Instructions Answer the five (5) questions below. Your answers .docx

Instructions: Answer the five (5) questions below. Your answers
should be well thought out and properly structured to represent
systematic thinking. Your answers should integrate as much of
our material from this course as possible to support your
responses. Show me that you “know your stuff” based on the
material covered during our class (no outside material). Each
question is worth 20 points. I wish you well!
1. You have just been hired for a newly created position, the
Director of Organizational and Leadership Development, in a
medium size service organization. During your first day on the
job the CEO sits down with you and shares, “We are growing so
fast coming out of the downturn that we are struggling to create
an effective management development system for our leaders
and they are struggling. I want you to give me a brief report on
the following key issues and try to keep it responsibly concise.”
a. Develop a model for management development that can be
diagramed and described on one page that point out how to best
improve manager/leader performance.
b. What specific things should your organization be doing to
increase the likelihood of developing high performance, results-
oriented managers and conversely, to reduce the likelihood of
managerial failure?
c. What factors do you anticipate might prevent your
organization from being successful at developing the managerial
talent its need to be successful? What are the barriers? What
will you do about it?
[Your response to this question should be presented and

formatted in a fashion that you would want you new boss to
read and absorb].
2. Based on our discussions and readings:
a. Why do managers really fail to get results for their
organizations?
b. Do you think that managerial failure will be more or less
common in the future?
c. Will managers be more or less likely to recover their careers
after managerial failure in the future?
Explain your position in each of these responses (a-c).
d. Explain why getting results is so important to a manager’s
career and what they must do to get better results in 400 words
or less!
3. Several of our reading and discussions have made very strong
cases for the fact that developing effective human resources can
greatly enhance organizational performance and success.
a. Identify and describe ten (10) key organizational practices
that can be used to enhance organizational performance and the
key management actions necessary to support and sustain these
efforts.
b. The performance equation states that “Performance= f
(Ability x Motivation x Support). Explain how the ten (10)
practices you identified fit into this equation.
c. Explain why each of these various groups might fail to
embrace/support these efforts:

· Top management
· Middle management
· First-line supervision
· Members of the work force
4 . Explain how you will use what you learned about groups
or teams to get results in any
organization you work for in the future.
5. a. Explain how and why organizational improvement and
change initiatives should be run to achieve desirable outcomes.
b. According to the “theory of emotional intelligence,” how
does a manager go about acquiring these important and diverse
leadership skills?
c. How does a leader become more results-oriented? (Not what
do they have to do to get better results but how do they become
a person capable of doing those things consistently and doing
them well.)
d. What specific things should a leader do to create a
motivational environment for the people that work for
him/her/they?.
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS •
SKILLS .fÿy' ÿ,oÿ ()V)g
The Strategy That Wouldn't Travel
by Michael C. Beer

It was 6:45 P.M. Karen Jimenez was reviewing the
notes on her team-based productMty project tbr
what seemed like the hundredth time. I31 two days,
she was scheduled to present a report to the senior
management group on the project's progress. She
wasn't at all sure what she was going to say.
The project was designed to improve productiv-
it3, and morale at each plant owned and operated by
Acme Minerals Extraction Company. Phase one--
implemented in early 1995 at the site in Wichita,
I(amsas--looked like a stunning, success by the mid-
dle of 1996. Productivity and mo[ÿale soared, and
operating and maintenance costs decreased signifi-
cantly. But four months ago, Jimenez tried to
duplicate the results at the project's second
target--the plant in Lubbock, Texas--and some-
thing went wrong. The techniques that had worked
so well in Wichita met with only moderate success
in Lubbock. ProductMty improved marginally and
costs went down a bit, but morale actually seemed
to deteriorate slightl): Jimenez was stumped,
approach to teamwork and change. As it turned
out, he had proved a good choice. Daniels was a
hands-on, high-energy, charismatic businessman
who seemed to enjoy media attention. Within his
first year as CEO, he had pretty much righted the
floundering company by selling oft:some unrelated
lines of business. He had also created the share-
services deparnnent--an internal consulting organ-
ization providing change management, reengineer-
ing, total quailB, management, and other
services--and had rapped Jimenez to head the
group. Her first priority Daniels told her, would be

to improve productiviB, and morale at the com-
pany's five extraction sites. None of them were
meeting their projections. And although Wichita
was the only site at which the labor-management
conflict was painfiflly apparent, Daniels and Jimenez
both thought that morale needed an all-around
boost. Hence the team-based productivity project.
She tried to "helicopter up" and think about
the problem in the broad context of the com-
pany's history. A few ),ears ago, Acme had been in
bad financial shape, but what had really brought
things to a head--and had led to her current
dilemma--was a labor relations problem. Acme
had a wide variety of labor requirements For its
operations. The company used highly sophisti-
cated technologB employing geologists, geophysi-
cists, and engineers on what was referred to as the
"brains" side of the business, as well as skilled and
semi-skilled labor on the "brawn" side to run the
extraction operations. And in the summer of
1994, brains and brawn clashed in an embarrass-
ingly public way. A number of engineers at the
Wichita plant locked several union workers out of
the offices in 100-degree heat. Although most
Acme employees now felt that the incident had
been blown out of propo,'tion by the press, the
board of directors had used the bad publicity as an
excuse to push out an aging chief executive and
bring in new blood in the fbrm of'Bill Daniels.
The board had asked Daniels to lead the com-
pany in part because he came fi'om a prominent
management consulting firm that was noted [br its
At the time, Jimenez Felt up tO the task. She had

joined Acme in her late twenties with an MBA and
a few years at a well-known consulting firm under
her belt. She had been at the hehn of more than a
Few successful change efforts. And in the ten years
since she joined Acme, she had gained experience
in a number ofmidlevel positions.
With a hardworking team of her own in toÿq
Jimenez commenced work. First, she decided on a
battle plan. For several reasons, Wichita seemed
ideal as an inaugural site. Under the ÿbrmer CEO,
the site had spent long periods of time on the mar-
ket. The plant consistently tmderpertbrmed, and
the old regime wanted to be rid of it. Periodically,
frustrated by the lack of what he considered seri-
ous of Rrs, the fbrlner CEO ordered improvement
programs, which were ahvays abandoned alter a
short time, Jimenez believed that the failures of
those change programs were predictable: expecta-
tions had been unrealistic,_there had been little
commitment fi'om management, and the improve-
ment-project team members had been given little
authority to implement changi:s. As she consid-
ered her mission at Wichita, Jimenez was certain
that her new political clout combined with her
experience as a consultant would make the project
manageable. Moreover, she reasoned that because
many previous efforts had Failed, her efforts would
look doubly good if the project succeeded. If it
Module 8 . Mana oinÿ CbalLtÿ: in OiLmzuizatiems M8-23
failed, the situation could be positioned with the
proper spin as an intractable set of problems tlÿat

no one could solve.
The biggest problem at Wichita was clearly that
labor and management didn't get along. As a
result, costs to maintain the heavy equipment were
significantly out'of line with those incurred by
other operations. Wichita's high fixed costs and
razor-thin margins meant that every dollar saved in
maintenance was a dollar tbr profit. While operat-
ing costs were high, too, the3: weren't nearly as
high as maintenance costs.
]imenez set about fixing the labor relations
problem. And although things hadn't improved as
smoothly or as quickly as she had hoped, Wichita
was a great success. The problem was, Daniels had
wasted no time in touting the earl), successes to
stakeholders. In fÿct, not long at'ter the Wichita
project had gotten under way, he described it at
great length in a speech to the Financial Analysts'
Society on Wall Street. With characteristic embel-
lishment, he cited the project as a vision tbr the
fiÿttlre of Acme--indeed, he called it tl, Je organiza-
tion for the nventy-first century. He all but told
the analysts that the Wichita model would soon be
rolled out through the entire enterprise.
limenez had been furious--and more than a little
fi'ightened. She didn't want her fi:et held to the fire
like that; she knew that reproducing Wichita's suc-
cess might not be possible and that even if it were, it
might not be accomplished in a cookie-cutter i-:ash-
ion. In fhct, she had tried to let Daniels know of her
fhelings on more than a few occasions, long before
he spouted off'to Wall Street. She had met with him

and sent him reports, e-mail, and memos. The mes-
sage, it seemed, had fhllen on deaf ears.
motion, Wichita had shox,lÿ little coordination or
COnlmunication anlong these groups.
Jimenez knew that she had at least one stroke of
good luck in Wichita in the tbrm of David Keller.
Keller, a 39-year Acme veteran, had been looking
fbr one last job betbre he retired, and he wanted it
to be in Wichita, where his l-'amily had lived for
eight years earlier in his career. He wanted to retire
there. Keller was videly respected in the company
and Jimenez genuinely liked him. So, with the
blessing of Daniels and the other senior managers,
she had appointed him p,'oject leader.
She smiled as she thought about Keller. He was a
Korean War vet who had relocated several times for
Acme, serving in just about every possible line and
staff" position. He joined the company in 1957 and
was immediately baptized in the dust and heat of
North Afi'ica, where the COlnpany had set up opera-
tions soon after World War !I. Keller was a link to
Acme's heady past, when it had thought nothing of
clearing Allied land mines planted in the desert in its
drive to expand. It struck Jimenez tlÿat Keller had
joined the company befbre she was born.
Inside Wichita
Jimenez looked at the clock again: it was now
7:30: The $75 million project that could bl'ing
Aclne into the twenty-first century was listing, she
mused, and so was her career. She looked at her
computer screen for inspiration, but it was blank.

Maybe if" she reviewed the success story once
more. She opened the file marked "Wichita" and
studied the work-process flowchart. The site had
been unexceptional in almost every way. There
were thl'ee fimctional groups: operations, which
consisted of hourly workers who operated and
maintained the extraction equipment; "below
ground," a group composed of engineers, geolo-
gists, and geophysicists who determined where
and how to drill for the desired minerals; and
"above ground," a group of engineers in charge of
cursor), refinement and transportation of the min-
erals. Before the team project ha&been put in
Jimenez thought about the Wichita project's
rough spots. One of them had been the institution
of a monthly "problem chat," an optional meting
open to all staff to discuss unresolved problems. No
one attended the first one. She and Keller sat there
nervously, together eating six doughnuts before
she called a secretary and had them carted away.
But over time, people began to sho' up. After
about fbur months, the meetings were well-
attended, lively problem-solving discussions that
actually produced SOlne improvements. In one case,
a maintenance worker explained to a thcilities engi-
neer that one of the standard equipment configura-.
tions was f:ailing as a result of high levels of heat and
sand contamination, resulting in occasional down-
time. With Keller mediating, the complaint had
been taken well, without the usual fi'iction. The
engineer easily fabricated a new configuration more
suitable to the conditions, and downtime was 'irtu-
all), elilninated. Such insights were common at the

problem chats. Previously no organizational mecha-
nism had existed for capturing solutions or transfer-
ring them to other parts of the operation.
j'imcnez and Keller then introdtlced teams to
"select a problem and implement a tailored solu-
tiou," or SPITS. These were ad-hoc groups made
up of members fi'om each of the functional a,'eas.
The groups were formed to work on a specific
project identified in a problem chat; they were dis-
banded when the problem was solved. It was the
implementation of SPITS teams that led some
eight months later to a wholesale reorganization of
the Wichita work site. ]imenez believed that
SPITS had been a breakthrough that had shown
M8-24 ANALYTICS • TEAMS ÿ ORGANIT_ATIOIÿIS
, SKILLS
her how to boost productivity and morale--the
goal tlÿr Daniels had set lÿ)r her. The program had
given cross-filnctional teams of 12 to 15 people
fi'om operations, above ground, and below
ground the responsibility and authority to address
problems as they occurred without seeking the
approval of management.
Jimencz reminded herself that even after
SPITSÿ there were still some rocky moments in
Wichita. Solne engineers resented having to work
alongside operations personi}el. They told Keller,
"These miners don't understand why we do what
re do." Likewise, some operations staff balked at
having to work with engineers who "knew how to

mine only on a computer screen."
But one },ear into the pilot, things began to
hum. People weren't just working together, they
were socializing together. At one of the problem
chats, an operations worker jokingly suggested that
the brains and the brawn duke it out once a week to
get rid of the tensions. Keller jumped on the joke
and had T-shirts made that said BRAINS AND
BRAWN; he then challenged the groups to square
of'f weekly in a softball game. EaHy into the first
game, a 200-pound miner slammed into a thin,
wiry engineer at home plate, and limenez, watch-
ing fi'om the sidelines, was sure that her corporate
change plan had just been called out. But the engi-
neer simply d usted hilnsclfofl-; laughing and swear-
ing at the same time. At the next game, the
engineer showed tip wearing knee and shoulder
pads, and Jimcnez heard both his colleagues and
the operations guys laughing. She knew something
had changed. Later that night at a bar, the beer
flowed in massive quantities, but she happily picked
up the check. Her BItAINS AND BRAWN shirt
now lntmg on her of'rice all--a symbol of everything
that was wrong and everything was possible.
Cookie-Cutter Conundrum
Jimencz again came back to the present. She
closed the file, got tip ab,'uptly, and grabbed her
cdat., She needed some air and some food and
derided to walk the two blocks to the local sand-
with joint. She felt a little like an inventor who had
just dcvel{Jped a great new invention that is certain
to make the compan.v tons of money. <'That's
great!" an imaginary boss replies. "Now give me

another 50 joist like it!"
As she walked, she tried to think objectively
about the I,ubbock site. Lubbock was in better
shape than Wichita to begin with, but not by
much. Operating costs there were too high, and
the plant rarely met its production goals. Acme
had considered divesting itself" of Lubbock on
more than one occasion. When Jimenez initially
planned the team-based productivity rollout, she
had thought of Lubbock as a beta site; kinks fiom
Wichita would be worked out there, and then the
plan would be rolled out to the rest of the corn-
pan}, over a two-year period. The shared-services
department didn't have the staff" to oversee
Wichita's fine-tuning and concentrate on Lubbock
as well, so Jimenez assigned only one of her top
internal consultimts, Jennifer Peterson, and two of
Peterson's staff to the Lubbock PrOject. She then
engaged Daniels' foriner consulting firm and
assigned Dave Matthews, a vice president of the
firm, on-site responsibility.
Bad news seemed to dog Jimenez at every turn.
For example, Keller declined to be a part of the
team. Mystified and a little hurt, Jimenez turned
up the pressure a bit, hinting that it might look
bad for him not to work on the Lubbock site.
Keller was resolute.
"Look, Karen," he had said. "I'm 63 },ears old.
My kids are all out of the house. I've relocated ten
times for the company, but I plan to retire soon. I
don't want to spend the next three years burning
myself out traveling all over the cotlntry. I'm stay-

ing in Wichita. If I have to, I'll take earl}, retire-
ment and walk." Although Jimenez thought he
might be bluffing, she couldn't afford to call his
hand. Keller had many powerfnl allies in the com-
pany and was viewed as the prototypical Acme
man; his latest success with the Wichita turn-
around was seen as yet another in a series of
impressive achievements. Jimenez knew she
couldn't afford to lose his experience and knoxsd-
edge; if she couldn't get him thll time, she would
do her best to pick his brain and transfer his
knowledge to a project team.
Keller had promised full access to his entire
staff; the consultants could interview and brain-
storm and strategize all they wanted. Jimenez,
Peterson, and Matthews took advantage of that
opportunitB but even extensive interviews with
Keller and his staff hadn't yielded any truly valu-
able insights. No matter how carefully Jimenez
and her group tried to recreate the circumstances
and techniques that had worked so well in Wichita,
they made very little progress. The Lubbock
employees just didn't seem to react with the same
enthusiasm as the Wichita workers had. Because
no one was showing tip for the problem chats--
despite the "selling" of the meetilÿgs' benefits by
Jimenez, Peterson, and Matthews--attendance
was made mandatory. It was true that Jimenez's
team had attempted to reduce 'the cycle time and
"total time to investment recovery" of the project,
but that goal hadn't seemed unreasonable.
Jimenez thought that there would be fiewer mis-
takes in Lubbock and that the project would need
tess time and fewer resources than Wichita had.

Module 8 , MamTgiHg ChaHgc iJl OrqaMzatiolls M8-25
)
f
1
|
If" anything, just the opposite occurred. Prob-
lems never encountered ill the Wichita project cre-
ated havoc at Lubbock. One particularly vexing to
Jimenez was that the Lubbock workers refused to
engage in any of" the team-building exercises and
events developed fbr them by the project team.
The softball games that had been played with
enthusiasnl in Wichita were skipped by the Lub-
bock crowd until the project team finally off'ered
to spring for food and beer. Even then, there was
more eating than playing. I felt like I was bribing
prison inmates, Jimenez remembered.
e
s
l
I
2r
t
expected, the improvements weren't enough--and
Jimenez knew it.

There had been some improvements. The site
had begun to meet its weekly goals more. consis-
tently and had seen some reduction in operations
and maintenance costs. Normally, Jimenez would
have been complimented on a job well done, but in
the context of'what had gone bef;ore and what was
She returned to her office, still without all
answer. Full and generous fimding had been
approved fbr the team-based productivity project by
the steering committee at the personal request of,
Bill Daniels; this level off filnding was not easily
come by at Acme. How could she convince him--
without looldng like a f'ailure--that the project
couldn't be rolled out with the speed and grace he
envisioned? What's more, it was clear' that stalling
the implementation would dull some o}: the pro-
ject's luster and in all likelihood jeopardize fimding.
She did think that the project would work, given
time. But she wasn't exactly sure how. And any waf-
fling might get her crucified by her colleagues.
The meeting with the senio," managers was rap--
idly approaching. What could she say to them?
}.
Graded Case Analysis #2:
Case Study “The Strategy That Wouldn’t Travel”
Be prepared to discuss the following questions:
Where would you place the Wichita change initiative on the
four dimensions of change initiatives?

What were the main problems at the Wichita facility that
Jimenez’s change initiative addressed? Why was the initiative
successful at the Wichita facility?
What are the problems at Lubbock? Why is the change
initiative not as successful at the Lubbock facility?
What actions should Jimenez take immediately? If you were
brought in to advise Jimenez, what actions would you
recommend to her to move the change initiative forward at
Lubbock? Within the company as a whole?

1
Section #5:
CREATING A CLIMATE FOR BETTER PERFORMANCE:
Motivating and Coaching for Better Results
“It is definitely easier to turn an employee off than it is to turn
them on.”
GE’s Former CEO – Jack Welch
Session Learning Objectives
To explore the role of motivation in human performance and
decision-making.
To review key motivational theories and their application to
reality.
To better understand how managers can motivate/de-motivate
their people in their pursuit of results
To better realize the power of being a great coach, cultural
diversity, and workforce management.
To develop a better understanding of your personal strengths
and areas needing improvement in motivating and coaching
people.
Getting Results©
2
Key Quotes on Motivation
“We know nothing about motivation. All we can do is write
books about it.”

Dr. Peter Drucker
“The laziest man I ever met looked back at me when I looked at
him in the mirror.”
W. C. Fields
“I have never met a person who was not motivated. The real
question is motivated by what, and for whom?”
Henry Ford
“If you don’t know how to create a culture that turns people on,
be assured that you are probably turning them off.”
Lee Iacocca
Getting Results©
Have students look at these quotes and pick out one that they
like and again asked to come up with their own quote on
motivation.
REVIEW: LEADERSHIP DEFINED*
Someone who influences others toward the achievement of goals
and desired outcomes;
An individual who causes others to do things they might not
otherwise do;
A person who demonstrates prowess, talent and skill in a given
endeavor; and/or
Someone who makes things happen and get results with and
through people!

* In periods of change, leadership becomes even more important
than in more normal times!
3
Getting Results©
Asked them to review the definition of leadership and asked
them to clarify why it is important for leaders to motivate their
people.
4
THE Results-Based Leadership SCHOOL
Instructions: Use an X to identify any of the key results based
leadership practices listed below that have a direct relationship
with an employee’s level of motivation.
KEY PRACTICES:
1. Practice effective communications to understand others
and to be understood? __________
2. Lead by example and demonstrate competency and
character in the workplace? __________
3. Have a clear vision and mission for where I am leading my
people? __________

4. Hold people accountable and motivate them to increase
their performance? __________
5. Clarify performance expectations with all my employees?
__________
6. Foster cooperation and teamwork with the people who need
each other to get results?__________
7. Use clearly defined and balanced performance metrics to
measure performance? __________
8 Work at continually developing and nurturing key
working relationships? __________
9. Ensure that my people are properly trained and educated to
get results? __________
10. Employ appropriate and systematic planning practices?
__________
11. Work to rapidly remove performance barriers that get in
the way of getting results? __________
12. Keep myself up-to-date with the skills necessary to be
effective in my job? __________
13. Provide ongoing performance feedback and coaching to my
people? __________
14. Take extreme care in staffing the operation?
__________
15. Proactively clarify my value-added organizational role?
__________

16. Regularly monitor and measure the operation’s
performance? __________
17. Work to make sure that people are properly equipped to
perform their jobs? __________
18. Have mechanisms in place to improve processes on an
ongoing basis? __________
19. Constructively appraise my employees’ performance and
establish plans for their
development?
__________
20. Work to maintain balance in all facets of my life?
__________
TOTAL: __________
Getting Results©
This is the same assessment that they did in session 1 in
discussing results-based leadership. Use the instructions and
asked him to identify which of these factors can have a specific
impact on motivation. The answer is going to be a lot and were
going to find out why in this discussion on this very important
topic
5
TURNED ON or TURNED OFF?
Motivation: Most simply defined as an inner drive to satisfy a
need. And the simplest explanation of motivation is one of the

most powerful. People are willing to expend effort when it
satisfies some need that is important to them.
Instructions: Please answer each of the questions below based
on your
experience with people. Please be specific.
Things That Turn Employees On (Motivate):
Things That Turn Employees Off (De-Motivate):
Getting Results©
In this exercise, divide the room into two groups and asked The
room to identify things that motivate employees and the other
half to identify things that D motivate employees you can then
asked them how this ties in with their readings on the subject of
motivation.. This is a good icebreaker on the subject.
6
HUMAN PERFORMANCE AT WORK
The Situation
You have just taken a new position as the Corporate
Director of Administration
Services in your organization. Your promotion came after
serving for six years as a Divisional Manager of Administration
in an operating subsidiary. The Administrative Services
Division is a collection of various support functions including:
Information Processing, Building Maintenance, Human
Resources, Security and Clerical Support Services. Your
current staff includes an administrative assistant and eight
managers all of whom are direct reports. When you took over
the department, predecessor told you, “You’ve got a very
talented staff but a couple people are struggling right now and I
don’t want to prejudice your thinking by telling you who they

are. Just keep your eyes open.”
After three weeks on the job, you’ve identified two
specific managers whose performance is not up to even
minimally acceptable standards. Pat Roberts has been with the
organization for eight years as the Manager of Clerical Support
Services. Pat’s performance has been poor for quite some time
according to workers in the department. John Rand has been the
Manager of Information Processing for less than six months and
his department is not operating effectively at present. Your job
is to take action.
Your Action
Before approaching these individuals to discuss how to get
them on track, you decide to sit down and make a list of
potential/probable causes for their performance failures. Be
very specific in identifying the issues that you believe might be
contributing to their difficulties. You will be asked to share
your findings with the group.
1.
________________________________________________
___________
2.
________________________________________________
___________
3.
________________________________________________
___________
4.
________________________________________________
___________
5.

________________________________________________
___________
6.
________________________________________________
___________
7.
________________________________________________
___________
8.
________________________________________________
___________
Getting Results©
In this scenario you are asking people to analyze the factors that
can influence a person’s performance. You have two people
both of whom are not performing well ask the group to go
through the exercise individually and then open up discussion to
the class about why each of these performers are not doing well.
You will find that motivation is a piece of the puzzle but not a
complete piece as other factors may impact their performance
like being short staffed, or having poor coworkers, or whatever
but this is a good discussion to say that managers need to think
about how to best motivate people and it is different for
everyone
7
WHAT MOTIVATES YOU?: KNOW YOURSELF
Instructions: In the space provided below list the things that

truly motivate YOU to do your very best in a given activity or
role.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Now list the three (3) biggest things that demotivate YOU:
_______________________________________________
_______________________________________________
_______________________________________________
TIME TO DRAW: Now draw a picture on the back of the
previous page that depicts how to best motivate YOU!
Getting Results©
Now personalize the discussion and asked people to identify the
things that motivate them and the things that demotivate them
and asked them to draw a picture of how to best motivate them.
Again pictures are a good way to force students to visualize
important concepts
8
Instructions: Design the attributes of an organization that takes
motivating its employees seriously. (5 minutes)
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

_________________________________________________
_________________________________________________
Now list the three (3) biggest things that organizations do to
demotivate YOU:
_______________________________________________
_______________________________________________
_______________________________________________
TIME TO DRAW: Now draw a picture on the back of the
previous page that depicts how to best motivate YOU!
Getting Results©
Now personalize the discussion and asked people to identify the
things that motivate them and the things that demotivate them
and asked them to draw a picture of how to best motivate them.
Again pictures are a good way to force students to visualize
important concepts
MORE ON WHAT DEMOTIVATES US?
THE RESIGNATION LETTER OF A BROKEN EMPLOYEE!
Getting Results©
10
The Resignation Letter of a Broken Employee
Below is the actual resignation letter of an employee sent to the
corporate HR Department of a Fortune 1000 enterprise. Read
this letter carefully and see what might be learned about the
issue of motivation.
Dear Personnel,

I want you to know why I am leaving after 11 years
of hard work and dedication. I reached a
point where I hated to come to work. It started to make me
feel sick all the time and I realized life
is too short to make myself sick for nothing. I worked
hard but nobody ever noticed unless there
was a problem and then jumped all over me to protect their
own ass. I worked in three different
departments and it was always the same, we were
disorganized and always fighting to keep on
schedule and that gave me more stress than I needed. It
didn’t have to be that way but management
would not listen to us. I had suggestions but my boss, Mr.
_____ told me to just work or that he’d
look into it and nothing ever came from it. He made me feel
dumb and at first I didn’t like myself,
but then I didn’t like him or his boss either. They both think
their sh_t doesn’t stink. Hey, why am
I being asked to give up pay and benefits when management
makes lots of money. I read in the paper
our president makes over a million bucks. What makes him so
high and mighty? I don’t have another
job yet but I just had to get out of here or else go crazy, my
work caused me big problems at home.
Nobody will probably even read this letter because I am just a
peon, but if anybody does, remember I
never missed work, I did as I was told, and tried to help the
company in my own way and was treated
like a dog. I feel angry and don’t know what else to say.
John
________________
Questions:
1. What is the first question you ask yourself when you

receive this letter?
2. Why did this employee quit his job?
3. What specific issues are potentially important for the
organization if these
employee’s concerns are indeed accurate?
Getting Results©
Use this resignation letter of an employee as a mini case asked
students to individually read the case/letter and answer each of
the questions. Why did this employee quit? Answer-many
factors that will now be explained in exploring the various
motivational theories.
Major Question
What’s the motivation for studying motivation?
Getting Results©
Motivation: What It Is, Why It’s Important
Motivation
the psychological processes that arouse and direct goal-directed
behavior
Getting Results©
Why Is Motivation Important?

You want to motivate people to:
Join your organization
Stay with your organization
Show up for work at your organization
Be engaged while at your organization
Do extra for your organization
Getting Results©
13
Managers are paid to get results!
Where Are Better Results
Going to Come From?
Talent: a person’s level of skill and ability they possess to
effectively perform their job.
Motivation: a person’s level of inner drive and work ethic
applied to performing their job.
Support: providing the information, tools, climate, processes
and resources necessary for a person to effectively perform their
job.
The Performance Equation: Performance =
f (Talent x Motivation x Support)
Getting Results©
14

Content Perspectives
Content perspectives
theories that emphasize the needs that motivate people
Needs
physiological or psychological deficiencies that arouse
behavior
Getting Results©
Major Question
What kinds of needs motivate employees?
Getting Results©
Maslow’s Hierarchy of Needs
Getting Results©
Alderfer’s ERG Theory
ERG theory
assumes that three basic needs influence behavior-existence,
relatedness, and growth
Getting Results©
Multimedia Lecture Support Package to Accompany Basic
Marketing
Lecture Script 6-18
Three Kinds of Needs
Existence needs

desire for physiological and material well-being
Relatedness needs
desire to have meaningful relationships with people who are
significant to us
Growth needs
desire to grow as human beings and to use our abilities to their
fullest potential
Getting Results©
McClelland’s Acquired
Needs Theory
Acquired Needs Theory
states that three needs - achievement, affiliation, and power -
are major motives determining people’s behavior in the
workplace
Getting Results©
The Three Needs
Need for achievement
desire to achieve excellence in challenging tasks
Need for affiliation
desire for friendly and warm relations with other people
Need for power
desire to be responsible for or control other people
Getting Results©
Need for achievement – the desire to excel, to do something
better or more efficiently, to solve problems, to achieve
excellence in challenging tasks.
21

Herzberg’s Two-Factor Theory
Two-Factor Theory
proposed that work satisfaction and dissatisfaction arise from
two different factors - work satisfaction from so-called
motivating factors and work dissatisfaction from so-called
hygiene factors
Getting Results©
Hygiene factors
factors associated with job dissatisfaction which affect the job
context in which people work
Motivating factors
factors associated with job satisfaction which affects the job
content or the rewards of work performance
Getting Results©
Using two-factor theory to motivate employees
Managers should first eliminate dissatisfaction making sure that
working conditions, pay levels, and company policies are
reasonable
Marketing
Lecture Script 6-23
Getting Results©

Major Question
Is a good reward good enough? How do other factors affect
motivation?
Getting Results©
Reinforcement Perspectives on Motivation
Reinforcement theory
attempts to explain behavior change by suggesting that
behavior with positive consequences tends to be repeated,
whereas behavior with negative consequences tends not to be
repeated
Getting Results©
Behavior modication is using reinforcement theory to change
human behavior.
26
Reinforcement Theory Discovered
12-27
Getting Results©
Types of Reinforcement
Positive reinforcement
use of positive consequences to encourage desirable behavior
Negative reinforcement
process of strengthening a behavior by withdrawing something
negative
Getting Results©
Types of Reinforcement
Extinction

weakening of behavior by ignoring it or making sure it is not
reinforced.
Punishment
process of weakening behavior by presenting something
negative or withdrawing something positive
Getting Results©
Four Types of Reinforcement
Getting Results©
Using Reinforcement to Motivate Employees
Positive reinforcement
Reward only desirable behavior
Give rewards as soon as possible
Be clear about what behavior is desired
Have different rewards and recognize individual differences
Getting Results©
Popular Incentive
Compensation Plans
Piece rate
Sales commission
Bonuses
Profit-sharing
Gainsharing
Stock options
Pay for knowledge
Getting Results©

Piece rate
employees paid according to how much output they produce
Sales commission
sales reps are paid a percentage of the earnings the company
made from their sales
Bonuses
cash awards given to employees who achieve specific
performance objectives
profit sharing - the distribution to employees of a percentage of
the company’s profits
-gainsharing - the distribution of savings or gains to groups of
employees who reduced costs and increased measurable
productivity
-stock options - certain employees are given the right to buy
stock at a future date for a discounted price
-pay for knowledge - employee pay is tied to the number of job
relevant skills or academic degrees they earn
Marketing
Lecture Script 6-32
Ways to Use Punishment
Punish only undesirable behavior.
Give reprimands or disciplinary actions as soon as possible.
Be clear about what behavior is undesirable.
Administer punishment in private.
Combine punishment and positive reinforcement.
Getting Results©
Nonmonetary Ways of Motivating Employees
Flexible workplace
Thoughtfulness
Work-life benefits
Surroundings

Skill-building & educational opportunities
Sabbaticals
Getting Results©
The most common non-monetary incentive is the flexible
workplace
Companies need to offer employees a means of balancing their
work and their personal lives
Companies need to create a work environment that is conducive
to productivity
Companies can help employees build their skills by developing
“shadowing” programs and offering tuition reimbursement
Offering sabbaticals to long-term employees gives people a
change to recharge themselves
Marketing
Lecture Script 6-34
Equity Theory
Equity theory
focuses on employee perceptions as to how fairly they think
they are being treated compared to others
Inputs, outputs, comparison
Getting Results©
Equity Theory
Getting Results©
Using Equity Theory to Motivate Employees
Employees who feel they are under-rewarded will react to the

inequity in negative ways by:
(1) reducing their inputs
(2) trying to change the outputs or rewards they receive
(3) distorting the inequity
(4) changing the object of comparison or
(5) leaving the situation
Getting Results©
Employees who think they are treated fairly are more likely to
support organizational change and more apt to cooperate in
group settings.
Getting Results©
Practical Lessons from Equity Theory
Employee perceptions are what count
Employee participation helps
Having an appeal process helps
Getting Results©
Expectancy Theory
Expectancy Theory
suggests that people are motivated by two things: (1) how much
they want something and (2) how likely they think they are to
get it.
Getting Results©
Expectancy Theory
Expectancy

belief that a particular level of effort will lead to a particular
level of performance
Instrumentality
expectation that successful performance of the task will lead to
the desired outcome
Valence
the value a worker assigns to an outcome
Getting Results©
Expectancy Theory: The Major Elements
Getting Results©
When attempting to motivate employees, managers should ask
the following questions:
(1) What rewards do the employees value?
(2) What are the job objectives and the performance level you
desire?
(3) Are the rewards linked to performance?
(4) Do employees believe you will deliver the right rewards for
the right performance?
Getting Results©
Goal-Setting Theory
Goals should be specific
Goals should be challenging but achievable
Goals should be linked to action plans
Goals need not be jointly set to be effective
Feedback enhances goal attainment
Getting Results©

45
KEY MOTIVATIONAL THEORIES – A PRIMER
A. NEED THEORIES:
1. Maslow’s Hierarchy of Needs – There is a hierarchy of
needs –
physiological, safety, social, esteem, and self-
actualization; as each need is
substantially satisfied, the next need becomes
dominant.
Bottom
Line:________________________________________________
___
2. Two-Factor Theory (a.k.a. Motivation-Hygiene
Theory)
a) Intrinsic/motivation factors are related to job
satisfaction, while
extrinsic factors are associated with dissatisfaction.
Extrinsic/hygiene factors – such as company policy
and administration, supervision,
and salary – that when adequate in a job, placate workers.
When these factors are
adequate, people will not be dissatisfied.
Bottom
Line:________________________________________________
___
3. ERG – There are three groups of core needs:
existence, relatedness, and growth.
a) Existence – providing our basic material existence
requirements.

b) Relatedness – the desire to maintain important
interpersonal
relationships.
c.) Growth – an intrinsic desire for personal
development.
Bottom
Line:________________________________________________
___
4. McClelland's Needs Theory – Achievement, power,
and affiliation are three important needs
that help explain motivation.
a) Need for achievement – the drive to excel, to
achieve in relation to a
set of standards, to strive to succeed.
b) Need for power – the need to make others
behave in a way that they
would not have behaved otherwise.
c) Need for affiliation – the desire for friendly and
close interpersonal
relationships.
Bottom
Line:________________________________________________
___
B. Theory X and Theory Y
1. Theory X – The assumption that employees dislike
work, are lazy, dislike responsibility, and
must be coerced to perform.
a) Employees inherently dislike work and when
possible will attempt to avoid it.
b) Since employees dislike work, they must be
coerced, controlled or threatened with
punishment to achieve goals.

c) Employees will avoid responsibilities and seek
formal direction when possible.
d) Most workers place security above all other factors
associated with work and
will display little ambition.
Bottom Line
:___________________________________________________
Getting Results©
Here is a two-page quick hitting list of the key motivational
theories that they probably read about in their books. This is a
cliff notes version of motivational theories that they can use as
a reference point given what you discussed in class.
46
2. Theory Y – The assumption that employees like work, are
creative, seek responsibility, and
can exercise self-direction.
a) Employees can view work as being as natural as
rest or play.
b) People will exercise self-direction and self-control
if they are committed to the
objectives.
c) The average person can learn to accept, even seek,
responsibility.
d) The ability to make innovative decisions is widely
dispersed throughout the
population and is not necessarily the sole province of
those in management positions.
Bottom
Line:________________________________________________
___

C. Goal Setting – the theory that specific and difficult
goals, with feedback, lead to higher
performance.
a) S__________
b) M_________
c) A__________
d) R__________
e) T__________
Bottom
Line:________________________________________________
___
D. Reinforcement Theory – Behavior is a function of its
consequences – shaping behavior using
appropriate “reinforcers” helps motivate an
individual to behave appropriately.
a) Positive reinforcement
b) Punishment/Negative reinforcement
Bottom Line:
___________________________________________________
E. Equity Theory - Individuals compare their job inputs
and outcomes with those of
others and then respond to eliminate any
inequalities.
a) Distributive justice – Perceived fairness of the
amount and allocation of rewards
among individuals.
b) Procedural justice – Perceived fairness of the
process used to determine the
distribution of rewards.
Bottom Line:

___________________________________________________
F. Expectancy Theory – The strength of a tendency to act
in a certain way depends on the strength of an
expectation that the act will be followed by a given outcome
and on the attractiveness of that outcome to the
individual.
a) Effort-performance relationship – The probability
perceived by the individual
that exerting a given amount of effort will lead to
performance.
b) Performance-reward relationship – The degree to
which the individual believes
that performing at a particular level will lead to the
attainment of a desired outcome.
c) Reward-personal goals relationship – The degree to
which organizational rewards
satisfy an individual’s personal goals or needs and the
attractiveness of those
potential rewards for the individual.
Bottom Line
:___________________________________________________
Getting Results©
Job Characteristics Model
Getting Results©
Applying the Job Characteristics Model

Diagnose the work environment to see whether a problem exist
Determine whether job redesign is appropriate
Consider how to redesign the job
Marketing
Lecture Script 6-47
Nonmonetary Ways of Motivating Employees
Flexible workplace
Thoughtfulness
Work-life benefits
Surroundings
Skill-building & educational opportunities
Need to matter
Sabbaticals
Getting Results©
Marketing
Lecture Script 6-48
Group Presentation
Reading #8: The Performance Management and Appraisal of
Middle Managers in Rapidly Changing Organizations
49
Getting Results©
Group Presentation
Reading #9: On the Folly of Reward A, While hoping for B
50

Getting Results©
Group Presentation
Reading #10: Producing Sustainable Competitive Advantage
Through The Effective Management of People
51
Getting Results©
Why do we care about diversity?
Getting Results©
52
Group Presentation
Reading #11: Coaching for Better Results
53
Getting Results©
54
Key Quotes Coaching and Accountability
"It is not only what we do, but also what we do not do,
for which we should be accountable."
Moliere
“Remember that you are unique. If that has not been fulfilled,
then something wonderful has been lost."

Martha Graham
"We are accountable for our decisions in our personal life
so why shouldn't we be just as accountable in our work life."
"We must reject the idea that every time a law's broken, society
is guilty rather than the lawbreaker. It is time to restore the
American precept that each individual is accountable for his
actions."
Catherine Pulsifer
Ronald Reagan
"People will always exceed targets they set themselves."
Gordon Dryden
“The test of a good coach is that when they leave, others will
carry on successfully.”
Unknown
“You get the best effort from others not by lighting a fire
beneath them, but by building a fire within.”
Bob Nelson
“Coaching is the application of ownership and
accountability to people.”
COL
Getting Results©
After the discussion on motivational theories it is a natural shift
to talk about coaching as coaching puts leaders in a position to
have a profound effect on their employees levels of motivation
given all the theoretical discussion around goal setting,
feedback, reinforcement, and the like
THE BEST/WORST COACH

THAT YOU KNOW EXERCISE
Instructions: Think of the business leader that you have worked
with during your career that you would describe as being the
best/worst COACH. Write down at least seven (7) attributes that
describe this individual and why they were the BEST/WORST.
Your answers will be shared with the group.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
55
Getting Results©
Divide the room in half and asked The room to talk about the
best coach in the other half to describe the worst coach give
them 2 min. to complete this exercise. Then have people stand
up on each half of the room and go around and share one thing
that made their best coach or worse coach the best coach or the
worst coach. This is a good way to set the stage for the
upcoming discussion.
56
COACH
C_______ for the success of the employee.

O___________ of ongoing employee behavior and performance.
A________ with the employee’s ability and motivation with
performance standards.
C______________ and feedback about performance to help
shape and reinforce desired outcomes.
H_____ to improve employee performance and make employees
feel appreciated.
Getting Results©
C-concern
O-observation
A-alignment
C-communication
H-help
57
1. In your opinion, what is accountability?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________
2. Why is accountability important to an organization’s success?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________
COACHING AND ACCOUNTABILITY
Getting Results©
Coaching is all about creating accountability around

performance. Ask people to describe accountability and why
accountability is so important to an organization’s success. The
answer is fairly obvious in that if people are not held
accountable there left to their own desires which can be all over
the place. When employees are held accountable it lets them
know that what they are doing is important. The key is that
managers need to hold employees accountable and effective
fashion.
58
Key Question: What is it about accountability that, when
properly applied, has a positive effect on each of the following
key indicators?
Employee motivation?
Morale?
Employee expectations?
Engagement?
Teamwork?
Reward systems?
Continuous improvement?
Overall performance?

ACCOUNTABILITY AND PERFORMANCE IMPROVEMENT
KEY: Effective coaching is the application of effective
accountability to the workplace on an employee-by-employee
basis.
Getting Results©
Asked people how accountability influences each of the eight
items identified in the sheet. Then open up the discussion in
class about which of these factors is most important for
organizational success
59
COACHING AND ACCOUNTABILITY
S.W.O.T. ANALYSIS
What are your organization’s STRENGTHS when it comes to
coaching and accountability?
What are your organization’s WEAKNESSES when it comes to
coaching and accountability?

What OPPORTUNITIES exist for your organization to improve
in this area?
What THREATS exist that your organization must address in
this area?
Getting Results©
Now ask students to conduct a personal swot assessment on the
following questions to see if they have the talent for coaching
that they think they do. You can share with them that coaching
is quite different from culture to culture so ask them the role of
coaching in the Indian workplace. See what you can learn.
60
“Lots of businesses and leaders talk about the importance of
coaching and giving their people feedback, but in the end the
real question is; do they do it, do they do it well, do they do it
regularly and do they do it based on the needs of different
employees?...It isn’t just about providing performance
feedback, it is about helping and supporting employees reach
their full potential.”
A Senior Manager’s Observation
SOMETHING TO THINK ABOUT…

Key Question: What message is this well respected senior
manager trying to share?
Getting Results©
Key stuff pretty obvious.
Group Presentation
Reading #11: Coaching for Better Results – Final Review
61
Getting Results©
62
KEY FINDINGS
82% of managers agree that coaching is critically important to a
manager’s success;
68% of managers stated that knowing their people was critically
important to their effectiveness as a coach;
93% of managers agree that employees want and need feedback
and coaching to improve their performance;
74% of managers stated that they believed most employees do
not get enough feedback and coaching on how to improve their
performance;
69% of managers believe that a manager should adjust their
approach to coaching to meet the performance needs of
individual employees;
78% of managers believe an employee’s ability and motivation
should influence a manager’s approach to coaching an
individual employee;

43% of managers believe that other managers are effective in
their role as a coach;
66% of managers stated that they struggled to make time for
coaching on an ongoing basis; and
80% of managers believe that they could improve their coaching
skills.
Source: Longenecker, C.O. Coaching for Better Results.
Industrial and Commercial Training 2010.
A STUDY ON LEADERS AND COACHING
Background: To explore the practice of coaching in today’s
ultra-competitive workplace, a sample of 219 managers were
surveyed and asked to respond to a series of questions on the
subject to help us better understand their experience with the
subject. These managers were part of a large educational
program and represented over fifty (50) different U.S.
manufacturing and service organizations. Participants had an
average age of 43.5 years, were 63% male and 37% female, had
12.8 years of managerial experience and represented over eight
(8) different functional business disciplines.
Getting Results©
These other key findings from the coaching article that students
will be presenting. Have the students present the article first
and then review it in this format.
63
#1: A Coach Must Know Their People
WHY: _______________________________________
#2 A Coach Must Monitor Each Employee’s Performance

WHY: _______________________________________
#3 Effective Coaches Ensure Their People Have the Proper
Support to Perform
WHY: _______________________________________
#4 Effective Coaches Coach Employees Based On Their Ability
and Motivation
WHY: _______________________________________
#5 Effective Coaches Develop a Coaching Strategy for Each
Employee
WHY: _______________________________________
#6 Effective Coaches Take the Time to Coach
WHY: _______________________________________
#7 Effective Coaches Develop Themselves to Meet the
Demands of the Job of Coaching
WHY:______________________________
SEVEN KEY COACHING LESSONS
Getting Results©
Ask people why each of these seven factors are critically
important for coaching to be meaningful to employees. The why
in each factor can be whatever you decide is truly important.
64
THE EMPLOYEE ABILITY AND MOTIVATION COACHING
MATRIX

The Performance Equation:
Performance = f (Ability x Motivation x Support)
Getting Results©
Again, this is the matrix from coaching article with the various
combinations of employee ability and employee motivation. Ask
the students if they agree with these descriptions and use this as
a basis to say our coaching styles have to be tailor-made to the
individuals with whom we are working.
65
COACHING WORKSHEET
KEY: Effective coaching requires leaders to create a tailor-
made approach to working with each employee that meets their
performance needs. It requires executing that approach with
great regularity, consistency and caring on an ongoing basis,
making adjustments as the employee grows and develops. When
a leader does not coach effectively, is to ask for less than
optimal performance.
Grade YourselfEmployee
RatingPerformance Coaching ActionEmployee
Initials A-F
Motivation Rating
1-5Ability Rating
1-5Identify One Behavior for Each Person that Needs To
Corrected or Reinforced
Instructions: Fill in the initials of people that report to you.
Now give yourself a letter grade A-F on how well you have
coached each of your people this year to-date. Now rate each

employee’s motivation and ability using the 1-5 scale below
with 1 being low and 5 being high. Once you have completed
this, review the actions that are important for the four
categories of employees described on the previous pages.
Select one specific behavior for each employee that needs to be
corrected or reinforced and identify the appropriate coaching
actions that will help this employee improve their performance
when you engage in this practice. This is a starting point for
coaching improvemen.t
Getting Results©
This is just a coaching worksheet to identify specific plans of
action in approaching people in the workforce.
66
Category 1: Coach as Nurturer: Leading the “Dream” Employee
KEY COACHING PRACTICES:
Identifying new and challenging job assignments.
Providing regular doses of praise and recognition.
Offering additional training and development opportunities.
Providing additional responsibility, empowerment and
authority.
Letting the employee know, in creative and meaningful ways,
that they are truly respected, needed and appreciated.
Getting Results©

The next four pages focus on the specifics of approaching each
of the various quadrants in the 2 x 2 matrix with specific
prescriptive actions.
67
Category 2: Coach as Trainer: Leading the
“Up-and-Coming” Employee.
Observes and monitors employee performance and identifies
the specific skills that need to be developed for improvement.
Helps the employee develop a training plan to assist the
employee acquire the skills and provides the resources
necessary to do so sooner rather than later.
Supports the employee in their efforts to acquire these skills by
providing additional on-the-job training, formal training, and
cross-training opportunities.
Provides specific instructions to aid skill acquisition and
regularly answers employee questions that emerge in the
development process.
Provides ongoing and specific feedback and reinforcement to
employees as they work in applying newly acquired skills on the
job.
Getting Results©

68
Category 3: Coach as Motivator: Dealing with the
“Underachieving” Employee.
Clearly establish performance goals and standards for these
employees that represents a value-added performance threshold.
Closely track and monitor employee performance to create a
strong sense of accountability for their performance.
Make use of both positive feedback and reinforcement to
recognize effective performance.
Use constructive criticism, reprimands, and negative
consequences in responding to these employees to remove
undesirable behaviors.
Be willing to demote or terminate an employee in this category
who only performs well when they choose to do so or are under
scrutiny.
Getting Results©
69
Category 4: Coach as Miracle Worker: Dealing with the
“Change-or-Go” Employee.
Review the employee’s employment record with the
organization and track and analyze the employee’s actual
performance contribution to-date.

Ensure that the employee has the proper tools and support that
they need to effectively perform their job.
Clearly define the performance changes that must be made for
employment to continue.
Work with the employee to create a serious performance
improvement/turnaround plan.
Monitor the employee’s performance on a daily basis providing
ongoing feedback and documentation of the employee’s
contribution to the organization and fulfillment of their
improvement plan.
Getting Results©
70
The Role of Ownership & Accountability in Motivation:
Practices to Increase Ownership of Performance
Develop a personal connection with each employee so that you
know and understand an employee’s strengths and weaknesses.
Managers can encourage ownership by developing trust and
maintaining a positive attitude with their employees.
Clarify each employee’s responsibility through effective
delegation so that they know what challenges they must meet
and what work they must take ownership of.

Ensure that people are properly trained and equipped to perform
their work so they will feel prepared to succeed. Make it clear
that you want all of your people to be successful.
Make sure that employees are empowered with the authority and
information they need to make decisions that affect their
performance.
Involve employees in key practices that affect them – such as
goal-setting, planning, and implementing change – so that they
take ownership of decisions that affect them.
Getting Results©
In the getting results research findings it was clear that
employees have to take ownership of the results the
organization needs from them and that they must have
accountability in that regard. This is a summary checklist of the
things that leaders can do to create ownership and
accountability and is a good way to tie up the discussion on
coaching and motivation. The most important point is that
leaders must create an environment and climate for high-
performance and coaching sends a message to their employees
that their activity is critical to the success of the organization
and that they must guide and shape behavior if optimal
performances to be had.
71
(continued)
Always listen to employees, and when problems emerge,
encourage participation, new ideas, and ownership of solutions.

Practice “open-book management” with employees in terms of
sharing organizational and work unit goals, plans, and
performance feedback. In this way, your people see the bigger
picture.
Develop linkage between desired performance and rewards and
incentives to demonstrate to people that there are good reasons
to take ownership of their performance.
Allow people an opportunity to grow and develop new skills and
talents. Doing so causes people to be committed to the job and
the organization.
Celebrate success because people want to be part of a winning
enterprise and because feeling successful makes it easier for
people to come to work. Recognition for strong performance
increases the desire for more good performance.
The Role of Ownership & Accountability in Motivation:
Practices to Increase Ownership of Performance
Getting Results©
72
Practices to Create Accountability for Results
When responsibilities and goals have been clarified, always
establish standards of performance that should be challenging
yet realistic to encourage people to “hit the mark.”
Provide balanced, ongoing performance feedback for your
people so that they know and have no doubt about how well
they are performing.

Provide ongoing coaching for your people on how to improve
their performance and be very specific in doing so.
Use the formal appraisal process as a strategic planning activity
to review performance, identify ways to improve, and recognize
and reinforce desired levels of performance.
Effectively deal with non-performers who are damaging work
unit performance and morale by either implementing a
corrective action program or setting the stage for a person’s
departure from the organization. To not do so is to send all the
wrong messages to non-performers and performers alike.
(Source: Longenecker and Simonetti - Getting Results: Five
Absolutes for High Performance)
Getting Results©
73
A Manager’s List of Good Rewards
Encourage employees to master a skill
Additional decision-making control
Raises and bonuses
Social functions and outings as a team
A night on the town
Additional autonomy
A nice meal or lunch courtesy of the leader
Lunch as a group that the manager buys

Dinner
A pizza party
Picnics for teams
Golf or other sporting event in which both parties participate
Direct praise and recognition
Peer recognition
Letters of recognition to file or place where customers can see
them
Passing on customer compliments and commendations in voice
mail or in writing
Written praise
One-on-one verbal praise
Day off or time off
Cash incentives
Tickets to sporting events, concerts, and so on that the
employees can attend by themselves.
Certificates and plaques
Shirts, phones, pins, hats, cups, and so on, all with the name of
the company on them
A special parking space
Additional responsibilities
Opportunities to excel
Additional training and development opportunities
A personal call or visit from the CEO or a senior executive
Improved resources
Allowing people to bid on projects they would most prefer
*All of these efforts are generally meaningless if the leader is
not respected and/or trusted by their people!
Getting Results©
Finally, here’s a checklist of some things that have been found
to be good rewards that managers can use to create positive
reinforcement/feedback for people. This is a list that we’ve

accumulated in the US. Ask them if it works for the Indian
workforce and if so which ones?
Figure 1: The Employee Ability and Motivation Coaching
Matrix
High
Employee Ability
Low
Low High
Employee Motivation
Category 3
COACH AS MOTIVATOR
High ability
Low motivation
The “Underachieving” Employee
Category 1
COACH AS NURTURER
High ability
High motivation
The “Dream” Employee
Category 4
COACH AS MIRACLE WORKER

Low ability
Low Motivation
The “Change-or-Go” Employee
Category 2
COACH AS TRAINER
Low ability
High motivation
The “Up-and-Coming” Employee
Getting Results©
Section #1: Organizational and Career Survival and Success in
the 21st Century
“The future is for those who prepare for it!”
Mahatma Gandhi
Session Learning ObjectivesOrientation to the class business
plan and learning
objectives for this course. Review managerial learning
from the MBA program
to- date.
3. Explore the keys to career success and survival. Why
organizations and managers succeed. Analyze your approach to
getting better performance. To explore the keys to achieving
excellent performance
and getting better results at work (and in life).

*
Getting Results©
“Managing a business and managing our lives have a lot of
similarities…and these days it isn’t getting any easier to have
great success in both arenas!”
Getting Results©
Introduction: Speed Interviews
During 60 second interviews, please introduce yourself and
answer the following questions:
1. The best things about your
fall.
2. Biggest thing you’ve learned in
the past six (6) months.
3. Name one skill that you
possess that is exceptional.
4. Biggest challenge this
semester.

*
Getting Results©
“I have never met a person who didn’t want to be
successful…The question is, are they willing to be successful?”
Warren Buffet
Getting Results©
THINK!
Our Superordinate Learning Objective
To help you think about how to best improve your workplace
performance and career trajectory!
Getting Results©
TRANSFORMATION
APPLICATION
INTEGRATION
INFORMATION
MOTIVATION

Getting Results©
“The ongoing challenges of life mandates that we apply all our
wisdom to daily situations lest we fall prey to our own folly.”
Socrates
*
Getting Results©
“LIFE IS TOUGH,
BUT IT’S
TOUGHER
IF YOU’RE
STUPID!”
…..John Wayne
*
Getting Results©
“When a person does not know what to do in a given situation.”
____________:

*
Getting Results©
_____________:
“When a person knows
what to do but for
whatever reason
does not do it!”
*
Getting Results©
“When a person knows what to do in a given situation and does
it!”
______:
*
Getting Results©
Overarching Fact:
Students: Once you graduate, the rules for success will
________ regardless of your discipline or achievements to-date.
So what skills and behaviors are most important to MASTER?

Getting Results©
Overarching Fact:
Working Professionals: As work places change and evolve, we
must all engage in more of the __________________ that allow
us to effectively perform our jobs and create value for our
enterprises.
Getting Results©
“CAREER” DEFINED - (ca-reer: n)“A vocation, calling,
profession, or occupation regarded as a long-term or lifelong
activity;” and “A person's progress and achievement in a chosen
profession during one's working life.”
Getting Results©
Some Quick Facts About Our Working Lives and Careers:The
average American professional spends nearly ________ hours at
work each year or nearly ___ hours each week at work.
Getting Results©
2) That same American worker will have on average ___
different jobs and will work in at least six different
organizations over the course of their career.

Getting Results©
Our careers will last on average ___ years and we will retire at
around ___ years of age (and it is increasing.)
Getting Results©
4) With the average American life expectancy of _____ years,
each of us will walk the earth 28,740 days. ______ of 20,710
days after age 22 will involve us going to work as which will be
over ____ of our adult life.
Getting Results©
Overview of Course
*
Getting Results©
THE CALL FOR REAL LEADERSHIP
“The key to getting better results in a rapidly changing
workplace is to improve your leadership and managerial talents
so as to meet the changing demands and challenges required of
you as a person of influence…These days our leaders must get
better results on an ongoing basis and that requires effective
leadership and process improvement…This is a real test for

most of us but without real leadership, real change and
improvement is going to continue to be a real problem…We
have all the tools but leadership is the real difference!”
CEO Fortune 1000
Service Organization
Write down at least three (3) observations about this quote?
*
Getting Results©
*
To improve my/our performance…
What must I/we keep doing??
What must I/we stop doing??
What must I/we start doing??
*Why are these questions so important to a
leader’s/organization’s success?

THE THREE MOST IMPORTANT QUESTIONS LEADERS
MUST REGULARLY ASK THEMSELVES!
Getting Results©
*
WHERE ARE BETTER RESULTS GOING TO COME FROM?
Talent: a person’s level of skill and ability they possess to
effectively perform their job.
Motivation: a person’s level of inner drive and work ethic
applied to performing their job.
Support: providing the information, tools, climate, processes
and resources necessary for a person to effectively perform their
job.
The Performance Equation: Performance = f (Talent x
Motivation x Support)
A Leader’s Calling:
It is a business leader’s job to manage the Performance
Equation in a fashion that enables them to improve their
personal performance and the performance of each and every
employee that they are responsible for leading!
Getting Results©

Instructions: In the space provided below, write down five
business axioms/lessons, based on what you have learned in the
MBA program to-date. These should be principles that are worth
remembering for a lifetime. These will be shared with the
group.
1.__________________________________________
__________________________________________
2.__________________________________________
__________________________________________
3.__________________________________________
__________________________________________
4.__________________________________________
__________________________________________
5.__________________________________________
__________________________________________
*
KEY MBA BUSINESS AXIOMS/LESSONS!
Getting Results©
What is your definition of leadership?
*
Getting Results©

LEADERSHIP DEFINED*
Someone who influences others toward the achievement of goals
and desired outcomes;
An individual who causes others to do things they might not
otherwise do;
A person who demonstrates prowess, talent and skill in a given
endeavor; and/or
Someone who makes things happen and get results with and
through people!
* In periods of change, leadership becomes even more important
than in more normal times!
*
1896.pdf
Getting Results©
CAREER SURVIVAL AND SUCCESS ESSAY
Instructions: In the space provided below, please write a short
essay on “What I would like to do with my career.” You have
four (4) minutes.
*

Getting Results©
FACTORS THAT SHAPED YOU INTO WHO YOU ARE
TODAY!
Getting Results©
CAREER SURVIVAL AND SUCCESS ESSAY
Instructions: Write a 3 minute essay on “Why some people are
more successful in life than others.”
Getting Results©
CAREER SURVIVAL AND SUCCESS?
Getting Results©
*
CAREER SURVIVAL AND SUCCESS!
Instructions: In the space provided below, write down what you
consider to be the five (5) most important factors for keeping
your career on track. These will be shared with the group.
1.__________________________________________

2.__________________________________________
3.__________________________________________
4.__________________________________________
5.__________________________________________
Getting Results©
*
Background: A large-scale study of over 6,000 professionals
identified the following factors as being key to career success
and survival across industries, functional areas and
organizational levels.
Factor Ranking
1. Performance _______________of
Getting________________
2. Effective ________________Talents and PracticesStrong
____________________and
________________SkillsPossessing/Maintaining a Positive
_________ and _________
5. Ability to _______________________to Meet Job Demands
6. Learning and Leveraging
_____________________________Ability to Handle
__________________and Stay____________________________
and _______________Effectiveness
9. Ability to Use _______________and _________Effectively

10. Possessing a ______________________________________
Key Questions: What are the key lessons embedded in these
findings?
How many of these factors do you have control over?
.
CAREER SURVIVAL AND SUCCESS RESEARCH FINDINGS
Source: Longenecker, C.O. “Career Survival and Success in the
21st Century.” Drake Business Review Fall 2011.
Getting Results©
A CAREER SURVIVAL AND SUCCESS LESSON ON THE
IMPORTANCE OF GETTING RESULTS FOR
PROFESSIONALS WHO ARE PAYING ATTENTION!
Instructions: Please read the following excerpts from an email
that was sent the day after this manager was terminated from a
Fortune 500 enterprise. Look carefully at his words and try to
sense what he was feeling and why he was feeling that way as
you read.
“I simply did not see being let go coming and it was like being
punched in the stomach…I have been extremely busy at work
for the past 18 months since starting this new VP position in
charge of the improvement process in our division. I
mistakenly thought that my boss and I were on the same page in
terms of both what I was doing and how well I was doing it. I
was wrong, dead wrong! As you know, we started a new

performance improvement integration process with high hopes
as a division. It was a major activity aimed at improving
performance across all of our various facilities. It sounded like
a worthwhile initiative and I was very excited to take the lead.
But in retrospect, we never really articulated what we were
trying to accomplish in realistic, measurable terms and we
struggled with buy-in from the start.
We quickly created an improvement process and tools that
everybody should have been able to use in their operations. It
all looked good on paper but when it was time to make real
changes, we had no real power to make things happen…There
was no sense of urgency or commitment and leadership in the
field was nonexistent. My General Manager had made
improvement commitments with our CEO that could not be kept.
He oversold what we were able to actually deliver. People all
had their own ideas about what we were ultimately trying to
accomplish but the leadership above us let us hang out to twist
in the wind. After 18 months the CEO looked at the costs and
the limited return and said enough and that was it.
A couple of people were reassigned but I along with one other
guy was turned out on the street. I was the highest ranked
person to lose his job. I remember us talking about the
importance of never losing sight of what results the
organization needs from you, making sure that you and your
boss are on the same page and doing the things that lead to
results with diligence. Well, I really dropped the ball on this
one and I am very angry at myself, my boss and the CEO as
well.
If I had done a better job of forcing the issue of what we were
trying to accomplish, developing a more realistic game plan for
our field leaders and measuring actual changes more effectively,
things might have turned out differently. My biggest mistake is
that I failed to practice what I knew to be true. I was in charge

of change and the change never happened. I really screwed up
and I know it and I have no one to blame for this mess but
myself. This is the sickest feeling that I have ever had and it
has been both humiliating and humbling. My faith has helped
me greatly and I truly appreciate the love and support of my
wife, but I feel like I have really let her down too… But know
this, I will learn from this defeat and I will be back.”
Key Question: What really happened here?
*
Source: Longenecker, Papp and Stansfield, The Two-Minute
Drill: Lessons on Rapid Organizational Improvement from
America’s Greatest Game, 2007.
Getting Results©
AIMING TO SUCCEED
“Great organizations are always the combination of great
people, systems, and cultures”
Dr. Peter Drucker
Instructions: Based on your experience, what are the
characteristics of a truly successful organization in your
industry. Be very specific! You will share your list with the
group.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

____________________________________
____________________________________
____________________________________
____________________________________
*
The purpose of this exercise is to get the students to think about
what makes a successful organization based on their own
experience and readings. Give people 2 min. to fill in the 10
items that they believe are the characteristics of a truly
successful organization. Then you can either have a class
discussion as a whole or break people out in small teams to
discuss but it is useful to have them go through this experience
to think about what greatness looks like and feels like.
*
Getting Results©
*THE CHARACTERISTICS OF HIGHLY SUCCESSFUL
ORGANIZATIONS (n=103)
(Fink and Longenecker , 2012)Your Organizational
Effectiveness RatingLow Average High1.Customer-
Service Oriented123452.Clearly Focused Goals/Aligned
Action123453.Effective Performance Measurement/Feedback
System123454.Practice High Levels of Big-Little Picture
Planning123455.Highly Organized Around Their
Processes123456.Practice Intensive Two-Way
Communication123457.Use Technology
Effectively123458.Employ Effective Leadership at All
Levels123459.Cooperation and Teamwork
Abound1234510.Remove Performance Barriers
Fast1234511.Make it Easier for People to Get their Work

Done1234512.E3 People – Educate, Empower,
Encourage1234513.Effective Selection and Reward
Systems1234514.Very Cost Conscious1234515.Capable of
Rapidly Adapting to Change12345

Getting Results©
*
WHAT ARE THE KEY PRACTICES THAT LEAD TO BETTER
RESULTS?
Getting Results©
*
Result (re’zalt) n.
Defined:
“Something that comes about as a consequence, effect or
conclusion of activity or action.”
“Something obtained, achieved, or brought about by calculation,
investigation or systematic activity.”
Getting Results©
THE ATTRIBUTES OF
RESULTS-ORIENTED MANAGERS
Instructions: Think of the best “high performance” manager
that you have ever worked with during your career. Write down
at least seven (7) attributes that best describe this individual.
Your answers will be shared with the group.

____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
*
Getting Results©
*
STUDY BACKGROUND:To explore how high performance
managers go about “getting results” we conducted a three-phase
research study across nearly every segment of the U.S.
economy:
Phase One: We surveyed a cross section of over 1600 managers,
identified as “high performers,” by their organizations and
asked them to describe “key factors for getting results” based
on their experience as business leaders.
Phase Two: We inteviewed an additional 400 high performers to
further explore the issue of getting results and to provide
specific examples, accounts and practices for achieving superior

performance in rapidly changing enterprises.
Phase Three: A follow-up study with an additional 1,000 “high
performance” business leaders has been completed in the past
three years to further explore the “best practices” of these
leaders to determine the impact that the global economy is
having on key leadership practices.
THE GETTING RESULTS RESEARCH PROJECT: OUR
STUDY
This slide simply contains words of findings that we are about
to discuss come from.
Getting Results©
THE GETTING RESULTS POP QUIZ
Instructions: Please answer each of the following questions
based on your experience. The answers are based on the Getting
Results Research Study on over 3,000 high performance
business leaders. (Yes, there are right and wrong answers!)
What is the most important factor for career success and
survival across all industries?
_________________________________________________
2. What is the first step in becoming a more results-oriented
leader? Establish your metricsSetting goalsClarifying your
missionDefining your roleEffective staffing
3. The majority of managers are effective in their roles as
coaches.

True False
4. What is a result-oriented manager’s most important resource?
_______________________
5. Most results-oriented managers work on average more than
50 hours per week.
True False
6. What is the primary reason most managers cited for not
effectively planning?
_____________________________________________________
__
7. Results-oriented managers make it a top priority to stay
focused on long-term issues at all times. True
False
8. What percentage of managers in the U.S. have a mentor that
they meet with regularly to help provide them with career
development counsel and accountability? ___%
9. What is the most frequently cited reason that managers fail to
get desired results?
_____________________________________________________
______
10. According to results oriented managers the real key to
motivating employees is:Feedback on performanceFinancial
incentivesOwnership of outcomesGoal settingPersonal
development

BONUS: The number one reason employees leave their current
employer is better pay.
True False
*
Here is a quick pop quiz to get students thinking:Answer to
question one: getting desired results for your
organizationClarifying your mission –it has to go first because
your mission must be clear before any of these other activities
can take placeFalse-most managers are not good coaches and
yet coaching is critically important to managerial successTIME-
time is a managers most important resource and it trumps people
and technology as if a manager does not use his or her time
wisely technology in people get ignoredFalse-in this study most
managers worked on average around 46 hours a week. This is a
US population of high performing business leaders:Managers do
not plan because they do not take the time to do soFalse-most
managers do not stay focused on long-term issues at all times.
They stay focused on short term issues and then step out to look
at broader strategic long-term issues from time to time15 to
17% of US managers have a mentor that is real and meaningful.
79% of the leaders in this study had a mentor and accountability
partner.The number one reason why managers fail to get desired
results: poor communication skills and practicesC- getting
employees to take ownership over outcomes is the key to long-
term motivationBonus question-the number one reason why
employees leave their current employer in the US is BAD
BOSS.
Getting Results©
*
Getting Result: Five Absolutes for High Performance

Absolute #1:
Get Everyone on the Same Page: Focus on the Purpose of Your
Organization
Practice 1: Create a Clear Sense of Purpose for Your
Organization
Irrefutable Performance Principle: Work units with a clear
sense of purpose outperform those that do not have a clearly
defined mission.
Practice 2: Clarify Your Role as Leader in the Operation
Irrefutable Performance Principle: Managers improve
their performance and the performance of their people when
they perform value-added practices and minimize non-value-
added activity.
Practice 3: Develop Meaningful Performance Goals and
Measures
Irrefutable Performance Principle: Work units that have
clearly defined performance goals and effective performance
measures will outperform those that do not, all things being
equal.
Practice 4: Frame Each Person’s Role in Your Operation.
Irrefutable Performance Principle: Without effective
leadership employees find it difficult at best to keep their
activity aligned with the current needs of an operation.
Absolute #2:
Prepare for Battle: Equip Your Operation with Tools, Talent,
and Technology
Practice 1: Develop and Use Systematic and Ongoing Planning
Practices
Irrefutable Performance Principle: Effective planning is

not optional for results-oriented leaders because rapidly
changing organizations need systematic future thinking more
than ever.
Practice 2: Employ Progressive Staffing
Irrefutable Performance Principle: You cannot produce
superior results when human resource planning, selection, and
work scheduling do not receive the utmost attention.
Practice 3: Train and Educate Your Staff
Irrefutable Performance Principle: Properly trained and
educated personnel increase the likelihood of achieving desired
levels of performance, while untrained personnel can create
countless problems for an organization.
Practice 4: Equip People with the Tools They Need to Perform
Irrefutable Performance Principle: When people are
properly equipped with the right performance tools, they can
better focus on getting desired results.
Absolute #3:
Stoke the Fire of Performance: Create a Climate for Results
Practice 1: Monitor and Measure Ongoing Performance
Irrefutable Performance Principle: To lead effectively,
you have to know how all facets of your operation are
performing on an ongoing basis. This requires a balanced
approach to monitoring and measuring individuals and work
units in terms of behavior as well as results.
Getting Results©

*
Practice 2: Motivate Employees to Create Ownership and
Accountability
Irrefutable Performance Principle: When a manager
motivates a workforce to create a sense of ownership and
accountability for desired results, the job of getting results gets
easier.
Practice 3: Provide Ongoing Performance Feedback by Being a
Good Coach
Irrefutable Performance Principle: People cannot change
their performance if they don’t know there is a need to do so or
if they don’t know how to change.
Practice 4: Remove Performance Barriers
Irrefutable Performance Principle: When managers
consistently remove barriers to performance they make it easier
for people to get their work done and achieve desired results.
Absolute #4:
Build Bridges on the Road to Results: Nurture Relationships
with People
Practice 1: Forge Effective 360-degree Working Relationships
Irrefutable Performance Principle: Results-oriented
managers foster effective 360-degree working relationships with
all people who are important to getting results, and they
continually work to keep these relationships viable.
Practice 2: Demonstrate Leadership Worthy of Trust
Irrefutable Performance Principle: There is no substitute
for competency and character in developing trustworthy
leadership that fosters long-term success.
Practice 3: Establish Open, Ongoing, and Focused Two-Way
Communication

Irrefutable Performance Principle: A manager’s ability to
meet people’s communication needs is critically important to
success and requires both skill and a systematic process.
Practice 4: Nurture Cooperation and Teamwork
Irrefutable Performance Principle: Effective leadership
creates cooperation and teamwork that accelerates the speed at
which results can be achieved.
Absolute #5:
Keep the Piano in Tune: Practice Continuous Renewal
Practice 1: Develop Improved Processes
Irrefutable Performance Principle: Effective leaders
develop vehicles to proactively improve processes and the
factors that influence performance.
Practice 2: Perfect the Art of Performance Appraisal
Irrefutable Performance Principle: Effective managers
practice constructive employee appraisal and development to
help their people continuously improve their personal
performance.
Practice 3: Develop a Plan to Improve Your Performance
Irrefutable Performance Principle: Effective managers
take responsibility for their own development, determining a
clear plan of action to improve their current performance and
prepare for their future to meet the changing demands of the job
as leader.
Practice 4: Create and Maintain Balance in Your Professional
and Personal Life
Irrefutable Performance Principle: Managers truly
interested in long-term success in every area of their lives,
create and maintain the balance that helps sustain real long-term
success.

Getting Results©
*
Absolute #1
GET EVERYONE ON THE SAME PAGE:
The Power of Creating Focus
Create a clear sense of purpose and direction that is
known and understood by all.
Clarify your value-added role as a leader.
Develop meaningful and balanced performance goals and
measurements that are known and understood by all of your
people.
Flexibly frame each person’s role in the operation so they know
exactly what is expected of them.
Critical Questions to Answer:Why don’t managers practice this
absolute?
What are the CONSEQUENCES of not practicing this absolute?
What are the BENEFITS of practicing this absolute?
Assignment: After answering these questions, draw a picture
that best illustrates this absolute that will be shared with the
group.

*
Absolute #2
PREPARE FOR BATTLE:
The Power of Preparation
Develop and implement appropriate and systematic planning
activities for your operation.
Practice dynamic and progressive staffing practices.
Ensure ongoing and effective training and education processes
for your people.
Equip your people with the resources they need to perform their
job.
absolute?
group.
Getting Results©
*
Absolute #3
STOKE THE PERFORMANCE FIRE:

The Power of Creating a Climate for Success
Practice ongoing performance monitoring and measurement at
both the team and individual level.
Motivate your people by creating ownership of outcomes and
accountability for results.
Provide ongoing performance feedback and coaching to your
people based on their talent and motivation levels.
Rapidly removing barriers and solve problems that damage
performance.
absolute?
group.

Getting Results©
*
Absolute #4
BUILDING BRIDGES ON THE
ROAD TO RESULTS:
The Power of People
Forge effective 360° degree working relationships.
Demonstrate leadership worthy of trust by leading by example
and role modeling desired attitudes and behaviors.
Establish and practice open, ongoing, and focused two-way
communication.
Nurture cooperation and teamwork among the people who need
each other to get desired results.

absolute?
group.
Getting Results©
*
Develop more effective processes and make it easier for people
to get work done.
Practice constructive employee appraisal and ongoing
development.
Develop yourself to meet the demands of your job.
Create and maintain balance in every area of your life.
Absolute #5
KEEP THE PIANO IN TUNE:
The Power of Renewal
absolute?
group.

Getting Results©
GETTING RESULTS SELF-ASSESSMENT
*
*
Getting Results©
Instructions: Listed below are the practices that emerged from
the Getting Results Research Project that chronicled the best
practices of over 3,000 high performance business leaders.
Answer each of the following questions in an honest and open
fashion to assess the extent to which you are effectively
engaged in the practices that lead to improving performance and
better results. Please use the following rating scale:
1 = Never 2 = Rarely 3 = Sometimes 4 = Frequently
5 = Always
To What Extent Do I …
FOCUS
Create and maintain a clear vision and mission for where I am
leading my people? __________
Continuously align and clarify my value-added organizational
role? __________
Use clearly defined and balanced performance metrics to
measure performance? __________
Clarify and communicate performance expectations with all my

employees? __________
PREPARE
5. Employ appropriate and systematic planning practices on an
6. Demonstrate extreme care in properly staffing my
operation? __________
7. Ensure that my people are properly trained and educated to
get results? __________
8. Work to ensure that people are properly equipped to
perform their jobs? __________
CLIMATE Regularly monitor and measure the
individual/operational performance? __________ Create
ownership and accountability around desired performance
outcomes? __________ Provide ongoing performance
feedback and coaching to my people? __________
Work to rapidly remove performance barriers that damage
performance? __________
RELATIONSHIPS
13. Practice effective communications to understand others
and to be understood? __________
14. Lead-by-example and demonstrate competency and
character in the workplace? __________
15. Work at continually developing and nurturing key working
relationships? __________
16. Foster cooperation and teamwork with people who need
each other to get results? __________
RENEWAL
17. Develop myself with the skills and talents necessary to be
a high performer? __________
18. Have mechanisms in place to improve processes on an
19. Constructively appraise and nurture employee development

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