Stepping Into Leadership training module.pptx

Leadership development training module

1. Stepping Into Leadership The Art & Science of Great Managing

2. Day 01

3. Objective Equip first time managers with the right mindset and skills enabling them to develop team members and drive performance

4. Workshop Outline (Day 1) Topic Duration Learning Outcome Experiential Learning Methodology Introduction & Context Setting 30 mins Alignment & Expectation Setting Ice-Breaker Debrief Facilitator led discussion Role of Manager 45 mins What do great managers do differently? Gallup Findings Managers role in setting expectations, building skills and driving performance Small Group Discussion Handouts & Debrief Leadership Styles & Situational Adaptability 120 mins Task/Relationship Orientation Assessing DRs Readiness Level Direct/Guide/Excite/Delegate Self Assessment Discussion & Debrief Skill Will Matrix & Team Mapping 90 mins Building Skills & Developing Will Mapping Team Member as per Skill Will Managing Difficult Team Members Specific strategy for each team member Activity & Discussion Delegation- Best Practices 90 mins Challenges of Delegation (Who's got the monkey?) Responsibility/Authority/Accountability Levels of Delegation Delegation Conversation: Best Practices Role plays Videos Best Practice Checklist

5. Workshop Outline (Day 2) Topic Duration Learning Outcome Experiential Learning Methodology Recap (Day 1) Agenda Setting (Day 2) 30 mins Reinforcing Learning Expectation Alignment Discussion Query Resolution Decoding Motivation 75 mins Intrinsic/Extrinsic/Relational Motivators Nourishers & Enablers Understanding each team members motivational factors Assessment & Team Mapping Discussion & Action Planning Developmental Coaching 150 mins Manager as a Coach Creating coaching moments GROW & MEDIC Model Listening for the gold Asking powerful questions Enhancing competency and commitment Videos, Role Plays & Group Work Facilitator Led Discussion Giving Effective Feedback 120 mins Giving feedback that raises awareness Taking an open approach Establishing trust Accentuate the positive Focus on improvements How to give star performers effective feedback Combining praise and areas to work on Videos, Role Plays Facilitator Led Discussion

6. Your Expectations from this Workshop

7. Program Benefits

8. Role Of Manager

9. Introduction Alignment Logistics Expectations

10. Values Create customer delight with focus on ease and speed. Blend traditional ethics with modern outlook to create an environment of trust and transparency. Be responsive, professional and ethical in our approach towards customers. Nurture employees to perform passionately with a sense of ownership.

11. Role of a Manager Do discuss in your teams & discuss the role of a Manager at Tudip in accelerating Team Performance

12. The Stages of Learning

13. What is the role of a Manager?

14. Activity: What Are Your Preferences ? Read each situation. Choose one Alternative Action Statement that most appeals to you or that seems the most characteristic of you.

15. Gallup’s Twelve Questions How Can You Measure Human Capital? : The Measuring Stick Do I know what is expected of me at work ? Do I have the materials and equipment I need to do my work right? At work, do I have the opportunity to do what I do best every day? In the last seven days, have I received recognition or praise for good work? Does my supervisor, or someone at work, seem to care about me as a person? Is there someone at work who encourages my development? At work, do my opinions seem to count? Does the mission/vision of my company make me feel like my work is important? Are my co-workers committed to doing quality work ? Do I have a best friend at work ? In the last six months, have I talked with someone about my progress? At work, have I had opportunities to learn & grow ? 17

16. Leadership Styles & Situational Adaptability

17. Situational Leadership Theory It was developed in the late 1960’s by Dr. Ken Blanchard and Dr. Paul Hersey It focuses on leadership in situations Other name is life cycle theory of Leadership Different situations demand different kinds of Leadership.

18. Quality of Performance Goals or Task Knowledge Transferable Skills and Knowledge Commitment Motivation Confidence + +

19. Situational Leadership ® Model

20. Three Primary Skills of a Situational Leader ® Diagnosis – assessing development needs Flexibility – using a variety of leadership styles comfortably Partnering for Performance – reaching agreements with others about the leadership style they need

21. A Leader’s Style Must Adapt Leader adapts style… upon understanding the employee and the task at hand

22. Pull ideas from individual Listen & Encourage Ask Open Ended Questions Keep the decision Making Ball in their court Find something to praise Lead with your ideas and explain why Consult and listen Make the final decision Find something to Acknowledge Give Direction-Teach or Show How Check for Understanding Allow the other person to take the Lead Ask to be kept informed Challenge him or her to Excel Supporting Coaching Delegating Directing

23. Skill Will Matrix

24. Skill Will Matrix

25. Delegation

26. Delegation “ A manager delegates when he deliberately chooses to give a subordinate authority to carry out a piece of work which he could have decided to keep and carry out himself ” - John Adair This involves: 1. Giving Responsibility 2. Giving Authority 3. Sharing Accountability

27. 31 What is Delegation Subordinate can plan his own method of working, making whatever decisions he is capable of Monitoring only happens at agreed checkpoints He can do things differently from the way his Manager would do them Help & correction from Manager = Training & Suggestions rather than orders & instructions

28. 32 Delegation process 1. Decide WHAT to delegate not a means to avoid jobs you do not enjoy doing! 2. Decide WHOM to delegate to identify people with appropriate skills / development needs / plan, counsel, break down into smaller tasks / review - both periodically & finally \ 3. Decide WHY you should delegate to relieve your workload / improve performance of a poor worker / develop skills of an already effective person

29. 33 Delegation process 4. Decide HOW you are going to delegate Tasks : define objective, establish ownership, responsibility, authority, resources, time frames, training, People : reinforce agreement, build confidence, celebrate success 5. Implementation Controls in place? - learn to take the Back Seat Read the signs - know when to Intervene

30. 34 Barriers to effective delegation Requires letting go of the wheel Some managers prefer to retain the work they enjoy doing Effective delegation requires a high level of managerial qualities and skills : Planning Motivation Communication Team-playing / leading

31. 35 Barriers to effective delegation Fear that your subordinate will not perform as well as you Fear that your subordinate may outstrip you Some subordinates are reluctant to accept greater responsibility The organization’s rules / structure may inhibit effective delegation of some tasks Fear of not “ Looking ” Busy !!

32. 36 Benefits of effective delegation Time to concentrate on aspects of your job that require your personal experience, skill and knowledge Time to plan the future instead of simply organizing the present Good for the morale of your subordinate Prepares staff for greater responsibilities Personal pride in helping your staff grow

33. 37 Delegation with Development

34. Questions

35. Day 02

36. Recap of Day 01

37. Decoding Motivation

38. 42 Motivation

39. 43 Motivation

40. 44 Motivation

41. 45 Motivation through recognition

42. The Human Iceberg Model

43. The Challenge of Effective Communication Customer Manager Employee Consultant Billing What the customer needed

44. Levels of Listening Level 1: Internal Listening Focused on yourself, not on the speaker Interpreting what you hear in terms of what it means to you Level 2: Listening to Understand Focused on the speaker Attentive to the speaker’s words, tone of voice and body language Level 3: Empathic Listening Focused on the speaker Picking up more than what is said

45. Giving Effective Feedback

46. SBI-D Model for Feedback

47. Activity: Feedback Practise Brainstorm typical situations in which you may be required to give feedback. In a role-play, your facilitator will portray the employee; your entire group will portray the manager. You may take on the manager role any time you feel you have something additional or different to contribute to the feedback. Experiment with different styles and approaches.

48. Types of Feedback

49. Criteria for Effective Feedback Effective feedback should be: Specific Timely and ongoing Constructive and non- judgmental Encouragement for employee self-assessment Private or public (depending on the type of feedback) Balanced, but focused on the positive

50. SBI-D Model in Practice

51. Common Feedback Errors Providing Vague Feedback When feedback is specific and detailed, employees are more likely to repeat desired behaviours or stop/change undesired behaviours. Example (Vague): “You’re doing a great job.” Example (Detailed): “ The way you wer e able to take all the documents from the customer was very appreciable . I particularly liked the way you set the expectations about the interest rate as it was a gram panchayat patta ” Making Assumptions Feedback should be limited to the employee’s behaviour without making assumptions or interpreting the behaviour as a sign of something else. Example (Making Assumptions): “I’ve noticed that you don’t like doing paper work.” Example (Observing Behaviour): “ I’ve noticed that your files have not been complete-in last three files there were documents missing hence they couldn’t be processed on time. What can we do about it in future ? ”

52. Developmental Coaching

53. What is Coaching? “. . . coaching is unlocking a person’s potential to maximize their own performance; helping them to learn rather than teaching them.” Timothy Gallwey The Inner Game “. . . building awareness, responsibility and self-belief is the main goal of a good coach.” Sir John Whitmore Coaching for Performance

54. Coaching at Tudip At Tudip , coaching is: An attitude A managerial style As a manager it helps you to: Know yourself Know your people and their strengths Know the range of skills and competencies in your team Make a difference

55. Effective Performance Coaching Requires a Specific Attitude The coach doesn’t have or provide all of the solutions. People have the ability to address and resolve their own issues. The answer is in the other chair. A growth mindset believes people can develop their own abilities. The coach seeks to empower employees to resolve matters on their own.

56. Activity: Coaching What are the business benefits of coaching? What are the differences between counselling, coaching, mentoring and training? When is a coaching moment? What is the difference between performance feedback and coaching?

57. Business Benefits of Coaching

58. Counselling, Coaching, Mentoring and Training Counselling Coaching Mentoring Past Future Present Training

59. Performance Feedback vs. Coaching Performance feedback: Involves appraisal Focuses on analysing past performance in relation to goals and providing feedback Coaching: Focuses on current issues Explores ideas for resolving issues or for planning for the future Performance feedback is primarily directive, while coaching is not, since it involves helping the individual to find his/her own answers or solutions.

60. COACHING IS Creating awareness Facilitating learning Releasing potential Enabling learning & change By providing a new perspective - another way of thinking Panic zone Learning zone Comfort zone Importance Of Coaching

61. MEDIC model

62. The GROW Model

63. Coaching, with GROW Model

64. Required Coaching Skills Insightful questioning Listening deeply Curiosity Empathy Reflecting back Summarising Mitigating impact of personal biases Use of silence Patience

65. Open and Closed Questions Open questions begin with: Who What Where When How They encourage involvement in the conversation and information to be shared. Closed questions can be answered yes or no. They are useful in coaching only to confirm information or move the conversation along.

66. Characteristics of an Effective Question

67. Characteristics of a Powerful Question Refocuses coachee’s thinking from the problem to a solution Helps the coachee feel more powerful and constructive about a situation Taps into the coachee’s creativity and creates options (coach uses power of silence) Makes a problem feel more like an opportunity Encourages forward movement from a problem state to a solution state

68. Activity: Coaching Practice Think of a real situation about which you are willing to be coached and which can be discussed in this setting. It should: Be real and current Have not previously been solved Involve you You should have the energy and curiosity for new options or solutions for this situation.

69. Activity: Self-Evaluation Review business context Confirm Expectations on the “What” Confirm Expectations on the “How” Discuss challenges and define support required Monitor performance Give positive feedback and praise Give developmental/critical feedback on performance issues Coach for performance Next steps Divisional strategy Team priorities The individual’s role in light of the bigger picture Ensure employee is aligned to the overall DB strategy and team priorities Ensure employee is clear on what is expected of them in their role Ensure objectives are stretching but still achievable (where applicable) Identify behaviours which are key for the r ole Bring the values and beliefs alive by providing examples Give examples of how certain behaviours would meet, exceed or go well beyond your expectations Challenges the employee might face in meeting the expectations Related areas for personal growth or development Define actions to provide required support Record development action in the development plan in db P erform Observation. Taking notes (+/-) of specific behaviour and achievements Give specific and concrete examples of behaviour and achievements you appreciate Conduct critical conversations in a timely manner Help people to grow and develop Regular coaching to improve performance and self-confidence Support employee’s development Make sure you have a clear agreement that both manager and employee understands Record the conversation in db Perform Agree to follow up through regular conversations Skill Competency level (1-10) 10 = excellent 1 = non-existent Will Commitment and Motivation (1-10) 10 = excellent 1 = non-existent

70. Self-Evaluation, continued Exchange your completed form with your partner and discuss these two questions:

71. Approaching Managing and Developing Performance with a Growth Mindset With a fixed mindset... ...people believe ability is static ...individuals avoid things they don’t know about ...there is a tendency to avoid challenges ...and people give up easily With a growth mindset... ...any person can be developed ...individuals have a desire to learn ...they are able to embrace challenges ...and persist in the face of setbacks At Aavas Financers we take a growth mindset approach to developing our employees this means... everyone can learn, develop and improve

72. Evaluating Your Team How should we evaluate our employees? Are they: delivering on expectations? demonstrating behaviors? demonstrating capabilities? Some not All Most Above and Beyond

73. Evaluating the “What” and the “How” Is the employee contributing to the business goals? Is the employee meeting behavioral expectations?

74. Activity: Performance Estimation Performance Estimation of My Team Current State Analysis: Please make a rough assessment of your employees using this line. Use a symbol/abbreviation for each person so that full confidentiality is ensured. Only you need to know what each symbol/ abbreviation means. Some not All Most Above and Beyond

75. Performance Estimation Questions

76. Activity: Selective Perception You are about to watch a short video that will allow you to test how perceptive you are. Please pay close attention to the video. Count the number of times that someone wearing a white shirt passes the ball to someone else. Count only the times that a person in a white shirt passes the ball. Please do not share your count with anyone else in your group .

77. What Motivates Employees? 9/13/23 Version 1.0 82 Increased responsibility Sense of accomplishment Excitement about a task or responsibility Being engaged Challenges and growth opportunities Having fun Security

78. The Motivation Circle* is Based on a Series of Expectations Effort Performance Satisfaction Recognition Version 1.0 83 *Based on Expectancy Theory by Victor Vroom and Ed Lawler 9/13/23

79. The Motivation Circle* Effort-to-Performance Link Managers support this by ensuring their people have: The needed resources The appropriate knowledge, training, tools and skills Appropriate performance goals Work processes that will contribute to success Version 1.0 84 Effort Performance Satisfaction Recognition People have to feel that if they work hard, performance will be impacted positively. *Based on Expectancy Theory by Victor Vroom and Ed Lawler 9/13/23

80. The Motivation Circle* Performance -to-Recognition Link The evaluation system should be fair and accurate. Recognition should follow quickly enough to be associated with performance. Acknowledgment should follow quickly enough to be associated with performance. Version 1.0 85 Effort Performance Satisfaction Recognition People need to think that if they perform well, they will be recognized. *Based on Expectancy Theory by Victor Vroom and Ed Lawler 9/13/23

81. The Motivation Circle* Recognition-to-Satisfaction Link People don’t work for what you want; they work for what they want. Acknowledgment is individual and dependent on the circumstances. Version 1.0 86 Effort Performance Satisfaction Recognition *Based on Expectancy Theory by Victor Vroom and Ed Lawler People vary in the forms of recognition they desire. 9/13/23

82. The Motivation Circle* Satisfaction-to-Effort Link Misalignment Fatigue, burn-out Lack of focus Poor prioritisation Version 1.0 87 Effort Performance Satisfaction Recognition *Based on Expectancy Theory by Victor Vroom and Ed Lawler Another barrier to motivation is dissatisfaction. 9/13/23

83. The Motivation Circle* Version 1.0 88 Effort Performance Satisfaction Recognition *Based on Expectancy Theory by Victor Vroom and Ed Lawler 9/13/23

84. Creating Accountability

85. Monthly Review Best Practices

86. Weekly Review Best Practices

87. Lost at Sea

88. Activity: Abandoning Ship – Part One Read the Challenge Brief. Work individually. Choose 10 key items and rank them in order of importance. Record your decisions in Column A of the Ranking Form.

89. Activity: Abandoning Ship – Part Two Review the Challenge Brief. Work as a team. Choose 10 key items and rank them in order of importance. Record your decisions in Column B of the Ranking Form. Await scoring instructions.

90. Activity: Abandoning Ship – Scoring 97 RANKING POSITION CHOSEN ITEM 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th water 14 12 10 8 6 4 2 bucket 12 13 11 9 7 5 3 1 rope 10 11 12 10 8 6 4 2 plastic sheet 8 9 10 11 9 7 5 3 1 blanket 6 7 8 9 10 8 6 4 2 first aid kit 4 5 6 7 8 9 7 5 3 1 oars 2 3 4 5 6 7 8 6 4 2 camera with flash 1 2 3 4 5 6 7 5 3 fishing tackle 1 2 3 4 5 6 4 knife 1 2 3 4 5 tinned food chart & compass radio/cassette brandy

91. Activity Debrief: Abandoning Ship 98 How did you do? On your own? As a team? Did you find more success working as a team? Did your team members have ideas that you didn’t think of when you were doing this individually? How does this relate to your own team?

92. Activity Debrief: Abandoning Ship 99 How did you do as an Individual? Did your score change as a Team? Did you change your decision as per the discussion with the Team? How assertive were you when you felt your decision was right? How did you adapt when you felt your Team Member’s decision was right? Were you open for discussion?

93. Action Planning

94. Key Learnings What are the 3 most important things we’ve talked about today? What can you do differently to create value for your team members every day? What do we need to: STOP doing? CONTINUE doing? START doing?

95. Thank You! For more information, Contact: [email protected] www.c2x.co.in [phone]