20Nov/130

Open Your Wallet – Open Your Mind!

Posted by Marshall Goldsmith

Open Your Wallet - Open Your Mind!
by Marshall Goldsmith

My coaching clients are either the CEOs or potential CEOs of multi-billion dollar corporations. Most are men; most are older and most are, by any normal standards, rich.

There is a common assumption that old rich men don't really care about losing small amounts of money.

Wrong!

From my experience, most old rich men don't like to lose any money.

It is not the amount of money that matters. It is the losing that they hate.

Have you ever watched a group of executives play competitive golf for wagers involving small amounts of money? It is amazing how serious and animated they become. Wagers at the race track are another example. One of my friends laughed as he described collecting his two dollar bet after the horse he picked won by a nose. Jumping up and down in his excitement, he spilled his Coke and ruined his hundred-dollar shirt!

As a coach, I use small amounts of money to help executives change behavior. It is astonishing how well this works! For example, if my clients are perceived as stubborn and opinionated, and they want to become more open-minded listeners, I 'fine' them every time they begin a sentence with the words 'no,' 'but,' or 'however.' All of the money that I collect from my fines is donated to the charity of my client's choice. Over the past 30 years, I have raised over $300,000 for great charities by playing this game with my clients.

Why fines for 'no,' 'but,' or 'however'?

The word 'no' means 'you are wrong,' and the words 'but' and 'however' mean 'disregard everything that came before this word.'  A friend once described these as 'eraser words.'

As I was reviewing a 360-degree feedback report with one of my clients, his first words were, "But, Marshall ..." I smiled and replied, "That one is free. If I ever try to give you advice again, and you begin a sentence with 'no,' 'but,' or 'however,' I am going to fine you twenty dollars!"

"But," he replied, "that's not ..."

"That's twenty!" I laughed.

"No, I don't ..." he refuted.

"That's forty!" I continued.

"No, no, no!" he protested.

"That's sixty, eighty, one hundred dollars for charity!" I gleefully exclaimed.

Within an hour, he was down $420. It took another couple of hours before he finally got the point and said, "Thank you. I did that 21 times with you bringing it to my attention. You annoyed me so much that I would rather have died than paid you the money. The words kept coming out of my mouth anyway. How many times would I have done this if you had not brought it to my attention? Fifty? One hundred? No wonder people think I am stubborn. The first thing I do when people try to talk with me is to prove that they are wrong!"

The positive change in this executive, who was then the COO and is now the CEO of the company, was amazing. Within a couple of years, he was perceived as much more open and receptive to new ideas—and much less stubborn and opinionated—by all of his direct reports, his co-workers, and even his family members.

I also fine my clients when they say, "That's great, but ..." or "That's great, however ..." These eraser words end up destroying the value of recognition. They make sure that the receiver knows that the 'great' part doesn't count for much.

A few years ago, I was teaching a class at the headquarters of a major telecom company.  I mentioned the 'That's great, but ...' problem and my use of fines to change behavior. I predicted that many members of the class would continue to say these words—even after hearing my lecture, and even knowing that I was going to fine them.

One of the men in my class mocked me when I made these statements. He thought that such a simple behavioral request would be easy for him. He was so sure of himself that he offered to donate $100 to charity every time he did this—and boasted that he would never have to make a donation.

I made a point of sitting next to him at lunch. When I asked him where he was from, he told me that he lived in Singapore.

"Singapore?" I said.  "That's a great city."

"Yeah," he replied, "it's great, but ..."

He gave me a very chagrined look, chuckled and paid the money.

The next time you want to help your clients change minor behavioral 'tics' that are annoying everyone around them, try fining them small amounts of money, and then give the money to a great cause.

It may create a win for your clients—and, at the same time, it will create a win for the world!

This article first appeared in Business Coaching Worldwide (2007, Volume 3, Issue 2). Copyright © 2012 WABC Coaches Inc. All rights reserved.

Marshall Goldsmith, MBA, PhD, founder of Marshall Goldsmith Partners LLC, is a world authority on helping successful leaders achieve positive, lasting behavioral change. His executive coaching expertise has been highlighted in Forbes, Fast Company and Business Week. The most recent of his 22 books is What Got You Here Won't Get You There (Hyperion, 2007). Learn more about Marshall in the WABC Coach Directory. Marshall can be reached by email at Marshall@MarshallGoldsmith.com.

If you wish to reproduce this article in any material form, you must first contact WABC for permission.
2Oct/130

Coaching for Results: Behavior Change or Strategy Realization? By Dave Ulrich

Posted by Dave Ulrich

Coaching has become one of those catch-all phrases like strategy, quality or process. Because of its popularity, coaching has sometimes been misused. Those who use coaches sometimes are more excited about the prospect of being coached than about changing. To overcome such generalities and misuses, coaching needs to move from platitudes to greater professionalism.

Making coaching more professional requires clear definition of the desired results of coaching. Coaching is not merely about a process of finding someone with whom to confer, but should have clear results that define the outcome of the engagement. There are two general coaching results: behavior change and strategy realization.

Behavior change means that the executive being coached has behavioral predispositions that get in the way of being an effective executive. When specific behaviors are identified, examined and modified, coaches help executives change.

Strategy realization means that the executive being coached needs guidance in clarifying and focusing the business strategy to help the business achieve financial, customer or organization goals.

Coaching for Behavior Change

Changing behavior is not easy. Research shows that about 50 percent of an individual's values, attitudes and behaviors come from DNA and heritage; the other 50 percent are learned over time.1 An implication of the 50/50 nature/nurture, born/bred debate is that while the past sets conditions on our behavior, our behavior is not preconditioned. Any leader can modify behavior through effective coaching. Below are some of the hints for doing coaching that produces behavioral results.2

Know Why. Until there is a need for change, change will not occur. Once clients understand why they should change they are more likely to accept what they should change.

Collect Data. Often single events or observations from single individuals are episodes, not patterns. Coaching should be about patterns. Generally, people can identify their strengths more than their weaknesses; collecting data from more objective others can help clients better face reality. For instance, leadership 360s provide a marvellous source of data.

Prioritize. Not everything worth changing can or should be changed. In behavior coaching, it is critical to identify the one or two key behaviors that most need to be changed and that will have the most impact.

Be Behavioral. Abstract goals will result in abstract changes; specific behavioral goals will result in specific changes. Sometimes the results of interviews are generic, e.g., "she is not a good people person." In these cases, it is important to go deeper and identify specific behaviors that result in that conclusion. Deeper probes generally focus on situations: "Can you think of a situation where she treated people poorly? What specifically did she do? What could or should she have done differently?"

Focus on the Future More than the Past. Coaching is not therapy. In cognitive or psychoanalytic therapy, the therapist works to identify underlying causes of a behavior. Coaches do not need to be therapists to focus on behavior change. Behavior coaching identifies what behaviors are causing dysfunctions, then focuses on the future and how to promote different behaviors.

Go Public. Commitment goes up when we go public and become personally transparent with our intentions and desires. When an executive has identified an area to improve, it is helpful to share this commitment with others.

Find Support. It is hard to clap with one hand and it is hard to change by oneself. Almost every executive I have seen who has made behavioral change has had enormous support from trusted advisors, including assistants, non-work friends, spouses and children.

Start Small, Keep Going. Most large change starts with small steps. Once executives have picked a behavior that they want to change, I have found four "threes" a helpful way to embed the behavioral change:

Three hours. In the next three hours, what can you do to exhibit the new behavior?

Three days. In the next three days, what can you do to demonstrate sustained commitment to the new behavior?

Three weeks. In the next three weeks, make sure that the new behavior change shows up in activities and relationships.

Three months. After about three months of working on the new behavior, if you continue with it, it begins to become part of your identity and others treat you accordingly.

Learn. Learning should be less an event and more a natural process. The best learners are inquisitive, self-reflective  and adaptive. They are constantly asking what works and what does not, then trying to put those insights into a future context. In time, coaches should be replaced by self-observation.

Follow-up. Finally, behavior coaching needs indicators of progress. Re-administering a 360, re-doing interviews, or debriefing the behavior change process enables an executive to monitor progress. If behavior change did not occur, the coach did not fulfill his or her assignment.

Coaching for behavior change changes behaviors. The end result is that the leader personalizes a new set of behaviors, and as learned behaviors become natural acts, leaders change their identities and reputations.

Coaching for Strategic Results

Strategic results coaching focuses more on helping the executive gain clarity about the results he or she hopes to accomplish and how to make them happen. It is less psychological and more organizational. It also builds on the philosophy of trust, relationship and collaboration, but focuses this philosophy on helping the executive clarify and reach goals.

In my strategy coaching, I have adapted the following steps depending on the situation:

Step 1: Clarify Your Business or Organization Strategy
Coaching in the context of strategy assures that the executive has a clear sense of what he or she is trying to accomplish and sets the criteria for being successful.  A strategy is a succinct statement of what the executive hopes to accomplish and how resources will be applied to that purpose.

Step 2: Describe Your Personal Style
Every executive has a style, or way of getting things done. This style is based on dozens of choices about how the executive makes decisions, processes information, treats people and prefers working. Each style may be modified by identifying and changing behaviors that lead to the style.

Questions to address managerial style:

  • What is your managerial identity? How are your known by others? How would you like to be known by others? What is your leadership brand?
  • What are you managerial strengths and weaknesses?
  • How do you generally treat others, make decisions, handle conflict, manage information?

Step 3: Define Stakeholders

Every executive gets work done through, with, and by others, termed stakeholders. These stakeholders may be identified by asking the executive who he or she must interact with to get the job done.

Questions to define stakeholders:

  • Who must you interact with to reach your strategy?
  • Who is affected by the work that you do?
  • Who would you turn to in order to define your managerial style?

Step 4: Specify Goals for Each Stakeholder

Stakeholders have an interest in and impact on an executive's success. To reach a business strategy, each stakeholder must provide something.

Questions to specify stakeholder goals:

  • In the next period of time (3, 6, 12, or 24 months), what do you want to accomplish with each stakeholder?
  • What does each stakeholder contribute to your reaching your strategy?

Step 5: Prioritize Each Stakeholder and Goal

Executives need to prioritize stakeholders based on how central they are to achieving business strategy. Also, strategies are time-bound and the key stakeholders for the next three months may be different than the stakeholders for the succeeding, or preceding, three months.

Questions to prioritize stakeholders and goals:

  • How important is each stakeholder for reaching your goal?
  • Rate each stakeholder 0 to 10 for the next period of time
  • Divide 100 points across the stakeholders to prioritize their impact on your strategies.
  • Rank the stakeholders (from high to low) in terms of impact on your strategies

Step 6: Allocate Time

Where executives spend time communicates what matters most and sends signals to others about what they should do. Coaches can help leaders spend time wisely by focusing on what executives can and should do with each stakeholder.

Questions to help leaders allocate time:

  • How much time in days do you think you should spend with each stakeholder given the priorities you have set?
  • What specific behaviors and actions can you take with each stakeholder to accomplish your goals?
  • How would these actions show up in your calendar? Remember that your calendar should probably be 30-40 percent unscheduled as events arise that merit attention, but the other 60-70 percent can be structured to ensure that you accomplish what matters most.
  • How will you track your return on time invested?

Step 7: Determine Success

The desire to succeed turns into success once it is measured. Coaches help determine measures of success that executives can then track on their own.

Questions to help determine successful measures:

  • How will you know you have succeeded in your overall strategy and in your goals with each stakeholder?
  • How will you monitor your progress?

Conclusion

Coaching for results can focus on either behavior or strategy. Knowing one's own approach enables the coach to better align with the client to make sure that coaching works. As a result of good coaching, leaders develop personal brands that distinguish them for all stakeholders-employees, customers, investors and communities.


1 A review of this work was presented at 21st Annual SIOP (Society for Industrial and Organizational Psychology), Dallas, Texas, April 2006, in a paper by Richard D. Arvey, Maria Rotundo, Wendy Johnson, Zhen Zhang, & Matt McGue entitled "Genetic and Environmental Components of Leadership Role Occupancy." The nature/nurture debate is also dealt with in:
Bouchard, Thomas J. Jr., David T. Lykken, Matthew McGue, Nancy L. Segal, & Auke Tellegen. 1990. "Sources of Human Psychological Differences: The Minnesota Study of Twins Reared Apart." Science, Oct 12: 223-228.
Harris, Judith Rich. 1998. The Nurture Assumption: Why Children Turn Out the Way They Do. New York: The Free Press.
Harris, Judith Rich. 1995. "Where Is the Child's Environment? A Group Socialization Theory of Development." Psychological Review. 102 (3), July: 458-489.
McGue, M., T., J. Bouchard, Jr., W. G. Iacono, & D. T. Lykken.1993. "Behavioral Genetics of Cognitive Ability: A Life-span Perspective." In Nature, Nurture, and Psychology, edited by R. Plomin & G. E. McClearn. Washington, DC: American Psychological Association: 59-76.

2 The list of behavior coaching tips come from observing, listening to, and learning from great colleagues who have been my mentors and advisors, including Wayne Brockbank, Ralph Christensen, Bob Eichinger, Marshall Goldsmith, Francis Hesselbein, Steve Kerr, Dale Lake, Paul McKinnon, Bonner Ritchie, Norm Smallwood, Paul Thompson, Warren Wilhelm, and Jack Zenger. It is difficult to attribute any one idea to any one person, but I am indebted to each of these colleagues for these ideas.

This article first appeared in Business Coaching Worldwide (February Issue 2009, Volume 5, Issue 1). Copyright  2011 WABC Coaches Inc. All rights reserved.

If you wish to reproduce this article in any material form, you must first contact WABC for permission.
20Jun/130

Don’t Leave Them Standing in an Empty Room

Posted by WABC

trudy-triner

By Trudy Triner

As all corporate trainers know, there are very few leadership training activities that have an absolutely predictable outcome. But as I traveled around the world for a large Boston-based training and consulting organization, there was one activity that did. I referred to this activity as a "thrilling" experience as I introduced it to groups in France, Mexico, Hong Kong, and Hawaii. In truth, it was probably more thrilling for me to watch than for them to participate. But the learning was always profound, if sometimes frustrating and even a tad annoying.

Here's the activity. A class is divided into two groups: one is Management, the other is Staff. They are told that, working together, they must solve a physical challenge. That challenge requires Staff to complete a series of physical moves with their bodies, much like a Chinese checkers game. However, only Management is given complete instructions for the task. The two teams are in separate rooms. Only one person from Management can enter Staff's room at a time. And the activity begins.

Here's what happens time and time again. Management works diligently to solve the problem on paper in their room. They sweat. They try options. They even try moving pieces of paper or sugar packets or pencils to represent the Staff. Meanwhile Staff members wait and wait and wait. They begin to conclude that Management is trying to trick them or make fools of them. As time goes on, they begin to get angry. They disengage. Some start to read the newspaper. Others plot revenge and vow to do nothing Management asks. When a Management person finally appears, they usually have paper and pencil in hand, scribble a few notes, totally focus on the task, ignoring the people, and retreat to share their findings with their Management team as they continue to struggle to solve the problem. And so it goes, most often until the allocated time expires. The problem remains unsolved. Staff is frustrated and sometimes angry. The debrief is rich, but often emotion-laden. "Why did you treat us so badly?" Staff will ask. "We were just busy trying to solve the problem," Management says – truly surprised, and somewhat hurt, that their efforts weren't more appreciated.

The secret to success in this exercise, which is almost never discovered, is for Management simply to explain the problem to the Staff and ask for their help in solving it. Staff members become intrigued. They become engaged. They try alternative moves with their bodies and within a few minutes, they solve the problem. They are proud. Management is impressed and relieved. Everyone wins. And it almost never, ever happens!

I was reminded of this activity and its vivid demonstration of the futility of management trying to solve important problems without engaging staff when our Senior Leadership team asked for a training program that would help managers understand the need to engage employees in solving some of the most important challenges in our health-care organization. They wisely understood that without that engagement, it would be very difficult to meet the challenges in store for health care in the coming years.

We partnered with Richard Axelrod, co-author of You Don't Have to Do It Alone: How to Involve Others to Get Things Done, and designed a half-day program for our 650 leaders, managers, and supervisors. We called the program, Engaging Staff to Lead, believing that the ideal was to have staff become so involved, they actually led the improvement effort themselves. And it worked. We saw dramatic improvements in service scores and other important metrics.

After the training effort, the coaching and reinforcement began. During coaching sessions with managers who might be having trouble with staff engagement, I asked them, "How are you learning what's important to your staff?" "How are you supporting them in reaching their goals?" "What do you do to demonstrate your understanding of the world from their point of view?" "How are you demonstrating your appreciation for their efforts?" "Are you providing as much feedback as they feel they deserve?" And, "Are you providing a motivating challenge and empowering them to solve their own problems?"

A light bulb often goes off as managers answer these questions because these are the types of management behaviors that lead to staff engagement. I love those forehead-slapping moments when they realize they've neglected one or more of those elements of engagement. And they love walking away with a plan to engage their staff more fully and avoid all the negative ramifications of leaving staff standing in a room waiting for management to solve all the problems in another room. That is truly a lose-lose situation to be avoided at all cost.

This article first appeared in Business Coaching Worldwide (October Issue 2010, Volume 6, Issue 3). Copyright © 2013 WABC Coaches Inc. All rights reserved.

References

Axelrod, R. H., Axelrod, E. M., Beedon, J., and Jacobs, R. W. 2004. You Don't Have to Do It Alone: How to Involve Others to Get Things Done. San Francisco: Berrett-Koehler Publishing.
trudy-trinerTrudy Triner is a writer, speaker, and leadership consultant who has helped people be more successful in their work for over 25 years. She is also the author of a popular blog and a soon to be published book, Make Mom Happy By Mail, which encourages us all to connect with our parents in a meaningful way while the fleeting window of opportunity to do so is still open.
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28Feb/130

Real Estate Leadership: Coaching for Growth Amidst a Changing Market

Posted by WABC

By Freddie Ray

Keller Williams Realty is the third largest real estate company in the United States, with over 670 offices. The organization is divided into regional franchise ownership groups and boasts a healthy complement of training to augment the success of its agent base. Residential real estate is the primary business of the company, with additional focus on commercial real estate and luxury homes.

The Partnership
Tipper Williams is the Regional Directory of Virginia for Keller Williams Realty. In the past 20 years, she has earned awards as a top salesperson, owned her own real estate company, and grown from salesperson to top leadership. During the term of this engagement, she has successfully led the largest franchise ownership group in the Keller Williams system.

Freddie Ray is the President and CEO of Motivation Coaching, an Executive and Leadership coaching company founded in March 2003.

The two met at a conference Freddie was attending with another client. "I was skeptical about hiring a coach," Williams said. "I chose her because of her success in business leadership and her credentials. She leads by example, she pushes me to be better than I thought I could be, and she challenges me to think before I act. Freddie has been my coach since 2005, and has helped me to grow as a leader, experience and respond to change, and helped me to focus on what is important for my teams and me to succeed."

The Challenge
At the beginning of the coaching engagement, the company identified desired results as leadership growth and business profitability. Tipper also had personal goals to achieve, including to exceed profitability goals and ultimately be promoted to the Regional Director position.

During the engagement, Tipper's role took her from Texas to Colorado to Virginia. Throughout, the desired results stayed the same; however, the issues were multifaceted. They included the lack of sustainable profitability in multiple offices, development and rollout of a new leadership position, the economic changes that disrupted the real estate market, and multiple moves that required Tipper to "start over" repeatedly-new roles in new states all within the same parent organization.

The Approach
Tipper was coached on leadership, accountability in systems development, business metrics, and change management.

In order to be successful, the client first had to learn what strengths augmented her efforts, and what behaviors hindered her success. First, a personality assessment was used to gauge her strengths and to open frank dialogue regarding leadership behavior. This allowed her to identify growth areas that would lead to greater success.

Second, the company was growing at a record pace, and this led to changes in position, changes in needs, and change management with teams. In order for Tipper to be successful, she had to focus on implementing systems that would allow for sustained success over time. These systems included hiring talent, developing business metrics to gauge current and potential growth opportunities, accountability systems to develop teams and new leaders, and more. Keller Williams Realty has a committed focus on training and development. In order for Tipper to succeed, she had to choose what company systems to implement, and how to apply those systems to individual and regional office needs.

"Gaining clarity is one of the best results I have from coaching. Weeding through everything that is thrown at me, stepping away from the challenges of a fast-paced industry and the frenzy of trying to be six places at one time, combined with the changing market and the needs of my team at times seemed impossible. Coaching with Freddie has taught me how to make sense of it all, how to identify what is most important, and how to make good decisions. Before, I might have made a decision based on what was right in front of me. Now, I have a process to follow."

Third, Tipper was faced with a multitude of changes. These changes included personally being moved from state to state, dealing with franchised offices that each had unique teams, and facing the uncertainty that came with the economic downturn. Change management became a major focus throughout the coaching engagement—from personnel to industry to leadership role-and continues into Tipper's newest position as Regional Director.

The overall key to this engagement is focus—focus on what is needed to be successful in business (sustainable profitability), on developing talent (hiring, training), on personal growth (change in positions, leadership scope), and more.

The Value Delivered
Tipper's results are many, and her commitment to success as well as to the success of the coaching engagement is tied to her "coachability." Throughout the process, she remained open to trying new things, to debriefing successes and failures, and to focusing on her goals and those of the company. This is a short list of some of her successes to date:

  1. Leadership skills development including business acumen, team building, and communication;
  2. Profitability for all offices under her watch, including franchise group success that exceeded company goals and benchmarks, placing her team at #1 for the group;
  3. Recruiting top leaders from competitive companies for office leadership positions, training them, and holding them accountable to goals;
  4. Systems rollout for sustained profitability;
  5. Regional training programs to augment team building and goal achievement;
  6. Successful rollout of the new "General Manager" position in the system, with record profitability numbers associated with groups in Colorado and Virginia;
  7. Attainment of the Regional Director role in Virginia;
  8. Attainment of a position on the Master Faculty for training at Keller Williams International;
  9. Change management to address the economic downturn and changes within the offices under her watch;
  10. Focus on a personal development plan to ensure growth as a leader, avoid stagnation, and lead by example.

Coaching enabled Tipper to stay focused amidst turmoil, to be accountable to the profitability goals set by the company, and to stay on track to attain her personal growth goals. "I don't say that something can't be done. Instead, I think in terms of how it can be done. I've always been an overachiever, and thought I could do it all on my own. I guess I thought I was supposed to do it on my own. What I found out was that I succeed when I'm challenged, and coaching has made me a better leader and helped me achieve my goals."

This article first appeared in Business Coaching Worldwide (June Issue 2010, Volume 6, Issue 1). Copyright © 2013 WABC Coaches Inc. All rights reserved.

Freddie Ray is the President and CEO of Motivation Coaching, Inc., providing executive and leadership services to corporations, organizations, and executives seeking improved leadership skills, increased productivity, teambuilding, and bottom-line revenue results. An accomplished business professional with over 20 years experience, her longevity and experience are highlighted by a solution-oriented approach. Since opening her company in March 2003, she has logged over 8,000 coaching hours. See the WABC Member Directory for more about Freddie. Contact Freddie.

If you wish to reproduce this article in any material form, you must first contact WABC for permission.