LEAD - April 2023

Leadership Effectiveness & Development (LEAD)

April 17-20 , 2023

@ www.csbs.org � @csbsnews

CONFERENCE OF STATE BANK SUPERVISORS 1129 20th Street NW / 9th Floor / Washington, DC 20036 / (202) 296-2840

Leadership Effectiveness & Development Birmingham, AL April 17-20, 2023

Monday, April 17, 2023 8:00 AM – 9:00 AM

Registration & Breakfast

Welcome and Opening Remarks Katie Hoyle Director, Learning and Development Conference of State Bank Supervisors Engaging Your Full Leadership Potential Derek Olson Henley Leadership Group

9:00 AM – 9:15 AM

9:15 AM – 12:00 PM

Lunch (on your own)

12:00 PM – 1:30 PM 1:30 PM – 4:30 PM

Engaging Your Full Leadership Potential Derek Olson

Networking Reception

5:30 PM – 7:30 PM

Tuesday, April 18, 2023 8:00 AM – 9:00 AM 9:00 AM – 12:00 PM

Breakfast

Surviving in The Communication Jungle®: Concrete Tactics for Improving Relationships with Others Elizabeth George Business Training Works

Lunch (on your own)

12:00 PM – 1:30 PM 1:30 PM – 4:30 PM

Off My Plate: Effective Delegation Techniques Elizabeth George

Wednesday, April 19, 2023 8:00 AM – 9:00 AM

Breakfast

Tell It Like It Is: Critical Conversations with Direct Reports Stephanie Gray JB Training Solutions

9:00 AM – 12:00 PM

Lunch (on your own) Coaching Fundamentals Stephanie Gray

12:00 PM – 1:30 PM 1:30 PM – 4:30 PM

Thursday, April 20, 2023 8:00 AM – 9:00 AM

Breakfast

Leadership Insights Bridget Plitt Senior Vice President, Learning & Development Conference of State Bank Supervisors

9:00 AM – 10:00 AM

Roundtable Activity

10:00 AM – 11:00 AM

Closing Remarks

11:00 AM

B:

Leadership Effectiveness and Development (LEAD) Birmingham, AL April 17-20, 2023

ATTENDEES Alabama State Banking Department Amburn, William

william.amburn@banking.alabama.gov stephen.barnett@banking.alabama.gov blake.blair@banking.alabama.gov travis.cosby@banking.alabama.gov Jonathan.Daffin@banking.alabama.gov steven.davenport@banking.alabama.gov jake.dew@banking.alabama.gov alonya.edwards@banking.alabama.gov Henry.Fitzpatrick@banking.alabama.gov blake.gray@banking.alabama.gov rogerneiqua.hails@banking.alabama.gov Ashley.Hall@banking.alabama.gov ashley.hanback@banking.alabama.gov mackey.harwell@banking.alabama.gov ronald.howell@banking.alabama.gov spencer.jones@banking.alabama.gov Curtis.Larsen@banking.alabama.gov jihanc.loving@banking.alabama.gov peter.martin@banking.alabama.gov Evan.Mullinax@banking.alabama.gov Jordan.Obrian@banking.alabama.gov Hudson.Riedel@banking.alabama.gov jessica.richards@banking.alabama.gov erin.rogers@banking.alabama.gov Eric.Russell@banking.alabama.gov Ryan.Till@banking.alabama.gov Janae.Varner@banking.alabama.gov byrl.gray@banking.alabama.gov

Barnett, Stephen

Blair, Blake Cosby, Travis

Daffin, Jonathan Davenport, Steven

Dew, Jake

Edwards, Alonya Fitzpatrick, Henry

Gray, Blake Gray, Byrl

Hails, Rogerneiqua

Hall, Ashley

Hanback, Ashley Harwell, Mackey Howell, Ronald Jones, Spencer Larsen, Curtis Loving, Jihan Martin, Peter Mullinax, Evan O'Brian, Jordan Reidel, Hudson Richards, Jessica

Rogers, Erin Russell, Eric

Till, Ryan

Varner, Janae

Delaware Office of the State Bank Commissioner Gill, Sulman

Sulman.Gill@delaware.gov

Iowa Division of Banking Ghent, Sage

sage.ghent@idob.state.ia.us

Montana Division of Banking and Financial Institutions Sanders, Josh

josh.sanders@mt.gov

Nevada Financial Institutions Division Ventura, Dean

dventura@fid.state.nv.us

New York State Department of Financial Services Gamble, Angela

ANGELA.GAMBLE@DFS.NY.GOV

Wu, Xin

XIN.WU@DFS.NY.GOV

Ohio Division of Financial Institutions Durham, Lee

Lee.durham@com.ohio.gov Stephan.Hernon@com.ohio.gov

Hernon, Stephan

South Dakota Division of Banking Buchmann, Andrew

andrew.buchmann@state.sd.us Casson.Campbell@state.sd.us

Campbell, Casson

Texas Department of Banking Cano, Iliana

iliana.cano@dob.texas.gov robert.chandler@dob.texas.gov sean.miller@dob.texas.gov

Chandler, Robert

Miller, Sean

Utah Department of Financial Institutions Carpenter, Zach

zcarpenter@utah.gov

Wisconsin Department of Financial Institutions Nunn, Jill

jill.nunn@dfi.wisconsin.gov

SPEAKERS Business Training Works George, Elizabeth Henley Leadership Group Olson, Derek

egeorge@businesstrainingworks.com

derek@henleyleadership.com

JB Training Solutions Gray, Stephanie

sgray@jbtrainingsolutions.com

CSBS STAFF Hoyle, Katie

khoyle@csbs.org

Richardson, Amy Smith, Shannon

arichardson@csbs.org

ssmith@csbs.org bplitt@csbs.org

Plitt, Bridget

4/21/2023

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IT’S A JUNGLE OUT THERE

UNDERSTANDING AND LEVERAGING COMMUNICATION STYLES AT WORK

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BEFORE WE BEGIN We are recording this session, and you will have access to the recording for 30 days.

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HOUSEKEEPING Now is a good time to shut down Outlook or other distractions.

Sometimes things can go wrong.

If you get disconnected, rejoin the meeting. Reference Only Not for Training Use Copyrighted Materials If I get disconnected, I’ll do the same.

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OBJECTIVES • Explain where style work comes from. • Articulate the value of having people with style differences on a team. • Outline style differences and similarities. • Recognize behaviors associated with each style. • Adapt communication to work better with people of different styles.

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HOWCAN UNDERSTANDING PEOPLE STYLES HELP YOU AT WORK AND HOME? Reference Only Not for Training Use Copyrighted Materials

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OUR GOAL This course will help you better understand yourself and others. It will also help you learn how to adapt, shift, and stretch for better communication.

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SESSION PLAN

It Takes All Kinds: Leveraging Style Preferences

Nothing New: The History of Styles

The Jungle Explained: Lions, Peacocks, Doves, and Turtles

Clues and Cues: Style Spotting

Bend and Stretch: Flexing Skills Reference Only Not for Training Use Copyrighted Materials

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THE COMMUNICATION JUNGLE NAVIGATING PEOPLE’S BEHAVIORAL PREFERENCES

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THE CONCEPT IS NOTHING NEW Reference Only Not for Training Use Copyrighted Materials

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THERE ARE FOUR CORE PEOPLE STYLES

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Yellow

Bile Blood Black Bile Phlegm

HIPPOCRATES (460-370 BC) Reference Only Not for Training Use Copyrighted Materials

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Choleric Sanguine

Melancholic Phlegmatic

GALEN (129-200)

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DISC (1921) Harvard Dissertation) Systolic Blood Pressure Symptoms of Deception and Constituent Mental States (1928) Emotions of Normal People (1930) The Art of Sound Pictures (1931) Integrative Psychology: A Study of Unit Response (1932) Venus With Us: A Tale of the Caesar (1936) You Can Be Popular (1937) Try Living (1938) The Lie Detector Test (1941) March On! Facing Life With Courage (1943) F.F. Proctor: Vaudeville Pioneer Reference Only Not for Training Use Copyrighted Materials Inducement (I) Submission (S)

Dominance (D)

Compliance (C)

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THERE ARE A LOT OF VARIATIONS

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OUR MODEL USES ANIMALS

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OVER THE COURSE OF YOUR LIFE, HOWMANY STYLES ASSESSMENTS HAVE YOU TAKEN?

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STYLES CANONLY HELP YOU SOMUCH WHEN IT COMES TO DYSFUNCTIONAL OR INAPPROPRIATE BEHAVIOR

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*93%OF OUR BELIEVABILITY AND TRUST IS COMMUNICATED NON-VERBALLY!

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What happens when our words say one thing and our body says another? When non-verbal behavior contradicts the verbal message, we discount the spoken word and believe the non-verbal .

IT’S NOT WHAT YOU SAY— IT’S HOW YOU SAY IT Reference Only Not for Training Use Copyrighted Materials

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SESSION PLAN

It Takes All Kinds: Leveraging Style Preferences

Nothing New: The History of Styles

The Jungle Explained: Lions, Peacocks, Doves, and Turtles

Clues and Cues: Style Spotting

Bend and Stretch: Flexing Skills

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MOST OF US ARE A COMBINATION OF STYLES Reference Only Not for Training Use Copyrighted Materials

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EACH STYLE HAS STRENGTHS AND WEAKNESSES THAT ARE NOT SHARED BY OTHER STYLES

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NO STYLE PREDICTS SUCCESS OR FAILURE Reference Only Not for Training Use Copyrighted Materials

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NO STYLE IS BETTER OR WORSE THAN ANOTHER

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WHILE EACH PERSON IS UNIQUE, PEOPLE WITH THE SAME STYLE ARE SIMILAR IN MANY WAYS Reference Only Not for Training Use Copyrighted Materials

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PEOPLE WITH DIFFERENT STYLES TEND TO TRIGGER EACH OTHER MORE THAN THOSE WITH SHARED STYLES

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PICK THREE

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PEOPLE STYLES CAN WORK FOR YOU OR AGAINST YOU

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HOWCOULD THESE BEHAVIORS WORK FOR OR AGAINST SOMEONE?

Efficient, Decisive, Pragmatic, Independent, Candid STYLE ONE

Cooperative, Supportive, Diplomatic, Patient, Loyal STYLE THREE

Persuasive, Enthusiastic, Outgoing, Spontaneous, Fun-loving STYLE TWO Reference Only Not for Training Use Copyrighted Materials Logical, Systematic, Thorough, Prudent, Serious STYLE FOUR

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SESSION PLAN

It Takes All Kinds: Leveraging Style Preferences

Nothing New: The History of Styles

The Jungle Explained: Lions, Peacocks, Doves, and Turtles

Clues and Cues: Style Spotting

Bend and Stretch: Flexing Skills

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MICROWAVE PROCESSING CROCKPOT PROCESSING

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TASK ORIENTED RELATIONSHIP ORIENTED

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THE FOUR STYLES

Task Oriented

People Oriented

• Social • Often charismatic and acutely aware of personal image and the politics of decisions • Quick to make random decisions • Not always linear and often bored by details • Can dominate conversations • Sensing • Cautious • Does not want to rock the boat • Slow to make decisions • Often resists change • Concerned about how people’s feelings are affected by decisions

• Direct • Quick to make decisions • Moves quickly once decisions are made • Thinks more about the big picture than the details • Can dominate conversations • Conscientious • Slow to make decisions • Wants evidence and proof • Likes to research and understand problems • Systematic process to decide • Emphasizes getting it right

Faster Pace Slower Pace

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LIONS Asks “WHAT” Questions Thinks Linearly and in Big Steps

Wants Control and Results

Stressors Details, Failure, Too Much Talking Without Action, Wasting Time

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PEACOCKS Asks “WHO” Questions Thinks Nonlinearly and in Big Steps

Wants to Look Good

Stressors Disapproval, Social Isolation or Rejection, Loss of Influence, Negativity, Deadlines, Delays, Details Reference Only Not for Training Use Copyrighted Materials

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DOVES Asks “How” Questions Looks for Pattern and Repetition

Wants Harmony and Steadiness

Stressors Uncertainty, Sudden Change, Aggressiveness, Lack of Planning, Crisis, Isolation

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TURTLES Asks “WHY” Questions Thinks Linearly and in Small Steps

Wants Accuracy and Logic

Stressors Incomplete Information, Low Standards, Lack of Logic, Bad Research, Forced Fun, Criticism Reference Only Not for Training Use Copyrighted Materials

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HOW TO ANNOY EACH STYLE

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SESSION PLAN

It Takes All Kinds: Leveraging Style Preferences

Nothing New: The History of Styles

The Jungle Explained: Lions, Peacocks, Doves, and Turtles

Clues and Cues: Style Spotting

Bend and Stretch: Flexing Skills Reference Only Not for Training Use Copyrighted Materials

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HOWCAN YOU RECOGNIZE EACH STYLE? WHAT DO YOU SEE? WHAT DO YOU HEAR?

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NONVERBAL CUES Reference Only Not for Training Use Copyrighted Materials

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SPOTTING LIONS Deliberate Gestures Fast Moving Forward Leaning

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SPOTTING PEACOCKS Animated Lots of Gesturing Strong Facial Expressions

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SPOTTING DOVES Slower Moving Pleasant Facial Expressions

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SPOTTING TURTLES Slower Moving Controlled Gestures Few Facial Expressions

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LISTENING TO EACH STYLE

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THE LION SAYS… Just do it! Let’s get this thing done. Hurry up! Are we going to stand here or do this thing? You need to…. You’ve got two minutes. This was already decided. Why are you going backward?

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THE PEACOCK SAYS… We could do this, or we could do that, there are a lot of possibilities! I’m tired of the same-old-same-old. Let’s try something new. I know someone who can help us with that. Let me connect you with ….

I know him/her! I’ve got an idea.

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THE DOVE SAYS… Let’s not rock the boat. How is everyone going to feel about that? I think things are fine as is. (I’m going to smile, nod, and do what I want to do when they leave.) (That group is aggressive. I just want to get through this.)

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THE TURTLE SAYS… Do we have all the information? Did you double check? We need to proofread this at least twice before it goes out. What evidence do you have?

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WHAT HAPPENS WHEN ONE STYLE TYPE STARTS TO DOMINATE A CULTURE?

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WHEN A STYLE TAKES OVER A CULTURE

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LION-DOMINANT CULTURE Rewards: Directness, Speed, Results

Criticizes: Analysis Paralysis, Hesitation, Taking Things Personally

Advantages: Opportunity to Perform, Purpose Driven, Rewards for Results Reference Only Not for Training Use Copyrighted Materials Disadvantages: Risky, Competitive, Burnout, Cat-Eat-Cat

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PEACOCK-DOMINANT CULTURE Rewards: Collaboration, Creativity, Passion, Optimism Criticizes: Analysis Paralysis, Working Alone, Too Many Rules, Rigidity Advantages: Encourages Teams, Fun, Encourages Innovation Disadvantages: Changes Direction Often, Does Not Pay Attention to the Mundane, Spotty

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DOVE-DOMINANT CULTURE Rewards: Cooperation, Loyalty, Thoughtfulness, Humility

Criticizes: Domination, Aggressiveness, Rapid Change, Disruption

Advantages: Predictable Work Environment, Good Work/Life Balance, Feeling of Security Reference Only Not for Training Use Copyrighted Materials Disadvantages: Slow to Change, Does Not Always Address Conflict, Less Innovative

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TURTLE-DOMINANT CULTURE Rewards: Accuracy, Thoroughness, Attention to Detail

Criticizes: Errors, Hype That Does Not Deliver, Decisions Made Without Facts or Evidence

Advantages: Well-Defined Goals, Objectives, and Processes, Accuracy, Reasoning

Disadvantages: Slow, Sometimes Too Cautious, Can Feel Critical

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WHAT ARE THE ADVANTAGES OF MIXED-STYLE TEAMS? Reference Only Not for Training Use Copyrighted Materials

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FAMOUS TEAMS

THE SIMPSONS Homer/Mr. Burns (D), Bart (I), Marge (S), Lisa/Mr. Smithers (C)

I LOVE LUCY Ricky (D), Lucy (I), Ethel (S), Fred (C)

STAR WARS Darth Vader (D), Han Solo (I), Luke (S), C-3PO (C)

FRASIER Frasier(I), Niles (C), Dad (D), Daphne (S)

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IF YOU WERE BUILDING A TEAM, WHAT STYLES WOULD YOU WANT ON IT TO COMPLEMENT YOURS?

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SESSION PLAN

It Takes All Kinds: Leveraging Style Preferences

Nothing New: The History of Styles

The Jungle Explained: Lions, Peacocks, Doves, and Turtles

Clues and Cues: Style Spotting

Bend and Stretch: Flexing Skills

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IT’S EASIER TO CHANGE YOU THAN TO TRY TO CHANGE OTHERS Reference Only Not for Training Use Copyrighted Materials

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THE MORE YOU PRACTICE, THE EASIER IT GETS

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STRETCH Lead with the Bottom Line Be Direct Explain Why You Are Asking Questions Focus on Results Be Concise

Present Choices Limit Chit Chat Reference Only Not for Training Use Copyrighted Materials

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STRETCH Allow Time for Connecting Let Them Set the Pace Be Prepared to Change Topics Focus on Possibilities Think About How What’s Discussed Will Look to Others Don’t Get Bogged Down in the Nitty Gritty

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STRETCH Slow the Pace Don’t Interrupt Ask More Than Tell Explain How Reassure Be Consistent Follow Up

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STRETCH Have an Agenda and Follow It Be Prepared to Provide Details

Focus on Why Give Evidence

Allow for Processing Time Send Materials in Advance

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SELL THIS HOUSE Your team has recently inherited a house that once belonged to a very famous national hero. Unfortunately, the house has fallen into disrepair. Your goal is to sell the property, The house sits on 180 acres in the country. It needs about $650,000 worth of work to restore it back to its former glory. You have four prospective buyers. Interestingly, they are all related to the original owner. Each of them is a different style. Your task is to determine what benefits you would highlight to each of the prospective buyers. You may add information to the facts listed above to help make your case. Get creative! Reference Only Not for Training Use Copyrighted Materials

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WHICH STYLE IS THE BIGGEST STRETCH FOR YOU?

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TALK ABOUT STYLES WHEN FORMING TEAMS Reference Only Not for Training Use Copyrighted Materials

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BEST PRACTICES 1. Identify the style(s) of each team member. 2. Discuss the team’s style strengths and any deficiencies. 3. Develop a strategy to address any style imbalances.

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GIVE OTHERS WHAT THEY NEED Reference Only Not for Training Use Copyrighted Materials

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CASE ONE A MIXED BUNCH You are part of a team that is mixed. You’ve noticed that the lions tend to rush the other members of the group, and the peacocks frequently get distracted by tangents and ideas that are not part of the agenda.

What can you do to improve the situation?

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CASE TWO A DIVE TOO DEEP

Your executive team is exasperated by long slide presentations and deep dives into the details. You and your turtle partner are preparing to give a team presentation to that group.

What can you do to set the two of you up for success? Reference Only Not for Training Use Copyrighted Materials

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CASE THREE WHEN DOVES CRY

You work with a team of doves, and your manager is a strong lion who frequently demands, fails to listen, and moves at the speed of light. You’re a peacock and can adjust to the lion. However, you’ve noticed the doves withdrawing. They avoid the lion, nod “yes” to anything, and have essentially withdrawn from the team. None of them is happy.

What can you do to improve the situation?

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COMMON QUESTIONS

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CAN PREFERRED STYLES CHANGE OVER TIME?

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CAN STRESS AFFECT STYLES? Reference Only Not for Training Use Copyrighted Materials

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CAN THE TEAMMAKEUP INFLUENCE THE STYLES PEOPLE EXHIBIT?

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IF I DON’T LIKE MY STYLE, CAN I CHANGE IT? Reference Only Not for Training Use Copyrighted Materials

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HOWWILL YOU USE WHAT WE’VE DISCUSSED TODAY?

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SESSION PLAN

It Takes All Kinds: Leveraging Style Preferences

Nothing New: The History of Styles

The Jungle Explained: Lions, Peacocks, Doves, and Turtles

Clues and Cues: Style Spotting

Bend and Stretch: Flexing Skills Reference Only Not for Training Use Copyrighted Materials

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OBJECTIVES • Explain where style work comes from. • Articulate the value of having people with style differences on a team. • Outline style differences and similarities. • Recognize behaviors associated with each style. • Adapt communication to work better with people of different styles.

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NEXT STEPS

What will you do differently as a result of this class?

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THANK YOU

PLEASE COMPLETE OUR SURVEY

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Reference Only Not for Training Use Copyrighted Materials

OFF MY PLATE

SKILLS FOR EFFECTIVE DELEGATION (PART 1)

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QUESTION FOR YOU What is delegation?

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DELEGATION DOES NOT REMOVE WORK – IT SIMPLY CHANGES IT Reference Only Not for Training Use Copyrighted Materials

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SOMETIMES WE NEED HELP HITTING ALL OUR TARGETS

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RATE YOUR CURRENT SKILL LEVEL

I’m an expert

I’m a pretty good delegator. I’m hoping to pick up a few tips.

I’ve had good and bad experiences delegating.

I don’t delegate as much or as

I prefer not to delegate my work. I try to avoid it.

delegator. I could teach this class I’m sure.

well as I should. Reference Only Not for Training Use Copyrighted Materials

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SESSION OBJECTIVES Describe the value of delegation. Recognize barriers to successful delegation. Determine what to delegate. Explain the steps in effective delegation. Choose the right person for the right task. Delegate the correct level of authority.

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WHAT ELSE DO YOU WANT TOGET OUT OF TODAY? Reference Only Not for Training Use Copyrighted Materials

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SESSION PLAN

WHY Understanding Benefits, Drawbacks, and Barriers 01

WHAT Identifying Tasks 02

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HOW Following Some Basic Rules 04

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WHO Choosing the Right Person

PITFALLS Avoiding Common Problems

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IN YOUR EXPERIENCE, WHAT ARE THE BENEFITS OF DELEGATION?

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BENEFITS Develops others Increases productivity Uses skills and talents of others Empowers others More creativity Increased flexibility of operation Prevents burnout of leaders

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DESPITE THE BENEFITS, PEOPLE DON’T ALWAYS DELEGATE WHEN THEY SHOULD Reference Only Not for Training Use Copyrighted Materials

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WHY IS THAT?

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BARRIERS I can do it better myself I can do it faster myself Too difficult to train or explain I didn’t budget the time to teach Too much turnover

I don’t trust anyone else to do it correctly I enjoy the work and want to keep the project for myself Reference Only Not for Training Use Copyrighted Materials

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SESSION PLAN

WHY Understanding Benefits, Drawbacks, and Barriers 01

WHAT Identifying Tasks 02

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HOW Following Some Basic Rules 04

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WHO Choosing the Right Person

PITFALLS Avoiding Common Problems

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WHAT NOT TO DELEGATE 1. The delegation process itself 2. Performance reviews 3. Guaranteed failures 4. Disciplinary actions 5. Counseling and morale problems 6. Planning and forecasting 7. Approving contracts and budgets 8. Confidential tasks nobody else should know about

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HOW DO YOU DECIDE WHAT TO DELEGATE?

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WHAT YOU SHOULD DELEGATE 1. Tasks others can do as well or better than you 2. Tasks that will develop others 3. Routine tasks 4. Medium to low priority tasks 5. Brainstorming 6. Research 7. Attractive tasks

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NOT ALL TASKS ARE EQUAL- LEVELS Think about the tasks on your plate each day, are there any Cs, Ds, or Es?

A. You must do.

B. You should do but someone else could help.

C. You could do, but others could do if given an opportunity.

D. Others should do, but you could help out if needed.

E. Others must do.

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High Return | High Effort

High Return | Low Effort

Low Return| High Effort

Low Return | Low Effort

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A VIEWOF EFFORT AND RETURN THINK STRATEGICALLY

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SESSION PLAN

WHY Understanding Benefits, Drawbacks, and Barriers 01

WHAT Identifying Tasks 02

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HOW Following Some Basic Rules 04

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WHO Choosing the Right Person

PITFALLS Avoiding Common Problems

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PICKING THE RIGHT PERSON GOOD DECISIONS CAN MAKE ALL THE DIFFERENCE

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Investigate and decide, but check with me

Investigate and decide, within these limits.

Do what I say.

Investigate this.

Take care of this.

Recommend.

before acting.

DEGREES OF DELEGATION LET’S LOOK AT THE CONTINUUM

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1. Likes and Knows

2. Likes and Doesn’t Know

DOESN’T LIKE LIKES

3. Doesn’t Like and Knows Reference Only Not for Training Use Copyrighted Materials 4. Doesn’t Like and Doesn’t Know

KNOWS

DOESN’T KNOW

DELEGATIONMATRIX

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Knows

Does Not Know

Likes Does Not Like

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GOOD NEWS! NOT EVERYBODY’S SUNSHINE IS THE SAME Reference Only Not for Training Use Copyrighted Materials

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WORKING HARD HARDLY WORKING

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LEVELS OF DELEGATION Reference Only Not for Training Use Copyrighted Materials

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BOUNDARIES AND DECIDING AUTHORITY LIMITS

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SESSION PLAN

WHY Understanding Benefits, Drawbacks, and Barriers 01

WHAT Identifying Tasks 02

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HOW Following Some Basic Rules 04

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WHO Choosing the Right Person

PITFALLS Avoiding Common Problems

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WHAT YOU MUST SHARE WHEN YOU DELEGATE

Imagine your boss is delegating a project. What do you want to know?

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AT A MINIMUM… What needs to be done The result expected (what “A” looks like) When it’s due Authority level The budget Available resources How it connects to the big picture Check-in schedule

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EIGHT STEPS TO DELEGATION (TEMPLATE) 1. Cleary communicate the assignment. 2. Provide context and relevance. 3. Confirm understanding. 4. Communicate the performance standards. 5. Grant enough authority. 6. Communicate the level of support. 7. Obtain obligation and commitment. 8. Establish rewards and recognition.

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SESSION PLAN

WHY Understanding Benefits, Drawbacks, and Barriers 01

WHAT Identifying Tasks 02

03

HOW Following Some Basic Rules 04

05

PITFALLS Avoiding Common Problems

WHO Choosing the Right Person

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NOT PLANNING TO DELEGATE

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NOT DELEGATING SOON ENOUGH Reference Only Not for Training Use Copyrighted Materials

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WAITING FOR THE PERFECT PERSON

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KEEPING ALL THE GOOD STUFF FOR YOURSELF Reference Only Not for Training Use Copyrighted Materials

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DELEGATING TOOMUCH

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THROWING PEOPLE UNDER THE BUS WHEN THE RESULTS ARE NOT QUALITY

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TAKING CREDIT FOR OTHER PEOPLE’S WORK

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ANYTHING ELSE? Not planning to delegate

Not delegating soon enough Waiting for the perfect person Keeping all the good stuff for yourself Delegating too much Throwing people under the bus when the results are not quality Taking credit for other people’s work Reference Only Not for Training Use Copyrighted Materials

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NEXT STEPS

WHAT WILL YOU DO DIFFERENTLY AS A RESULT OF THIS CLASS?

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TELL IT LIKE IT IS CRITICAL CONVERSATIONS WITH DIRECT REPORTS

AGENDA

PICKING YOUR BATTLES

CORRECTIVE ACTION

SETTLING DISPUTES

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PICKING YOUR BATTLES

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PICKING YOUR BATTLES

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CORRECTIVE ACTION

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CORRECTIVE ACTION

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CORRECTIVE ACTION

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CORRECTIVE ACTION

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CORRECTIVE ACTION

ROLE PLAY A CHALLENGING CONVERSATION

You are working on a major project with an enthusiastic “ideas” person who loves to think outside the box and challenge the status quo. They do offer fresh perspective, but seem to get bored easily and don’t think through practical considerations for putting thoughts into action. They also often neglect to follow up on next steps.

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CORRECTIVE ACTION

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CORRECTIVE ACTION

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CORRECTIVE ACTION

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CORRECTIVE ACTION

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CORRECTIVE ACTION

HEAR ME CLEARLY

Your direct report makes decisions without informing you. You downplayed it at first, but have pointed it out several times recently and it keeps happening. Role play a talk to different reactions.

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SETTLING DISPUTES

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SETTLING DISPUTES

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TAKEAWAYS

ALWAYS OUT OF ALIGNMENT, SO PICK YOUR BATTLES

HAVE A PLAN GOING IN AND GET OUT QUICK

SPEAK PLAINLY, DIRECTLY, AND SUPPORTIVELY

DON’T ACCEPT DENIALS OR REACT TO OUTBURSTS

IN MEDIATION, YOU DECIDE WHEN THEY CAN’T

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COACHING FUNDAMENTALS

AGENDA

WHAT IT IS

FUNDAMENTALS

Q&A

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WHAT IT IS

DEFINITION Coaching is a proactive process that aims to improve performance through an inquiry-based, future-focused approach and dialogue.

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WHAT IT IS

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WHAT IT IS

COACHING REMINDERS

Coaching should be part of your day-to-day actions through quick calls, video chats and text/slack when you’re working remotely.

Think about coaching from your coachee’s point of view:  Did I feel supported?  Did I feel heard?  Did I leave with a clear action plan?  Did I feel like I was able to share everything going on  Did I feel empowered to come up with my own solutions

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ACTIVE LISTENING

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ACTIVE LISTENING

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ACTIVE LISTENING

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ACTIVE LISTENING

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ACTIVE LISTENING

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ACTIVE LISTENING SUMMARY

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MANAGE THE FIXER

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MANAGE THE FIXER

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MANAGE THE FIXER

COACHING QUESTIONS

Here are some sample questions you can use to help guide your coachee in the right direction without solving the problem for them:

 What outcome would you like to see?  That’s one option. What’s another?  What have you observed that works for others?  What do you think is missing?  What do you want to have change?  What’s stopping you?

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MANAGE THE FIXER SUMMARY

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STRONG QUESTIONS

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STRONG QUESTIONS

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STRONG QUESTIONS

QUESTION CHALLENGE

Write down some of your favorite open-ended questions that will help you and your coachee explore the big picture, break down issues, and find realistic solutions.

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STRONG QUESTIONS

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STRONG QUESTIONS

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STRONG QUESTIONS

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STRONG QUESTIONS

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STRONG QUESTIONS

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STRONG QUESTIONS

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STRONG QUESTIONS

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STRONG QUESTIONS

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STRONG QUESTIONS

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ACCOUNTABILITY

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ACCOUNTABILITY

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ACCOUNTABILITY

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ACCOUNTABILITY

BRIDGING THE GAP

What questions could you come up with in Bridging the Gap for the following scenario?

Scenario: I want to be more assertive in team meetings!

Write questions for each category below.

Where I am now:

How to bridge the gap:

Where I want to be:

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COACHING FROM AFAR

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Practical Models for Leading Change Workshop CSBS Learning & Development

Workshop Outline

Our Work Environment & Leadership’s Role

Three-Step Model for Scoping Change

Kotter’s Eight-Step Model for Leading Change

The Keys to Helping People Change

Our Work Environment Today Is…

How We Got Here

• Banking and financial services • Technology more broadly • Consumer preferences • National and global demographics • National and global economies • Communication and media Multiple innovations and changes in:

As Leaders…

ƒ Our jobs are largely about change. ƒ We are entrusted with ensuring that our organizations change as to respond to threats, opportunities, or shifts in the environment. ƒ Our work is often about helping people see the need for change and to buy into new ways of doing things. ƒ We must proactively identify the people, processes, systems and technologies that may be impacted by change. ƒ We must endeavor to understand and address change resistance when we encounter it.

DEFINE THE CHANGE

THREE-STEP MODEL FOR SCOPING CHANGE

ƒ What needs to happen? ƒ Why does it need to happen? ƒ When does it need to happen? ƒ How long will the change process be? ƒ What new resources will be needed? IDENTIFY THE IMPACT ƒ Who will be affected by the change? ƒ What process and/or policies will be impacted? ƒ Are there tools or technologies that will be involved in the change?

CHECK THE RESISTANCE PULSE

ƒ Is my team/agency ready for the change - will they see the value in it? ƒ Are those who will fear the change? ƒ Are there those who will see the need for change, but who will consider the response wrong? ƒ Are there those who will simply think the change is not needed?

Kotter’s Eight-Step Model for Leading Change

Remove Obstacles and Empower People to Act

Paint a Compelling Picture

Communicate the Change Widely

Achieve and Celebrate Quick Wins

Get the Right People Onboard

Make Changes Stick

Light a Fire

Keep it Moving

Kotter’s Eight-Step Model for Leading Change

Remove Obstacles and Empower People to Act Determine the time, knowledge, resources, and discretion people will need to implement the change, and then take steps to make sure these factors are addressed, communicated, and implemented.

Paint a Compelling Picture

Communicate the Change Widely

Achieve and Celebrate Quick Wins

Get the Right People Onboard

Make Changes Stick

Light a Fire

Keep it Moving

Determine how you will communicate the urgency for change in a way that touches people’s emotions – how will you help people feel the need for change?

Look for ways to institutionalize the new approach. In the process, strive to integrate the new values and patterns into everyone’s work habits. If possible, tie successful practice to awards and/or incentives.

Build on the credibility of early accomplishments and keep the change process moving forward. Openly confront and change any remaining issues, structures, or systems that are getting in the way.

Identify short term accomplishments that people can recognize and celebrate. Then, communicate and celebrate! Also, identify other means of keeping enthusiasm for the change high.

Identify all impacted by the change, determine the exact messages each audience needs to hear, determine the vehicles that will be used to communicate, as well as who will

Create a picture that helps people understand why the organization is undertaking the effort and how the change will help it to achieve its long term goals.

Identify who has a shared commitment to the need for and possibility of change. Include people with enough power to make sure the change happens, as well as people who can help make the change more acceptable to others.

deliver the messages.

The Keys to Helping People Change Scientific studies show that people have a hard time changing, even when they are told not changing will lead them to an early grave. These leadership practices can help individuals and groups change:

ƒ Provide a positive emotional attractor ƒ Make sure people have a support system ƒ Use repetition ƒ Involve people early ƒ Apply after-action reviews