Career Leadership Skills
Maximizing Employee Engagement
And Retention
CLS ConocoPhillips 0110
Non-TPT
© 2010 Targeted Learning
1
Workshop Objective
By the end of this workshop, you will:
1. Understand your role, and those of employees and the
company, with respect to career development at
ConocoPhillips.
2. Know how to help your people take more effective
responsibility for their careers, and thereby improve
engagement, performance and retention.
3. Understand the factors that influence careers and career path
opportunities at ConocoPhillips.
4. Know how to engage your people in meaningful
development/career discussions that will help them make
more informed and effective career decisions.
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
2
How well are we doing in ConocoPhillips?
2008 Employee Opinion Survey—Development Dimension
Total % Favorable
100%
10
13
28
75%
Total % Neutral
22
26
Total % Unfavorable
22
19
24
27
24
26
28
26
25
16
23
50%
25%
0%
66
60
46
2006
2008
Q. 13 I feel
my career
goals can
be met at
COP
CLS ConocoPhillips 0110
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Non-TPT
2006
54
2008
Q. 12 Had
meaningful
discussions with
my supervisor
about my
development
46
2006
52
56
61
2008
2006
2008
Q. 9 Good
understanding
of possible
career paths
© 2010
Targeted Learning
©
ConocoPhillips
Q. 5 Receive
sufficient
constructive
feedback to
improve my
performance
3
Which of these 4 results is of
greatest concern to you?
1. Q13: Career goals can be met at COP
2. Q12: Had meaningful discussions with my
supervisor about my development
3. Q9: Good understanding of possible career
paths
4. Q5: Get feedback that helps improvement
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
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What is a career?
An occupation with opportunities for progress in terms of ability, contribution,
impact and fulfillment.
Targeted Learning
Careers are unique to each person and are dynamic, unfolding throughout
life. They include not only occupations, but pre-vocational and post
vocational concerns as well as how persons integrate their work life roles. The
sequence of occupations, jobs, and positions engaged in or occupied
throughout the lifetime of a person becomes a career.
Workinfonet.bc.ca/lmisi/Making/APPEND/APPENDB.htm
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
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Direction of Impact
Ability
Contribution
Promotion
Impact
Salary
Fulfillment
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
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Which ONE has had the greatest influence on
you considering or deciding to leave a
previous position or company?
CLS ConocoPhillips 0110
1.
Lack of Interesting Work
2.
Lack of Meaningful Work
3.
Lack of Work-Life Balance
4.
Inadequate Salary
5.
Inadequate Opportunities for Promotion
6.
Inadequate Job Security
7.
Non-Supportive Climate
8.
Poor Supervisory Style
3
Non-TPT
© 2010 Targeted Learning
7
Select Your 1 Most Important
When Choosing Your Next Position
1. Interesting Work
2. Meaningful Work
3. Work-Life Balance
4. Salary
5. Opportunities for Promotion
6. Job Security
7. Supportive Climate
8. Supervisory Style
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
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Select Your 1 Least Important
When Choosing Your Next Position
CLS ConocoPhillips 0110
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1.
Interesting Work
2.
Meaningful Work
3.
Work-Life Balance
4.
Salary
5.
Opportunities for Promotion
6.
Job Security
7.
Supportive Climate
8.
Supervisory Style
Non-TPT
© 2010 Targeted Learning
9
Would you . . .
Take a 5% paycut in
exchange for significantly
more interesting work?
1. Yes
2. No
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
10
Would you . . .
Take a 5% paycut
for more work-life
balance?
1. Yes
2. No
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
11
Would you . . .
Take a 10% paycut for
more work-life balance,
as well as more
interesting work?
1. Yes
2. No
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
12
What Drives Career Decisions
at ConocoPhillips?
“What factor is most important in choosing your next position?”
50%
Based on data from COP workshops held from 2006-2009.
1,960 managers – Engagement Excellence/6 Conversations
1,385 people who attended the Mastering My Career workshop
41
40%
31
30%
20
20%
14
17 16
9
10%
9
8
5
6 7
5
3
4 4
0%
Interesting
Work
CLS ConocoPhillips 0110
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Meaningful
Work
Non-TPT
Work-Life
Balance
Salary
Supervisory
Style
Job
Security
© 2010 Targeted Learning /ConocoPhillips
Supportive Opportunity
Climate for Promotion
13
Career Drivers at ConocoPhillips
Percentage of ConocoPhillips Employees*
Having the Following Career Drivers as:
Least Important ◊
Career Driver
One of Their Top Two
Maintaining
Balance
44.6%
14.8%
Being the
Expert
31.0%
14.0%
Fostering
Innovation
30.1%
7.1%
Leading
Others
25.6%
26.2%
* From 1,699 ConocoPhillips employees who completed the Career Drivers Profile from 2006 through 2009.
◊ This column adds to more than 100% because 50 percent of all participants had two or more drivers with
the same lowest score.
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
14
Career Drivers at ConocoPhillips
Percentage of ConocoPhillips Employees*
Having the Following Career Drivers as:
Career Driver
One of Their Top Two
Least Important ◊
Serving Others
21.3%
23.2%
Ensuring
Security
17.5%
22.4%
Achieving
Stretch
16.8%
24.5%
Gaining
Autonomy
13.4%
20.7%
* From 1,699 ConocoPhillips employees who completed the Career Drivers Profile from 2006 through 2009.
◊ This column adds to more than 100% because 50 percent of all participants had two or more drivers with
the same lowest score.
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
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The Continuous Development Model
CLS ConocoPhillips 0110
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Non-TPT
© 2010
Targeted Learning
ConocoPhillips
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Your Most Fun Work Experience
Part A: Identify the best job or project you’ve
worked on. It should be a time when your work
was fun and energizing, and contributed
significantly to your overall happiness.
1. What was the job or project?
2. Review the 15 characteristics on page 13 of your
manual and check off all those that were present at
the time of the job/project you identified.
3. Did you experience significant personal growth during
this time?
4. Was your productivity high at this time?
5. Did your experiences at work at this time give you
reason to be optimistic about your future?
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Non-TPT
© 2010 Targeted Learning
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How many did you check off?
1. 1-7 out of 15
2. 8-11 out of 15
3. 12-15 out of 15
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Non-TPT
© 2010 Targeted Learning
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Did you experience significant
personal growth?
1. Yes
2. No
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Non-TPT
© 2010 Targeted Learning
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Was your productivity high?
1. Yes
2. No
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
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Did you have reason to be optimistic
about your future?
1. Yes
2. No
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Non-TPT
© 2010 Targeted Learning
21
Samuel Johnson
(1709-1784)
“There is nothing which has yet been
contrived by man, by which so much
happiness is produced as by a good
tavern or inn.”
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
22
Keys to Helping Employees Meet
Their Career Goals
1. Make the Current Job More Engaging.
2. Clarify the Appropriate Division of Responsibility.
3. Help People Find Their “Sweet Spot.”
4. Anchor Career Plans in Reality.
5. Focus People on Growth and Contribution.
6. Help People Create Development Plans that
Really Work.
7. Support Your People Through Timely, Meaningful
Career Conversations.
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
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Key #1: Make the
Current Job More Engaging
Total Personal Engagement
• Mental
• Social
• Emotional
• Hope
Happiness:
• Fun
• Pleasure
• Peace-of-mind
• Joy
• Excitement
• Fulfillment
Growth:
• Capability
• Knowledge
• Skill
Business Impact:
• Productivity
• Innovation
• Quality
• Contribution
Sustainable Individual
And Organization Success
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
24
Application: Make the
Current Job More Engaging
Identify what you can do to
make the jobs of your direct
reports more engaging.
Record your ideas on your
Learning and Applications Log.
CLS ConocoPhillips 0110
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Non-TPT
© 2010
Targeted Learning
ConocoPhillips
25
Key #2 Clarify the Appropriate
Division of Responsibility
Review the roles and responsibilities
listed on page 19 for:
– The Employee
– Supervisors
– The Company
CLS ConocoPhillips 0110
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Non-TPT
© 2010
Targeted Learning
ConocoPhillips
26
Key #3: Help People Find
Their Sweet Spot
COMPETENCE:
Those areas of skill
and ability that you do
naturally well.
g.
f.
Your
Competence
c.
Your
Passion
e.
a.
PASSION: Those
things that you
love to do,
independent of
how well you do
them.
b.
Organizational
Needs
d.
ORGANIZATIONAL NEEDS: Ideas, projects,
activities, behaviors, etc. that contribute directly
to the organization’s success.
CLS ConocoPhillips 0110
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Non-TPT
© 2010
Targeted Learning
Zenger/Folkman
and ConocoPhillips
27
Leveraging Strengths
Total engagement is only possible when people focus their
energies on the opportunities that truly fit. Please complete
the following sentences:
1. Your direct reports’ best chances for doing work that will keep
e is the segment
them fully engaged exist in segment __. This
where your people should be in terms of most of their day-today work responsibilities.
2. Given the organization’s current needs, the highest priority
learning needs of your direct reports probably exist in
segment __,
e and then segments __
a
b and __.
3. Our hobbies may emerge from segments __
c and __.
f
4. Long-term career opportunities will emerge from __
eand __.
c
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
28
Managing Weaknesses
(i.e., Talent Deficiencies)
1. Partnering with people who have talents
that compensate for your weaknesses.
2. Avoiding assignments where your
weaknesses are likely to become derailers.
3. Renegotiating the requirements of the job.
4. Changing the system or process.
5. Adopting enabling technology.
6. Moving to a job or career path that
represents a better fit.
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
29
Potential Derailers:
• A weakness that undermines your ability to
achieve either business or career goals
• A trait that inhibits your overall effectiveness—
or prevents you from using your strengths
• Falling short in an area (habit, behavior, trait)
that is mission critical to your job
• Failure to consistently exhibit a trait, habit or
behavior that is considered critical for
everyone in the organization to exhibit
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
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Application: Help People Understand their
Responsibilities and Find Their Sweet Spot
Identify what you can do to
help your people in these
two areas. Record your ideas
on your Learning and
Applications Log.
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Non-TPT
© 2010 Targeted Learning
31
Key #4: Anchor Career Plans
in Reality
What is a career path?
A career path is the general
direction a person’s career
might take—e.g., line or
staff, technical or
managerial, marketing or
operations, research or
commercial, upstream or
downstream, etc.
Richard A. Moran: “Career path implies a well worn
route. The truth is that you make your own way
running around the organizational bushes and
brambles.”
CLS ConocoPhillips 0110
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Non-TPT
© 2010
Targeted Learning
ConocoPhillips
32
What best describes your career path?
1. Well-worn route
2. Made my own way running
around the organizational
bushes and brambles
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
33
What are the Career Paths at
ConcocoPhillips*?
3%
Executive & Senior Management
Nationally Based Industry
Professions
Salary and Progression are
nationally
and/or globally based
Business Professional (HR, GSS, Finance)
Downstream Technical
Upstream Technical
Legal
Aviation
~10%
Supervisors
and
managers
57%
Medical
Purchasing Non-Technical Sales
Local Career Paths---Salary and Progression is locally or
represented agreement based
40%
Managed locally or by represented agreement
Local professional, clerical or technician ranks
* Does not include store/retail employees
CLS ConocoPhillips 0110
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Non-TPT
© 2010
Targeted Learning
ConocoPhillips
34
How Does One Change
Career Paths?
Career paths can change under the
following circumstances:
• Voluntary
• Mutually directed development
• Business need
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Non-TPT
© 2010
Targeted Learning
ConocoPhillips
35
What Influences
Career Path Opportunities?
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Non-TPT
© 2010
Targeted Learning
ConocoPhillips
36
Resources to Help You Identify and/or
Access Available Opportunities
•
•
•
•
•
•
•
•
•
Supervisors/Managers
Human Resources Business Partner
Talent Management Teams (TMTs)
Career Express or Career Link
Training Resources
Job Postings
Personal Profiles (internal resumes)
Individual Development Plans
Functional Career Maps
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Non-TPT
© 2010
Targeted Learning
ConocoPhillips
37
Talent Management Team Roles
･
･
･
･
･
CLS ConocoPhillips 0110
Identify current and future functional skills to
meet business strategies
Assess aggregate and individual functional
skills—strengths & gaps
Develop comprehensive company strategies
to recruit, promote, monitor and develop
employees within function to meet current
and future organizational needs
Identify and allocate senior functional
expertise within function
Develop career planning tools for employees
within their function
28
Non-TPT
© 2010
Targeted Learning
ConocoPhillips
38
Talent Management Teams
in ConocoPhillips
Upstream
Asset Management
Business Development
Geology & Geophysics
Production Technology &
Operations
Reservoir Engineering
Wells Engineering &
Operations
Downstream
Downstream Engineering
Marketing
Transportation
CLS ConocoPhillips 0110
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Non-TPT
Commercial & Corporate
Staffs
Commercial
Communications & Public Affairs
Finance
GSS
GIS
Health, Safety & Environment
Human Resources
Integrated Occupational Health
Services
Legal
Project Management
Procurement
Downstream Research &
Development
Real Estate & Facilities
Technical Marketing & Development
© 2010
Targeted Learning
ConocoPhillips
39
Career Development Resources
• Making Your Mark
• Mastering My Career
• Designing My Career
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Non-TPT
© 2010 Targeted Learning
40
Employee Profile
•
Serves as an employee’s COP internal resume
•
Captures an employee’s key experiences, skills
and career objectives
•
Used within and shared with the online job
posting/application process
•
Can be made available to supervisors, hiring
managers and related decision makers
performing internal talent searches
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Non-TPT
© 2010 Targeted Learning
41
Employee Profile—Job Search/
Application Integration
Searching and applying for Open Job Positions
•
Use Career Express, if you are searching/applying for
positions located inside the United States or Canada
•
•
•
Use Career Link, if searching/applying for positions located
outside of the United States or Canada
•
•
•
Profile integrates automatically for US and Canadian
positions
Profile changes require 4 hours for processing
No automated profile integration
Employee profile e-mailed to job posting manager by
employee (copy/paste into MS Word document)
May require searching both systems to find all positions in
your area of interest
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Non-TPT
© 2010 Targeted Learning
42
Application: Anchoring
Plans in Reality
What can you do to help your people anchor
their plans in reality and access available
resources and opportunities? Record your
ideas on your Learning and Applications Log.
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
43
Case Study Debrief
1. Initially, what conditions or behaviors were
undermining Steve’s engagement, happiness and
employability?
2. What attitudes and behaviors were responsible for
the dramatic improvement in Steve’s engagement,
happiness and employability?
3. What can supervisors learn from this case?
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Non-TPT
© 2010 Targeted Learning
44
A Vicious Cycle
Insecurity
Less
Less
Reduced
Initiative
_________
Productivity
__________
Employability
___________
What gets you here?
Spending too much time in your
“Circle of Concern”
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Non-TPT
© 2010 Targeted Learning
45
A Virtuous Cycle
Greater
Employability
Greater
Confidence
Greater
Initiative
Greater
Productivity
Greater Personal Engagement, Happiness and
Incentive to Stay
What gets you here?
Focusing on your “Circle of Influence”
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Non-TPT
© 2010 Targeted Learning
46
Intellectual Capital:
The Key to Sustainable Success
Capital:
a store of assets that can
be used to create future
returns.
Physical Capital:
property, plant, equipment,
raw materials, and money.
Intellectual
Capital:
the intangible assets of
an organization such as
knowledge, information,
experience, intellectual
property, customer
loyalty, etc.
CLS ConocoPhillips 0110
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Non-TPT
© 2010 Targeted Learning
47
The Value of Intellectual Capital
Intellectual Capital
Physical Capital
99%
70%
(Estimated
to be
approx.
20% in
1980)
59%
41%
30%
1%
Microsoft
CLS ConocoPhillips 0110
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Non-TPT
U.S.
Economy
© 2010 Targeted Learning
ConocoPhillips
48
The Five Stages of Contribution
Acquiring
Applying
Creating
Sharing
Leveraging
Acquiring
Applying
Creating
Sharing
Leveraging
Knowledge Knowledge
Knowledge Knowledge
Knowledge Knowledge
Knowledge Knowledge
Knowledge
Knowledge
• Learning from
others and from
experience.
• Completing
important tasks
independently.
• Moving towards
mastery.
• Demonstrating
mastery.
• Acting under
direction from
others.
• Taking initiative
within
established
norms or
parameters.
CLS ConocoPhillips 0110
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Non-TPT
• Questioning the
status quo.
• Adapting
existing
knowledge to
new uses.
• Inventing (but
not
championing)
new methods,
products,
technologies,
etc.
© 2010 Targeted Learning
• Building the
ability and
confidence of
others:
—coaching
—teaching
—motivating
—clarifying
—giving
feedback
• Institutionalizing
knowledge (e.g.,
best practices)
and building
organization
capability.
• Building team
capacity.
• Shaping/making
decisions that
cross
organizational
boundaries.
• Championing
new systems,
products, work
processes, etc.
49
Research on the Stages of
Contribution
Average
Age
39
39
41
41
44
94%
100
100%
70%
Percent
Viewed as
Above
Average
60%
Stage
Three
Stage
Five
Stage
Four
26%
15%
Stage
One
0
0%
Stage
Two
Acquiring Applying Creating Sharing Leveraging
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Non-TPT
© 2010 Targeted Learning
50
Which stage represents the
greatest contribution gap?
1. Acquiring Knowledge
2. Applying Knowledge
3. Creating Knowledge
4. Sharing Knowledge
5. Leveraging Knowledge
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Non-TPT
© 2010 Targeted Learning
51
Study Conclusion
To be consistently viewed as a high
performer, an individual needs to move
beyond Stage Two
___. Only Stage _____,
Three
Stage _____
Four and Stage ____
Five
consistently deliver competitive
advantage for the individual.
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Non-TPT
© 2010 Targeted Learning
52
Summary of Key Learnings
•
Growing through the stages can be achieved independent of
one’s position (i.e., keeps one in the “Circle of Influence”).
•
Growing through the stages makes one more valuable to
the organization.
•
Growing through the stages is how one can keep the job
interesting and make more of a difference in organizations.
•
Growing from one stage to the next does not necessarily
mean more work. It represents a more effective way to use
one’s time.
•
Even people as dynamic as Kathy need support from their
managers (and others) in order to contribute to their full
potential.
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Non-TPT
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53
Most Critical Competencies by Stage
Acquiring
Applying
Creating
Sharing
Leveraging
Acquiring
Applying
Creating
Sharing
Leveraging
Knowledge Knowledge
Knowledge Knowledge
Knowledge Knowledge
Knowledge Knowledge
Knowledge
Knowledge
• Learning from
others
• Seeking help
and direction
• Being open to
feedback
• Attention to
details
• Working with
others
• Flexibility
• Admitting
mistakes
CLS ConocoPhillips 0110
• Technical and
analytical skills
• Teamwork skills
• Initiative and
sound judgment
• Balancing
dependence
and
independence
• Organizational
context
• Self-motivation
• Self-knowledge
35
Non-TPT
•
•
•
•
Technical depth
Analytical skills
Risk taking
Creativity and
resourcefulness
• Balancing
competitiveness
and
collaboration
• Technical
networking
• Dealing with
uncertainty
© 2010 Targeted Learning
• Coaching and
interpersonal
skills
• Teamwork
• Influence,
persuasion and
leadership
• Organization
perspective
• Collaboration
and “sense of
security”
• Modeling
• Creativity and
resourcefulness
• Expansive
networking
• Dealing with
ambiguity
• Influence,
persuasion and
leading others
• External,
industry, and
strategic
perspective
• Negotiation
54
The Engagement Cycle
High
Ability
Low
B
C
A
D
X
High
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Low
Motivation
Non-TPT
© 2010 Targeted Learning
55
The Stages and
The Engagement Cycle
Leveraging
Why do some
people end
up in
quadrants C
and D?
Sharing
Creating
High
Applying
B C
A D
Ability
Low
Acquiring
High
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Low
Motivation
Non-TPT
© 2010 Targeted Learning
What can you
do to help
your
subordinates
expand
vertically in
their current
jobs?
56
Other Options – Job Change
Applying
B C
B C
A D
A D
Acquiring
Acquiring
What are the costs of
changing jobs too frequently?
To the individual? To the organization?
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Non-TPT
© 2010 Targeted Learning
57
The Value Added by the
Stages of Contribution
Please read the ways the stages
model can add value, and check
off any that are particularly
relevant for you or those you lead.
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Non-TPT
© 2010 Targeted Learning
58
Which of these 9 points is most
relevant for your subordinates?
1.
2.
3.
4.
5.
6.
7.
8.
Remaining a high performer
Decoupling leadership from hierarchy
Meeting unarticulated expectations
Avoiding getting “stuck in the box”
Avoiding stagnation and boredom
Taking control of one’s own destiny
Lifelong learning and expanded impact
Communicating about interests and
opportunities
9. Selling themselves more effectively
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Non-TPT
© 2010 Targeted Learning
59
Manager Perceptions ≠
Employee Perceptions
Manager
Manager Perceptions
Perceptions of
of Employees
Employees Employee
Manager
Employee
Employee Perceptions
Perceptions of
of Themselves
Themselves
40%
37%
35%
34%
30%
32%
28%
25%
23%
20%
What are the
implications of
this perception
gap for
employees?
15%
10%
5%
11%
6%
0%
Acquiring
Applying
Creating
15%
12%
2%
Sharing
Leveraging
Perception of Employee’s Predominant Current Role
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Non-TPT
© 2010 Targeted Learning
60
Manager Expectations ≠
Employee Expectations
Manager Expectations of Employees
Manager
Employee Expectations of Themselves
Employee
45%
42%
40%
38%
35%
31%
30%
29%
25%
22%
20%
16%
15%
10%
5%
4%
1%
0%
Acquiring
7%
Applying
What are the
implications of this
expectations gap?
Creating
Sharing
11%
Leveraging
Expected Predominant Roles of Employees in Next Two Years
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Application: Focusing on
Growth and Contribution
What can you do to help your direct reports
use the stages concept to maximize their
growth and contribution—and hence their
employability? Record your ideas in your
Learning and Applications Log.
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Back Home Applications #4:
Clarifying Perceptions and Expectations
Purpose: This tool has been created to enable you to give your
subordinates specific feedback on how you see them
contributing in terms of the Five Stages.
Method:
1. Give each subordinate a copy of this assessment tool.
2. Complete the same assessment for each of your subordinates.
3. Meet with each subordinate to explore the implications.
4. Encourage subordinates to use the Personal Development Guide to
create robust Individual Development Plans.
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Key #5: Help People Create Development
Plans that Really Work
Apply the 70:20:10 Rule*
Experience
~70%
Individual Relationships
& Feedback
~20%
Formal Training &
Education
~10%
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*100 Things You Need to Know: Best People Practices for Managers & HR,
Robert W. Eichinger, Michael M. Lombardo, David Ulrich, Lominger Limited,
Inc. Minneapolis, USA. 2004
Non-TPT
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Targeted Learning
ConocoPhillips
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The 70:20:10 Rule Maximizes The
Probability of Success*
• 70 percent of the learnings that drive
leadership success come from on-the-job
and other experiences—learning by
doing.
• 20 percent of the learnings come in the
form of reflection, feedback, coaching
and advice from managers, colleagues,
mentors and others.
• 10 percent comes from formal education
and training.
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*100 Things You Need to Know: Best People Practices for Managers & HR,
Robert W. Eichinger, Michael M. Lombardo, David Ulrich, Lominger Limited,
Inc. Minneapolis, USA. 2004
Non-TPT
© 2010 Targeted Learning
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Learning Agility*
• Seeking and securing new _________
challenges at
work.
• Learning from your experiences through
feedback from others.
________
reflect on and
• Taking the time to ______
thereby learn from both your successes
and failures.
discipline to apply your
• Having the ________
learnings to unlearn old habits and
develop new ones.
*100 Things You Need to Know: Best People Practices for
Managers & HR, Robert W. Eichinger, Michael M. Lombardo, David
Ulrich, Lominger Limited, Inc. Minneapolis, USA. 2004
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Get the Timing Right
When is the
best time to
encourage
someone to
complete an
IDP and have
a development
discussion?
High
Ability
B
C
A
D
Low
X
High
Low
Motivation
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Get the Timing Right
The best time for a career discussion is
when someone is in the early to mid-stages
B
of quadrant __.
The worst time is when someone is in
D
quadrant __.
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How would you rate Kim as a
coach/talent developer?
1. Terrible
2.
3.
4.
5.
6.
7.
8.
9.
10.Excellent
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Evaluating Kim as a Coach
• What did Kim do that was effective?
• What did Kim do that was ineffective?
What could Kim have done differently?
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How does Kim compare with your
past managers/supervisors?
1. Kim is better
2. Kim is the same
3. Kim is worse
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How do you compare with Kim?
1. Kim is better
2. Kim is the same
3. Kim is worse
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A Division of Responsibilities for
Career Discussions
Individual’s Roles and
Responsibilities
Manager/Coach’s Roles
and Responsibilities
• Initiate and lead the
career discussion.
• Sometimes initiate.
Be open, available
and supportive.
• Prepare the agenda
(IDP).
• Follow the
individual’s agenda.
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IDP Discussion Agenda
Step 1: BUILDING SHARED UNDERSTANDING
What do we want to accomplish? (What will
make the discussion meaningful?)
Step 2: CREATING ALIGNMENT
How do we align the individual’s
needs with the organization’s
needs?
Step 3: LOOKING BACKWARD AND FORWARD
Is the plan SMART, who will do what,
and what are our next steps?
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Practice Discussion:
Decisions, Decisions!
Exercise Steps (Timings):
— Prepare: 5 minutes
— Hold Discussion: 10 minutes
— Debrief: 10 minutes
Roles:
— Manager viewpoint/role: pages 58-59
— Direct Report viewpoint/role: pages 60-61
— Observer notes: pages 62-63
Debrief Sequence:
1. Direct report and manager read each other’s viewpoints
and everyone completes the assessment on page 64
2. Manager self-critique
3. Direct Report gives feedback to manager
4. Observers give feedback to manager
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IDP Discussion Demo Script
•
Context: Mel Bradshaw is an IT professional who has
worked with the company his entire career. He is
meeting with his manager, Pat Warren, to discuss his
career plan.
•
Roles:
—Supervisor-Read Pat’s script
—Direct Report-Read Mel’s script
—Observer(s)-Answer questions in margin.
•
Debrief and then rotate roles at the end of each page.
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How Effective Was Pat?
1. Highly Effective
2. Effective
3. Somewhat Effective
4. Not Effective
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How Effective Are You?
Considering your past career
discussions with subordinates,
how effective have you been
compared to Pat?
1. More Effective
2. Same
3. Less Effective
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How Confident Are You?
How confident are you that you can
engage your people in meaningful
development/career conversations in
the future?
1. High confidence
2. Moderate confidence
3. Low confidence
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Next Step—It’s Up to You
“The purpose of training is not knowledge alone,
but action. As individuals, it is our responsibility to
pursue, with courage and good judgment, the
changes that we regard as necessary, ethical
and fair.”
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