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Published by Do it Best Corp., 2019-01-09 09:55:10

LDI Session 2019



SESSION ONE One-Page Plan. . . . . . . . . . . . . . . . . . . . . . . 37
Application Exercise. . . . . . . . . . . . . . . . . 38
The Purpose of Work. . . . . . . . . . . . . . . . . 2
Program Overview. . . . . . . . . . . . . . . . . . . 3 SESSION THREE
Team Building Exercise . . . . . . . . . . . . . . 4
Servant Leadership. . . . . . . . . . . . . . . . . . 5 Program Review. . . . . . . . . . . . . . . . . . . . . 40
Team Building Exercise . . . . . . . . . . . . . . 9 Session Three Learning Objectives. . . . . . 41
The Three Ps. . . . . . . . . . . . . . . . . . . . . . . . . 10 Performance Management. . . . . . . . . . 42
Goal Setting. . . . . . . . . . . . . . . . . . . . . . . . . 11 Business Breakthrough Exercise. . . . . . . . . 46
One-Page Plan. . . . . . . . . . . . . . . . . . . . . . . 13 One-Page Plan. . . . . . . . . . . . . . . . . . . . . . . 47
Application Excercise . . . . . . . . . . . . . . . 14 Application Exercise. . . . . . . . . . . . . . . . . 48
L.E.A.D. Assessment . . . . . . . . . . . . . . . . . 15 The Re-Education of Jim Collins. . . . . . . . 50
Application Exercise. . . . . . . . . . . . . . . . . 57
The Secrets of Great Teamwork . . . . . . 17
Program Review. . . . . . . . . . . . . . . . . . . . . 59
Session One Recap. . . . . . . . . . . . . . . . . . 24 Session Four Learning Objectives. . . . . . . . 60
Session Two Learning Objectives. . . . . . . . 25 The Re-Education of Jim Collins. . . . . . . . 61
How to Lose Your Best Employees . . . . . . . 26 Leadership Resilience. . . . . . . . . . . . . . . . 63
Eliminate Job Misery. . . . . . . . . . . . . . . . . 27 The Five Dysfunctions of a Team. . . . . . . . . 67
Team Building. . . . . . . . . . . . . . . . . . . . . . . 28 Final Application Exercise. . . . . . . . . . . . 71
The Secrets of Great Teamwork . . . . . . 30 Complete Your One-Page Plan. . . . . . . 72
L.E.A.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
What Makes a Leader?. . . . . . . . . . . . . . . 33
Group Activity. . . . . . . . . . . . . . . . . . . . . . . 34
Case Study Takeaways. . . . . . . . . . . . . . . 35
Emotional Intelligence Action Plan. . . . . . 36



The Story of Three Stone Cutters

How will you apply key principle of motivation shared in this story during Leadership Development Institute?



Four Sessions

Ground rules:

Listen thoughtfully and critically
Speak your mind freely
Avoid monopolizing the discussion
Don’t let the discussion get away from you
Do not engage in side conversations
Take part in friendly disagreement
Strike while the idea is hot
Be action minded



Marshmallow Challenge

You have 18 minutes to:
•Build the largest free-standing structure to support the marshmallow
•You are free to use as much (or as little) of the string, tape and spaghetti as you like
•Marshmallow must be on top

18 minutes

My takeaways from the Team Building Exercise



Culture is your DNA

“Culture eats strategy for breakfast”

– Peter Drucker

Start with why



Our Philosophy:
Serving others as we
would like to be served

Our Mission:
Making the best

even better®
Our Goal:

Helping our members grow
and achieve their dreams™




To us, servant leadership - embedded in our
philosophy - is the way you are. And that
influences how you engage...with everyone.
How you behave and interact with your
customers, your owners, your vendors, your
community, your team...and people around
you when you think nobody else is looking.





The Six Practical Steps for Any Servant Leader

Source: Jim Autry

1. Manage for the best and not the worst.

Focus on the good behaviors and good performance of the majority of your people and work to affirm them.
Don’t concentrate, as most managers do, on the few people who do not want to do well and who can’t accept
trust. These people will make themselves known in good time, and you’ll have ample opportunity to help them
change or help them leave. In the meantime, for the sake of your good people and the atmosphere of your
workplace, emphasize affirmation, not prohibition.

2. Don’t engage in police work.

Also called “in-box management," this style is defined as sitting at your desk, monitoring the in-box, and waiting
for someone to make a mistake so you’ll have something to do. It’s about leading, NOT policing.

3. Be honest.

Honesty is the single most important attribute in a leader’s relationship with employees and fellow workers. Of
course, honesty is difficult, but dishonesty is weakness.

4. Trust everyone.

This is even more difficult than honesty; in fact, trust is the most difficult thing of all, because most of us are
conditioned to be always checking our backsides. Remember, most people want to do a good job and will
do a good job if trusted to do a good job, so don’t manage for the few who don’t want to do a good job. Also
understand that trust in and of itself provides an inner discipline for people. Also, an environment of trust creates
a medium in which peer pressure provides discipline for those who have difficulty accepting trust.

5. Let your first response also be the caring response.

Regardless of whatever management situation presents itself, always ask yourself what the most caring
response would be. There’ll be plenty of time for technical or professional or functional responses after you’ve
demonstrated that you care. And if you don’t care for people, you’ll never be a servant leader and you should
probably get out of management before it’s too late. Save yourself a heart attack. Save your fellow workers the
grief of having to deal with you. Remember the old maxim: “People want to know how much you care before
they care how much you know.”

6. Care about yourself, too.

The servant leader never neglects the self, because good leadership involves caring for yourself, physically,
psychologically, emotionally, and spiritually. You simply can’t jump start other people unless your own battery is



Three Ps Activity

Getting Started A set of role play cards will be handed out to each table. These

cards represent a leadership challenge that will be played within your group. One
card will provide background for a supervisor, one will be the team member. The
remaining cards are for the observers.

When you get your card, read it carefully but do not share what is on it with anyone
else at your table. If you are an observer or observer reporter, read through your
instructions and the preparatory questions. Then wait for further instructions.

Beginning the Activity If you are the supervisor or team member, assume only

the information presented on the card before beginning the role play. Think about
the situation as it has been described and use only the background provided on the
card to guide the conversation. Those who are the supervisors, remember the Three
P’s and use this to help you navigate through what may be a tough discussion. Team
members, stay focused on your personal history and respond accordingly. Observers,
you may wish to take notes as you work to answer the questions on your cards. We’ll
give you another minute or two to prepare.

Evaluating the Case Study Observers, now is the time for you to lead a discussion

of the role play. Share the questions with the supervisor and team member
and thoroughly evaluate each aspect of the conversation. Get detailed in your
analysis. Observer reporters should take thorough notes and prepare their 5 minute
presentation to the larger group.

Reporting Your Case Study The observer reporter from each group will recap the

role play scenario and lead the rest of the class through the highlights (and lowlights)
of their team’s conversations and debates. Don’t leave out minority voices along with
majority viewpoints.

While they are presenting, the rest of the groups should be thinking about questions
to the scenario that may not have been answered. You should be ready to pose those
questions once the observer reporter completes their recap.



The Three Ps

My takeaways from the Three Ps Case Studies



“By recording your dreams and goals on paper, you set in motion the
process of becoming the person you most want to be. Put your future in
good hands—your own.”
– Mark Victor Hansen

Importance of goal setting for servant leaders:



Accountability Partners

Write down the names of people you can depend on to:

• Provide candid feedback
• Support your goal achievement
• Won’t allow you to engage in counterproductive venting

Start with why




Leadership Philosophy:

Personal Mission:

Leadership Development Goal:

Personal Strategic Anchors: What do I want to gain from LDI?

Session 1 Initiatives: Session 2 Initiatives:
1. 1.
2. 2.

Key take-away: Key take-away:

Session 3 Initiatives: Session 4 Initiatives:
1. 1.
2. 2.

Key take-away: Key take-away:


1. U pdate your Leadership Development
one-page plan

2. Watch Good Samaritan Video (available
on Workplace)

3. R ead What Makes a Leader? by Daniel Goleman –
pages 1-21 in On Emotional Intelligence

4. Complete L.E.A.D. assessment (questions 1-12)

5. Read The Secrets of Great Teamwork by
Martine Haas and Mark Mortenson

6. Answer questions on page 15 regarding your
professional experiences with teamwork




(Leadership Effectiveness and Adaptability Description)

1. Y our subordinates are not responding lately to your friendly conversation and obvious concern for their welfare.
T heir performance is declining rapidly.

A. Emphasize the use of uniform procedures and the necessity for task accomplishment.

B. Make yourself available for discussion but don’t push your involvement.
C. Talk with subordinates and then set goals.
D. Intentionally do not intervene.

2. The observable performance of your group is increasing. You have been making sure that all members were aware of their responsibilities and
expected standards of performance.

A. Engage in friendly interactions, but continue to make sure that all members are aware of their responsibilities and expected
standards of performance.

B. Take no definite action.
C. Do what you can to make the group feel important and involved.
D. Emphasize the importance of deadlines and tasks.

3. Members of your group are unable to solve a problem themselves. You have normally left them alone. Group performance and interpersonal
relationships have been good.

A. Work with the group and together engage in problem-solving.
B. Let the group work it out.
C. Act quickly and firmly to correct and redirect.
D. Encourage the group to work on problem and be supportive of their efforts

4. Y ou are considering a change. Your subordinates have a fine record of accomplishment. They respect the need for change.

A. Allow group involvement in developing the change, but don’t be too directive.
B. Announce changes and then implement with close supervision.
C. Allow group to formulate its own direction.
D. Incorporate group recommendations, but you direct the change.

5. T he performance of your group has been dropping during the last few months. Members have been unconcerned with meeting objectives.
Redefining roles and responsibilities has helped in the past. They have continually needed reminding to have their tasks done on time.

A. Allow the group to formulate its own direction.
B. Incorporate group recommendations but see that objectives are met.
C. Redefine roles and responsibilities and supervise carefully.
D. Allow group involvement in determining roles and responsibilities, but don’t be too directive.

6. You stepped into an efficiently run organization. The previous administrator tightly controlled the situation. You want to maintain a productive
situation, but would like to begin humanizing the environment.

A. Do what you can to make group feel important and involved.
B. Emphasize the importance of deadlines and tasks.
C. Intentionally do not intervene.
D. Get the group involved in decision-making, but see that objectives are met.




(Leadership Effectiveness and Adaptability Description)

7. Y ou are considering changing to a structure that will be new to your group. Members of the group have made suggestions about needed change.
The group has been productive and demonstrated flexibility in its operations.

A. Define the change and supervise carefully.

B. Participate with the group in developing the change but allow members to organize the implementation.
C. Be willing to make changes as recommended, but maintain control of the implementation.
D. Avoid confrontation; leave things alone.

8. Group performance and interpersonal relations are good. You feel somewhat unsure about your lack of direction in the group.

A. Leave the group alone.
B. Discuss the situation with the group and then you initiate necessary changes.
C. Take steps to direct subordinates toward working in a well-defined manner.
D. Be supportive in discussing the situation with the group but not too directive.

9. Your superior has appointed you to head a task force that is far overdue in making requested recommendations for change. The group is not clear
on its goals. Attendance at sessions has been poor. Their meetings have turned into social gatherings. Potentially they have the talent necessary
to help.

A. Let the group work out their problems.
B. Incorporate group recommendations but see that objectives are met.
C. Redefine goals and supervise carefully.
D. Allow group involvement in setting goals but don’t push.

10. Y our subordinates, usually able to take responsibility, are not responding to your recent redefining of standards.

A. Allow group involvement in redefining standards but don’t take control.
B. Redefine standards and supervise carefully.
C. Avoid confrontation by not applying pressure; leave situation alone.
D. Incorporate group recommendations but see that new standards are met.

11. Y ou have been promoted to a new position. The previous supervisor was uninvolved in the affairs of the group. The group has adequately
handled its tasks and direction. Group inter-relations are good.

A. Take steps to direct subordinates toward working in a well-defined manner.
B. Involve subordinates in decision-making and reinforce good contributions.
C. Discuss past performance with group and then you examine the need for new practices.
D. Continue to leave the group alone.

12. R ecent information indicates some internal difficulties among subordinates. The group has a remarkable record of accomplishment. Members
have effectively maintained long-range goals. They have worked in harmony for the past year. All are well qualified for the task.

A. Try out your solution with subordinates and examine the need for new practices.
B. Allow group members to work it out themselves.
C. Act quickly and firmly to correct and redirect.
D. Participate in problem discussion while providing support for subordinates.



The Secrets of Great Teamwork

By Martine Haas and Mark Mortenson

From the June 2016 Issue of Harvard Business Review

Today’s teams are different from the teams of the past: They’re far more diverse, dispersed, digital, and dynamic
(with frequent changes in membership). But while teams face new hurdles, their success still hinges on a core set
of fundamentals for group collaboration.

The basics of team effectiveness were identified by J. Richard Hackman, a pioneer in the field of organizational
behavior who began studying teams in the 1970s. In more than 40 years of research, he uncovered a
groundbreaking insight: What matters most to collaboration is not the personalities, attitudes, or behavioral
styles of team members. Instead, what teams need to thrive are certain “enabling conditions.” In our own studies,
we’ve found that three of Hackman’s conditions—a compelling direction, a strong structure, and a supportive
context—continue to be particularly critical to team success. In fact, today those three requirements demand
more attention than ever. But we’ve also seen that modern teams are vulnerable to two corrosive problems—“us
versus them” thinking and incomplete information. Overcoming those pitfalls requires a fourth critical condition:
a shared mindset.

About the Research

Over the past 15 years, we’ve studied teams and groups in a variety of contemporary settings. We’ve conducted
nine large research projects in global organizations, undertaking more than 300 interviews and 4,200 surveys
with team leaders and managers. The teams involved worked on projects in product development, sales,
operations, finance, R&D, senior management, and more, in a wide range of industries, including software,
professional services, manufacturing, natural resources, and consumer products. In addition, we have conducted
executive education sessions on team effectiveness for thousands of team leaders and members; their stories
and experiences have also shaped our thinking.

The key takeaway for leaders is this: Though teams face an increasingly complicated set of challenges, a relatively
small number of factors have an outsized impact on their success. Managers can achieve big returns if they
understand what those factors are and focus on getting them right.

The Enabling Conditions

Let’s explore in greater detail how to create a climate that helps diverse, dispersed, digital, dynamic teams—what
we like to call 4-D teams—attain high performance.



Compelling direction.

The foundation of every great team is a direction that energizes, orients, and engages its members. Teams cannot
be inspired if they don’t know what they’re working toward and don’t have explicit goals. Those goals should be
challenging (modest ones don’t motivate) but not so difficult that the team becomes dispirited. They also must
be consequential: People have to care about achieving a goal, whether because they stand to gain extrinsic
rewards, like recognition, pay, and promotions; or intrinsic rewards, such as satisfaction and a sense of meaning.

On 4-D teams, direction is especially crucial because it’s easy for far-flung members from dissimilar backgrounds
to hold different views of the group’s purpose. Consider one global team we studied. All the members agreed
that serving their client was their goal, but what that meant varied across locations. Members in Norway equated
it with providing a product of the absolute highest quality—no matter what the cost. Their colleagues in the
UK, however, felt that if the client needed a solution that was only 75% accurate, the less precise solution would
better serve that client. Solving this tension required a frank discussion to reach consensus on how the team as a
whole defined its objectives.

Strong structure.

Teams also need the right mix and number of members, optimally designed tasks and processes, and norms that
discourage destructive behavior and promote positive dynamics.

High-performing teams include members with a balance of skills. Every individual doesn’t have to possess
superlative technical and social skills, but the team overall needs a healthy dose of both. Diversity in knowledge,
views, and perspectives, as well as in age, gender, and race, can help teams be more creative and avoid group

Team members from diverse backgrounds often interpret a group’s goals differently.

This is one area where 4-D teams often have an advantage. In research we conducted at the World Bank, we
found that teams benefited from having a blend of cosmopolitan and local members—that is, people who have
lived in multiple countries and speak multiple languages, and people with deep roots in the area they’re working
in. Cosmopolitan members bring technical knowledge and skills and expertise that apply in many situations,
while locals bring country knowledge and insight into an area’s politics, culture, and tastes. In one of the bank’s
teams, this combination proved critical to the success of a project upgrading an urban slum in West Africa. A
local member pointed out that a microcredit scheme might be necessary to help residents pay for the new water
and sanitation services planned by the team, while a cosmopolitan member shared valuable information about
problems faced in trying to implement such programs in other countries. Taking both perspectives into account,
the team came up with a more sustainable design for its project.



Adding members is of course one way to ensure that a team has the requisite skills and diversity, but increased
size comes with costs. Larger teams are more vulnerable to poor communication, fragmentation, and free
riding (due to a lack of accountability). In the executive sessions we lead, we frequently hear managers lament
that teams become bloated as global experts are pulled in and more members are recruited to increase buy-
in from different locations, divisions, or functions. Team leaders must be vigilant about adding members only
when necessary. The aim should be to include the minimum number—and no more. One manager told us that
anytime she receives a request to add a team member, she asks what unique value that person will bring to the
group and, in cases where the team is already at capacity, which current member will be released.

Team assignments should be designed with equal care. Not every task has to be highly creative or inspiring;
many require a certain amount of drudgery. But leaders can make any task more motivating by ensuring that the
team is responsible for a significant piece of work from beginning to end, that the team members have a lot of
autonomy in managing that work, and that the team receives performance feedback on it.

With 4-D teams, people in different locations often handle different components of a task, which raises
challenges. Consider a software design team based in Santa Clara, California, that sends chunks of code to
its counterparts in Bangalore, India, to revise overnight. Such 24/7 development is common as firms seek to
use time zone differences to their advantage. But in one such team we spoke with, that division of labor was
demotivating, because it left the Indian team members with a poor sense of how the pieces of code fit together
and with little control over what they did and how. Moreover, the developers in Bangalore got feedback only
when what they sent back didn’t fit. Repartitioning the work to give them ownership over an entire module
dramatically increased their motivation and engagement and improved the quality, quantity, and efficiency of
their work.

Destructive dynamics can also undermine collaborative efforts. We’ve all seen team members withhold
information, pressure people to conform, avoid responsibility, cast blame, and so on. Teams can reduce the
potential for dysfunction by establishing clear norms—rules that spell out a small number of things members
must always do (such as arrive at meetings on time and give everyone a turn to speak) and a small number they
must never do (such as interrupt). Instilling such norms is especially important when team members operate
across different national, regional, or organizational cultures (and may not share the same view of, for example,
the importance of punctuality). And in teams whose membership is fluid, explicitly reiterating norms at regular
intervals is key.

Supportive context.

Having the right support is the third condition that enables team effectiveness. This includes maintaining
a reward system that reinforces good performance, an information system that provides access to the data
needed for the work, and an educational system that offers training, and last—but not least—securing the
material resources required to do the job, such as funding and technological assistance. While no team ever gets



everything it wants, leaders can head off a lot of problems by taking the time to get the essential pieces in place
from the start.

Ensuring a supportive context is often difficult for teams that are geographically distributed and digitally
dependent, because the resources available to members may vary a lot. Consider the experience of Jim, who led
a new product-development team at General Mills that focused on consumer goods for the Mexican market.
While Jim was based in the United States, in Minnesota, some members of his team were part of a wholly
owned subsidiary in Mexico. The team struggled to meet its deadlines, which caused friction. But when Jim had
the opportunity to visit his Mexican team members, he realized how poor their IT was and how strapped they
were for both capital and people—particularly in comparison with the headquarters staff. In that one visit Jim’s
frustration turned to admiration for how much his Mexican colleagues were able to accomplish with so little,
and he realized that the problems he’d assumed were due to a clash between cultures were actually the result of
differences in resources.

Shared mindset.

Establishing the first three enabling conditions will pave the way for team success, as Hackman and his
colleagues showed. But our research indicates that today’s teams need something more. Distance and diversity,
as well as digital communication and changing membership, make them especially prone to the problems of “us
versus them” thinking and incomplete information. The solution to both is developing a shared mindset among
team members—something team leaders can do by fostering a common identity and common understanding.

In the past teams typically consisted of a stable set of fairly homogeneous members who worked face-to-
face and tended to have a similar mindset. But that’s no longer the case, and teams now often perceive
themselves not as one cohesive group but as several smaller subgroups. This is a natural human response:
Our brains use cognitive shortcuts to make sense of our increasingly complicated world, and one way to deal
with the complexity of a 4-D team is to lump people into categories. But we also are inclined to view our own
subgroup—whether it’s our function, our unit, our region, or our culture—more positively than others, and that
habit often creates tension and hinders collaboration.

The team’s problems were due to differences in resources, not to a cultural clash.

This was the challenge facing Alec, the manager of an engineering team at ITT tasked with providing software
solutions for high-end radio communications. His team was split between Texas and New Jersey, and the two
groups viewed each other with skepticism and apprehension. Differing time zones, regional cultures, and even
accents all reinforced their dissimilarities, and Alec struggled to keep all members up to speed on strategies,
priorities, and roles. The situation got so bad that during a team visit to a customer, members from the two
offices even opted to stay in separate hotels. In an effort to unite the team, Alec took everyone out to dinner,
only to find the two groups sitting at opposite ends of the table.



Incomplete information is likewise more prevalent in 4-D teams. Very often, certain team members have
important information that others do not, because they are experts in specialized areas or because members are
geographically dispersed, new, or both. That information won’t provide much value if it isn’t communicated to
the rest of the team. After all, shared knowledge is the cornerstone of effective collaboration; it gives a group a
frame of reference, allows the group to interpret situations and decisions correctly, helps people understand one
another better, and greatly increases efficiency.

Digital dependence often impedes information exchange, however. In face-to-face teams, participants can rely
on nonverbal and contextual cues to provide insight into what’s going on. When we walk into an in-person
meeting, for example, we can immediately sense the individual and collective moods of the people in the
room—information that we use (consciously or not) to tailor subsequent interactions. Having to rely on digital
communication erodes the transmission of this crucial type of intelligence.

Some effects of incomplete information came to light during a recent executive education session at Takeda
Pharmaceuticals in Japan. The audience was split roughly 50/50 between employees based in Japan and those
based in the United States. One of the U.S. managers took the opportunity to ask about something that had
puzzled him. Takeda’s “share the pain” strategy for dealing with time zone differences alternated the scheduling
of conference calls between late nights in America and late nights in Asia, and he wondered why his Japanese
colleagues seemed to take their late-night calls in the office, while he and his U.S. colleagues always took them at
home. His Japanese colleagues’ responses revealed a variety of motivations for this choice—desire for work/life
separation, a need to run language questions by coworkers, and the lack of home office space in a typical Osaka
apartment. But the result was the same: Though Takeda executives had intended to “share the pain,” they had
not. The Americans left the office at a normal hour, had dinner with their families, and held calls in the comfort
of their homes, while their Japanese colleagues stayed in the office, missed time with their families, and hoped
calls ended before the last train home. In this case, however, the incomplete information wasn’t about the task; it
was about something equally critical: how the Japanese members of the team experienced their work and their
relationships with distant team members.

Fortunately, there are many ways team leaders can actively foster a shared identity and shared understanding
and break down the barriers to cooperation and information exchange. One powerful approach is to ensure that
each subgroup feels valued for its contributions toward the team’s overall goals.



Questions Regarding Your Professional Experiences
with Teamwork

1. What was the best experience you had on a team at work? What was your role on that team?

2. What was the worst experience you had on a team at work? What was your role on that team?




Purpose of LDI


Your Calling



Marshmallow Challenge
Three Ps
Reading and Preparation

Your Challenge

What can I give from myself during
Leadership Development Institute?



Session Two
Learning Objectives

Learn to eliminate job misery
Discover ways to effectively engage in team building
Recognize and understand your leadership style
Improve your overall effectiveness and adaptability
Improve Emotional Intelligence skills




“Ninety percent of adults spend half their waking
lives doing things they would rather not be
doing at places they would rather not be.”

– Barry Schwartz, Why We Work


People have three basic needs:

The work done matters to another person
(team member, member, or supervisor/manager)


A yardstick used to gauge one’s own performance


A sense of individuality and purpose



Anonymity Use this space to jot down Action / plan
information about your employee.
Employees who aren’t known Be specific and include dates for completion.
and individually appreciated
by their managers will not be Use this space to record your plans for
eliminating anonymity from your employee’s job.
fulfilled in their jobs.

Irrelevance Use this space to write down thoughts about how Use this space to record your plans for
your employee impacts others in his/her job. eliminating irrelevance from your employee’s job.
Employees who don’t know
how their work impacts the
lives of others will not be
fulfilled in their jobs.

Immeasurement Use this space to write down ideas about how Use this space to record your plans for eliminating
your employee can assess or measure his/her immeasurement from your employee’s job.
Employees who can’t assess contribution or performance.
their own level of performance 27
and success will not be fulfilled
in their jobs.

The Three Signs of a Miserable Job by Patrick Lencioni
© The Table Group, Inc. All rights reserved.


Learning objectives:

1. Understand that there are multiple roles on your team
2. Recognize that teams are built to win
3. Evaluate your team’s bench strength






Compelling direction
Strong structure
Supportive context
Shared mindset







4 Styles of Leadership


TASK High High Low Low

What your If improving…
should be…


Recognize your leadership style

My leadership style is (circle one):

Directing Coaching

Participating Delegating

The effective Do it Best Corp. leader modifies his/her behavior to meet
the needs of the situation

The situation is the ______________________



WHAT MAKES A LEADER? By Daniel Goleman

“I have found, however, that the most effective leaders are alike in one crucial
way: They all have a high degree of what has come to be known as emotional
intelligence. Without it, a person can have the best training in the world, an incisive,
analytical mind, and an endless supply of smart ideas, but he won’t make a great

– Daniel Goleman

Emotional Intelligence Skills: Sympathy

Self-awareness Empathy vs.

Knowing one’s strengths, weaknesses,
drives, values, and impact on others

Self-regulation “Empathy drives connection;
sympathy drives disconnection.”
Controlling or redirecting
disruptive impulses and moods – Dr. Brené Brown

Motivation Sympathetic statements begin

Relishing achievement for its own sake with the phrase _______________
Empathy is:
Understanding other people’s
emotional makeup Perspective-taking

Social Skill

Building rapport with others to
move them in desired directions

Staying out of judgment

“It’s fortunate, then, that emotional Recognizing emotion
intelligence can be learned. The process Feeling with people

is not easy. It takes time and, most of all,


– Daniel Goleman



As a small group, please consider these questions:

What did you get out of the article?

How will you apply these leadership principles to your team?

We will ask one person to share your collective feedback with the entire group.



Make the connection:

In Session 1, we learned about the Three Ps: Philosophy, Policy, and Past Practice.
Consider how the Three Ps apply to today’s case studies.

My takeaways from the Emotional Intelligence case studies:



Take a moment to reflect on this session’s learning objectives. Consider your personal development
as a leader, including your current strengths and weaknesses. The first part of your application
assignment is to create an action plan to improve your Emotional Intelligence skills.

Step 1: Select one of the following EI skills to hone over the next 30 days.

__ Self-awareness – knowing one’s strengths, weaknesses, drives, values, and impact on others
__ Self-regulation – controlling or redirecting disruptive impulses and moods
__ Motivation – relishing achievement for its own sake
__ Empathy – understanding other people’s emotional makeup
__ Social Skill – building rapport with others to move them in desired directions

Step 2: Based on your team’s needs, link the EI skill you’ve chosen to one of

the leadership principles addressed in today’s session.
__ Eliminate job misery on my team
__ Improve my team’s engagement
__ Improve my effectiveness and adaptability as my team’s leader

Step 3: Record the actions you plan to take in the next 30 days:
Action step #1:

Action step #2:

Action step #3:

Step 4: Come prepared to share your progress in Session 3.

We will begin that session by discussing each participant’s progress.




Leadership Philosophy:

Personal Mission:

Leadership Development Goal:

Personal Strategic Anchors: What do I want to gain from LDI?

Session 1 Initiatives: Session 2 Initiatives:
1. 1.
2. 2.

Key take-away: Key take-away:

Session 3 Initiatives: Session 4 Initiatives:
1. 1.
2. 2.

Key take-away: Key take-away:

1. U pdate your Leadership Development

one-page plan
2. Complete EI Skills Action Plan
3. Begin reading The Five Dysfunctions of a Team





Eliminating Job Misery
Team Building
Leadership Effectiveness and Adaptability
Emotional Intelligence Skills
Servant Leadership

Warm-up exercise:

Make the connection: Building on previous sessions. Session 3
Skills Exercises
Session 1 Session 2
Foundations of Leadership L.E.A.D. Self Assessment Performance management
Business break-through exercise
Team building and EI Skills

The Three Ps
Servant Leadership



Learning Objectives
Identify opportunities to improve performance management
Practice proactive performance management
Apply leadership strategies, skills, and principles

in a business breakthrough exercise:
Consider real issues
Collaborate to reach a conclusion
Advocate your team’s position





• CEO Hewlitt Packard from 1999-2005
• Chairman of the Fiorina Foundation
• Global Envoy for Lance Armstrong’s LIVESTRONG organization
• Chair of The One Woman Initiative Fund for Women’s Empowerment

& founding partner with The African Leadership Academy


• Founding and Senior Pastor of Willow Creek Community Church
• Best-selling author of over 20 books; including,

Courageous Leadership and The Volunteer Revolution


• CEO and Founder of the Table Group
• Best-selling author of 10 books; including,

The Three Signs of a Miserable Job and Five Dysfunctions of a Team


• Clinical Psychologist, Leadership Expert
• Best-selling author of many leadership books; including,

Boundaries for Leaders and 9 Things a Leader Must Do


• Founder and Senior Pastor of Christ Church
• Leadership Coach for over 25 years
• Diversity Consultant to National Basketball Association
• Adjunct Professor at Drew University



“Don’t ever “Don’t hire “The most important
hold back the someone that
message” you can’t fire “ candorgift you can give someone is ”

– Patrick Lencioni – Dr. Henry Cloud – Carly Fiorina

“Take your time to fire, but as soon e“Uxsetaresymstemelthyatcmleakaesrit
as you see something is wrong,
begin the conversation. what a person’s performance level is”
A firing should never be a surprise”
– Carly Fiorina – Bill Hybels

“Jack Welch said We twist that into;
‘The kindest form of ‘The kindest form of
management is the truth.’ management is avoidance.’ ”

– Bill Hybels

Write down one or two things from the video that tie into LDI learning objectives.

W hat d o you alread y do? W hat s urprise d you? What did you hear that is a
part of our culture?



Performance Management Model

Notes: Notes:



Peopl e

Notes: Notes: N otes:




Coach every team member to become better

Make the connection: INSPIRE
In Session 1, we learned about a leader’s function.

“The first rule of inspiration is this: it all starts with you.
You need to be motivated. You need to be inspired.”
– Dan Starr

My takeaways from the business breakthrough exercise



1. U pdate your Leadership Development
one-page plan

2. C omplete your Personal History Worksheet
3. Read The Re-Education of Jim Collins
4. Finish reading The Five Dysfunctions of a Team

5. Complete The Five Dysfunctions of a
Team Readers’ Guide




Leadership Philosophy:

Personal Mission:

Leadership Development Goal:

Personal Strategic Anchors: What do I want to gain from LDI?

Session 1 Initiatives: Session 2 Initiatives:
1. 1.
2. 2.

Key take-away: Key take-away:

Session 3 Initiatives: Session 4 Initiatives:
1. 1.
2. 2.

Key take-away: Key take-away:


The Five Dysfunctions of a Team - Reader’s Guide

Consider these questions as you read

1. What is vulnerability-based trust and why is it so important to the team?

2. On your current/past team, have all team members been aware of the team standards - both
formal and informal? Why are they important? Please refer to page 10.

3. What can teams do differently to make sure they are goal enforced?



4. What was the problem with Mikey? How can one person throw off an entire executive team?

5. What characteristics does Kathryn possess that make her such a great manager? Is she perfect?






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