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Conducting a Performance Appraisal Quick Card
    CDP Cycle                                                               ...
People Management Quick Card
 Transition to People Management                                                       Functi...
Teamworking Quick Card
Work Groups vs. Teams                                                                       Stages ...
Recruitment Interviewing Quick Card
Identifying Talent                                  4-Dimension Interview             ...
Leadership Fundamentals Quick Card
  16 Types of Leader                                                                   ...
Leadership Development Workshop - Quick Cards
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Leadership Development Workshop - Quick Cards


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Sample learning aids provided for Leadership Developement Workshops

Leadership Development Workshop - Quick Cards

  1. 1. Conducting a Performance Appraisal Quick Card CDP Cycle Grant Thornton Competencies Performance Ratings April Technical Skills 5 4 3 2 1 May • Round Tables • Performance Review • Technical Expertise Outstanding Above Meets Fair Unacceptable Standard Standard Standard Standard • Goal Setting • Individual Development Plan Client Service • 2nd Round Table • Commercial Awareness De • Managing Client Assignments p lo ve June CDP e lo • Performance ratings should be relative to the ev p D CDP Process • Salary Review Professional Attributes standard expected for the level being assessed De ve Cycle lop • Promotions • Business Development and Marketing • 3 Meets Standard does not mean average – it lo ve De • Practice Management p acknowledges that the individual is performing as November October Personal Attributes expected for that level, and should be considered the target rating for good, everyday • • Performance Review Goal Setting • Round Tables • Ethics and Values performance • Individual Development Plan • Working with Others • It is rare that someone would be rated as • 2nd Round Table • Communication Outstanding in all categories • Personal Development and Learning The Nature of Feedback Delivering Effective Feedback SMART Goals There are more people Aware of their feedback than Issue Instance Causes Solution Action Accountability there are those that Accept it to be true or valid and… Specific Who is involved? What do I want to accomplish? When? Where? Reason, purpose or benefits of accomplishing the goal. There are more people that Accept their feedback to be true or valid than Issues – The broad problem to be addressed Measurable Criteria for measuring progress toward the attainment of the goal. To determine if your goal is measurable, ask questions there are that those willing Act on it Instance – Actual examples of what has occurred such as How much? How will I know when it is finished? You can attain most any goal you set when you plan your steps Cause – The behavioural reason for poor Achievable wisely and establish a time frame that allows you to carry out those steps. performance People that Act on their Feedback To be realistic, a goal must represent an objective toward which Realistic Solution – Brainstorming developmental you are both willing to work towards, and able to meet. People that Accept their remedies Goals need to have a time frame. Having a specific time frame Feedback to be Timely gives you the impetus to get started. It also helps you monitor True or Valid Action – Agreed plan of action your progress. People that are Aware of their Accountability – Who is responsible for Feedback implementing agreed-to solution
  2. 2. People Management Quick Card Transition to People Management Functions of Management Delegating Your Workload Executive Planning Motivating Determining objectives and Assessing needed and Management setting goals, drawing up available resources, Organising Controlling plans that will implement these scheduling work distribution, Control Your Workload Empowerment goals flowcharting Jobs you must do Jobs you do with Jobs others can do Doing the Work Setting standards and Supervising employees, yourself the help of others with your help Jobs others can do Individual checkpoints for evaluating training and developing them, work against these giving direction, maintaining Contributor standards, collecting motivation and a productive feedback work climate Delegating Decision Making Giving Constructive Feedback Feedback Guidelines I’ve Decided Issue Instance Causes Solution Action Accountability Structure Style Delivery Leader Issues – The broad problem to be addressed Depersonalise the The Longer You Wait, the Deal in Specifics Leader Decision Instance – Actual examples of what has occurred Process Lesser the Impact Control Decision Making Empowerment Cause – The behavioural reason for poor Focus on Actions, Not Attitudes Praise in Public, Censure in Private Delivery Style Should Match the Importance performance Alternate Supportive and Use Time to Your We’ve Decided Solution – Brainstorming developmental Constructive Feedback Avoid Using “But” Advantage remedies Use Supportive Leader Criteria or Action – Agreed plan of action Feedback to Cushion End on a Positive Note Process Constructive Feedback Delegated Decision Accountability – Who is responsible for implementing agreed-to solution
  3. 3. Teamworking Quick Card Work Groups vs. Teams Stages of Team Development Diagnosing Your Team Work Team • High dependence on leader for direction and instruction Group Forming • Individual roles and responsibilities unclear Identity Norming Storming • Little agreement on aims other than those received from leader • Have an identity How do I get autonomy? • No cohesive identity • Can describe what the team needs to Ho much control do I have • Members are “alone and an individual What kind of relationships achieve and why it is important over others? can we develop? • Team members jockeying for position to establish their own Who do I support? Roles and Responsibilities Who supports me? How do we stack up? authority Storming • Cliques and factions form and there may be power struggles • Decisions don't come easily • Focus on their “job” within the team • Understand the “role” they play within • Only focus on what they produce the team in addition to their "job" 2 3 1 4 • Roles and responsibilities are clear and accepted Processes • Consensus among team and respond well to facilitation by Do I want to be part of this Norming leader • Get bogged in trivial matters • Strengths of each identified and used team? Easily managing tasks, • Big decisions are made by group agreement • Defend individual positions • Responsibilities are shared Will they accept me? solving problems, and Do I accept them? working to accomplish our Communication Who is the leader? mission • Team has shared vision and knows why it is doing what it is doing Performing • Communication is centred on • Opinions, thoughts, and feelings stated Forming Performing • High degree of autonomy individuals without fear • Team makes decisions against criteria agreed with the leader • Mostly defend individual position • Conflicts are managed Types of Work Effective Team Behaviour Managing Team Conflict Assertive Advising Gathering and reporting information Competing Collaborating Innovating Creating and experimenting with ideas Task Doing things right Promoting Exploring and presenting opportunities the first time Teaming Assertiveness Assessing and testing the applicability of new Developing Running themselves effectively approaches Talent and concentrating efforts on the tasks at hand Compromising Establishing and implementing ways of making Having the collective talent necessary Organising to accomplish the mission of the team things work Trust Producing Concluding and delivering outputs Having members who Thrust trust each other Unassertive Inspecting Controlling and auditing the working of systems Having a set of common goals and objectives and a strong, shared mindset Avoiding Accommodating Upholding and safeguarding standards and Maintaining processes Cooperativeness Uncooperative Cooperative
  4. 4. Recruitment Interviewing Quick Card Identifying Talent 4-Dimension Interview 4-Dimension Interview Been There, Done That Q: If an employee possessed all the Have they had direct personal experience as the Dimension 2 Dimension 3 main player? qualifications and experience Seen it done Knows how it is required for a role, would they be Seen it done before before done guaranteed to succeed? Have they seen the skill being done well, or done 2 3 badly, and learned from this? 1 4 Knows how it is done A: No, because qualifications and Does the candidate know how the skill works in Dimension 1 Dimension 4 theory? experience do not describe how a Been There, Done Integrated it, or person will react in a given situation That could learn it Integrated it, or could learn it Have they made sense of what the learned in one context and applied it in another Interview Guidelines Interview Questions • Prepare by putting the position in context of objectives, accountabilities and responsibilities 80% 20% Main Can you tell me about a time when you… • Define what competencies are required to be Question successful in the position Actions Thinking Outcome Learning Application • Only ask questions relevant to the skills, Have they abilities, experience, and knowledge required Structured How did they Why did they What was the What did used those select that they take for the position Probes approach it? result? lessons approach? away? elsewhere? • Focus on the skills that will provide the Candidate You candidate with a competitive edge • The candidate should do 80% of the talking
  5. 5. Leadership Fundamentals Quick Card 16 Types of Leader Basic Mental Processes Orientation of Energy ISTJ ISFJ INFJ INTJ Extraversion Introversion We make decisions about We take in information information ISTP ISFP INFP INTP Perception Judgement Sensing Intuition Thinking Feeling ESTP ESFP ENFP ENTP You can't use both methods of taking You can't use both methods of making in information simultaneously, so we judgements simultaneously, so we develop a preference for using one method over another develop a preference for using one Focus on the outer Focus on the inner method over another world of things, world of thoughts, ESTJ ESFJ ENFJ ENTJ people, and events feelings, and reflections Corrective Feedback Model Problem Solving Model Problem Solving Steps Sensing • Identify and clarify problem (who, what, when, where) E I • Gather relevant, specific data Discuss with a peer if necessary. Reflect on need for corrective feedback • Use facts verifiable by a reliable source S N iNtuition Thinking iNtuition Describe the actual and specific unwanted Relate the actual behaviour to the big picture behaviour or unfulfilled responsibilities you have • Intuit probable causes Give your impressions about how this behaviour or observed. • Generate alternatives, interpretations of the factual data unfulfilled expectation has affected outcomes. Be concrete, factual, and verifiable. Present your interpretation of the facts. 2 3 • Seek patterns relating this problem to others T F Determine and express the logical outcomes of Disclose your values and feelings. 1 4 Thinking this behaviour on you and others. Explain why this correction is important to you and • Weigh practicality of alternatives Consider the pros and cons of your planned why it matters. • Examine consequences action. • Weigh gains/losses J Determine any present or future action plans and P Allow for input from the other person and flexibility Sensing Feeling` Feeling secure the other person's commitment to change. in determining any steps. • Determine “fit” with personal and • organisational values • Assess effects on relationships/ organisation • Determine how to win others to solution