Leading Edge

About Navgati
Navgati is a ten-year old, leading provider of people development services. Over the last few years, we have provided over 250 organizations with exceptional quality learning events ranging from training to coaching to assessment processes to consulting projects. Like Wonderland, each of our programs is a product of our imagination. We hope to take participants through a captivating journey where the perceptions they hold will be constantly challenged, in a fun and engaging way. Like Wonderland, we are a group of unique characters 10 senior consultants, with over a hundred years of collective experience in management, education and training. We come from very diverse backgrounds ranging from HR, marketing, finance, engineering, education and theatre what holds us together is a strong desire to help people be the very best they can be. Our approach Create an environment where people feel safe, supported and respected Encourage experimentation and creativity Actively encourage participation : guiding to their own knowledge Provide intellectual challenge : just a pace beyond what they are expected to Keep it relevant and practical We offer a large range of personal development, communication and people management programs, for individuals and teams at various experience levels. For more details please visit www.navgati.in.

As you can see from the illustration here, Alice in Wonderland is a theme that fascinates us the story of a magical world filled with unique characters trying to determine who they are, in a world thats constantly changing and challenging.

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The Leadership Code: Five Rules to Lead By

by Dave Ulrich, Norm Smallwood, Kate Sweetman

THE LEADERSHIP CODE: Five Rules To Lead By serves as a guidebook to help readers be better leaders themselves and simultaneously help them build better leadership in their organizations.The authors encapsulate their research into five simple, yet powerful rules all excellent leaders must follow. Since these rules form the basis for all good leaders just as our genetic code determines our elemental core as a people, we call it the leadership code.

What makes a great leader? It's a question that has been tackled by thousands. In fact, there are literally tens of thousands of leadership studies, theories, frameworks, models, and recommended best practices. But where are the clear, simple answers we need for our daily work lives? Are there any? Dave Ulrich, Norm Smallwood, and Kate Sweetman set out to answer these questions-to crack the code of leadership. Drawing on decades of research experience, the authors conducted extensive interviews with a variety of respected CEOs, academics, experienced executives, and seasoned consultants -- and heard the same five essentials repeated again and again. These five rules became The Leadership Code. In The Leadership Code, the authors break down great leadership into day-to-day actions, so that you know what to do Monday morning.

Rule 1: Shape the Future : Where is your company headed? What is the direction of your career? Leaders are strategists, they answer the questions where are we going? As practical futurists, they figure out what the organization needs to succeed and map the direction they must go based on current and planned resources. They work effectively with others to figure out how to get from the present to the desired future. Rule 2: Make Things Happen: How will you make sure you get to where youre going? If you are a leader that makes things happen you are an executor (as in, one who executes) . Executors translate strategy into action. They put systems in place that help others do the same. They focus on getting things done. Rule 3: Engage Todays Talent: Who are the right people for your organization? Leaders that optimize todays talent are referred to as talent managers. They understand what skills are required to carry out their mission, and they know how to attract the right talent to their organization.

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Rule 4: Build the Next Generation: Who stays and sustains the next generation? Leaders with this focus are human capital developers. They ensure long-term leadership development and focus on assuring the growth and progress of their organization. They can spot future talent and understand how to develop those who possess it. Rule 5: Invest in Yourself: This rule is the center of The Leadership Code and promotes personal proficiency. Leaders are learners: they learn from their successes and from failures, they read books, take classes and learn from life itself. Effective leaders inspire loyalty and goodwill in others because they themselves act with integrity and trust. They are decisive and have a passion for making bold and courageous moves.

To help clarify the five rules, the authors map them against two dimensions: time and attention, both of which are supported by the strength of the individual leader. The time dimension helps leaders think and plan in both the short and long term. The attention aspect provides context by which leaders gauge when their focus needs to be on building the organization and when they should focus on building individuals.

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Leadership Code Self Assessment

For the first four domains of the leadership code, or the action do mains, identify which domain had the highest average score. This is your area of strength in the leadership code. If you scored 3 or lower on any of the items in the personal proficiency domain, identify how you might build your competency in this area to ensure sustained leadership effectiveness
Scale: 1= Low 10=High Strategist

I have a point of view about the future............................ ............1 I create a customer centric view of strategy.................................1 I engage my organisation in developing strategy..........................1 I create strategic traction in my organisation............................... 1

2 2 2 2

3 4 5 6 3 4 5 6 3 4 5 6 3 4 5 6

7 8 9 7 8 9 7 8 9 7 8 9

10 10 10 10

(Strategist Total) __________ / 4 = __________

Executor I make change happen.................................................................. 1 2 3 4 5 6 7 8 9 10 I follow a decision protocol............................................................ 1 2 3 4 5 6 7 8 9 10 I ensure accountability................................................................... 1 2 3 4 5 6 7 8 9 10 I build teams...................................................................................1 2 3 4 5 6 7 8 9 10 I ensure technical proficiency.........................................................1 2 3 4 5 6 7 8 9 10 (Executor Total) __________ / 5 = __________ Talent Manager I communicate effectively..............................................................1 I create aligned action....................................................................1 I strengthen competencies in my organisation..............................1 I resource to cope with demands...................................................1 I create a positive work environment.............................................1 2 2 2 2 2 3 3 3 3 3 4 5 6 7 8 9 10 4 5 6 7 8 9 10 4 5 6 7 8 9 10 4 5 6 7 8 9 10 4 5 6 7 8 9 10

(Talent Manager Total) __________ / 5 = __________

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Human Capital Developer I map the workforce................................................................... ..1 2 3 4 5 6 7 8 9 10 I link firm and employee brand..................................................... 1 2 3 4 5 6 7 8 9 10 I help people manage their careers.............................................. 1 2 3 4 5 6 7 8 9 10 I find and develop next-generation talent..................................... 1 2 3 4 5 6 7 8 9 10 I encourage networks and relationships in the organisation........ 1 2 3 4 5 6 7 8 9 10 (Human Capital Developer Total) __________ / 5 = __________ Personal proficiency I practice clear thinking............................................................. 1 2 3 4 5 6 7 8 9 10 I know myself............................................................................. 1 2 3 4 5 6 7 8 9 10 I tolerate stress.......................................................................... 1 2 3 4 5 6 7 8 9 10 I demonstrate learning agility.................................................... 1 2 3 4 5 6 7 8 9 10 I model character and integrity.................................................. 1 2 3 4 5 6 7 8 9 10 I take care of myself.................................................................... 1 2 3 4 5 6 7 8 9 10 I have personal energy and passion............................................ 1 2 3 4 5 6 7 8 9 10 (Personal Proficiency Total ) __________ / 7= _________

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Leading or Managing?
Great managers are not just leaders-in-waiting by Marcus Buckingham and Curt W. Coffman Excerpted from First, Break All the Rules (Simon & Schuster, 1999) The most important difference between a great manager and a great leader is one of focus. Great managers look inward. They look inside the company, into each individual, into the differences in style, goals, needs and motivation of each person. These differences are small, subtle, but great managers need to pay attention to them. These subtle differences guide them toward the right way to release each person's unique talents into performance. Great leaders, by contrast, look outward. They look out at the competition, out at the future, out at alternative routes forward. They focus on broad patterns, finding connections, cracks, and then press home their advantage where the resistance is weakest. They must be visionaries, strategic thinkers, activators. When played well, this is, without doubt, a critical role. But it doesn't have much to do with the challenge of turning one individual's talents into performance. Great managers are not mini-executives waiting for leadership to be thrust upon them. Great leaders are not simply managers who have developed sophistication. The core activities of a manager and a leader are simply different. It is entirely possible for a person to be a brilliant manager and a terrible leader. But it is just as possible for a person to excel as a leader and fail as a manager. And, of course, a few exceptionally talented individuals excel at both.

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The Leadership Pipeline

Ram Charan, Steve Drodder, Jim L. Noel

Passage One: From Managing Self to Managing Others New, young employees usually spend their first few years with an organization as individual contributors. . By sharpening and broadening their individual skills, they make increased contributions and are then considered "promotable" by organizations. When this happens, they are at Passage One. Though this might seem like an easy, natural leadership passage, it's often one where people trip. The highest-performing people, especially, are reluctant to change; they want to keep doing the activities that made them successful. As a result, people make the job transition from individual contributor to manager without making a behavioral or value-based transition. The skills people should learn at this first leadership passage include planning work, filling jobs, assigning work, motivating, coaching, and measuring the work of others. First-time managers need to learn how to reallocate their time so that they not only complete their assigned work but also help others perform effectively. They cannot allocate all of their time to putting out fires, seizing opportunities, and handling tasks themselves. They must shift from "doing" work to getting work done through others.

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The Gallup 12
Gallup's employee engagement work is based on more than 30 years of in-depth behavioral economic research involving more than 12 million employees. This research has appeared in prestigious business and scientific publications, including the Journal of Applied Psychology and the Harvard Business Review, and in the bestselling books First, Break All the Rules and 12: The Elements of Great Managing. Through rigorous research, Gallup has identified 12 core elements - the Q12 -- that link powerfully to key business outcomes. 1. Do I know what is expected of me at work? 2. Do I have the materials and equipment I need to do my work right? 3. At work, do I have the opportunity to do what I do best every day? 4. In the last seven days, have I received recognition or praise for doing good work? 5. Does my supervisor, or someone at work, seem to care about me as a person? 6. Is there someone at work who encourages my development? 7. At work, do my opinions seem to count? 8. Does the mission/purpose of my company make me feel my job is important? 9. Are my co-workers committed to doing quality work? 10. Do I have a best friend at work? 11. In the last six months, has someone at work talked to me about my progress? 12. This last year, have I had opportunities at work to learn and grow?

Beyond the significant differences engaged workgroups show in productivity, profitability, safety incidents, and absenteeism versus disengaged workgroups, Gallup research has proven that engaged organizations have 2.6 times the earnings per share (EPS) growth rate compared to organizations with lower engagement in their same industry.

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Goal Setting
All planning is thinking forwards in time. What varies in plans is how far ahead they stretch and how precise they are. There is always a limit to how far ahead it is feasible to plan at any given time.. A goal is the end towards which effort or ambition is directed Goal setting has proved remarkably successful. For ex: When President Kennedy said that America would put a man on the moon within ten years it was like setting a goal for the nation. Goals need to be SMART Specific Measurable Achievable Relevant Time Bound The tragedy of life doesnt lie in not reaching your goals. The tragedy lies in not having a goal to reach.

To be effective ask yourself What are my key goals and objectives in the next 3months? What is it important for me to accomplish, progress or initiate? How should my life and work be different in a years time from what it is now? Every moment spent in planning saves three or four in execution Planning Planning Implementation Implementation

Urgent Vs Important

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The Urgency Index

Circle the number along the matrix that most closely represents your normal behaviours or attitudes regarding the statements (0 = never, 1 = rarely, 2 = sometimes, 3 = often, 4 = always) I seem to do my best work when Im under pressure. I often blame the rush and press of external things for my failure to spend introspective time with myself. Im often frustrated by the slowness of people & things around me. I feel guilty when I take time off work. I always seem to be rushing between places & events. I frequently find myself pushing people away so that I can finish a project. I feel anxious when Im out of touch with the office for more than a few minutes. Im often preoccupied with one thing when Im doing something else. Im at my best when Im handling a crisis situation. The adrenaline rush from a new crisis seems more satisfying to me than the steady accomplishment of long term results. I often give up quality time with important people in my life to handle a crisis. I assume people will naturally understand if I have to disappoint them or let things go in order to handle a crisis. I rely on solving some crisis, to give my day, a sense of meaning and purpose. I often eat lunch or other meals while I work I keep thinking that someday, Ill be able to do what I really want to do. 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4 0---1---2---3---4

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Urgent Vs Important
Active positive tasks help you achieve objectives of your job. Reactive tasks are those that land on your desk every day that you must deal with to keep things moving The principle: Schedule for active tasks then allow for reactive tasks Quadrant I and II in the below illustration refer to Active tasks while Quadrant III & IV account for Reactive tasks. The more important a job is, the more time should be set aside to do it. The more urgent a job is, the sooner it should be done.

THE TIME MANAGEMENT MATRIX

URGENT NOT URGENT

I M P O R T A N T

Quadrant I Crises Pressing Problems Deadline Driven Projects Urgent Reports

Quadrant II Personal development Planning Relationship Building Preparation

NOT I M P O R T A N T

Quadrant III Needless Interruptions Phone Calls Paperwork Other Peoples Minor Issues

Quadrant IV Trivia Irrelevant Mail Some calls Escape activities

e done

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Planning the day

Diaries are essential tool for time planners. Having obtained a years diary, block out holidays, family dates, and non work events. These are committed times. Make sure you transfer all your work commitments into the new diary as well. Add in any important deadlines by which activities have to be completed. It is essential discipline to compile a programme for the day. Set time limits for all tasks. Get into the way of always estimating the amount of time required to do each job. Check afterwards if your estimate was realistic. Then establish your priorities. A priority is composed of two elements in various mixtures: urgency and importance. You may choose to use a system of letters, numbers or stars to make various orders of priority. A letter system for example might include M S C MUST be done today SHOULD be done today COULD be done today

One word of caution: if you find yourself transferring an item on your list from one day to another, it may be a sign that you are procrastinating. Remember also to remain flexible. What matters most now? That is the question you should be asking yourself constantly throughout the day If you find that your daily planning is not working well work th rough the following checklist of questions ask yourself: Are you trying to accomplish too much in a day? Did some tasks not get done because you were not ready at that time to do them? Was the task clearly formulated? Do you find it difficult to make decisions? Did you have all the available information? Have you neglected to plan sufficiently for the day because you were feeling under pressure? Did you abandon the task because it was too difficult or too boring?

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Your best time

Make best use of your best time. Essentially it is the time when you do your best work. You can accomplish more with less effort if you programme important items at this high performance time. Energy Curve
MIN
P R O N E N E S S T O F A T I G U E

MAX MIDNIGHT DAWN NOON SUNSET MIDNIGHT

The Pareto Principle Named after an Italian economist, it states that the significant items of a given group form a relatively small part of the total. For ex: 20 percent of sales force will bring in 80 percent of the business. As that ratio seems to hold true in many areas, it is often called 80/20 rule or the concept of vital few and trivial many. The Pareto Principle also relates to the time available in your day. 80 percent of your really productive and creative work will be done in 20 percent of your time

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Saying No with ease

I am overcommitted right now, and if I take that on I cant do it justice I appreciate your confidence in me. I wouldnt want to take this on knowing my other tasks and responsibilities right now would prohibit me from doing an excellent job I would be happy to handle this assignment for you but realistically I cant do it without foregoing some other things I am working on, Of tasks a and b which would you like me to do/ Which can I put aside? I can do that for you. Will it be okay if I get back to you in the middle of next week? I currently have a, b and c in the queue The number of tasks and complexity of assignments I am handling is mounting. Perhaps we could look at a two or four week scenario of whats more important to you and when the assignments need to be completed, versus what I can realistically handle over that time Oh thats the day our family is taking an annual vacation. We have planning this for months and have already made reservations. I do appreciate your asking, however. I wish you had asked me a couple of days ago. I already committed that time to helping ABC accomplish XYZ. Could I take a rain check on that one? I have been working overtime lately Let me get back to you tomorrow on that Tomorrow use the aforementioned phone, mail, or fax to politely decline Learn to say no, if you want your yes to mean something

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More choices mean more decisions

The unrelenting task of having to choose is not likely to recede now or for the rest of your life. Decisions worth making are those that are linked to your priorities and goals Example The choice of a home Major decisions your organisations requests of you With whom you will associate Decisions worth forsaking are always lying around. As a general principle avoid making all low level decisions Example: Whether to catch news at 9 or 10 Whether to get your food supplies from Food World or Food Bazaar Avoiding the paralysis of analysis If you find yourself overanalyzing situations too frequently, relent. Paradoxically, more data is not always the answer; sometimes it can impede your progress. Much if t he data you collect may be redundant, reaffirming what you already know. Too often you may unconsciously be collecting what you already know or believe without seeing the data objectively. Some techniques to make big decisions in record time Three calls away from an expert: If you could identify the single best person to call to start off your information search, you can get your answer within 2 more calls Finding the trailblazer : Has anyone else already made a decision like this? If so, and their circumstances are somewhat similar to yours, it would be worthwhile to learn what they discovered. Consensus building : Can you assemble a group, thrash it out, and base your decision on the consensus reached? In many instances this will work fine The answer will simply emerge: Often as circumstances unfold, the decision that makes the most sense becomes apparent

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Understanding Assertiveness
Before learning how to develop your assertiveness, it is important to take a few moments to get some idea of where you are right now. Answer the questions given below honestly. They will help you gain some insights about your current level of assertiveness. Assign a number to each question using this scale. Always Never 5 4 3 2 1

I ask others to do things without feeling guilty or anxious

When someone asks me to do something I dont want to do, I say no without feeling guilty or anxious

I am comfortable when speaking to large groups of people

I confidently express my honest opinions to authority figures (such as my boss or senior people in other departments)

When I experience powerful feelings (anger, frustration, disappointment, etc) I verbalize them easily

When I express anger, I do so without blaming others for making me mad

I am comfortable speaking up in a group situation

If I disagree with the majority opinion in a meeting, I can stick to my guns without feeling uncomfortable or being abrasive

When I make a mistake, I acknowledge it without feeling inferior or resentful

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I tell others when their behavior creates a problem for me

Meeting new people In social situations is something I do with ease

When discussion my beliefs, I do so without labeling the opinions of others as crazy, stupid, ridiculous or irrational

I assume that most people are competent and trustworthy and do not have difficulty delegating tasks to others

When considering doing something, I have never done, I feel confident I can learn to do it.

I believe my needs are as important as those of others and I am entitled to have my needs satisfied.

If your total score is 60 or higher, you have a consistently assertive philosophy and probably handle most situations well. You may receive some ideas from this workshop to further improve your skills and effectiveness If your total score is 45 60, you have a fairly assertive outlook. There are some situations in which you may be naturally assertive, but the book will help you to increase your assertiveness through practice. If your response is 30 45, you seem to be assertive in some situations but your natural response is either nonassertive or aggressive. Using the suggestions in this workshop to change some perceptions and practicing new behaviors should allow you to handle things more assertively in future. If your total score is 15 30, you have considerable difficulty being assertive. If you follow the road outlined in this workshop, practice and allow yourself time to grow and change, you can become much more comfortable in situations where asserting yourself is important

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Assertive, Aggressive and Passive

What Is Assertiveness? Assertiveness is the ability to express ones feelings and assert ones rights while respecting the feelings and rights of others. Assertive communication is appropriately direct, open and honest, and clarifies ones needs to the other person. Assertiveness comes naturally to some, but is a skill that can be learned. People who have mastered the skill of assertiveness are able to greatly reduce the level of interpersonal conflict in their lives, thereby reducing a major source of stress. How Does Assertiveness Compare to Other Behavior? Sometimes people confuse aggressiveness with assertiveness, seeing that both types of behavior involve standing up for ones rights and expressing ones needs. The key difference between the two styles is that individuals behaving assertively will express themselves in ways that respect the other person. They assume the best about people, respect themselves, and think win-win and try to compromise. In contrast, individuals behaving aggressively will tend to employ tactics that are disrespectful, manipulative, demeaning, or abusive. They make negative assumptions about the motives of others and think in retaliatory terms, or they dont think of the other persons point of view at all. They win at the expense of others, and create unnecessary conflict. Passive individuals dont know how to adequately communicate their feelings and needs to others. They tend to fear conflict so much that they let their needs go unmet and keep their feelings secret in order to keep the peace.

The basic difference between being assertive and being aggressive is how our words and behavior affect the rights and well being of others.

Assertiveness is not what you do but who you are

rights and well being of others.

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What Does Assertiveness Look Like?

Here are some common scenarios, with examples of each style of behavior: Scenario A: Someone cuts in front of you at the supermarket. An aggressive response would be to assume they did it on purpose and angrily say, Hey, jackass, no cuts! A passive response would be to just let the person stay in front of you. An assertive response would be to assume that they may not have seen you in line, and politely say, Excuse me, but I was in line. Scenario B: Your friend, who can be quite verbose, calls to vent about her bad day. Unfortunately, you have a lot of work to do and dont have time to talk. An aggressive response would be to become angry that she obviously doesnt respect your time, cut her off, and sarcastically say, Oh, get over it! I have my own problems! A passive response would be to let her talk for as long as she needs, and figure that your deadline can suffer; she needs your help. An assertive response would be to listen for a minute or two, then compassionately say, Wow, it sounds like youre having a tough day! Id love to talk to you about it, but I dont have the time right now. Can we talk later tonight?

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Barriers to assertiveness
Describe an incident when you were non assertive

Describe your part of behavior that was not assertive

What kept you from being assertive

What could have been an assertive response

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Bill of Rights
What are your rights in any situation?

1. I have the right to be treated with respect and dignity. 2. I have the right to say no without feeling guilty or selfish 3. 4. 5. 6. 7. 8. 9. 10.

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Basic Guidelines for Giving Feedback

1. Get your emotions under control . You don't want to critique someone else's actions when you are angry or upset. You are likely to say something you don't really mean or to react poorly to something that is said to you. 2. Find a private place. No one wants to receive negative feedback in front of others. Sometimes it is unavoidable, but that should be a last resort. Take a meeting in your office, call the person into a vacant conference room, step into the lunch room if it is vacant. 3. Focus on their actions, not on the person . You create an immediate barrier when you criticize the person. Focus instead on what you want to change. Focus on their performance. 4. Be specific . It does no good to tell someone 'you have a bad attitude'. You need to identify specific actions the person took or specific things they said if you want them to understand. 5. Be timely . Negative feedback should be given as soon as possible after the event. If you see an employee being rude to a customer, don't wait until their annual performance review to tell them. How many other customers will they have angered in the meantime? Call them into your office right away. 6. Be calm. Don't yell and scream. The other person will become defensive and won't hear what you are trying to tell them. 7. Reaffirm your faith in the person . This reinforces step three, but here you tell them that you still have faith in them as a person and in their abilities; it's just their performance you want them to change. Say something like "you're a good

Feedback is about learning, growing and changing. Feedback is not about judging another person. It is an objective discussion on behavior and consequences.

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customer service rep, so I'm sure you see the need to be more patient with customers". 8. Stop talking . After you have told the person what specific, recent actions were inappropriate, and why, stop talking. Give the other person a chance to respond to or refute your statements. Listen to what they have to say. 9. Define positive steps. Agree on what future performance is appropriate for the employee. If there are specific things the employee needs to start doing or needs to stop doing, be sure they are clearly identified. If there is something you need to do, perhaps additional training for the employee, agree on that as well. 10. Get over it . After you have given the negative feedback and agreed on a resolution, move on with the job. Don't harbor ill will toward the employee because they made a mistake. Don't hover ove r them out of fear that they may make another mistake. Monitor their performance as you do all employees, but don't obsess. Tips: 1. Giving negative feedback is never easy, but if done properly it isn't unpleasant. What You Need:

Feedback is not necessarily negative Feedback is not a oneway monologue Feedback does not need to be a wrestling match Feedback is not an opportunity for personal attack Feedback does not represent the only point of view

A private place. A calm mind. Patience. Your sense of humor.

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Strokes
Berne 1971: A stroke is a unit of recognition. Physical stimulation is a basic human need (This is supported by research (Spitz 1945) in this research it was noted that children deprived of physical stimulation may sink into decline and become prone to death.) Berne described this as stimulus hunger: As we grow and develop our stimulus hunger develops and is partially transferred to a psychological version which Berne describes as recognition hunger. A stroke is a transaction which provides a person with either recognition or stimulation

THE STROKE ECONOMY In the book Scripts People Live (1974) Claude Steiner a close friend of Berne develops this theme. The stroke economy describes how society has developed a system to control and compete in the giving and receiving of strokes. Steiner writes the wonderful story of The Warm Fuzzy Tale. In this story he tells how a happy family freely gave warm "fuzzies" until a wicked witch who deceived them by telling them that their warm fuzzies will run out. The family started to hold back from giving warm fuzzies, and as this spreads through their community peoples backs start to shrivel up, and people start to die. As the witch wishes to sell her salves and potions she doesnt actually wish people to die, she invents cold pricklies, and plastic fuzzies which keep people alive and unhappy so that they carry on buying her potions and salves from her. However, the children eventually learn that they wont run out of the warm fuzzies, and so start giving them away freely again inviting the adults to join them, will you?

It appears that it matters little whether this recognition is positive or negative. E.g. the child who is naughty to gain attention, rather than being ignored

should be noted therefore that attention seeking behaviors have value for those who are behaving in that way. It is important to give them attention.

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Stroking Patterns
Use this form to review the stroking patterns that exist between you and several people that you have close contact with. Question When did you last give each of them a stroke? How intense is a typical stroke you give them? Are these strokes generally positive or negative? What are they prompted by/what are they about? Receiving Strokes When did you last get a stroke from them? How intense is a typical stroke you get from them? Are these strokes generally positive or negative? What are they prompted by/what are they about? Your Stroking Profile Names:

1. Who will you give a positive unconditional stroke to this evening?

2. From whom would you ask for a stroke? Of what kind?

3. What kind of stroke do you really want?

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Employee Motivation
1. Myth #1 -- "I can motivate people" Not really -- they have to motivate themselves. You can't motivate people anymore than you can empower them. Employees have to motivate and empower themselves. However, you can set up an environment where they best motivate and empower themselves. The key is knowing how to set up the environment for each of your employees. 2. Myth #2 -- "Money is a good motivator" Not really. Certain things like money, a nice office and job security can help people from becoming less motivated, but they usually don't help people to become more motivated. A key goal is to understand the motivations of each of your employees. 3. Myth #3 -- "Fear is a damn good motivator" Fear is a great motivator -- for a very short time. That's why a lot of yelling from the boss won't seem to "light a spark under employees" for a very long time. 4. Myth #4 -- "I know what motivates me, so I know what motivates my employees" Not really. Different people are motivated by different things. I may be greatly motivated by earning time away from my job to spend more time my family. You might be motivated much more by recognition of a job well done. People are not motivated by the same things. Again, a key goal is to understand what motivates each of your employees. 5. Myth #5 -- "Increased job satisfaction means increased job performance" Research shows this isn't necessarily true at all. Increased job satisfaction does not necessarily mean increased job performance. If the goals of the organization are not aligned with the goals of employees, then employees aren't effectively working toward the mission of the organization.

An employees motivation is the direct result of the sum of interactions with his/her manager Bob Nelson

People say motivation doesnt last, but neither does bathing. Thats why we recommend it everyday.

Zig Ziglar

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Steps You Can Take

1. Make of list of three to five things that motivate each of your employees Recognize the differences between your impression of what you think is important to them and what they think is important to them. Then meet with each of your employees to discuss what they think are the most important motivational factors to them

2. Work with each employee to ensure their motivational factors are taken into consideration in your reward systems For example, their jobs might be redesigned to be more fulfilling. You might find more means to provide recognition, if that is important to them. You might develop a personnel policy that rewards employees with more family time, etc.

[Type sidebar content. A sidebar is a standalone supplement to the main document. It is often aligned on the left or right of the page, or located at the top or bottom. Use the Text Box Tools tab to change the formatting of the sidebar text box. Type sidebar content. A sidebar is a standalone supplement to the main document. It is often aligned on the left or right of the page, or located at the top or bottom. Use the Text Box Tools tab to Motivating employess change the formatting starts with motivatingof the sidebar text box.] yourself Always align the goals of the organization to the goals of the employee Understand what motivates each of them Employee motivation is a process, not a task

3. Have one-on-one meetings with each employee Employees are motivated more by your care and concern for them than by your attention to them. Get to know your employees, their families, their favorite foods, names of their children, etc.

4. Cultivate strong skills in delegation Skills in delegation can free up a great deal of time for managers and supervisors. It also allows employees to take a stronger role in their jobs, which usually means more fulfillment and motivation in their jobs, as well.

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5. Reward it soon after you see it This helps to reinforce the notion that you highly prefer the behaviors that you're currently seeing from your employees. Often, the shorter the time between an employee's action and your reward for the action, the clearer it is to the employee that you highly prefer that action.

Motivating employess starts with motivating yourself Always align the goals of the organization to the goals of the employee Motivation will Understand what almost motivates always beat each mere of talent. them Employee motivation is a process, not a task

6. Implement at least the basic principles of performance management Good performance management includes identifying goals, measures to indicate if the goals are being met or not, ongoing attention and feedback about measures toward the goals, and corrective actions to redirect activities back toward achieving the goals when necessary.

7. Clearly convey how employee results contribute to organizational results Employees often feel strong fulfillment from realizing that they're actually making a difference.

Motivation is like food for the brain. You cant get enough in one sitting. It needs continuous and regular top-ups.

8. Celebrate achievements This critical step is often forgotten. Without ongoing acknowledgement of success, employees become frustrated, skeptical and even cynical about efforts in the organization.

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