Management

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Motivating Millennials

Keeping the alliteration going.

Following on from our Managing Millennials article several weeks ago, we’ve been asked “how do you motivate them?”

There’s plenty of research to suggest that Millennials do indeed share some core characteristics to previous generations in terms of their work place needs, which is good news – you don’t need to completely re-write your competency framework to accommodate them.

But there are some important distinctions you should be aware of when managing this ever-growing part of your workforce.

A 2015 Gallup Poll found that Millennials are the least engaged cohort in the workplace, with only 28.9% saying that they are engaged at work.

This a real shame because a further study has found Millennials want to learn and develop their skills more so than any previous generation. They are eager to lead and are ambitious.  But how do we harness this ambition?  Let’s explore four of the possibilities…

Your company’s vision must be socially compelling.

According to research by the Center for Generational Kinetics and Barnum Financial Group, 60% of Millennials said a sense of purpose is part of the reason they chose to work at their current employer.

This means that your employer branding is more important than ever.  You may not be able to influence your organisation’s mission statement or the colour of the website.  But you can tweak your job descriptions, career pages and assessment centres to highlight the potential connection between a job role and its meaningful impact elsewhere.

 

My career will be one of choice, not one chosen out of desperation. It will align who I am with what I do.

- Male graduate employee, USA


Communicate.  Openly and frequently.

Millennials enter the workplace accustomed and eager to both give and receive feedback on everything, regularly.  In fact, one study reported that 42% of Millennials want feedback every week—more than twice the percentage of every other generation.

This will place a great deal of strain on your existing managers, do they have the skills and the confidence to have these honest and responsible conversations regularly?  The number one reason for millennial turnover is that their managers don’t.

Embrace technology.  They have.

Millennials are likely to be the most technologically advanced age group in your workforce.  And they will have acquired this training at no cost to your organisation (which comes with its own pros and cons).  But they are skilled multi-taskers and move from smart phone to laptop to tablet to television an average of 27 times an hour.

They were first to experience a wireless, connected world, and according to a PwC report, they “expect the technologies that empower their personal lives to also drive communication and innovation in the workplace.”

Encourage a culture of trust, autonomy and creativity.

Millennials are looking for employers and direct line managers who have created environments of creative freedom and give them the flexibility to make decisions and find their own path to success.

It is true that millennials move from job to job, not because they are aimless or disloyal – but because they are impatient with systems that stifle their ability to innovate, be empowered and ultimately stay happy.

 

[Millennials] expect to work in communities of mutual interest and passion – not structured hierarchies.

- Vineet Nayar, CEO of HCL Technologies Ltd

We’ll look further at why millennials want what they want, and how you might be able to deliver it to them in the following weeks, so stay tuned!  In the meantime, we highly recommend these additional sources – particularly the PWC research as it should form the basis for any stakeholder conversations in your business about managing and motivating millennials.

           

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Small Change?

If a butterfly flaps its wings…

On a recent workshop focused on personally coping with and adapting to change and uncertainty, the point was raised that we often don’t recognise small change in our lives as significant. 

When we get made redundant or join a new company or buy a new house, these ‘big ticket’ items stand out in our memories as significant. 

We might give ourselves time to consider the effects of that change and wonder how to accept the new normal.  But what about those smaller changes in life that can have equally big impact? 

Getting a new boss or colleague or losing a close colleague as they choose to leave the business or are made redundant?  Realising an aspect of our work has changed or that our expectations of something have changed.  These things can cause emotional turmoil and upset our routines, but do we recognise them?

You may have come across the concept of ‘The Change Curve’ before?

It provides an overview of the emotions that people go through when faced with change. It considers the impact of change over time in terms of self-esteem and morale and identifies four broad, common responses to change:

Denial, Frustration, Experimentation and Integration

This is a fluid curve and people will go through each area at different rates.

Dealing with resistance to change is often a case of understanding where someone is in the process of responding to change – and then helping them move towards a more positive response.

Recognising where people are, is an important first step to having the impact you desire – what might it be like to be in each of these four areas? What would you hear people saying? What would indicate someone was in this area of response to change? Thinking this through will help you recognise the signs through behaviour – then how can we help people move forward towards Commitment?

Denial—clues How to move on
Shock, anger

Fighting the outcome, saying why this should not happen

Claiming the change will not go ahead

Confront with evidence of the reality: what will change and what will stay the same

Create awareness of what will happen when

Describe the problem / reason for the change & discuss the implications for the future

Take time to listen and understand concerns

Resistance— clues How to move on
Pulling back from work, doing the minimum

Stating how they will not engage with the change

Showing frustration or going quiet

 

Take time to listen and understand concerns

Look for quick wins—help them see how the change could benefit them in the short-term

Remove barriers to change

Challenge assumptions: what do we know vs what is opinion or a guess

Listen to understand

Be supportive

Exploration—clues How to move on
Suggesting ideas on how the future might work / feel

Trying out working with aspects of the “new normal”

Asking questions about how things will work and how to make the best of the situation

Explore solutions: how could you help this work better?

Focus people on priorities

Set short-term goals and give feedback on progress

Get people involved

Commitment—clues How to help people stay here
Talks less about the way things used to be and more about making the new normal work

Shares ideas on getting the best out of the new way of working

Talks openly about both successes and challenges, focused on finding ways to make things better

Focus people on results

Look towards the future

Set clear goals, adding in some longer-term aspirations and giving regular feedback on progress

Acknowledge and recognise / reward progress and achievements

The focus with these tips is to help people accept change and recognise their new normal, so that they can adapt and make the most of it. So what is going on in your life that may not be a big ticket change item, but still requires you to go through this journey?

How might it help you to consider where you are experiencing frustration or even denial and work towards acceptance and adapting to this new life?

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Feedback.  The Constant Challenge.

How to get managers to have honest conversations, give feedback and coach their people?

How many L&D teams have spent many years trying to get line managers to give regular, high quality feedback to their people?

Every business we meet is facing this issue of encouraging people to have honest, quality conversations, so what can be done about it? Here we share the common pitfalls of the feedback skills workshops we have seen over the years and how change can be achieved….

Addressing the Fear

One challenge in many workshops is that the focus is on skills alone, rather than exploring the attitudes and beliefs people have. The trainer shows people how to give feedback without acknowledging that there may be a serial people pleaser in the room, two people afraid of being seen as too bossy and four people who hate receiving constructive feedback, so certainly don’t want to give feedback to others.

We need to understand what the specific barriers to giving good feedback are for each person, in order to help people overcome these obstacles.

Avoiding the Monologue

Many of the feedback models used in workshops encourage people to prepare in advance what they want to say. This is incredibly useful, particularly to help the manager stop over-thinking it, and just plan out what they want to say. The drawback to this approach is that it makes it all about what the manager wants to say, which can have the undesired effect of the manager simply giving a one-way speech.

We need to show managers how to make the conversation two-way, why this is so critical to success and how to overcome any more mental obstacles this may raise. It is fair to say that the defensive reaction to feedback causes many people to stop listening, how should you overcome this?

Focusing on a Useful Outcome

When we ask managers what they want to get out of honest conversations they often say things like, “I want him to know that what he did was wrong,” or “I want her to take the feedback on board.” For the conversation to be more useful, we need to go in with the end in mind – “I want him to provide better customer service,” or “I want her to be more organised and deliver projects on time.”

Starting with this end in mind can help keep us focused, so that if we end up caught in a conversation going nowhere, we can remind ourselves where we wanted to get to and re-focus.

Paying People to Think

Why is it that as managers we work on coming up with all the solutions? We pay our people to think so let’s get them doing the thinking. It is a challenge to teach managers to be concise in their feedback and then ask questions, which is why in some of our workshops we work on concise communication first.

Talking around the houses will not help the manager or the poor person on the receiving end of the ramble, so we make improvements here before focusing on questions that can be asked to facilitate the employee’s thinking.

Developing Habits

Finally a downside to many feedback or coaching workshops we see is that delegates naturally zone in on one or two specific challenges they are facing. This means that they sometimes end up walking away with a few ideas on how to challenge this person on poor time management and what to say to that person about their sloppy report writing.

We need to help managers take the higher level tools, attitudes and behaviours away so that they develop more long-term habits and lessons for healthy conversations.

Addressing each of these issues directly in workshops is having a very positive impact. Maybe there is power in simply acknowledging that training in the past has not been as helpful as it could have been, or maybe it is the exploration and overcoming of fears and unhelpful beliefs that makes the difference.

Whatever it is, we’ll keep monitoring the long-term behavioural change that follows from this approach and keep you posted on anything else we learn!

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Managing Millennials

Top Tips on Managing Millennials

We probably need to start this article with some caveats and health warnings.  We cannot claim that everyone born between 1980 and 2000 is the same or has the same requirements from their manager.

And just like any other group of people, the best thing you can do as a people manager is take time to build a relationship and work out together what each individual needs from you.

However there are some particular quirks to those in the latter half of this generation known as millennials: those born after around 1990, who grew up with technology at the centre of their lives and experienced 9/11 in their formative years.

There are lots of sources out there on millennials and understanding how they have developed into people that are frequently insulted in the workplace.  Our favourites are Simon Sinek’s frank and entertaining version from a US perspective and this UK version from the Guardian

But this article is about how to manage millennials.  Understanding their mindset and how they have come to certain ways of thinking and being is useful, but what do we do with that information when they’re in our team and we’re struggling?

There are again a lot of places to look for such guidance, but the best by far is this book where there are specific suggestions given on how to adapt your management style in order to get the best from your team (frankly whether they’re millennials or not).

Here are our highlights:

Adaptability – are you willing to adapt to the needs of others or do you find yourself (like most people do) saying about millennials: “I can’t believe they did that.  I would never have done that when I was their age / in their position.

They need to get a grip / realise the world we’re in / follow my lead or get lost.”  Examples often quoted are people taking long lunch breaks, leaving the office early or taking six weeks off to go travelling.

The problem here is that we always compare ourselves to others, so we say “I would never have taken a long lunch break when I was early on in my career – I never even do that now!”  But just because we didn’t do it, that doesn’t mean there is a universal law saying nobody can ever take a long lunch break.

We need to challenge ourselves to meet people where they are, challenge our beliefs about what is acceptable and unacceptable behaviour and work with each individual to agree ways of working.  In practice that probably means that sometimes it’s fine for people to take long breaks as long as they get the job done.

Challenge Orientation – ah that classic phrase – “it’s not a problem, it’s a learning opportunity.”  We scoff at this like it’s false, but the fact is that when we really believe something is an opportunity to learn and stretch ourselves and a challenge we look forward to, we get a lot more out of the experience.

We only need to remind ourselves of Carol Dweck’s Growth Mindset work to see how powerful this can be.  So do you view millennials in your team as a pain, or as a new challenge for you to work through and find a way to help them thrive?  Your mindset could be the greatest barrier to your success in their management.

Poweralthough we probably all still come across people who use their title, rank and level in the hierarchy as their power, there is no doubt that this is losing its relevance and prevalence in the workplace.

For millennials in particular, having grown up without the need for authority figures in some ways, as they can find out just as much as an expert in seconds on google, the focus is on relational power over authoritative power.

So next time you feel like saying, “I’m the boss, so just do what I say,” remember that this is likely to switch people off.  Work on building trust and helping your team understand the pressures you are under, so that you can ask people to help you and all work together on solutions.

Success – finally another point on mindset.  Do you believe that millennials hinder your chances of success?  Or do you see that they can help you succeed – and you can help them thrive?  Not surprisingly, those managers who believe the latter tend to be better managers.

What you will notice is that far from magic solutions for getting millennials to adapt to the workplace, the research shows that businesses who see millennials thriving and contributing greatly to results, have managers with a different mindset.

So, are you willing to think differently, in order to help your team thrive?

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Goldilocks & Leadership Development

goldilocks1-400x265How do you design a leadership development programme right for you?

Many of our clients are wanting to have a development programme for managers and leaders that is tailored to them – or completely bespoke for each person.  The days of off-the-shelf learning approaches seem to be numbered as recognition grows that traditional classroom learning is simply not effective.

So what can businesses do to make their development programmes for managers and leaders – more appropriately tailored or bespoke?

Here are some of the lessons we’ve learned over the years about how this approach can work best – whether you work with an external provider or not.

Make the vision for development crystal clear.

Let’s start with the intent.  Why on earth are you doing this?  If you want to engage and demonstrate to your organisation the value-add of developing managers and leaders, you’ll need to answer the questions below.

What’s the purpose?   What do you want people to learn through this development?  What might people be doing differently as a result of this?  How does that add value to the business?  How could you measure that behavioural change to monitor the effectiveness of the programme?

Totem Lollipops

What’s the Development Path?  Where might learners want to take their careers and how does this development support that?  What features might your approach need in order to best support personal, career and business-critical development?  Do you need to add in mentoring from the Exec, buddy systems, external experiences and support?  How does your approach enable people to grow their self-awareness, a critical door-opener to all other development?

We’ll admit that list of questions can be tough to answer, and working through those questions with your stakeholders can often take months.  But in our experience, considering and responding to each of those questions will mean you’ll be able to create a solid and compelling business case for developing your people; and a better programme as result.

So now to the doing.  What activities or interventions could you use?

Below is a little list of things you can use on top of facilitated skills workshops, but we’d always recommend starting with the learning objectives.  What do people need to learn?  Is it knowledge, skill – or about embedding behavioural habits?  Plan interventions or learning activities that best suit that sort of learning.

  • Engage the senior team. When we talk about the 70: 20: 10 model, the difficulty is always working out what to do with the 70%.  The fact is that the 70% of our learning comes from the underlying culture and unconscious observation of how things are done around here.  That can be heavily driven by our managers – so getting them on board with the learning objectives and role modelling the right sort of behaviours is critical.  It doesn’t of course always work that way – but it’s a great starting point to at least get leaders on board.
  • Problem-solving workshops. Reflecting the best practice accelerated learning principles of having learners create their own learning, this approach starts with them.  What is the problem they’re facing linked to your development outcomes?  A common example is both the business and the delegates want to get better at having difficult conversations.  So instead of jumping into traditional classroom training showing people how they should have difficult conversations, ask people to look at it like a problem to solve.  The fact is that in this example, and many others, we all know what we should do, but actually doing it is a different story.  Powerful facilitation of “why is it we don’t do what we know we should, and how might we address that?” can be far more beneficial than yet another training course.  You can read more about this in the article High Performance Conversations.
  • Webinars and self-directed learning. If some of the learning you want to deliver is knowledge-building, then you may as well make use of all the resources available in your documents and systems – and the good old internet.  Giving people knowledge in a workshop can be energy-draining and unhelpful, so use online learning, webinars and workbooks to encourage learners to work at their own pace, reflect and build their knowledge.  The idea with self-directed learning is to encourage the same kind of behaviour as you see when someone is curious about a topic.  We start with a google search and find ourselves going in all sorts of directions from there, clicking on more links and expanding our understanding of something.  You can encourage this by suggesting particular Google searches, giving suggested web links and TED talks and recommending people explore from there.
  • 1:1 coaching and Action Learning Sets. When it comes to embedding behavioural habits, the best option is always to have a manager who supports and challenges us to try out new things, reflect on learning from experience and keep trying things out.  This of course is very rare – and whilst engaging your leaders at the start is wise, it’s always useful if you can give a helping hand to the embedding of habits.  Coaching and action learning give you the chance to challenge people on how they have applied their learning, what they’ve tried and what they could do differently next time.

Own it!

The real jazz hands moment in our work is when individuals take personal accountability for their learning.  This is singularly the most important thing you can encourage when developing people.  If you get this right, and get it in early, learners will be better engaged, more responsive and eager to improve their capabilities.  Starting any learning with it all being focused on people coming up with their own solutions is a great message – and enables you to build from there, the theme of personal accountability.

You could argue that there is nothing in here that stands out as particularly bespoke or different from an off-the-shelf programme – but the key difference is, it all starts with what your business needs to achieve and what your learners offer as solutions.  That’s what makes it work.

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Belbin Team Wheel

Totem-WheelUnderstanding how teams work

When a group of people work together with a clear purpose, the autonomy to do what they are naturally great at, combined with complementary approaches to getting things done, amazing things can be achieved.

The reality is of course that we rarely work in such high performing teams.  Why don’t we always see such amazing outputs from the teams we work with?

Often it’s because teams have been pulled together from the people who are available, willing to volunteer, or those with the technical expertise or experience required.  That’s not necessarily the best way to get a great team.  We’re often working hard to make the best of a far from ideal situation.

When we want a good team, we often focus our efforts on making sure we have people who have the technical expertise or experience we need.  Have we got someone with leadership experience on the team for example, who can cover Finance, HR, Operations of some kind, and so on…

Whilst this approach can be very helpful for making sure you have the knowledge around the table that’s critical, it is not the fundamental ingredient for great teamwork. What if all the people around the table are risk averse?  Or all but one team member are creative types, and there’s one person who is more interested in implementing?

Totem Lollipops

So part of what makes a great team is having a group of people working to their strengths, and appreciating the benefit each other person brings.  It’s helpful to understand the different aspects of work and the different styles or preferences that we tend to see and one way to dig into how we can build a great team is to use the Belbin Team Wheel.

Belbin Team Wheel
belbin

Each person in a team will have aspects of that wheel that they have natural strengths in. Here’s a breakdown of those strengths:

Plant – Generating ideas on what to do

Coordinator – Coordinating people, delegating tasks and keeping the focus on the overall goal

Investigator – Connecting with people outside of the team, networking and kick-starting momentum

Shaper – Energising people to get to the desired outcome at pace and maintaining momentum

Specialist – Pulling in specialist expertise as required to get the job done

Evaluator – Critically evaluating the work and managing risks

Team Worker – Keeping people in the team happy

Implementer – Getting on with the tasks to be done

Finisher – Checking everything has been finished and done correctly

There are benefits and downsides to each of these preferences or natural styles of working, which is why having a team made up of too many people with one style can be damaging or make it difficult to achieve your goals.  So it’s important to have a blend of working styles within a team – not simply the technical expertise required to achieve a specific goal.

The key to using the Belbin Team Wheel effectively is to develop a better understanding of these different ways of working, and how we can make the best of them.  A few tools that can help develop your understanding of others can be found in Transactional Analysis and Kahler’s Five Drivers.

Feel free to hop on over to Belbin and take a closer look.

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More Than The Sum

Sum-Of 400x265Aren’t we doing ourselves out of job?!

It’s been a fascinating year for us so far, the greatest demand from our clients has been the desire to enable their own people to become more than the sum of their parts.  This has meant taking what we do and training HR teams to deliver the same skills and approach in-house.

This has grown so much this year it is now a core part of what we do, distilling consultancy, coaching, facilitation and behavioural change into skills development for our peers.

So what have we learned about what works?  And aren’t we doing our selves out of a job!

  • Ask more questions
  • Build a solution together
  • Ask even more questions

That might sound just too simple, but we’ve seen it work time and time again.

Here’s how…

Asking more questions is about building rapport with the business and demonstrating commercial understanding. Often we are not recognised as commercial for the answers we give but for the quality of questions that we ask.

If I tell a business manager how much I understand the importance of delivering sales but that it is also important that people go on training courses, I am not seen as really getting the business needs.  If I ask instead “what are your sales targets?  How are you doing against them?  What might help you get closer to / exceed that target?  How could this development we offer help you do that?”  I’m showing my interest in your business and then demonstrating how my offering helps you hit the targets you’re working to.

The building solutions together part is then about being adaptable and showing that we’ve listened to the business needs.  Following the example above, we might say “it sounds like you’re looking for X and the development programme we have delivers Y.  How could we adapt that to make it more relevant for what you need?”  Or it could be that we’re shaping something from scratch so the question could be, “what could we develop to help you meet those targets?”  Mixing questions here with the HR / Learning professional’s own expertise is how the solution is built together.

Aside from the learning-based examples above, this works equally well for a more traditional HR query. When a business manager wants to recruit someone or fire someone, asking questions to understand the real business issue then build a solution together means both parties end up with a better outcome.

And finally – ask even more questions.  What follow up has there been?  After we agreed that solution, what happened?  How have we measured the success of what we did?  What could we learn from that for next time?  What are the business problems now?  What do we need to do next?

This moves the HR team away from being purely reactive and introduces a more commercial edge to the service offered internally.

If you’re thinking about developing your HR and Learning team capability for in-house consulting and commercial business partnering, we’d love to chat with you.  Drop us a line and tell us about the business issues you’re facing – then we’ll see what we can do to help.

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Understanding Leadership

underleader1By Tom Marshall

Understanding Leadership is a brilliant book for leaders written by Tom Marshall.

It came to our attention because of a recommendation by Ken Blanchard, the author of The One Minute Manager (amongst others!).  It was described as the best management book he had read in a decade, so naturally our attention was piqued!

It’s a little unusual in that it’s written from a Christian perspective and focuses heavily on the principles of Servant Leadership.  Tom Marshall heavily influenced the early progress of YWAM (Youth with a Mission) which includes people from over 180 countries, over 18,000 full-time volunteers and the training of 25,000 missions volunteers annually.  He managed a fair few people…

His book Understanding Leadership describes how and why leadership is distinct from management or administration and offers insight on topics such as foresight, trust, criticism, caring, status, timing, failure and honour.

Many of these topics have an incredible amount of relevance in the secular world, and we were drawn to this book because of the unique perspective the author would have on them.  He clearly wasn’t getting paid by the word or to further his career!

The book covered a number of topics but the three that stood out most were Status, Trust and Understanding.

It was quite remarkable that these three themes became so inter linked over the course of the book.  Status in particular is held in great esteem by a number of our leaders.  The benefits package, the car parking space all serve to elevate the status of a leader whilst distinguishing and to some degree separating those leaders from the rest of an organisation.

Amongst the consequences he explores to this separation, is the degradation of trust in our leaders.  If they are removed and elevated from the daily grind of an organisation’s work, how can people within that organisation truly trust their leader’s motivations.  And if we’re sceptical of our leaders motivations, how are we likely to feel about their vision for the organisation?  Or even engage with it?

He wraps up with the exploration of understanding, developing a shared meaning on a number of points between leaders and the organisations they lead.  Shared meaning is a fascinating topic at the moment and this book goes some way to exploring the connection between trust and understanding one another.

What sticks with us the most is a quote used towards the end of the book:

I cannot care for somebody I do not know, because I may totally misunderstand what their needs are;  I cannot trust somebody I do not know, because that trust may prove to be sheer and reckless presumption;  I cannot truly honour somebody I do not know, because it would be like giving value to an unknown quantity.

Placed into the heart of a leadership context, this statement would have quite a revolutionary impact on the behaviours of our leaders.

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First Break all the Rules

break-rulesWhat is the Q12 and how can I use it?

Despite being written in 1998, which might leave you thinking it’s old and a bit dusty, the book; First, Break all the Rules is still challenging the way many companies manage and lead their people.

This was the book written by Marcus Buckingham and Curt Coffman, following their research at Gallup. This is a global research organisation that advises companies on how to improve employee engagement, and subsequently see increased performance.  If you’d like to know more about Gallup, you can follow me.

Q12 is the short-hand given to the 12 questions Gallup found most highly correlated with overall job satisfaction, loyalty and high performance.  People who agreed strongly with the 12 statements were shown to have 10-20% higher performance in a wide range of measures.

So what are the 12 questions, and how can you use them?  Below are the Gallup Q12 questions translated into employee statements.

  • I know what is expected of me at work.
  • I have the materials and equipment I need to do my work right.
  • At work, I have the opportunity to do what I do best every day.
  • In the last seven days, I have received recognition or praise for doing good work.
  • My supervisor, or someone at work, seems to care about me as a person.
  • There is someone at work who encourages my development.
  • At work, my opinions seem to count.
  • The mission or purpose of my company makes me feel my job is important.
  • My associates or fellow employees are committed to doing quality work.
  • I have a best friend at work.
  • In the last six months, someone at work has talked to me about my progress.
  • This last year, I have had opportunities at work to learn and grow.

Ask your team how they strongly they would agree with those statements (you could use the 1-5 scale where 1 is strongly disagree and 5 is strongly agree).  And ask yourself, how well are you enabling each of those statements?

Totem Lollipops

It’s worth noting that the questions are in priority order.  Every time we look at these questions and Gallup’s research on high performing teams, we’re asked about question 10.  “Really, people need to have a best friend?”  The fact is that yes, people who said they did have a best friend at work (along with all the other statements), showed higher performance than those who did not.  But before even considering booking in more socials and getting people to be more buddy buddy – there are nine other things to get right first.

Many organisations stumble at the first three – so start there.  How do people describe why their role exists, the critical outcomes of their work and how they are measured on quality?  Are people consistent in their understanding of what the firm is all about?  Are they clear on what’s expected of them?  Make sure people know what’s expected of them, have the tools they need to do their job and get to do what they do best every day.

Rather than becoming distracted by the amount of things to do, or the challenges with item 10 – focus on getting the basics right.  And even better, ask the team how they will work with you make everything better.  How would the team address item one?  How could you support them?

Hitting two birds with one stone, if you involve the team in responding to these statements, considering how to make things better – that itself is an engagement activity, which hits statement seven.

If you’d like to have a closer look at the book, simply click on the image…

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