Our values-based behaviours What do they look
like in my world? A manager’s guide
#TeamAnchor Session 2
p1
A manager’s guide • This is the second of 12 sequential sessions which managers will run with their teams over the next 12 – 18 months • You will need to allow between 60 – 90 minutes to run the session (you can build in more time to run the session if needed) • Each session builds on the learning and discussion from the last – so you must do them in numerical order • They can either be delivered face-to-face or virtually – whatever works best for you and your team • A workbook is available for your team members to complete to support their learning and encourage them to reflect on how they can demonstrate our values and behaviours in their everyday role (as a manager you can review them at colleague’s one-to-ones) • Facilitator notes are detailed below to support managers to facilitate the sessions Resources needed for Session 2 o Workbook for every colleague o Colleagues should bring their workbooks from the first session with them o Post It Notes (if running it face-to-face) o You may want to break out in small group discussions – if you’re having a virtual meeting, here’s a short guide to how you can use the ‘breakout room’ functionality in MS Teams. o Access to Wi-Fi – internet to be able to play ‘How to use the right body language’ video o Here’s a quick video guide to playing videos with sound via MS Teams Aim of this session To bring our values-based behaviours to life and discuss what they look like in our everyday work. By the end of the session colleagues will have had the opportunity to: • Discuss how colleagues could demonstrate good and poor values-based behaviours • Explore the impact of our non-verbal behaviours on others • Look beyond our behaviours
p2
Session structure 1. Welcome
Session aim Set up, context, positioning
MINS 10
Activity and delivery instructions Welcome to the session • Check everyone knows each other (are there any new team members) • Style of the session will be interactive, pairs, small group work • Check they have the workbook to hand/printed (advise that there is space for notes on the last page) Ice breaker - reflection Ask each team member to share how they are doing with their commitment from the last session (what they committed to doing differently following the first session) and ask • how do you feel about this now? • what impact has this had on you and others? Acknowledge • the changes made and praise improvement • discuss any barriers that may have prevented them from making the changes, asking what’s worked well, not so well, what could they do differently to remove the barriers Encourage other team members to suggest how they think the barriers could be removed if the individual is struggling to see a way forward. Aim of this session To bring to life what our value-based behaviours look like in the real world By the end of the session, you will have had the opportunity to: • Discuss how colleagues could demonstrate good and poor values-based behaviours • Explore the impact of our non-verbal behaviours • Look beyond the behaviour
Supporting tools Open discussion
p3
Session structure 2. Our values- based behaviours in practice
Session aim To explore what our values -based behaviours look like at work
MINS 20
Activity and delivery instructions Refer to the workbook and run through what the values-based behaviour, honest looks like under Self-Awareness P2 of the workbook State: having looked at this example together of what our ‘honest’ value looks like under self-awareness, when it is being demonstrated both poorly and well, we’ll now look at the remainder of the value-based behaviours, filling in the blanks. Activity - three groups (10 mins discussion) Use Workbook pages 3,4 & 5 So.. what do our behaviours look like in your world? Allocate each group one of the behaviours to work on, either Self-Awareness, Awareness of Others or Organisational Awareness Ask the groups to explore their allocated values-based behaviour and fill in the blanks allowing at least two minutes to look at one in turn. Encourage them to think about where they may have seen good and poor behaviours being displayed at work. Add that in some cases you will be filling in what this looks like when it’s demonstrated well and others poorly. Remember to take guidance from the completed example. Explain there are no hard and fast answers – there never are when it comes to ‘humans’.. Regroup and ask (10 mins discussion) Each group to share their thoughts on the blanks they filled in. Acknowledge their thoughts and explore where there are any obvious misinterpretations. (Use the completed ‘filling in the blanks form’ at the end of these facilitation notes to support your discussions)
Supporting tools Workbook If virtual meeting – set up three break out rooms If face -to - face – three groups to break out into different areas of the room
What do our values-based behaviours look like in my world?
Honest Accepts own mistakes and acts to learn from them
Often makes mistakes but doesn’t own up. Can come across as in denial and doesn’t recognise the need for self development.
Is honest about level of own performance and open about when they need help
In your small group, discuss the behaviours that someone is likely to exhibit if they are demonstrating good behaviour linked to self-awareness etc. and if they are demonstrating poor behaviours. Make a note of them in your workbook.
Self-Awareness Accountable Remains Resilient
Takes responsibility for managing all their own work activities, standards and personal actions, no matter the circumstances
and Focused in the face of competing demands
Respectful
Demonstrates self-respect and integrity
At times can lose sight of the impact their attitude, beliefs and behaviours are having on those around them
p2
Courageous Embraces new challenges
Takes responsibility to learn and try out new initiatives and ways of working. Can quickly adapt to new ways of working without losing focus on other priorities
Honest
Accepts own mistakes
Is honest about level of own performance and makes the best of their strengths while being aware and open when they need help or support.
p3
Awareness of others Accountable Challenges others to take responsibility for
Has a positive impact on the performance of colleagues’ and/ or reports by being inquisitive and providing honest and open feedback
their actions to further improve performance
Respectful Recognises and
Can be dismissive of the points of view and ways of wokring of those different to themselves
values differences, is inclusive, creates and enables space for all to contribute and add value
Courageous Ensures results driven approach, setting ambitious stretching goals and challenges status quo
Takes ownership for knowing how their contribution supports the wider aims of their team and the organisation. They take responsibility for identifying and sharing new ideas and practices with others
Honest
Constructively challenges and is open to receiving it from others
Can come across as abrupt or uncaring at times when sharing their point of view. Or, can shy away from providing constructive feedback on the ideas of others or ways of working
p4
Organisational awareness Accountable Positively drives
Lacks or can lose focus on bigger picture. Can mis-prioritise, sometimes being side-tracked by less impactful activity
results and acts in a professional manner
Respectful
Champions colleagues and customers to achieve success
Actively and genuinely plays their part in celebrating and recognising the success of their peers and team members
Courageous Promotes success beyond our
Has regular involvement with external partners and/or across the organisation and can demonstrate where they have used these relationships to share best practice and talk about what we do well
customers and colleagues, is an ambassador for our organisation
Honest
Communicates regularly and shares information as appropriate and is consistent in approach
Can forget or choose not to share information others may find useful. Can lack confidence or show little desire to work collaboratively
p5
p4
Session structure 3. Body language
Session aim To consider the impact of our body language that influences our behaviours
MINS 10
Activity and delivery instructions State: Behaviours are visible and your body language can contribute to people’s perception of you Ask: if we’re honest with ourselves how often do we consider our body language and how it influences our behaviour which other people observe? Acknowledge their responses and add - We all use body language, but are we aware of how others are interpreting this? Add your body postures and facial expressions send signals to your brain to release hormones into your blood stream which affect how you feel and, therefore, how you act. Changing your body language can change the way in which others perceive you. Ask: If you’re honest with yourself, can you think of a time when you have exhibited body language that may have/could appear to others that you weren’t demonstrating our values, what was the body language you exhibited? Acknowledge their responses, share your own examples, some examples you may hear are below. NB. There will be examples of body language shared that could impact on more than one of the values. • Not accountable – looks for distractions in the room, edges away, closed body language, avoids eye contact • Not respectful – lack of eye contact, rolling their eyes, tapping their fingers on the desk • Not courageous – slouches in their seat, avoids eye contact • Dishonest – avoids eye contact, scratches neck/looks down as speaking Ask: What impact can this type of body language have on those around you and your ‘personal brand’ (what you are known for) Acknowledge their responses and ask them to consider how they can use their body language going forward to influence behaviour? NB: Please be aware that there are many actions that neurodivergent people may do such as drumming fingers, hair twirling, nail biting, leg tapping, face touching. These are self-soothing actions which are a part of being neurodivergent and should not be discouraged or pointed out as inappropriate.
Supporting tools Open discussion
p5
Session structure 4. The root cause
Session aim The aim is to look beyond somebody’s behaviour to consider the root cause
MINS 15
Activity and delivery instructions What’s behind somebody’s behaviour?
Supporting tools Workbook If virtual meeting – setup break out rooms of 2/3 people If face-to-face break out into different areas of the room in 2/3s
State: Behaviour is how someone acts. It’s what a person does to make something happen, to make something change or to keep things the same. Behaviour is a response to things that are happening: • internally - thoughts and feelings • externally - the environment, including other people. Observing behaviour is the easy part. It is understanding why someone does what they do that is much more complicated and there’s usually a reason when you see a change in behaviour. Activity – groups of 2/3 (8 mins) Ask colleagues in their groups to discuss the following and note their responses in the workbook on P6
• What factors can affect an individual’s behaviour? • What would you do/consider get to the root cause?
Regroup and ask (7 mins) Each group to share their thoughts Acknowledge their thoughts and fill any gaps with the following (not exhaustive): What factors can affect behaviour? • physical factors - age, health, illness, pain, influence of a substance or medication • personal and emotional factors - personality, beliefs, expectations, emotions, mental health • life experiences - family, culture, friends, life events • what the person needs and wants
p6
Session structure 4. The root cause continued...
Session aim The aim is to look beyond somebody’s behaviour to consider the root cause
MINS 15
Activity and delivery instructions What would you do to understand to the root cause of someone’s behaviour? • check in with them to ensure your understanding of where they are at/what’s happening for them right now • listen to understand (this link will take you to a resource ‘Active listening and it’s importance in the workplace’ to support you with facilitation) • reassure them that you are there to support them • empower the person and share decision making (take a coaching approach) (this link will take you to a resource ‘GROW hints and tips, to support you with facilitation. This coaching model supports discussions that empowers others to come to a decision/solution • explore if there is anything practical you can do to help Add: working collaboratively with the person to try and identify what’s driving their behaviour is the most important thing to do. Depending on the root cause, identify resources available to support them, for example encourage them to visit the Being Well website – anchorbeingwell. co.uk, using the Colleague Assistance Line Remember if you see a change in behaviour there is usually a reason for this, get to the root cause first.
Supporting tools Workbook If virtual meeting – setup break out rooms of 2/3 people If face-to-face break out into different areas of the room in 2/3s
p7
Session structure 5. Key learnings
Session aim The aim is to gain commitments from the team and what they will do differently to apply their key learning
MINS 5
Activity and delivery instructions Ask each individual to note in their workbook P7: • Their key learning from the session • What they will commit to doing differently as a result of todays’ discussions • Who they will share their progress with Regroup and ask colleagues to share their commitments Advise that these will be referred to at the next session and or at their next one-to-one meeting NB. Manager to make a note of this so that they are able to observe any behavioural changes during meetings/121s so that you can praise/offer constructive feedback
Supporting tools Workbook
p8
Self-Awareness Accountable Remains resilient
Can lose focus and momentum in their work activity. At times expects others to manage their work activity, standards and personal actions At times can lose sight of the impact their attitude, beliefs and behaviours are having on those around them Tends to work at own pace, preferring to rely on old methods. At times can chose not to adapt to new ways of working Often makes mistakes but does not own up. Can come across as in denial and doesnt recognise the need for self development
Takes responsibility for managing all their own work activities, standards and personal actions, no matter the circumstances Remains professional by keeping sight of how their own attitude and behaviours impact on those around them Takes responsibility to learn and try out new initiatives and ways of working. Can quickly adapt to new ways of working without losing focus on other priorities Is honest about level of own performance and makes the best of their strengths while being aware and open when they need help or support. Has a positive impact on the performance of colleagues’ and/ or reports by being inquisitive and providing honest and open feedback Takes time to listen to and understand colleagues who are different to themselves Takes ownership for knowing how their contribution supports the wider aims of their team and the organisation. They take responsibility for identifying and sharing new ideas and practices with others Listens to and takes on feedback about how they work and their impact on others. Likewise, is comfortable giving purposeful feedback in a way that is professional and helpful
and focused in the face of competing demands
Respectful Demonstrates self-respect and integrity Courageous Embraces new challenges
Honest
Accepts own mistakes
Awareness of others Accountable Challenges others to take responsibility for
At times can shy away or choose to overlook where they can create improvements by challenging others
their actions to further improve performance
Respectful Recognises and
Can be dismissive of the points of view and ways of wokring of those different to themselves
values differences, is inclusive, creates and enables space for all to contribute and add value
Courageous Ensures results driven approach, setting ambitious stretching goals and challenges status quo
Their personal drive and performance can be inconsistent. Often, they can require support from others to get back on track. Communication of goals and objectives to others can be vague Can come across as abrupt or uncaring at times when sharing their point of view. Or, can shy away from providing constructive feedback on the ideas of others or ways of working
Honest
Constructively challenges and is open to receiving it from others
p9
Organisational awareness Accountable Positively drives
Lacks or can lose focus on bigger picture. Can mis-prioritise, sometimes being side-tracked by less impactful activity This person can be unaware or appear uninterested in the achievements of their colleagues. Or, can often be inconsistent in their approach Limited engagement with external networking or relationships. Where they do exist, they have been instigated by others Can forget or choose not to share information others may find useful. Can lack confidence or show little desire to work collaboratively
Effectively communicates and commits to their contribution to deliver shared goals Actively and genuinely plays their part in celebrating and recognising the success of their peers and team members Has regular involvement with external partners and/or across the organisation and can demonstrate where they have used these relationships to share best practice and talk about what we do well Participates and contributes positively to business discussions, projects and teams with their remit. Understands the value of and actively takes time to talk, listen and share information with others
results and acts in a professional manner colleagues and customers to achieve success customers and colleagues, is an ambassador for our organisation Communicates regularly and shares information as appropriate and is consistent in approach
Respectful Champions
Courageous Promotes success beyond our
Honest
p10
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