Dear Madeleine,

I am seeking your guidance. I am studying for a BA in human resource management and will be completing my degree program within the next six months. I must submit a final research paper.

I need to find a topic and put a plan together fast, but I am struggling. Will you assist me in finding the perfect topic that will make me successful?

Unsure

________________________________________________________________

Dear Unsure,

I appreciate the question. I am a little at sea as to how to answer it, though. My areas of expertise are coaching in organizations (helping leaders use coaching skills, scaling coaching, and moving an organization toward a coaching culture) and the neuroscience of leadership. I am not an expert in HR, although I do work with many human resource, organizational development, and learning and development professionals.

That being said, I urge you to choose a topic that is of great interest to you. Ask yourself: What has captured my imagination in my studies?

I suggest you speak to a couple of HR professionals to understand what the frustrations are in their jobs. What problems do they face that you might research? I Googled “top challenges HR managers face” and all kinds of interesting things came up. Here is a link to a report by Deloitte on trends in workforce management that may spark an idea for you.

I can tell you that in my work coaching leaders, the challenges that seem to come up most often these days are:

• Attracting the best talent
• Interviewing to assess the best culture and job fit
• Retaining the best employees
• Helping people get clear and stay clear about their goals and objectives
• Optimizing a team and getting people to work well together to accomplish results
• Helping people manage the sheer volume of change
• Helping people manage the stress of political mayhem, climate challenges, and the pandemic
• Encouraging people to take care of themselves while still getting the job done
• Managing conflict—both for themselves and among their team members

I hope this gets you started. I hope one of these areas will strike a chord with you.

Good luck!

Love, Madeleine

About Madeleine

Madeleine Homan Blanchard is a master certified coach, author, speaker, and cofounder of Blanchard Coaching Services. Madeleine’s Advice for the Well Intentioned Manager is a regular Saturday feature for a very select group: well intentioned managers. Leadership is hard—and the more you care, the harder it gets. Join us here each week for insight, resources, and conversation.

Got a question for Madeleine? Email Madeleine and look for your response soon. Please be advised that although she will do her best, Madeleine cannot respond to each letter personally. Letters will be edited for clarity and length.

Our mental health has deteriorated during the pandemic, demanding the attention of leaders and businesses.

Under normal circumstances, one in ten adults in the U.S. have symptoms of depression or anxiety. That number has jumped to four in ten during the pandemic—and that might be conservative. Our data show much higher numbers. In our research surveying over 1,900 people across the globe, more than 60% of respondents reported symptoms of anxiety during the pandemic.

The trouble is, emotions can be contagious. If someone is sad or anxious, we’re likely to catch the feeling and pass it on to others. That’s because our autonomic nervous system—which controls whether we are alert, anxious, or calm—interacts with the same systems in others around us. If you’re close with someone, you may experience a sort of empathic matching, where you automatically pick up on and mimic their emotional state. How sensitive you are to this is often determined by your childhood experiences and the mother-child bond. Consider the above statistics in the context of emotional contagion, and it is easy to conclude that we all have experienced a traumatic event and are experiencing collective grief.

Considering what is happening in the world right now, there’s a good chance that someone on your team is struggling. Here’s how you can help them.

Spot the Warning Signs

If you’ve ever had a mental health challenge or experienced burnout, you’re likely more attuned to the warning signs. People seem more anxious, frustrated, and angry. They may look sad. Or be quiet at work. Or be unable to focus. Or send emails far outside normal business hours.

I remember when one of my managers, someone I cared for very much, sent me an email at 2:00 a.m. I reached out to him to find out if everything was okay. I’ll stop my story here, but the point is that a caring relationship between leaders and their people is mutual. No one wants to feel isolated, regardless of their seniority or place in the food chain. And it can be very isolating to be a leader with a lot of responsibility during a difficult time.

According to Jennifer Moss, author of The Burnout Epidemic, warning signs that someone is experiencing chronic stress and mental illness typically fall into four categories:

1. Changes in work habits such as lack of motivation, errors, difficulty concentrating, or lower productivity
2. Behavior changes including mood volatility, worry, irritability, or restlessness
3. Increased absences from work from someone who is normally punctual
4. Recurring complaints of physical symptoms such as fatigue, headache, abdominal distress, or weight change

Look for the Root Cause

If your employees are experiencing burnout, chances are it’s not their fault. In fact, it may be time to take a hard look at your organization’s culture, practices, and expectations to see if they unintentionally might be adding fuel the fire. The results of this inquiry may humble you.

According to the Maslach Burnout Inventory (MBI), there are six primary causes of burnout:

1. Workload
2. Perceived lack of control
3. Lack of reward or recognition
4. Poor relationships
5. Lack of fairness
6. Values mismatch

How does your company fare in each of these categories? Which of these deficiencies could be affecting your team members? Once you have identified them, determine areas for growth or change. Then take responsibility as a leader and see what you can do to move the needle toward a healthier work environment.

Be a Role Model

One of the first things you can do as a leader is to model behaviors you want your people to adopt. We naturally imitate those in power. You can take advantage of your widespread influence by taking care of yourself and sharing this with your people. By doing this, you give them permission to care for themselves. And that is a wonderful gift.

Be Empathetic

The pandemic has taken a toll on everyone. We have lost loved ones, jobs, income, a sense of community, freedoms, hobbies that gave us joy, and on and on. The list is long and significant. Everyone is hurting to some degree.

Being empathetic at a time like this is powerful. Show genuine concern and forget about achieving an outcome. If someone chooses to share, remember they are bearing their soul and speaking from a place of vulnerability. It’s always essential to treat people with respect, but especially at these moments.

What can you do as a leader? Create safe spaces for your people. Let them know that you’ll keep their confidence and they will always have your respect. We conduct well-being conversations in our Building Resilience program. When people return from their breakout groups, they always say how good it felt to share. They also say it was uplifting to listen and be of service. You can be of great help just by listening.

Create a Safe Environment

People need to feel safe before they will share. That means creating a judgment-free environment. You can do this by first sharing how you are feeling in a team meeting. Your courageous leadership will create a path that others know they can then follow.

You may also want to consider these tips for verbal and non-verbal communication from the Canadian Centre for Occupational Health when initiating conversations around mental health and well-being:  

VERBAL TIPS

• Speak calmly, quietly, and confidently.
• Be aware of how you are delivering your words.
• Focus your attention on the other person to let them know you are interested in what they have to say.
• Use common words. Do not use official language, jargon, or complex terminology.
• Listen carefully. Do not interrupt with unsolicited advice or criticism.

NONVERBAL TIPS

• Use calm body language. Have a relaxed posture with unclenched hands and an attentive expression.
• Position yourself at a right angle to the person, rather than directly in front of them.
• Give the person enough physical space. This distance varies by culture, but normally two to four feet is considered an adequate distance.
• Get on the person’s physical level. If they are seated, try sitting, kneeling, or bending rather than standing over them.
• Pay attention to the person. Do not do anything else at the same time, such as answer phone calls or read e-mails.

Some people may be reluctant to share. My inspiring colleague John Hester has created a list of questions to help get the conversation started. Use these when checking in with someone who looks like they may be struggling.

• How are things going for you?
• How is your family?
• How are you feeling?
• What are you excited about?
• What concerns you?
• How is your connection to the team?
• What do you need more of or less of?
• How can I help?

Whether it’s children, spouses, or parents, everyone has family members they care about and love. Having loved ones is a common denominator that allows you to connect with your people. For example, if you were to ask me how I’m doing, I’d tell you that I’m struggling because my grandfather passed away. I have to process my grief while also supporting my mother, who is mourning the loss of her father.

One trust-building strategy is to start conversations with questions about the person’s family. Then, as they become more comfortable talking, ask them questions about how they are doing. By asking open-ended questions, the person may reveal something important. This also includes positive answers such as something they find inspiring.

Use the Right Style of Leadership

Effective leaders are situational—they provide the right amount of direction or support when a person needs it. Consider the alternatives: micromanaging (which destroys engagement) or hands-off management (which destroys morale).

SLII® is an easy-to-understand, practical framework that enables your managers to diagnose the development level of an employee for a task: D1—Enthusiastic Beginner; D2—Disillusioned Learner; D3—Capable, but Cautious, Contributor; and D4—Self-Reliant Achiever. Managers then use the appropriate directive and supportive behaviors to help them succeed: S1—Directing; S2—Coaching; S3—Supporting; and S4—Delegating.

My students in the Master’s in Executive Leadership program at the University of San Diego come to me elated when they’re able to get on the same page with their people and build a meaningful connection by applying the matching leadership style. Not only does their job as a leader become easier, but their people feel heard and supported, which leads to better engagement, productivity, and progress for the organization.

A good default position is to ask “How can I help?” Such a sincere question will always win the goodwill of the listener.

Leadership in the New Normal

The pandemic has changed us all in some way. We are different as individuals and as a society. We cannot and will not return to old models.

Prevention is better than cure for any well-being challenge—and especially burnout. It is much easier to recognize the warning signs of burnout and take care of ourselves than to recover from it. The key is to build trust with your people and help them thrive again. And that day will come.

It’s Women’s History Month—time to celebrate women’s accomplishments in the workplace! It’s essential to take a moment to recognize our contributions when you consider that in 2020 women still made just 84% of what men earned for the same job and were significantly underrepresented in leadership roles, according to Pew Research.

The argument about whether women can be great leaders is one that needs to be put to rest. Research has long shown that women excel in leadership roles. To empower women colleagues and to reassure anyone who may have an unconscious bias against women who apply for leadership positions, I share these findings:

• Women leaders are rated as being more competent than men on 11 out of 12 dimensions of leadership, according to Forbes.
• Women leaders score higher than men in 17 of 19 leadership competencies, according to Harvard Business Review.
• And 33% of people who work for a female manager are engaged at work, compared to 27% who work for male managers, according to Gallup.

There’s more: Female managers are more likely than male managers to encourage employee development, check in frequently on their employees’ progress, have regular conversations about their performance, and praise their people.  They are also better at collaborating and are perceived as being more empathetic and trustworthy. And they are significantly better listeners.

Perhaps Forbes best summed up the facts:

Having women in senior leadership roles also translates into greater profitability. A study by Credit Suisse found 25% of women in decision making roles had a 4% higher average return on investment—and companies with 50% of women in senior leadership had a 10% higher cash flow return on investment.

“With incontrovertible evidence like this, organizations not aggressively pursuing the cultivation of women executives are making the expressed, intentional choice to disregard evidence, severely undermining performance and compromising their organization’s potential.”

It’s crystal clear that your unique voice is needed to help people thrive! So, as a way of encouraging dynamic women such as yourself to climb the leadership ladder, my acronym WOMEN shares five strategies you can use to create the future of your dreams!

W = Ask WHO Questions

From my experience, successful women are fabulous at focusing on what they need to do, when they need to do it, and why they need to do it. Then they go out and get it done!

We’ve got the what, when, and why down. Now, as more women seek to move into leadership positions, we might want to focus on who. Here are some who questions you can ask to rocket your career to new heights!

• Who can help me do this task?
• Who can I delegate this to, so I can protect my time and build competence in others?
• Who do I want to meet?
• Who can I observe to see how the best and brightest do this task?
• Who do I want on my personal board of directors?
• Who can I endorse and build their confidence, so they are ready to step into a leadership position?
• Who do I want as a mentor?
• Who can I partner with who energizes me?
• Who can I and other leaders champion to help them get more visibility?

O = Be OTHER-Focused

Great women leaders are other-focused while keeping their eye on their own work. If someone asks them for help, they are immediately of service. They think of that person and what is important to them, and ask themselves, “How can I best help them?” They never lose sight of what that person wants to accomplish, sending them articles and ideas, checking in on their progress, and being an accountability buddy to ensure the person is successful.  

Other-focused women leaders know when to tell people how to do a task and when to ask someone to share how they think they would like to do a task. They know this because, just like a good doctor, they diagnose the task and the person’s demonstrated competence before responding. They are mindful of individual differences and communicate, recognize, and encourage people in a way that is meaningful to them.

M = Use MOMENTUM to Make Things Happen

Inspiring women leaders are energized by momentum. They are always seeking to do things better and faster, help the greatest number of people to succeed, and drive organizational vitality. They are always learning, reflecting on their actions, analyzing what they think would be best, and sharing their insights with others.

Momentum comes in many different forms such as speaking up in meetings. Here’s a helpful tip to ensure people listen to your ideas: Instead of giving your suggestions or recommendations in the form of a question such as “What if…” or “How about…,” be direct and say, “Here’s what I think we should do.” That way, people don’t think you are asking a question that drives their need to problem solve.

When you present your ideas, remember: if you hear no, it doesn’t necessarily mean no. No can mean lots of things such as “I’m hungry” or “I’m too busy today and don’t have the bandwidth to consider it.”

Here’s a funny anecdote that some of you may have experienced, between my very rational husband and me. We were driving home with the kids from a long hike, and everyone was hungry. My husband said, “Let’s go out to dinner!” Then he asked me, “Where would you like to go?” I said, “How about that new place?” He thought for a minute and said, “Nooo.” Then I said, “Well, how about the ABC restaurant?” And he thought for a few seconds and said, “Nooo.” And then I said, “I’ve got it! How about if we go to the place everybody loves, the XYZ restaurant?” And again, he said, “No I’m not really feeling that tonight.”

At this point, I thought to myself how come we never get to go where I want to go? So I decided to address that. I asked, “How come you never want to go where I want to go?” He said, “Well, you didn’t say where you wanted to go.” What’s the moral of that story? He was right. I just kept asking questions—and, being a rational guy, he just gave me his answers. Remember this when you’re pitching ideas in the boardroom. State your recommendation (like I should have): “Let’s get off at the next exit and go to Buca de Beppo.” Which I did, and we went, and it was delicious.

One last tip. If you have to say something that might upset someone, don’t start your sentence with “I’m sorry.” Say something like, “Thanks for taking the time to chat.”  This expression of gratitude makes the listener more receptive to what you’re about to say. 

E = Be Comfortable with EMOTIONS

Awesome women leaders realize that emotions should be acknowledged and embraced. Leveraging emotional intelligence is one of their superpowers.

When I was in my doctoral program, I read In a Different Voice by Carol Gilligan of Harvard. It was revolutionary for me. I did have a different voice—a woman’s voice. When I was a school administrator, colleagues would often tease me by saying, “Oh Vicki, you’re so sensitive! Do you always have to ask how this will impact the students (or teachers or parents)?”  This often triggered a sense of shame and powerlessness that came from my childhood admonitions. When I was little, I was often told I was too emotional. If I got excited or upset, I would constantly hear negative comments from my parents that sent the message “People like you don’t make it in the real world!” In other words, they felt expressing emotions would hinder my success.

The truth is the opposite. Now, in a time when people are feeling so strongly about everything, the ability to be aware of and acknowledge your emotions and the emotions of others is the ultimate relationship builder. Creating a place where your people can release negative emotions and amplify positive ones is a special gift. It’s what makes women leaders such a tremendous benefit to an organization.

N = NURTURE Yourself and Others

Nurturing is a profound concept. It encompasses mindfulness, boundaries, and caring for ourselves and others. Fabulous women leaders realize that our bodies are the holding tanks for our brilliance. No bodies, no brilliance.

Because of this, women leaders protect their time, helping their people take brain breaks and look after their bodies. They run effective meetings so that people are energized, not drained. They stop every hour for a “mindfulness minute” to drink water, exercise for a minute, call someone, or praise someone. They know self-care renews their energy, their ability to be compassionate, and their ability to focus. And they know it’s much harder to be compassionate when you’re drained.

Last, women leaders watch their thoughts carefully. As Margie Blanchard, one of my favorite women leaders, says: “Don’t say it unless you want it!” They realize there is a profound connection between their thoughts, physiology, and outcomes. Since the brain stores information in images, which the body reacts to, they keep their minds filled with desired outcomes and a vision of what they want.

For example, if I say, “I’m exhausted,” what happens in my body? It wilts. But if I say, “I am so energized and excited to go into this meeting and learn something from everyone,” my body becomes energized.

Embrace Yourself. Embrace Success.

Women leaders: the world needs your unique point of view and your energy—for unleashing the power and potential of others!

Keep on leading. Keep on inspiring. Keep on challenging yourself to take even better care of yourself than you already are! Let others hear your powerful voice. Model for others the gifts of clarity, influence, and autonomy. And watch the world return it to you in abundance.

The time for virtual reality (VR) in leadership development has arrived.

VR simulations are becoming more immersive. Equipment and development costs are falling. Leaders are busier than ever. And the pandemic has scattered workforces and required social distancing.

A Giant Step for Leadership Development

VR represents such a giant step in leadership development that it’s worth reviewing the past. Ten years ago, most leadership training happened in face-to-face classrooms. Over the last few years, much of it has evolved into online training modules and stretched learning journeys. While these modalities are more accessible to the learner in a moment of need, these online modalities came with the difficult challenge: how do you allow people to practice new skills and reinforce new concepts in an e-learning design?

VR for leadership development addresses these challenges by integrating learning into the flow of work. New concepts and skills are immediately reinforced. This turns theory into behavior.

That’s just the beginning. We are truly at a watershed moment.

Learning Becomes Behavior

What makes VR so powerful is that it is experiential. It sticks with the learner as a lived memory. In scientific terms, experiential learning creates episodic memory. For the purposes of learning, episodic memory results in unmatched retention and behavioral change. That makes VR one of the most powerful ways to turn learning into behavior.

Another powerful benefit of VR is that behaviors in real and virtual worlds are easily transferred. L&D professionals can create experiences that intentionally cultivate specific behaviors in learners. And what learners practice in simulation is likely to be demonstrated in the workplace. In fact, VR is so powerful that skill transfer can happen spontaneously and unconsciously.

Safe Practice Builds Skills

VR lets leaders practice new skills without worrying about real-world consequences. While this “safe sandbox” benefit applies to any type of online training, the stakes within leadership development are often much higher, as they can have ramifications across an organization. VR defuses much of the performance anxiety a learner might have.

VR is also less likely to produce anxiety in learners. People aren’t as worried about making a mistake or saying something stupid. When the brain is less preoccupied with stress, it can learn more easily.

VR Gives Objective Feedback

It’s common for trainers in face-to-face workshops to facilitate 20 to 30 people, with ten or more table teams or breakout groups to coordinate. Even the best facilitators will struggle to keep track of how all the learners are faring and to give each learner thoughtful and objective feedback. Additionally, learners can be biased and ill-informed when they evaluate themselves and their colleagues.

VR removes any subjectivity and inexperience from learner evaluations. Every learner choice is scored, every individual receives a thorough diagnosis, and every leader receives impartial feedback.

It also ensures consistency of experience. When you’re partnered with another learner, your experience is largely dependent on the aptitude of your partner. With VR, you’re always working with the perfect partner.

VR Is Incredibly Powerful

Early research shows that VR may be the most powerful learning modality. PricewaterhouseCoopers found that VR learners got up to speed four times faster than classroom learners and almost two times faster than with e-learning alone. VR also results in greater focus and fewer distractions on the part of learners.

VR is accessible when you need it. It offers a risk-free proving ground. It enables real learning and behavior transfer. And it provides personalized, accurate feedback every time. Put leaders in a well-designed simulation and they can quickly master skills that may have eluded them for some time.

VR has changed the way pilots and surgeons train. Leadership is next in line.

Our world is in transition—and so is the L&D industry.

That makes insight on designing effective learning experiences for a hybrid work environment invaluable. Our 2022 Trends Report, which was based on survey responses from more than eight hundred L&D professionals, backs up the statement. Some 53% of L&D professionals said their virtual/digital designs were less effective than their face-to-face counterparts.

Ann Rollins, a solutions architect with The Ken Blanchard Companies®, is responsible for bringing client learning experiences to life. Here, she shares from her recent webinar tips you can use to create transformative learning experiences.

Q: What is the state of the learner?

Ann: The last two years have been difficult. People are fatigued by the pandemic. It’s been a tough road.

Our challenge is to find ways to reach learners wherever they are. But we L&D professionals had little preparation for this. Delivering effective learning for people outside the classroom was a topic that received little airtime in our degree programs or on the conference circuit.

Q: What do L&D professionals think about their digital offerings?

Ann: They want more learner engagement, more social interaction, more learning, touchpoints that happen over time, and more integration into the flow of work. And they want more accountability for learners to finish training. The propensity is there to push out microlearning over time that may not have a cohesive thread and hope that we get the intended result. It checks a few boxes from the perspective of delivering more content, but this doesn’t create behavior change or lead to greater learner accountability. More content isn’t the issue; it’s experience, context and relevance that will move the needle.

I’d sum it up like this: It’s very easy for people to begin a training program and not finish. It’s very easy for learners to get tired. They don’t want to read articles. They want to know “How does this help me at work right now?” and “What can I do differently as an immediate result of completing what you’ve created for me?”

Q: What’s the first step L&D professionals can take?

Ann: You need to consider who you’re solving for. Your learners may be in their cars. They may be in an office setting. They may be at a home office. They may be on the move inside a manufacturing facility. The job is to reach them in a way that resonates.

At Blanchard, we believe that having a really good feel for who our learners are allows us to start out in a more powerful position. Knowing who we are solving for starts with creating personas that represent learners before we start envisioning and designing an experience.

Q: Tell us more about personas.

Ann: Personas have been around for a long time, but more recently—say, in the in the last five years or so—we see more and more L&D practices creating and using them as a keystone to their design work. They let us imagine a real person who is going to use the learning experience we’re building for them. Personas help us figure out a learner’s goals, their challenges, what makes them tick, how they show up for work, and how they use technology.

Ultimately, personas let us get really close to learners. When we do, we can better understand their needs and can design learning based on how they prefer to learn. And that lets us build extraordinary experiences no matter where the learners are.

Q: Now let’s talk about creating learning journeys.

Ann: It’s natural to think about the journey as the next step. At Blanchard, that’s not quite how we see it. Before we envision a learning journey, my peers and I take a really good look at what we call our Five Critical Success Factors for a Successful Engagement.

Key Influencer Buy-In starts with getting the sponsor actively involved. Best practices include having the sponsor provide a video that creates relevance for learners. Key influencers introduce and socialize the experience to help learners make a connection between what they’re learning and organizational objectives.

Strategic Integration. A tight communications plan builds on the introductory messaging from leaders and connects learners to what you’re doing and why. The comms plan should be designed in a way that keeps learners moving along. It’s not a one and done.

When we’re designing the experience, it’s more than just thinking about what people need to learn. It’s considering what they need to be able to do in the bigger scheme and the organizational impact of these new behaviors. We know that if we draw learners to create their own relevance, they’re going to be more engaged and invested.

Q: What are some key takeaways for Systematic Delivery, Blanchard’s third success factor for a successful engagement?

Ann: Systematic Delivery is really defining a comprehensive learning approach. We want a framework that uses spaced and blended learning. This creates an experience that doesn’t have a finite beginning and ending. We’re layering information, activities, experiences, and social learning in a continuum. And we’re being really smart about how the modalities blend. That is critical. It goes back to those preferred learning methods and designing an experience that aligns with what learners want and need.

Q: Follow-Up & Reinforcement is the fourth of Blanchard’s factors for a successful engagement. Can you elaborate?

Ann: Follow-up & Reinforcement should be holistic. Consider a curated playlist that includes opportunities for learners to practice and refine new skills. Or it could be about sustainment that happens over time, like using a scripted chatbot that will ping the learner and resurface content, test their knowledge, and provide nudges and guidance for them to apply what they’ve learned and try new things as part of the sustainment strategy.  

Individual and group coaching are great reinforcement measures that allow us to build on the foundation and add rigor and accountability to the experience as learners are integrating new learning into new ways of working. Coaching also knocks down silos and helps learners create peer networks they otherwise wouldn’t have. It creates an additional pull for learners to continue to do the work. Coaching is crucial hallmark in many of the journeys we’re implementing for our clients today.

Simulations are another valuable option. They help with knowledge acquisition and draw learners to apply what they’ve learned in a safe environment. Simulations also challenge learners to show what they might do in a future workplace situation.

Q: Demonstrate Tangible Value is the fifth element for a successful engagement. Tell us more.

Ann: Start by asking the question What does success look like and how are we going to measure it?

Immediate surveys can measure a learner’s confidence and capability, or knowledge and readiness. But the real measures of performance change come later. We recommend a follow-up at 60 to 90 days out to see if the learning made an impact. You also want to discover what content, resources, and tools learners are using, how they are helping, and which are making the biggest difference for them.

For instance, if I am having goal-setting meetings regularly with my people, and I never had them before training, we can track that and see how having more frequent goal setting conversations is moving the performance needle at the individual level.

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Want to hear the rest of the conversation and take a deep dive into a selection of innovative learning journeys created by our Blanchard teams? Access the full webinar recording to see journey examples, hear about new ways to reach your hybrid learners, and get the tools and templates Ann shared with the community in the live event!

An ongoing challenge associated with the shift to virtual classrooms has been a perception that current virtual learning designs are not as effective as the face-to-face designs they are replacing. In fact, 53% of the leadership, learning, and talent development professionals surveyed in the October/November poll conducted by The Ken Blanchard Companies felt their current virtual designs were less effective than their face-to face designs. That’s a challenge, considering that most in-person classroom design use has been put on hold while virtual design use has exploded.

In a recently released report on 2022 HR / L&D Trends conducted by The Ken Blanchard Companies, more than 800 leadership, learning, and talent development professionals shared how COVID has impacted in-person, virtual, and self-led learning delivery modalities. Respondents indicated:

• Prior to COVID, in-person instructor-led training was used 70% of the time, with virtual instructor-led training and self-paced elearning splitting the remaining 30%.
• During COVID that situation radically changed, with virtual instructor-led training taking the top spot with 57% of delivery, self-paced elearning at 24%, and in-person instructor-led training falling to 19%.
• Post COVID, survey respondents expect virtual instructor-led training will continue as the top delivery mode at 40%, in-person instructor-led training will rebound somewhat to 34%, and self-paced elearning will settle in at 25%.

Improving Virtual Designs

Ann Rollins, a solutions architect for The Ken Blanchard Companies, reviewed the report in preparation for a webinar on Designing Effective Learning Experiences for a Hybrid Work Environment.

“The report shows us that as a facilitator you can’t just show up and talk for an hour,” says Rollins. “The content must be compelling enough that people want to be there. They have to be able to put the content to good use at the end of the session, and the overall experience has to be very engaging.”

In looking at the top ways they would like to improve virtual designs, a majority of survey respondents identified more learner engagement, more social interaction, and more learning touchpoints over time as key improvements.

More integration with the flow of work and more accountability to finish was mentioned by 46% and 38% of respondents, respectively. And between 29% and 21% of respondents desired improvements such as easier-to-use technology, ease of access, better overall program quality, and more video content.

Putting the Learner in Control

From Rollins’s experience, the well designed learning experience of the future will be more of a toolkit.

“Learners either are directed or self-select when they see a performance outcome they know they need to deliver on. Have them listen to a quick podcast or watch a video from an executive to provide background. Then give them some tools to help them along—self-assessments with guidance for going forward or other job aids—and layer in some actual opportunities to practice and apply the skills they’ve learned.

“We’re giving learners a lot more control that way. It’s a different way of thinking. It’s taking the original legacy learning course, blowing it apart—literally dis-aggregating it into discreet, individual assets—and then building those assets into a new story.

“It’s putting the learner in control—but with some expert design to help them along the way.”

You can learn more about this year’s survey results by downloading the 2022 HR / L&D Trends eBook. And you can discover how to create more engaging virtual designs by joining Ann Rollins’s December 15 event, Designing Effective Learning Experiences for a Hybrid Work Environment. Both resources are free, courtesy of The Ken Blanchard Companies.

What’s keeping L&D professionals awake at night? How has the pandemic affected our ability to learn? What awaits in 2022?

We asked these questions to 800+ L&D professionals in an October 2021 survey. Jay Campbell, senior vice president of product development, and David Witt, program director, analyzed the data.

They arrived at three key insights:

1. People are overloaded, tired, and “too busy to learn”
2. The level of connection is dropping
3. L&D is stretched and dissatisfied with the converted offerings

Campbell shared the findings in a November webinar. Here’s a summary of them.

Insight #1—People are overloaded, tired, and “too busy to learn”

People are exhausted and professional development has suffered because of it—that is the key takeaway from the survey findings. Here are some comments by survey respondents that support this:

• “Understaffed and overworked. With our team on scattered hybrid schedules, team members are doing extra work.”

• “Burned out leaders who are struggling to effectively manage hybrid teams.”

• “Feelings of overwhelm and anxiety seem to be crippling our ability to get and stay focused enough to identify what learning is actually needed, learn, and apply learning.”

Respondents’ comments reflect the depth of distress across the country. About four in ten adults in the U.S. have reported symptoms of anxiety or depressive disorder during the pandemic, compared to one in ten adults who reported these symptoms from January to June 2019.”[1]

Our mental state effects our ability to learn. Someone in the throes of anxiety or depression will struggle to incorporate new information. With the country in the midst of a pandemic, leaders at all organizations are fighting to meet their daily responsibilities and setting professional growth to the side—something L&D professionals have witnessed.

Longer workdays is another culprit behind our weary state. The average workday lengthened by 48.5 minutes in the weeks following stay-at-home orders and lockdowns across the U.S. in March.[2]

The weight of the pandemic, psychological distress, longer hours at work—it’s no surprise that L&D professionals say that their people feel overloaded, tired, and “too busy to learn.”

Theme #2—The level of connection is dropping

An organization’s culture is like a tapestry. It is a weaving together of relationships based on shared values and norms.

The pandemic is starting to unravel organizational cultures.

“The tapestry is fraying. It’s weakening our feelings of social cohesion and teamwork. It’s disconcerting to see this happening,” noted Campbell.

Comments from survey respondents echo Campbell’s insight:

• “Learning how to be more connected when some are here some of the time, some are never here, and others are here all the time.”

• “Emotional disconnection, loneliness and lack of purpose…people are on a lone journey with little support and feeling very vulnerable.”

• “Weak relationships due to working remote”

Third-party data provides additional evidence of the phenomenon. An analysis of emails, calendars, instant messages, video/audio calls, and workweek hours of 61,182 US Microsoft employees over the first six months of 2020 found “a decrease in synchronous communication and an increase in asynchronous communication.”[3]

What does that really mean?

“We are connecting less frequently, working in silos, and have smaller networks. The computer screen is the only place where we do connect. Isolation is the emotional state of the moment. It’s a strong word, but it’s the right one. At the same time, though, people like the flexibility of remote work, which has so many benefits,” Campbell shared. “We are all in the middle of a huge experiment.”

Theme #3—L&D stretched and dissatisfied with converted offerings

­When the pandemic struck, L&D professionals leaped into the breech and converted face-to-face offerings into virtual ones. Yet, they are dissatisfied with what they accomplished in 2022.

“L&D professionals all share a difficult challenge: converting a growing backlog of material to virtual delivery while lacking the resources to do it. And not knowing how to make the material engaging. This is a pressing need, but many are struggling to meet the challenges of the day,” said Campbell.

Learner engagement is another pervasive problem. Findings in the survey bolster this. In fact, some 59% of respondents said more learner engagement is needed in their virtual and digital designs, with concerns about ‘engagement’ appearing in one out of six responses across this large population.

Take a deeper dive into the findings of our L&D Trends for 2022. Watch the webinar here.

[1] https://www.kff.org/coronavirus-covid-19/issue-brief/the-implications-of-covid-19-for-mental-health-and-substance-use/#:~:text=During%20the%20pandemic%2C%20about%204,June%202019%20(Figure%201)

[2]  https://www.washingtonpost.com/business/2020/08/04/remote-work-longer-days/

[3] https://www.nature.com/articles/s41562-021-01196-4

Have you ever thought about how elite performers achieve their level of accomplishment? Steven Kotler has—and in his latest book, The Art of Impossible: A Peak Performance Primer, he shares what he has learned from decades of research into the exploration of human possibility.

Kotler believes everyone is capable of achieving the extraordinary, and he shares how to do just that in this inspirational book. He defines impossible in two ways. Capital I Impossible stands for paradigm-shifting breakthroughs, such as breaking the four-minute mile, moonshots, and the more recent Mars landing. Lowercase i impossible stands for the limitations we place on ourselves, such as thinking we can’t get that dream job, can’t change a living situation, or can’t overcome a challenge.

The fascinating truth is that both capital I and lowercase i impossibilities are quite possible to achieve by following the blueprint described in Kotler’s book. Devoting our time and efforts to achieving the lowercase i impossibilities can sometimes lead to accomplishing the capital I Impossibilities.

Kotler covers in detail the four skills that guide performance. He explains that motivation is the skill that gets us into the game, learning is what helps us continue to play; creativity is how we steer; and flow is how we turbo-boost the results beyond all rational standards and reasonable expectations. The Art of Impossible is filled with tips, techniques, tactics, and strategies along with a framework for tying everything together. Kotler even provides a checklist for daily and weekly activities.

So if you are committed to improving your performance, Kotler provides the playbook to guide your efforts. All you need to do is to follow his instructions and be ready and willing to do the work!

To hear host Chad Gordon interview Steven Kotler, listen to the LeaderChat podcast and subscribe today. 

For more information about Steven Kotler, go to www.stevenkotler.com, or www.flowresearchcollective.com.

Presenting the results of our 2021 Blanchard HR / L&D Trends Report in a recent webinar was a surprisingly moving experience for me.

More than 1,000 L&D professionals participated in this year’s survey, which included questions about your response to COVID in 2020, the challenges you experienced converting face-to-face designs in a disrupted business environment, and your plans for developing people in 2021. One section of the survey included an open-ended question about the greatest challenge your L&D team faces going into the New Year.

Your responses and comments painted such a vivid picture of the past year. Reading them was like stepping into your lives—and it made me proud to be your colleague.

The Hero’s Journey

It’s clear that so many of you took the hero’s journey, overcoming challenge after challenge in 2020.

One finding from our survey shows how much terrain you covered: 85% of you converted face-to-face training to virtual and digital offerings in 2020. That is astounding. Classroom training—the most common delivery method for training—abruptly stopped. But developing your people couldn’t be put on hold.

So you pivoted at a stunning speed.

You worked valiantly to turn your F2F offerings into digital learning modalities. And most of you did it with limited experience, with inadequate resources, and under the most difficult of circumstances.

I say this with absolute appreciation because your comments and struggles reminded me of what our team had to do to convert our F2F offerings. Their efforts were nothing short of heroic and their output level was unprecedented. Sound familiar?

The hero’s journey ends with personal transformation. Perhaps you discovered something admirable about yourself and your colleagues. Our team discovered they can accomplish a year’s worth of work in two to three months when they know people they care about are relying on them.

Perfecting Accomplishments

Product developers consider three fundamental trade-offs when creating project plans: scope, budget, and timeline. All three are interdependent; each variable affects the others. For example, increasing the scope requires a larger budget and/or changing the timeline.

Normally, a team can adjust these variables to fit the project. The pandemic, however, did away with this freedom for L&D teams. Budgets were slashed so we couldn’t just shovel money at the problem. Timelines were unyielding because everything was in crisis. Scope, as a consequence, had to be reduced. Functionality, interactivity, and engagement were just a few of the casualties.

Not surprisingly, 51% of respondents in the 2021 Trends Survey felt their new digital/virtual offerings were less effective than F2F solutions. This is nothing to be embarrassed about. In fact, you may have unknowingly applied a best practice of agile development by releasing minimum viable products to your users.

Now—what to do going forward?

When setting priorities for 2021, you’ll likely want to address some of the shortcomings in the solutions your team created. Recognizing the need to revise these offerings to boost learner engagement and quality is an important step. Instead of rushing off to build new products, consider enhancing the ones you developed when resources were scarce.

A Caring Group

The L&D field tends to attract people who are concerned about the welfare and development of others. I was reminded of this again and again as I read your comments in the survey responses. The common theme was helping others—and this greatly overshadowed your personal struggles.

Here are some empathetic words your peers shared when asked about the main problem they faced during COVID:

• “Keep people engaged in times of fear”
• “Employees feeling isolated and disconnected”
• “Overworked and overwhelmed employees”

What you wrote is even more striking when you consider that Learning & Development was often considered a nonessential function during COVID downsizing. Countless organizations slashed their L&D budgets in 2020, leaving many L&D people feeling marginalized, overworked, and underappreciated.

But you remained true to your calling. You felt compassion for the people you develop. And you expressed concern about their emotional health. What a caring and dedicated group!

Your Turn

Now you can take the same journey I did: listen to the webinar, read the report, and come to your own conclusions.

I’m confident that you’ll be as proud and inspired as I am!

About the Author

Jay Campbell is SVP of Products & Content at The Ken Blanchard Companies, overseeing research and development activities. Holding degrees from Vanderbilt University and Boston College, Jay is currently pursuing a doctorate in leadership and organizational change at USC.

About The Ken Blanchard Companies

For more than 40 years, The Ken Blanchard Companies has been a global leader in management training, consulting, and coaching. Its solutions inspire leaders at all levels to create cultures of connection, unleashing talent to deliver extraordinary results. Its flagship leadership training program, SLII®, is the solution of choice for more than 10,000 organizations. Blanchard also offers a suite of other award-winning leadership solutions and coaching services to support them.

Today’s blog covers the promised Part Two from last week’s blog post. If you missed it and want to see the whole letter and the context, click here.

Here’s the part of the letter, signed Paralyzed, that I am addressing today:

“I asked my manager to tell me what she thought the most critical thing was for me to focus on and she told me she thinks I have trouble making decisions. She is right. I have friends who tell me I am wishy-washy. My partner agrees. I agree. I am a data geek and I like to be able to look at things from all sides before making decisions. The problem is that this approach doesn’t work when time is tight—which is always.”

Dear Paralyzed (Part Two),

There is a vast and constantly growing body of research and scholarship on the art and science of decision making. Entire classes and books are devoted to it. I’ve tried to boil it all down, but you can be 100% certain that I have left something out. My aim is not to review every possibility but to offer useful advice, tailored to where you are in your development (early career, high potential, being considered for promotion).

Here are some thoughts:

It is a personality trait—and you are getting a core need met: Folks with a very specific personality type are more attached to accuracy than the rest of us. As a self-described “data geek,” you may fit this profile—which means you may have a need to be right. The more complex the decision and the less clear the alternatives, the more your need to be right will hamstring you.

If you think this might be the case, you will have to get that need met in other ways and detach it from decisions that have to be made quickly. You must literally practice moving ahead even though you might be not quite right, or even wrong. How on earth to do this?

Try making some low-risk decisions without enough data, to build your tolerance. Get used to the discomfort. It will never go away because the decisions only get bigger with the jobs. Here is the silver lining: although you are aware of the drawbacks of being a poor decision maker, the opposite problem—making decisions without sufficient thought or information—can cause just as much damage, although it often is seen as a strength and corrected way too late.

It’s a habit: Consider that your wishy-washiness is less a character trait and more of a habit. Habits are notoriously hard to break, but even good habits can outlive their usefulness. Try to notice when you are defaulting to habitual waffling and choose another tactic. When the risk is low, just roll with your first gut response and see how it goes. If you think this might be your problem, learn more about habits and how to break them, from Charles Duhigg, here.

You don’t have a system to make good decisions: Oh dear, where to start? There is so much interesting stuff on this topic, and boy, did I go down the rabbit hole. To save myself (and you) from going completely off the rails with this, I went to one of my all-time favorite resources: The Owner’s Manual for the Brain by Pierce J. Howard. I hate to recommend 1000-page books, but, since you are a geek, it might be your cup of tea. I was introduced to it by one of our company’s resident geniuses, VP of Applied Learning Dr. Vicki Halsey—and as a social neuroscience devotee it is a go-to resource for me. Chapter 26, “Creating Leverage: Brain-Based Decision Making” is worth the price of the book (and the weight) all on its own. In his Concern Analysis Flowchart (Fig. 26.3, pg. 704), Dr. Howard recommends a few methods to get you started:

• Mind Mapping: I am a huge fan of this technique because my thinking style is so wildly random that it Is almost impossible for me to think anything through using linear reasoning. Using a mind map helps you get all relevant thoughts on a piece of paper at once and then put them in order. This way, you can tease out the most important details and the relative importance of everything else. It also helps you make connections you otherwise might not have seen.
• Pareto Analysis: The Pareto Principle (also known as the 80/20 rule) is the idea that by doing 20% of the work you can generate 80% of the benefit of doing the entire job. Using it to analyze your items when making a decision might help you quickly discard the less relevant items. The mindtools website has massive amounts of material on decision making, among other useful topics, that you can data-geek out on at your leisure.
• Fishbone Analysis: This method originated with the Total Quality Management method. It is also known as the cause-and-effect diagram or the Ishikawa method. This tool helps organize your thinking around the root cause of a problem.

You simply struggle with self-doubt: Don’t we all? Okay, some people don’t, I guess, but I haven’t met them. The more practice you get at making decisions, the better you will get at it. Success will breed success. A couple of actions you can take right now to decrease your doubt are:

• Know what you know and what you don’t. Consider literally reviewing what you know—about your departmental activities, your entire organization, your industry—on a regular basis. In reviewing, you might uncover some gaps you need to fill the whole picture. The more you stay on top of what is going on around you, the more prepared you will be to pull your thoughts together quickly.
• Build your expert posse. You can’t possibly know everything all the time, but you can know who to go to for what. Identify the people around you who are as geeky as you and who have a depth of knowledge on topics that aren’t your specialty. Build relationships with each of them, enough to ensure that they will answer your text in a hurry when you need them. Offer your own expertise when they need it. As we say at Blanchard, “None of us is as smart as all of us.”
• Know your waterline. It is easy to get paralyzed by the fear of risk when you aren’t entirely sure what the consequences will be. So you need to know exactly where your decision-making authority reaches its limits. You need to know the tolerable mistakes you can make on your own, compared with those you have to escalate because they could sink the ship. In other words, you must know where the waterline is and which decisions could affect the soundness of the whole boat.

I learned this concept from my husband, Scott. He was blown away by it when he worked with W.L. Gore & Associates, where it is one of their company values. They define it this way: “We are all shareholders, and we will consult with the appropriate Associates before taking an action ‘below the waterline’ that could cause serious damage to the long-term success or reputation of our Enterprise.”

Sit down with your manager and establish where your waterline is—which consequences are acceptable, if imperfect, and which consequences will cause big problems. This concept will serve you well when you start managing people.

The wishy-washiness part is fun for you: I have a dear friend who agonizes over the menu when we go out to dinner together. It is maddening. She is a wildly successful professional who, though thoughtful and deliberate with big decisions, does not, thank God, belabor them. But her menu scrutiny would delay our order and, thus, my dinner. She finally noticed my annoyance and called me out on it. We discussed it and uncovered that, as a true foodie, she enjoyed the process of examining every item on the menu and discussing its possible merits, while I was simply hungry. We devised a solution: I would quickly order an appetizer when we sat down so that I could manage my blood sugar. She, then, would be able to take her time savoring her options. My point? You have to recognize when you can indulge your desire to go deep and savor the moment, and you can’t.  Do it when you can, enjoy it.  Cut to the chase when you have a tight timeline.

I know, Paralyzed. This post was too long. I hope I haven’t made you sorry you asked. I had an awful lot of fun coming up with your answer, though, so for that I thank you. Remember: you are going to be just fine. Einstein (no dummy) said “A person who never made a mistake never tried anything new.” And Winston Churchill said “Success is not final, failure is not fatal; it is the courage to continue that counts.”

So geek on out with these ideas, and then go forth and be decisive. You will absolutely make some mistakes. It is the only way for you to grow and become more valuable to your organization. You will get smarter and braver, and be well on the way to fulfilling your very high potential.

Love, Madeleine

About the Author

Madeleine Homan Blanchard is a master certified coach, author, speaker, and cofounder of Blanchard Coaching Services. Madeleine’s Advice for the Well Intentioned Manager is a regular Saturday feature for a very select group: well intentioned managers. Leadership is hard—and the more you care, the harder it gets. Join us here each week for insight, resources, and conversation.

Got a question for Madeleine? Email Madeleine and look for your response here next week!

The quest for high performance may be at an all-time high. With the COVID-19 pandemic turning things upside down, some people are struggling to get through the day—but others continue to thrive. How do they do it?

Brendon Burchard’s best-selling book High Performance Habits offers many answers to that question. Through extensive original research and learnings from more than ten years of being the world’s leading performance coach, Burchard has identified the six most important habits for improving performance at home, at work, and in your community.

The habits Burchard encourages everyone to build include:

1. Seek clarity. Have a clear vision, consistently set intentions for who you want to be each day, and focus on what is meaningful.
2. Generate energy. Learn to release tension while setting intention. Bring joy to your daily activities and stay physically, emotionally, and mentally healthy.
3. Raise necessity. Understand what you need to do for yourself and others to remain motivated. Build a network of peers who will support you.
4. Increase productivity. Determine the outputs that matter most to your success. Develop the skills that will help you perform at a higher level.
5. Developing influence. Ask others to challenge themselves to perform differently. Be a role model for that behavior.
6. Demonstrate courage. Learn and grow from your struggles, share your truth, and fight a noble cause for others.

Burchard describes specific practices you can begin immediately for each habit. He stresses that although these practices may be common sense, they are not commonly practiced—so it is critical to make a commitment to using these tips and techniques to start your journey to long-term success and fulfillment. He suggests people focus on one practice at a time to recognize how significant each change can be.

Each chapter is filled with thought-provoking exercises to help you integrate the six habits into your routine, and encouragement to focus on the things that will make a big difference right away. Putting it simply, this is a guidebook for people who want to get control of their lives and experience true joy. The real-life examples of people who have overcome struggles by using the practices are evidence of how powerful this work can be. They offer proof that you, too, will be able to positively impact every aspect of your life.

Burchard shares a beautiful mixture of science-backed data and heart-centered strategies to help others live a better quality life. After applying just a few of his suggestions, you’ll notice a difference—and understand how extraordinary people become that way.

To hear host Chad Gordon interview Brendon Burchard, listen to the LeaderChat podcast and subscribe today. For more information about Brendon Burchard, go to www.brendon.com.

By Pat Zigarmi and Judd Hoekstra

The coronavirus pandemic upended our world in a matter of weeks.
Businesses closed. Stores shuttered. Unemployment soared. And worst of all, the virus took our loved ones.

Companies were forced to reinvent the way they worked in just a few days. IT departments scrambled to provide equipment for employees. Managers and their people struggled to adjust to the new reality.

For those of us fortunate to keep our jobs, the boundaries between work and home vanished. Spare rooms became offices. Some of us worked exceptionally long hours. Some had little to do.

When historians chronicle these dark days, they will write how fear and uncertainty cast a pall over the world. They will also share that there were surprising pockets of innovation as employees exercised their newfound autonomy and rose to the challenges of the moment.

Now, organizations around the globe are reopening, sort of. Unevenly for sure. Making decisions without complete information. Uncertain about the future.

This creates an opportunity for all leaders to embrace the changes ahead in a radically different way.

The Business Case for High-Involvement Change

The pandemic acted like a microscope.

It magnified how courageous, curious, agile, and resilient we (individuals and organizations!) can be. It gave us new ways of thinking about how and where work gets done.

So what are some of the lessons we’re learning?

The command-and-control leadership style looks like a relic from the past. The idea that a few at the top know what is best for the many seems untenable. Additionally, unlike hierarchical organizations of the past, today’s frontline employees have more access to information than ever before. The Internet has become a great leveler, empowering employees and making command and control look slow and old.

The conclusion is that leaders must invite all stakeholders to conversations about change.

We also know that the pre-pandemic status quo suppressed employee engagement and enthusiasm. Creative solutions emerged when employees took ownership of problems. An inclusive, high-involvement environment is the only way to keep alive the surges of creativity, resourcefulness, and collaboration we’ve witnessed in the last months.

The coronavirus pandemic also showed that employees could co-create solutions and implement changes that met organizational and individual needs.

When employees return to the office, it will be a critical time for leaders to capitalize on their creativity and rethink how and where work gets done.

Essential Conversations Ahead

Change means different things to different people. We define it in our Leading People Through Change® (LPTC) workshop as “the gap between what is and what could be.”

In the case of the pandemic, change is the gap between what was, what is, and what could be. The challenge facing all companies is jettisoning what didn’t work (like endless face-to-face meetings) and embracing what did (like agility and empowerment).

To understand what did and didn’t work before and during the pandemic, leaders need to have meaningful conversations with their people. Before leaders announce any change, they need to share what they saw/see with their peers and understand the implications. Finally, they need to ask employees what they saw/see and know.

These conversations will help your organization define potential changes about where and how work gets done going forward and ensure that the proposed solutions solve the right problems.

The goal of these conversations is to help each other appreciate different perspectives about work before and during the pandemic so you can co-create the “what could be” for your workplace.

Why is this so important?

Change initiatives are notoriously difficult undertakings—they fail 75% of the time. And most are unsuccessful for the same reason: 80% of companies use a top-down, minimally inclusive approach. And yet we’ve also learned this from our change work over the years: “Those who plan the battle rarely battle the plan!”

Involving others to develop realistic and right-resourced change plans will also let you discover potential implementation problems before you reopen. Casting a wide net has inherent value. Our founder Ken Blanchard powerfully summed up the reason: “None of us is as smart as all of us.”

Once you reopen and/or adapt some blended solution of working from home and at the office, your employees will have concerns that arise in a predictable sequence. The Leading People Through Change® Stages of Concern model, below, illustrates this.

Perhaps the most important conversations you’ll have with employees when you reopen are what we call Concerns Conversations. These surface people’s unanswered questions with the proposed changes.

When you think about reopening your organization, we bet that these are the questions keeping people awake at night. But if you use a high-involvement approach to change, you don’t have to have all the answers. The answers come from bringing those affected by the change into the conversation.

In reality, the only thing fast about a top-down approach is decision-making. However, the speed of implementation and realization of results are significantly slower with a top-down approach because those outcomes rely on the commitment of those being asked to change.

An African proverb captures the essence of Blanchard’s high-involvement approach to change: “If you want to go fast, go alone. If you want to go far, go together.”

Get Ready to Go Far

The pandemic is demanding change in your organization. Leading People Through Change® can make it a transformative moment.

Joe Dunne, director of sales enablement at Global Industrial, recently went through LPTC training with forty sales leaders. Here’s what he had to say about it:

“Leading People Through Change® has been a game changer for us. The highly interactive virtual sessions were delivered flawlessly, under a tight time frame, by our trusted partners at Blanchard. We’re seeing immediate on-the-job application of the mindsets and skillsets we learned as our people return to the office from working remote.”

Leading People Through Change® can be conducted as a one-day face-to-face session, a seven-hour virtual instructor-led training (four virtual sessions), a two- to four-hour executive overview, and a soon-to-be-released 35-minute digital overview.

Please contact your Blanchard sales consultant if you would like to learn more about our Leading People Through Change® solution.

As an antidote to the negative consequences of personality-based leadership theories, new generations of leadership, learning, and talent development professionals are rediscovering servant leadership. That’s great news for those of us who believe that simply focusing on acting like a leader is a poor substitute for developing the character and behaviors of someone who truly believes that people lead best when they serve first.

As the Head of Learning & Organizational Development at The Ken Blanchard Companies in the Asia Pacific region, most of my professional career has been spent studying leadership from every angle. Having taught servant leadership for several years, I find myself continually returning to three key servant leadership principles—standing back, authenticity, and humility. My hope is that these principles will help you not only in your own leadership studies but also as you consider servant leadership for your organization.

Standing Back

Standing back means serving with a mindset of observing an individual’s needs. The servant leader becomes involved only when they can clearly see a way to add value to the process for the other person. The leader sees themselves as coach or facilitator of an environment or a project. They watch and respond as needed. From this mindset flows a host of skills to be developed and applied such as listening, asking questions, providing feedback, and many others. We have captured a comprehensive list of these skills by asking L&D professionals in our workshops what servant leadership looks like to them. Use this link to see what skills L&D professionals identified most often.

Authenticity

Authenticity as a servant leadership characteristic is often misunderstood. It’s not about leaders saying what they mean without a filter—it’s about them knowing who they are as both a leader and a person, and being comfortable in both roles.

In my work with clients, I call this leadership principle “being grounded.” Authentic servant leaders speak respectfully, when it’s appropriate. They are aware of their core values and don’t have a need to boast. They openly appreciate others for their merits in a genuine and meaningful manner. When a leader acknowledges their team members’ successes and supports them in realigning their goals after failures, it promotes learning and growth. A servant leader demonstrates authentic leadership through behaviors that are based on their values. They have a clear, centered sense of self and communicate in a way that serves others.

Humility

Some might say that leaders with humility know how much they don’t know. When they work with people who have more expertise than they do, they are confidently humble. They may even ask “Could you teach me? Could you help me? Could you facilitate my learning?” They are also proactive in asking their direct reports for feedback on their leadership style; e.g., “How do you feel about the way I’ve been working with you and leading the team?”

The humble servant leader is confident in their own capabilities and personality. They believe in serving others through continuous self-improvement, communicating openly, and proactively seeking feedback.

All Three Principles Are Interrelated

In practice, these three principles are interrelated. When a leader is authentic, they are also humble. Because they are humble, they are confident in standing back. They are centered, grounded, and comfortable with their values, who they are, and how they present themselves. This is the place from which they will always make their best decisions and be of the most service to others.

Robert Greenleaf, the universally recognized father of servant leadership, wrote forty years ago that servant leadership begins “…with the natural feeling that one wants to serve. A servant leader focuses primarily on the growth and well-being of the people and communities to which they belong.”

If this serving spirit is in your heart, I encourage you to consider how standing back, authenticity, and humility can help you and your organization along the journey.

Looking for more information on how servant leadership principles are being applied in today’s organizations? Check out servant leadership resources on The Ken Blanchard Companies website.

About the Author

Maria Pressentin is the Head of Learning & Organizational Development for Asia Pacific at The Ken Blanchard Companies. Maria is an award-winning coach and leadership development professional, as recognized by the HRD World Congress and has served for four years as the vice president of the International Coach Federation, Singapore. Maria holds Master’s degrees in Strategic Management and Organizational Research, and is currently pursuing her PhD in Entrepreneurship and Innovation.

Marcus Buckingham believes some basic assumptions about work are simply no longer true in today’s business environment. He shares his insights in his latest book, Nine Lies About Work: A Freethinking Leader’s Guide to the Real World, coauthored with Ashley Goodall.

Lie #1: People care which company they work for.

Many companies use their corporate culture as a recruitment tool. Although it is true that people will join a company for their projected culture, people will stay—or leave—because of the team they work with every day. Team members who truly care about one another and have each other’s backs create their own culture. Leaders who observe and understand what makes teams perform well, and then encourage that behavior in other teams, will create a stronger organization.

Lie #2: The best plan wins.

Executives spend months developing a strategic plan, getting it approved by the board, and then disseminating it through the entire organization. The more rigorous and detailed the plan, the longer it takes to develop—and during that extended amount of time, reality probably changes. Planning is a good way to scope a problem, but what leaders really need is intelligence. Smart leaders empower their frontline people to deal with situations immediately and then check in regularly to see how they can help. Buckingham’s research indicates that this method lowers turnover and improves productivity while it builds an intelligence system that outperforms a complicated planning system.

Lie #3: The best companies cascade goals.

It has been common practice for a CEO to have annual goals that are cascaded first to the executive team, then through each department structure, to the individual level. The problem? Things can change over a year—but fewer than 5 percent of people go back to look at the goals or recalibrate their need. Truth be told, goals work only if you set them yourself. Freethinking leaders know what they need to accomplish, take the responsibility to explain it to team members, and then set goals they can achieve. The best practice is to cascade meaning—not goals.

Lie #4: The best people are well rounded.

Companies spend time defining competencies they want employees to develop—and then spend more time trying to improve people’s weakest competencies. This practice creates employees with just-average performance. Freethinking leaders look for the skills that people do well and leverage those skills. High performers usually do something a little differently than others—and that difference, when used intelligently, can be a competitive advantage.

Lie #5: People need feedback.

Feedback is a tricky subject. On one hand, if you don’t give any feedback and ignore someone, it destroys them. On the other hand, if you approach someone saying you want to give them feedback, their brain pattern looks almost exactly like fight-or-flight brain waves. The person feels like they are being attacked. Many times, feedback isn’t helpful because it isn’t delivered in a way that helps the person learn how to change a behavior. When freethinking leaders see someone doing something that works, they ask the person what they think worked well and why. This line of questioning as a method of feedback serves as the learning moment. The interrogation of the action—good or bad—is the most important conversation.

Lie #6: People can reliably rate other people.

Forty years of research shows that ratings of the performance of others is more a reflection of the person doing the rating than the person being rated. We simply can’t rate other humans on things like strategic thinking, creativity, business knowledge, or overall performance. Accurate rating of other people’s performance takes a much deeper conversation based on observations—it’s not about selecting a number on a scale.

Lie #7: People have potential.

Of course people have potential. The danger comes in identifying certain people as high potential, because doing it presupposes that others are low potential. By creating these designations, we are deliberately not seeing 85 percent of our people. The truth is that everyone has potential—but we have never found a way to measure just how much potential they have.

Lie #8: Work-life balance matters most.

Work-life balance is a great aspiration, but it is important to remember that balance is stationary. So, if you feel like you are totally in balance, you are probably stagnant. The trick is to find activities that give you strength in work and in life, and then spend as much time as possible on those things. Of course, none of us can spend 100 percent of our time being happy. But if we are deliberate about spending time doing things that invigorate us, it lessens the chance of us burning out and increases the chance of us being happier and more productive.

Lie #9: Leadership is a thing.

The main thing Buckingham wants leaders to know about the power of human nature is that each human’s nature is unique. If we see this as a problem that needs to be fixed, that’s a shame. But if we make a home for the unique individuals, we can build work environments where people are seen and challenged to become a better version of themselves.

You may completely agree with what Buckingham has to say in this book, or you may question some of it. Either way, once again, he’ll give you something to think deeply about.

To hear host Chad Gordon interview Marcus Buckingham, listen to the LeaderChat Podcast, and subscribe today. Order Nine Lies About Work on Amazon.com.

For more information on Marcus Buckingham, go to www.freethinkingleader.org

After surveying more than one million employees from a wide range of organizations, Adrian Gostick and Chester Elton have found that leading with gratitude is the easiest, fastest, least expensive way for managers to boost both performance and engagement in employees.

Unfortunately, it is also one of the most misunderstood and misapplied skills in business today.

During their research, Gostick and Elton heard over and over that people feel not only underappreciated at work, but sometimes even under attack. The authors call this the “gratitude gap.” In their latest book, Leading with Gratitude, they dispel common myths about leaders expressing gratitude and offer eight simple ways to show employees they are valued.

The myths Gostick and Elton identify may sound familiar:

• Fear is the best motivator.
• People want too much praise these days.
• There just isn’t enough time!
• It’s all about money.

Leading with Gratitude is filled with compelling stories featuring respected leaders such as Alan Mullaly of Ford Motor Company and retired American Express chairman Ken Chenault. The stories illustrate that these myths are simply excuses that can keep managers from building an honorable work environment by expressing their appreciation for a job well done.

The authors explain that gratitude isn’t about showering employees with thank-yous and high fives. They offer eight practical examples that demonstrate how leaders can first gain clarity about how people contribute and then show gratitude in specific ways that will be meaningful to individuals.

Practicing the act of gratitude can be as simple as letting people know their suggestions are valued by soliciting their ideas and acting on them. Another way is by assuming positive intent, especially when errors happen. Instead of getting upset or blaming someone for making a mistake, assume the person was doing their best and then use the situation to learn what you could be doing differently as a leader.

One of the most useful tips is to walk in your employees’ shoes. Getting a better understanding of what it takes for people to do their jobs will uncover ways you can collaborate to solve problems, improve processes, and enhance the customer experience as you build relationships by showing empathy. The best way to start is to look for small wins that will lead to bigger wins.

Perhaps my favorite suggestion in the book is to practice gratitude at home. Gostick and Elton remind readers not to get caught in the trap of putting our best face on at work and leaving it there when we go home. Showing appreciation and empathy for loved ones should be a common practice—and I think a gentle reminder is a good thing.

So remember to express gratitude often, tailor it to the individual, and ensure it reinforces corporate values. And don’t forget to praise your peers as well. Leading with gratitude creates engaged, high performing employees, a stronger organization, and better results.

To hear host Chad Gordon interview Adrian Gostick, listen to the LeaderChat podcast and subscribe today. Order your copy of Leading with Gratitude on Amazon.com.

Do you ever wonder why you reach some goals easily and struggle with others? In her latest book, Master Your Motivation, Susan Fowler explains the three scientific truths behind motivation that will help you achieve your goals. Distilling many years of research, Fowler fashioned a condensed description of three basic needs we must create in our lives in order to master our motivation: choice, connection, and competence.

Choice

Creating the basic need of choice can be as simple as recognizing you have a choice and you are in control of your actions. Fowler suggests you ask yourself these questions to help create choice:

• What choices have I made? Consider which of your past choices made you happy and which did not.
• What different choices could I make going forward? Consider how you feel about those choices—or if you feel you don’t have any choices.
• Do I feel goals or situations have been imposed on me? Consider where pressures may be originating and whether your behaviors could have a positive impact on outcomes.

Connection

The need for connection is tied closely to values and is created through authentic relationships and a sense of belonging. When it comes to a goal or situation, ask yourself these questions to create connection:

• Can this give me a greater sense of belonging or a genuine connection to others involved? Consider why this goal or situation might give you a greater sense of belonging and whether it potentially could lead to a bigger purpose.
• Is this meaningful to me? Consider how the goal or situation aligns to your values and purpose, and what would happen if you didn’t get involved.
• Do I feel what is being asked of me is fair and just? Analyze your answer to this question to determine the true importance of the goal or situation to you.

Competence

Creating competence is not only about mastery, but also about learning, growing, and gaining wisdom from our experiences. Fowler suggests asking yourself these questions to help create competence:

• What skills or experience do I have that might prove helpful to achieving my goal? Consider your core competencies and whether they are important to this situation.
• What new skills could I develop? Consider new skills you may want to develop and why they are important.
• What insights have I gained—or might I gain—that could help me moving forward? Consider why moving forward is important to you and what you can learn from your mistakes.

Motivation is at the heart of everything you do—as well as everything you don’t do yet, but want to do. The most important thing to understand is that you can control the quality of your life by controlling the quality of your motivation. Fowler’s motivation philosophies are proven through her research and real-world examples of people who have experienced breakthroughs by putting her tips into practice.

To hear host Chad Gordon interview Susan Fowler, listen to the LeaderChat podcast and subscribe today. Order her book, Master Your Motivation, on Amazon.com.

Scott Blanchard, bestselling business author and executive vice president with The Ken Blanchard Companies, will be sharing an insider’s look at the latest research on hiring, training, and developing leaders in an online event co-sponsored by Training magazine.

In the July issue of his company’s Ignite newsletter, Blanchard highlighted some of the key pieces of research he will be discussing and the implications for leadership, learning, and talent development professionals.

Encouraging and cultivating a person’s belief in their internal ability to positively influence their environment

Blanchard points to research done by hiring consultants at Hireology, which shows that a candidate with an internal locus of control has a 40% greater likelihood of success in a new role. Blanchard explains that people who work for a manager who is self-oriented and controlling will actually begin to doubt or set aside their belief in their ability to achieve successful outcomes.

The negative impact of “self-focused” versus “others-focused” leaders

If people experience overly controlling management, they have two choices says Blanchard, “They can perform because they have to, which is called controlled regulation; or they can just do the minimum to get by—that’s called amotivation.”

“Others-oriented managers support personal industriousness and reinforce a sense of personal accountability. When you engage in positive behaviors, you reinforce the notion of internal locus of control where you take responsibility for your own results. This leads to autonomous regulation—a high quality of motivation—where you perceive you’re doing something deeply connected to who you are and what’s important to you.”

Seeing leadership as a partnership

Others-oriented managers help instill that kind of meaning and accountability in their people, says Blanchard. “It’s about working side by side with people in a way that lets them grow into their autonomy. Managers who overtly control people squash or kill that initiative, which causes their direct reports to be less loyal, accountable, and motivated.”

You can read more about what Blanchard will be covering in the July issue of Ignite. Be sure to see the link to the upcoming July 19 webinar. The event is free, courtesy of Training magazine and The Ken Blanchard Companies.

Dear Madeleine,

What is your opinion about New Year’s resolutions? I have a list of goals as long as my arm for the New Year, and I realize I am probably overdoing it. How do I know how much is enough, and how much is too much?

Feeling Ambitious

________________________________________________________________________

Dear Feeling Ambitious,

There is something so inspiring about the feeling of a fresh start, isn’t there? But we know good intentions alone aren’t going to get us where we want to go. A ton of research has been done on the topic of goal setting and achievement. The newest entry to the field is from Charles Duhigg, author of The Power of Habit. His most recent book, Smarter, Faster, Better, is a fairly standard take on the topic but fresh for today. To be fair, though, he stands on the shoulders of Steven Covey (The Seven Habits of Highly Effective People) and Hyrum Smith (The 10 Natural Laws of Time and Life Management). These two books caused me to radically change my life twenty-five years ago. Both Covey and Smith insist that every choice you make must be rooted in your deepest values in order for you to be successful. For example, losing weight won’t work if you are doing it to please someone else. A goal must be important to you or you are not likely to accomplish it.  

Here are a few quick tips if you aren’t up for a stack of books—although a little Googling will uncover many good summaries!

• Pick one big thing. Probably the main reason people don’t achieve their goals—other
  than lack of deep personal commitment—is that they have set too many. So your angst
  that you may be loading up on goals is probably spot on. As you swing back to
  normal after a big holiday season, you are already behind, so you must manage
  your own expectations. Choose one big thing and let the rest go.
• Get Support. Lots of it. Change is hard, no matter what it is—and if you’re
  trying to break an addiction like nicotine or sugar, it is doubly hard. The
  brain craves anything that causes a predictable release of dopamine, so you’ll
  need more support than you think you do. Tapering off can help, as can support
  groups, a buddy, keeping a journal, daily acknowledgment, or asking for help
  from your guardian angel or whatever you know to be your higher power.
• Break it Down. You have one big goal. Break it down into small sub-goals or daily
  commitments. Ask yourself: What can I do,
  every day, to keep myself on track? Make a chart and check off something every
  day. (I’m sure there’s an app for this, but I’m committed to reducing my screen
  time, so I go with paper.)
• Be Clear.
  You may have heard of the SMART model—it’s been around for years and still offers
  good guidelines for goal setting. Here’s the way I learned it: Specific, Measurable, Attainable, Realistic, and Timebound. Other interpretations for the model exist but I won’t go into a long analysis here, because so many have done it so well. Again, Google can shed more light on this if you’re interested.

I mention the SMART model because I have observed in myself and in my coaching clients that specificity has tremendous power, and so does a timeline. It’s fairly easy to set a SMART goal with something like losing weight, because we can use numbers. With other things, it can get foggy. So specificity and clarity are key. For example, “I want to get better at my job” is not going to help you. “I am going to achieve ‘Exceeds Expectations’ on the following three competencies at my job” will take you much further.

Note: before you start, you must ask yourself: How will I know I am successful in the end? You can only really celebrate your success if you have answered this question in the beginning.

• Make it Compelling: Now let’s loop back to my first point, which is that you really
  have to care about doing the work to
  achieve your goal. You can’t do it for your spouse, your kids, your dad, or
  anyone else, no matter how much you care about them. So, choose something you really, really want. It doesn’t matter
  if it isn’t a big deal to anyone else, or if it isn’t going to make you a
  better person. If you really care, there is a chance you will succeed.

I will leave you now so that I can decide how to be nicer, more productive, a more patient mom, a more inspiring boss, thinner, healthier, and a more committed recycler. I only wish I were kidding.

Here’s to miracles for all of us in the New Year!

Love, Madeleine

PS. I was kidding. Kind of. But seriously, my big goal in 2019 is for this “Ask Madeleine” column to be more widely read. So I am asking for your support. If you like my column, please share it every week with three (3) other people whom you think would like it. Thank you so much!

About the author

Madeleine Homan Blanchard is a master certified coach, author, speaker, and cofounder of Blanchard Coaching Services. Madeleine’s Advice for the Well Intentioned Manager is a regular Saturday feature for a very select group: well intentioned managers. Leadership is hard—and the more you care, the harder it gets. Join us here each week for insight, resources, and conversation.

Got a question for Madeleine? Email Madeleine and look for your response here next week!

Measuring the Impact and ROI of Leadership Training, a new ebook just published by The Ken Blanchard Companies, shows how training and development professionals can calculate an estimated return on a proposed training initiative by looking at the bottom-line impact of better leadership in three areas: employee retention, customer satisfaction, and employee productivity. Utilizing Blanchard’s ROI methodology, readers will be able to demonstrate that leadership development programs produce a return on investment of at least 8:1 after program participants adopt new skills.

More discoveries from the ebook:

• Better leadership practices reduce voluntary turnover by up to 32 percent.
• Better leadership practices improve customer satisfaction scores by up to three percentage points—the equivalent of 1 percent of annual sales. That equals $1 million in increased revenue for companies with $100 million in sales.
• The largest benefit of better leadership skills is improved employee productivity. Citing a case study with a large financial service firm, the ebook identifies that better leadership practices can generate productivity improvement of between 5 and 12 percent. When calculated as a percentage of annual payroll using the same $100 million dollar company, that’s an amount equal to at least $2 million per year!

According to the new ebook, leadership training generates a large return on investment because of the multiplier effect. When organizations train one manager, it creates an improved work environment for seven or more individual contributors who report to that manager.

Leadership, learning, and talent development professionals who want to learn more about calculating the impact of their proposed training initiatives can download the on-demand ebook from The Ken Blanchard Companies for free! Use this link: Measuring the Impact and ROI of Leadership Training.

A total of twelve characteristics were identified, five of which were agreed upon by all of the scholars polled. These five most prominent servant leadership characteristics were:

1. Valuing People. Servant leaders value people for who they are, not just for what they give to the organization. Servant leaders are committed first and foremost to people—particularly, their followers.
2. Humility. Servant leaders do not promote themselves; they put other people first. They are actually humble, not humble as an act. Servant leaders know leadership is not all about them—things are accomplished through others.
3. Listening. Servant leaders listen receptively and nonjudgmentally. They are willing to listen because they truly want to learn from other people—and to understand the people they serve, they must listen deeply. Servant leaders seek first to understand, and then to be understood. This discernment enables the servant leader to know when their service is needed.
4. Trust. Servant leaders give trust to others. They willingly take this risk for the people they serve. Servant leaders are trusted because they are authentic and dependable.
5. Caring. Servant leaders have people and purpose in their heart. They display a kindness and concern for others. As the term servant leadership implies, servant leaders are here to serve, not to be served. Servant leaders truly care for the people they serve.

To a large degree, these findings mimic the results of polling that The Ken Blanchard Companies conducted with 130 leadership, learning, and talent development professionals who attended a series of servant leadership executive briefings in cities across North America in 2018. Topping the list was empathy, closely followed by selflessness and humility. Also mentioned multiple times were being authentic, caring, collaborative, compassionate, honest, open-minded, patient, and self-aware.

Both lists can serve as good starting points for HR and L&D executives looking to bring an others-focused culture into their organizations. What’s been your experience?  Feel free to enter additional characteristics of a servant leader in the comments section below.

Interested in learning more about bringing servant leadership principles into your organization? Join us for a free webinar on November 15!

Dr. Vicki Halsey, vice president of applied learning for The Ken Blanchard Companies and author of Brilliance By Design, will conduct a presentation for leadership, learning, and talent development professionals on 3 Keys to Building a Servant Leadership Curriculum.

In this enlightening webinar, Dr. Halsey will connect servant leadership characteristics to competencies and share best practices on how to design a comprehensive curriculum for your organization. You can learn more here. The event is free, courtesy of The Ken Blanchard Companies.

That statistic is unnecessarily high, say organizational coaching experts Madeleine Homan Blanchard and Patricia Overland. As leaders in the Coaching Services division of The Ken Blanchard Companies, both coaches have seen the research and witnessed firsthand the failure that can occur when leaders are not provided with the support they need to succeed.

“I can’t tell you how many times we’ve coached leaders who were newly promoted because they had a set of skills and good relationships with people,” says Blanchard, “and when they got on the job, they failed.”

It’s not that surprising, she says, given the high expectations set for new leaders and the minimal support they actually receive when transitioning into a new role.

“Leaders are under a lot of pressure to produce results, but they often don’t get the mentoring support they need.  The thinking is that at this level they should be able to just do it.”

In conducting interviews with 2,600 Fortune 1000 executives, organizational and leadership consulting firm Navalent found that 76 percent of new executives indicated that the formal development processes of their organization were, at best, minimally helpful in preparing them for their executive role. What’s more, 55 percent of respondents indicated that they had little if any ongoing coaching and feedback to help them refine their ability to perform in an executive role.

“It’s a challenge for HR professionals,” says Overland. “And with the level of change and the number of executives transitioning into new roles, especially in larger organizations, the problem becomes magnified. It’s not uncommon for larger companies to have five executives in transition from five different parts of the company at the same time.

“Even one or two levels below the executive team, all kinds of change is occurring at the VP and director level. It’s always difficult when decision makers move. Now HR finds itself managing several different coaches from different companies, each with their own approaches, contracts, conditions, etc. It can be overwhelming, and that much harder to ensure quality and a return on the investment.

For HR leaders facing this challenge, Overland offers four words of advice: “Don’t go it alone—especially if you are managing a large number of executives in transition across a wide geographical area. This is where working with one company with global reach and a single point of contact really helps. Having one contact person who can help ensure quality, vetting, reporting, and ROI can position an organization to provide successful coaching to every leader who needs it.

“A larger, experienced coaching organization can provide a consistent quality of coaching. Not only is this good for the client and the leaders being coached, it also permits the coaches to talk to each other about how the coaching is going or about the challenges they encounter, and to ask for help when necessary—all without breaching confidentiality.

“This keeps the coaching aligned with organizational objectives and keeps the people focused on priorities,” says Overland.

Be especially careful about going it alone if you are looking to bring the executive coaching function in-house, says Overland.

“In my experience, executives tend to have a real hesitancy to work with an in-house person. They see a risk in disclosing potentially sensitive information to someone junior to them in the organization. Let’s say a senior executive is feeling stressed about a major strategy change, the sale of the company, or a pending merger. The executive won’t want to talk to an internal person about that.  An external person is almost always a better choice.”

Blanchard agrees. “Coaching gives people the direction and support they need for the complex, high level leadership and management skills used in a senior role. When I’m thinking about the role of coaching, I always go back to Jim Collins’s book Good to Great,” explains Blanchard. “Collins said that a leader’s job is to get the right people on the bus in the right seats and make sure that the bus is going in the right direction.

“That’s what you are accomplishing when you bring coaching into an organization. You are ensuring that the bus is going in the right direction and all the right people are in the right seats.”

Would you like to learn more about how coaching can improve the success rate of your executives in transition?  Join us for a free webinar!

Supporting Leaders in Transition with Coaching

Wednesday, September 26, 2018

9:00 a.m. Pacific Time / 12:00 noon Eastern Time / 5:00 p.m. UK Time

When leaders are in transition—moving from one role to another within the organization, or moving in from an outside organization, ensuring their success is critical.  Leaders in transition can’t afford to fail—yet statistics show that a large percentage do.

In this webinar, organizational coaching experts Madeleine Homan Blanchard and Patricia Overland will show you how to leverage transition coaching during an executive’s first 90 to 120 days to ensure your leaders succeed.

Participants will learn:

• The 3 types of executive transition
• What the latest research reveals
• The 4 critical elements you need to build into your transition strategy

Blanchard and Overland will also share best practices and examples from two large company client initiatives.  Don’t miss this opportunity to learn how to put these success strategies to work in your organization.  This event is free, courtesy of The Ken Blanchard Companies.

REGISTER TODAY!

Researchers from The Ken Blanchard Companies teamed up with Training magazine to poll 456 human resource and talent-management professionals. The purpose was to determine whether established best practices were being leveraged effectively.

The survey found gaps of 20-30 percent between what employees wanted from their leaders and what they were experiencing in four key areas: Performance Planning (setting clear goals), Day-to-Day Coaching (helping people reach their targets), Performance Evaluation (reviewing results), and Job and Career Development (learning and growing.)

Use this link to download a PDF version of a new infographic that shows the four key communication gaps broken down into ten specific conversations leaders should be having with their team members.

Are your leaders having the performance management conversations they should be? If you find similar gaps, address them for higher levels of employee work passion and performance.

You can read more about the survey (and see the Blanchard recommendations for closing communication gaps) by accessing the original article, 10 Performance Management Process Gaps, at the Training magazine website.

Would you like to learn more about improving the quality of management conversations in your organization? Join Ann Phillips for a complimentary webinar on Performance Management 101: 3 Conversations All Managers Need to Master. The event is free courtesy of The Ken Blanchard Companies. You can learn more and register using this link.

“Most ideals about why people are successful are driven by stereotypes and gut feel rather than facts and data,” explains Botelho. “In this book, we’ve aspired to provide information about how anyone can be successful by helping readers learn from other successful people in business.”

Learnings shared in the book are based on groundbreaking research and in-depth analysis of more than 2,600 leaders drawn from a database of more than 17,000 CEO and C-suite executives. Botelho describes the four behaviors of highly successful people as identified by the research.

1. They are decisive and understand the importance of speed over precision when making decisions. According to Botelho, most people assume that CEOs have an uncanny ability to make the right decisions more often than other people. But her research indicates that what really makes a CEO stand out isn’t necessarily the accuracy of their decision, but the speed and will to make the decision in the first place.
2. They are reliable and deliver what they promise, when they promise it—without exception. This behavior sounds simple, but isn’t easy to practice consistently. Botelho describes the importance of being on time and doing what you say you’re going to do—and she offers another tip: “Highly reliable leaders are thoughtful about setting expectations right up front.” Botelho shares that this behavior not only improves the likelihood you will succeed in your role, but also increases your chances of being hired In the first place.
3. They adapt boldly, especially when faced with the discomfort of the unknown. “Of the four behaviors, this is the one where people are most likely to underestimate their ability—and that is costly.” Botelho explains people naturally assume change will be painful, so they resist it. But her research shows that the most successful leaders are good at letting go of past behaviors, habits, and commitments that will not serve them in the future.
4. They engage with stakeholders without shying away from conflict. These leaders focus on leading to deliver results that benefit the company as opposed to leading to be liked. They keep all stakeholders—customers, employees, and shareholders—in mind and manage those relationships.

Finally, Botelho shares some counterintuitive insights about making great strides in your career—what she calls career catapults. “Sometimes it is better to go small in order to go big,” Botelho says. Having an elite MBA or working for a marquee company is a great way to advance your career, but sometimes taking what looks like a side step instead of always focusing on moving up the ladder can have a more positive impact. By being in charge of a smaller project, division, or group, you might actually have a chance to practice more skills and get more exposure.

According to the author, here is the most important message to take away from The CEO Next Door and this podcast: Excellence is more achievable for us than we assume.

Be sure to stay tuned for comments from Ken Blanchard at the end of the podcast!

Check out this episode!

Topping the list of servant leader attributes was empathy, closely followed by being selfless and humble.  Also mentioned multiple times were being authentic, caring, collaborative, compassionate, honest, open-minded, patient, and self-aware. The word cloud pictured above features all of the attributes that were identified.

When it came to the top three behaviors servant leaders demonstrate, the leadership and learning professionals identified listening, followed by asking questions and developing others.

For leaders looking for ways to be more others-focused in their work conversations with direct reports, coaching experts Madeleine Homan Blanchard and Linda Miller suggest taking a LITE approach by learning four essential communication skills that form the acronym LITE.

Skill 1: Listen to Learn

Listening is one of the most essential skills any manager can have. Good listeners focus on what the other person is saying and respond in ways that make others feel heard and valued. In any interaction, managers should:

• Listen with the intent of understanding the other person
• Set aside distractions
• Focus on the person and give their undivided attention

Skill 2: Inquire for Insight

Great managers draw their people out. They ask questions that allow employees to share insights and ideas that can benefit projects, tasks, and the team as a whole. And it helps the manager to understand the underlying motivations in regard to what drives behavior. Managers should:

• Ask open-ended questions
• Emphasize what and how rather than why
• Encourage the direct report, once the conversation comes to an end, to recap in order to check for understanding

Skill 3: Tell Your Truth

Being honest builds trust and authenticity; it allows managers to share information that’s needed to help their employee move forward. Many managers are afraid being honest will hurt others’ feelings, but in all actuality, a truthful exchange can empower others. When telling their truth, managers need to:

• Be brave, honest, and respectful
• Be open to other perspectives
• Avoid blame or judgment while they focus on forward movement

Skill 4: Express Confidence

When managers express confidence in their people, it builds employees’ self-assurance and enthusiasm. In conversations with others, managers should:

• Highlight relevant qualities or skills
• Point out previous successes
• Offer support as needed

If you want your managers to deepen their leadership skills, you must teach them to use coaching skills and encourage a strong coaching culture within your organization. Help your managers develop the mindset of an effective coach by familiarizing them with the coaching process and providing effective coaching skills that will help their teams accelerate their performance.

Madeleine Homan Blanchard explains, “When you take the LITE approach, people walk away from the conversation feeling heard, validated, and ready to take action on what was discussed. These skills will help managers interact with their people more effectively and promote clarity and positivity.”

Interested in learning more about adding a servant leadership skillset into your existing leadership development program?  Join The Ken Blanchard Companies for a free webinar on June 20.  Use this link to learn more about Creating A Servant Leadership Curriculum.  The event is free, courtesy of The Ken Blanchard Companies.

*Special thanks to research interns Casey McKee and Hunter Young for compiling data and creating the word cloud graphic which accompanies this post.

A new infographic just published by The Ken Blanchard Companies identifies that poor customer service costs organizations in excess of $300 billion dollars annually.

Statistics shown in the infographic include results from a recent survey conducted by Blanchard involving more than 500 leadership, learning, and business development professionals. Survey results reveal that 78 percent of respondents have bailed on a transaction or not made an intended purchase because of a poor service experience. And a whopping 89 percent have begun doing business with a competitor following a poor customer service experience.

Survey results highlight three common mistakes organizations make that limit their customer service effectiveness.

1. Failing to Define a Service Vision. 19 percent of organizations have only some degree of defined service vision. And another 14 percent have little to no service vision.
2. Failing to Measure Customer Loyalty. 12 percent of respondents said their organizations do not measure customer service and another 16 percent said they didn’t know whether their organizations measured customer service.
3. Failing to Train Employees. While 76 percent of respondents agree that customer service is everyone’s job, only 20 percent said their organizations provide training as a means for improving levels of service and only 15 percent provide training to managers of customer-facing personnel.

“Our approach with the Legendary Service program goes beyond traditional customer service training,” says Cuff. “Service is an organizational culture issue. Our goal is for everyone in the organization to see customer service as their job. Whether you’re an individual contributor, a manager, or the CEO of an organization, you must recognize that you can make a difference within your own realm of influence.”

“That begins by being Committed to customer service,” adds Halsey. “It continues with being Attentive to customer needs, Responsive in taking action, and finally, Empowered for the next opportunity to serve.”

You can download the infographic, access the research, and learn more about Halsey and Cuff’s recommendations at a free resources page on The Ken Blanchard Companies website.

In working with 149 adults from different business and networking groups, Matthews found that

• Those who wrote their goals accomplished significantly more than those who did not write their goals. (+18 percentage points)
• Those who sent their commitments to a friend accomplished significantly more than those who wrote action commitments or did not write their goals. (+21 percentage points)
• Those who sent weekly progress reports to their friend accomplished significantly more than those who had unwritten goals, wrote their goals, formulated action commitments or sent those action commitments to a friend. (+33 percentage points)

Importantly, Matthews found that the improvement held up on goals ranging from completing a project, increasing income, increasing productivity, getting organized, enhancing performance/achievement, enhancing life balance, reducing work anxiety or learning a new skill.

Ready to stack the deck in your favor with a key goal for this year?

1. Write it down.
2. Email it to a friend.
3. Set up a recurring meeting to send your friend a progress report.

Yes, you’ll be making yourself vulnerable and accountable—but you’ll also be setting yourself up for success.  Here’s to a successful and goal achieving 2018!

Learn more about Matthews study here.

Leadership as a Partnership

“It’s unfair to expect a manager with multiple direct reports to figure out what each individual needs, let alone always provide it,” says leadership expert Susan Fowler. “Continue to invest in your managers, but leverage your investment by training the other side of the partnership—the direct reports. Don’t ignore half the equation. Make effective leadership everyone’s job.”

You can check out the entire September issue here. Want Ignite delivered to your InBox each month?  You can subscribe for free using this link.

The current requirements to achieve the designation of Master Certified Coach are 200 hours of coach-specific training, 10 hours of working with an MCC mentor coach, a credible log documenting 2,500 hours of coaching with at least 35 clients, a performance evaluation based on audio recordings and written transcripts of coaching sessions, and the completion of the Coach Knowledge Assessment.

Certainly, 2,500 hours of coaching is a lot of experience. But what does it actually mean? And what should clients expect when they hire a coach who has been designated as a master? What would make it worth the extra money?

A master coach should be able to work with any kind of client, even if the match isn’t perfect. Any good coach will help their client identify goals, map out the steps to achieve them, pinpoint strengths to leverage and weaknesses to mitigate on the journey, and help keep the person on track. The master, however, will ensure that the journey is shorter, more efficient, and fun.

A masterful coach will

• Make the client feel heard and understood
• Leave the client with new learnings that are useful and actionable
• Provide direct but kind feedback when possible
• Tell the truth without blame or judgement
• Share context, information, a new model, or relevant research to help the client think something through or expand perspective
• Be a stickler for professionalism and crystal clear agreements
• Keep the coaching conversation laser focused
• Understand what motivates the client to challenge them effectively
• Meet the client exactly where they are
• Be an advocate and champion for the client’s best self
• Have achieved some kind of success themselves
• Be a Swiss bank vault for confidentiality

Many perfectly adequate coaches will do most of these things. It might be easier to identify a master by what they won’t do.

A masterful coach will not

• Have a pre-determined agenda about who or how the client should be
• Judge or criticize the client
• Get defensive in the face of feedback from the client
• Whip the client into temporary action by using fear or ego to generate adrenaline
• Ask why questions or questions that serve to only satisfy the coach’s curiosity
• Over-focus on the past
• Indulge in philosophizing—or worse, therapy
• Obsess about accountability
• Withhold an opinion or information that might be helpful
• Give specific advice, especially in areas where they are not expert
• Answer the question What would you do?
• Tell the client what to do
• Speculate about other people’s motives
• Get bogged down in the client’s story
• Create dependence on the coach
• Discuss other clients or boast about client successes—or worst case, take credit

A master coach will never forget that every client success is achieved by the client—and as good a coach as they may be, the coach is only as good as the client.

Master coaches are insatiable lifelong learners and are constantly adding to their knowledge and skills. I can’t imagine why anyone would hire a coach who isn’t constantly striving to improve and grow themselves.

The thing that is so hard to pin down, and impossible to teach, is what some might think of as wisdom. The master coach will have deep experience in several disciplines and have the flexibility of intellect and creativity to synthesize seemingly random concepts into useful ideas.

Any client, no matter how accomplished or brilliant, should be able to expect that a Master Certified Coach will be an intellectual equal and an emotionally well-adjusted grownup who takes full responsibility for their own frailties.

About the Author

Madeleine Homan Blanchard is the co-founder of The Ken Blanchard Companies’ Coaching Services team.  Since 2000, Blanchard’s 150 coaches have worked with over 14,500 individuals in more than 250 companies throughout the world. Learn more at Blanchard Coaching Services. And check out Coaching Tuesday every week at Blanchard LeaderChat for ideas, research, and inspirations from the world of executive coaching.

Getting Buy-In for Leadership Development Training

One of the biggest challenges leadership, learning, and talent development professionals face when they propose a new initiative is convincing their CEO of the financial impact of the proposed initiative. Without a clear sense of the positive financial impact, it’s easy for a leader to dismiss a new proposal as being too disruptive, too expensive, or too time consuming.

An analysis of more than 200 organizations by The Ken Blanchard Companies found that every year of delay in improving leadership skills costs the typical organization an amount equal to 7 percent of their total annual sales.

Leading the Duke Energy Way

A senior leader at Duke Energy approached Stephanie Bush, director of learning and development, with a request for building leadership skills in his division. Already familiar with Situational Leadership® II (SLII®), Stephanie decided to pilot the program with this leader’s management group to see if it met their needs.

“I knew our leaders wanted to be able to have impactful coaching conversations with their team members. They needed to be able to set goals, hold people accountable, and provide a leadership style to match their employees’ needs. That is exactly what SLII provides.”

The feedback from the pilot sessions was so positive that SLII was added to the curriculum for the Duke Energy Leadership Academy which was created to support “Leading the Duke Energy Way” by aligning to the business strategy and leadership imperatives.

Podcast: Michael Bungay Stanier on The Coaching Habit

Michael Bungay Stanier, author of The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever shares how time pressed managers can effectively coach direct reports by asking instead of telling, being a little more curious, and engaging a little more often.

Developing Self Leaders—A Competitive Advantage for Organizations

The nature of leadership continues to evolve as organizational structures and business models change. A new Blanchard white paper looks at how top-heavy leadership approaches are shifting and in their place, individual contributors are being asked to step up in new ways, take on more responsibility, contribute differently, and look for ways to empower themselves—essentially to become self leaders.

You can check out the entire August issue here. Want Ignite delivered to your InBox each month?  You can subscribe for free using this link.

Without a clear sense of the positive financial impact, it’s easy for a leader to dismiss a new proposal as being too disruptive, too expensive, or too time consuming.

An analysis of more than 200 organizations by The Ken Blanchard Companies found that every year of delay in improving leadership skills costs the typical organization an amount equal to 7 percent of their total annual sales.  This represents millions of dollars each year—because poor leadership behaviors not only increase the loss of high potential employees, they also lower the employee work passion and productivity of the people who remain with the company.

Employee Retention

Research originally conducted by Leigh Branham, a leading authority on turnover and retention and author of The Seven Hidden Reasons Employees Leave, identified that at least 9 percent and possibly as much as 32 percent of an organization’s voluntary turnover can be avoided through better leadership skills. Branham, who partnered with Pricewaterhouse Coopers in conducting the study, identifies that trust, hope, worth, and competence are at the core of most voluntary separations.  When employees are not getting their needs met in these key areas, they begin to look elsewhere.

Employee Work Passion

Research conducted by The Ken Blanchard Companies using its Employee Work Passion Assessment has found significant correlation between positive work intentions and a leader’s ability to build trust, use coaching behaviors, and create an engaging work environment. This environment includes high levels of Meaningful Work, Autonomy, Growth, Fairness, Collaboration, and Feedback, along with six other factors (see complete list here.) Failure in any of these areas on the part of the leader leads to lowered intentions on the part of employees to perform at a high level, apply discretionary effort, remain with an organization, endorse it to others, and act as a good corporate citizen.

Employee Productivity

Providing employees with the tools, resources, direction, and support they need to perform at their best is the key to creating a high performance work environment. Research conducted by Dr. Paul Leone with a large Fortune 100 financial services company involving 300 managers and 1,200 direct reports found a 5 to 12 percent increase in productivity among direct reports of managers who attended leadership development training and immediately began using the new skills they had learned.

Leadership Impacts the Bottom Line

Leadership matters! After all, leaders help employees set goals. Leaders make sure those goals are in alignment with overall corporate strategy. And leaders are responsible for providing the direction and support employees need to succeed on a daily basis.

Even though a leadership development initiative—like any change—can be disruptive, difficult, and financially challenging, taking no action is often the most expensive option of all.

Most executives instinctively know that strong leadership is essential for overall organizational success. By evaluating and improving leadership practices throughout their organization, leadership, learning, and talent development professionals can remove a persistent drain on financial performance and allow their organizations to grow and thrive.

# # #

Want to learn more about quantifying the impact of leadership training?  Join us for a free webinar!

Making the Business Case for Leadership Training

Thursday, August 24, 2017 at 9:00 am Pacific Daylight Time

Organizations lose millions of dollars each year due to poorly trained leaders. In this webinar, David Witt, researcher and author of The Ken Blanchard Companies eBook 7 Ways Poor Leaders Are Costing Your Company Money, will share how poor managerial behaviors negatively impact engagement, alignment, productivity, and employee retention.

Drawing on original research conducted by The Ken Blanchard Companies, Dave will explore:

• The 7 biggest gaps between employee expectations and leader behaviors
• The 3 ways to measure the bottom-line impact of leadership training
• The 5 keys to leadership training that works

Don’t miss this opportunity to learn how to evaluate your current level of leadership readiness, how to measure the impact of your leadership development, and how to get started on deploying training that makes an immediate difference. The event is free, courtesy of The Ken Blanchard Companies.

Register here!

The nature of teamwork in today’s organizations is evolving. Our research shows that both team leaders and team members have a key role to play in this evolution. As a part of our survey we asked people to identify the conditions that impact the level of effort they put into the teams they work on. (See Figure 1: My Personal Effort Depends On))

When it came to conditions that affect how much personal effort individuals put into their role as a team member, the top three statements respondents most agreed with were:

• Whether I trust the other team members
• The level of support I get from my team leader
• Whether or not team members are allowed to share opposing opinions and disagree with each other

 Figure 1: My Personal Effort Depends On 

Implications for Leadership, Learning, and Talent Development Professionals

The amount of support a team receives also impacts overall effectiveness. The survey found that the highest performing teams enjoy greater levels of support in general, as well as higher levels of training for both team members and team leaders. (See figure 2.)

Figure 2: Training and Support

For organizations looking to improve team training, Dr. Eunice Parisi-Carew, a founding partner and teams expert with The Ken Blanchard Companies, suggests training and development professionals be proactive and model an inclusive learning attitude.

“Involve others in crafting a clear purpose, as well as values and goals, for your teams. Have leaders follow through by reinforcing what was agreed upon, demonstrating supportive behaviors, and walking the talk,” she explains.

“Talk openly. Create an environment of safety and trust where people are comfortable speaking out about improving team performance without worrying about upsetting the status quo.

“Take action. Some leaders need to learn how to let go. Don’t wait for someone else to decide it’s time to collaborate—everyone is responsible for creating a collaborative environment.”

When people are busy, it’s normal for them to want to focus on getting their individual work done. To combat this urge, Parisi-Carew reminds us of an old adage: “If you want to go quickly, go alone. If you want to go far, go together.”

You can learn more about the results of the Blanchard/Training magazine survey by accessing the full article in the July/August issue. After studying the survey results, training and development professionals will have not only a target to shoot for but also recommended first steps to take as they look to create or enhance team training programs in their organizations.

This new capability has given learning, leadership, and talent development professionals added insight into ways to bring out the best in people by identifying what lights up different areas of the brain.

Ready to take the plunge and learn more about this fascinating new field? Here’s a short list of books that will help you get up to speed.

The Owner’s Manual for the Brain by Pierce J. Howard

This book provides a great overview and is an encyclopedia on all things having to do with your brain. It is very well organized, super clear, and chock full of resources including additional reading and websites. Content includes nice coverage of brain basics, human development, wellness, learning, creativity, and more. If you only have one book on the brain, this should be the one.

Why Zebras Don’t Get Ulcers by Robert M. Sapolsky

More than just a charming cover with cavorting zebras, this book focuses on the toll that modern-day stressors are taking on our brains and our bodies. We all know about the fight-or-flight response—but what we don’t know is that our brains can’t tell the difference between a grizzly bear charging toward us and a cranky boss. As a result, many people in today’s organizations are in a constant state of alarm. Sapolsky is down to earth, funny, and gifted at helping the layperson understand the ins and outs of managing our own brains under stress.

The Mind and The Brain by Jeffrey Schwartz and Sharon Begley

An early entrant into the neuroscience fray, this book is a valiant attempt to help us understand how we can harness the power of our brains to improve our quality of life. Schwartz, a UCLA psychiatrist, and Begley, a Wall Street Journal science columnist, look at new treatments being developed for brain trauma and dysfunctions and what it teaches us about the brain’s ability to adapt.

Your Brain and Business by Srinivasan Pillay

I had the great good fortune to meet Dr. Pillay, and there simply isn’t a more interesting or kinder person. He has about 90 irons in the fire at any given moment but has somehow found time to write several books. This one, focused on leadership and workplace issues, explains how brain processes affect behavior and how knowing this is helpful to leaders. Dr. Pillay is often—if not always—able to express complex concepts in a way that a person with a normal IQ can get them.

Willpower by Roy Baumeister and John Tierney

I stumbled over Baumeister and Tierney’s writing in The New York Times Sunday magazine and it rocked my world. They explore and explain the notion of decision fatigue, which is extremely important to know about because when our ability to think properly is exhausted, we are unaware of it. When our muscles give out, it is obvious to us—but when our brains give out, it is less apparent. When that happens, we can unwittingly make terrible decisions, lose self-control, and do things we regret simply because we are tired. This book will help you understand the fundamentals of self-management.

Your Brain at Work by David Rock

Rock is a pioneer in the area of putting neuroscience discoveries together with leadership research. He claims the coining of the term neuroleadership and has a training and coaching organization devoted to same. His book is a fun read if not an entirely easy one—he uses a theatre metaphor with different parts of the brain represented by The Director or Actors. This metaphor is especially relatable to some (like me, a former actor) and not so much to others. Rock’s most notable contribution to the field is his acronym SCARF, which represents dimensions that the brain is particularly sensitive to: Status, Certainty, Autonomy, Relatedness, and Fairness.

Social by Matthew Lieberman

Lieberman is extremely accessible in person. His book is somewhat less so. Written by and for people with advanced degrees, it can be a slog—but his research is important. He and his wife, Naomi Eisenberger, have focused on the science of why humans are so dependent on each other for their well-being. The two have proposed the scientific underpinnings for the truth that “no man is an island.” For a quick taste of their critical work on why rejection hurts so much, click here. Lieberman’s book is for the nitty gritty reader.

That’s my list—what would you add? What have been your favorites? Please do share in the comments section below.

About the Author

Madeleine Homan Blanchard is the co-founder of The Ken Blanchard Companies’ Coaching Services team.  Since 2000, Blanchard’s 150 coaches have worked with over 14,500 individuals in more than 250 companies throughout the world. Learn more at Blanchard Coaching Services. And check out Coaching Tuesday every week at Blanchard LeaderChat for ideas, research, and inspirations from the world of executive coaching.

– People who exhibit the behaviors of a self leader are more likely to expend discretionary effort on behalf of their organizations.

– People who are self leaders are more likely to have positive feelings about their jobs.

– Self leaders are more likely to perform at high levels, endorse their organization to others, remain with their organizations, and act as good organizational citizens.

For organizations looking to create a culture of self leadership in their organizations, Susan Fowler, one of the lead researchers in the study, recommends that everyone, regardless of their position in an organization, learn the skills necessary to become a self leader. Fowler explains that self leadership is a mindset and skillset that can be taught and learned.

The mindset of a self leader includes three attitudes.

Challenge Assumed Constraints. Fowler says that for individual contributors to evolve into self leaders, they need to challenge their assumed constraints every day at work. For example, if you assume that no one will listen to your idea because you tried once and were rejected, then you seriously limit your ability to effect positive change.

Activate Points of Power. Next, Fowler says, is to recognize and leverage the power you have instead of focusing on the power you don’t have. Fowler explains that people often point to a lack of position power (having a position of authority to allocate budget and make personnel decisions) instead of recognizing four other types of power they could leverage.

• Task power (the ability to influence how a job or task is executed)
• Personal power (having personal characteristics that provide an edge when pursuing goals)
• Relationship power (being connected or friendly with people who have power)
• Knowledge power (experience and expertise)

Be Proactive. The third component of a self-leadership mindset is the ability to be proactive. Self leaders don’t always wait to be told what to do, says Fowler. Instead they hold themselves accountable for getting what they need to succeed. They think for themselves and make suggestions for improving things in the department and in their roles. They conduct proactive conversations at every level of their development to solicit feedback and ask for direction and support.

With a proper mindset in place, Fowler says people can begin to develop a three-part self leadership skillset.

Setting Goals. Self leaders take the lead to make sure their goals are specific, motivating, attainable, relevant, and trackable. If a goal lacks specificity, they seek clarification. If a goal is not attainable or relevant, they negotiate to make it more fair, within their control, and tied to the company’s metrics. If a goal is not optimally motivating for them, they reframe the goal so it is meaningful by aligning the goal to personal values or a noble purpose.

Diagnosing Development Level. In this second component of a self-leadership skillset, people learn to diagnose their own development level—their current level of competence and commitment for achieving a goal or task. Among the hallmarks of self leadership is learning to diagnose personal competence and commitment and identify what is needed to speed up the process of development and growth.

Matching. The third component of a self-leadership skillset teaches people how to get a leadership style that matches their needs. After diagnosing their competence and commitment on a particular goal, self leaders proactively ask for the direction (guidance and clarification) and support (listening and problem solving) they need to make progress on the goal.

Fowler points out that people equipped with the skills of self-leadership feel more positive about themselves and their jobs. They also have the characteristics of employee work passion: they perform at higher levels, endorse the organization positively, have higher levels of autonomy and competence, and are more likely to remain with the organization.

“When people become empowered self leaders, they’re proactive self-starters who look for ways to make your organization flourish.”

As Fowler and her research colleagues identify, the most crucial element in successful initiatives lies in the proactive behavior of the individual contributors required to carry them out.

“Organizations would be wise to equip their employees with the mindset and skillset to diagnose their situation, accept responsibility, and hold themselves accountable for taking action.”

Interested in learning more? Be sure to download the complete research report here. You can also join Fowler for a free webinar on June 21—Taking a Top-Down, Bottom-Up Approach to Leadership.  The event is free, courtesy of The Ken Blanchard Companies. Learn more here.

“No. It’s not a panacea,” says coaching expert Patricia Overland in an article for Chief Learning Officer. “Determining when coaching is a good investment can be challenging.”

Overland shares a couple of examples from her experience when a leader may not be ready to learn and apply coaching skills. Overland explains that offering coaching without addressing these underlying beliefs is usually a recipe for failure.

• If they prefer command and control: They just want people to do their jobs.
• If they don’t value innovation: They just want people to do things the way they’ve done them before.
• If they have a negative attitude about people: They believe that people only do what they have to.
• If they have a negative attitude toward coaching: They know all the answers and think coaching is a flavor-of-the-month methodology.

For those leaders ready for coaching, Overland points to a research study conducted by Human Capital Institute and The International Coach Federation which found, “A strong coaching culture positively correlates with employee engagement and financial performance. Nearly two-thirds of respondents from organizations with strong coaching cultures rate their employees as being highly engaged, compared to only half from organizations without strong coaching cultures. In terms of financial impact, 51 percent of respondents from organizations with strong coaching cultures report their 2015 revenue to be above that of their industry peer group, compared to 38 percent from all other organizations.”

To be successful at coaching, Overland identifies five must-haves that need to be in place:

Environment: Before coaching, managers should let direct reports know they’ll be doing things a bit differently. Set the stage, get permission to coach and check in frequently to ensure this new way of leading is hitting the mark.

Trust: Trust is a foundation for any coaching relationship. The manager’s role can be especially hard because they have both perceived and real power over direct reports. Getting people to talk openly and honestly about their needs, motivations and skill level takes patience, practice and trust.

Intent: It is important to begin by being very clear about objectives and goals. If a manager notices that coaching is going off track, they should examine their own motivations and beliefs. It can be powerful to say, “That didn’t go the way I intended” and start again, working to be more supportive and encouraging.

Action: Development is good. Development with focused action is better. The purpose behind great coaching is to influence some kind of change in mindset and behavior. Encourage others to take specific actions that are focused on achieving a desired outcome. This moves coaching beyond much disdained navel gazing to a strategy with real bottom-line impact.

Accountability: Leaders who use coaching skills help others commit to behavior change. Even with the best of intentions, people get sidetracked, work gets reprioritized, and sometimes life just gets in the way.

Coaching effectively supports long-term and sustained employee development encourages Overland. “Consider the higher engagement levels, trusting relationships and financial health to be gained from a shift to a coaching culture — and say yes!”

To read the complete article at Chief Learning Officer, click here.

“The research shows that the front line people are the ones who are essential to making your initiatives work—whether it’s implementing a change or a customer service program. You have to depend on those self leaders to make it happen.”

In Fowler’s experience, when L&D professionals equip individual contributors with the mindset and skillset of self leadership, they build a healthy and empowered workforce that is productive, innovative, and committed to getting results for their organizations.

In developing the learning design for the new Self Leadership training program from The Ken Blanchard Companies, Fowler begins by addressing mindset—Challenging Assumed Constraints, Activating Points of Power, and Being Proactive. This mindset is a real shift in perspective for most individual contributors who come into a training not understanding the benefits of self leadership.

Fowler explains that without the right mindset, individuals are less likely to embrace, learn, and apply the skills of Setting Goals, Diagnosis, and Matching (getting an appropriate leadership style), which are taught later in the program.

“Our Self Leadership program provides the skills individual contributors need to take the initiative and be responsible for their own success—for example, to proactively clarify goals and seek out the direction and support they need.”

Fowler is excited about the opportunities a renewed interest in self leadership offers to organizations—and she is appreciative of new research that helps make the business case for investing in self leadership training.

“When we first offered our self leadership program back in the early 1990s, we knew it worked from the results our clients were achieving, anecdotal data, and our own impact studies. What didn’t exist back then was outside empirical research that made the case for investing in individual contributor training.

“Over the last 15 years, there’s been a relative explosion of academic research that confirms our experience. Current research validates our approach to self leadership, which includes proactive problem solving, asking for feedback, selling your solutions, and negotiating for authority.

Blanchard’s own research into Employee Work Passion informs other aspects of the program.

“Teaching self leaders to activate their own points of power is important in helping them understand that they shouldn’t depend on someone else’s power to get the job done. In every case, the program teaches participants to challenge assumed constraints and take positive action.

“Performance in organizations is often stalled because employees don’t know how to ask for what they need when they need it. Our Self Leadership program teaches individuals the mindset and skillset to proactively take the reins, achieve their goals, and accelerate their own development.”

PS:  Interested in learning more about the Blanchard approach to creating a culture of self leaders?  Join Fowler for a free webinar on May 31–Creating a Culture of Self Leadership. It’s complimentary, courtesy of The Ken Blanchard Companies.

In reviewing research for the redesign of Blanchard’s Self Leadership program, Fowler found compelling evidence that suggests the single most essential ingredient in organizational success is the proactive behavior of individual contributors.

Drawing on research from several recent studies (see references below), Fowler points to individual behaviors that lead to broader organizational success.

• Proactively seeking feedback
• Learning how to sell solutions to problems
• Taking charge to effect change
• Getting needs met for direction and support

The bottom line? Organizations benefit from training their workforce in self leadership skills.

As Fowler shares in the video below, “Leadership is a two-sided coin.” Organizations are best served by investing in not only traditional leadership training for managers but also self leadership training for direct reports. When leaders and direct reports have a shared purpose and a common language, the results are that much more powerful.

What’s the Impact of Having Self Leaders?

http://www.youtube.com/watch?v=Q18t_ya_OhA

For more information on the impact self leadership can have on overall organizational success, check out Blanchard’s new white paper, Developing Self Leaders–A Competitive Advantage for Organizations, which looks at the correlations between a self leader’s proactive behaviors, optimal motivational outlooks, and the intentions of employee work passion.

You can download a copy of this white paper at the Blanchard website.

References

Goal Orientation and Work Role Performance: Predicting Adaptive and Proactive Work Role Performance through Self-Leadership Strategies. Marques-Quinterio, P. and Curral, L. A., The Journal of Psychology, 2012.

Serving one another: Are shared and self-leadership keys to service sustainability? Manz, C. et. al., Journal of Organizational Behavior, 2015.

Thinking and Acting in Anticipation: A Review of Research on Proactive Behavior. Wu, C. and Parker, S., Advances in Psychological Science, 2013.

Self-leadership in organizational teams: A multilevel analysis of moderators and mediators. Konradt, U., AndreBen, P., & Ellwart, T., European Journal of Work and Organizational Psychology, 2008.

Freiberg shares how organizations need to find their cause if they are going to stand out in a crowded field.

Part of the process, according to Freiberg, is having employees reclaim their dreams–moving beyond just having a job to find something bigger and more fulfilling. And once becoming reacquainted with what’s engaging, she shares how to take a dream and turn it into action. The key, says Freiberg, is to find your personal WHY, in addition to your HOW and WHAT.

Freiberg shares how leadership development experts can help reignite this type of larger thinking using a three step process that includes: Identifying Your Why, Becoming Intentional, and then finally, Measuring Impact.

Be sure to listen to the very end of this 30-minute interview to hear Ken Blanchard share his key takeaways on the information Freiberg shares.

Listen to the podcast here: 

As the availability of coach training programs has increased, so has the variety of coaching models and coaching processes that coaches are using as a framework or process. For example:

GROW Model. This model is based on performance relating to problem solving and goal setting to maximize and maintain personal achievement and productivity.  It is a framework and a process to tap into inner potential through a series of sequential coaching conversations.

Newfield Institute Way of Being Model. This is a model based on ontological coaching relating to the way of being that incorporates language, emotions, and body that influence behavior.  The Way of Being is the underlying driver of communication and behavior based on one’s perceptions and attitudes.

The Coaches Training Institute. This organization’s Co-Active Model is a methodology and framework based on the idea that individuals are naturally creative, resourceful, and whole.  It suggests individuals are capable of finding their own solutions, with the support of a coach in a collaborative relationship, that result in courageous action.  The model is centered on fulfillment, balance, and process.

Every coaching model and worldwide coaching professional association has its set of required core competencies which must be achieved for one to be considered an effective coach.  But are there any common ingredients across all coaching models and coaching professional associations?  Here’s what I came up with. How do these match with your experience?

1. Flexibility – Remaining flexible and agile to adjust your coaching model, process, and style based on your client’s needs. For example, allowing more time for a deeper connection before moving forward, or brainstorming to identify next actionable steps when a client is stuck.
2. Coaching Presence and Active Listening – Having a target focus on the client and eliminating distractions. Listening at a deeper level that involves words, nonverbals, body language, surroundings, and silence.
3. Coach’s Toolbox – Having available several coaching models and processes that can be incorporated into the coaching based on the client’s need. Being able to flex and adjust your coaching style.

At The Ken Blanchard Companies, we focus on a deliberate process using focused conversations to create a safe environment that results in individual growth, purposeful action, and sustained improvement.  As a coach working within that model, I intentionally incorporate flexibility, presence, and active listening to enhance my ability to serve and coach each client.

How about you?  What is your experience with the different coaching models currently available?  How do you tweak each to flexibly serve the needs of your clients?

About the Author
Terry Watkins is a coaching solutions partner with The Ken Blanchard Companies Coaching Services team. Since 2000, Blanchard’s 150 coaches have worked with over 14,500 individuals in more than 250 companies throughout the world. Learn more at Blanchard Coaching Services. And check out Coaching Tuesday every week at Blanchard LeaderChat for ideas, research, and inspirations from the world of executive coaching.

Because I am always refining my list, I asked a select group of coaches their picks for the best books for coaches—books not only about coaching but also about leadership and coaching in organizations.

Below is the first group of nine recommended books in no particular order.

You’ll see my comments along with those of each coach who submitted a suggested title. We would like you to add to the conversation by including your recommended additions to this list in the comments. I’m hoping that this will be the first in a series of posts on the topic.

The Inner Game of Tennis by Tim Gallwey, recommended by Suzi Pomerantz MT, MCC, executive coach, author, and CEO of Innovative Leadership International LLC. Suzi is also the co-steward and curator of the Library for Professional Coaching, an extraordinary free resource for coaches.

Suzi says, “This book does a great job of speaking about the mindsets and mental shifts that a good coach helps clients achieve. I don’t play tennis, but coaching mastery is all about the inner game.”

I heard Tim speak at the first International Coach Federation Conference in Switzerland and he really was one of the original coaches in terms of helping people get out of their own way.

Next, Coaching for Performance by John Whitmore, suggested by Tony Klingmeyer, MCC, executive coach and past president of the International Coach Federation, Georgia.

Tony says, “This is an oldie but a goodie.  Almost all of my coaching income has been earned using the GROW model. It’s the basic structure of a coaching dialogue—a catalyst for helping others grow, expand, and tap into and express their depth and greatness.”

I agree that the GROW model is the best problem solving model I have ever encountered. It’s especially useful for new coaches who don’t have enough experience to build their own sense of how best to structure coaching conversations.

Coaching: Evoking Excellence in Others by James Flaherty is the pick of Renée Freedman, PCC executive leadership, cultural change, and social impact coach and cultivator, former director of the SupporTED Coaching Program.

Renee says: “I am not a graduate of New Ventures West, but this book helped me pull all of my training together and truly understand the big picture and process of coaching.”

New Ventures West is highly regarded among the proliferating coach training schools and I can personally attest that some of the best coaches we have hired at The Ken Blanchard Companies have received their training at New Ventures West.

Joanne Maynard, PCC, The Ken Blanchard Companies, recommends Co-Active Coaching by Henry and Karen Kimsey-House, Phillip Sandahl, and Laura Whitworth.

Joanne says, “First off, the descriptive writing in this book is wonderful. Every time I crack it open I read gems that are helpful. The concept of the Designed Alliance—where power is granted to the coaching relationship, not the coach—is always a great reminder. The Coach’s Toolkit in the back is helpful as well.”

Whitworth and the Kimsey-Houses were the original founders of the Coaches Training Institute (CTI), another of the well established and respected coach training institutions. CTI is especially good for coaches coming from the corporate world who understand business and organizational dynamics but might need to deepen their intuition and ability to be fully present.

The recommendation from Greta Cowan, PCC, leadership coach, is On Becoming a Leadership Coach: A Holistic Approach to Coaching Excellence by Christine Wahl, Clarice Scriber, and Beth Bloomfield.

Greta says: “This book has a lot of different and helpful perspectives. My favorite is the chapter on the Thinking Path—I use that model all the time.”

This book focuses on coaching leaders in the context of the organizational systems within which they lead, drawing on the curriculum of the Georgetown University Leadership Coaching Certificate Program.

My personal choices are next. I have purchased and loaned out more copies of these books than I can count!

Executive Coaching with Backbone and Heart: A Systems Approach to Engaging Leaders with Their Challenges by Mary Beth O’Neill. This book is not for novices, but is excellent for coaches who are ready to up their game and coach at the highest levels. Ms. O’Neill is no nonsense and her ideas are utterly usable.

Masterful Coaching by Robert Hargrove. Hargrove was an early entry and key thinker in the coaching revolution. His focus is on teaching business owners, managers, and leaders to coach, but the techniques are applicable to anyone. The book also has a companion field book which is superb as well.

The Handbook of Knowledge-Based Coaching by Leni Wildflower and Diane Brennan. This book is an encyclopedia of everything you need to know as coach—but didn’t know you didn’t know. Wildflower has been the coaching program expert with the Fielding Graduate School and has written extensively on the topic of coaching. Both authors have made valuable contributions to the coaching profession.

Coach U’s Essential Coaching Tools by Coach Inc. Coach University was the brainchild of Thomas Leonard and this massive doorstop of a book is the contents of his extraordinary brain. To be fair, it is also the contribution of the early teachers at Coach U who collected and cataloged what worked in coaching. Any form, checklist, or possible approach for a coach to work with anyone is in this book, as well as extensive support for those who are building a coaching practice. Leonard also wrote The Portable Coach, which is sadly out of print but still a terrific resource.

That’s a good starting list—what would you add? What books have influenced you along your journey as a coach? Please leave your book suggestions in the Comment section.

About the Author

Madeleine Blanchard is the co-founder of The Ken Blanchard Companies’ Coaching Services team.  Since 2000, Blanchard’s 150 coaches have worked with over 14,500 individuals in more than 250 companies throughout the world. Learn more at Blanchard Coaching Services. And check out Coaching Tuesday every week at Blanchard LeaderChat for ideas, research, and inspirations from the world of executive coaching.

Bradberry shares how emotional maturity is absolutely critical for success as a leader, and how emotional intelligence is a capacity that can be learned and developed. He explains that increasing your emotional intelligence begins with self awareness.

Bradberry discusses how to integrate EQ training into a leadership development curriculum—and how the emotional intelligence displayed by top leaders can set the example for all levels of leadership in an organization. Bradberry also shares strategies for dealing with stress, procrastination, and toxic people.

Emotions are a primary driver of behaviors and emotional intelligence is a foundational skill of all good leaders.  Learn how to be a master of your emotions in a way that increases your effectiveness as a leader.

And be sure to listen to the very end of this 30-minute interview to hear Ken Blanchard share his thoughts and personal takeaways on Dr. Bradberry’s ideas.

Listen to the podcast here:

• My boss cared about me as a person
• My boss listened to me and helped me grow
• My boss was clear about what was expected and gave me feedback—even when it wasn’t pretty
• My boss was a person I respected and admired
• My boss was consistent
• My boss was always there for me

Guess what? These are all coaching behaviors.

The evidence is clear that these behaviors contribute to trust, passion, and performance at work. (See footnotes for links to research.)

As a part of preparing managers and leaders to go through our Coaching Essentials class, we ask them to assess their own natural tendencies and behaviors. For example, we ask them:

• To what extent are you a role model for the behaviors you expect in others?
• How much time do you spend building positive relationships with your direct reports?
• How natural is it for you to collaborate?
• How frequently do you listen more than talk and avoid distractions when listening?

Our goal is for participants to gain a deep understanding of their own habits and assumptions—and get completely clear about how to work against those tendencies to effectively use the coaching process and refine their skills.

It becomes apparent to all participants—even before they set foot in class—that with these questions we are essentially asking them to become their best possible selves. In fact, we have had participants in class narrow their eyes at us and say “You’re asking me to become a better person, aren’t you?”

This always gets a laugh, because it is kind of true. But only kind of. We aren’t saying you have to become a better person or get a personality transplant before you can be a good coach. That would be absurd and impossible. What we are saying is, when you put your coach hat on, you need to really behave yourself. You have to redirect your own impulses and needs and put the person you are coaching first.

This is hard but doable—and it requires a fundamental shift in mindset. Before a manager or leader can be an effective coach, they must commit to applying uncommon amounts of self awareness, self regulation, and discipline. Coaching is, ultimately, a service the leader provides to the employee.

If I had to choose the one thing that makes the biggest difference for managers, it would be the shift in mindset from “I’m the boss, do what I say” to “I am in service to you and I will do everything in my power to help you be successful.” Managers who use coaching as part of their toolkit are stepping up to become their best possible selves.

Footnotes:

In their 2006 research paper Keen to Help? Managers’ Implicit Person Theories and Their Subsequent Employee Coaching, Peter Heslin, Don Vandewalle, and Gary Latham noted that manager coaching can facilitate employee development and performance, can have a positive impact on productivity, and can inspire improvements in an employee’s ability to master their projects and tasks.

In his paper A Strategic Approach to Coaching in Organizations: A Case Study (2012) Paul Steven Turner found that a coaching style can “directly and significantly impact favorably on the bottom line” through increased sales, better customer service, and improved productivity.

New 2017 research by The Ken Blanchard Companies titled Coaching Skills: The Missing Link for Leaders found that leaders who are perceived as using coaching behaviors (Facilitating, Inspiring, and Guiding) create a sense of positive work affect or emotion in their followers and that individuals who perceive their managers as exhibiting coaching behaviors are more likely to trust their leaders.

Two new research reports just published by The Ken Blanchard Companies point to strategies that learning and development leaders can use to improve the level of trust in their organizations.

Drawing on an 1,800-person survey, the study looked at the connections between coaching and trust behaviors and employee intentions to:

1. Remain with an organization;
2. Apply discretionary effort;
3. Be a good organizational citizen;
4. Perform work at high levels; and
5. Endorse the organization as a good place to work.

Results of the survey show that trust in one’s leader has a large degree of correlation to the five intentions as a distinct unit.

The research also looked at the impact coaching behaviors had on trust. There was a strong relationship between trust and the coaching behaviors of facilitating, inspiring, and guiding—and it was found that individuals are more likely to trust their leader when they perceive the leader exhibiting these coaching behaviors.

You can read more about the new research in the January issue of Ignite!—Blanchard’s monthly briefing for leadership and talent development executives.  Access the January issue here.

Brown describes her work with large organizations on the topics of vulnerability, empathy, courage, and values—and how to make skills in these areas a part of your leadership development efforts.

Drawing from fifteen years of research, Brown shares how to be a courageous leader. Her findings?  Vulnerability is courage in the face of risk, uncertainty, and emotional exposure.  According to Brown, you have to be willing to show up, be seen, and be all in—even when you can’t control the outcome.

As Brown explains, “What do transformational leaders have in common?  A capacity for discomfort and a keen awareness of both their own emotional landscape and the emotional landscapes of others.”

Brown also shares key points from her most recent book, Rising Strong—teaching leaders how to get back up when they fall in the service of being brave.

Be sure to listen to the very end of this 35-minute interview to hear Ken Blanchard share his thoughts and personal takeaways on Brené’s ideas.

Listen to the podcast here:

Trust and empower employees. Respondents identified they look for leaders who believe in them enough to trust them with significant responsibilities and to empower them to use their experience and knowledge. As one respondent put it, “When my manager trusts me, it makes me want to do an extremely good job so I don’t let her down and so that trust increases.”

Provide regular feedback to everyone. Respondents indicated a strong desire for positive feedback when it is deserved—for example, when they show advances in learning a new task or when they offer ideas that benefit their company. They also want to know when they make mistakes or do things wrong. The important caveat? They want the person giving the feedback to respect them as someone who wants to grow and improve.

Make sure goals and expectations are clearly stated—and hold people accountable for achieving outcomes. Survey participants identified that they want leaders to hold them accountable but they don’t want surprises. As one respondent put it, “People don’t like surprises, so managers should make expectations clear up front.” Another survey respondent said, “When the manager explains goals, the employee can take ownership.”

Be open to hearing new ideas and input from everyone. As one respondent stated, “When managers listen to people’s ideas, energy levels can soar. It makes employees feel important and valued.” Respondents also indicated that Millennials want active, involved leadership, a feeling of collaborative teamwork, and unstructured access to information. Implicit in this finding is that information and ideas flow in both directions—from manager to employee and from employee to manager.

Do not micromanage. One respondent noted, “Leaders need to trust their people to do their jobs, but they also need to be available for help when needed—such as when an employee is new in a task.” One key point that came out of the research: the majority of those surveyed expressed a desire to be allowed space for trial and error. This allows the employee freedom to learn from mistakes while having their manager nearby to ward off larger problems.

The report highlights that the growing Millennial generation of workers is looking for clear definitions of expectations, regular feedback, and a receptive ear by managers about their ideas. They do not want to feel micromanaged, but trusted and empowered. They embrace transparency from their managers and want the opportunity to contribute.

You can access the complete report, Millennials in the Workplace: How Do Managers Inspire Them? at the Blanchard website. It contains additional analysis as well as advice for Gen Xers and Boomers, and is available free of charge courtesy of The Ken Blanchard Companies.

A summer morning stands out with vivid clarity in my mind. I was eight years old. My younger sister, Dee Dee, and I were up before our parents. We were excited to put on our new summer shorts and begin our day. But we were up so early, all our neighborhood friends were still sleeping. And we were bored.

That’s when something magical happened. We went outside and discovered we could turn the steps in our front yard into a game. We ran in opposite directions around the house to see where we met each time. We practiced jumping over the wooden fence between yards. We used the sheets hanging on our backyard clothes line as a makeshift tent.

Exhausted, we flopped down in the grass and began pointing at puffy white clouds in animal shapes against the blue sky. I remember feeling full and satisfied, inventive and adventurous, with a love of games—especially the ones my sister and I created for ourselves.

Dr. Edward Deci, the father of intrinsic motivation, has long lamented that we over-program our children’s lives, robbing them of the discretionary time to be bored. No one wants to be bored, Deci reasons, so we find ways to entertain ourselves. And that’s when we discover our intrinsic motivation—what we enjoy doing simply because of our inherent interest in doing it.

Today’s organizations are filled with employees who are not intrinsically motivated because they haven’t had the discretionary time to discover or tap into their intrinsic motivation.

Do yourself a favor and try these 3 ideas:

Use discretionary time to discover your intrinsic motivation. When you have an unplanned moment, notice the activities you gravitate toward. When there is empty space in your life, what do you want to do? Even if you don’t have the time to get into it or aren’t in a position to do it, recognize your yearning—take note of it. Your discretionary time can reveal the things you are intrinsically motivated to do.

For example, years ago when I would find myself on an airplane without work to do, on vacation with blocks of unplanned time, or with a rare free afternoon on a weekend, I would notice an intense longing to write. Today, I still experience that tug to pull out pen and paper (or iPad) and capture thoughts and ideas. My down time reminds me of my intrinsic motivation.

Tap into your intrinsic motivation at work. When you know what intrinsically motivates you, it’s fun to find ways of integrating it into your work.  I link writing to a variety of work-related tasks such as returning emails, explaining details in written form, drafting proposals, and blogging.

Help reveal other people’s intrinsic motivation. I remember thinking that if my boss caught me reading at work, I’d be branded as lazy. Don’t be that boss. Don’t perpetuate the myth that you need to drive productivity through pressure and constant motion. Instead, encourage your employees to take mindfulness moments. Talk to them about their interests, both work related and personal. Help people discover their own intrinsic motivation. And then help them find creative ways to integrate it into their everyday tasks.

Remember, intrinsic motivation is a good thing. When people are intrinsically motivated they pursue goals for the enjoyment it brings, not because of an external reward or outside pressure. They are more apt to attain a state of flow—that place where time flies and they are in the zone because the demands of the task are matched with their competence to do it. Compelling evidence demonstrates that when people are intrinsically motivated, they generate positive energy, higher degrees of creativity, and sustainable productivity.

One more idea. Do your kids, and their future employer, a favor. Leave them alone with nothing to do sometimes. It might drive you crazy for a while, but it will be precious time where they can discover their intrinsic motivation for writing, reading, teaching, learning, memorizing, running, sports, music, history, or math. Helping your children discover their intrinsic motivation is a gift that will keep on giving.

About the Author

Susan Fowler is a senior consulting partner with The Ken Blanchard Companies, co-creator of the company’s Optimal Motivation and Situational Self Leadership training programs, and the author of the bestselling book, Why Motivating People Doesn’t Work … And What Does: The New Science of Leading, Engaging, and Energizing.

The most shared topics include coaching tips for leaders, biggest mistakes, and “the #1 thing I’d wish I known before becoming a manager.” A great cross section of advice. Be sure to check each out—and maybe share with the people you know also!

The Number One Thing I Wish I’d Known BEFORE Becoming a Manager

By Randy Conley

Becoming a manager for the first time is a significant career milestone. It is both exciting and nerve-wracking stepping into a role where you are now responsible for others and not just yourself. If that’s you, a new manager, remember the number one priority.

What Is The Biggest Mistake Leaders Make When Working with Others? (Infographic)

By David Witt

It is essential for new managers to develop good communication skills as they step into their first leadership roles. Becoming skilled in each of these areas not only helps new managers get off to a great start but also can help them succeed for years to come. How are your managers doing in these critical areas?

8 Personal Qualities for Success: A Coach’s Perspective

By Madeleine Blanchard

With focus, assistance from others, and a disciplined, patient, persistent approach, a coach can help a client attack each component and stay with the job as long as it takes. And a little pinch of luck never hurts!

10 Ways Leaders Aren’t Making Time for their Team Members (Infographic)

By David Witt

Researchers from The Ken Blanchard Companies teamed up with Training magazine to poll 456 human resource and talent-management professionals. The purpose was to determine whether established best practices were being leveraged effectively.

Four Tips for Being Fully Present with People

By Terry Watkins

When you are fully present with team members, you listen more deeply and also from a curiosity perspective. As a result, team members—like clients—feel heard, understood, and acknowledged. This leads to people feeling safe and secure in their partnership with you. It also increases trust.

These gaps are found in performance planning and performance review discussions as well as day-to-day coaching. According to a supporting white paper, this disparity translates into lowered employee intention to perform at a high level, apply discretionary effort, or even stay with the organization.

It’s a problem that needs to be addressed immediately, says Scott Blanchard, principal and EVP with The Ken Blanchard Companies. From Blanchard’s perspective, managers should meet with their direct reports weekly or at least biweekly to review progress, give feedback, and provide additional direction and support as needed.

“All good performance begins with clear goals. It’s about getting people focused and setting their priorities so that they know where they are going,” says Blanchard.

“Next, it’s about identifying the skills and motivation a direct report brings to a particular goal or task. Is it something brand new to the person that will require a lot of direction, or is it something they have experience doing? The manager needs to provide the right combination of direction and support to match the employee’s level of competence and commitment on the goal or task.”

In a recent article for his company’s Ignite! newsletter, Blanchard explains that the challenge for a manager is to be able to provide all four of the different styles of leadership people need based on their ability to accomplish a task. He points to research that shows most managers are adept at delivering only one style of leadership out of the four—for example, only directing or only supporting.

“Only 1 percent of managers we’ve worked with were already able to adjust the levels of direction and support they provided their direct reports based on specific needs. The good news is this is a skill that can be learned.”

Blanchard believes job one for a manager is to create commitment and clarity with people about where they’re going and what they’re doing. After that, the manager must make time to check in and evaluate progress on a regular—think weekly—basis.

“The best managers conduct these check-ins frequently by way of structured conversations with each direct report. This is more difficult than it sounds. Consider all of the projects being worked on by all of a manager’s direct reports. The manager needs to make sure they know which project is being reviewed. They may need four or five different conversations with a given employee depending on how many projects need to be discussed.”

Blanchard explains that the smart manager takes a situational approach to communication: they look at competence, confidence, and motivation to decide which management approach works best.

“It’s about flexing your leadership style based on what the direct report needs in a specific role. More than ever in today’s world, managers need to stop for a moment and think about the individual they are speaking with, the type of conversation they are having, how productive the conversation is, and how the direct report feels—and then decide on the best words to say.”

Getting Started

Blanchard encourages leaders to take the time to develop additional management skills.

“It can be a challenge at first, but it can be learned. We believe the success or failure of a manager hinges on the quality of the conversations they have with their people. Great managers know how to have useful conversations—how to talk things through, resolve issues, create clarity, and keep things moving forward. The capacity to learn how to have successful performance management conversations creates the foundational skill all managers need to succeed.”

Interested in learning more? 

Learning and talent development executives are invited to join Blanchard for a free special online event October 26.

Leadership 201: Developing a Leadership Curriculum for Midlevel Managers

October 26, 2016, at 9:00 a.m. Pacific Time

In this webinar, Scott Blanchard will share the advanced skills needed in any leadership development program aimed at midlevel managers. Drawing on the key principles from Situational Leadership® II, Blanchard will share the recommended components learning and talent development professionals should focus on when they create a midlevel manager curriculum, including:

• The Five Elements of Advanced Goal Setting: A new take on the popular SMART Goal model that puts a special emphasis on motivation. Managers draw people into aligned goals instead of constantly having to hold them accountable to overall organization objectives.
• The Four Stages of Development: How to identify the starting mindset of direct reports on new tasks; also, the four stages of development all people pass through when taking on a new goal or project.
• How to Flex Your Leadership Style: The steps required for a leader to develop beyond a comfortable, default leadership style in order to provide appropriate direction and support for every direct report.

Don’t miss this opportunity to learn about the essential skill components midlevel managers need to succeed in today’s diverse and fast-paced work environment. Discover the components you should be considering as a part of your leadership development offerings.

Often, 20 to 35 percent of value-added collaborations come from only 3 to 5 percent of employees, according to a recent study shared in a Harvard Business Review podcast with Rob Cross, University of Virginia professor and coauthor of the article Collaborative Overload.

“As people become known for being both capable and willing to help, they are drawn into projects and roles of growing importance,” says Cross.

The downside? This kind of collaboration usually comes at a cost—not only to the person who is shouldering the load but also to the organization. Here’s why.

When someone is called on to be involved in everybody’s projects, sooner or later an organizational bottleneck is created when numerous groups are waiting for the person to work on their job. This is not healthy for the organization or for the overworked individual, says Cross. When one person is in extreme demand from several sources, that person will eventually suffer from burnout.

Wondering if you may be an excessive collaborator? Your calendar can offer some hints. Over the past four months, how many times have you:

• been involved in projects outside your core responsibilities?
• received routine informational requests about projects that you don’t need to be part of anymore?
• been asked to make routine decisions when you are not adding value?

All three of these questions point to signs of either a poorly designed role or one that has experienced scope creep. For example, you are unable to let go of old projects that could now be handled by others or you are still part of an archaic approval process put in place years ago that doesn’t really serve the organization any longer.

Cross explains that bottlenecks, burnout, and turnover can affect the performance of an entire organization. Don’t let yourself become a pinch point. Begin in small ways to remove yourself as an assumed collaborator by saying no, shifting priorities, and placing buffers in your work life.

Finally, if you are a manager, make sure you are not inadvertently asking people to become overloaded bottlenecks themselves. For example:

• Do you ask people to be always on?
• Who do you pick for assignments—is it typically the most connected, overworked people?
• Do you ever choose people for tasks who are less busy and could quickly learn the job?

Take a look at your culture and what kind of work ethic it encourages. Don’t put yourself, your people, or your organization at risk of burnout.

To learn more about the risks of collaborative overload, check out the complete article at Harvard Business Review. Are you a podcast listener? You can hear Rob Cross discuss these concepts on the HBR Ideacast.

I think a more accurate characterization of this generational group is what I now call the inbetweeners—those who have been stuck in a bubble of transitioning out of school, trying to build a career, and eventually getting into management. They are caught in between navigating a tough economy, getting work experience, and paying off student debt.

The new mantra for inbetweeners? Death, taxes, and student debt. Or, as Wall Street has nicknamed them, the HENRYs: High Earner, Not Rich Yet. Whatever characterization you want to make, let’s make one thing clear about inbetweeners—they got this! And they need your help!

Here’s my passive aggressive approach to help inbetweeners muddle through this in-between life stage.

The first theory: It’s not your fault.

The economic collapse and great recession had nothing to do with your life choices. You inherited a business landscape mired with corruption from the banks—and your once needed college degree doesn’t hold the weight it once did. Your curiosity to learn led you past the typical business major or pre-law approach. You dabbled in various programs, maybe even changed majors once or twice, and ended up six months from graduation knowing that the internships you were applying for wanted two to three years of direct experience. How did that happen?

At graduation, your parents asked what your plans were and you said, “I don’t know—California sounds nice.” To them, that meant you didn’t have a plan—or you didn’t know what the heck you were doing. The first probably wasn’t true but the second definitely was. No companies called you back, you didn’t have a lifeline, and even your well-to-do uncle had nothing for you at the shop. You tried. The breaking point was when your grandpa suggested you go door-to-door like he did, telling all the companies you are a hard worker and you never give up. To him it showed moxie, grit, and some maturity—like his eagle forearm tattoo.

The second theory: It is your fault.

Most of the working world buys into this second theory, thinking the Inbetweeners have no one to blame but themselves. And they’re right. It is your fault. Did you have to be a general studies major? I know the classes were easier and you got to choose things you were really interested in, but what are your transferable business skills? I know the out of state college that accepted you was everything you wanted, but is being $50K in debt for an undergraduate degree really worth it? Maybe some of your life choices didn’t equate to successful business skills and outcomes. For those who have been irked by these realities, here are some hilarious comebacks by the inbetweeners who recently hijacked a Twitter hashtag.

Although some of you have been settled in your role for a few years and are now looking toward the new challenge of management, chances are you haven’t been properly trained to manage. Maybe you have a degree from an Ivy League School—maybe even an advanced degree. Maybe your mom told you that you are the best and she still loves you. With all this going for you, how does your employer not notice you? You’ve even said “Put me in coach, I’ve been playing left bench for too long.” You just want a shot.

Perhaps you should take a second and think about that jump. A recent survey says that 51 percent of inbetweeners are in formal leadership positions but most of those aren’t prepared to take over a management job.  For those who can’t wait, there is some good news.

The latest data released on CNN shows that median income in the US just increased for the first time since 2007—the year before the great recession started. The stronger job market is starting to translate into higher wages and more opportunities for growth and management within organizations. Now it is more imperative than ever to establish those management capabilities. That starts by developing sound decision making skills, earning trust by completing tasks, and collaborating across departments to get work accomplished.

Developing true managerial and business skills before you jump into management will more likely ensure a long and successful career. You’ll get your chance. Just make sure you are ready when your name is called.

But that’s not true. In fact, that kind of misinterpretation of the research can lead to assumptions that actually perpetuate disengagement, such as the concept of organizations needing to use incentives, rewards, promotions, praising, perks, status building, pay raises, games, competition, or prizes to get anything accomplished.

Knowing the truth behind the nature of human motivation will not only help you reframe the research and rethink your basic beliefs, it will also allow you to embrace new practices that result in employee engagement and work passion. Let me explain.

People’s Basic Nature is to Thrive

In the 2014 movie Gravity, Sandra Bullock’s character goes into space because she has no reason to live on planet Earth. When circumstances spell certain death, she contemplates giving up. But then we witness her remarkable resilience and creativity as she fights to return to Earth.

As we learn watching the plot unfold in the movie, our true human nature is to thrive by making choices, finding meaning, and developing skills to cope with what the world throws at us. But is that a struggle we have to take on alone? I don’t think so.  In fact, I think leaders can greatly accelerate the process by developing strategies to help people experience what every human being needs to thrive: the three psychological needs for autonomy, relatedness, and competence.

For example:

• Define boundaries people need to know and then help them explore the choices they have within those boundaries.
• Demonstrate you care about people through proactive listening.
• Encourage people to develop new skills on a regular basis. Even mundane work is brought to life when people identify transferable skills they can develop such as learning how to focus, improving people skills, practicing different communication styles, etc.

Nobody Wants to be Bored and Disengaged

People want to make worthwhile contributions. People appreciate meaningful challenges. Two of the world’s leading researchers on motivation, Edward Deci and Richard Ryan, wrote a beautiful explanation of human nature*:

“The fullest representations of humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; extend themselves; master new skills; and apply their talents responsibly. That most people show considerable effort, agency, and commitment in their lives appears, in fact, to be more normative than exceptional, suggesting some very positive and persistent features of human nature. Yet, it is also clear that the human spirit can be diminished or crushed… “

What does this mean for leaders? That it’s important to engage in one-on-one conversations to help people explore their inherent interests, align tasks with their deepest values, and connect their work to a sense of purpose.

Promote Human Thriving

If you believe the high number of disengaged employees reflects a natural state of being, you probably tend to depend on traditional means to fix disengagement—like the incentives, rewards, promotions, etc., I mentioned earlier.

But as you run out of resources and find your workforce is still disengaged, you may need to stop looking for different ways of motivating people and rethink your basic beliefs about human nature and disengagement. Only then will you spark the innovation to develop strategies that promote human thriving—and true engagement—in the workplace.

About the Author

Susan Fowler is a senior consulting partner with The Ken Blanchard Companies, co-creator of the company’s Optimal Motivation and Situational Self Leadership training programs, and the author of the bestselling book, Why Motivating People Doesn’t Work … And What Does: The New Science of Leading, Engaging, and Energizing.

*Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf

At the top, managers identified communication skills, help with transitioning to a leadership role, and interpersonal skills as the most needed training.

In the middle, they identified setting goals, directing others, and managing conflict as next most important.

In the last four slots, the respondents identified training on delegating tasks, dealing with performance issues, understanding HR policies, and conducting performance reviews as somewhat less important.

Scott Blanchard, a principal with The Ken Blanchard Companies and coauthor of the company’s new First-time Manager program prioritizes a similar list in the September issue of Ignite.

“A new generation of managers is moving forward. But we’ve found that first-time managers are not getting the training they need in key areas—including communication skills, transitioning to a new role as manager, and interpersonal skills. As a result, more than half of the people we surveyed said they were not prepared for their first manager role.”

Blanchard highlights results from the same survey showing that only 39 percent of new managers with fewer than 3 years on the job reported having received any leadership training. Just 34 percent had received any mentoring. And a mere 31 percent had received coaching.

According to Blanchard, if new managers are going to succeed, organizations need to be more consistent and proactive in their approach. Otherwise, managers are left to their own devices with mixed results. In fact, research from CEB indicates that as many as 60 percent of new managers underperform or fail within their first two years.

“With over two million millennials stepping into first time leadership roles each year in the US alone, we need to take steps immediately to better train new managers for their first roles,” says Blanchard.

To address this, Blanchard recommends that organizations focus their new manager training curriculum on two areas: communication skills and conducting work-related management conversations.

“We teach communication skills drawn from our Coaching Essentials program—including Listening, Inquiring, Telling Your Truth, and Expressing Confidence.  Then we take a deeper dive into four conversations we feel are foundational for new managers: Goal Setting, Praising, Redirecting, and Wrapping Up.

Blanchard’s goal is to increase the winning percentages of new managers one conversation at a time.

“Our work relationships are contained and maintained in our conversations. Every interaction you have with an employee moves that relationship in a positive or negative direction. We believe the quality of a relationship over time is a result of the net impact of all the different conversations that have occurred.”

You can read more about Blanchard’s approach to first-time manager development in the September issue of Ignite.  Also be sure to check out the webinar Blanchard is conducting later in the month, Management 101: Developing a Leadership Curriculum for New Managers.  It’s free, courtesy of Cisco WebEx and The Ken Blanchard Companies.

PS: Use these links to download a PDF or PNG version of the infographic.

I am a VP at a global real estate development company. About a year ago there was a big reorganization. One of my peers was made an EVP and is now my boss. As peers we had a friendly, if competitive, relationship.

We did okay together in the new relationship for awhile—until I had some big successes. I feel like that’s when things started going downhill. He has been shutting me out of big decision making meetings regarding projects I am running. He has skipped our last two reviews. I now get news updates from his administrative assistant.

The latest project he assigned me is a failing one and my job is to turn it around. I have had no say in who my team is, or any timelines. I have tried to talk to him but essentially he said, “I am the EVP and this is how I want things done.” It is becoming really clear to me that I am being set up to fail.

I have been considering going to his boss, with whom I have a really good relationship. What do you think?

Pushed Out

Dear Pushed Out,

Wow. It is so stressful when you feel like your boss doesn’t have your back. I am sorry. They say people don’t leave companies, they leave bosses—and it certainly sounds as if that might be true for you!

So here’s the deal. If you are absolutely clear that this is a hostile political situation—your boss has all of the power and your goals are not aligned—read on.

One of the finest thinkers on power and politics in organizations is John Eldred, a professor at the University of Pennsylvania. Eldred says that any political situation will have two power dynamics: power balance and goal confluence. Power balance describes the degree to which each person of a pair possesses position or personal power. When the power balance is high, power is shared or is relatively equal; and when power balance is low, one person has significantly more power than the other. Goal confluence measures the degree to which each person’s individual goals are in alignment with those of the other person. These two dynamics form a quadrant of contingencies:

• When power balance and goal confluence are both high, a dynamic of collaboration is created. Relationships are naturally easy to develop and maintain.
• When power balance is high but goal confluence is low, there is equal footing but each foot is going in a different direction. Negotiation is possible.
• When power balance is low but goal confluence is high, power is irrelevant because both parties are going in the same direction. Each person can influence the other.
• The most dangerous quadrant is when power balance and goal confluence are both low. The party without the power feels dominated and oppressed by the other. Because oppression and domination are extremely uncomfortable conditions, the individual who is dominated will respond in one of four ways: they will submit, submerge, engage in open conflict, or sabotage.

So, if you’re certain the last quadrant is where you are living right now, you have four choices.

1. You can submit: Put your head down, be good, get the job done, and hope for the best.
2. You can submerge: Act as if you are submitting but start working your relationships with others in the organization, making sure they see the situation and building support for your position. It would also be smart to start looking for a new organization to gift your talent to.
3. You can engage in open conflict: To pursue this option, you really need to be prepared to leave the organization. The minute you go to your boss’s boss, you are declaring war. That’s okay—but be ready to fight hard and possibly lose. It wouldn’t hurt to brush up your LinkedIn profile and resume first. Yes, it’s possible your boss’s boss may take your side when he sees what a snake your boss is, but I wouldn’t count on it.
4. You can plot to sabotage: It is hard to move into sabotage territory without compromising your integrity. Plus, in your business, goodness knows how many others you might impact. I think this option is reserved for when you have absolutely no other choice. You aren’t there.

You have already taken the hardest step, which is recognizing you are in an untenable political situation and you have to do something. You always have a choice about how you respond. Stay clear, make a choice, get as much support in your personal life as you possibly can, and take extremely good care of yourself so you can be strong.

Good luck to you.

Love, Madeleine

About the author

Madeleine Homan-Blanchard is a master certified coach, author, speaker, and cofounder of Blanchard Coaching Services. Madeleine’s Advice for the Well Intentioned Manager is a regular Saturday feature for a very select group: well intentioned managers. Leadership is hard—and the more you care, the harder it gets. Join us here each week for insight, resources, and conversation.

Got a question for Madeleine? Email Madeleine and look for your response here next week!

But that’s not all. Leaders who use coaching skills are more likely to retain their key people as well as have more productive teams. This in turn generally translates into a positive effect on the organization’s bottom line. When the leader uses a coach approach to foster direct reports’ development, everyone benefits.

One of the key areas that Zenger and Stinnett focus on is conversation, which they look at from two aspects:

1. What should we talk about?
2. How was that for you?

Both of these questions get at a major source of problems when managers and direct reports have one-on-one conversations. First, rarely are the conversations about a topic the direct report wants to discuss. (Most managers discuss what is important to them as a leader and assume that it is also of value to the team member.) Second, leaders rarely ask for feedback after the conversation to see if it met the needs of the direct report. As a result, one-on-one meetings are hardly ever as effective as they could be.

The best coaches—and the best leaders—know that the greatest amount of personal change occurs when it is a partnership. From a leader’s perspective this means talking less and listening more. It also means learning how to ask effective coaching questions and how to be in service of their people’s ongoing development.

Specifically, Zenger and Stinnett recommend that leaders use a Coaching Topic Checklist as a tool for structuring one-on-one conversations. Their approach is to have the direct report choose from a series of possible topics ranging from, “The progress I am making in my career,” to “How I could contribute more to the organization,” and even more tactical like, “How to handle a specific challenge.”

Through it all, they suggest leaders consider a coaching mind-set, which promotes discovery and growth and frequent stops to check in for feedback on effectiveness.

Many people would say that their best managers were those who used a coach approach to partner with them in achieving their goals. Do you currently use a coach approach when interacting with your people? If not, could it be time to learn? I’d love to hear your thoughts.

About the Author

Joanne Maynard is a senior coach with The Ken Blanchard Companies’ Coaching Services team.  Since 2000, Blanchard’s 130 coaches have worked with over 14,500 individuals in more than 250 companies throughout the world. Learn more at Blanchard Coaching Services. And check out Coaching Tuesday every week at Blanchard LeaderChat for ideas, research, and inspirations from the world of executive coaching.

In an article for Forbes, David Horsager, author of The Trust Edge: How Top Leaders Gain Faster Results, Deeper Relationships, and a Stronger Bottom Line shares that anyone in a leadership role can have a compelling vision, excellent strategy, flawless communication skills, insight, and hard-working direct reports, but if people don’t trust them, they’ll never get the intended results.

At the same time, research by Towers Watson identifies that only 55% of employees trust senior management, and only 52% of employees think their leaders are aware of how their actions impact the thoughts and emotions of other workers.

Business leaders need to be skilled in the art and science of trust if they are going to succeed in engaging the hearts and minds of those they lead.

So how can a leader build trust?  Here are five places I’d start.  See how this matches up with your experience.

1. Increase self awareness, and living with core values.

A good leader needs to know themselves well, and understand their own behaviors and actions. Becoming more aware of their own moral values and personality traits allows a leader to identify assumptions and behaviors that might hinder their ability to lead effectively.

2. Avoid breaking promises.

Leaders who keep their word build trust because people know what to expect from them. Leaders can avoid breaking promises by learning to say “no” if necessary; only making promises they intend to keep in the first place, and keeping agreements clear and precise. If something comes up that requires a change, share any setbacks early on.

3. Being honest and upfront.

Trustworthy leaders keep their team members informed as much as they can—sharing information openly and honestly—even if this means having a difficult conversation. Honesty and openness increase trustworthiness because employees know that their leader isn’t intentionally hiding information.

4. Approachability and mutual respect.

A trustworthy leader needs to be approachable. Team members won’t approach their leader if they can’t predict how the leader will react, or what kind of mood he or she will be in. This consistency in reaction should be applied to everyone on the team (and not just the people they like the most!)

5. Being firm, but fair.

Leaders need to be clear on their expectations and then be available for course corrections as needed. If a leader sees someone off course, tell them right away. Be honest and upfront but also be prepared to listen carefully and really understand the reasons why a direct report is not meeting the expectation set.

Trust is a key element of success in today’s business environment.  When everything is moving quickly, you need people you can count on, and people need leaders they can trust.  Without it, things grind to a halt and even the simplest of tasks takes forever.

Leaders have a major role to play in setting the tone for their team, department, or organization. I hope these five points get you thinking about ways you can improve trust in your organization.  Any additional ideas?  Be sure to share them below.

Consider this story shared by a woman in a workshop I was teaching on motivation.

While taking her normal elevator ride up to her office she found herself alone with the CEO of her company, whom she had never met. As she explained, “My heart raced. Should I introduce myself? When will I ever have another chance like this? But what if I make a bad impression?”

By the time the woman could gather her thoughts and decide what to do, the elevator stopped, the CEO stepped out, and the moment was lost. As she rode up the final few floors she was flooded with emotion.

“I was shaking. I was sad—disappointed—mad—frustrated—angry. I couldn’t believe how one person entering the elevator and not saying a word could generate so much negative emotion in me.” The woman said it had been a horrible way to start the day.

What caused all of the mental anguish? Real and perceived power. Without the woman’s perception of the CEO’s power, the dynamic in the elevator would have been far less tense for the woman. Research bears this out.

Dr. Drea Zigarmi, Dr. Taylor Peyton Roberts, and I recently completed research on how a leader’s power affects people’s motivation. We found that leaders at all levels need to be mindful and clear about the types of power they have and use. Our findings showed that the use—or the perceived use—of leader power usually results in people experiencing suboptimal motivation. Let’s take a closer look.

In 1959, social psychologists John R. P. French and Bertram Raven described five bases of power that are typically in play in the workplace.

• Reward power: A leader’s power to promise monetary or nonmonetary compensation or incentives.
• Coercive power: A leader’s power to use threats and punishment.
• Referent power: A leader’s power that causes followers to want to identify with, be associated with, or to believe in the leader.
• Legitimate power: A leader’s power of position or title that gives the leader the right to request compliance from another individual.
• Expert power: A leader’s power that comes through depth and breadth of knowledge.

Why are perceptions of power so important to understand? Because of their impact on motivation. A leader’s use of power can undermine people’s need for autonomy, relatedness, and competence (ARC)—the three psychological needs required for people to thrive, produce, and sustain high performance. Because people can potentially perceive their leader as having power over them in any of these five areas, you could be undermining people’s motivation and not realize it.

Here are insights on how to use your five bases of power more wisely:

• There are two types of reward power—impersonal and personal. Consider how you are using impersonal reward power to grant special benefits, promotions, or favorable considerations. Think about how you might be using personal reward power to influence employees’ feelings of being accepted, valued, and liked by you. Misuse of either leads to suboptimal motivation.
• Understandably, the use of coercive power usually results in a negative relationship—and suboptimal motivation in those you lead. Coercive power creates a workplace where people waste emotional energy to avoid suboptimal motivation.
• If referent power becomes too important, it can result in people who are afraid to disagree with you. It might surprise you to discover that when employees report managers exhibiting referent power, they also report experiencing suboptimal motivation because of their dependence on that leader for their internal state of well-being.
• Even legitimate power—often referred to as position power—can be misused when it is perceived as “Do this because I tell you to.”
• Finally, while expert power won’t necessarily result in people’s optimal motivation, withholding it can put them into suboptimal motivation.

As my colleague Dr. Drea Zigarmi so aptly puts it: “Power is very precious stuff. It entices the leader into flights of self-delusion and separateness from those they lead.”

Over 125 years ago, Lord Acton wrote the famous line, “Power corrupts and absolute power corrupts absolutely,” and the less famous line, “The sole advantage of power is the ability to do more good.” Based on our research, we might follow with this advice: Let go of your dependence on power to get work done. Instead, consider your power as an opportunity to do more good by developing ARC-supportive skills to understand, appreciate, and respond to people’s psychological needs. You will create a workplace where people are optimally motivated to achieve results and have the energy, vitality, and well-being needed to sustain those results. Powerful!

About the Author

Susan Fowler is a senior consulting partner with The Ken Blanchard Companies, co-creator of the company’s Optimal Motivation and Situational Self Leadership training programs, and the author of the bestselling book, Why Motivating People Doesn’t Work … And What Does: The New Science of Leading, Engaging, and Energizing.

In a new article for Training Industry Magazine, “Why Do We Wait to Train Our Managers?” leadership experts Ken Blanchard and Scott Blanchard share that companies rarely think about providing training to someone making the transition into their first leadership position until the individual actually settles into their new role—or later. For example, the average tenure of people enrolling in their new First-time Manager training program is two years.

And research by Jack Zenger of leadership consultancy Zenger Folkman has found that most managers don’t receive training until they have been in a leadership role for almost ten years!

This is much too long of a delay—and it underestimates just how difficult it is to manage the work of others. As a result, CEB research has found that 60 percent of new managers underperform in their first two years—with negative consequences for both new manager and direct reports.

That’s a shame, say the Blanchards, considering how much better things could be for everyone if leaders would receive the training they need when they step into a new job on day one.

So Why Do We Wait?

Why don’t organizations train new leaders earlier in their careers?  The Blanchards believe it may be a holdover from the past, when training was cost prohibitive and organizations would invest only in people who were definitely going to remain with the company.  Although this may have made some sense in the past when training was a two-or three-day classroom event, the arrival of blended and virtual options has dramatically reduced the cost involved. Their advice?

“Don’t hold your best people back—in fact, don’t hold anyone back. Why not train everybody who desires it? One thing we’ve learned in working with clients is that the people who raise their hand and ask to be included in leadership training are the people who end up being the best leaders in your organization. Show everyone you value them and are willing to invest in their development.

“We can do better than allowing 60 percent of our new managers to underperform.  With inclusive policies that identify and provide people with the training they need, we can greatly improve this statistic to the benefit of new managers, their direct reports, and organizations as a whole.”

You can access the complete article from Training Industry Magazine here.  For more information on the Blanchard approach to first-time manager training, take a look at the extended article “Essential Skills Every First-Time Manager Should Master”.

And while it’s good that we’ve made progress, we still need to keep moving if we truly want to leverage what the new science of motivation is teaching us.

In the June issue of Ignite, Susan Fowler, best-selling business author of Why Motivating People Doesn’t Work…And What Does, explains that individuals bring one of six motivational outlooks to any goal or task they face.Three of the outlooks correlate to positive, long-lasting, and consistent energy for getting a job done—and three don’t.

The three positive optimal motivational outlooks are

• Aligned. This is where an individual derives a sense of meaning from the goal or task, is able to align the task with important personal values, and is making a conscious and deliberate choice to do the right thing.
• Integrated. This is where an individual is motivated because the goal or task fulfills a deeply felt sense of purpose or is regarded as a self-defining activity.
• Inherent. This is where an individual perceives the goal or task as pure fun and enjoyment.

The three suboptimal motivation outlooks are

• Disinterested. This is where an individual feels overwhelmed, cannot find value in the task, or doesn’t have the energy to manage what’s required.
• External. This is where an individual is primarily motivated by the promise of a tangible reward or incentive, or the expectation of increased power, status, or respect.
• Imposed. This is where an individual is motivated by pressure to perform by either self-expectations or the expectations of others. Their actions are an attempt to avoid feelings of guilt, shame, or disappointment.

Fowler explains that looking beyond a simple extrinsic/intrinsic model of motivation creates additional choices and gives leaders more options to help facilitate a shift to a better outlook. Her approach is to teach leaders how to have conversations that help others identify the reasons for their motivation. The result is higher quality motivation that is based on meaningful values and a noble purpose.

Fowler is quick to point out that this kind of shift is more than a theoretical idea—it is a practical enhancement that makes the application of other leadership skills more effective.

“A strong foundation in motivation science elevates traditional leadership skills,” explains Fowler. “For example, consider the benefit when you combine traditional goal setting with a motivational outlook conversation about achieving the goal. These conversations give managers an opportunity to help people find relevance, meaning, and deeper connection to their goals. Skipping over the motivational outlook conversation or jumping to a problem solving or action planning conversation with people when they are suboptimally motivated on the goal, problem, or plan usually leads to suboptimal results down the road.

“People work best when they are pursuing goals for high quality reasons. Ask people questions that help them connect their goals to their values and sense of purpose. People who make this connection don’t just perform at a high level and achieve their goals—they flourish.”

You can read more about Fowler’s approach to workplace motivation in the June issue of Ignite.  Also, be sure to check the information about Fowler’s upcoming webinar on Leadership Skills: Applying the New Science of Motivation.  The event is free, courtesy of Cisco WebEx and The Ken Blanchard Companies.

Unfortunately, most leaders don’t realize that this first step, knowing yourself, should never end.

Why? Because as you grow and develop as a human being and as a leader, aspects of you will inevitably change—as is the nature of growth and development.

As a result, the knowledge of who you are can become outdated quickly.

It may be surprising to find out that even the building blocks of your physical being change quite frequently. Find out more here:

https://www.youtube.com/watch?v=JQVmkDUkZT4

When was the last time you took some time for self-discovery?

As a leader, remember to make time periodically to rediscover yourself and figure out how you’ve changed and grown.

It’s a great way to measure your development progress, to better understand who you are, and to determine how you can best serve your direct reports.

A survey of 450 human resource and talent management professionals by Training magazine and The Ken Blanchard Companies found gaps of 24–39 percent between what employees wanted from their leaders and what they were experiencing in 10 key areas.

Performance management is a key leadership responsibility. This survey suggests that significant gaps exist between employee expectations and what they are experiencing at work. And research shows that left unaddressed, these gaps represent a drain on overall organizational vitality through lowered employee intentions to stay, endorse, and apply discretionary effort as needed.

Better Communication Is the Key

For leadership development professionals, these survey results point to the need for including workplace communication skills as a key part of any leadership curriculum. For example, in Blanchard’s First-time Manager program new leaders are taught four key conversations:

Goal Setting: All good performance begins with clear goals. New managers usually prefer to be seen as supportive and try to avoid appearing overly directive—but that approach can backfire as soon as the first project deadlines are in jeopardy or performance standards aren’t being met. Being skilled at goal setting helps people start off on the right foot.

Praising: Ask some people how they know they are doing a good job and they will say, “No one yelled at me today.” Don’t make the mistake of not noticing. Are managers taking the time to catch people doing things right by calling out a team member’s specific behavior and the positive impact it had when they do things right?

Redirecting: When managers are not skilled at redirecting, they tend to be either unduly critical or so vague that the direct report walks away not sure what to do next. Do managers know how to use open ended inquiry questions to get the other person to talk about what is happening and ways to get back on track? Redirecting conversations are best when the direct report is doing most of the talking.

Wrapping Up: Are managers providing feedback on a frequent and consistent basis? A wrapping up conversation allows managers to measure success, review performance, and keep things moving forward. This is not a once-a-year conversation—it has to happen after the completion of each task or project if you want good results.

A renewed focus on improving workplace communication can have significant results on the performance of an organization. How’s the everyday leadership in your organization? Strong operational leadership with a focus on better communication is the key.

– Our basic human nature is to thrive. No one wants to be bored and disengaged. People want to contribute. People appreciate meaningful challenges.

– We all have three psychological needs—autonomy, relatedness, and competence—that contribute to our well-being.

– Leaders can’t motivate anyone. What they can do is shape a workplace where it is more likely that people will experience optimal motivation through proven best practices.

If you are serious about improving people’s productivity, sustainable performance, creativity, resilience, risk-taking, mental health, emotional well-being, and positive physical energy, I urge you to consider elevating your current leadership practices.  Here are three ways to get started.

1. Encourage Autonomy: Set SMARTer goals where the M stands for motivating and the reasons for achieving the goal are tied to developed values, a noble purpose, or inherent joy. Illuminate freedom within boundaries to shift focus from what can’t be done to what can be done. Present timelines as useful information rather than as a form of pressure.
2. Deepen Relatedness: Discuss individual values in light of the organization’s values so that workplace goals can be linked to reasons individuals find meaningful. Reframe metrics with individuals so that they can personally relate to outcomes with purpose and meaning. Provide pure feedback that leaves out your personal opinion, statements of your pride or pleasure, and rah-rah comments. Allow individuals to reflect on and determine how they feel about their own efforts, rather than becoming dependent on your approval—an unhealthy reason for their actions.
3. Build Competence: Facilitate Motivational Outlook Conversations to help ensure individuals are optimally motivated to follow through on solutions and action plans—otherwise, your coaching results are as castles built on sand. Concentrate on learning orientation by asking each day/week/month: What did you learn that will help you tomorrow? and What do you still need to learn to achieve your goals? Celebrate learning moments by going beyond fixing mistakes to taking advantage of them.

One More Thing: Leader, Heal Thyself

The new science of motivation builds a compelling case for updating traditional leadership practices. But before you can encourage autonomy, deepen relatedness, or build competence with those you lead, you need to reflect on your own motivation to lead.

Consider this story:

The hard-driving sales manager hoping to inspire his new sales rep took the young man to the top of a hill overlooking a posh part of the city. “Look at that place,” said the manager, pointing to a magnificent property. “I bet the house is 6000 square feet, plus the horse stable and tennis court.” He pointed to another home, “Can you imagine the party you could throw around that pool?” Then, the manager put his arm around the wide-eyed young rep’s shoulders and told him, “Son, if you keep working as hard as you’re working, some day all this could be mine!”

If your people sense—or even wrongly interpret—that your motivation to lead is self-serving, it undermines their psychological need for relatedness. Their positive energy is diminished as you chip away at their autonomy by pushing them to make their numbers or by pressuring them to be number one. They feel manipulated by your suggestions when your intention was to build their competence. Worse, feelings of alienation and pressure can fuel negative energy, leading some to sabotage the system by falsifying reports, making bad deals, or engaging in unethical behavior. They justify their own self-serving actions by comparing them to what they perceive as your self-serving motives.

To take advantage of the compelling new leadership practices, ignite your own motivation to lead through meaningful values and a noble purpose. When it comes to being an inspiring and effective leader, the reasons for your motivation matter.

About the Author

Susan Fowler is a senior consulting partner with The Ken Blanchard Companies, co-creator of the company’s Optimal Motivation and Situational Self Leadership training programs, and the author of the bestselling book, Why Motivating People Doesn’t Work … And What Does: The New Science of Leading, Engaging, and Energizing.

Editor’s Note: Are you attending this year’s ATD International Conference & Exposition in Denver?  Don’t miss Susan Fowler’s presentation on Sunday, May 22, at 1:30 pm.  You can learn more about all the Blanchard activities at this year’s event by visiting http://www.kenblanchard.com/events/atd-2016

But when they became a manager, their role shifted.  They now needed to focus on what needed to get done and leave the how to the individual contributors they managed.  As a manager, they needed to be more strategic and less tactical.

Many managers struggle with this change.  They had established numerous great methods, processes, and ideas for how to accomplish work. What are they supposed to do with these concepts now?

For a fair share of managers, the natural answer is to pass on their ways to their direct reports by staying hands-on.  It doesn’t occur to them that as a manager their role is to figure out and communicate what needs to get done, leaving the how to their direct reports as their capabilities allow and giving direction and support only as needed. Unfortunately, some managers never make this shift.

If this sounds like you, there are numerous benefits when you shift from how to what.  Leaving the how to your direct reports:

… gives them the chance to develop their skill set.

… is motivating.  Research conducted by Blanchard for our Optimal Motivation training program uncovered that employees feel motivated when they perceive that what they are doing is of their own volition and that they are the source of their own actions.

… gives you more time and space to work on the what.

What can you do to make the shift?  Lots!  Here are a few suggestions:

• Acknowledge to yourself that the change won’t be easy. It helps if you recognize that the benefits far outweigh the uncomfortable process of change.
• Do a little soul searching. Why do you want to keep your fingers in the pie?  Is it a lack of trust, a need to control, or a wish to add value?
• Learn the art of partnering with direct reports to facilitate their independent problem solving. Ask your capable people a question such as “What do you need to do to get the work done?”  Then figuratively sit on your hands and listen as they figure it out.  You might need to ask a few more open-ended questions—but resist offering solutions.
• Practice, practice, practice. This will not happen overnight.  Two steps forward, one step back—but stick to it and you will be able to make the change.

I love the quote “Mediocre coaches are those who remain attached to their own opinions and feel the need to be right or even useful.”  To me this applies not only to coaches but to managers, colleagues, parents, spouses, friends, etc.  Are you unnecessarily keeping your hands on the work your direct reports should be doing themselves?  If so, what are you going to do about it?  Let me know!

About the Author

Joanne Maynard is a senior coach with The Ken Blanchard Companies’ Coaching Services team.  Since 2000, Blanchard’s 130 coaches have worked with over 14,500 individuals in more than 250 companies throughout the world. Learn more at Blanchard Coaching Services. And check out Coaching Tuesday every week at Blanchard LeaderChat for ideas, research, and inspirations from the world of executive coaching.

Is your organization experiencing heart trouble?  This can be not only frustrating, but also damaging to performance in today’s fast paced business environment that requires a lean and agile approach.

Blanchard explains, “Managers working in the heart of the house play a couple of different roles. First, senior leaders look to middle managers to put goals and action plans in place to achieve strategic results.  But that is just one side of the coin.  Middle managers are also responsible for the environment in which the work is accomplished. So the middle manager’s job is twofold: to get things done and also to manage people’s emotional relationships to their work, their company, and their coworkers. Middle managers set the tone for the workplace.”

Blanchard says that to be successful, middle managers must be skilled in communicating what is expected and how it is to be achieved.  That means connecting the dots from the boardroom to the frontlines. If middle management is ineffective, the staff both above and below this level suffers.

This can be a challenge if managers don’t get the training and support they need.

“If managers are not getting the support they need from the organization to grow and to meet challenges, they can feel stuck in the middle. When this happens, mid-level managers can become disengaged and fall back into transacting business with their people in a way that causes the people to not care as much, to not understand as much about the importance of their work, and to not be as connected to the mission and vision of the company as they could be.”

The good news, according to Blanchard, is that there are approaches organizations can use to help mid-level managers get things done and build commitment in a way that creates positive regard and advocacy from employees.

Blanchard points to a couple of programs in The Ken Blanchard Companies portfolio as examples.

“It’s important to take a foundational approach when helping managers develop skills. The goal is to provide a framework managers can use to guide performance. Two of our training programs can help: Situational Leadership® II, which is our flagship product and the most widely taught leadership framework in the world; and our new First-time Manager program, which is designed specifically for people stepping into leadership for the first time. Both programs teach managers important skills including how to effectively set goals, how to provide day-to-day coaching and support, how to engage in a partnership with direct reports, and how to have effective discussions around performance.”

On the emotional side of the equation, Blanchard refers to the Building Trust and Optimal Motivation programs as examples of content designed to help managers create a safe and engaged environment where people thrive.

“It’s about having useful conversations.  Leadership is about getting things done with and through people. Performance and results are one side of the coin and environment and commitment are the other side. You can’t do one without the other.”

You can read more of Blanchard’s thinking on taking care of your middle managers in the May issue of Ignite.  Also, check out a complimentary webinar he is conducting on June 1, Designing a Leadership Curriculum for the Heart of Your Organization.  It’s free—courtesy of Cisco WebEx and The Ken Blanchard Companies.

The company will be sharing the results of the research as a part of the rollout of its new First-time Manager program, but some of the initial top level statistics are ready for sharing now (see infographic).

These experiences, reported by the managers, paint a picture of the challenges new leaders face and help explain why 60 percent of new managers underperform—or even fail—in their first two years.

With over two million people stepping into leadership roles for the first time, it is essential for organizations to put together a structured program that prepares these new managers for the challenges they will face when they become responsible for the work of others in addition to their own.

Blanchard recommends that new managers focus on four performance-related conversations—Goal Setting, Praising, Redirecting, and Wrapping Up, as well as four essential communication skills—Listening, Inquiring, Telling Your Truth, and Expressing Confidence.

Three of the four conversations are drawn from the three key principles in Ken Blanchard and Spencer Johnson’s best-selling book The New One Minute Manager®—and they are joined by a new, fourth conversation, Wrapping Up, which is about bringing closure to goals and tasks. The four communication skills come from Blanchard’s coaching services practice and represent the listening skills most needed by managers.

In a recent webinar, Master Certified Coach Linda Miller, who serves as Blanchard’s global liaison for coaching, asked participants which of the four conversations and which of the four skills they thought were most difficult for new managers.  The number one most difficult conversation identified was Redirecting—getting somebody back on track when performance wasn’t where it should be.  The second conversation identified as difficult was Goal Setting. Among communication skills, Listening and Telling Your Truth ended up in a tie as most difficult.

How does the information in the infographic match up with your experience?  Does your organization have a structured program in place to get new managers off to a good start?  Don’t let your new people sink.  Provide them with the support they need to succeed.

That’s simply too late. Without training, undesirable managerial habits develop that prevent new managers from being as effective as they need to be. It could also be part of the reason why 60 percent of new managers underperform—or fail—in their first two years.

In a new article for Blanchard Ignite, Linda Miller, master certified coach and coauthor of Blanchard’s new First-time Manager program, says, “If left on our own, we continue to lean on our habitual behaviors. Even when we change roles or move into a new job or position, we still are inclined to fall back into familiar patterns.”

That can be a problem in the case of new managers, explains Miller. “They often bring their individual contributor habits or practices into the new role. In this case, they may repeat a pattern over and over again—even when it is not helpful or appropriate—simply because it is comfortable and familiar.

As Miller explains, “When coaching first-time managers, I often ask how much of their work could be delegated.  A new manager has to have a plan for accomplishing results through others. Many find it easier to keep doing a familiar task themselves than to have a conversation with a direct report who could take on the responsibility. Although it may be easier for them to just do the task, as a new manager that work is no longer part of their role.”

Creating a New Manager Curriculum

Instead of letting new managers take a trial-and-error approach that potentially leads to bad habits, Miller believes organizations need to create a new manager learning path. This begins with normalizing the idea that transitioning from an individual contributor role into management is a big change—and that it is normal for first-time managers to feel awkward or even paralyzed by all the new skills they need to learn.

Next, identify some of the gaps or differences between being an individual contributor and being a new manager. For example, early discussions could focus on situations where old habits may not serve the new manager or the organization well.

Replacing Bad Habits with Good Habits

Once new managers have examined their behaviors and found patterns that aren’t working in their leadership roles, the hard work begins—changing those ingrained behaviors. This requires interrupting the automatic responses, says Miller.

“As a coach, many times I will suggest to people that they take some time before they respond to a situation. For example, before saying yes to a request, the new manager might wait two hours to think it through.  Or we might discuss coming up with a question they can ask themselves that will interrupt the pattern.

Don’t Wait

Miller’s advice to organizations interested in identifying and developing new leaders is short and sweet. “Don’t wait. Start now. Preparing your high potential people for management early will pay dividends—now and in the future.

”It’s much easier to train and develop good leadership habits in the first place than to change undesirable patterns that have been deeply embedded. Identifying high achievers and beginning leadership training before they accept their first leadership role does the organization, as well as the aspiring leaders, a great service. It’s not what most organizations do, but it is a unique and promising approach—and a far superior option to trial and error.”

Researchers from The Ken Blanchard Companies teamed up with Training magazine to poll 456 human resource and talent-management professionals. The purpose was to determine whether established best practices were being leveraged effectively.

The survey found gaps of 20-30 percent between what employees wanted from their leaders and what they were experiencing in four key areas: Performance Planning (setting clear goals), Day-to-Day Coaching (helping people reach their targets), Performance Evaluation (reviewing results), and Job and Career Development (learning and growing.)

Use these links to download a PDF or PNG version of a new infographic that shows the four key communication gaps broken down into ten specific conversations leaders should be having with their team members.

Are your leaders having the performance management conversations they should be? If you find similar gaps, address them for higher levels of employee work passion and performance.

You can read more about the survey (and see the Blanchard recommendations for closing communication gaps) by accessing the original article, 10 Performance Management Process Gaps, at the Training magazine website.

Pretty heady stuff.

He realized he couldn’t drive people to be more just, client focused, and service oriented. The only way a radically different culture would emerge was through employees working together and making their own decisions to find new approaches for managing people’s wealth.

This powerful executive recognized that only through the power of tapping people’s honest and authentic need for autonomy, relatedness, and competence (ARC) would he be able to achieve the results he was looking for—a high functioning, self-motivated organization.  He realized that any driving for adherence to new policies and procedures would undermine people’s sense of ARC—and his firm’s cultural evolution.

It was a great bit of insight on his part. And it’s something we can all learn from as we endeavor to build highly motivated work environments.

• When you pressure people to perform, the pressure you create has the opposite result of what you intended. Pressuring people erodes their sense of autonomy.
• When you focus on metrics as priorities, people fail to find meaning in the metrics for themselves. When people feel used as a means to your end, it diminishes their sense of relatedness.
• When you drive for results and declare you are holding people accountable for those results, you are also sending the message that you don’t trust people to perform or achieve their goals. You undermine their sense of competence.

Here are four alternatives.

1. Encourage autonomy by helping people appreciate the freedom they have within boundaries. What is within a person’s control? What options do they have? Identify areas for creativity and innovation.

2. Deepen relatedness by engaging people in conversations about their values and aligning their values with the company’s goals. For example, help an employee who has a value for service explore how his service might improve through the company’s new approach.

3. Build competence by providing opportunities for training, clarifying expectations, and illuminating the unknowns. Don’t assume people know how to cope with change. Don’t try to sell change by sharing how the organization will benefit. Focus instead on helping people deal with the personal concerns they have for how the change directly affects them.

4. Teach leaders the skill of conducting motivational conversations. If leaders don’t know how to facilitate people’s shift to optimal motivation, they will default to what they know: driving for results. Leaders also need to practice optimal motivation for themselves. Leaders with suboptimal motivation tend to drive for results from others.

If you want real, sustainable, high quality results, stop driving yourself crazy trying to hold people accountable for outcomes that are not connected to individual needs for autonomy, relatedness, and competence (ARC.)  Instead, help people satisfy those needs. When people experience ARC, they thrive—and you don’t need to drive.

About the Author

Susan Fowler is a senior consulting partner with The Ken Blanchard Companies who heads up Blanchard’s motivation and self leadership practices.  Susan is also the author of the business best-seller, Why Motivating People Doesn’t Work… And What Does.

When these same respondents were asked to look at a list of common mistakes and choose the five biggest missteps by leaders, two responses stood out.

Not providing appropriate feedback was chosen by 82 percent of respondents. Failing to listen or involve others came in a close second, cited by 81 percent. (Failing to use an appropriate leadership style, failing to set clear goals and objectives, and failing to develop their people rounded out the respondents’ top five of things leaders most often fail to do when working with others.)

A 700-person follow-up study conducted by Blanchard in 2013 with readers of Training magazine found similar results. In that survey:

• 28 percent of respondents said they rarely or never discussed future goals and tasks with their boss—even though 70 percent wished they did.
• 36 percent said they never or rarely received performance feedback—even though 67 percent wished they did.

Why are communication and feedback such a challenge in today’s workplaces? The fast pace of work and increased workloads are certainly part of the equation—but another possibility is that new managers are not trained in either of these essential skills. Research conducted by the Institute for Corporate Productivity found that 47 percent of organizations do not have a formal training program in place for new managers. Research by leadership development consultancy Zenger Folkman has found that most managers don’t receive training until they are ten years into their managerial careers.

That’s too late. Harvard Business School professor Linda Hill has found that most managers who survive their first year develop habits—good or bad—that they carry with them for the rest of their careers.

The Ken Blanchard Companies believes it is essential for new managers to develop good communication skills as they step into their first leadership roles. In a new first-time manager curriculum, Blanchard identifies four communication skills new managers need to develop as well as four conversations new managers need to master.

Four Essential Communication Skills

• Listen to Learn—a deeper type of listening where the goal for the manager is to hear something that might change their mind, not just prompt a response.
• Inquire for Insight—when the manager uses questions to draw people out and probe for understanding that might not be shared at first.
• Tell Your Truth—being direct in communication in a way that promotes honest observation without assigning blame.
• Express Confidence—conveying a positive attitude toward the other person and toward future conversations, regardless of the subject.

Four Performance Management Conversations to Master

• The Goal Setting Conversation—setting clear objectives: all good performance begins with clear goals.
• The Praising Conversation—noticing and recognizing progress and good performance: catch people doing things right.
• The Redirecting Conversation—providing feedback and direction when performance is off-track: seize the opportunity before the problem escalates.
• The Wrapping Up Conversation—conducting a short, informal review after a task or goal is finished: savor accomplishments and acknowledge learnings

Becoming skilled in each of these areas not only helps new managers get off to a great start but also can help them succeed for years to come. How are your managers doing in these critical areas? You can read more about the Blanchard approach to first-time manager development in the white paper Essential Skills Every First-Time Manager Should Master.

I’ll summarize the major buckets as I saw them, but I encourage you (after you read this, of course!) to click on the graphic and read what people said in their own words.  This exercise paints a very human picture of the challenges new managers face when they first make the jump from individual contributor to supervising the work of others.

Here’s how I categorized things:

The vast majority of challenges dealt with people issues—things like managing former peers (about 20% of responses), managing conflict, improving morale, building trust, earning respect (about 15%), or working with older or more experienced team members (about 13%.)

The second biggest bucket contained performance management issues. This included setting goals, providing day-to-day feedback, coaching, redirection, and year-end performance review (about 13%.)

The topic of the third big bucket was personal concerns about the new role and included time management, prioritization, and finding balance along with trying to do it all and live up to expectations (about 15%.)

These findings are similar to what we have been seeing in an ongoing survey we’ve been conducting to inform the development of The Ken Blanchard Companies new First-time Manager program.

That research, combined with extensive interviews of managers and client organizations, helped us develop a curriculum for first-time managers that focuses on four essential communication skills—Listening, Inquiring, Telling Your Truth, and Expressing Confidence—together with four performance related conversations all new managers needs to master.

The four conversations were drawn from the three key principles in Ken Blanchard and Spencer Johnson’s best-selling book The New One Minute Manager®— Goal setting, Praising, and Redirecting—and joined by a new, fourth conversation, Wrapping Up, which is about bringing closure to goals and tasks.

What categories do you see when you look at the responses?  How do they match up with your experience as a first-time manager?  If you would like to participate in our ongoing research, please use this link to take a short five-minute survey, or just use the comments section below to share a thought or two.  What was your biggest challenge as a first-time manager?

We ask what they wish they had known before they started, what surprised them about their new role, and what mistakes they made.

The results have been both fascinating and heartbreaking. It is not a pretty picture. The story revealed in the responses is the same one I have heard in coaching sessions for the last two decades.

Unwitting newbies are seldom given clear goals and expectations for their new charges. They are generally unprepared in terms of time management and delegation skills. And they often receive absolutely no people or communication skills training. As a result, they are shocked that their peers don’t greet them with open arms and that their former peers often resent them and gleefully test them right out of the gate. They are surprised at how many employees aren’t that interested in doing their jobs well and don’t do what they are told. They are exhausted by the personal problems of their direct reports and the drama among coworkers.

A new infographic we’ve published highlights CEB research that 60 percent of new managers underperform in their first two years. A major culprit is a lack of training—in fact, 47 percent of companies don’t offer new supervisor training according to a survey by the Institute for Corporate Productivity. Separate research by Zenger Folkman CEO Jack Zenger reported in Harvard Business Review shows that, on average, people are supervisors or managers for ten years before they get any training. Essentially, the way most companies promote employees into their first supervisory or management position is nothing short of Darwinian: only the strong survive.

I have had the rare opportunity to coach people at all stages of their careers. All of my experienced clients had to learn the hard way. This doesn’t have to be—and shouldn’t be—the norm. As a new manager, you need to take advantage of all available resources. Some people turn to books on management (there are a million) and try to create a self study program. But you can’t read everything—and some people simply aren’t readers at all. I’d like to suggest a guided approach. One of the services a coach performs for a client is to be both library and librarian, to pull out just the theory, the model, or the most current research that will help the client make sense of their current difficult situation. With the right framework, the new manager can develop a plan of action that helps them move forward.

What does this mean to you? If you manage people and you are suffering, don’t feel that you have to go it alone. Consider taking a class designed especially for first-time managers. Blanchard’s new First-time Manager program, for example, focuses in on four essential communication skills and four performance-related conversations new managers need to master. Or ask for a coach, or find yourself a mentor—but don’t suffer alone. Managing others is one of the most important jobs because you directly affect the quality of people’s lives. So don’t be bashful about asking for help. It’s important for you and others that you have access to the resources you need to succeed.

About the Author

Madeleine Blanchard is the co-founder of The Ken Blanchard Companies’ Coaching Services team.  Since 2000, Blanchard’s 130 coaches have worked with over 14,500 individuals in more than 250 companies throughout the world. Learn more at Blanchard Coaching Services. And check out Coaching Tuesday every week at Blanchard LeaderChat for ideas, research, and inspirations from the world of executive coaching.

Unfortunately, research shows that new managers are usually promoted without the skills needed to be a good manager and that 47% of companies do not have a new supervisor training program in place.

As a result, 60% of new managers underperform in their first two years according to a study by the Corporate Executive Board resulting in increased performance gaps and employee turnover.

More importantly, research by Harvard Business School professor Linda Hill has found that negative patterns and habits established in a manager’s first year continue to “haunt and hobble them” for the rest of their managerial careers.

It’s critically important that learning and development professionals help new managers get off to a fast start—both for their immediate and long-term future.  What type of support are new managers experiencing in your organization?  If it’s not what it should be, the new Blanchard infographic can help open up a conversation and encourage some steps in a better direction.

You can download the first-time manager infographic here—and be sure to check out a new Blanchard first-time manager white paper that explores the issue more completely—including suggestions for a first-time manager curriculum.

I am a senior manager in a large and well known high tech organization. I keep my head down and stay clear on my goals. I do whatever it takes to make sure my people are successful. I have a reputation for being a good manager and I attract the best talent to my teams. I love my people—we have fun at work and get things done. And they keep promoting me. I can’t seem to mess up.

So what’s the problem? you might ask. The problem is this: I am crippled with doubt. My rise to success has been hard work, sure, but not heroic. I often wonder how I got so lucky. Why me? What if they figure out I am just some dorky kid who had no friends in middle school? I go to work every day literally thinking this is the day the other shoe will drop. Every time my boss reaches out to me, I think this is it—they found out I am really just me and it’s all over. My girlfriend tells me I am crazy, which really doesn’t help. The stress is taking a toll.

—Afraid to be Found Out

Oh, my dear Afraid,

My heart truly goes out to you. I can feel your pain, partially because I have felt it myself and so have most of my clients. You are suffering from something called imposter syndrome. It happens when successful people are unable to internalize their success and, instead, dismiss it as dumb luck—or worse, as some kind of mistake. I first witnessed this phenomenon when my former husband, a Broadway actor, worked with some seriously accomplished, famous people who admitted to him they felt like frauds who would be found out at any moment. Then, when I first started coaching, I blundered into a job working with a bunch of supermodels. Every single one of them was convinced that their success was pure fluke and totally unearned. They were beleaguered with insecurity.

So, here’s the thing. You have been lucky. Isn’t that great? Some people aren’t, some people are—and who can possibly say how that happens? Not me. It has not been my experience that we have any control over the lucky part. But we do have control over what we do with the hand we are dealt. And there, my dear Afraid, is where you have excelled. You have been dealt a good hand—after maybe a not-so-great one in middle school—and you have apparently been playing the heck out of it ever since. You obviously have enough brains to stay afloat in a high tech environment, because if you didn’t, you wouldn’t have lasted this long. You also, evidently, care desperately about your people—and you know what? You can’t really teach that. That is a beautiful quality you came wired with and an unbelievably valuable asset.

So talk yourself off the ledge. You have been lucky and have also risen to the occasion and made the best of the opportunities presented to you. No one is trying to expose you as a phony. Your boss and your boss’s boss are depending on you to continue to show up, get the job done, and produce results—which you are doing. So get ready, because they are probably going to keep promoting you. You are going to have get your head wrapped around it. The beautiful thing about your worry is that it will keep you humble no matter how successful you become. And Jim Collins’s research on the best leaders shows that a mix of fierce resolve and humility is the most unbeatable combination of qualities a leader can possess.

So, Afraid, it seems you can’t lose for winning. I say enjoy it while it lasts! Keep doing good work and stop second guessing the fates. Finally, be grateful for your good fortune. Research shows that the practice of gratitude can reduce stress and potentially derail those negative thought patterns that can take their toll on the best of us.

Love, Madeleine

About the author

Madeleine Homan-Blanchard is a master certified coach, author, speaker, and cofounder of Blanchard Coaching Services. Madeleine’s Advice for the Well Intentioned Manager is a regular Saturday feature for a very select group: well intentioned managers. Leadership is hard—and the more you care, the harder it gets. Join us here each week for insight, resources, and conversation.

Got a question for Madeleine? Email Madeleine and look for your response here next week!

My favorite thing he said was something that reminded me of a story I heard Sheryl Sandberg tell a couple of years ago on one of her Lean In videos. In her role as COO at Facebook, she was faced with a big decision. She looked to CEO Mark Zuckerberg for input—but instead of giving her his opinion, or even an answer, he asked her, “What would you do if you weren’t afraid?” I was thunderstruck. I wrote it on a sticky note, put it on my bulletin board, and have used that question to guide my decisions ever since. At Facebook they have it on posters all over the campus.

What would I do if I weren’t afraid?

Here is why I love it so much: it is the ultimate coaching question. Because it cuts right to the fact that most of us are afraid most of the time. Afraid we don’t have enough information. Afraid we don’t have enough education. Afraid we aren’t smart enough, creative enough, or simply enough.

Afraid we haven’t gotten enough advice, or the right advice, or advice from the best person. Afraid we will make the wrong decision. Afraid we will make the right decision but our boss won’t like it, or our people won’t accept it. Afraid that our mother, sister, father, or spouse will laugh at us. Afraid that the climate will shift so radically by the time we can get the decision implemented that it will all be moot.

I’m kind of kidding on that last one, but kind of not, too. There is so much to be afraid of—big things and little things; rational things and absurd things. But, as leaders, we can’t let this stop us because mostly, we make decisions.

So the next time you aren’t sure, and you are thinking of asking someone what you should do, stop and ask yourself the ultimate coaching question. See what your answer is.

About the Author

Madeleine Blanchard is the co-founder of The Ken Blanchard Companies’ Coaching Services team.  Since 2000, Blanchard’s 130 coaches have worked with over 14,500 individuals in more than 250 companies throughout the world. Learn more at Blanchard Coaching Services. And check out Coaching Tuesday every week at Blanchard LeaderChat for ideas, research, and inspirations from the world of executive coaching.

Dear Madeleine,

I am a creative director at an advertising agency, and I have been managing teams of people forever. I was the darling of the advertising world when I started, and developed a reputation for hatching brilliant ideas—in fact, you would recognize some of my work. It is a fast paced business with crazy hours. I just barely manage to juggle a household, two elementary school-aged kids, and a husband who works equally nutty hours. This job, which always has been kind of nuts, is now just a 24/7 slog.

I am a good manager. My people love working for me and I attract the best talent to my projects. My problem isn’t with managing people. My problem is that I feel as if I have lost my creativity. Kids in this business are innovative and quirky and fun, and I just don’t have any good ideas any more. I am worried that I am going to be found out, and that stress is really taking a toll. —Am I washed up?

Dear Washed Up,

No. But where you are right now sure is unpleasant, and for that I am truly sorry. To get to be a creative director at an agency you must have started out with amazing ideas and kept it going for a long time. So, fundamentally, you are a clever and imaginative person. But here is the thing. Creativity is a little like a water well, and it isn’t so much that yours has run dry; it is more that you need to prime the pump. Your life sounds exhausting and I am pretty sure what you are experiencing are classic symptoms of burnout. This is tough but reversible.

I have a few ideas. Some may make you roll your eyes because they are obvious, but others might be new to you.

1. Remember. Look to your past life and former self for clues. What did you used to do regularly when you were at your most creative? I guarantee you will think of some activities you did on a regular basis that you no longer do, whether it’s because you simply don’t have time or because something has changed. For example, when asked this question one client realized that she did her best thinking in the bathtub and had recently moved into a new home with a cruddy tub. She re-prioritized the planned renovations and got to work on the bathroom first!
2. Put yourself first. Howard Gardner, one of the foremost researchers on creativity, examined creativity through the lives of some of the great creative geniuses like Stravinsky, Einstein, and Picasso. He found one of the hallmarks of these people to be that they were very good at taking care of themselves so they could do their work. Not only that, they were particularly good at getting other people to take care of them so that they were freed up to think and create. What this would mean for someone like you would be so radical that you might use the label Extreme Self Care. What would this actually look like? Delegating mundane tasks someone else can do, for starters. If you can’t afford help at home, make your kids empty the dishwasher while you meditate for six minutes. Instead of doing laundry, drop it at the Fluff and Fold. Ask yourself, of all the things that suck the life out you at work, what might some of your direct reports be able to do? Your problem may very well be with managing in that you are not giving away enough tedious stuff and keeping some fun work for yourself. I have found that many people will put up with all kinds of overwhelm until they realize that the cost is too high. Sometimes it is a big health scare. Sometimes it is the death of their creativity.
3. Walk. Most people go to the gym so that they can stay in their skinny jeans. But a pile of evidence now shows that the part of you that really needs exercise is your brain. A study from Stanford shows that walking, even for short periods, increases idea generation and problem solving capability. So get up out of your chair and walk. Have walking meetings. Walk around the block for 15 minutes. Just walk.
4. Write morning pages. These next two ideas come directly from Julia Cameron, who wrote a book called The Artist’s Way that swept New York City, and the world, by storm in the early 1990s. “Morning pages” is a practice that involves grabbing a notebook upon first waking and writing 3 full pages of stream of consciousness. That’s it. No censoring, just free flow writing, for 3 pages. It doesn’t have to take more than 15 minutes. I can’t tell how or why it works, but I have used it myself in times of crisis and many clients have used this practice to get through rough spots in their lives, and magical things happen.
5. The Artist’s Date: Also from Julia Cameron, is the concept of the Artist’s Date. She recommends that you take two hours every week to do an activity that involves experiencing, sensing, and observing, with no real agenda other than to simply be in the moment. This can mean a walk in the park, a visit to a museum, listening to music. (I just heard you laugh out loud at the idea of taking two hours a week. To be fair, as a working Mom I feel pretty pleased if I do this two or three times a year, but even that makes a difference.) For more detail on Cameron’s work: http://juliacameronlive.com/basic-tools/

Finally, Breathe. Is that annoying? It probably is, but too bad. I’ll bet on a regular basis your shoulders are up around your ears and your abdomen is tight—and not in a good way—with anxiety. Take a deep breath in, and release your shoulders on the exhale. Take another breath in and think about what you are trying accomplish, and with the release let go of the judgment you have about your own creativity. The third breath will bring the idea, the word, or the solution. The spirit comes in on the breath. Always. You haven’t lost your creativity forever, I promise. But you will have to fight hard to get it back.

Love Madeleine

About the author

Madeleine Homan-Blanchard is a master certified coach, author, speaker, and cofounder of Blanchard Coaching Services. Madeleine’s Advice for the Well Intentioned Manager is a regular Saturday feature for a very select group: well intentioned managers. Leadership is hard—and the more you care, the harder it gets. Join us here each week for insight, resources, and conversation.

Got a question for Madeleine? Email Madeleine and look for your response here next week!

Generally speaking, training is a fixed and tactical instructional event. As a result, the challenge for L&D professionals is how to have the mindset, as much as the capability, in not just what to do but how to do it. A key shift is a move away from learning delivery to performance consultancy—an idea more commonly associated with Organizational Development (OD).

In the same way that OD practitioners contribute to learning implementation by focusing on an organization’s cultural assumptions, values, behavioral norms, and environment, L&D professionals need to develop the skills required to design and implement initiatives that increase the effectiveness and health of the organization.

This L&D and OD merger is supported by an April 2015 study from the Chartered Institute of Personnel and Development (CIPD), working with Towards Maturity, an L&D benchmarking and research company. The study shows a significant gap between the skills L&D practitioners know they need and those they actually possess in-house that will drive organizational change.

The report, entitled “L&D: Evolving Roles, Enhancing Skills,” states: “87 percent think that business planning is a priority for L&D professionals but only 47 percent think they currently have the skills in-house. To prepare organizations for technological growth, globalization and an uncertain economic outlook, the L&D function needs a much broader blend of skills than ever before.” Although over 50 percent of organizations surveyed said they are not planning on changing role focus toward instructional design, content development, performance consulting, and data analytics, nine out of ten L&D professionals are ambitiously looking to improve performance, productivity, and sharing of good practice. These professionals recognize that there are many options available for building skills and performance.

To earn a place at the executive table, L&D professionals must be agile and adaptive to drive performance—and they must stay relevant to the wider business. This calls for every L&D practitioner to build capability in function, alignment, and commitment for learning transformation.

Here are 5 steps to assist you in your journey:

1. Evaluate your team’s current skill base. Start to build on capability gaps.
2. Measure how aligned you are to business and learner needs. Address any disconnects.
3. Build networks within the organization. Strong relationships are essential in understanding business needs.
4. Recognize budget concerns. Think about how to get support for a compelling business case.
5. Move fast and early. Look for quick wins and communicate successes.

And don’t stop there! To have a complete picture of human capital management, L&D practitioners also need to create clear links with recruitment and succession planning strategies.

The combination of three human resource functions—Learning and Development, Organizational Development, and Talent Management—creates a three-legged stool approach in support of development of individual talent and organizational bench strength. One idea worth exploring is to leverage the complementary knowledge and skill sets of these three functional areas under the term—and department name—Integrated Talent Management.

An Integrated Talent Management approach designed to attract, develop, and retain productive and engaged employees could be the answer to creating a high performing and sustainable organization that meets its strategic and operational goals. It could also be exactly the approach needed to solidify a seat at the executive table.

About the Author

John Slater is a Senior Director, Client Solutions for The Ken Blanchard Companies working out of Blanchard’s Toronto, Ontario regional headquarters in Canada.

People go through predictable stages of concern during any organizational change initiative.*

Early on, people have both information concerns and personal concerns—they need to know what the change is, why it’s happening, and how it will affect them. Don’t make the mistake of avoiding people’s personal concerns until you can share all the detailed information about the change. People sense when change is coming: word leaks out, rumors and half-truths are spread, and people make up their own stories in absence of full knowledge. If people smell the smoke of change, they are already fearing the fire. If leaders do not effectively address these concerns early in a change process, the change may likely fail or succeed painfully. Neither of those options is optimal.

To address personal concerns, ask three questions: What choices do you have? What meaning can you make from all this? and What can you learn? When you facilitate people’s answers to these questions, you help them satisfy three basic psychological needs and activate their optimal motivation—despite experiencing disruptive change in their workplace.

Question #1: “What choices do you have?” encourages Autonomy, the first of the three psychological needs.

People forget they have choices when they are faced with a change made without their input or consent. But people always have choices. They can choose to come to work or not; to give their all or bide their time working in fear and expecting the worst; to learn, grow, and contribute or hold back out of resentment and retaliation.

Leaders with the skill of facilitating a motivational outlook conversation are able to guide their employees’ understanding of their situation and potentially shift their perspective. As a leader,  you can help your people connect the choices they have to values they hold dear. Change initiatives and a lack of security are less likely to be seen as threatening when people experience a  sense of autonomy.

Question #2: “What meaning can you make from all of this?” deepens Relatedness, the second psychological need.

People need to attribute meaning to the madness around them. Consider taking a proactive approach to helping people identify opportunities to serve others, deepen relationships, and make a contribution for the greater good.

Don’t underplay your role in connecting what people do every day to a higher purpose. Instead of simply driving for results, challenge people to examine higher quality reasons for why results are important. A leader who does this is more likely to generate results that were previously lacking—and that probably prompted the change in the first place.

Question #3: “What can you learn?” promotes Competence, the third psychological need.

It is in our human nature to learn and grow every day. However, without a conscious effort, adults don’t tend to notice what they are learning—or even that they are learning at all. Asking people what they stand to learn from a change prompts their awareness of their innate desire for continued growth—and how important it is to their sense of well-being. As a leader, you can help rekindle people’s innate enthusiasm for learning.

Take Advantage of Motivation Science During Times of Change

Remember, your job is not to shield people from what’s happening, to prevent their pain, or to obfuscate the truth in hopes of protecting them. Your role is to create a workplace where, despite the chaos or conditions, people are more likely to satisfy their psychological needs and experience optimal motivation.

By paying special attention to personal concerns at the beginning of a change process, you can help people grow and develop in ways that are beneficial to them and the organization before, during, and after the change. The greatest gift you may ever give—or personally experience as a leader—is to help people thrive in the midst of change, uncertainty, and ambiguity.

* Blanchard consultants Pat Zigarmi and Judd Hoekstra have written extensively on the predictable stages of concern people go through when asked to change.  You can learn more in their co-authored chapter of the best-selling book Leading At A Higher Level or via their Leading People through Change model and process.

About the Author

Susan Fowler is a senior consulting partner with The Ken Blanchard Companies and author of the best-selling book, Why Motivating People Doesn’t Work… And What Does.  She is also the co-author of Blanchard’s Optimal Motivation training solution which teaches leaders how to create a workplace where employees thrive.  You can learn more about Susan Fowler and Optimal Motivation at The Ken Blanchard Companies website.

(Spoiler alert: the answer is always take it!)

According to Time magazine, in 2013 employed Americans took an average of 16 days of vacation—5 fewer days than in the 1980s. This happened in spite of reams of research supporting the notion that taking vacation is good for your body, your mind, and your soul. Here is more evidence that good things happen when you use those PTO days.

1. You are more likely to be promoted. New research actually shows that, counter-intuitively, people who take their vacation time are the ones who get promoted.
2. Your brain will thank you. When we take vacation, the brain creates new neural pathways and is far more active than during normal routine life. Even if you stay home and do unusual activities, your brain will be refreshed and more alert.
3. Your heart will last longer. The famous Framingham Heart Study, a long-term study that began in 1948 to analyze adult subjects who were at risk of heart disease, revealed that men who didn’t take a vacation for several years were 30 percent more likely to have heart attacks compared with men who did take time off. What’s more, women who took a vacation only once every six years or fewer were almost eight times more likely to develop coronary heart disease or have a heart attack compared with women who vacationed at least twice a year.
4. You will be happier. An interesting study published in Applied Research in Quality of Life shows that the happiness that comes from a vacation is derived primarily from the anticipation and planning of it—as much as six weeks of increased happiness.
5. You will be more fun and more interesting. Okay, I can’t actually find any research to support this claim, but seriously, you know it’s true.

So take some time to plan your getaway, even if it is months out. Start packing a week in advance to relish a new task that involves visualizing yourself at play (in the waves with the kids, dancing on a cruise ship, hiking up a goat trail). Plan your time away, keeping your calendar clear one day before (to tie up loose ends and resolve last minute emergencies) and one day after (to manage the avalanche of email) your time away. Arrange for dependable backup and a good dog sitter, and put an out-of-office message on your email and voicemail. And go. Go do something different from what you do almost every day of your life.

Love,

Madeleine

About the author

Madeleine Homan-Blanchard is a master certified coach, author, speaker, and cofounder of Blanchard Coaching Services. Madeleine’s Advice for the Well Intentioned Manager is a regular Saturday feature for a very select group: well intentioned managers. Leadership is hard—and the more you care, the harder it gets. Join us here each week for insight, resources, and conversation.

Got a question for Madeleine? Email Madeleine and look for your response here next week!

Drawing on research from Blanchard senior consulting partner Susan Fowler, the two Blanchards explain that a better approach involves looking for ways to connect a task or goal to something deeper and more meaningful. This requires some introspection, as each person comes to work with a different set of values and beliefs and a different set of personal drivers that are unique to them.

And while there are some common factors like Autonomy, Relatedness, and Competence—which are important needs for everyone—more subtle factors, such as Self-Regulation, Personal Values, and Mindfulness also come into play. The more you understand what is important to you and how you react to different motivators, the better able you are to understand how others might react.

Six Action Steps

For leaders ready to get started, the Blanchards point to six action steps from Fowler’s new book, Why Motivating People Doesn’t Work … And What Does. 

• Encourage autonomy (perception of choice)
• Deepen relatedness (quality of relationships, meaning and purpose)
• Develop people’s competence (sense of growing and learning)
• Promote mindfulness (capacity to see new options)
• Align with values (including personal values, not just the organization’s)
• Connect to a noble purpose (both personal and the organization’s)

Then they pose an important question—to what degree are a leader’s needs being met in each of these six areas—and to what degree are leaders helping others?  You can learn more about the leader’s role in identifying motivators, avoiding common motivational mistakes, and how six different motivational outlooks play out at work by reading the complete article, Check Your Motivation to Lead in the Spring 2015 issue of Training Industry Magazine.

In the latest issue of Ignite! Fowler explains that individuals bring one of six motivational outlooks to any goal or task they face—and that three of the outlooks perform better than the others for generating positive, long-lasting, and consistent energy for getting a job done.

The three optimal motivation outlooks are

Aligned. This is where an individual derives a sense of meaning from the goal or task, is able to align the task with important personal values, and is making a conscious and deliberate choice to do the right thing.

Integrated. This is where an individual is motivated because the goal or task fulfills a deeply felt sense of purpose, or is regarded as a self-defining activity.

Inherent. This is where an individual perceives the goal or task as pure fun and enjoyment.

The three suboptimal motivation outlooks are

Disinterested. This is where an individual feels overwhelmed, cannot find value in the task, or doesn’t have the energy to manage what’s required.

External. This is where an individual is primarily motivated by the promise of a tangible reward or incentive, or the expectation of increased power, status, or respect.

Imposed. This is where an individual is motivated by pressure to perform by either self-expectations or the expectations of others. Their actions are an attempt to avoid feelings of guilt, shame, or disappointment.

The challenge for leaders is to help themselves (and their team members) identify which of the six motivational outlooks is currently in play, shift to one of the more positive outlooks, and then reflect on the impact. Fowler’s research shows that this three-step process leads to greater performance, productivity, and well-being.

You can read the complete article, Motivated Leadership, by checking out the March Ignite! online newsletter.  Be sure to see the link to a free webinar that Fowler will be conducting on 3 Skills for Activating Optimal Motivation at Work. Want to diagnose your own motivational outlook?  Fowler has a short online assessment you can take!

The majority of respondents are looking for either 30 or 60 minutes of one-on-one time with their manager on a regular basis.

The survey also identified six specific topics that direct reports want more discussion around in their one-on-ones:

• Goal setting
• Goal review
• Performance feedback
• Problem solving
• Soliciting support
• Problems with colleagues

Of these, the topic that is most often neglected is Problems with colleagues. An astounding 64 percent of respondents wish they could talk with their manager about problems with colleagues either “often” or “all the time,” but only 8 percent actually do.

Tips to get the most from your one-on-one

For the direct report:

• Update your manager on what has happened since your last meeting. Share progress against goals and follow up on action items from earlier meetings.
• Ask for what you need. Be open regarding any need for direction and support.
• Use the time for problem solving. Share obstacles you are facing and work with your manager to develop action plans.

For the manager:

• Use the time to listen. Listen to understand and advise only when needed.
• Give specific, meaningful praise. Look for opportunities to not only praise results but also praise progress on newer tasks.
• Redirect as needed. Help the direct report recognize possible gaps in performance and redirect their path.

Important note for managers

Do not cancel a one-on-one meeting with a direct report. Postpone it if necessary, but do not cancel. In our Situational Self Leadership workshop, I always ask participants how it makes them feel when their manager cancels a one-on-one meeting. Overwhelmingly, they say “It makes me feel as if I’m not important.” Note that they don’t say “it’s not important”—they say “I’m not important.”

What do you do to get the most from your one-on-one discussions?

__________________________________

About the author

John Hester is a senior consulting partner with The Ken Blanchard Companies who specializes in productivity and performance management.

Is the solution to abandon the process? Quite the contrary. A recent survey by The Ken Blanchard Companies found a 20 to 30 percent gap between what employees desired from their leaders during performance management conversations and what they were receiving. Simply put, employees want much more from their leaders than they’re getting!

So what do direct reports want more of?

• More specificity: Be clear on expectations. People want to know what their key responsibility areas are, how they are going to be measured, and what a good job looks like.

• More coaching: People are looking for regular ongoing coaching aimed at helping them to be successful in their job. This includes timely, constructive feedback, regular one-on-ones, and specific, meaningful praise.

• More frequent evaluation: People want to know how they’re doing and what they can do to get better. Don’t wait until the end of the year—make evaluation at least a quarterly conversation. Do your homework and take the time to give meaningful feedback.

• More time spent on career development: Show an interest in your direct reports’ career aspirations. Provide development opportunities. When they participate in a learning event, follow up to see what they learned and have them share their action plan. Chat regularly to check their progress and offer assistance.

No matter what your organization’s performance management process, remember that employees want more and better quality conversations. Take the time to meet with people on a regular basis to discuss performance and help them be successful.

What other ideas do you have to improve the quality of your performance management conversations?

About the author

John Hester is a senior consulting partner with The Ken Blanchard Companies who specializes in productivity and performance management.

Some research conducted by Gail Matthews, a professor of Psychology at Dominican University in California can help those of us who might be concerned (and could use a little boost) to set the odds in our favor.

Dr. Matthews found that people who do three things when they set goals can increase their chances of goal success from 43% to 76%.  Here’s what she found out in conducting a research project with 149 adults from various businesses, organizations, and business networking groups on completing a project, increasing income, increasing productivity, getting organized, enhancing performance/achievement, enhancing life balance, reducing work anxiety or learning a new skill.

• Those who wrote their goals accomplished significantly more than those who did not write their goals. (+18 percentage points)
• Those who sent their commitments to a friend accomplished significantly more than those who wrote action commitments or did not write their goals. (+21 percentage points)
• Those who sent weekly progress reports to their friend accomplished significantly more than those who had unwritten goals, wrote their goals, formulated action commitments or sent those action commitments to a friend. (+33 percentage points)

Wouldn’t it be great to achieve 76% of the goals we set for ourselves in 2015?  Write down your goals, send them to a friend, and then set a time for weekly progress reports.  It’s work, it’ll take some time, and you’ll be making yourself vulnerable and accountable—but you’ll also be setting yourself up for success!

I frequently ask participants in my workshops: “How many of you are getting too much praise?” I generally get a chuckle but rarely a raised hand. Yet time and time again, employees report that sincere, meaningful praise is a significant motivator to perform and engage at work.

A recent survey by TINYpulse asked over 200,000 employees across more than 500 organizations the question: “What motivates you to excel and go the extra mile at your organization?” The third highest response was “feeling encouraged and recognized.” Just in case you were wondering, number one was “camaraderie, peer motivation,” and number two was “intrinsic desire to do a good job.”

Research by Bersin and Associates found that employee engagement, productivity, and customer service are 14% better in organizations where regular recognition occurs. However, only 17% of the employees who participated in their study indicated that their organizational culture strongly supports recognition. Over 70% of the respondents indicated that they are only recognized once a year (a service award) or not at all. What a sad commentary on many work environments.

YES, praise and recognition are important to each of us and clearly impacts our engagement and performance. However, the recognition needs to be done in the right way. Here are six best practices for recognizing employees:

1. Recognize people for specific behavior and results. Service awards for just showing up do not impact engagement or performance in any meaningful way. Stay away from comments like “great job today” or “good work” and be more specific—what did a person do specifically and what was the impact.
2. Tailor the recognition to the individual. Know your people. Some of us (me included) love public praise. Others prefer it to be done in private. One person may want regular on-going praise during a project where another team member would find that annoying and only wants the praise at the end.
3. Give the recognition as close to the event as possible. Don’t save the praise for a meeting or performance review. Take the time to walk around and look for opportunities to catch employees doing something right and give the praise in the moment.
4. Encourage peers to recognize each other. Employees report that peer recognition is more impactful than recognition from a manager because a peer is closer to the work and it’s not their “job.” NOTE: Managers still need to give regular praise also.
5. Share success stories. Use team, department, or company meetings to highlight individual and team success. Share these on the organizational bulletin board or intranet.
6. Link recognition to your company values or goals. For example, at Blanchard, we nominate our peers for annual awards that link to our core values.

As the year comes to a close, I encourage you to take the time to send a note of gratitude and praise, to recognize a staff member, colleague, or even a boss for a specific behavior or accomplishment. Then let’s start the New Year with a renewed desire to catch people doing good things!

“Nothing else can quite substitute for a few well-chosen, well-timed, sincere words of praise. They’re absolutely free and worth a fortune.” ~ Sam Walton

About the author

John Hester is a senior consulting partner with The Ken Blanchard Companies who specializes in productivity and performance management.

In a new article for Harvard Business Review Online, What Maslow’s Hierarchy Won’t Tell You About Motivation, Blanchard author Susan Fowler suggests that despite the popularity of Maslow’s model it might be time to take a second look at the idea of a needs hierarchy.

In conducting research for her new book, Why Motivating People Doesn’t Work … And What Does, Fowler found that instead of a hierarchy, contemporary science points to three universal psychological needs common to all people at all times:  autonomy, relatedness, and competence.  This research would suggest that leaders need to address these three psychological needs early and often instead of delaying them for a future time.  For example:

Autonomy is a person’s need to perceive that they have choices, that what they are doing is of their own volition, and that they are the source of their own actions.  Fowler explains that the way leaders frame information and situations either promotes the likelihood that a person will perceive autonomy or undermines it. To promote autonomy Fowler recommends that leaders:

• Frame goals and timelines as essential information to assure a person’s success, rather than as dictates or ways to hold people accountable.
• Refrain from incentivizing people through competitions and games.
• Don’t apply pressure to perform. Sustained peak performance is a result of people acting because they choose to — not because they feel they have to.

Relatedness is a person’s need to care about and be cared about by others, to feel connected to others without concerns about ulterior motives, and to feel that they are contributing to something greater than themselves. Fowler shares that leaders have a great opportunity to help people derive meaning from their work and deepen relatedness by:

• Validating the exploration of feelings in the workplace and being willing to ask people how they feel about an assigned project or goal and listening to their response.
• Taking time to facilitate the development of people’s values at work — and then helping them align those values with their goals.
• Connecting people’s work to a noble purpose.

Competence is a person’s need to feel effective at meeting every-day challenges and opportunities, demonstrating skill over time, and feeling a sense of growth and flourishing. Fowler shares that leaders can rekindle people’s desire to grow, learn, and develop competence by:

• Making resources available for learning. What message does it send about values for learning and developing competence when training budgets are the first casualty of economic cutbacks?
• Setting learning goals — not just the traditional results-oriented and outcome goals.
• At the end of each day, instead of asking, “What did you achieve today?” ask “What did you learn today? How did you grow today in ways that will help you and others tomorrow?”

The exciting message to leaders is that when the three basic psychological needs are satisfied in the workplace, people experience the day-to-day high-quality motivation that fuels employee work passion — and all the inherent benefits that come from actively engaged individuals at work.

To learn more about Fowler’s research, read her entire article at HBR.org.  Be sure to check out—and join the lively conversation—taking place with fellow leadership development peers!

“Most of us are slipping and sliding on the bumpy ice of life. Our execution’s sloppy; we are poorly trained. We need some undistracted steering and grooming, prodding and propping up. We need someone to persuade us when we fall to get back on the ice, the slope, the course. All of us could benefit from someone who always is there to beam good wishes from the sidelines.”

She goes on to outline with wonderful warmth and humor exactly what a coach brings to the table: unconditional positive regard, total support no matter what, undivided attention, and utter faith in potential and possibility.  And finally, the beautiful fact that the coach is delighted and grateful to be in service to the greatness of the client.  Schmich’s piece was written in 1998 and remains relevant as the years go by.

As a coach, I have specialized in creative geniuses and over the years have been asked—repeatedly— what I do if I think the client won’t really be able to reach the goals they’ve set.  My response has always been “who am I to be the judge?”  In 25 years of coaching, I have seen clients perform all kinds of unlikely feats, not to mention some moments that felt a lot like miracles.  I think that is the point of coaching: when the match is right between the client and coach, an alchemy happens in which the partnership yields more than the sum of its parts.  That isn’t to say that a coach shouldn’t give hard feedback about what is going to get in the way of the client’s goal achievement—it isn’t all just warm and fuzzy.  No, it is the right conversation at the right time, all resting on the foundation of fierce advocacy and—dare I say it—love.

Focused Conversations

The Blanchard Coaching Services team defines coaching as “a deliberate process using focused conversations to create an environment for individual growth and purposeful action for sustained improvement.” In other words, a professional coach should help you to articulate your vision for ultimate personal success and to build the plan to get there. They will provide just the right amount of direction and support you need in order to carry out the plan. They will be your champion and advocate on your journey to your best self.

Coaching Just Works

Teaching leaders and managers to use coaching technology and skills helps them create a more trusting and innovative environment. Clients have told us their coach helped turn them from a caterpillar to a butterfly and from the quarterback on the field to the head coach off the field. In the Journal of Change Management, 2014, Anthony Grant’s research revealed that “Participation in the coaching was associated with increased goal attainment, enhanced solution-focused thinking, a greater ability to deal with change, increased leadership self-efficacy and resilience, and decrease in depression.” See? It does sound a little like magic.

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About Coaching Tuesday

Coaching Tuesday is a new weekly feature devoted to ideas, the latest research, and inspirations from the world of executive coaching.  Coaching Tuesday is written by Coaching Services Partners from The Ken Blanchard Companies’ Coaching Services team.  Since 2000, our 130 coaches have coached over 14,500 individuals in more than 250 companies throughout the world. Learn more at Blanchard Coaching Services.

In exploring the importance of various drivers of Millennial engagement and retention, Quantum researchers found that Professional Growth and Career Development came in at number one. They observed: “If young employees aren’t having their needs for professional development met, they will seek opportunities elsewhere.”

Clearly, the ability to grow in both their job and career is a necessity for workers ages 18 through 34. But current data shows that employers are not meeting this need effectively. More than 60 percent of Millennials leave their companies within three years of arriving, according to data from a 2013 Cost of Millennial Retention Study.

Gaps in Career Conversations

Research conducted by The Ken Blanchard Companies points out an opportunity for employers to address this need. Blanchard teamed up with Training magazine to poll a cross section of 456 human resources and talent management professionals. The study found gaps of 29 and 39 percent between how often employees had career conversations with their leaders versus how often they desired these conversations.

When it came to job development conversations, the survey found a 29 percent gap when respondents were asked to evaluate: (1) the frequency with which their leader discusses job assignments that would help to broaden their job experience and knowledge; (2) how often their leader discusses the training needed to improve their performance during the current performance period; and (3) whether the leader makes time and resources available to help the employee get the training they need.

When it came to career development conversations, the survey found an even larger (39 percent) gap when respondents were asked to evaluate the degree to which their boss: (1) understands the steps that must be taken to prepare them for career advancement; (2) explains organization policies and procedures that impact career development; and (3) discusses potential career opportunities.

The Senior Leader’s Role

Leaders at all levels have an important role to play in making sure that career development conversations are occurring. For senior leaders, that means setting the strategy. In their article How to Quell Millennial Discontent consultants at talent mobility firm Lee Hecht Harrison recommend six starting strategies for senior leaders:

1. Engage Millennials in effective career development conversations. Ask managers to work with Millennials to develop career options within the organization that will help satisfy their career aspirations.
2. Hold managers accountable for building and developing Millennial talent. Formally include the task of developing Millennials among managerial accountabilities.
3. Use career planning and development to prepare Millennials for new roles. Offer them role hopping as an alternative to job hopping.
4. Help Millennials manage their careers actively. All too often, Millennials regard managing their own careers as a simple matter of seeking jobs elsewhere. Channel their energies toward developing their careers internally by providing opportunities for them to work on cross-functional teams or lead key projects that enhance their visibility.
5. Involve Millennials in the creation of a coaching culture. Coaching others grooms Millennials for leadership, helps them build relationships with fellow employees, and deepens their investment in the organization.
6. Promote internal networking to further help Millennials increase their visibility and build relationships. Ask managers to stand ready to make introductions, involve Millennials in larger projects, and ensure that their achievements are recognized at higher levels.

Don’t let your best and brightest young talent leave the organization because no one took the time to discuss career options with them. Make career development a key part of every manager’s conversational skill set. Help your managers see the importance of conducting stay interviews today to avoid exit interviews tomorrow. You’ll be surprised at the impact career conversations can have!

Surveys have helped organizations to identify areas that need to be addressed, but an inability to “move the needle” when it comes to improving scores has turned optimism into cynicism in many cases.

Organizations need to shift their focus says Bob Freytag, Director of Consulting Services for The Ken Blanchard Companies. In an interview for Blanchard Ignite, Freytag says it’s time to take action.

“Stagnant or declining engagement scores tell you that leadership fundamentals are missing,” explains Freytag. “Putting those fundamentals in place requires time, focus, and a strategic shift.

“Engagement surveys create a dynamic tension between what is and what is possible in an organization. The best leaders lean into those needs and become sponsors and champions of change.”

The Ken Blanchard Companies’ ongoing research into the factors that create a passionate work environment has identified three major areas of focus—Organizational Factors, Job Factors, and Relationship Factors—that leaders at different levels in organizations need to address to bring out the best in their people.

Organizational Factors include Fairness (as measured by Distributive and Procedural Justice), Growth, and Performance Expectations.  Job Factors include Meaningful Work, Autonomy, Task Variety, and Workload Balance.  Relationships Factors include Connectedness with Leader, Connectedness with Colleagues, Collaboration, and Feedback.

At an Organizational Level, senior leaders can begin looking at ways to shape the organization’s systems, policies, and procedures. At a Job Level, managers and supervisors can begin to explore the degree to which their direct reports feel their needs are being met in each area–and once identified, look at ways to set up the conditions that are more favorable for each factor. The scores on the four Relationship Factors can—and should be—addressed by leaders at all levels to understand how to improve the connections between people in the organization.

“But leaders need to address issues directly and not be vague or ambiguous,” cautions Freytag. “Help people see a clear path ahead and address what is possible. Also recognize how important you really are as a leader. Leaders often get in the groove like anyone else and they come to work, they execute against their list of responsibilities, and they forget the importance of their role.

“It’s important for leaders to remember that they are always having an impact—you have no choice in that. The only choice you have is what that impact will be.”

You can read the complete interview with Freytag in the November issue of Ignite.  Also be sure to check out the information about a free webinar that Freytag is conducting on The Leader’s Role in Creating an Engaging Work Environment.  It is a complimentary event, courtesy of Cisco WebEx and The Ken Blanchard Companies.

Did any of those family battles end up with your mom or dad saying “Do it because I said so!”—after which you skulked away under threat of grounding and did the minimum possible to complete the task so you could go back outside to play?

Why did you resist your parent’s request? Didn’t the battle take longer than the actual task?  Did you have better and more fun things to do? Did you just not like being told what to do?  Maybe you didn’t know exactly how to do it? Or maybe it was a little of all of those things?

Déjà vu

Fast forward to now. You find yourself engaged in the same battles with your own children and hear yourself saying the one thing you promised yourself that you would never say to your kids: “Do it because I said so!” Then you wonder why you did not keep your promise. Expecting some relief from that question, you go to work. At 9:00 a.m. your employee, Gilda, walks into your office and says she’s going to be late updating her accounts in the Customer Relationship Management (CRM) system. You aren’t surprised. She has yet to meet a CRM deadline.

In response, you reiterate the importance of keeping her account details current. She tells you she understands, but she has too many other things to do. You argue a bit—politely, of course—until, after a few rounds of back and forth, you throw up your hands and say, “Do it because I said so!” Gilda skulks out and inputs the data, but you can tell that she did not put much effort into it and the updates are not what you expect. Is this déjà vu? You wonder, was this a grownup version of the conversation you had with your kids earlier that morning—and the ones you experienced when you were a kid? Surely there is a better way.

Recent motivation research shows that a subtle shift in outlook on these less than desirable tasks can make all the difference in not only well-being, but also goal achievement. So how can you help Gilda feel less imposed upon but still complete the CRM task? As we teach leaders in our new program called Optimal Motivation, the first step is to check out the employee’s basic psychological needs—Autonomy, Relatedness, and Competence—on the task. The more fully that the employee has these three needs met, the more likely she will be to complete the task, resent it less, and possibly even enjoy it while she does.

3 Steps to a Better Way

In your next meeting with Gilda, instead of getting upset, you decide to use three steps to helping her improve her motivational outlook.

1. Empathize with her reality. Start by acknowledging that with her sparkly and people-oriented personality, this CRM task probably feels dreary compared to being out with clients. She agrees. You reiterate the importance of getting the data into the system quickly, and you point out that by doing so she will make herself more positively visible in the organization, and that will help get her contributions to the company recognized.
2. Ask for permission to proceed. Next, ask if it would be okay to examine her point of view about the process so that you might help her find a way to make it feel more rewarding. As she begins to open up, you talk about her love of being with clients. She talks about her desire to make an important contribution to the company and to help her clients succeed. She begins to really understand how the CRM might support those goals.
3. Explore positive possibilities. Inquire about ways she might both update the CRM system regularly and accurately and also feel better about doing it. Explore whether she would like to shift her outlook from feeling imposed upon to being more aligned around the importance of her keeping her CRM details up to date. While it may not happen in the snap of your fingers, you are trying to help her decide to spend the necessary time—probably half an hour each morning—updating the system instead of waiting until the end of the month when it becomes overwhelming. By coaching her rather than driving her, you are both much more likely to feel positive and confident about her solution.

A True and Common Story

Gilda’s story is real. From that point on, her information was always up to date in the CRM. It is still not her favorite task, but she sees the value of it and that makes her outlook more positive. And as her boss, you feel better about saying, “Because I said so” less often.

Who knows? Maybe your success with Gilda—and your new awareness of the better way—will help you with your kids, too.

About the Author

Sarah Caverhill is Vice President–East Region of The Ken Blanchard Companies. Sarah holds a master of business administration degree and a bachelor’s degree in marketing. Sarah is also coauthor of the book, Your Leadership Legacy.

Performance management is a key leadership responsibility. This survey suggests that significant gaps exist between employee expectations and what they are experiencing at work. Left unaddressed, these gaps represent a drain on overall organizational vitality through lowered employee intentions to stay, endorse, and apply discretionary effort as needed.

For leadership development professionals, these study results provide an opportunity to take a more targeted approach to improving perceptions in each of these areas. Here are four ways to get started.

1. Take a look at the overall design of your performance management process. Are managers following best practices in setting goals that are specific, motivating, attainable, relevant, and trackable? What percentage of employees have current goals listed? Have leaders conducted an internal assessment to measure the degree to which employees feel that their goals are effective in directing and motivating their performance?
2. Take a second look at the amount of time your managers are spending with their people. The Ken Blanchard Companies advocates that leaders meet with their direct reports a minimum of twice a month to discuss progress toward goals and address employee needs for direction and support. Monitoring progress and providing feedback are two of the key ways for a manager to stay involved and partner with an employee to achieve goals. Both activities directly influence improved performance.
3. Review your performance review process. In many organizations, goals are set at the beginning of the year and not seen again until the review process at the end of the year. Blanchard has identified that a best practice is to conduct a series of mini-reviews throughout the year—every 90 days is the recommended standard. This allows leaders to make midcourse corrections, eliminates any surprises for individual employees, and keeps the partnership between manager and direct report strong and vibrant.
4. Don’t forget job and career development. Growth opportunities at the job and overall career level are important drivers of employee work passion and one of the better ways that leaders can show team members that they care and are invested in them. Be sure that all performance review conversations include time for a discussion on ways that employees can improve their skills in their current role and also what the steps are that they can take to continue to advance in their careers.

A renewed focus on performance management can have significant results on the performance of an organization. Give your performance management system a review—and if you find similar gaps, address them for higher levels of employee work passion and performance.

To learn more about the research, read the complete article, 10 Performance Management Process Gaps (and How They Negatively Impact Employee Intentions) in the July/August issue of Training magazine.

You probably can identify with experiences like this. Isn’t it annoying?

There are always choices—of food, toys, hotels, cars, etc. The list goes on ad infinitum. Prevailing wisdom is that the more options, the greater the likelihood of being satisfied. How many different varieties of coffee drinks can you get? Baristas will tell you “happiness is in your choices.” After all, it seems to work for Starbucks, doesn’t it?

Walmart carries approximately 100,000 products. Amazon offers tens of millions of options. The whole world seems to be exalting in the number of choices we get these days. Isn’t it great? It certainly seems to be the rage. But there’s another side to this movement—a dark side. Having too many choices makes many people uncomfortable. In my own case … well, it just about drives me crazy.

Professor Sheena Iyengar at Columbia University has studied how people deal with more choices in business situations. The results aren’t pretty—whether it’s from the perspective of the seller or the buyer. To summarize the results of one such study: when people were offered different numbers of jams to choose from on a grocery store shelf, sales were higher when there were fewer options. Specifically, when the store displayed 24 types of jam, ~ 3 percent of customers selected and bought a product. When offered only 6 choices, 30 percent ended up purchasing.

Are there other applications of this?

• Let’s say you’re a member of a problem solving group or a decision making committee. Is it really necessary to identify every single available option? It might make sense to reduce the number of choices as early as possible, or at least when it becomes apparent that the likely best selection is only one of a relatively small number.
• It’s the same with business models, or lists of values, or marketing plans, or guiding principles, or focusing strategies. At some level of complexity or sheer number of factors, we start dealing with the dreaded Law of Diminishing Returns. There comes a point when the list loses its meaning; i.e., if our company claims to focus on 150 values, in effect it doesn’t focus on any.
• How about laws and rules? There is a level of legislation where over-codification of requirements threatens the central theme of the initial effort. Once we reach that level—for example, a large list of things people are prohibited from doing—those people begin to assume they can do anything that is not on the prohibited list.
• One last application. We can’t keep adding to people’s to-do lists. The concept of time is a fixed-sum concept. If it will take an extra hour to do a new task every day, that one hour will have to come from somewhere. Worse yet, everything can’t be the top priority. The person who tries to emphasize everything, emphasizes nothing. In this case, there is only one fix: when new responsibilities are added to someone’s workload, something else must be removed.

Remember: the more options, the less comfortable we are with making any choice at all.

About the author

Dr. Dick Ruhe is a best-selling author, keynote speaker, and senior consulting partner with The Ken Blanchard Companies.

One of the most persistent beliefs leaders tell themselves and employees is that if you can’t measure something, it does not matter.

I can easily refute that belief with two questions:

1. Do you love your partner/spouse, mother, father, or children?

2. If yes (no one has answered no yet), then tell me precisely how much.  And when you answer, please pick an amount and a unit of measure.  So your answer would be something like, “I love my children 12 gallons,” or “I love my husband six kilometers.” 

Naturally, that’s absurd.  The love you feel matters a great deal and yet seems impossible to measure.

Employee motivation is a bit like that.  It matters a great deal to the well-being of your employees and the financial success of the company.  And yet it seems impossible to measure.

But that’s the thing—it is remarkably easy to measure.  Here’s how.

1. Using yourself as a test case, the first thing you will want to do is upgrade how you think about measurement.  Most often you’re thinking in terms of numbers.  Instead, think first in terms of categories.  Then you can think of numbers.
2. Specifically, think in terms of these six categories—or types—of motivation.

• Inherent – You do something because it is fun for you personally
• Integrated – You do something because the purpose and deep meaning of it serves others and is in harmony with your own deep sense of purpose
• Aligned – You do something because it is compatible with your goals and values
• Imposed – You do something because you want to avoid a hassle, drama, or feeling guilty
• External – You do something to gain something outside the task and yourself such as money, status, or reputation
• Disinterested – You do not do something because it just does not matter to you.

3. Create a table featuring the six categories above and tally your thoughts, feelings, and what the running dialogue in your head is saying about what type of motivation you experience on each specific situation, task, or goal.
4. What pattern do you notice?  Most coaching clients with whom I have used this simple technique notice a pattern pretty quickly.  In fact, for everything on their to-do list, they usually realize they are experiencing one or two types of motivation.  In time, one of them will become the most clear.
5. BAM!  You just measured your motivation by discerning what type you are experiencing.  And, the tally you came up with reveals how intensely you feel one type over the others. 

Now you may ask does measuring your motivation using that simple technique even matter?

It absolutely does, because the type of motivation you experience has a big influence on how you go about your daily work—and your probability of success.

More specifically, research reveals that your motivation type has a lot to do with how much creative, out of the box thinking you bring to your work. It greatly influences how persistent you are in the face of tough challenges.  It not only explains, it determines how enthusiastic, frustrated, or bored you feel about the minutia of your work.  And over time, the type of motivation you experience has a lot to do with the decisions you make to stay with the company or leave for somewhere better.

In future posts in this series, I’ll share with you equally simple techniques for shifting from one type of motivation to the one you want to experience.  That’s remarkably straightforward, too.

You probably already have a sense of which type of motivation would most help you succeed.

The first step is to measure what type of motivation you’re experiencing on each task, goal, or situation on your list.

So, start tallying!  After all, motivation matters—and now you can measure it!

About the author:

The Motivation Guy  (also known as Dr. David Facer)  is one of the principal authors—together with Susan Fowler and Drea Zigarmi—of The Ken Blanchard Companies’ new Optimal Motivation process and workshop.

We all know leaders aren’t perfect. But why do they continue to hold those interminable, aggravating, and results-free “walks in the park”? One theory is that leaders use meetings to provide confirmation of decisions they’ve already made. Consciously or subconsciously, they push conformance to their decisions and plans—and that occupies a lot of meeting time.

So attendees, wanting to “get this thing over with,” learn to become members of the dutiful herd. They go along with whatever seems to be the politically safe outcome.

A Brief History of Herd Behavior

Let’s recount a summary of Dr. Solomon Asch’s research on conformity and herd behavior, starring you. (Asch was a social psychology pioneer in the mid- to late twentieth century.) Dr. Asch puts eight people, including you, around a table in a meeting room. You think all attendees are just like you, but actually the other seven are actors. Asch has scripted their roles. So you’re the only real subject.

Photo by Nyenyec Creative Commons Attribution-Share Alike 3.0

Asch walks to the front of the room and says he wants to find out about visual perceptions. He puts two posters in front of the group: a benchmark poster depicting a single vertical line, and a selection poster showing three lines of different lengths that are labeled A, B, and C.

Then Asch asks all eight attendees, individually, to select which of the three lines (A, B, or C) on the selection poster match the length of the benchmark line. He repeats this through several trials, with different posters. You are positioned so you hear most of the actors’ answers before you choose. Sometimes the others unanimously select what is clearly the wrong answer, all of them choosing the same distractor.

What would you predict happens in this experiment?

One-third of the “lone” subjects select the same wrong answers the actors choose. They cave in and join the herd.

Three-quarters of the lone subjects conform with the wrong answer at least once.

Separate research at New York University comparing “yes-sayers” to “straight-shooters” corroborates Dr. Asch’s findings.

Remember that in Asch’s research, the wrong answers were obviously incorrect. Most topics at meetings are nowhere near as tangible. Imagine how much easier it would be to go with the herd on issues that were more vague, particularly when the leader has taken a firm position. If the meeting were addressing strategies or mission accomplishment or similar topics, it would be much easier to abandon one’s position and elect a compromised solution.

Three Tips for Better Meetings

Here are three steps to counteract the tendency toward herd behavior at meetings:

1. Concentrate. There must be a focused clarity on the real issue. This should begin with pre-meeting agendas as much as possible, so people can start objectively thinking about potential positions to take. At the meeting, keep the focus on the agenda item under discussion.
2. Collaborate. Communication and idea sharing need to occupy a major part of the meeting. Leaders should encourage people to stand up and be counted. Add transparency to your team’s group norms. Hold each other accountable for candor. Anything else is unethical. Fraudulent. Unacceptable.
3. Initiate. Meetings ultimately should result in an action plan for the team—a roadmap that includes who, what, and when. If you employ laser clarity on post-meeting behavior, chances are high that the team will deliver to the meeting’s expectations.

When describing the attributes of an outstanding team member, we frequently include the word loyalty. Some well meaning leaders see candor and honesty as potential indicators of disloyalty—but actually, it’s the other way around. Pioneers should be honored, but frequently they are punished. Leaders should be informed, but frequently they are shielded. High performing teams are willing to tell it the way it is. This may be uncomfortable initially, but the long term payoffs are priceless.

About the author

Dr. Dick Ruhe is a best-selling author, keynote speaker, and senior consulting partner with The Ken Blanchard Companies.

The answer to this entrenched belief is so obvious that at a recent speaking engagement, I had over 300 people spontaneously fill-in-the blank by yelling in unison, “Results!”

I then asked them to consider the affect this tyranny of results has on the workplace. It was not easy. Leaders tend to tune out as soon as you mess with results. Executives cannot imagine what else matters at the end of the day, but results.

As it turns out, the science of motivation is shedding light on the high price being paid for blind allegiance to results and leaving alternate opportunities unexplored, unmined, and under-appreciated.

Consideration #1: Redefine and reframe results.

If you are like most leaders, you define results in terms of quantifiable goals and specific outcomes expressed through ROI, net profit, financial gain, labor hours, reduced costs, lower turnover, productivity measures, and other dashboard metrics. Reasonable, but here is the irony: Your persistent focus on driving for results without emotional meaning may be creating the psychological distress, tension, and pressure that undermines achievement and makes it less likely you get the results that you—and those you lead—are seeking.

If you ask managers what matters at work, they will point to results such as achieving high standards on goals, making numbers, reducing production times, increasing output, and eliminating waste. Ask individuals what matters at work and you get a different response. Yes, people want to achieve those goals (when they are fair and agreed upon), but more important than a quantifiable goal is a meaningful one. Research concurs—in the end, it is the quality of the goal being achieved, rather than the quantity of something being achieved, that matters most.

Leaders and individuals need to learn how to frame results differently and trust that they will achieve organizational metrics.

When I was an itinerant speaker for the world’s largest public seminar company conducting over 100 day-long events a year—each one in a different city, state, or country—I appreciated the work, but I was literally bone weary. The company had a hard metric that meant termination of your contract if not met: Collect 75% or more of participant evaluations (typically 200) and score a 4.5 or better on a 5-point scale.

Those goals made me feel even more exhausted! If I had focused on meeting them, I would have burned out and then quit—as many of my colleagues did. Instead, I reframed the goal in ways meaningful to me. I will remember at least 20 people’s names and something about them by the end of each day. If at least one person tells me I made a difference in their life, then it was a good day.  (After all, that was why I was doing what I was doing.) By reframing what results looked like to me, I was energized—and consistently achieved the organization’s measures of success.

Consideration #2: Ends do not justify the means.

If we believe that results are what really matter without consideration as to why those results are meaningful and how people go about achieving them, we are in essence saying the ends justify the means. What a sorry picture this paints. We do not need the science of motivation to prove that means matter as much, or more, than the ends—we see the scandals and horror stories of people, organizations, industries, and countries who prize ends over means every day in the news.

However, we tend to overlook the obvious in day-to-day practice. The evidence is clear that even if people achieve the results you want, they are less likely to sustain or repeat those results if their basic psychological needs are thwarted in the process. You may experience short-term gains when you have a results focus, however, those gains are at risk and compromised when people feel pressure instead of autonomy, disconnection instead of relatedness, and “used” without a sense of the competence they have gained.

Try this for the next month: Reframe the belief that the only thing that matters is results. Consider this belief instead:

In the end, what really matters is not just results, but why and how those results are achieved.

Observe the shift in energy when you focus on what really matters in the workplace—achieving meaningful results that are also psychologically fulfilling. Then trust the numbers will add up.

About the author:

Susan Fowler is one of the principal authors—together with David Facer and Drea Zigarmi—of The Ken Blanchard Companies’ new Optimal Motivation process and workshop. Their posts appear on the first and third Monday of each month.

Editor’s note: This post is the fourth in a five part series on beliefs that erode workplace motivation. You can read Susan’s first three posts in the series by clicking on Rethinking Five Beliefs that Erode Workplace Motivation , Five Beliefs that Erode Workplace Motivation, Part Two , and  If You Are Holding People Accountable, Something Is Wrong.

That analysis found a 14-point customer satisfaction gap, a 16-point employee productivity gap, and a 45-point employee retention gap which translates into over $1 million dollars for the average organization.

In looking at the ways that leadership impacts each of these three areas, separate Blanchard research into the Leadership-Profit Chain and Employee Work Passion has found that better day-to-day operational leadership practices—including those that promote autonomy, collaboration, connectedness, and growth can significantly improve employee intentions to stay with a company, perform at a high level, and apply discretionary effort in service of company goals.

Taking some first steps

Looking to identify and address operational leadership in your own organization?  Here’s a three step process for getting started.

1. Double-check on goal alignment at the team and department level.  Make sure that all team members are working on the highest priority tasks.  Ask managers to check in and review priorities with their people.  Make sure the work is meaningful, on-target, and contributing to overall organizational goals.  You’ll be surprised at the amount of misalignment that occurs over time.
2. Identify what people need to succeed at their high priority tasks.  Depending on their experience and confidence with the tasks they are assigned, people can be Enthusiastic Beginners, Disillusioned Learners, Capable, but Cautious Performers, or Self Reliant Achievers.  Each of these development levels requires a different style of leadership—either Directing, Coaching, Supporting, or Delegating.  (Surprisingly, without training only 1% of managers are skilled at identifying and being able to deliver all four styles when needed.)
3. Make sure managers meet with their people on a regular basis.  While it is always best for managers to be able to adapt their leadership style to perfectly meet employee needs, that doesn’t mean that they should put off meeting on a regular basis to review goals and provide direction and support as best as possible while learning.  Even if managers aren’t perfect, people still appreciate a chance to talk, discuss progress, and ask for help.

Begin today

Academic research has established a strong correlation between leadership practices, employee engagement scores, and subsequent customer satisfaction scores.   The bottom line is that leadership practices matter. Encourage your leaders to review goals with their people, identify how they can help, and set up a regular time to review progress.  Take care of the people who take care of your customers.  It’s good for them—and your business too!

Interested in learning more?  Join me for a free webinar!

On October 30, I am going to be presenting a more in-depth look at the Cost of Doing Nothing analysis and sharing some strategies for addressing it.  This is a free webinar courtesy of Cisco WebEx and The Ken Blanchard Companies.  Over 500 people are registered and I hope you’ll join us also. Use the link below to learn more.

High Potential Leadership: Three Strategies to Boost Your Bottom Line

You’ll learn that:

• Less-than-optimal leadership practices cost the typical organization an amount equal to as much as 7% of their total annual sales
• At least 9% and possibly as much as 32% of an organization’s voluntary turnover can be avoided through better leadership skills
• Better leadership can generate a 3 to 4% improvement in customer satisfaction scores and a corresponding 1.5% increase in revenue growth

LEARN MORE >

This finding is based on survey data gathered from 520 business organizations in 17 countries designed to test if a CEO’s primary focus on profit maximization resulted in employees developing negative feelings toward the organization. The result? Employees in these companies tend to perceive the CEO as autocratic and focused on the short term, and they report being somewhat less willing to sacrifice for the company. Corporate performance is poorer as a result. 

But when the CEO makes it a priority to balance the concerns of customers, employees, and the community while also taking environmental impact into account, employees perceive him or her as visionary and participatory. And they report being more willing to exert extra effort, and corporate results improve. 

These results aren’t surprising. When the definition of leadership focuses only on profit what tends to fall by the wayside is the condition of the human organization. Leaders wrongly believe that they can’t focus on both at the same time. 

Nothing could be further from the truth.  As this research points out, organizations perform best when they balance financial goals with respect, care, and fairness for the well-being of everyone involved. 

The Four Keys to Better Leadership 

In looking at all of the great organizations that The Ken Blanchard Companies has worked with over the years, we have found one thing that sets these organizations apart from average organizations. The defining characteristic is leaders who maintain an equal focus on both results and people. In these organizations, leaders measure their success with people (customers and employees) as much as they measure their financial performance. 

In these organizations, leaders do four things well. 

1. They set their sights on the right target and vision. Great organizations focus on three bottom lines instead of just one. In addition to financial success, leaders at great organizations know that measuring their success with people–both customers and employees–is just as important as measuring the success of their financial bottom line. In these organizations, developing loyal customers and engaged employees are considered equal to good financial performance. Leaders at these companies know that in order to succeed they must create a motivating environment for employees, which results in better customer service, which leads to higher profits. 
2. They treat their customers right. To keep your customers today, you can’t be content just to satisfy them. Instead, you have to create raving fans–customers who are so excited about the way you treat them that they want to tell everyone about you. Companies that create raving fans routinely do the unexpected on behalf of their customers, and then enjoy the growth generated by customers bragging about them to prospective clients. 
3. They treat their people right. Without committed and empowered employees, you can never provide good service. You can’t treat your people poorly and expect them to treat your customers well. Treating your people right begins with good performance planning that gets things going in the right direction by letting direct reports know what they will be held accountable for–goals–and what good behavior looks like–performance standards. It continues with managers who provide the right amount of direction and support that each individual employee needs in order to achieve those goals and performance standards. 
4. They turn the organizational chart upside down. The most effective leaders realize that leadership is not about them and that they are only as good as the people they lead. These leaders seek to be serving leaders instead of self-serving leaders. In this model, once a vision has been set, leaders move themselves to the bottom of the hierarchy, acting as a cheerleader, supporter, and encourager to the people who report to them. 

The way to maximize your results as a leader is to have high expectations for both results and relationships. If leaders take care of the people who take care of their customers, profits and financial strength will follow. The result is an organization where people and profits both grow and thrive.

CCL surveyed 2,200 leaders from 15 companies for its Understanding the Leadership Gap study. Researchers asked executives and managers from an array of corporations and government agencies to consider a set of 20 leadership skills.

Respondents then ranked those skills in terms of how important they will be for success five years from now and how accomplished their colleagues are at them today.  The biggest gaps?  Executives in the U.S., India and Singapore identified the four most important leadership skills needing work as: 

1. Leading People–knowing how to hire, direct and motivate talented staff
2. Strategic Planning–translating vision into realistic business strategies
3. Inspiring Commitment–recognizing and rewarding employee accomplishments
4. Managing Change–dealing with resistance to change and involving colleagues in the design and implementation of change 

As you look into the future, what do you see?  Are these the biggest gaps for your organization?  More importantly, do you have a plan in place for addressing them?