Extraordinary Leader Workshop Welcome to the Facilitator Name © 2012 Zenger Folkman. All rights reserved. EL50.3.16

Making a Difference Module 1

The Research Two years researching the impact of leadership performance and the key behaviors exceptional leaders demonstrate Data set of 200,000 evaluations on 20,000 people Contrasted the highest-performing 10% to the lowest-performing 10% The approach: Lead with the data! The result: New insights that fundamentally change the way we think about leadership development

For a Full Report of the Research . . .

Workshop Objective To help you create a personal leadership Development Plan for becoming an Extraordinary Leader Page 1-2

Good does not equal great—and your organization needs you to be great Insight #1 Good does not equal great—and your organization needs you to be great

Leadership vs. Turnover Extraordinary leaders are much better at holding onto their people Average Percent Turnover Percentage Annual Turnover Poor Leaders Good Leaders Great Leaders Insurance Company Call Center

Leadership vs. Customer Satisfaction Technology Service Provider

Leadership vs. Net Income Great leaders generate much higher income $4.5MM $2.4MM Net Income ($1.2MM) Bottom 10% Middle 80% Top 10% Poor Leaders Good Leaders Great Leaders Mortgage Bank Branches

Leadership Effectiveness vs. Employee Satisfaction/ Commitment Employee Commitment/ Satisfaction Percentile Leadership Effectiveness Percentile 30,661 Leaders Across Multiple Industries Page 1-4 10

Leadership Effectiveness vs. Going the Extra Mile % of Employees Willing to Go Extra Mile Employees indicated the extent that their “work environment is a place where people want to go the extra mile.” This graph represents the percent of employees who indicated they “Strongly Agreed” with the statement. Leadership Effectiveness Percentile 30,661 Leaders Across Multiple Industries

What’s the Message From This Assessment? Page 1-5

How’s Richard Doing Now?

Exercise: Making a Difference In your experience, which goal do most leaders work toward: to be “good enough” to get the job done, or to be extraordinary? Which of the two has been your goal? If you could increase your leadership effectiveness from good to great, what difference would it make to your organization? If you could increase your leadership effectiveness from good to great, what difference would it make to you personally, in terms of your career opportunities and job satisfaction? Page 1-7

Profound Strengths and Fatal Flaws Module 2

You don’t have to be perfect to be an extraordinary leader Insight #2 You don’t have to be perfect to be an extraordinary leader

What Does Performance Improvement Mean to Most People? Fixing Weaknesses!

Impact of Leadership Effectiveness with No Perceived Strengths Number of Profound Strengths (Competencies at the 90th percentile) Page 2-3

Number of Profound Strengths (Competencies at the 90th percentile) Impact of One Strength on Overall Perception of Leadership Effectiveness Number of Profound Strengths (Competencies at the 90th percentile) Page 2-3

Three Strengths Raises Leadership Effectiveness to the 81st Percentile Number of Profound Strengths (Competencies at the 90th percentile) Page 2-3

Focusing Development on Weaknesses Works Well When. . . . . . People Have Fatal Flaws A B C D E F G Strong negative data on an issue can neutralize a person’s leadership effectiveness H Leadership Competencies I J K L M N O P 1 2 3 4 5

Criteria for Identifying Fatal Flaws Strong negative feedback results (and/or poor performance review results) Below average capability in an area that is mission critical to your job Page 2-4

A Few Thoughts About Identifying Fatal Flaws Determining Fatal Flaws is an art, not a science Fatal Flaws affect a leader’s overall effectiveness, resulting in: Performance problems Career plateaus Job failure Damaged relationships Fatal Flaws overshadow other strengths or talents Page 2-4

10 Fatal Flaws that Consistently Lead to Leadership Failure Not inspiring due to a lack of energy and enthusiasm Accepting mediocre performance in place of excellent results Lack of clear vision and direction Loss of trust stemming from perceived bad judgment and poor decisions Not a collaborative team player Not a good role model (failure to walk the talk) No self-development and learning from mistakes Lacking interpersonal skills Resistant to new ideas, thus did not lead change or innovate Focus is on self, not the development of others Page 2-4

Exercise: Best Leaders and Worst Leaders Identify a Best Leader Name 1-2 strengths Identify any weaknesses Identify impact of weaknesses on leader’s effectiveness Identify a Worst Leader Name 1 glaring weakness Identify any strengths Identify impact of strengths on leader’s effectiveness Record responses on page 2-5 Be prepared to share responses Page 2-5

Perceptions of you are others’ reality Insight #3 Perceptions of you are others’ reality

objectively evaluate us Perceptions How people would objectively evaluate us How people really evaluate us Trait F Trait F Trait A Trait A Impression Impression Trait E Trait B Trait E Trait B Trait D Trait C Trait D Trait C Page 2-6

A Profound Strength? A Fatal Flaw? How Are You Perceived? What is Your “Trait F”? A Profound Strength? A Fatal Flaw? Trait F Trait A Impression Trait E Trait B Trait D Trait C Page 2-6

Leadership Competencies Module 3

To get where you want to go, you need to know where you are Insight #4 To get where you want to go, you need to know where you are

The Leadership Tent Page 3-2

Differentiating Competencies Drives for Results Establishes Stretch Goals Takes Initiative Develops Strategic Perspective Champions Change Connects the Group to the Outside World Displays High Integrity and Honesty Communicates Powerfully and Prolifically Inspires and Motivates Others to High Performance Builds Relationships Develops Others Collaboration and Teamwork Technical/ Professional Expertise Solves Problems and Analyzes Issues Innovates Practices Self-Development Focus on Results Leading Change Character Interpersonal Skills Personal Capability Page 3-3

Key Points About Feedback It’s a gift Self-perceptions are not as accurate as we might think

Self-Perceptions Not as Accurate as Others’ Perceptions Accuracy in Predicting Overall Effectiveness (as measured by 360 data)

Key Points About Feedback It’s a gift Self-perceptions are not as accurate as we might think Look for your strengths! Honor the confidentiality

SARA: Common Reactions to Feedback Surprise, Shock Anger, Anxiety Rejection, Rationalization Acceptance

Top Ten Rationalizations to Feedback  My raters don’t really know me that well My job makes me act this way; I’m really not like this Some of my raters have it in for me My raters don’t understand the situation I’m in I used to be this way, but I’ve since changed This must be someone else’s report My raters didn’t understand the questions I wasn’t like this in my last job My raters are just jealous of my success I purposely picked people who didn’t like me

The Rating Scale 5. Outstanding Strength 4. Strength 3. Competent 2. Needs Some Improvement 1. Needs Significant Improvement Don’t Know—Not Applicable Exceptional performance—performs this behavior much better than most others (Top 10%) Above average performance—performs this behavior better than others (Top Quartile) Performs this behavior at an average level or about as well as most others (Good Performance) Performs this behavior below average or sometimes does it poorly (Inconsistent Performance) Rarely or never performs this behavior well, or rarely or never attempts this behavior (Poor Performance) Don’t have enough information about or experience with this person to rate performance on this behavior Page 3-4

Hierarchy of Information Tent Poles (5) Differentiating Competencies (16) Survey Items (54) 3 to 4 per competency

Section 1: How to Interpret Your Feedback Number Received Number Reported

Your Invited Respondents

Leadership Tent Model (Comparison of Rater Groups)

16 Differentiating Competencies

16 Differentiating Competencies with Item Details (Survey Items)

Employee Commitment Index

Importance Ratings

Highest and Lowest Scored Items

Written Comments

Supplemental View: Leadership Tent Model

Supplemental View: 16 Differentiating Competencies

Supplemental View: 16 Differentiating Competencies (Differences in Perception)

Exercise: Feedback Analysis Read your report quickly, from cover to cover, to get an overall sense of the feedback Use the detailed Step-by-Step Feedback Analysis Exercise in your workbook and analyze your data Distill your analysis into your key Strengths and Potential Fatal Flaw(s); record these in your Development Plan form Pages 3-5 to 3-10; B-19

Richard’s Plan 1. My Strengths Solves Problems & Analyzes Issues (Personal Capability)—I anticipate problems and identify multiple solutions Drives for Results (Focus on Results)—I’m goal oriented and make things happen Takes Initiative (Focus on Results)—I continually look for ways to contribute to the organization Connects the Group to the Outside World (Leading Change)—I consistently help our organization benchmark its processes with industry best practices 2. Potential Fatal Flaw Weakness in Inspires and Motivates Others to High Performance (Interpersonal Skills) could prevent me from having a highly engaged team.

Discussion: Key Feedback Themes Pair up with someone of your choice Take turns discussing your feedback analysis: What are the key messages and themes from your feedback? Any surprises? Pair them up to share insights on the questions above.

BUILDING ON YOUR STRENGTHS Module 4

When choosing which strengths to develop, play to your passions! Insight #5 When choosing which strengths to develop, play to your passions!

Exercise: Extraordinary Moments Part 1 Think about a time in your professional life when you were performing at your peak—a time when you felt that you had achieved something extraordinary on the job Describe what factors were present in your work, your life, and your environment that made this such an extraordinary experience Part 2 In your assigned group, share this extraordinary experience (briefly) and list the factors that made it possible Page 4-3

Three Fundamental Elements Work Environment

Variation #1 Work Environment

Variation #2 Novice Work Environment

Variation #3 Chore Work Environment

The Power of Convergence Work Environment Leadership Sweet Spot Page 4-4

Identifying Your Passion and Organizational Needs Answer the questions regarding your Passion and Organizational Needs Look for overlap between these two important areas Record how these dovetail together in the box on your plan labeled “Passion and Organizational Needs” Page 4-5 63

Richard’s Plan 3. Passion & Organizational Needs My greatest passion and opportunities lie with my ability to benchmark industry best practices and formulate plans and goals that will help us move forward as an organization in challenging market conditions. I love looking forward, setting goals, and then delivering results. Assembling the right teams and resources is critical to this effort, and I enjoy developing team members and stretching them to both produce and grow.

Prioritizing Areas to Develop X NOVICE X SWEET SPOTS X 3 1 2 Page 4-6

Three Different Approaches Select the Fatal Flaw Build a Strength Balance Your Tent Page 4-7 66

Exercise: Prioritizing Areas to Develop Do you have a Fatal Flaw? If so, it should be given a priority. Complete the CPO grid and identify “sweet spots” on which to focus. Eliminate any that are already at the 90th percentile. Identify any “Novice” competencies (where Passion and Organizational Needs align). Record 2 to 3 areas for development in your plan. Rank these in terms of relevance and importance. Select one competency as your first priority. Pages 4-6 to 4-8 67

Richard’s Plan 4. Competencies to Strengthen Drives for Results (Sweet Spot)—#1 Connects the Group to the Outside World (Sweet Spot)—#2 Develops Strategic Perspective (Novice Competency)—#3 5. Developmental Priority Drives for Results

Discussion: Selecting a Developmental Focus Return to your previous partner Take turns sharing your #1 developmental priority Partners, make sure that the speaker has selected a competency that: Is a current or potential Fatal Flaw Aligns with Passion and Organizational Needs Helps to “balance” the overall Leadership Tent if he/she is an Extraordinary Leader Pair them up to share insights on the questions above.

LEADERSHIP CROSS-TRAINING Module 5

Insight #6 When building on strengths, often the best approach is to build around them

Researchers Studied the Relationship Between Two Competencies Builds Relationships (B) Drives for Results Page 5-3

First They Looked at “A Without B” Builds Relationships (B) Drives for Results If this is a strength . . . but this isn’t . . . the probability of being an extraordinary leader: 12% Page 5-3

Then They Looked at “B Without A” Builds Relationships (B) Drives for Results If this is NOT a strength . . . but this IS . . . the probability of being an extraordinary leader: 14% Page 5-3

The Power of “A + B” Led to the Notion of “Powerful Combinations” Builds Relationships (B) Drives for Results If these are BOTH strengths . . . the probability of being an extraordinary leader: 14% + 12% 72%! 26% Page 5-3

Researchers Studied the Relationship Between Two Competencies Technical Expertise (B) Relationship Building Skills Study based on 35,210 Leaders Page 5-3 76 76

First They Looked at “A Without B” Technical Expertise (B) Relationship Building Skills If this is a strength . . . but this isn’t . . . the probability of being an extraordinary leader: 11% Page 5-3 77 77

Then They Looked at “B Without A” Technical Expertise (B) Relationship Building Skills If this is NOT a strength . . . but this IS . . . the probability of being an extraordinary leader: 13% Page 5-3 78 78

The Power of “A + B” Led to the Notion of “Powerful Combinations” Technical Expertise (B) Relationship Building Skills If these are BOTH strengths . . . the probability of being an extraordinary leader: 13% +11% 73%! 24% Page 5-3 79 79

Each Competency Has Many Companion Competencies ? ? ? Displays High Integrity and Honesty ? ? ? ? ?

The “Cross-Training” Behaviors May Be Surprising ? Assertiveness ? Displays High Integrity and Honesty ? ? ? ? ? 81

Case Study: Jane Larson Read the case study on Jane Larson in your workbook Be prepared to answer the questions at the end of the case Page 5-4

Competency Companions: “Cross-Training” Ideas for Leaders Solves Problems and Analyzes Issues Can Be Trusted to Act in the Team’s Best Interest Relationship Building and Networking Technical/ Professional Expertise Honesty and Integrity Communicates Powerfully Develops Others Desires to Pursue Excellence Takes Initiative Page 5-5

Identifying Competency Companions to Leverage Strengths Look up your chosen Competency in the “Competency Companion Development Guide” in the Appendix Read through the sections pertaining to your Competency: Behaviors Defining This Competency Developmental Suggestions Competency Companions and the accompanying text for each Identify 1 to 2 Competency Companions that will provide you with the greatest leverage for growing your chosen strength Write these down in the “Competency Companions” box of your Development Plan If you are working on a Fatal Flaw, identify Developmental Suggestions that will help you best improve this area 84

Richard’s Plan 6. Competency Companions For Drives for Results: Effective Feedback and Development—I know that I often move so fast that I probably don’t take the time to loop back with my team and let them know what is happening, what is changing, and how we are doing against our goals Innovates—I want to get more input and more ideas from my team members, and truly promote more innovative ways of making the work happen

Discussion: Identifying Competency Companions Return to your previous partner Take turns sharing your chosen Competency Companions Explain what you chose and why Partners, make sure that the logic makes sense! Pair them up to share insights on the questions above.

Change Requires Practice Frequently, people underestimate the difficulty of some behavioral changes A key to developing a new skill is finding a way to practice prior to getting in the game Page 5-6

Exercise: Ideas for Development 15 minutes Brainstorming activity (don’t evaluate) Gather as many ideas as possible—1 from everyone If working on a Fatal Flaw, brainstorm directly on the competency If building a strength, brainstorm on the companion behaviors Record the ideas on your Development Plan Page 5-6

Richard’s Plan 7. Ideas for Development For Effective Feedback and Development: Create a visual “target” for the group to aim toward; post in public area Carve time out of each 1:1 with directs to focus on feedback Ask for feedback on my performance at least 1x per quarter Create a customer service survey to send to key stakeholders; find out how we are doing annually Share the responsibility of providing feedback; create a website or blog for anyone to provide input Invite customers to monthly team meetings to share their perspective Have weekly conversations with each team member about progress

Richard’s Plan 8. Turning Ideas Into Action My development goal: Create a regular, ongoing system for receiving and giving feedback. Specific actions I will take: Share this goal with team members next week; invite them to create a customer survey to send out; enroll them in a two-way feedback discussion during every 1:1 meeting; quarterly check progress Date by which I will complete the goal: 4 months from now Ways to keep my focus on this goal: In recurring calendar appointments, include “feedback” as an agenda item; schedule this into Outlook tasks; build in quarterly review points now Potential barriers/obstacles: Resistance to hearing feedback from others; feedback “fatigue” Ways to overcome: Reminding self that feedback is just information; track progress made from additional feedback: employee commitment and results Support/resources I may need: Team buy-in, time

Peer Coaching and Workshop Summary Module 6

Insight #7 The more people you involve in your development, the greater the likelihood of improvement

The Role of the Coach Listen Ask clarifying and expanding questions, such as: Why do you want to work on this particular competency? Are you enthusiastic about your plan? How will you achieve your plan of action? What support do you need? What obstacles will you face? How can you overcome or minimize them? What’s the first step you will take? When? (More questions are included in your participant materials) Offer your honest perspective; be supportive Page 6-2

The Role of the Coachee Provide a brief context Describe how your coach can be most helpful Discuss your Development Plan, section by section Explain why you chose to work on this competency Describe your Competency Companions and action plans Invite feedback regarding your goal and plans Make changes to your plan, based on your coach’s suggestions and feedback Page 6-2

Building Accountability Working with your partner, agree on a follow-up discussion: Within 3 weeks of today Share your key actions to accomplish before that time Schedule this conversation At that meeting, schedule your next follow-up discussion

Key to Change Follow-up

Mozart, Child Prodigy—Born or Made? Innate talent? Natural gift? Study of pianists and violinists in their early 20s at Music Academy of West Berlin, Germany Segmented into 3 groups—most, next most, least exceptional Differentiator expected to be innate gift for music Surprise finding: best musicians simply practiced more Estimates showed roughly 10,000 / 8,000 / 5,000 hours accumulated practice within segmented groups Adapted from: Outstanding Performers: Created, Not Born? New Results on Nature vs. Nurture, David Shanks, Science Spectra, 1999

Importance of Feedback and Follow-up Goldsmith/Morgan study on the impact of follow-up, 3 to 6 months after Leadership Development programs (11,480 managers) No Follow-Up Consistent or Periodic Follow-Up 60 40 Percentage of respondents surveyed 20 -3 -2 -1 +1 +2 +3 Decline None Improvement Perceived Change in Leadership Effectiveness

ActionPlan Mapper™ Helps You Successfully Follow-up AP/M is a web-based application It allows you to enter and manage your goals AP/M will periodically send you email reminders

ActionPlan Mapper™ It’s quick and easy to enter your action plans and goals

You’ll report goal progress by filling out a brief questionnaire ActionPlan Mapper™ You’ll report goal progress by filling out a brief questionnaire

Workshop Objective To help you create a personal leadership Development Plan for becoming an Extraordinary Leader Page 1-2

Next Steps Close the loop by thanking your respondents for their time and feedback Pages 6-3 and 6-4

Next Steps Close the loop by thanking your respondents for their time and feedback “Thank you for taking time to respond.” “I learned a lot from the feedback, including _______.” “Here’s an area I’ve decided to strengthen: _________.” “These are the actions that I will be taking to improve my effectiveness: ______.” “Please, if there’s any additional information that would help me, don’t hesitate to share it.” “Thanks again for your time and your candor.” Page 6-3

Next Steps Close the loop by thanking your respondents for their time and feedback Refine your Development Plan Hold a discussion with your manager about your Development Plan Share your feedback and Development Plan with peers and direct reports; enlist their help in leveraging your strengths Work with a coach to assist with building and implementing your Development Plan and help with your ongoing leadership development Revisit your plan and assess progress and business impact periodically Re-assess in a year to 18 months, to chart your progress Page 6-4

—Fred Fiedler and Martin Chemers in Improving Leadership Effectiveness A Final Thought “The quality of leadership, more than any other single factor, determines the success or failure of an organization.” —Fred Fiedler and Martin Chemers in Improving Leadership Effectiveness

Zenger Folkman • www.zengerfolkman.com Thank you for Participating Zenger Folkman • www.zengerfolkman.com