Category Archives: Leadership

Leadership Revolution: The Coaches Are Coming!

Posted on April 11, 2017 | 1 comment

The way we lead our organizations is going through a revolution. A dramatic and wide-reaching change is taking place in the way leadership is being practiced. As social and emotional intelligence practices inform current thinking, leaders are shifting away from the command-and-control leadership of the past and breaking down the hierarchical barriers that were established way back during the industrial revolution.

Leadership is shifting from command-and-control to coaching.       

Coaching Leaders

As organizations realize the importance of employee engagement, they are looking towards new ways of inspiring and motivating their staff. Two strategic areas that are having a tremendous impact directly involve coaching: managers are becoming coaching leaders, and coaching as a practice is being scaled across organizations.

Without coaching, it’s difficult to ask employees to set flexible goals, revise them often, and ‘stretch’ within their jobs. As leaders are demanding their employees assume greater responsibility, function more autonomously, develop more expertise, and make better judgments, they will need to provide frequent and routine coaching.

Benefits of Coaching

If leaders truly want to motivate their workforce, build an organization of high performers, and attract and retain millennials, they will need to invest in coaching. Leadership coaches are becoming more common and they are no longer retained just for “fixing” leaders who need help. Successful leaders are improving their effectiveness by working with coaches and are becoming more mindful empathetic coaches themselves.

If organizations invest in coaching, then they are more likely to implement practices that will motivate their workforce and encourage high performance.

Working with a coach is a powerful way to make behavioral changes. Employees will benefit from 2 types of coaching: scheduled and on-the-spot. Both are critical, and when combined, have been shown to increase effectiveness as much as 30-50%.

In one coaching study, training alone increased productivity by 22%–but when training was paired with coaching, productivity increased by 88%. A study by Metrix Global on a Fortune 500 firm found that executive coaching resulted in an ROI of 529%. A second study by the International Coaching Federation reported that the median return was seven times the initial investment.

Well-coached clients know when they are performing well and when they are not, and will make necessary adjustments independently of the coach. They will also continually try to find ways to improve, by practicing more, by watching others, or by learning something new. As leaders develop a talent for fostering positive behaviors in their direct reports, the individuals they lead will have living breathing models of effective behavior.

Are You a Coaching Leader?

coach–ing (verb): a thought-provoking, creative partnership that inspires maximum potential

lead–er (noun): a person who motivates others to achieve purposeful outcomes

Questions to Deepen Thinking

How is coaching working in your organization?
What will becoming a coaching leader get you?
What are the consequences of not becoming a coaching leader?

Credit
Ewenstein, B., Hancock,B. & Komm, A. (2016, may). AHead of the curce: The future of performance management. Retrieved from McKinsey & Company Organization: http://www.mckinsey.com/business-functions/organization/our-insights/ahead-of-the-curve-the-future-of-performance-management
Executive Briefing: Case Study on the Return on Investment of Executive Coaching. MetrixGlobal, LLC. Merrill .C. Anderson, PhD, November 2, 2001.
Flaherty, J. (2010). Coaching: Evoking excellence in others. Oxford, UK: Elsevier.
Goleman, D. & Boyatzis, R. (2008, September). Social Intelligence and the Biology of Leadership. Harvard Business Review.
International Coach Federation, Global Coaching Client Study, 2009.
Talkington, A., Voss, L. & Wise, P. The Case for Executive Coaching. Business Magazine Chemistry Section November 2002.
International Coach Federation “Coaching FAQs” http://coachfederation.org/need/landing.cfm?ItemNumber=978

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The Two Faces of Feedback: Reinforcing & Corrective

Posted on July 28, 2015 | 3 comments

Second in a 3-Part Series on Feedback

If feedback is “information that you believe will be helpful to another person,” why reserve feedback conversations for special occasions such as annual performance review or discipline? If you truly want to help another person there are several reasons to initiate a feedback conversation: to describe the impact another’s behavior is having on you; to discuss progress on achieving goals; to discuss performance; to give positive reinforcement; or simply to open a dialogue.

Regardless of the intent of your feedback conversation, there are two types: Reinforcing and Corrective.

Delivering Feedback

Although it is a fragile process, feedback is critical if people are going to grow and be successful. As the giver’s competence in delivering feedback and providing a feedback-friendly environment improves, the engagement, commitment, and productivity of the receiver increases dramatically. So how does a leader handle this delicate process? By using empathy, ongoing regard, and creating a feedback-friendly environment.

If feedback conversations are frequent, informal, and nonthreatening, then the feedback is more likely to be successful.

BF_Feedback_Codex_Infographic

Reinforcing Feedback

Never underestimate the value of being valued. If you make ongoing regard part of your daily leadership practice you are ahead of the game. Much more than just praise, ongoing regard conversations are reinforcing, they support desired behaviors, and they elicit positive emotions. Theorists agree that there needs to be 5-7 more reinforcing conversations to every corrective conversation.

Steps for reinforcing feedback:
  1. State the behavior; be specific
  2. Focus on the person’s effort rather than capabilities
  3. State the positive impact it had on you
  4. State the positive impact it had on the team, organization, etc.
  5. Do this often (at least weekly)

Corrective Feedback

As a leader, be mindful of your intention when delivering corrective feedback. Adopt the mindset, “my mission is not to be right, my mission is to make a positive difference.” If you set the stage for trust by practicing empathy, testing assumptions, and deconstructive conversations when delivering corrective feedback, you will manage emotions, assuage fear, and temper the stress level of the conversation.

Steps for corrective feedback:
  1. State your intent in a positive way describing the reason for the conversation (see above)
  2. Emphasize mutual goals and shared values
  3. Share the information/data and state how it has affected you
  4. Practice empathy to temper stress
  5. Validate that you are both on the same page by testing assumptions
  6. Close by asking, “Is there anything I can do?”
  7. Deconstruct the conversation after stepping away

Questions to Deepen Thinking

What might happen if you deliver reinforcing feedback more frequently?
How might you deliver corrective feedback differently?
What are the consequences of not providing enough reinforcing feedback?

Credits

Batista, E. (2013, December). Building a feedback-rich culture.
Batista, E. (2015, February). Make getting feedback less stressful. Harvard Business Review.
Beatty, R. (2015). Feedback: Navigating for individual and organizational effectiveness. Talent Quarterly(5), 51-56.
Boyatzis, R. & McKee, A. (2005) Resonant Leadership: Renewing Yourself and Connecting with Others Through Mindfulness, Hope, and Compassion. Harvard Business School Press.
DiNisi, A. S. (2015). Does feedback really work? Talent Quarterly(5), 45-49.
Heen, S. &. (2015). Don’t blame HR if your performance evaluation system doesn’t work. Talent Quarterly(5), 21-24.
Rock, D. (2015). Time to rethink the concept of ‘feedback’. Talent Quarterly(5), 41-44.
Zenger, J. &. (2015). Feedback: The leadership conundrum. Talent Quarterly(5), 31-38.

Related Posts

Feedback: A Dirty Word?
Want Better Feedback Conversations? Educate the Receiver
Build Empathy into Your Interactions: Part 1 (of 3)
Build Empathy into Your Interactions Part 2: Climbing the Ladder of Inference
Build Empathy into Your Interactions Part 3: Deconstruct Your Conversations
Ongoing Regard: Boost the Power of your Thank You

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Feedback: A Dirty Word?

Posted on July 7, 2015 | 2 comments

First in a 3-Part Series on Feedback

In simple terms, feedback is information that one person believes will be helpful to another person. The way we approach feedback has changed in recent years. Not only is the term “feedback” now discouraged, the concept has changed from a technical solution to an adaptive, ongoing process.

What We Know

1. Employees fear, yet want and need feedback.
2. Most training is focused on the giver of feedback, not the receiver.
3. No matter how skilled a feedback giver is, the receiver determines the outcome.

What we know about feedback: Employees fear, yet they want and need feedback. Most training is focused on the giver of feedback, not on the receiver.

Although feedback is crucial for people to grow, be successful, and manage their working relationships, it is inherently stressful for both the giver and receiver. Feedback conversations provoke strong emotions and trigger defensiveness. Our brains are not wired for it – especially receiving feedback. Data shows that the stress involved in receiving feedback can make the situation counterproductive and may even cause a decrease in performance.

“Six of the scariest words in the English language are:
‘Can I give you some feedback?’” – Ed Batista

We Can’t Ignore Emotions

The prescribed steps in the classic model of feedback no longer suffice. We need to go on the assumption there is fear built in and we need to practice an adaptive process that manages those emotions. Even if the giver focuses on the other person’s behavior instead of the person or the attitude, the receiver still experiences psychological triggers that cause them to feel threatened. Giving feedback is also challenging and uncomfortable. As a result, there is a tendency to avoid feedback.

Be Mindful of the Social Threat

The name you give this practice is critical. A quick google search for synonyms of the word feedback yields strong negative words like criticism, rebuttal, retaliation, and accusation. Instead of using the word ‘feedback’ when naming the conversation or meeting, choose words that describe your intent; for example: discuss progress or open a dialogue.

Let go of the old terms ‘negative’ and ‘positive’ feedback. Those terms came from the original scientific theory of feedback and do not translate well to management theory. Think of feedback as either reinforcing or corrective. Both are beneficial and both are necessary. Research shows that a person should receive 7 reinforcing conversations for every corrective conversation. (Read our next post to learn more about reinforcing and corrective feedback.)

If feedback conversations are frequent, informal, and nonthreatening, and the receiver is receptive, then the feedback is more likely to be mutually beneficial.

Make Giving and Receiving Feedback a Required Skill

There are things that can be done individually and throughout your organization to make feedback conversations less stressful and more effective. Designate ‘giving and receiving feedback’ as a required skill. Encourage leaders to have regular, routine conversations where they give and receive feedback. Train all managers and supervisors how to communicate feedback effectively. In addition, educate all employees how to receive feedback.  

Questions to Deepen Thinking?

What are the consequences when feedback doesn’t go well?
What will changing your approach to feedback get you?
If you don’t develop your feedback skills, what could happen?

Credits

Batista, E. (2013, December). Building a feedback-rich culture.
Batista, E. (2015, February). Make getting feedback less stressful. Harvard Business Review.
Beatty, R. (2015). Feedback: Navigating for individual and organizational effectiveness. Talent Quarterly(5), 51-56.
Boyatzis, R. & McKee, A. (2005) Resonant Leadership: Renewing Yourself and Connecting with Others Through Mindfulness, Hope, and Compassion. Harvard Business School Press.
DiNisi, A. S. (2015). Does feedback really work? Talent Quarterly(5), 45-49.
Heen, S. &. (2015). Don’t blame HR if your performance evaluation system doesn’t work. Talent Quarterly(5), 21-24.
Rock, D. (2015). Time to rethink the concept of ‘feedback’. Talent Quarterly(5), 41-44.
Zenger, J. &. (2015). Feedback: The leadership conundrum. Talent Quarterly(5), 31-38.

Related Posts

The Two Faces of Feedback: Reinforcing & Corrective
Want Better Feedback Conversations? Prepare the Receiver

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Build Empathy into Your Interactions Part 3: Deconstruct Your Conversations

Posted on April 21, 2015 | 5 comments

In our last 2 posts we explored the concept of empathy, why it is important for leaders, and how to invite empathy into your interactions. In part 3 of our empathy series, we will describe how to practice empathy on the back end of interactions by deconstructing your conversations.

Even if you are intentional about building empathy into your interactions, it may not truly blossom in the moment. Critical conversations need to be deconstructed. Once you step aside and ask yourself deconstructive questions, you may uncover more feelings and perspectives from the other person that need to be acknowledged. Deconstructing goes beyond ‘reflecting on’ or ‘evaluating’ a conversation: it provides you with rich data and direction on how to proceed in your follow-up conversation. For example, you can say, “I heard where you are coming from… I appreciate… I see an opportunity to…”

If you deconstruct your conversations, then you will deepen your relationships.

Use the following deconstructive questions to ask yourself, “Did I practice empathy? Did others understand me?”

Did I set the stage for the person to reflect?
Did we schedule a follow-up conversation?
Did I seek to understand the other person’s perspective?
Did I understand what the other person was feeling?
Did the other person understand my perspective and feelings?
What opportunities became apparent?

Write your answers to each of the deconstructive questions. Have new perspectives or insights emerged? Share a summary of your answers with the other person then inquire about their thoughts:

“How do you feel about the previous conversation?”
“Do you have a different view than before?”
“What is your conclusion?”

If you deconstruct your conversations, then you will deepen your relationships.

 Questions to Deepen Thinking

What would listening deeply to others get you?
How is sharing your perspective with others working for you?
What could happen if you don’t deconstruct your conversations?

Credits

Kegan, R., & Lahey, L.  (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco: Jossey-Bass.
Kofman, F. (2010). Advocacy and Inquiry: Combining the basic steps of the dance of communication. Retrieved March 6, 2011, from Axialent.com.

Related Posts

Build Empathy into Your Interactions Part 1
Build Empathy into Your Interactions Part 2: Climbing the Ladder of Inference

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Build Empathy into Your Interactions Part 2: Climbing the Ladder of Inference

Posted on April 7, 2015 | 6 comments

In our last post we looked at the concept of empathy and why it is important for leaders. In part 2 of our empathy series, we will share the first of 2 ways to structure empathy into your interactions.

The Ladder of Inference is a useful tool for practicing empathy and inviting the other person to be empathetic. How does it work? Start at the bottom of the ladder with data. Get all the facts out on the table. As you proceed up the ladder, follow the script as you share your perspectives and feelings. Encourage the other person to do the same. As the conversation emerges and you reach agreement after each step, both of you will understand each other’s perspective. Before taking action, set aside time to deconstruct the conversation.

If you invite empathy into your interactions, then you and the other person will understand where each other is coming from.

Follow the script in the Infographic to build empathy into your conversations:

BF_LadderofInference_Empathy

Questions to Deepen Thinking

What will making a conscious effort to understand another person’s perspective get you?
How is ensuring the other person knows your perspectives working for you?
What would happen if you set aside time for you and the other person to “think about it” before taking action?

Credits:

Argyris, C. (1982). Reasoning, Learning, and Action: Individual and Organizational (1st ed. ed.). San Francisco: Jossey-Bass Inc. Pub.
Senge, P. Kleiner, A., Roberts, C., Ross, R., Smith, B. (1994). The Fifth Discipline Fieldbook. Strategies and Tools For Building a Learning Organization. NY: Doubleday.

 

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