1. BUILDING A CULTURE OF
EXCELLENCE
PRESENTED BY:
SPONSORED BY:
Facilitators:
Linda F. Delaney
Brenda Jones
2. OVERVIEW
Striving for excellence is an important part of professionalism in any job. It involves trying
to put quality into everything you do, and this behavior tends to separate the achievers,
who make rapid strides in their career from others.
• "Excellence is about stepping outside the comfort zone, training with a spirit of
endeavor, and accepting the inevitability of trials and tribulations. Progress is built, in
effect, upon the foundations of necessary failure.
• This is the essential paradox of expert performance. When these conditions are in
place, learning takes off, knowledge escalates, and performance soars. You are on the
path to excellence."
4. GOALS
Discuss the functions of teams
Confer perspectives on change management
Share practical leadership concepts/strategies
Equip participants to take on stronger leadership roles
Provide techniques for a stronger work/life balance
5. AGENDA – DAY 1
4:30-4:45pm Introductions
4:45-5:00pm Discuss Characteristics of Functioning and Dysfunctional Teams
5:00-5:20pm Review and Interpret Myers-Briggs Type Indicator (MBTI) Styles
5:20-5:55pm How to Use MBTI Assessment To Overcome Dysfunctions Part 1
Breakout Session/Team Discussion
5:55-6:00pm Wrap-Up and Team Assignment
6. AGENDA – DAY 2
8:00-8:45am How to Use MBTI Assessment To Overcome
Dysfunctions Part II
Breakout Session/Team Discussion
8:45-9:55am Leadership Principles
9:55-10:15am Creating a Culture of Accountability – What is It?
10:15-10:30am Break
10:30-10:50am Creating a Culture of Accountability – Setting Expectations
10:50-11:50am Organizational Change Management (OCM)
11:50-1:00pm Lunch
1:00-1:40pm Diversity & Inclusion
1:40-2:15pm Effective Workplace Communication
2:15-2:30pm Break
2:30-3:15pm Work-life Balance
3:15-4:00pm Group Exercise, Evaluation and Wrap Up
8. TEAM ANALYSES
SUCCESS IS BASED ON
EFFECTIVE TEAMWORK. TEAM
ANALYSIS CAN HELP DETECT
RISKS AS WELL AS THE
POTENTIALS FOR DEVELOPMENT.
9. APPRECIATIVE INQUIRY
• Think back to a successful project or activity that was
particularly satisfying in terms of teamwork or a
collective achievement. A moment or period where
you felt you made a real difference because of the
collaboration of the group. Describe that time.
10. LENCIONI’S 5 DYSFUNCTIONS OF A
TEAM
• Dysfunction 5: Inattention to results
• Dysfunction 4: Avoidance of
accountability
• Dysfunction 3: Lack of commitment
• Dysfunction 2: Fear of conflict
• Dysfunction 1: Absence of trust
13. E-I DICHOTOMY
EXTRAVERSION (ACTION-
ORIENTED)
• Attention focused outward
people, things, action
• Using trial and errors with
confidence
• Relaxed and confident
• Scanning the environment for
stimulation
• Seeks variety and action
• Wants to be with others
• Live it, then understand it
INTROVERSION
(CONTEMPLATIVE)
• Attention focused inward:
concepts, ideas, feelings
• Considering deeply before
acting
• Reserved and questioning
• Probing inwardly for
stimulation
• Seeks quiet for concentration
• Wants time to be alone
• Understand it before, live it
14. S-N DICHOTOMY
SENSING (PRAGMATIC)
• Perceiving with the 5 senses
• Reliance on experience and actual
data
• Practical
• In touch with physical realities
• Attending to the present moment
• Live life as it is
• Prefer using learned skills
• Pay attention to details
• Make few factual errors
INTUITION (VISIONARY)
• Perceiving with memory and
association (6th sense)
• Seeing patterns and meanings
• Innovation
• Seeing possibilities
• Future achievement
• Projecting possibilities for the
future
• Change, rearrange life
• Prefers adding new skills
• Look at big picture
• Identifies complex pattern
15. T-F DICHOTOMY
THINKING (LOGICAL)
• Decision based on the logic of
the situation
• Uses cause and effect reasoning
• Strive for an objective standard
of truth
• Can be tough-minded
• Fair - want everyone treated
equally
FEELING (COMPASSIONATE)
• Decisions based on impact
on people
• Guided by personal values
• Strive for harmony and
positive interaction
• May appear tender hearted
• Fair - want everyone treated
as an individual
16. J-P DICHOTOMY
JUDGING (PLANFUL)
• Focuses on completing task
• Deciding and planning
• Organizing and scheduling
• Controlling and regulating
• Goal oriented
• Wanting closure even when data are
incomplete
• Wants only the essentials of the job
PERCEIVING (ADAPTABLE)
• Focuses on starting task
• Taking in information
• Adapting and changing
• Curious and interested
• Open minded
• Resisting closure in order to obtain more
data
• Wants to find out about the job
18. ABSENCE OF TRUST
Building trust is a result of:
• shared experiences over time,
• follow-through and credibility, and
• understanding what makes each person on the team unique.
19. EXERCISE
• Please separate into two teams:
• All “Sensing” personality types on one side
• All “iNtuition” personality types on the opposite side
20.
21. AGENDA – DAY 2
8:00-8:45am How to Use MBTI Assessment To Overcome Dysfunctions Part II
Breakout Session/Team Discussion
8:45-9:55am Leadership Principles
9:55-10:15am Creating a Culture of Accountability – What is It?
10:15-10:30am Break
10:30-10:50am Creating a Culture of Accountability – Setting Expectations
10:50-11:50am Organizational Change Management (OCM)
11:50-1:00pm Lunch
1:00-1:40pm Diversity & Inclusion
1:40-2:15pm Effective Workplace Communication
2:15-2:30pm Break
2:30-3:15pm Work-life Balance
3:15-4:00pm Group Exercise, Evaluation and Wrap Up
22. FEAR OF CONFLICT
• In order to master conflict, people first
have to identify how they feel about it.
• Part of understanding how to move
through conflict involves managing the
discomfort and pushing one another to
talk about and confront the elephant in
the room.
• To move through the discomfort of a
conflict on a team, it is important to
recognize the conflict as an opportunity
for productivity.
• Trust must be established, as described
in Stage One, so that people will allow
themselves to challenge and push one
another in the moment.
• This includes staying in a difficult
moment rather than retreating or
avoiding it.
23. WHA T I S C ONFLI CT ?
• Conflict resolution (aka reconciliation)
is conceptualized as the methods and
processes involved in facilitating the
peaceful ending of conflict and
retribution. Often, committed group
members attempt to resolve group
conflicts by actively communicating
information about their conflicting
motives or ideologies to the rest of
the group and by engaging in
collective negotiation.
Conflict refers to some form of
friction, disagreement, or
discord arising within a group
when the beliefs or actions of
one or more members of the
group are either resisted by or
unacceptable to one or more
members of another group.
24. EXERCISE
• Please separate into two teams:
• All “Thinking” personality types on one side
• All “Feeling” personality types on the opposite side
25.
26. TKI CONFLICT MODEL
D E M O N S T R A T E S T H A T D I F F E R E N T B E H A V I O R S
A R E N E I T H E R G O O D N O R B A D B U T S I M P L Y
D I F F E R E N T W A Y S O F D E A L I N G W I T H C O N F L I C T .
27. CONFLICT MANAGEMENT STYLES
• Competing - “I value the point being made more than our relationship.” “It's them or me.” “I've got to win this
one!” “I'm sure they will see it my way if they just think about it.” “I know I'm right.” This is the “I win, you lose”
position. A person whose actions are expressed this way is sometimes symbolized as a shark.
• Avoiding - “I will be quiet and listen.” “It's not that big a deal.” “I'd rather just forget it.” “It's not worth the
trouble.” “What difference could I make anyway?” “I lose, you lose.” A turtle.
• Accommodating - “I value our relationship more than this point.” “Let's just get this over with so we can get
on to other things.” “This tension is very uncomfortable. I'll just do what they want.” “Fine I give in, have it
your way.” “I lose, you win.” A teddy bear.
• Collaborating - “I'm sure if we work together we can come up with a better answer than either of us
individually.” “I'm not giving in yet, but I am willing to hear your opinion, and give you mine.” “I win, you win.”
An owl.
• Compromising - “This isn't important enough to fight over.” “I don't want to be unreasonable.” “If I give her
this, maybe she'll give me that.” “We could both live with that.” A fox.
28. WHAT’S YOUR CONFLICT STYLE?
• Receive a free analysis of your conflict style at:
• http://academic.engr.arizona.edu/vjohnson/ConflictManagementQuestionnaire/Conflic
tManagementQuestionnaire.asp
29. LACK OF COMMITMENT
• This stage can be accomplished when people have the ability to defy a lack of team
consensus. People want their ideas to be heard, understood, and considered, as
discussed in Stage Two.
• It is imperative at Stage Three to clarify the action that will be taken by the team.
• By avoiding assumptions and ambiguity, teams will make more critical and sounder
decisions.
• Clarity plus buy-in equals commitment.
• Any decision is better than no decision.
30. EXERCISE
• Please separate into two teams:
• All “Judging” personality types on one side
• All “Perceiving” personality types on the opposite side
33. AVOIDANCE OF ACCOUNTABILITY
• Being accountable means answering for things you have and have not done, and
explaining the outcome.
• Peer pressure from teammates can be motivating. In fact, if people hold back what
they really feel from one another, it is a disservice to their teammates.
• If people have to answer for their progress sooner rather than later, a project can move
along at a much faster and more efficient pace. Thus it is important that individuals
overcome whatever hesitation they may have regarding providing critical feedback to
other team members.
• This means leaning into that uncomfortable spot again and seeking the opportunity
for development that lives there.
34. EXERCISE
• Please separate into two teams:
• All “Extraversion” personality types on one side
• All “Intraversion” personality types on the opposite side
35.
36. INATTENTION TO RESULTS
• At this stage it is critical that people be able to see the team as a whole in addition to
their individual contributions to it. When people solely pursue their individual interests,
the team identity is lost and conflict reemerges as a challenge to the team’s outcomes
and productivity.
• Understanding the roles people play and what they bring to the team is valuable, but
putting individual needs aside for the greater good of the project is what makes a
team exceptional.
• Once a team has completed a project, the public declaration of results is as important
as results-based rewards. Otherwise, people carry their experience into the next
project, and this in turn affects their ability to stay motivated.
37.
38. POSITIVE PERFORMERS
• Give assistance to others. Respond positively
to requests for help.
• Clarify the way forward for others.
• Empower others: great people help others to
become great whereas weak individuals try to
hold others back.
• Recognize that each person has a unique
perspective.
• Have self confidence and inspire confidence in
team members. Believe the team will be
successful.
• Remain self-motivated even when things are
going wrong.
• Recognize and draw attention to contributions
from team members and give positive
feedback
• Maintain networks of colleagues. Get to know
as many people in your organization and
industry as you can.
• Learn from your mistakes: they are just as
useful as your successes
• Watch others who do their job really well and
try to emulate what makes them successful.
39. NEGATIVE PERFORMERS
• Are content to leave performance at existing
levels: how little interest in developing their
skills further.
• Disown responsibility for their own tasks.
• Distance themselves from responsibility for
the team's performance.
• Give up in the face of obstacles and don’t
demonstrate a sense of personal
responsibility for delivery.
• Take a narrow focus, taking decisions in the
interest of their own team or self
• Are risk adverse: undermine confidence by
focusing on difficulties, problems and
obstacles.
• Act as if ‘knowledge is power’: reluctant to
pass on their skills to others
• Don't involve team members where
appropriate.
• React to symptoms rather than trying to
understand the underlying causes.
• Avoid difficult conversations and
confrontation.
• Are resistant to change
40. THE 17 INDISPUTABLE LAWS OF TEAMWORK
• The Law of Significance: One Is Too Small a Number to Achieve Greatness
• The Law of the Big Picture: The Goal is More Important Than the Role
• The Law of the Niche: All Players Have a Place Where They Add the Most Value
• The Law of the Great Challenge ("Mount Everest"): As the Challenge Escalates, the Need for Teamwork Elevates
• The Law of the Chain: The Strength of the Team Is Impacted by Its Weakest Link
• The Law of the Catalyst: Winning Teams Have Players Who Make Things Happen
• The Law of the Vision ("Compass"): Vision Gives Team Members Direction and Confidence
• The Law of the Bad Apple: Rotten Attitudes Ruin a Team
• The Law of Countability: Teammates Must Be Able to Count on Each Other When It Counts
• The Law of the Price Tag: The Team Fails to Reach Its Potential When It Fails to Pay the Price
• The Law of the Scoreboard: The Team Can Make Adjustments When It Knows Where It Stands
• The Law of the Bench: Great Teams Have Great Depth
• The Law of Identity: Shared Values Define the Team
• The Law of Communication: Interaction Fuels Action
• The Law of the Edge: The Difference Between Two Equally Talented Teams Is Leadership
• The Law of High Morale: When You're Winning, Nothing Hurts
• The Law of Dividends: Investing in the Team Compounds Over Time
41. LEADERSHIP PRINCIPLES - WHAT IS
LEADERSHIP?
• Leadership is the roles and processes “that facilitate setting direction, creating alignment,
and maintaining commitment in groups of people who share common work.
• Leadership results in direction, alignment, and commitment. As a result, everyone engages
in leadership at some point in time and, therefore, everyone has the potential to be a
leader.
• Leadership is not produced by a person; it is something people create together.
• Leaders may operate from formal leadership roles (for example, an Executive Director of a
nonprofit organization) or informal roles (for example, a community volunteer who is
widely depended on for advice and support).
Leadership
42. LEADERSHIP PRINCIPLES - WHAT IS
LEADERSHIP?
• Leadership stems from influence, not necessarily authority of power
• Leadership requires others, and that implies they don’t need to be “direct reports”
• Leadership doesn’t mention personality traits, attributes or even a title; there are many
styles, many paths, to effective leadership
• Leadership includes a goal, not influence with no intended outcome
• Leadership requires the “3 C’s” – confidence, competence and committment
Leadership
43. SHADOW OF THE LEADER
What we do is just as important or maybe more important than what we
say. Effective leaders shape the culture of their organization through a
powerful combination of both behaviors and messages.
Through our behaviors and messages, we cast a powerful shadow that
influences everyone around us: in the workplace, at home and in the
community.
The role of the leader requires modeling the desired behavior and letting
others see the desired values in action. “To become effective leaders, we
must become aware of our shadow and then learn to make our actions
match our message.”
Leadership
44. EXERCISE – BEST AND WORST TRAITS OF
LEADERS
Leadership
Working in small groups:
1)Discuss and make a list of 10 traits of the best leaders you
know
2)Discuss and make a list of 10 traits of the worst leaders you
know
45. WHO DO YOU INFLUENCE?
VIDEO: THE LAW OF THE LID
Leadership
46. WHO BEFORE WHAT
• You are a bus driver. The bus, your company, is at a standstill, and it’s your job to get it
going. You have to decide where you're going, how you're going to get there, and
who's going with you.
Leadership
47. 3 LEADERSHIP PRINCIPLES TO START
WITH:
When it comes to getting started, good-to-great leaders understand three simple truths.
1. If you begin with “who,” you can more easily adapt to a fast-changing world. If people get on your
bus because of where they think it’s going, you'll be in trouble when you get 10 miles down the
road and discover that you need to change direction because the world has changed. But if people
board the bus principally because of all the other great people on the bus, you’ll be much faster
and smarter in responding to changing conditions.
2. If you have the right people on your bus, you don’t need to worry about motivating them. The right
people are self-motivated: Nothing beats being part of a team that is expected to produce great
results.
3. If you have the wrong people on the bus, nothing else matters. You may be headed in the right
direction, but you still won’t achieve greatness. Great vision with mediocre people still produces
mediocre results.
Leadership
48. HEDGEHOG CONCEPT
• Run it like a business
• Run it like you own it
• You’ll know that you’re getting closer to your Hedgehog Concept when you align three
intersecting circles that represent three pivotal questions: What can we be the best in
the world at? (And equally important—what can we not be the best at?) What is the
economic denominator that best drives our economic engine (profit or cash flow per
“x”)? And what are our core people deeply passionate about? Answer those three
questions honestly, facing the brutal facts without blinking, and you’ll begin to see
your Hedgehog Concept emerge.
Leadership
49. EMPLOYEE ENGAGEMENT
• Employee Engagement has been a growing area of focus for most organizations as
leadership teams and OD professionals become increasingly aware of the great
contribution of engaged employees (and the negative impact of low engagement).
• To be successful in meeting goals, no doubt organizations need effective leaders.
Running isolated engagement efforts in the absence of leadership development will
provide nothing but short-lived results. Conversely, an organization which focuses
solely on leadership development may find they do not develop a more engaged
workforce as a result.
Leadership
50. INDIVIDUAL ROLE
• Engagement is an individualized equation but can have a multiplying effect on the
organization. The key is to ACT!!!
• Assess your skills, strengths, career goals and current priorities.
• Communicate with your manager to ensure alignment and put together a plan on how
to address your personal engagement drivers to reach higher levels of contribution
and satisfaction.
• Take action — with your manager’s support start to change those items you can and
track your progress throughout the year.
Leadership
51. MANAGER’S ROLE: CARE
• Coach individuals toward maximum contribution and satisfaction.
• Align and constantly realign individuals to the organization’s strategy, mission, and
values.
• Recognize attitude, effort, and results.
• Engage in dialogue about what’s important to both parties, while at the same time
engaging themselves.
Leadership
52. EXECUTIVE ROLE: BUILD THE CASE
• Community for a sense of belonging and purpose
• Authenticity as a basis for trust and inspiration
• Significance to recognize individuals’ contribution
• Excitement to constantly encourage — and raise the bar on — high performance
Leadership
53. WHY A “CULTURE” OF
ACCOUNTABILITY?
Why is accountability such a “hot topic”? And why is it so important? A lack of accountability
costs companies money which results from rework, unmet expectations, workplace conflicts
and misunderstandings.
A lack of accountability leads to ineffective work practices, quality issues, poor customer-
service experiences, differentials in work practices and leadership/supervisor practices and a
loss of valuable employees due to disillusionment, discouragement and cynicism.
Accountability addresses both the organization’s expectation of the employee and the
employee’s expectation of the organization
Accountability
54. THE “LINDA” MODEL
FOR A CULTURE OF LEADERSHIP ACCOUNTABILITY
L – link performance expectations to organizational goals and strategies
I – involve others in strategy development, goal setting
N- negotiate deadlines, deliverables, cost etc. where possible
D – dedicate your commitment to deliver the expectations
A – accept responsibility and accountability when things go wrong
Accountability
55. CREATING A CULTURE OF ACCOUNTABILITY
“Almost all conflict is a result of violated expectations”
– Blaine Lee, Author of the Power Principle
A culture of
accountability
starts with
clarifying
expectations –
shared vision
and agreement
Leadership
Employees
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Setting expectations is a two-way street
Accountability
56. SETTING EXPECTATIONS – A PRACTICAL APPROACH
Link expectations to the organization’s vision and strategic goals
Prioritize between quality, speed and cost
Engage and ask for the ideas and opinions of others
Ask the “right” questions - communication is important and clarity is powerful
Examples:
1. What have you understood from this conversation?
2. What results do we want?
3. As a result of this interaction, what do you see as your/my next steps?
4. Who will own the project or deliverable?
5. What is the deadline and progress check points?
6. What does “goodness” look like or how do we know we accomplished our objectives?
7. How will we measure success?
8. Who owns this process or program for the long-term?
Create expectations that are SMART (Specific, Measurable, Achievable, Realistic and Timebound)
Document all agreements, share with all parties
Continuously communicate and monitor progress – Be Consistent
Celebrate accomplishments
Accountability
57. ENVIRONMENTAL IMPACT OF EXPECTATIONS
When expectations are unclear and inconsistent When expectations are established
Results/Behaviors: Little to no “proactive” documentation
of expectations, lip service to expectations, lots of wasted
time and effort, lack of trust and communication, poor
performance, finger pointing and blame
Typical responses of communication from all levels:
1. “I thought you said.”
2. “You wanted it when?”
3. “What do you mean this wasn’t in our budget.”
4. “Well, you never told me that.”
5. “You didn’t do what you said you would do.”
Results/Behaviors: Specifics are clarified, negotiated and
documented (i.e. deadlines, costs, expected results),
individuals and teams collaborate freely, high
organizational trust and performance
Typical responses of communication from all levels:
1. “This is my understanding of what you expect and
what I will deliver. Have I missed anything?”
2. “I have a deadline in 3 days for an assessment, but I
will need an additional day to ensure it’s
comprehensive.”
3. “We will need to focus on delivering quality results
and it will cost additional dollars to deliver at this
level.”
4. “Is there anything else that we have not discussed
that you believe I need to know before we start
working on this project?”
5. “Based on the documented and agreed upon
deliverables, this item was not included. We can look
at making it part of a future project.”
Accountabilit
y
58. STEPS TO BUILDING A CULTURE OF
ACCOUNTABILITY
1. To build culture of accountability explore your proactive and reactive responses throughout the
organization:
2. Proactive – am I following up and periodically checking progress and understanding to make sure
that we are on track? Am I ignoring or addressing the obvious issues?
3. Reactive – when things go wrong, do I blame or accuse others? Am I ignoring or addressing the
obvious issues?
4. If yes the answer to #3 is yes…go to the next step
5. Ask “how can I focus more on the needs of my team or individuals and look for things I can do
better”?
6. Be honest and open and not blame or point fingers
7. Look for root cause – ask the question WHY at least 5 times to uncover issues or challenges that
may not be easily recognizable
8. Be consistent in holding everyone accountable, but start with yourself. Hold self, direct reports or
each other accountable for their actions
Accountability
59. ORGANIZATIONAL CHANGE
MANAGEMENT (OCM)
Death is very likely the single best invention of
Life. It is Life's change agent. It clears out the old
to make way for the new.
~Steve Jobs
Change
Management
60. WHAT IS ORGANIZATIONAL CHANGE MANAGEMENT?
• OCM is a structured approach in an organization to ensure that changes are smoothly
and successfully implemented, and that the lasting benefits of change are achieved.
• The level of structured or intentional change management in any organization
determines
1. How change does NOT happen…
2. How change DOES happen…
Change
Management
61. ORGANIZATIONAL CHANGE
IN ORDER TO SURVIVE,
ORGANIZATIONS AND THEIR
CULTURES MUST CONTINUOUSLY
EVOLVE AND CHANGE WHAT CONDITIONS PROMPT
CHANGE IN YOUR ORGANIZATION?
Change
Management
62. CHANGE EXPERIMENT
GAME = Let’s change seats…
• How did you feel?
• Was everyone’s experience with change the same?
• What could the leader or sponsor of change do differently?
• What could the change agents or executers of change do differently?
• What did you already know that made this exercise harder or easier?
• What was the outcome of the change?
Change
Management
63. The goal of change management is to minimize disruption.
Change
Management
64. CHANGE IS A JOURNEY THAT PEOPLE REACT TO
DIFFERENTLY
Change
Management
65. PERSONAL TRANSFORMATION CURVE -
HOW INDIVIDUALS DEAL WITH CHANGE
• Anxiety
• Happiness
• Fear
• Threat
• Guilt
• Denial
• Depression
• Disillusionment
• Hostility
• Gradual Acceptance
• Moving Forward
An individual’s reaction(s) to change are
based on past experiences, how they will be
impacted, what they may lose and what
they may gain from the change.
66.
67. MOTIVATIONAL INTERVIEWING (MI)
• A collaborative, person-centered form of guiding [a
conversation] to elicit and strengthen motivation for change by
exploring and resolving ambivalence. (Miller and Rollnick)
• The spirit of MI is based on three key elements:
Collaborative partnership to build trust and rapport
Evoking or drawing out the person‘s own ideas about
change, and not imposing ideas
Emphasizing the autonomy of the person
Change
Management
68. GUIDELINES FOR MI
Open-Ended Questions
Affirm
Reflection
Summaries
Desires
Ability
Reason
Need
Commitment
(intention, decision)
Activation
(ready, prepared)
Taking Steps
69. OCM TOOLS
Business Case –
Trigger event driving
project and change
Burning Platform –
Why Change is required
Communications and
Leadership –
What’s Happening and
WIIFM
Education & Training –
Provide new knowledge,
skill and technology to
succeed
Recognition and Rewards –
Anchor desired behaviors
with recognition
Change
Management
70. DIVERSITY
• Diversity is not a sometimes issue that only needs to be addressed sometimes.
Diversity is an always issue that needs to be cultivated, supported and reinforced. By
recognizing people’s similarities and differences, we can become better employees and
stronger leaders. In order to strengthen the sense of teamwork in the workplace, it is
vital that people have an understanding of diversity and to be able to communicate
about it. In order to help people learn how to recognize and correct stereotypes, to
find common ground and to be able to work with and celebrate difference within the
team, open communication about diversity must be fostered.
71. YOUR THOUGHTS….
• What is workplace diversity?
• What does it ideally look like?
• Why Is Diversity in the Workplace Important to Employees?
• How does the workplace achieve/exemplify respect for diversity?
72. WORKPLACE DIVERSITY
• A common misconception is that the phrase "workplace diversity" defines meeting
certain quotas in employee race or gender categories. In fact, "diversity" as it relates to
human resources is a way of thinking and operating that encourages an entirely new
and positive outlook among coworkers. Diversity in the work environment promotes
acceptance, respect and teamwork. Companies that overcome certain diversity issues
often achieve greater productivity, profit and company morale.
• Workforce diversity and inclusion promotes employee productivity, retention, team
collaboration and commitment, all of which ultimately add value to the services
provided to clients.
73. FRAME OF REFERENCE
Workplace diversity refers to the variety of differences between people in an organization.
• That sounds simple, but diversity encompasses race, gender, ethnic group, age,
personality, cognitive style, tenure, organizational function, education, background and
more.
• Diversity not only involves how people perceive themselves, but how they perceive
others. Those perceptions affect their interactions. For a wide assortment of employees
to function effectively as an organization, human resource professionals need to deal
effectively with issues such as communication, adaptability and change.
• Diversity will increase significantly in the coming years. Successful organizations
recognize the need for immediate action and are ready and willing to spend resources
on managing diversity in the workplace now.
74. CHALLENGES OF DIVERSITY IN THE WORKPLACE
• Taking full advantage of the benefits of diversity in the
workplace is not without its challenges. Some of those
challenges are:
• Communication
• Resistance to change
• Implementation of diversity in the workplace policies
• Successful Management of Diversity in the Workplace
75. RECOMMENDED DIVERSITY IN THE WORKPLACE SOLUTIONS
INCLUDE:
Ward off change resistance with inclusion.
Foster an attitude of openness in your organization.
Promote diversity in leadership positions.
Utilize diversity training.
Launch a customizable employee satisfaction survey that provides comprehensive
reporting.
As the economy becomes increasingly global, our workforce becomes increasingly
diverse. Organizational success and competitiveness will depend on the ability to
manage diversity in the workplace effectively. Evaluate your organization’s diversity
policies and plan for the future, starting today.
76. TOP 10 DIVERSITY ISSUES AT WORK
• Respect In The Workplace
• Conflict
• Lifestyle Acceptance
• Ethnic and Cultural Differences
• Gender
• Harassment
• Communication
• Generation gaps
• Disabilities
• Consistency
77. I NC L US I ON
A C T I VI T I ES
• Groups sometimes present themselves
as more homogeneous than they really
are. That underneath there is usually a
world of differences, and a group can
benefit from recognizing those
differences. This exercise helps us
recognize some of the differences here
in the group. We go about it in a special
way because in the trainer's view the
larger culture sometimes makes it
difficult to acknowledge differences. By
creating a structure for this exercise we
support the objective.
Exercise:
“Walking
Across the
Room”
79. T I P S
• Recognition
• Fairness
• Focus on yourself
• Employee Assessments
• Encourage Interaction
• Exit Interviews
To deal well with diversity, you must
start with examining yourself.
80. EFFECTIVE WORKPLACE
COMMUNICATION
In any aspect of your life, communication is key. Think of how
many times miscommunication negatively impacted your day,
whether with your spouse, kids, friends, or at work. Proper
communication ensures everyone is on the same page and
things flow a little easier. That’s why you want to make sure you
are getting your message across as clearly as possible.
Communication
81. EFFECTIVE COMMUNICATION IN THE WORKPLACE
• The ability to effectively communicate with others is one of the most powerful tools for personal
and/or professional success.
• Most people are challenged by the many day-to-day interactions with co-workers, family, and friends.
• Emotion, communication and conflict are present in all human interactions and affects each of us in
different ways.
• Everyone manages emotion, communication and conflict from habit – patterns and styles developed
early in life and over time.
• 80% of problems in the workplace are communication related
• One of the quickest ways to alienate yourself from other people is to communicate unsuccessfully.
• Effective communication empowers you to influence others.
• Your capacity to communicate is often seen as an indicator of your ability and intelligence.
82. OBTAINING A TRUE UNDERSTANDING OF OTHERS
INVOLVES MORE THAN JUST LISTENING TO WORDS.
Sounds
30%
Words
10%
Body
Language
60%
Communicatio
n
83. LISTENERS UTILIZE THE 4 TYPICAL LEVELS OF LISTENING
WHERE THE FOCUS IS THEIR PERSONAL FRAME OF
REFERENCE.
Level 1
Ignoring – not really listening at all
Level 2
Pretend listening – Yeah. Uh-huh. Right
Level 3
Selective listening – hearing only certain parts of the
conversation
Level 4
Attentive listening - Paying attention and focusing energy
on the words being said
4 Typical Levels of Listening
Communication
/Listening
84. THE 4 TYPICAL LEVELS OF LISTENING USUALLY
RESULT IN A SELF-CENTERED RESPONSE – AKA
“AUTOBIOGRAPHICAL” LISTENING.
• Attributes of an autobiographical listener
1) Evaluate to agree or disagree
2) Probe and ask questions based on our personal frame of reference
3) Advise and provide counsel based on our personal experiences
4) Interpret and figure out people’s motives based on our own behaviors
Communication
/Listening
85. 5 CRITICAL COMMUNICATION SKILLS
• Listen
• Pay attention to what you are saying without saying it
• Know your audience
• Remember the message sent is not always the message received
• Get to the point
Communication
86. THE DESIRED LEVEL OF LISTENING IS EMPATHIC –
LISTENING TO UNDERSTAND.
Level 5
Empathic Listening
Communication
/Listening
87. EMPATHIC LISTENING IS A COMBINATION OF FOUR
DEEPLY INTERCONNECTED STAGES.
Empathic
Listening
Stage 1 mimic
content
Stage 2
rephrase
content
Stage 3 reflect
feeling
Stage 4
combines
Stages 2 and 3
Communication
/Listening
88. EXERCISE: CONDUCTED STORY
• In this exercise, your team will cooperate in order to narrate a made-up story together.
89. WORK LIFE BALANCE
• Explain the benefits of work life balance.
• Recognize the signs of an unbalanced life.
• Identify employer resources for a balanced lifestyle.
• Improve time management and goal setting.
• Use the most effective work methods for you.
• Create balance at work and at home.
• Manage stress
Work Life Balance
90. WORK LIFE BALANCE
• Work–life balance is a concept including proper prioritizing between "work"
(career and ambition) and "lifestyle"(Health, pleasure, leisure, family and spiritual
development/meditation).
Work to live; don’t live to work!!!
Work Life Balance
91. FROM MYTH TO REALITY
WORK LIFE BALANCE MEANS SPENDING 50%
OF YOUR TI ME AT WORK AND 50% OF YOUR
TI ME AT HOME REALITY
Work life balance occurs when
individuals with a finite amount of
mental, physical and emotional
resources allocate those resources
in a way that corresponds their
personal and/or professional goals.
Work Life Balance
92. IMPORTANCE OF W/L BALANCE
RISKS
• Poor health: Working long hours without taking
time to relax will take its toll on health.
• Unresolved conflict: A lack of balance can create
conflicts at work and at home.
• Poor performance: Taking on too much
responsibility will lead to exhaustion and cause
performance to suffer.
• Financial loss: The impact on health and
productivity takes a financial toll on both
individual employees and organizations.
BENEFITS
• Fulfillment: People who successfully implement work
life balance improve their sense of fulfillment at work
and at home.
• Health: A healthy work life balance decreases the risk of
heart disease and other health problems.
• Greater productivity: Being relaxed and well rested
increases productivity and improves work performance.
• Stronger relationships: Personal and professional
relationships are strengthened and conflicts are
avoided when there is work life balance.
96. SIGNS OF IMBALANCE
• Imbalance promotes poor health. Over time, this can lead to devastating, and possibly
life changing consequences.
• Effects on Health (Obesity, Exhaustion, Emotional problems)
• Absenteeism (costs to employer: sick pay, loss of productivity)
• Burnout (Loss of interest, lack of emotion, loss of motivation, possible depression)
• Stress (Overemotional, Lethargy, Restlessness, Anxiety)
More companies are taking an interest in the health and fitness of their employees. It is
now in an organization’s best interest to do so. Healthy employees are productive, absent
less, and their health care costs less.
Work Life Balance
97. TIME MGMT: EMPLOYEES
• The Important/Urgent Matrix
• Learn to say “No”
• 80/20 Rule
• Stay Flexible
99. CONCLUSION
• It's not that successful teams do one big thing right that everyone else is missing. It's that they
do dozens of little things right on a daily basis - this is the real secret of success for employees,
managers, leaders, and teams. I It's not the big things that get you (elephants don’t bite), it's
always the little things (like mosquitos and bees) that have a much bigger bite. Take a look at
yourself and your program...
• Are you focused on doing the critical little things that will eventually lead to big results?
• Do you let your team members know how much you appreciate them? It's a little thing that
makes a big difference.
• Do you stand by your word?
• Are you looking to get better?
• Do you truly listen to others?
• All of these little things accumulate over time and help you ultimately develop the team
environment where people develop, excel, and recruit others to. Or, by not doing these things,
you can create an environment where people stagnate, regress, and look to escape. Value and
trust in the process, and the outcome will eventually take care of itself.
100.
101. REFERENCES:
• Conflict Management and the TKI - https://www.youtube.com/watch?v=rUuRmCpLj4g
• A Summary of The 17 Indisputable Laws of Teamwork by John Maxwell -
http://www.excellerate.co.nz/blog/team_coach_17_indistiputable_laws_teamwork.html
• Thomas-Kilmann Conflict Mode Instrument (TKI) - https://www.cpp.com/products/tki/index.aspx
• Using the Myers-Briggs® Instrument with Lencioni’s 5 Dysfunctions of a Team Model -
https://www.cpp.com/pdfs/mbti-lencioni-guide.pdf
• Top 10 Diversity Issues at Work - http://smallbusiness.chron.com/top-10-diversity-issues-work-24939.html
• 5 Strategies for Dealing With Diversity in the Workplace - http://smallbusiness.chron.com/5-strategies-dealing-
diversity-workplace-18106.html
• Training for Change - https://www.trainingforchange.org/tools/walking-across-room
• Work/Life Balance - http://www.mvc.edu/files/ep-work-life-balance.pdf
• Leadership development vs Employee Engagement - http://blessingwhite.com/article/2013/06/20/leadership-
development-vs-employee-engagement/
102. REFERENCES:
• Emerging Leadership in Nonprofit Organizations: Myths, Meaning and Motivations – American Express
Leadership Academy, Center for Creative Leadership, https://www.ccl.org
• Fleas and the Lid - http://www.youtube.com/watch?v=bjmfaZyNvDg&sns=em
• Fisher Transition Curve http://www.businessballs.com/freepdfmaterials/fisher-transition-curve-2012bb.pdf
• Fundamentals of Organizational Change Management –
https://slideshare.net/mobile/dangelow/fundamentals-of-organizational-change-management
• Organizational Culture and Change Management – http://www.slideshare.net/wicaksana/change-
management-and-organization-culture
• The 7 Habits of Highly Effective People, Stephen R. Covey, Simon & Shuster, 2004.
• The Speed of Trust: The One Thing That Changes Everything, Stephen M.R. Covey, FreePress, 2006.
• Leadership 101, John C. Maxwell, Thomas Nelson Publishers, 2002.
• Winning Teams, Winning Cultures, Larry Senn and Jim Hart, Senn-Delaney Leadership Consulting Group, 2010.
• The Human Operating System, Senn-Delaney, 2012.
• The Best Managers Always Set Clear Expectations – www.forbes.com
