is fundamentally about issuesrelating to the how. The more the natureof the coaching conversation isconcerned with the why, the more of amentoring relationship it becomes.


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COACHING MEANS MAKING THE PREDOMINANT THEME OFTHE REPORTING RELATIONSHIP THE ITEMS THAT ARE

CIRCLED IN PENCIL, RATHER THAN ONLY THE ITEMS THATARE CIRCLED IN PEN

NAME:

LEARNING REQUIREMENT DAILY TASK

THE COACHING CYCLE



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REVIEW(DIAGNOSIS)

MONITOR / SUPPORT

SET TASK(REMEDIATION)

REFLECTION ACTION


WATCHINGTHE GAME


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ACCOUNTABILITY

3 Themes:

Clarifying AccountabilityDealing With Victims

HOLDING PEOPLE ACCOUNTABLE

- THE INDIVIDUAL PERFORMANCE MANAGEMENT PROCESS:

IF

YOU HELD THEM ACCOUNTABLE FOR RESULTS, WHO WOULD YOU

REWARD AND WHO WOULD YOU PUNISH?


SELF

OTHER

GIVEGET

ContributionResults

IN

CONTROL

NOT IN

CONTROL

Brett is a highlyskilled farmer whoworks exceptionally

hard to get a fantasticcrop. However, at justthe wrong time thereis a plague of locustsand he loses most of

the crop.

Jan is a lazy fellowwhospends the whole seasonon the verandah of hisfarmhouse. However,

lucky for him, just beforehe plants there is

hailstormso Nature putsnitrogen into the soil forhimand as a result hegets a reasonable crop.


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PRINCIPLES OF ACCOUNTABILITY

THE FOUR PERMUTATIONS

PERMUTATION CONTRIBUTION RESULTS ACCOUNTABILITY

PRINCIPLES OF ACCOUNTABILITY

1. PEOPLE SHOULD BE HELD ACCOUNTABLE FOR THEIR CONTRIBUTION NOT FORWHAT THEY ARE GETTING OUT.

People at every level should be held accountable for their personal contributions, rather thanwhat they are getting out. To hold people accountable for what they get (the results) isfundamentally unjust. This is because people are not in control of what they get. They areonly in control of what they give.

2. THERE SHOULD ONLY BE ONE PERSON ACCOUNTABLE. ACCOUNTABILITYSHOULD NOT BE SEEN TO BE THE SAME THING AS RESPONSIBILITY.

For any task only one person should be accountable. The minute you have more that oneperson accountable no one is accountable. You may be responsible for a large organisationbut you can only be held accountable for what you can personally do. The Vice Chancellor isresponsible for the state of the university. He is not accountable that two students had afistfight in the Anthropology 3 class. You cannot be held accountable for what someone elsedoes. Responsibility is assigned top down and accountability is constructed bottom up.

3. THOSE PERFORMING A TASK SHOULD BE HELD ACCOUNTABLE FOR DOING SO.THOSE IN LEADERSHIP POSITIONS SHOULD BE HELD ACCOUNTABLE FOR THECARE AND GROWTH OF THEIR SUBORDINATES.

The current way of operating assumes that everyone is here to give to the task i.e. produce

the result. In fact the only person whose job it is to give to the task is the person doing it.The job of the leader is not to give to the task at all but to the people who are doing the task.The role of leadership is to Care and GrowTM those accountable for the bottom line result.The player is there to play the game. The coach is there to enable the player.

4. ONLY ONCE PEOPLE HAVE THE MEANS AND ABILITY SHOULD THEY BE HELDACCOUNTABLE.

If they have the means and ability, they should be appropriately punished or rewarded fortheir performance. It is not just to hold people accountable (censure/punish) for somethingwhich is not their fault i.e. they failed to perform because of a lack of means or ability.Conversely if people have the means and the ability they should be held accountable

(censure/punish/praise/reward) for their performance.



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PERFORMANCE MANAGEMENT PROCESS ALIGNED TO PRINCIPLESOF ACOUNTABILITY

CURRENT

1. ACCOUNTABILITY IS FOR CONTRIBUTION MADE /FOR UNIQUE VALUE ADD TO OTHERS.

2. INDIVIDUALS ARE HELD ACCOUNTABLE FORTHEIR OWN ACTIONS / FOR WHAT SITS IN THEIRHANDS.

3. WHAT INDIVIDUALS ARE ACCOUNTABLE FOR ISCLARIFIED AND AGREED ON A REGULAR BASIS.

4. REWARDS AND SANCTIONS ARE MATCHED TOTHE INTENT DRIVING INDIVIDUAL CONTRIBUTION.

SCORE: 1 = No alignment2 = Total alignment


ACCOUNTABILITY RESPONSIBILITY


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THE ACCOUNTABILITY CYCLE


WATCHINGTHE GAME

ONE-ON-ONEDISCUSSION

ASSESSINGCONTRIBUTION

CLARIFYINGCONTRIBUTION

REVIEWINGCONTRIBUTION


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CLARIFYING CONTRIBUTIONTHERE ARE 2 KINDS OF CONTRIBUTION:

THE CONTRIBUTION OF THOSE WHO ARE DOING ATASK AND WHO CONTRIBUTE DIRECTLY TO

RESULTS THE CONTRIBUTION OF THOSE WHO ARE

LEADING OTHERS

LEADERSHIP CONTRIBUTION

At any given point in time a Leader should be giving 1of 7 things to his/her people :

1. CARE2. MEANS3. ABILITY4. DISCIPLINE5. CENSURE6. PRAISE7. REWARD



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CARE AND GROWTH CONTRIBUTION: CRITERIA

CARE1) Knows his / her people well and is interested in them as people not just as

employees.2) Is there for his / her people not the other way around/ the line of service is down

not up the line.3) Spends sufficient time with direct reports in team meetings, one-on-one

meetings, in the field watching the game.4) Listens to and respects the views and opinions of his / her people. Relationships

with his / her people are characterized by mutual trust and respect.MEANS

1) Ensures people know the mission, vision, values and objectives of the company.2) Ensures individuals know what is expected of them and how their jobs contribute

to the required results.

3) Ensures people have the tools / resources they require to do their jobs.4) Ensures structures, systems and processes enable their people to make the

contribution required of them.5) Ensures that people have the decision making authority to do their jobs.

ABILITY1) Ensures formal training and development is effective in ensuring that employees

have the competencies required to do their jobs.2) Develop his/her employees understanding of the business and how it is

performing.3) Effectively coaches direct reports both in terms of how to do their job and why the

job should be done.4) Facilitates employee growth through regular review and deliberate changes in

employee accountability.ACCOUNTABILITY

1) People are held accountable for their contribution not for what they are gettingout / results.

2) Regular reviews of contribution / feedback at an individual level are conducted.3) Only once people have the means and ability are they held accountable.4) People are disciplined for deliberate malevolence and censured for carelessness.5) Those who contribute to the desired standard are acknowledged / praised.6) Those who consistently go the extra mile are rewarded for doing so.



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Nedcor Gibs 2011 MANUAL

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