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Danske Bank
Program on Management Development
Day 2: Review of day 1
Review of yesterday
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Danske Bank
Program on Management Development
Day 2: Getting Engagement and
Commitment
Motivation
We’ve all heard of Maslow’s “Hierarchy of Needs”?
Self actualisation
Ego
Social
Safety
Physiological
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Soft power…
Is not getting people to DO what you want…
But getting people to…
WANT what you want
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Motivation
Have we also heard of Herzberg’s 2 factor theory of
causes of motivation”?
Motivators:
• Job content
• Responsibility
• Challenge
• Recognition
• Growth
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‘Hygiene Factors’ or
causes of dissatisfaction:
• Working conditions
• Policies and administration
• Pay
• Quality of supervision
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Motivation
What about Vroom’s ‘expectancy’ theory?
Expectancy x Valence =
E
x
V
=
Force of motivation
F
Where
E is the strength of the expectation that behaving in a certain
way will result in a given outcome
V is the value that the individual places on the outcome
(positive or negative) and can be virtually anything
F is the strength of the individual’s motivation to behave in
the given way
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It all boils down to needing a…
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Great job
Great manager
Great organisation
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Great package
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Employees join organisations and leave their manager
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What have been the major causes of death in the workplace
in the USA since 1990?
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motor vehicle accidents (24%)
? 14%
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The Baboon
Paradox
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Engagement is critical!
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What does engagement look like?
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Engaged employees care about the future of the company
They give discretionary effort
They feel a strong emotional bond to the organisation
In organisations with higher engagement scores
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Retention is higher
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Productivity levels are greater
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Absenteeism is lower
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Why is Employee Engagement Business Critical?
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Best Companies to work for in the UK 1998-2003 would have
earned investors 12.1% return instead of 5.8% over the 5 years
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An average three-year revenue growth of 20.1% as compared
to industry average of 8.9%
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Employees that work 57% harder and are 9 times less likely to
leave
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Three times higher EBITA growth as compared to industry
average
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Higher stock price over a period of 3 years as compared to a
sample of 500 leading companies in a variety of industries
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Three times higher EBITA growth as compared to industry
average
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What are your levels of engagement?
20% of employees in a survey of 35000 were disengaged; 60% were only moderately engaged
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So how do you improve levels of engagement?
Flip chart it
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Ten activities to improve engagement
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Provide fair and accurate informal feedback
• Emphasize employee strengths in performance reviews
• Clarify performance expectations
• Leverage employee “fit” to the job
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Provide solutions to day-to-day challenges
• Amplify positive employee performance traits and filters
negative effects
• Connect employees with the organizations’ strategy and its
success
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Instil a performance culture of open communication, flexibility,
and innovation
• Connect employees with talented co-workers
• Demonstrate a credible commitment to employee development
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Root Causes of Inability to Engage Employees (Future Work
Foundation)
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Lack of inclusion
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Feelings of deprivation and loss
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Perceptions of vulnerability
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No positive attachment to a manager
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Employee relationships
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The authentic leader
(Building on the Goffee and Jones article…)
Behaviors
Symbols
Relationships
What I Say
Congruence
How I Frame Issues
Context Setting
What I Repeat
What I Emphasize
How I Act
My
Congruence
Leadership
Congruence
Shadow
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What I
Measure
Congruence
Rewards
Recognition
Accountability
What I
Prioritize
Disciplines
Routines
Who I Interact With
My Standing Meetings
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The level 5 leader (good to great)
The incomplete leader
The servant leader
etc.
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The Cost of an Unwanted Loss
In table groups, work out what it would cost to
replace a first-line supervisor/team leader (salary €50k)
Did you include…
 Costs of advertising and hiring
 Loss of productivity
 Disruption to others
 Idle assets
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Engaged Employees Want…..
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Lifestyle/work-style balance and
flexibility
Excellent leadership
Work with industry leader
Work with inspirational people
Work on hot projects
Work with leading customers
and suppliers
Opportunity to lead others
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Recognition of ideas
Excellent work environment
International opportunities
Receive positive feedback
Employer sponsored
development
Financial package
Flexible benefits
Sabbaticals
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Exercise
In table groups, flip chart
the main non-financial
rewards you can offer
people at Danske Bank
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Danske Bank
Program on Management Development
Day 2: Leverage and 360 Delegation
Delegation ‘The Commitment of Authority or Power’
“The hardest thing about delegating is…?”
“DOING IT!”
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Why delegate?
What’s in it for you?
What’s in it for the organisation?
What’s in it for your teams?
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WHY is it so difficult to delegate?
It’s about power…
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When to Delegate
When you:
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Have insufficient time to
complete key tasks effectively
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Want to develop skills &
competencies of individual
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Want to empower individual
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Want to retain talent
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When they might do a better
job than you
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What to Delegate
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Things that you do not
need to do yourself
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Things you like doing and
so hold onto but could be
done by someone else
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Things that could be done
better by someone else,
eg specialist
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DON’T delegate high risk
or high leverage tasks
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To Whom to Delegate (360)
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Those with the skill
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Those with the authority/role
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Those with the potential
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Those in need of development
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Those you want to retain
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Those who owe you a favour
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The IDEAL Way to Delegate
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Introduce
Develop
Experience
Authorise
Let go
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Coaching and Developing Talent
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Objectives
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To reinforce the role that
coaching plays in
enhancing performance
and to make the business
case
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To understand the
coaching process and
develop a commitment to
coaching direct reports,
peers and others
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To build the coaching
skills of contracting,
listening, questioning,
probing, challenging,
actioning
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Exercise 1
 Think of a real work
challenge you are facing at
the moment (it can be the
same as your PI if you want,
but preferably different)
 It could be a leadership issue
or a technical/management
problem
 Describe it in a short
sentence beginning with
"How do I…?"
Write a few notes describing
the circumstances, people
involved, history, etc
 Disguise names if necessary
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Exercise 1
 Form yourselves into groups
of 3
 One person takes the role of
coach, the other of coachee,
the other of observer
 The first coachee describes
their leadership challenge
 The coach coaches them
 5 minutes each
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Exercise 1
 What went well?
 What didn't go so well?
 What do you need to do
differently?
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What is coaching?
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Unlocking a person’s potential to
maximise their own performance. It
is helping them to learn rather than
teaching them
Whitmore 2002
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Why should you learn to coach rather than teach?
Because when people learn for themselves the learning goes deep
Because the ideas you help them discover may be better than yours
Because they’ll be more committed as they’re more involved
Because it means you’re spending time together
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The coaching process
Much coaching involves activities that
effective managers are doing anyway:
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Delegating work
Reviewing progress
Discussing difficulties
Helping staff resolve problems
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Coaching skills
5 broad clusters:
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relationship building skills
listening and questioning skills
reflecting skills
feedback skills
actioning skills
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The steps of active listening
Be quiet
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Listen and don’t interrupt
Don’t finish off other people’s sentences
Maintain consistent body language
Check that you have understood
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Ask questions
Rephrase and playback
Summarise
Show you have understood what has been said
Reflect back
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The feelings behind the words
Show you understand the feeling behind the words
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Types of questions
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Open
Closed
Specific
Rhetorical
Hypothetical
Reflective
Multiple
Hidden advice
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‘Advise-in-disguise’ questions
Spot the difference:
“Would it be a good idea to consult your colleagues about this?”
“Who else could you consult about this?”
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Avoid critical questions
“Why are you behind schedule?”
”What’s the problem on this project?”
“Why are you so far behind the other team?”
“What’s your problem?”
“Who isn’t keeping up?”
“Who did that?”
“Why did you do that?”
“Who made that decision?”
“Don’t you know better than
that?”
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Ask stretching questions
Which way is the ball spinning as it comes towards you?
How high is it this time as it crosses the net?
Does it spin faster or slower as it bounces this time?
How far is it from your opponent when you first see which way it is
spinning.
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Ask stretching questions
“How do you feel about the project so far?”
“What have you accomplished so far that you are most pleased with?”
“What about that accomplishment do you most appreciate?”
“What else?”How would you describe the way you want this project to turn
out?”
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Effects of questions
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Compels the person to focus
Requires descriptive not judgemental answers
Provides feedback loop for the coach
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Reflecting skills
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paraphrasing
clarifying
interpreting
summarising
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Exercise 2, try again - questioning, listening, reflecting
 Same groups of 3
 Same leadership issues
 Again one person takes the
role of coach, another is the
coachee, and the third is the
observer
 The coach coaches the
coachee (10 mins) and the
observer provides feedback
using the Observation Form
(5 mins)
 Rotate twice more
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Exercise 2, try again - questioning, listening, reflecting
 This time, observers can look
for specific improvements:
 Relationship building
 Active listening
 Questioning skills
 Reflecting
Exercise
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Giving Feedback
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Situation "This is the situation
as we have discussed it"
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Behaviour "This is the
behaviour I have observed"
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Impact "This is the impact of
that behaviour on
you/others/the organisation"
SBI feedback
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Actioning skills
GOALS
What do you want?
REALITY
What is happening now?
OPTIONS
What could you do?
WILL
What will you do?
The GROW model: Whitmore
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The ‘GROW’ Model
GOAL
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What is the issue on which you want to work?
 What outcome do you want from this coaching session?
 How far do you expect to get in this session?
 What is your long-term goal for this issue?
 What is your long-term goal time-frame?
 What steps to your goal can you identify?
 What are the time-frames for those steps?
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The ‘GROW’ Model
REALITY
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What is the present situation?
What and how great is your concern about it?
Who other than you is affected by this issue?
Who knows about your desire to do something about it?
How much control do you personally have over the outcome?
Who else has some control over it and how much?
What action steps have you taken on this issue so far
What stopped you from doing more?
What obstacles will you need to overcome on the way?
What, if any, internal obstacles or personal resistances do you have to taking action?
What resources do you already have?
Skill, time, enthusiasm, budget, support etc?
What other resources will you need?
Where will you get them from?
What is really the issue here? What is the bottom line?
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The ‘GROW’ Model
OPTIONS
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What are all the different ways in which you could approach this issue?
 Make a list of the alternatives, large or small, complete and partial solutions.
 What else could you do?
 What would you do if you had more time, a larger budget or if you were the boss?
 What would you do if you could start again with a clean sheet, with a new team?
 Would you like to add a suggestion from me?
 What are the advantages and disadvantages of each of these in turn?
 Which would give the best result?
 Which of these solutions appeals to you most, or feels best to you?
 Which would give you the most satisfaction?
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The ‘GROW’ Model
WILL
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Which option or options do you choose?
To what extent does this meet your objectives?
What are your criteria and measurements for success?
When exactly are you going to start and finish each action step?
What could arise to hinder you in taking these steps or meeting the goal?
What personal resistance, if any, do you have to taking these steps?
What will you do to eliminate these external and internal factors?
Who needs to know about your plans?
What support do you need and from whom?
What will you do to obtain that support and when?
What could I do to support you?
What commitment (on a 1 – 10 scale) do you have to taking these agreed actions?
What prevents this from being a 10?
What could you do to alter or raise your commitment to 10?
Is there anything else you want to talk about now, or have we covered everything?
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Exercise…Round 3…..This time making sure you give feedback and agree actions
 Same groups of 3
 Same leadership issues
 Again one person takes the
role of coach, another the
coachee, and the third is
observer
 The coach coaches the
coachee (10 mins) and the
observer provides feedback
(5 mins)
 Rotate twice more
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Action Plan
 Now turn to your
Development Account and
capture your learning
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Remember…Things aren’t always as they seem
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