Alignment

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Alignment

  1. 1. ALIGNMENT VISIONARY LEADERSHIP & PLANNING
  2. 2. WE WILL TRY TO UNDERSTAND THE TEAMS ,WHAT WAS GOING ON AND THEIR CHARECTERISTIC <ul><li>TO UNDERSTAND -THE KEY QUESTIONS ARE : </li></ul><ul><li>WHAT FUEL INSPIRED PERFORMANCE OVER TIME ? </li></ul><ul><li>HOW CAN WE SUSTAIN IT,SO WE DON’T HAVE PEAK EXPERIENCES BUT SUSTAINED PERFORMANCE OVER AN EXTENDED PERIOD ? </li></ul><ul><li>HOW CAN WE CONTINUE TO OPERATE AT THAT PEAK LEVEL WITH LESS ENERGY AND EFFORT ? </li></ul>
  3. 3. ALIGNMENT EXERCISE <ul><li>FORM INTO FOUR GROUPS </li></ul><ul><li>SELECT A TIME KEEPER & SCRIBE. </li></ul><ul><li>THINK OF AN EXPERIENCE IN LIFE OF ALIGNMENT </li></ul><ul><li>NARRATE THE PERSONAL EXAMPLE ONE BY ONE TO THE GROUP & HOLD DISCUSSION. </li></ul><ul><li>PREPARE ONE PRESENTATION BY EACH GROUP HIGHLIGHTING ONE EXAMPLE. </li></ul>
  4. 4. BAD PRACTICES, DEPANDENCY, OLD BELIEFS, DONOT WANT TO CHANGE GOA PLANT ACHIEVING HIGHER PRODUCTION CHALLAENGE D EXTERNAL PRESSURE, SAFETY HAZARD TRAFFICE JAM CLEARED WITHIN THREE HRS CHALLENGE TO ACHIEVE , COMMON PURPOSE C TIME & RESOURCE CONSTRAINT, ENVIRONMENT EXTRA ORDINATE PERFORMANCE IN OISD INSPECTION OF GKP PLANT SENSE OF PURPOSE, WILLING TO SACREFICE & ACHIVE OBJECTIVES B NO EXISTING POLICY COCO OPERATION RESULTING IN EXTRAORDINARY INVOVLEMENT WE HAVE TO ACHIEVE IT A CONDITION PERFORMANCE COMMONALITY GR
  5. 5. DEFINATION OF ALINGMENT A GROUP OF INDIVIDUALS ARE FUNCTIONING AS A SINGLE UNIT OR A SINGLE ORGANISM EVENTHOUGH THEY MAY HAVE DIVERSE STRENGTHS THEY ARE SEEN TO FUNCTION AS ONE . HOW DO YOU CREATE ALIGNMENT………?
  6. 6. Organization Individuals USE OF ENERGY…….. EMOTIONS……….
  7. 7. Organization Individuals FORWARD DRIVE INDIVIDUAL CONTRIBUTION HARMONIZED SOUND PROJECTS TEAM SPIRIT & HIGH MORALE GENARATES A SENSE OF RESPONSIBILITY WHERE EVERYONE FEELS RENPONSIBLE FOR THE WHOLE ALINGMENT IS NOT SOMETHING YOU CAN IMPOSE OR ENFORCE ,BUT RATHER IT IS THE BY PRODUCT OF OTHER THINGS
  8. 8. PRENSENCE OF A SHARED VISION AND PURPOSE BUILT FROM A SENSE OF INDIVIDUAL PURPOSE AND VISION RESULT IN THE NATURAL EMERGENGE OF ALIGNMENT Current Reality Shared Vision VISION AND HONEST UNDERSTANDING OF CURRENT REALITY GENARATES CREATIVE TENSION WITHOUT TENSION BETWEEN WHERE YOU ARE & WHERE YOU WANT TO BE,NOTHING CAN BE ACHIEVED
  9. 9. CHARACTERISTICS OF LEARNING ORGANIZATION
  10. 10. ONE OF THE ORIGINS OF THE TERM “LEARNING ORGANIZATION” COMES ORIGINALLY FROM WORK DONE BY ROYAL DUTCH/SHELL.OVER TE PAST SEVERAL DECADES ,THEY ‘VE INVESTED TREMEDOUS ENERGY AND RESOURCES IN IMPROVING THE QUALITY OF THEIR THINKING ABOUT THE FUTURE THROUGHTECHNIQUES LIKESCENARIO BUILDING.AS A RESULT ,THEY HAVE MOVED ,OVER THE PAST TWENTY YEARS ,FROM BEING ONE OF THE THE WEEKEST PLAYERS IN THE OIL INDUSTRY TO BEING AT THE TOP. SENIOR PEOPLE IN ROYAL DUTCH/SHELL SEVERAL YEARS AGO CONCLUDED THAT THE ONLY SUSTAINABLE COMPETITIVE ADVANTAGE AN ORGANIZATION HAS ,IN ANY INDUSTRY ,IS ITS ABILITY TO LEARN FASTER THAN ITS COMPETITOR.
  11. 11. <ul><li>DEEPLY PURPOSEFUL </li></ul><ul><li>ALIGNMENT </li></ul><ul><li>PERSONAL MASTERY </li></ul><ul><li>DESIGN INTEGRITY </li></ul><ul><li>COLLECTIVE INTELLIGENCE </li></ul><ul><li>SYMBOLS </li></ul><ul><li>CORE PURPOSE </li></ul>LEARNING ORGANIZATION CHARATERISTICS VISION VALUES
  12. 12. DEEPLY PURPOSEFUL <ul><li>LEARNING ORGANIZATION EXPRESSES THE PURPOSE IN FOUR WAYS: </li></ul><ul><ul><ul><li>VISION - WHAT DO WE WANT TO CREATE </li></ul></ul></ul><ul><ul><ul><li>SYMBOL – ARTISTIC REPRESENTATION OF PURPOSE & VISION </li></ul></ul></ul><ul><ul><ul><li>VALUES - HOW DO WE OPRERATE AS WE MOVE TOWARDS THE VISION </li></ul></ul></ul><ul><ul><ul><li>CORE PURPOSE – UNDERLYING SENSE OF PURPOSE </li></ul></ul></ul>
  13. 13. ALIGNMENT: INDIVIDUALS ARE ALIGNED WITH BOTH THEIR OWN AND THE ORGANIZATION’S PURPOSE AND VISION. PERSONAL MASTERY: COMPOSED OF PEOPLE WHO HAVE HIGH LEVEL OF MASTERY OVER CIRCUMSTANCES AND NOT OVER PEOPLE. ORGANIZATION IS COMMITTED TO DEVELOPING THE UNIQUE TALENTSOF EACH INDIVIDUAL. DESIGN INTEGRITY : DESIGN ALIGNED WITH THE VISION AND PURPOSE .HIGH DEGREE OF INTEGRITY ENBLES ENERGY IN THE ORGANIZATION FLOW NATURALLY TOWARDS THE VISIONALLOWING INDIVIDUAL EFFORTS TRANSLATED INTO COLLECTIVE RESULTS.
  14. 14. <ul><li>COLLECTIVE INTELLIGENCE: </li></ul><ul><li>CONTINUALLY DEMONSTRTING THE HEIGHTENED COLLECTIVE CAPABILITYOF TALENTED INDIVIDUALS WORKING AND LEARNING TOGATHER BY DOING:- </li></ul><ul><li>SURFACING ASSUMPTIONS& SYSTEMIC FORCES </li></ul><ul><li>TELLING TRUTH ABOUT THE CURRENT REALITY </li></ul><ul><li>MAKING UNDISCUSSABLES DISCUSSABLE </li></ul><ul><li>ENGAGING COLLECTIVE EXPERIMENTATION , REFLECTION AND IMPROVISATION </li></ul><ul><li>BUILDING LEARNING INFRASTRUCTURES TO AMPLIFY INDIVIDUAL AND TEAM LEARNING. </li></ul><ul><li>INCREASING THEIR CAPACITY TO CREATE THE RESULT THEY CHOOSE. </li></ul>
  15. 15. EXAMPLE OF DESIGN INTEGRITY ROWING CREW
  16. 16. LEADERSHIP FUNCTION <ul><li>Building shared visions. </li></ul><ul><li>Being enrolled and enrolling others. </li></ul><ul><li>Holding the vision . </li></ul><ul><li>Valuing truth telling. Maintaining a spirit of inquiry. </li></ul><ul><li>Thinking and acting systemically. </li></ul>
  17. 17. LEADERSHIP ROLE <ul><li>LEADER SET DIECTION - ESTABLISHES MEANING AND VALUES WHERE IT MIGHT NOT EXIST. </li></ul><ul><li>LEADER CREATE ENVOIRNMENT – THAT ALLOWS PEOPLE TO BE EMPOWERED AND ALIGNED . </li></ul><ul><li>LEADER STANDS FOR – SOMETHING THEY BELIEVE IN –THEY WALK THE TALK. </li></ul>
  18. 18. VISION WHAT YOU WANT CURRENT REALITY WHAT YOU HAVE GOT CREATIVE TENSION INSPIRES AND MAKES ALL OUR EFFORTS WORHTWHILE ACKNOWLEDGE PRESENT SITUATION ESSENTIAL ENERGY THAT ACTUALLY BRINGS VISION INTO REALITY ROLE OF LEADERSHIP IS ESSENTIALLY GENARATE AND MANAGE CREATIVE TENSION
  19. 19. Personal & organizational vision
  20. 20. PERSONAL VISION <ul><li>HOW WE THINK ABOUT THINGS DIRECTLY IMPACTS OUR ABILITY TO CREATE WHAT WE WANT. </li></ul><ul><li>FOCUS ON THE RESULT IS PERHAPS THE MOST POWERFUL WAY OF THINKING ABOUT THINGS. </li></ul><ul><li>QUALITY AND NATURE OF THINKING AFFECTS THE RESULT WE GET </li></ul>WHATEVER WE FOCUS ON TEND TO BE REINFORCED
  21. 21. VISION A DISTANT AND DISTINCT FUTURE WHICH WE DEEPLY CARE FOR.IT IS A PICTURE OF THE FUTURE YOU SEEK TO CREATE . POWERFUL WAY OF THINKING IS TO BRING THE CLEAR IMAGES OF THE VISION IN THE PRESENT TENSE AS IF IT IS HAPPENING NOW. BY LIVING ITAND FEELING IT, WE PREDISPOSE OURSELVES TO BRING THE IMAGES INTO REALITY
  22. 22. Guidelines for Visioning <ul><li>Focus on the result, not the process. </li></ul><ul><li>Focus on what you want,not what you think is possible. Really reach! </li></ul><ul><li>Focus on what you want, not avoiding what you don’t want. </li></ul><ul><li>See it in the present tense, as if it’s happening right now. </li></ul>DON’T ALLOW CURRENT REALITY CONTAMINATE VISION
  23. 23. Organization vision
  24. 24. DEVELOPING A SHARED VISION WORK/CARRIER PERSONAL VISION ORGANIZATIONAL VISION SBU/TEAM VISION A COMPELLING SENSE OF COMMON PURPOSE WHICH PREMEATES THE ORGANIZATION, AND GIVES COHERENCE TODIVERSE ACTIVIETIES.
  25. 25. DEVELOP A SHARED VISION EIUYKKLKGKLV WGWKJJSVSNAFWJFUL ATKJVDKLF WHFKJSJKWK VVGWA,NFQWFLGQAakj:lq F8FWNVNFQWLKUWQ KSASRNWAKAVSVLNV ADDFTTBB GSFBASFFNKJF MWEBFKWQ, M L, Read each slips in the group and try to understand the content
  26. 26. QUATIFIABLES/FINANCIALS CUSTOMER ORIENTATION WORK ENVOIRNMENT CORE VALUE OTHER STAKE HOLDER 1 2 14 9 11 5 12 4 14 15 13 10 7 3 8
  27. 27. VISION CONVERSATION <ul><li>HOW WOULD WE BEGIN TO OPERATE IF WE REALLY WANTED TO MAKE THIS VISION A REALITY? </li></ul><ul><li>WHAT WOULD WE STOP DOING? </li></ul><ul><li>HOW WOULD WE BEGIN TO OPERATE DIFFERENTLY ? </li></ul><ul><ul><li>HOW WOULD WE INTERACT? </li></ul></ul><ul><ul><li>WHAT WOULD CONNECT US TO ONE ANOTHER </li></ul></ul><ul><ul><li>WHAT WE FOCUS OUR ATTENTION ON </li></ul></ul><ul><ul><li>WHAT WOULD OUR PRIORITIESBE </li></ul></ul><ul><ul><li>WHAT ELSE </li></ul></ul>
  28. 28. ENROLMENT
  29. 29. ENROLMENT ENROLLMENT MEANS BEING PERSONALLY COMMITTED. AN INDIVIDUAL WHO ENROLS HAS FREELY CHOSEN TO COMMIT TO A COMMON RESULT, ENROLLMENT MEANS SUPPORTING ANOTHER’S IDEAS BECAUSE THE COMMITMENT IS INTERNAL. REACTIVE CREATIVE BOSS/EMPLOYEE PARTNER NO CHOICE CHOICE EXTRINSIC INTRINSIC COMPLIANCE ENROLMENT
  30. 30. PRINCIPLES OF ENROLLMENT <ul><li>BE ENROLLED YOURSELF. </li></ul><ul><li>ENGAGE IN AN HONEST CONVERSATION </li></ul><ul><ul><ul><ul><li>SHARE YOUR VISION FULLY </li></ul></ul></ul></ul><ul><ul><ul><ul><li>ASK FOR A RESPONSE ; BE OPEN </li></ul></ul></ul></ul><ul><ul><ul><ul><li>ASK ABOUT THE OTHER PERSON’S </li></ul></ul></ul></ul><ul><ul><ul><ul><li>VISION ; INVITE THEM TO SHARE IT. </li></ul></ul></ul></ul>
  31. 31. ENROLMENT & COMPLIANCE COMPLIANCE: YIELDING TO SOMEONE ELSE’S IDEA,REQUEST OR DEMAND BUT NOT FOR INTERNAL PAYOFFS. THE SOURCE OF ENERGY AND DIRECTION IS OUTSIDE OF ONE SELF GENUINE- UNDERSTANDS THE IDEA,SEES BENEFITS.MOTIVATION IS EXTERNAL FORMAL- UNDERSTANDS THE IDEA,SEES SOME BENEFITS SUPPORTS BECAUSE PART OF JOB DESCRIPTION GRUDGING- AGREES TO DO WHAT HAS TO BE DONE.MAKES CLEAR NEEDS CONSTANT SUPERVISION NONE - ACTIVELY RESISTS ,DOESN’T SEE BENEFIT.THERE IS NO ENERGY TO SUPPORT THE IDEA.
  32. 32. CURRENT REALITY
  33. 33. VISION WHAT YOU WANT CURRENT REALITY WHAT YOU HAVE GOT CREATIVE TENSION EMOTIONAL TENSION EASIEST AND QUICKEST WAY TO RESOLVE EMTIONAL TENSION IS TOCOMPROMISE THE VISION DOWNWARD
  34. 34. CURRENT REALITY <ul><li>OUR DISTINCTIVE COMPETENCIES </li></ul><ul><li>WHOM WE SERVE </li></ul><ul><li>OUR MAJOR PROBLEMS & THINGS WE FEAR IN FUTURE </li></ul><ul><li>ASPECTS OF OUR INTERNAL STRUCTURE/SYSTEM THAT SUPPORT OR HINDER OUR EFFORTS. </li></ul><ul><li>MAJOR TRENDS IN OUR INDUSTRY OR SOCIETY THAT DIRECTLY IMPSCT US. </li></ul>
  35. 35. DEVELOP A SHARED VISION EIUYKKLKGKLV WGWKJJSVSNAFWJFUL ATKJVDKLF WHFKJSJKWK VVGWA,NFQWFLGQAakj:lq F8FWNVNFQWLKUWQ KSASRNWAKAVSVLNV ADDFTTBB GSFBASFFNKJF MWEBFKWQ, M L, Read each slips in the group and try to understand the content
  36. 36. DISTINCTIVE COMPETENCIES WHOM WE SERVE MAJOR FEARS SRUCTURE SUPPORT STRUCTURE HINDERENCE 1 2 16 10 12 5 11 4 18 9 13 15 7 3 6 MAJORTRENDS 19 17 14
  37. 37. SKILFUL DISCUSSION
  38. 38. Sherlock Holmes Exercise You’ve decided, based upon your vision, of course, that you’re going to look for another job. You’ve done really well in the interviewing process at ABC Company, and you are now going for the final interview, with the vice president of the company. You have never met the V.P., so you are careful to arrive on time for the interview. But, as Vice Presidents are won’t to do, the V.P. is late for the appointment. So the secretary shows you into the vice president’s office where you can wait. As you wait, having nothing else to do, you look around the office. And like most people, you begin to form impressions about the character you’re about to meet.
  39. 39. <ul><li>Our brains can not make sense of all the data being taken by our senses every day. </li></ul><ul><li>We learnt to select data we think important or meaningful </li></ul><ul><li>We compute the meaning of the data, make assumptions and draw conclusions based on that meaning and take actions accordingly. </li></ul>WE ARE SURROUNDED AND BOMBARDED BY DATA DAILY FROM THE REAL WORLD During our evolution, the nature helped us to sharpen our senses so we could see only what really mattered.
  40. 40. HOW IMAGINARY IDEAS LEADS TO BELIEFS OBSERVABLE DATA & EXPERIENCE SELECT THE DATA FROM OBSERVATION ADD MEANING TO THE DATA DRAW CONCLUSION TAKE ACTION BELIEFS ASSUMPTIONS VALUES THE ONLY VISIBLE EFFECTS ARE THE ACTION TAKEN & THE OBSERVABLE DATA. BALANCE ARE IN HEAD LADDER OF INFERENCE
  41. 41. WHY THE FEELING BECOMES BELIEF FEELINGS THAT GENARATES BELIEFS BASED ON THE CONCLUSIONS INFERRED FROM OBSERVATION: <ul><li>OUR BELIEFS ARE THE TRUTH </li></ul><ul><li>THE TRUTH IS OBVIOUS </li></ul><ul><li>OUR BELIEFS ARE BASED ON REAL DATA </li></ul><ul><li>THE DATA WE SELECT ARE THE REAL DATA </li></ul>
  42. 42. MENTAL MODEL The nature gave us the ability to form representations or models of reality based on the data we collect . The working model or simulations is running in our heads all the time so as to simplify and explain how reality works. As soon new variables are made available, these models are called upon and we predict what is going to happen. THIS IS CALLED :
  43. 43. WHAT IS MENTAL MODEL <ul><li>DEEPLY HELD BELIEFS AND ASSUMPTIONS WE HAVE ABOUT EVERY ASPECT OF OURSELVES, OTHERS, ORGANISATION & THE WORLD. </li></ul><ul><li>THEY GUIDE HOW WE ACT </li></ul><ul><li>THEY DETERMINE HOW & WHAT WE PERCEIVE. </li></ul>We say that ‘seeing is believing’ but actually we are seeing what we are believing nearly all the time & occasionally seeing what we can’t believe
  44. 44. With various Mental Models and leaping of ladder of inferences, how do we have a Productive Conversation <ul><li>Three skills help us for having a Productive Conversation </li></ul><ul><ul><ul><ul><li>Advocacy </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Inquiry </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Reflection </li></ul></ul></ul></ul>The trick is to find a right balance of all three
  45. 45. Observable data Data Selection Add meaning Form Assumption Take Action Conclusion Advocacy involves slowing down the process of running up the Ladder of Inference. Skilled advocacy is a way of stating your case, step by step; revealing to others how you arrived at the conclusions you have reached. ADVOCACY Advocacy helps to climb down the ladder instead of staying at the top. “ I assumed that…… “ I came to this conclusion…… “ To get a clear picture of what I’am saying ,imagine that you are the customer who ….. “ what do you think of what I said?” “ Do you see it differently?”
  46. 46. Observable data Data Selection Add meaning Form Assumption Take Action Conclusion INQUIRY Inquiry involves not only asking the other person what they think, but also really wanting to hear and understand their thinking.Skilled inquiry is to use questions to help other person to walk through their thinking. Inquiry is to walk up the ladder from data to the conclution. “ What leads you to conclude that?” “ What Data do you have for that?” “ What is the significance of that?’” “ I’m asking you about your assumption because …. “ Am I correct that you’re saying….
  47. 47. Observable data Data Selection Add meaning Form Assumption Take Action Conclusion Reflection simply means taking the time, individually or collectively, to pause for a few moments of silence to collect your thoughts. Think about the conversation you have been having. Is it off-track? REFLECTION Reflection is not a moment to gather your reserves so you can launch stronger attack moment you re engage in conversation
  48. 48. Inquiry/advocacy matrix ADVOCACY LOW Testing : “Here’s what I say, what do you think of it?” Dictating : “Here’s what I say, and never mind why.” Asserting : “Here’s what I say, and here’s why I say it.” Explaining : “Here’s how the world works and why I can see it that way.” Bystanding : Making comments which pertain to group process and not to content. Sensing : Watching the conversation flow without saying much, but keenly aware of all that transpires. Withdrawing : Mentally checking out of the room and not paying attention. Productive conversation : Balancing advocacy and inquiry, genuinely curious, makes explicit reasoning, asks others about assumptions. Dialogue : Suspending all assumptions, creating a container in which collective thinking can emerge. Politicking : Giving the impression of balancing inquiry and advocacy while being close-minded. Interrogating : “Why can’t you see that your point of view is wrong?” Clarifying : “What is the question we are trying to answer?” Interviewing : Exploring others’ points of view and their reasons behind them. Telling INQUIRY Asking Observing Generating
  49. 49. Manager Pushes Views Subordinates withdraw , don’t challenge Manager Assumes subordinates don’t care Manager frustation Subordinates feel conflicted Reinforcing Vicious cycle
  50. 50. PRODUCTIVE OR SKILLFUL CONVERSATION HELPS GROUPS OF INFORMED AND COMMITTED TO THINK TOGETHER TO ARRIVE AT NEW ISIGHTS. PAY ATTENTION TO YOUR INTENSIONS. -WHAT DO I WANT FROM THIS CONVERSATION? AM I WILLING TO BE INFLUENCED? BALANCE ADVOCACY AND INQUIRY -”WHAT LED YOU TO THAT VIEW?” “HELP ME UNDERSTAND WHAT YOU’RE SAYING.” BUILD SHARED MEANING -”WHEN WE USE THE TERM ,WHAT ARE WE REALLY SAYING?” USE SELF-AWARENESS AS A RESOURCE -WHAT AM I THINKING? WHAT AM I FEELING? WHAT DO I WANT AT THIS MOMENT? EXPLORE IMPASSES -WHAT DO WE AGREE ON, AND WHAT DO WE DISAGREE ON
  51. 51. GROUND FOR SKILLFUL DISCUSSION <ul><li>CREATE A SAFE HAVEN FOR PARTICIPANTS </li></ul><ul><li>MAKE OPENNESS AND TRUST THE RULE RATHER </li></ul><ul><li>THAN EXCEPTION </li></ul><ul><li>ENCOURAGE AND REWARD NEW PROSPECTIVE </li></ul><ul><li>PLAN THE AGENDA,TIME AND CONTEXT TO </li></ul><ul><li>ALLOW FOR CONCENTRATED DELIBERATION. </li></ul>
  52. 52. 4.FISH BOWL EXCERCISE <ul><li>TOPIC FOR DISCUSSION: </li></ul><ul><li>ONE GROUP TO DISCUSS(5 Participants) </li></ul><ul><li>ONE GROUP TO OBSERVE </li></ul><ul><li>TIME-10 Mts. </li></ul><ul><li>CHANGE THE GROUP AND DO THE EXERCISE </li></ul><ul><li>TIME-10 Mts. </li></ul><ul><li>OBSERVERS TO SHARE TO THE GROUP THEIR FINDINGS OF THE SKILFULL DISCUSSION IN OPERATION WITHIN THE GROUP. </li></ul>
  53. 53. Undiscussables <ul><li>Response from the group. </li></ul><ul><li>Exercise: </li></ul><ul><li>Each participant to write down one undiscussble statement in a yellow slip with out discussion with any of the members.Write only the designation not the name in the slip </li></ul><ul><li>Handover the slip and you will be given back a slip. </li></ul><ul><li>Post the collected yellow slips in the flip chart. </li></ul><ul><li>Next Step: form 4 groups and discuss one theme. </li></ul>
  54. 54. Un discussable <ul><li>Ground Rules: </li></ul><ul><li>Respect the fear that accompanies this discussion. </li></ul><ul><li>Reflect and take notice of your initial response to each un discussable as it is read aloud. </li></ul><ul><li>Listen to what is said and not said. </li></ul><ul><li>Challenge ideas and assumptions not people </li></ul><ul><li>Beware of untested attributions especially of peoples motives. </li></ul>
  55. 55. Un discussable <ul><li>Why un discussable ? </li></ul><ul><li>Offensive-violate an unspoken taboo. </li></ul><ul><li>What if un discussable surface : </li></ul><ul><li>Critical factors will become visible to help for </li></ul><ul><li>strategy planning </li></ul><ul><li>Solving current problem </li></ul><ul><li>Creating the vision </li></ul><ul><li>Make the team to learn. </li></ul>
  56. 56. EFFECTIVE MEETING
  57. 57. EFFECTIVE MEETING GUIDILINES FOR EFFECTIVE MEETING <ul><li>HAVE A PURPOSE </li></ul><ul><li>HAVE A WRITTEN AGENDA </li></ul><ul><li>HAVE A LEADER, FACILITATOR OR FOCUS PERSON </li></ul><ul><li>START ON TIME </li></ul><ul><li>REVIEW THE MEETING’S PURPOSE </li></ul><ul><li>SET OR REVIEW THE GROUND RULES </li></ul><ul><li>SET UP AND MAINTAIN RECORD KEEPING SYSTEM </li></ul><ul><li>USE GOOD COMMUNICATION SKILLS </li></ul><ul><li>KEEP TO THE TIME SCHEDULE OR CONSCIOUSLY EXTEND IT </li></ul><ul><li>SUMMARIZE THE MEETING </li></ul>
  58. 58. EFFECTIVE MEETING MEETING ROLES LEADER <ul><li>ENERGY MANAGER </li></ul><ul><li>TAPS INPUTS AND DRAWS THINGS TOGETHER </li></ul><ul><li>CHANNELS GROUP TOWARD DESIRED RESULTS </li></ul><ul><li>CLEAR WHEN STEPPING OUT OF ROLE </li></ul><ul><li>USES “ STRAW POLLS ” TO DETERMINE STAUS AGREEMENT/DISSENT </li></ul>
  59. 59. EFFECTIVE MEETING MEETING ROLES SCRIBE <ul><li>NEATNESS COUNTS! SPELLING DOESN’T </li></ul><ul><li>WRITE BIG ENOUGH </li></ul><ul><li>STAY ALERT/ACTIVE!DON’T TRY TO SAVE PAPER </li></ul><ul><li>BE FAITHFUL TO WHAT WAS SAID </li></ul>TIMEKEEPER <ul><li>DOES THE JOB </li></ul><ul><li>GIVES FIVE MINUTE WARNING </li></ul><ul><li>INSISTS ON SPECIFIC EXTENSIONS </li></ul>
  60. 60. EFFECTIVE MEETING GUIDELINES FOR CONSENSUS <ul><li>LISTEN TO UNDERSTAND. ACKNOWLEDGE AREAS OF AGREEMENT AND DISAGREEMENT </li></ul><ul><li>BE CONCISE </li></ul><ul><li>TAKE A STAND WHEN YOU BELIEVE DEEPLY IN SOMETHING </li></ul><ul><li>VIEW DIFFERENCES AS HELPFUL </li></ul><ul><li>ALL DISCUSSION SHOULD CONTRIBUTE TO MOVING FORWARD TOWARD THE DESIRED OUTCOME </li></ul><ul><li>COUPLE DISAGREEMENT WITH YOUR LOGICAND CONCERNS, AND OFFER AN ALTRNATIVE </li></ul><ul><li>USE “STRAW POLLS “TO TEST FOR CONSENSUS </li></ul>
  61. 61. EFFECTIVE MEETING AFTER MEETING REVIEW QUESTIONS <ul><li>WHAT HAVE LEARNED ABOUT OURSELVES AND HOW WE WORK AS A TEAM ? </li></ul><ul><li>WHERE AND HOW DO WE BOG DOWN AND/OR LOSE EFFECTIVENESS </li></ul><ul><li>IN OUR NEXT MEETING WHAT DO WE WANT TO… </li></ul><ul><li>- DELIBERATELY KEEP ON DOING </li></ul><ul><li>( BECAUSE IT WORKS WELL) </li></ul><ul><li>- EXPERIMENT WITH CHANGING… </li></ul><ul><li>AND IN WHAT WAY ? </li></ul>
  62. 62. ACCOUNTABILITY <ul><li>Responsibility </li></ul><ul><ul><li>A State of Being </li></ul></ul><ul><ul><li>Personal (Choice) </li></ul></ul><ul><ul><li>Willingness to Be Counted On </li></ul></ul><ul><ul><li>Not Easily Measured </li></ul></ul><ul><li>Accountability </li></ul><ul><ul><li>Can Be Assigned </li></ul></ul><ul><ul><li>Willingness to Account For </li></ul></ul><ul><ul><li>More Measurable </li></ul></ul><ul><ul><li>“ Where the “Bucks Stops!” </li></ul></ul>
  63. 63. ACCOUNTABILITY A-ACCOUNTABLE(GAURENTOR FOR THE RESULTS) S-SUPPORT(ACTIVE ROLE AND SUBSTANTIAL CONTRIBUTORS) C-CONSULT(PROVIDES SPECIALISED INPUTS AND EXPERTISE) I-INFORM(BE INFORMED FOR THE ALIGNMENT AND INTEGRATION)
  64. 64. WHO WISH TO BE ACCOUNTABLE? EACH OF YOU MARK THE DESIRED ROLE IN THE TOP LEFT CORNER OF THE SQURE AGAINST THE HLR MENTIONED IN THE FIRST COLUMN. USE THE LETTERS A OR S OR C OR I DEPENDING ON THE ROLE YOU DESIRE TO HAVE A S C I
  65. 65. DECIDING THE TEAM NOW WE HAVE ONLY ONE PERSON WHO IS ACCOUNTABLE FOR EACH HLR AREA. NOW ACCOUNTABLE PERSON WILL CHOOSE A CORE TEAM FROM THE OTHERS WHO OFFERED THEIR SERVICES. THE ACCOUNTABLE PERSON WILL MARK IN THE BOTTOM RIGHT CORNER OF THE SQUARE OF EACH OF THOSE PERSONS THE ROLE ENVISAGED BY HIM FOR THEM. S C I
  66. 66. A - Accountability S - Support C - Consult I - Inform SBU HLRs - High Leverage Result Areas
  67. 67. ACTION PLANS DIVIDE THE GROUP INTO SUB GROUPS AND TAKE THE HLR WHOSE ACTION PLAN THEIR SUB GROUP WOULD LIKE TO PREPARE. USE THE GENERIC TEMPLATE DISCUSS WITHIN THE GROUP AND FINALISE THE TEMPLATE REASSEMBLE
  68. 68. TEAM OPERATING PRINCIPLES STATEMENTS OF INTENT REGARDING THE NEW BEHAVIOURS THAT THE TEAM WANTS TO MODEL UPON SO THAT REACHING THE VISION IS MADE POSSIBLE AND WILL SHOW THAT THE TEAM IS COMITTED
  69. 69. TEAM OPERATING PRINCIPLES DIVIDE INTO GROUPS LET EACH GROUP DISCUSS AND COME TO A COMMON CONSENSUS ON THEIR SUB GROUPS OPERATING PRINCIPLES AFTER ALL GROUPS COMPLETE EACH GROUP PRESENTS THE PRINCIPLES TO THE GROUP AFTER THE PRESENTATIONS THE GROUP DECIDES ON SOME PRINCIPLES (5-7) AND COME OUT WITH A DOCUMENT TO BE SIGNED BY ALL THE TEAM MEMBERS.
  70. 70. THANK YOU
  71. 71. VL& P Works the Creative Tension Model Establishing Creative Tension Resolving Creative Tension Personal and Organization Vision Current Reality Vision <ul><li>“ What do we want to create?” </li></ul>Creative Tension Dialogue Current Reality Assessment <ul><li>“ Where are we now?” </li></ul>High Leverage Results and Actions <ul><li>“ What are the key results we must achieve?” </li></ul>Accountabilities <ul><li>“ How are we going to work together? </li></ul>Operating Principles <ul><li>“ How are we going to work together?” </li></ul>
  72. 72. WHAT IS VL&P <ul><li>VL&P IS A PROCESS OF PLANNING : </li></ul><ul><ul><ul><li>PULLED BY THE VISION </li></ul></ul></ul><ul><ul><ul><li>PUSHED BY THE CURRENT REALITY </li></ul></ul></ul><ul><ul><ul><li>EXPLORING THE POSSSIBILITIES BEYOND OBVIOUS </li></ul></ul></ul><ul><ul><ul><li>IDENTIFING THE HIGH LEVERAGE RESULT AREAS </li></ul></ul></ul><ul><ul><ul><li>DETERMINING THEACCOUNTABILITY </li></ul></ul></ul><ul><ul><ul><li>CLARIFYING THE ACTION PLAN TO NOT ONLY ACHIEVE THE LONG TERM GOAL BUT ALSO CELEBRATE SHORT TERM SUCCESS </li></ul></ul></ul><ul><ul><ul><li>EVOLVING TEAM OPERATING PRINCIPLE WHICH GUIDES THE BEHAVIOR IN FULLFILLMENT OF VISION. </li></ul></ul></ul>
  73. 73. Commitment to Common Purpose Shared Performance Goals Common Work Products Mutual Accountability Low 1 2 3 4 5 6 2 3 4 5 6 1 2 3 4 5 6 1 Despite the popularity of the team concept, the difference between a group and a team is not always obvious . A small number of people who are committed to a common purpose, produce common work products, are judged by a set of performance goals, and share an approach to which they hold each other mutually accountable . A collecti on of people assembled to accomplish a task. Group Team 5 4 3 2 1 6
  74. 74. TEAMS OUTPERFORM INDIVIDUALS ACTING ALONE OR IN LARGER ORGANIZATIONAL GROUPINGS, ESPECIALLY WHEN PERFORMANCE REQUIRE MULTIPLE SKILLS, JUDGEMENT& EXPERIENCES. SKILLS ACCOUNTABILITY PROBLEM SOLVING TECHNICAL/ FUNCTIONAL INTERPERSONAL SPECIFIC GOALS COMMON APPROACH MEANINGFUL PURPOSE MUTUAL SMALL NUMBER OF PEOPLE INDIVIDUAL PERFORMANCE RESULT COLLECTIVE WORK PRODUCT PERSONAL GROWTH Common understanding and purpose can not arise without effective communication and constructive conflict COMMITMENT
  75. 75. SHIP RUDDER TRIMTAB HIGH LEVERAGE AREAS
  76. 76. HIGH LEVERAGE RESULTS ARE… <ul><li>CRITICAL TO SURVIVAL OR FULFILLMENT OF THE </li></ul><ul><li>VISION / CORE PURPOSE. </li></ul><ul><li>UNUSUAL IN TERMS OF THEIR RETURN ON </li></ul><ul><li>INVESTMENT OF ENERGY AND FOCUS. </li></ul><ul><li>THE WHAT. THE HOW WILL BE EXPRESSED IN THE </li></ul><ul><li>ACTION PLAN. </li></ul><ul><li>STATED AS A RESULT, NOT A PROCESS. </li></ul><ul><li>TIME-BOUND. </li></ul><ul><li>MEASURABLE OR OBSERVEABLE . </li></ul>

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