Developing, Motivating and
Retaining Talent
Presented by:
© 2010 Targeted Learning
Which of the following
represent concerns?
1.
2.
3.
4.
5.
6.
Attracting qualified
people
Retaining talent
Developing
employees
Developing future
leaders
Motivating people
Utilizing people’s
talents
0%
0%
1
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0%
0%
3
4
0%
0%
5
6
1
2
Which represents the greatest single
barrier to sustainable success?
1.
2.
3.
4.
5.
6.
Attracting qualified
people
Retaining talent
Developing
employees
Developing future
leaders
Motivating people
Utilizing people’s
talents
0%
1
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0%
2
0%
0%
3
4
0%
0%
5
6
1
3
Objectives
1.
To provide you with research, concepts, tools and
information that you can use to improve the engagement,
motivation, development and retention of talent within
ConocoPhillips.
2.
To create a common language to support the engagement
and retention of talent.
3.
To provide you with a forum to explore things you can do
to support lower level managers and supervisors in the
process of talent engagement, development and
retention.
© 2010 Targeted Learning 0110 TPT
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4
Premise #1:
Conversations Matter
Nothing truly great (i.e., significant,
enduring and positive)happens in
any organization without a
conversation.
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5
The Top Frustration/Concern/
Criticism of Performance
Management at ConocoPhillips
The quality and frequency of
conversations with one’s manager.
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The ConocoPhillips Performance
Management Process
Dec.-Jan.
Feb.-Oct.
Nov.-Jan.
Phase 1:
Aligning Goals
Phase 2:
Tracking Progress
Phase 3:
Measuring Results
Feedback & Coaching
Feedback & Coaching
Feedback & Coaching
Feedback & Coaching
Where within the Performance Management Process
does a supervisor or manager have the greatest influence
on a direct report’s performance?
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Premise #2:
Development Matters
Managers who are effective at
developing their people (based on
the assessment of subordinates)
achieve better results:
1. 25.0% percent higher
productivity*
2. 39.7% percent better retention*
*Corporate Executive Board, 2003
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How well are we doing at
ConocoPhillips?
2008 Employee Opinion Survey-Development Dimension
Total % Favorable
100%
13
Total % Neutral
10
22
28
75%
27
Total % Unfavorable
16
19
22
26
24
24
26
26
28
23
25
50%
25%
0%
60
66
54
46
2006
Q. 13
2008
2006
2008
Q. 12
46
2006
52
56
61
2008
2006
2008
Q. 9
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Q. 5
3
9
Which of these five do you think
supervisors identify as their most
serious concern?
1. I feel my career goals can be
met at COP
2. Had meaningful discussions
with my supervisor about my
development
3. Good understanding of
possible career paths
4. Someone at my work
encourages my development
5. Receive sufficient constructive
feedback to improve my
performance
0%
1
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0%
2
3
0%
0%
3
4
0%
5
10
How Many Did You
Check Off?
1. 1 to 7
out of 15
2. 8 to 11
out of 15
3. 12 to 15
out of 15
0%
0%
1
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0%
3
4
11
Did you experience significant
personal growth during this time?
1. Yes
2. No
0%
0%
1
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4
12
Was your productivity
relatively high at this time?
1. Yes
2. No
0%
0%
1
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2
4
13
Did your experience at this
time give you reason to be
optimistic about your future?
1. Yes
2. No
0%
0%
1
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4
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Management’s Responsibility for
the Current Job
Total Personal Engagement
• Mental
• Emotional
• Social
Happiness
• Hope
• Community
Growth
Business
Impact
Retention
Sustainable Individual and
Organization Success
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Learning Agility1: Top Predictors
of Long-Term Success
Learning agility is the competency most highly
correlated with long-term success. Learning agility
consists of:
1. Seeking and securing new challenges at work.
2. Learning from your experiences through feedback
from others.
3. Taking time to reflect on and thereby learning from
both your successes and failures.
4. Having the discipline to apply your learnings to
unlearn old habits and develop new ones.
1100
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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Leading the
Engagement Effort
Given what we’ve discussed thus far,
what can leaders at your level do to
support the development, engagement
and retention of ConocoPhillips
employees and supervisors?
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The Six Conversations of
Performance Excellence for Supervisors
Talking About
Business Goals
Results Development
ConverReviews
(Routine,
sations
Quarterly,
Mid-Year
And
Year-End)
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The Four Conversations of
Performance Excellence for
Individual Contributors
Module 1: Seeking and Receiving Feedback: Accelerating
Your Journey from Good to Great
Module 2: Talking About Business Goals: Tips and Tools for
Achieving Exceptional Results
Module 3: Development Conversations: Maximizing
Individual Vitality
Module 4: Results Reviews: Minimizing the Stress —
Maximizing the Value
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Career Management
Resources
Making Your Mark
Mastering My Career
Designing My Career
Career Leadership Skills
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Module One
Coaching Conversations:
Supporting Individual Initiative
and Goal Attainment
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Exercise: Checking Our
Coaching Instincts
1. You are a mid-level manager and one of your
supervisors asks you for advice:
“Some of my direct reports won’t think for
themselves. They don’t take any initiative. They
wait for me to tell them everything they should do.
How do you get people like that to take more
responsibility and think for themselves?”
2. How would you handle this question? (Be specific in
terms of what you would say, ask and/or do.)
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Behaviors Associated
with Each Style
Expert
• Advocating
• Talking/Selling
• Giving Advice
• Asking Closed Questions
• Sharing Information and
Feedback
• Doing the Thinking
• Evaluating Others’ Ideas
Facilitative
• Inquiring
• Listening & Learning
• Exploring Others’ Opinions
and Ideas
• Asking Open-Ended
Questions
• Suggesting a
Self-critique
• Getting the Other Person
to Think
• Building on Others’ Ideas
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The Costs of Overusing the
Expert Style
• Narrower solution sets and less
creativity
• Less ownership and commitment
• More dependence—less initiative
• Smaller spans of control possible
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Prework Insights (p. 7 in prework)
Structured (4.50)
•7
EXPERT
Prescriptive
(4.44)
•6
Risk Averse
(4.26)
•5
•4
•3
•2
•1
•1
•2
FACILITATIVE
•3
•4
•5
Risk-Tolerant
(2.74)
•6
•7
Non-Prescriptive
(2.56)
Flexible (2.50)
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Five Most Important
Coaching Questions
1. What are you ______________?
trying to achieve
2. What seems to __________?
be the issue
3. What have you
_______?
tried
4. What options
______ have you _________?
considered
(pros & cons)
you recommend
5. What do _____________?
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The Paradox of Power
You have to give up control to gain influence.
Control
Compliance
Compliance
and/or
and/or
Rebellion
Rebellion
Influence
Commitment
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27
What is your assessment of the
effectiveness of your leadership style?
1. Fine as it is
2. Need to become
more facilitative
3. Need to become
more expert
0%
1
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0%
2
0%
3
18
28
The Path to Success
Ask More.
Expect More.
And You’ll Get More.
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Module Two
Seeking and Receiving
Feedback:
Accelerating Your Journey from
Good to Great
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Feedback Defined
Feedback is __________
information about behavior
and performance that helps you align
your actions with your goals.
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31
Coming to Terms with
Unhelpful Feedback
Draw a picture representing
unhelpful feedback:
•
What it looks like.
•
What it feels like.
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The Consequences of Our
Negative Mental Images
The greatest learning disability
_______ in organizations
today is the inability to receive and give candid
feedback.
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41
Considering the most helpful criticism you
have ever received, what was your immediate
emotional reaction?
1. Positive
2. Negative
0%
0%
1
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29
42
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The Four-Step Model for
Receiving the Gift of Feedback
1. Acknowledge the Gift.
2. Open the Gift.
3. Confirm the Nature and Value of the
Gift.
4. Use the Gift.
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A New Paradigm for Feedback
The usefulness of the
feedback we receive depends
less on the ability of others
to give it well, than it does on
our ability to receive it well.
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46
Module Three
Giving Feedback:
Providing Feedback that Changes
Behavior and Supports Goal Attainment
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Reinforcing Feedback
Defined
Reinforcing Feedback is information that
confirms that our actions are aligned with
our goals, and tells us what we are doing
well and should continue doing.
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48
Redirecting Feedback
Defined
Redirecting Feedback is information that
alerts us to actions that are not aligned
with our goals, and tells us what we need
to do to reach our goals.
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Tips for Making Redirecting
Feedback Safe for the Receiver
a.
Give the feedback in private.
b.
Check the receiver’s readiness, or that the timing is convenient.
c.
Frame the feedback in one or more of the following ways:
1. In terms of the receiver’s interests or values.
2. As a request for help.
3. As a request or suggestion for the future.
4. By acknowledging the receiver’s pressures or constraints.
5. By building on what they’re already doing right.
6. By asking the receiver to go first.
7. By pointing out the natural rather than imposed consequences.
8. Own the feedback whenever you can.
d.
Be specific about what you observed. Do not imply motive or exaggerate.
e.
Maintain a positive tone and body language.
f.
Be collaborative.
g.
Focus on only one or two issues.
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50
Principles for Giving
Redirecting Feedback
1. Focus on the receiver’s needs and
interests
2. Be direct and candid
3. Make it safe for the receiver to
listen openly
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Of the two examples on pg. 39, which
do most ConocoPhillips employees and
managers say they prefer?
1. Reinforcing
feedback only
2. Reinforcing and
redirecting
combined
0%
1
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0%
2
52
Of the three options on pg. 39, which
would you prefer to receive?
1. Reinforcing
feedback only
2. Reinforcing and
redirecting
combined
3. Reinforcing and
redirecting as two
separate
conversations
0%
1
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0%
2
0%
3
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The Four Steps to Giving
Redirecting Feedback
Remember to “SAIT:”
Step One:
Safety First
Step Two:
Action
Step Three: Impact
Step Four:
Talk it Through to “Thank You”
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Module Four
Talking About Business
Goals:
Tips and Tools for Achieving
Exceptional Results
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The Challenge of Leadership:
Do Some Days Feel Like This?
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6 Conversations/4 Conversations
Workshop
What is one thing you would
change about Performance
Management at ConocoPhillips?
Managers
1,580
Individual
Contributors
1. More frequent conversations
22%
30%
2. Change rating/ranking system
22%
21%
3. Improve goal-setting process
16%
26%
4. Don’t change it—enforce it
19%
-
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2,400
49
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The Anatomy of Significant
Accomplishments
A.
D.
Written
1.
2.9 to 5.1%
2. 29.3 to 33.6%
3. 67.8 to 61.3%
Challenge
1.
0.6 to 1.4%
2. 11.3 to 23.8%
3. 88.1 to 74.8%
B.
Specificity
1. 28.5 to 21.6%
2. 29.1 to 27.8%
3. 42.4 to 50.6%
E.
Degree of Control
1.
4.5 to 4.5%
2. 48.9 to 47.0%
3. 46.7 to 48.5%
C.
Quantifiable
1.
1.1 to 3.6%
2. a) 4.7 to 8.3%
b)28.8 to 34.3%
3.
65.4 to 53.9%
* Results from 2,415 COP managers and 1,595 COP individual contributors in
2006 through 2009. (Manager percentages compared to individual contributor
percentages.)
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The Anatomy of Significant
Accomplishments
F.
Milestones
1.
4.1 to 5.2%
2. 29.4 to 31.1%
3. 66.5 to 63.6%
G. Degree of Support
1.
3.6 to 5.0%
2. a) 5.9 to 8.8%
b) 9.7 to 8.1%
3. 80.7 to 78.2%
H.
Value Added to Organization
1.
2.4 to 5.2%
2. 19.9 to 31.4%
3. 77.7 to 63.4%
I.
Importance to Me
1.
0.2 to 0.4%
2.
4.7 to 11.0%
3. 95.1 to 88.6%
* Results from 2,415 COP managers and 1,595 COP individual contributors in
2006 through 2009. (Manager percentages compared to individual contributor
percentages.)
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Setting SMART Goals
Remember to be:
Specific
— Business outcomes
rather than activities or
processes
— Clear to 3rd party
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60
Setting SMART Goals
Remember to be:
Measurable
—Metrics that matter
(business outcomes)
—Verifiable by a 3rd
party
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Setting SMART Goals
Remember to be:
Aggressive
—Breakthrough versus incremental
—Requires new skills
—Requires new methods/processes
—Requires support from others (over
whom you have no formal authority)
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Setting SMART Goals
Remember to be:
Realistic
—Within accountability and control (at
least partly)
—Consistent with talents and interests
—Aligned and supported (by manager
and others)
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Setting SMART Goals
Remember to be:
Time-Bound
—Deadline for completion
—Milestones
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SMART Goals
Poor Examples
Better Examples
1. Encourage Knowledge Sharing and
attend a workshop on developing
protégés.
1. By year-end, reduce the time it takes
to get newly hired programmers fully
functional from 15 months to 9 months.
Mentors assigned to all new hires by
February 28. Training of mentors by end
of March. New-hire learning goals set by
April.
2. Decrease the error rate.
2. Decrease the error rate by 15% by
October 31. (Five percent by May 31,
10% by July 31.)
3. Improve cash flow analysis for new
projects.
3. Improve the planning and cash flow
analysis for new projects by July 1st by
putting together dynamic plans with
cash flow projections in 3 days or less
(currently takes 4-5 days and has no
cash flow). My supervisor will verify that
the plans have the predetermined
functionality.
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Module Five
Development
Conversations:
Maximizing Individual
Vitality
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Which group got the
highest grades?
1. Quantity Group
2. Quality Group
0%
0%
1
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67
Which group produced the
highest quality pots?
1. Quantity Group
2. Quality Group
0%
0%
1
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68
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The Ceramics Class
1.
This story is a parable about the benefits
of being willing to learn by _____,
doing and
about not being too afraid of making
________.
mistakes Mistakes are the tolls we pay
on the highway to mastery.
2.
When we work on things we care about,
our personal _____
pride — and not extrinsic
rewards — will be the primary driver of
improvement.
68
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The Ceramics Class (Cont’d)
3.
The role of the manager is to create
opportunities for people to practice in a
safe environment and to ensure that
people learn from their experience.
68
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The Anatomy of Ability
Knowledge
Skill
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Confidence
69
71
Building Skills

permanent Only
Practice makes _________.
perfect
practice plus feedback
_______ make ______.

Development plans should be __%
20
knowledge focused and __%
80 skill
focused.
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Options for Building Skills
and Acquiring Knowledge
Options for
Acquiring
Knowledge
• Reading
books/articles
• Observing an
expert
• Listening to tapes
or experts
• Watching videos
• Attending
workshops or
conferences
• Talking with a
mentor, advisor or
coach
OPTIONS FOR BUILDING SKILLS AND
CONFIDENCE
APPLY new knowledge and PRACTICE new skills
through:
• Job experiences
• Special projects
• Volunteer work
PLUS FEEDBACK
• Self evaluation
• Personal reflection
• After-action reviews
• Getting feedback from supervisors, mentors
and others
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Thriving on Change
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The Hazards of Fixing
Weaknesses
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Module Six
Results Reviews:
Minimizing the Stress
—Maximizing the Value
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Things Haven’t Changed Much
“The Imperial Rater evaluates
people not according to their
merits, but according to his likes
and dislikes.”
Comment by a member of the Chinese Imperial
Court—China’s Wei Dynasty 3rd/4th Century A.D.
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The Case for Humility
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ConocoPhillips Data
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ConocoPhillips Data
Managers: What are your two greatest frustrations with how
your own year-end results reviews are handled?
1. Inadequate (specific, timely, candid and balanced)
feedback and coaching. (53% of respondents)
2. Manager’s lack of buy-in, preparation, objectivity and focus.
(25% of respondents)
3. Goal-setting process—late, changing priorities, etc. (22%
of respondents)
4. Rating/ranking system along with rewards link and timing.
(17% of respondents)
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ConocoPhillips Data
Individual Contributors: What are your two greatest
frustrations with how your year-end results reviews are
handled? (n=1,580)
1. Inadequate (specific, timely, candid and balanced)
feedback and coaching. (49% of respondents)
2. Manager’s lack of preparation, objectivity and focus.
(26% of respondents)
3. Goal-setting process—late, changing priorities, etc.
(26% of respondents)
4. Rating/ranking system—too little appreciation. (25%
of respondents)
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ConocoPhillips Data
What is one thing you would
change about Performance
Management at ConocoPhillips?
2,400
Managers
1,580
Individual
Contributors
22%
30%
2. Change rating/ranking system
22%
21%
3. Improve goal-setting process
16%
26%
4. Don’t change it—enforce it
19%
-
1.
More frequent/meaningful
conversations and feedback
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The Impact of Time on
Learning and Performance
High
Impact on
Learning
and hence
Future
Behavior
None
Distant
Immediate
Time Lapse Between
Behavior/Action and Structured
Reviews
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Personal After-Action
Reviews
1.
2.
3.
4.
5.
What did I expect to happen?
What actually happened?
Was there a difference?
— If not, what led to the success?
— If there was a difference, why was there a
difference?
What role did I play in creating this outcome?
What have I learned for the future? What does
this teach me about my strengths?
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The Six-Question Interim Review
Conversation (Supervisor Version)
1.
Where are you in terms of the performance
objectives and individual development plans you
established at the beginning of the year?
2.
How well do your current objectives (performance
objectives and development plans) align with our
organization’s objectives, our team’s objectives and
your career objectives?
3.
What has gone well so far this year and is
continuing to go well?
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The Six-Question Interim
Review Conversation
(Supervisor Version) Continued
4.
If you were your own coach, what suggestions
would you give yourself for the future?
5.
What can I do to support you in your work?
6.
What other suggestions do you have for me?
(What can I do to be a more effective
manager/leader?)
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Keys to a More Value Added and
Less Stressful Results Review
1.
____________
Preparation: Define clear standards
2.
____________
Preparation: Continually assess progress
3.
____________
Preparation: Maintain a P&D log
4.
____________
Preparation: Complete a self-evaluation
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All other things being equal, which of
these two people should be given the
rating of exceptional?
1. Person A
(goal 25%,
actual 18%)
2. Person B
(goal 10%,
actual 12%)
0%
1
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0%
2
88
All other things being equal, which of
these two people should be given the
rating of exceptional?
1. Person A
(goal 25%,
actual 18%)
2. Person B
(goal 10%,
actual 18%)
0%
1
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0%
2
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It is More Important for People to
be Heard than to be Agreed With
From Harvard Business Review, March 2006,
“Why It’s So Hard to Be Fair” by Joel Brockner.
The Background:
• Company imposed a 15 percent across-the-board pay cut for 10
weeks.
• At one plant an executive “briefly explained why, thanked
employees, and answered a few questions—the whole thing was
over in 15 minutes.”
• At the other plant an executive “told them that other costsaving options, like layoffs, had been considered but that the
pay cuts seemed to be the least unpalatable choice . . . (the
executive) . . . took an hour and a half to address employees’
questions and concerns, and he repeatedly expressed regret
about having to take this step.”
111
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It is More Important for People to
be Heard than to be Agreed With
From Harvard Business Review, March 2006,
“Why It’s So Hard to Be Fair” by Joel Brockner.
The Outcome:
During the ten-week period:
• Employee theft was nearly 80% lower at the second plant
(where the executive took 90 minutes to hear concerns, answer
questions and express regrets), and
• Employees at the second plant were 15 times less likely to
resign.
When people do not feel heard, they feel unfairly treated. And
when they feel unfairly treated, they tend to retaliate. An
employee who is fired, is 17 times more likely to sue for
wrongful termination if he or she feels the process was not fair.
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Discussion: Supporting
Implementation
A. What are the top three barriers to
managers/supervisors implementing
these ideas at ConocoPhillips?
B. What can you do at your level to
encourage and support your lower
level managers and supervisors in
implementing these ideas?
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Career Discussions
A Key to Engagement in the Future—
and Hence Retention
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Objectives: Mastering My
Career Workshop
To give you the concepts, tools and
principles you need to take effective
responsibility for your own career success.
By the end of today, you will have
identified action ideas and created an IDP
that will increase:
—your engagement and happiness at work, and
—your contributions to the success of
ConocoPhillips.
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Objectives: Career Leadership
Skills Workshop
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 both
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.
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The Engagement Cycle:
Get the Timing Right
High
Ability
B
C
A
D
Low
X
High
Low
Motivation
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What is a Career?
An occupation with opportunities for
progress in terms of ability,
contribution, impact and fulfillment.
Targeted Learning
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Focus on What You Control
Ability
Contribution
Impact
Promotion
Salary
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Which ONE has had the greatest
influence on you considering or deciding
to leave a previous position or company?
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
0%
0%
1
2
0%
0%
0%
3
4
5
0%
0%
0%
6
7
8
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Which of the following six factors do you
consider the MOST important when choosing
your next position?
1.
2.
3.
4.
5.
6.
Interesting work
Meaningful work
Work-life balance
Salary
Opportunities for
promotion
Job security
0%
1
0%
0%
0%
2
3
4
0%
0%
5
6
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Which of the following six factors do you
consider the LEAST important when choosing
your next position?
1.
2.
3.
4.
5.
6.
Interesting work
Meaningful work
Work-life balance
Salary
Opportunities for
promotion
Job security
0%
1
0%
0%
0%
2
3
4
0%
0%
5
6
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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 9
10%
0%
8
5
Interesting
Work
Meaningful
Work
Work-Life
Balance
Salary
Supervisory
Style
6 7
Job
Security
5
3
4 4
Supportive Opportunity
Climate for Promotion
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What Drives Career Decisions
at ConocoPhillips?
“What factors in the past have prompted you to look for another job?”
43%
40%
38
%
37%
Based on data from workshops held from 2006 through 2009.
(2,666 participants who have answered this question.)
Note: participants could choose more than one factor.
35%
30%
30%
30%
27%
20%
13%
10%
0%
Lack of
Interesting
Work
Controlling
Supervisory
Style
Lack of
Meaningful
Work
Lack of
Non-Supportive
Opportunity
Climate
for
Promotions
Dissatisfaction
with
Salary
Lack of
Work-Life
Balance
Lack of
Job
Security
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The Five Career Stages
Applying
Sharing
Acquiring
Creating
Leveraging
Acquiring
Applying
Creating
Sharing
Leveraging
Knowledge Knowledge
Knowledge Knowledge
Knowledge Knowledge
Knowledge Knowledge
Knowledge
Knowledge
Learning from
others and
from
experience.
Moving
towards
mastery.
Acting under
direction from
others.
Stage One
Completing
important tasks
independently.
Demonstrating
mastery.
Taking initiative
within
established
norms or
parameters.
Stage Two
Questioning
the status quo.
Adapting
existing
knowledge to
new uses.
Inventing (but
not
championing)
new methods,
products,
technologies,
etc.
Stage Three
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.
Stage Four
Championing
new systems,
products, work
processes, etc.
Stage Five
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Research on the
Stages of Contribution
Average
Age
39
39
41
41
94%
100%
70%
Percent
Viewed as
Above
Average
60%
Stage
Three
Stage
Five
Stage
Four
26%
15%
0%0
44
Stage
One
Stage
Two
Acquiring Applying Creating Sharing Leveraging
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Where do your direct reports
exhibit the greatest
contribution/skill gaps?
1. Acquiring
Knowledge
2. Applying
Knowledge
3. Creating
Knowledge
4. Sharing
Knowledge
5. Leveraging
Knowledge
0%
1
0%
2
0%
3
0%
4
0%
5
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Where do the individual contributors in
your organization exhibit the greatest
contribution/skill gaps?
1. Acquiring
Knowledge
2. Applying
Knowledge
3. Creating
Knowledge
4. Sharing
Knowledge
5. Leveraging
Knowledge
0%
1
0%
0%
2
3
0%
4
0%
5
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The Stages and
The Engagement Cycle
Leveraging
What can you
do to help your
subordinates
expand
vertically in
their current
jobs?
Sharing
Creating
High
Ability
Low
Applying
B C
A D
Why do some
people end up
in quadrants C
and D?
Acquiring
High
Motivation
Low
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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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Which organizational stages gap
represents the greatest concern to you?
1.
2.
3.
4.
5.
6.
7.
8.
9.
0.
Too few individual contributors
Knowledge.
Too few managers/supervisors
Knowledge.
Too few individual contributors
Knowledge.
Too few managers/supervisors
Knowledge.
Too few individual contributors
Knowledge.
Too few managers/supervisors
Knowledge.
Too few individual contributors
Knowledge.
Too few managers/supervisors
Knowledge.
Too few individual contributors
Knowledge.
Too few managers/supervisors
Knowledge.
Acquiring
Acquiring
Applying
Applying
Creating
Creating
Sharing
Sharing
Leveraging
Leveraging
0%
0%
0%
1
2
3
0%
0%
0%
0%
0%
0%
4
5
6
7
8
9
0%
10
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Discussion:
Removing Barriers to Growth
1. What do you consider to be the
greatest barriers facing your people
as they try to grow from Stage __
to Stage __?
2. What can you do as a leader to
either reduce those barriers or to
help your people overcome the
barriers?
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Discussion: Overcoming the
Barriers to Implementation
1. What are the top three barriers to
managers/supervisors
implementing these ideas at
ConocoPhillips?
2. What can you do at your level to
encourage and support your lower
level managers and supervisors in
implementing these ideas?
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