difficult people presentation from 2wa consulting, inc
TRANSCRIPT
Session Objectives
Discover reasons why people don’t do what they are supposed to do and what you can do about it
Explore the situational leadership model and determine if you are adjusting your style as needed to address the motivation, confidence and abilities of others
REASONS WHY PEOPLE DON’T DO AS YOUHAVE REQUESTED
No. Reason Solution
1 They don’t know what they are supposed to do Let them know what they are supposed to do
2 They don’t know how to do it Find out if they know how to do it
3 They don’t know why they should do it Let them know why they should do it
4 They think your way won’t work Demonstrate to them that your way will work
5 They think their way is better If their way is not better, demonstrate to them why it is not better
6 They think something else is more important Let them know the work priorities
7 They anticipate future negative consequences Demonstrate to them that anticipated future negative consequences for attempting to perform the work will not occur
8 Personal problems Work around the problems (e.g. reassign work, refer to EAP)
REASONS WHY PEOPLE DON’T DO AS YOU HAVE REQUESTEDNo. Reason Solution
9 Personal limits Verify the work is not beyond their personal limits
10 Obstacles beyond their control Verify no obstacles beyond their control. Remove obstacles / give employees strategy for going around obstacles
11 No one could do it Verify that it can be done
12 They think they are doing it Give them performance feedback specifically and frequently
13 No positive consequences to them for doing it
Verbally reward good performance specifically and frequently
14 They are punished for doing what they are supposed to do
Remove negative consequences for good performance or balance them with positive reinforcement
15 They are rewarded for not doing it Remove positive consequences for poor performance
16 No negative consequence to them for performing badly
Use negative consequences only with consistent poor performance (progressive discipline)
17 They forgot to do it Ensure reminders are set up so people don’t forget
Exercise
1. Identify & describe where employee did NOT
meet expectation / goal
2. Review the 17 Reasons & outline prime reason
for behaviour
3. Determine specific actions to address the
situation
4. Outline YOUR stop / start doing to prevent
situation / help team/area better meet
expectations & goalsROW Supervisor Training June 2012
Dealing with Difficult People
Hostile-Aggressive: Overtly abusive behaviour, raised voices.
Note: if there is violence, report it to your supervisor / HR
Complainer: Repeated focus only on what is wrong with the situation
Unresponsive / Passive: Says little / hard to read
Hesitant to make a decision, won’t take initiative: Won’t make decisions within role or take initiative to do things
Speak negatively about you or others; gossip: Tend to spread ill feelings by what they say and how they judge others.
5 P’s & Individual Behaviours
The 5Ps Applied to Individual Behaviour
Problem – why is status quo not an option?
What is the behaviour and why is repeating the behaviour unacceptable?
Picture – what will the change look like when fully implemented?
What is the new / refined behaviour that you want to see? What is the metric that will tell you it is being demonstrated?
Plan – what are the steps that need to be taken to ensure picture is achieved?
What is going to happen this week and next week to ensure plan is implemented?
Part – what is the specific responsibility of each person in implementing plan?
What are the specific tasks / steps being assigned to the individual and what is your part?
Progress – how to measure if picture achieved?
How and how often will we monitor if plan is on track and desired picture being achieved?
10
5P’s & Individual Behaviours
Use the 5 P’s to articulate what you might say to change behaviours:
PROBLEM
PICTURE
PLAN
PART for individual & self as supervisor
PROGRESS
Leader Styles
Leadership Styles Low Task High Task
High Process Cheerleader Coach
Low Process On-Call Drillmaster
Follower Styles
Leadership Styles
High Ability Low Ability
Confidence / Motivation
Intern(low confidence, high motivation)
Rookie(low confidence, high motivation)
Confidence / Motivation
Veteran(high confidence, high motivation)
I Don’t Want To!(low confidence, low motivation)
Different Followers need Different Leader Styles
Interns need Cheerleaders Rookies need Coaches
Veterans need On-Call I Don’t Want To! need Drillmasters
Applying Situational Leadership to Your Workplace
In each of the boxes below, list at least one individual who you manage or who you know, who is one of the following styles when it comes to doing a task. Indicate what behaviours you see that lead you to identify someone as an Intern, Rookie, etc.
Drillmaster
People for whom it comes naturally: Enjoy analyzing objective criteria of
performance Value efficiency Personalities and feeling do not play a
major role in work Enjoy marshalling necessary physical
and financial resources
People drawn naturally to other styles:
May find it difficult to give detailed instructions
May not follow up in a task-focused manner.
May not be good at teaching basic skills May raise subordinates expectations
too early, too high
When not to use:
When subordinates are:
Skilled
Experienced
Willing
Confident
Responsible
Possible outcomes of misuse: Wasted supervision time and energy
Resentment
Ideas withheld
Loss of motivation
Loss of confidence
Lack of development
Coach
People for whom it comes naturally:
Value harmony and efficiency
Their concern with facts is blended with genuine, personal interest in their subordinates
Highly motivated to help others get the job done
May have trouble “letting loose” and to let subordinates develop
People drawn naturally to other styles:
May focus only on results and see relationship behaviour as only tangential and not necessary
May be so concerned with people than task completion takes second place
May simply be uncomfortable working, closely, day-by-day, with subordinates
When not to use:
When subordinates are either:
Fully qualified and experienced, motivated, and willing to learn more
Have little or no skill, experience, or confidence in the task under issue
Possible outcomes of misuse:
Wasted supervision time and energy
Experienced, motivated workers may see this style as meddlesome or manipulative
New people may be bewildered by attempts to over involve them
Cheerleader
People for whom it comes naturally: Focus intuitively on feelings of others
Understand others and take pleasure in helping them develop
Prefer a warm personal touch
Avoid conflicts
May be seen as permissive, unconcerned with productivity
People drawn naturally to other styles:
May be uncomfortable with “cheerleading / encouraging” behaviour
Initially may feel awkward or artificial
May need to practice being warm, personal, and encouraging
When not to use: When subordinates are:
Not performing up to standard
Unwilling, inexperienced, unskilled, or not showing any initiative
Possible outcomes of misuse: Sharing responsibility with or seeking
consensus from unwilling or inexperienced subordinates can lead to weak solutions or lengthy delays
When workers want or need close direction, a lack of it can lead to loss of respect and reduced effort.
Can appear patronizing to some styles and types.
On-callPeople for whom it comes naturally:
Those who enjoy concentrating on the ‘big picture’
Those who prefer to monitor implementation of policy
Future oriented people
May ignore day-to-day activities and specific problems, and may seem aloof
Find it difficult to detect slipping morale, decreasing production and decrease in quality
People drawn naturally to other styles:
May find it hard to “let go”
May be seen as interfering
May miss the satisfaction that comes from providing personal support systems
When not to use:
When subordinates are:
New, inexperienced or unskilled in a particular task
Unwilling or unmotivated
Not comfortable nor confident with the assignment
Possible outcomes of misuse:
Lack of direction when it is needed can cause frustrations and withdrawal
The leader’s absence may be viewed as indifferent.