Maintaining the Behavioural Bar ‘It’s just the way they are’ A manager’s guide
#TeamAnchor Session 3
p1
A manager’s guide • This is the third 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 3 o Workbook for every colleague o Colleagues should bring their workbooks from the previous 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 Email out this link and this information prior to the session https://trustsuite. trustedadvisor.com/ asking them to complete it, print the results and bring them to the session (advise that it takes six to eight minutes to complete. It will say Start now and asks for minimal details/email, there are 20 questions on completing this they will get a graph, it says, ‘following pages will tell you, ’Press continue, then scroll down to the biggest opportunity for improvement) Aim of this session To discuss how we support maintaining the behavioural bar of those around us By the end of the session colleagues will have had the opportunity to: • Discuss the impact of accepting the poor behaviours of others • Explore how to approach individuals poor behavioural • Look at how building trust can support open and honest conversations
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 to introduce) • 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 second 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 discuss how we support maintaining the behavioural bar of those around us By the end of the session, you will have had the opportunity to: • Discuss the impact of accepting the poor behaviours of others • Explore how to approach conversations about individuals’ poor behaviours • Look at how building trust can support open and honest conversations
Supporting tools Open discussion
p3
Session structure 2. Accepting poor behaviour
Session aim To consider the impact of lowering the behavioural bar
MINS 20
Activity and delivery instructions ‘It’s just the way they are’ State: I have a bad habit - we all have at least one if we’re honest… • Our behaviours, good and bad, when practiced over time become habitual – they become the norm • Our behaviours are what we come to be known for. They shape what people think of us, our reputation, our personal brand • Ultimately, in work our behaviours create and shape the environment around us Facilitator note: share own bad habit (to substitute below example) I sometimes interrupt people when they are speaking I have developed this over 25 plus years (that’s a well-developed habit!) State: Interrupting people does not demonstrate positive behaviours. I know I do it, I’m self-aware of it, I have no bad intentions when I’m doing it. Ask If my colleague was to say “It’s just the way they are” … …does this make it ok? Look for – No Ask: What could be the perception of me? Look for: rude, dismissive, controlling, bossy, unprofessional (not exhaustive) Ask: What impact can this have on others in my team or my residents/ customers? Look for: switch people off, people with good ideas but with a quieter voice don’t feel heard, could even be intimidated (not exhaustive) State: the perception others have of me is their reality – therefore it IS the reality. So why do I do it? I think out loud, I’m expressive, I love a creative conversation, I like things to move at pace, if I don’t say it, I forget. State: these reasons still don’t make it OK
Supporting tools Open discussion
p4
Session structure 2. Accepting poor behaviour continued...
Session aim To consider the impact of lowering the behavioural bar
MINS 20
Activity and delivery instructions Refer to workbook page 2: (read statements)
Supporting tools Workbook page 2
Ask: them to look at the statements and think about themselves and those they work with, the way they communicate, time keeping, personal standards, embracing new challenges, meeting their commitments, their attitude to how they carry out their job on a day-to-day basis. Facilitator note: ask does anyone know what a ‘mood hover’ is? If they do ask them to explain, if not this is someone who can walk into a room and turn a positive environment negative, they may say/do/act in a way that sucks the positivity out of others like a vacuum sucks up dust State: all of these are bad habits that can be developed over time, and they become the ‘norm’. The more we ‘accept these’, walking past without tackling them and providing feedback on them, over time we have lowered the behavioural bar. Ask: is there an example of this that anyone can share with us, where an individual (no names, previous department, workplace) continues to display poor habits that are seen as the norm work? Acknowledge their example (ask about the impact this resulted in) Facilitator note: if group needs some prompting use this example: An example of this might be someone in your team who is assertive when they communicate to the point of aggression, using “I’m only being honest, and I say it as it is” as their excuse. Ask: if over time, this is not addressed what can be the impact on you, your team, and our service levels? Acknowledge their thoughts. Add: as a leader or colleague of this person, it might be difficult, but it’s not OK to accept that it’s just the way they are. There needs to be a discussion, change doesn’t happen over night as it can be hard to break a well-developed habit, which will mean there maybe many conversations/reminders to support this person be more self-aware of their impact. To have these conversations demonstrates the value, courageous and you will also need to be honest, respectful and take accountability for not allowing the behavioural bar to be lowered.
Think about those in your team who at times demonstrate poor behaviours: • In the way they communicate • Their time keeping • Personal standards • A ‘mood hoover’ • Embracing the simplest of new ways of working • In meeting their commitments • Attitude to how they carry out their job on a day-to-day basis Is that OK?
p2
p5
Session structure 2. Accepting poor behaviour continued...
Session aim To consider the impact of lowering the behavioural bar
MINS 20
Activity and delivery instructions Refer to workbook page 3 - 15-minute break out group activity: State: it’s important to note, this is not about formally dealing with a performance issue – this is about preventing it getting to that stage. Think about, and honestly discuss together: (safe space rules – no names and what goes on in the room …) Do you ever use - ‘it’s just the way they are’ as an excuse for not tackling poor behaviours? What can the impact of this way of leading be on you, the rest of your team, service levels What do you need to do, or support do you need to move away from this? Prepare to feedback to the wider group and share your best example of where you have or do use ‘it’s just the way they are’, the impact it had or is having and an example of support you might need as their line manager/colleague Regroup and ask Each group to share their example/discussions Acknowledge their thoughts
Supporting tools Workbook P3 If virtual meeting – setup break out rooms If face -to - face groups to break out into different areas of the room
Do you ever use “It’s just the way they are” as an excuse for not tackling poor behaviours? What is the negative impact of this way of leading: • on you? • the rest of your team? • service levels?
What do you need to do, or what support do you need to move away from this?
p3
p6
Session structure 3. Having behavioural conversations
Session aim To discuss how to influence the behaviours of others
MINS 10
Activity and delivery instructions Values-based behavioural conversations Refer to workbook - Breakout Activity – in groups of two to three for five minutes: I’d like you to consider the conversations we’ve had today, acknowledging that it’s not ok to say, ‘it’s just the way they are’ , your increased knowledge over the past few sessions of the value-based behaviours including today and discuss: • How you could now approach a conversation with a colleague who isn’t displaying a value-based behaviour • What might your conversation starters be? Regroup and acknowledge their responses and fill any gaps with the below (not exhaustive) How you could now approach a conversation with a colleague who isn’t displaying a value-based behaviour? Look for: • Using the values language; accountable, respectful, courageous and honest within conversations • Referring to the session content that you can relate their behaviours to ask do you remember when we spoke about? What might your conversation starters be? Look for: • If we look at the courageous value, do you feel that you demonstrated this in the meeting? • I’d like to have a courageous conversation and speak with you about…….. • When we were with Jo Bloggs were there any of the value-based behaviours that you feel you didn’t demonstrate quite as well as you could have? NB. (link to the GROW hints tip resource here from the last session for how to further support these discussions)
Supporting tools Workbook P4
Values-based behavioural conversations
Consider the conversations we’ve had today, acknowledging that it’s not ok to say, ‘it’s just the way they are’ , your increased knowledge over the past few sessions of the value-based behaviours including today and discuss: How you could now approach a conversation with a colleague who isn’t displaying a value-based behaviour?
What might your conversation starters be?
p4
p7
Session structure 4. Building trust
Session aim To explore how trust supports open and honest conversations
MINS 15
Activity and delivery instructions Trust Equation and the importance of open and honest conversations Ask: are you always 100% honest (be honest with yourself)? • If no – why is this? • How does this help the individual? Acknowledge their thoughts Ask: why is trust important when having conversations? Look for: • With trust, loyalty is built • With trust and loyalty, a team feel supported • People will listen to you State: with honesty comes trust Ask: had anyone heard of the trust equation before completing the trust equation questionnaire? • Yes - ask if they are happy to cover their previous experience • No - state - developing trust in relationships is based on four key factors: Refer them to workbook and run through the trust equation overview: • The words you use (your credibility) do you believe this person when they speak/if not, why not? • The actions you take (your reliability) does this person deliver on what they promise? • The emotional engagement you have with others (intimacy) do they care about you, if in trouble would you go see them/would they have your back/ support you? • Your motives (your self-orientation or self-interest) who are they doing it for team/you?
Supporting tools Open discussion
Workbook P5
Trust Equation
Credibility (C) Do you believe this person when he/she speaks?
Reliability (R) Does this person deliver on what is promised?
C + R + I SO
Intimacy (I) If you are in trouble, would you go to see this person?
Self Orientation (SO) What is your focus? Is it the team or you?
From your biggest opportunity for improvement options, what one key thing are you going to go away and work on to improve your trust equation? How do you plan to do this?
p5
p8
Session structure 4. Building trust continued...
Session aim To explore how trust supports open and honest conversations
MINS 15
Activity and delivery instructions Ask them to think about: • A person that they do not trust and consider how the trust equation applies to that person –which part/s of the equation stands out for them? • What would that person need to do to gain your full trust? State: now let’s start at home Ask: being honest with yourself, prior to completing the questionnaire, running through the trust equation just now and knowing your results from your responses. • Was there a part of the trust equation that you feel you could be better at? • Did the results of the questionnaire match your thoughts? • Were there any surprises? • Do you have any thoughts as to why that might be? Ask: is anyone happy to share their questionnaire result and their thoughts on this Facilitator note: be prepared to share yours if there are no volunteers Ask them to note from their biggest opportunity for improvement options, what one key thing you are you going to go away and work on to improve your trust equation. (Is anyone happy to share) Ask: how could this area of the trust equation impact on you having an honest conversation with someone about a poor behaviour/habit?
Supporting tools
p9
Session structure 5. Key learnings
Session aim To gain commitments from the team and what they will do differently to apply their key learning
MINS 5
Activity and delivery instructions Ask everyone to note in their workbook: • 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/one-to-ones so that you can praise/ offer constructive feedback.
Supporting tools Workbook P6
Key Learnings Make your notes below, be ready to share your commitments with your team , these will be referred to at the next session and or at your next one-to-one meeting, make sure you have them to hand for future discussions.
Your key learning from the session
What will you commit to doing differently as a result of todays’ discussions?
Who will you share your progress with?
p6
p10
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10Made with FlippingBook - PDF hosting