Team Lead Training 101 by LEGACY Supply Chain Services

IMPACTING LIVES â&#x2014;? DEVELOPING LEADERS

Presents:

Supervisory Skills / Team Lead Training 101

Think it. Mean it. Show it. Supervisory Skills / Team Lead Training 101 Participant Resource Guide Page 1

IMPACTING LIVES ● DEVELOPING LEADERS

For more information on LEGACY Supply Chain Services Organizational Development and Leadership Training, contact: LEGACY Supply Chain Services Organizational Development 99 Bow Street 3rd Floor Portsmouth, NH 03801 Phone: (603) 422-0777 Fax: (603) 422-7337

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IMPACTING LIVES ● DEVELOPING LEADERS

Expectations The 5 A’s of LEGACY Training 

Attend every session. If there are extenuating circumstances that will keep you from attending a session, it is your responsibility to seek out a team member and have them share with you the learning from the session you missed. Missing a session is not an excuse to not be able to learn and apply the materials that were covered.

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Actively participate. Talk with the facilitator and with your teammates. Ask questions. Offer ideas from your experiences. Make suggestions on how to apply the material. This does not mean you have to talk in every session, but it does mean that you should show that you are actively engaged in some way (making eye contact with whomever is speaking, nodding your head to show you understand a point that was made, etc.). Please understand that your active participation in this process is vital, as you and the trainer are partners in this venture. The learning outcomes expressed on page 4 will not happen if you expect them to happen to you. You must make them happen. Attendance at sessions is not enough to make the desired outcomes become a reality – you must actively engage with the materials and with your teammates. You must be willing to think critically and creatively about the contents and how you can apply them, you must be willing to believe that a solid understanding in such materials will help you become an even better LEGACY team member than you already are, and you must actively work outside of sessions to apply the contents explored in each session.

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Admit that you have a lot to learn. We all do. Learning should be a cycle that never ends. Each session, a different topic will be introduced in this training, and while you might be familiar with some topics more than others, no one person is an expert in all of them. The facilitator and your LEGACY teammates each come to the table with a great deal of experience that can shed new light on an old topic, so if you are paying attention, there will always be something new to learn or a new way to look at something you already know.

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Assist your teammates. While this curriculum aims to help each of you as individuals, it also aims to help build the LEGACY team. Sharing this experience together can be very powerful if you strive to work together to support each other, challenge each other, and generally help each other in understanding and application of this material. And, you might make a few new friends while you’re at it!

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Apply yourself and the material. You will only take away from this learning experience how much you are willing to give to it. So please – strive to apply yourself and make the most of the material and the overall experience. And, of course, as had been already mentioned, work to implement tangible actions based on what you learn in the sessions. If you apply yourself to the material and apply the material in your facility, you will be well on your way to creating a values-driven culture in your facility and on your team! Page 3

IMPACTING LIVES ● DEVELOPING LEADERS Please take a moment to seriously consider what it will mean for you to be able to meet your own expectations and those of your teammates, as well as the 5 As.

WELCOME to LEGACY Supervisory / Team Lead Training!

You are about to embark on an exciting journey that will help you to explore your role as a LEGACY Team Lead in relation to:    

LEGACY The folks with whom you work Your own personal leadership development Scenarios you may encounter in your environment

Through the exploration of a Supervisory / Team Lead role, you will learn a great deal about yourselves, your teammates/associates, and LEGACY as a company. Moreover, you will learn valuable practical philosophies and skills that you can apply after each session. These philosophies and skills will make you an even greater asset to your facility and to the LEGACY team than you already are. __________________________________________ WHAT YOU WILL NEED TO GET STARTED:  Printed copy of this manual  Pen or pencil  Extra paper (if you like to take a lot of notes!)

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IMPACTING LIVES ● DEVELOPING LEADERS

At LEGACY, LEADERSHIP is defined as the active, team-oriented process of thinking critically about (THINK it), believing in (MEAN it), and living (SHOW it) our LEGACY values, day-in and day-out, in a meaningful way that drives the creation of extraordinary, sustainable relationships and results. Leadership is about being an active part of establishing LEGACY’s Performance-Based Culture. This training program, while it is not specifically focused on the LEGACY Values, is being presented to you because it builds upon the foundation of the LEGACY Values and will assist you in creating a PerformanceBased Culture in your facility/office and on your team. The LEGACY Training motto “THINK it. MEAN it. SHOW it.” which is a reflection of the fact that our aim with this training is to help us develop our overall leadership philosophies and skills through our exploration of contents related to LEGACY’s Core Values. Each session in each of the training modules we will encounter throughout the duration of this training program will connect back to the theme of ―THINK it. MEAN it. SHOW it.‖ by asking and exploring the answers to three key questions: 1 – WHAT? This section includes the content, the topic; will mainly consist of exploring pertinent information about the topic at hand. By asking and answering ―WHAT?‖ about the topic, we will explore the “THINK it” component of our leadership development model. 2 – SO WHAT? This section will challenge the group to make sense together of what the content really means for the company, for our office, and for ourselves as individuals. By asking and answering ―SO WHAT?‖ about the topic, we will explore the “MEAN it” component of the leadership development model. 3 – NOW WHAT? This will be a brief but important section, where we will be challenged as a team to create an initiative (it can be big or small, team-based or individual-based, etc.) to apply the contents and demonstrate our understanding of them. By asking and answering ―NOW WHAT?‖ about the topic, we will examine the “SHOW it” component of our leadership development model. Considering any of these three questions in isolation of the others, while important, does not give a comprehensive view of the topic at hand. However, when we put all three of the components together – regardless of the topic – it presents the most holistic view of the topic and helps those studying the topic to exert their leadership potential in very positive and effective ways. Visually, this holistic approach looks like the diagram at the top of the next page:

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IMPACTING LIVES ● DEVELOPING LEADERS SESSION 1 OBJECTIVES:  To provide participants with a roadmap for the training experience.  To explore expectations of self, teammates, and trainer throughout the training experience.

What’s the big Idea?

Team Leads at LEGACY are Leaders

PURPOSE of Team Lead Training Our overarching goal for this training program is to assist you in developing your leadership potential and skills as Team Leads. Throughout the duration of this training program, and certainly by the end of it, you should, therefore:  Have confidence in your understanding of the leadership topics explored throughout this curriculum  Demonstrate on the floor, in your day-to-day actions, application of the leadership skills explored  Feel an increased/developed sense of your own personal potential for leadership  See, value, and act in accordance with the importance of teamwork in the leadership process  Have developed the skills of a lifelong learner – someone who wants to continually seek out more resources and opportunities for self-development It is important that you view these training sessions as one component of your leadership development – not your only opportunity for leadership development. In order to be optimal and most effective, your leadership development should and will include various other components, such as:      

Your application of the material outside of sessions (on the floor, in your interactions with your teammates, etc.) Discussions about session contents with teammates who are not in the sessions (this will include sharing your in-class experiences in order to share knowledge, as well as challenging your teammates to think differently about their work based on what you are learning) Making time to review past session materials before each session, so as to strive to connect each session to the one before it Working with your direct supervisor outside of the sessions to expand upon the leadership topics we will explore (they have the resources to do so) Seeking ways to learn more about the topic at hand (resources for further study will be provided for you) Completing short quizzes at the end of each Module to reflect upon what you have learned and what material you should review again

Please make the time outside of training sessions to focus on your leadership development. It is extremely important that you take this comprehensive approach to leadership development, as one hour in a training session each week is not nearly effective enough to help you develop your leadership potential. Also, it is important that you view this leadership development experience as an opportunity to help you develop not only as a LEGACY Team Lead, but as a whole person – this is as much an opportunity for personal development as it is for professional development.

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IMPACTING LIVES ● DEVELOPING LEADERS BRIEF OVERVIEW of Topics to Be Covered Before building this curriculum, LEGACY Organizational Development had several conversations with many LEGACY team members at diverse levels within the organization (including Team Leads) to determine which topics the training should include. Based on those conversations, the following is an overview of the topics this training program will cover: 

There are 3 MODULES (TLT 101, 102, and 103). One MODULE 1 consists of 10 sessions and will span an entire QUARTER.  Each MODULE is broken into LESSONS, which is a group of SESSIONS that cover the same general topic. Over the 3 modules, there will be 5 LESSONS we will encounter.  Each SESSION will occur on the same day and time of each week and will be approximately 1 hour long. ________________________________________________________________________________ Module 1 - TLT 101: Lessons 1, 2, and 3 LESSON 1: “Team Leads and LEGACY” This 3-session lesson will focus on the BIG PICTURE of LEGACY and HOW TEAM LEADS FIT INTO THE PICTURE and will cover: LEGACY’s mission, vision, and values; LEGACY’s structure, an understanding of various roles within LEGACY, with special focus on the Team Lead role and responsibilities, expectations, boundaries. LESSON 2: “Team Leads and the Big Three: Safety, Quality, and Productivity” This 3-session lesson will focus on how Team Leads’ INDIVIDUAL PERFORMANCE impacts THE BUSINESS and will cover: Safety, Quality, and Performance (including Key Performance Indicators (KPIs) and budget knowledge) LESSON 3: “Training/Leading Others” This 3-session lesson will focus on the GENERAL APPROACHES Team Leads should use when WORKING WITH CO-WORKERS at every level and will cover: A basic overview of Adult Learning Approaches, Differing Learning Styles, and the training cycle.

Module 2 - TLT 102: Lesson 4 LESSON 4: “Communication Skills” This 8-session lesson module will focus specifically on COMMNICATION SKILLS Team Leads should use when working with others at every level and will cover: Communication Styles, Listening Skills, Email Etiquette, Public Speaking Skills, Providing Difficult Feedback, Communicating with Difficult Communicators.

Module 3 - TLT 103: Lessons 5 LESSON 5: “Personal Skill Development”

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IMPACTING LIVES ● DEVELOPING LEADERS This 4-session lesson will focus on SPECIFIC SKILLS Team Leads should develop to be at their PERSONAL BEST and will cover: delegation and follow up, time management, organization skills, planning skills, setting goals and objectives. FULL VALUE CONTRACT As any group comes together to share an experience, it is important for the group to spend time thinking about and creating its own ―rules‖ for how members treat one another during the experience. You’ve already recorded your own personal expectations for this experience, and you’ve heard some expectations from the trainer’s end – now it’s time to share those expectations as a group and create what is called a ―Full Value Contract.‖ A Full Value Contract identifies the values that your group members will all fully agree to (that’s the contract part) being aware of and living by throughout the duration of this experience. The goal of any Full Value Contract (FVC) is to create an atmosphere in which every member of the group feels safe (emotionally and physically), to explore difficult ideas without fear of being ridiculed or put down, to feel recognized, and to have a voice in group discussions. The Full Value Contract should serve as a tool to not only help your team set expectations of members, but also to help you hold each other accountable to each other. It should be a springboard for action. SAMPLE Full Value Contract: BE HERE - Beyond simply showing up, be ready to participate and to work with others. BE SAFE - Respect physical and emotional safety at all times. Allow trust to develop. SET GOALS - Participate with the intention to achieve tasks and goals. SPEAK THE TRUTH - Face experiences honestly, take the risk of speaking up. LET GO OF NEGATIVES - Strive to release yourself from negative behaviors and move on. CARE FOR SELF AND OTHERS - Reach out into the world and take responsibility. BE OPEN - Be open to the possibilities for learning in any situation. Your Task: As a group, create a Full Value Contact that describes how you all will act so that you can work together effectively, listen to and respect each other, and get your work done successfully. Once you have a completed FVC, please record it onto a piece of newsprint, have each member sign it, and post it up in the room where your training will take place each week, so that it is a constant reminder for you all. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Page 8

IMPACTING LIVES ● DEVELOPING LEADERS _______________________________________________________________________________________ ______________________________________________________________________________________ SESSION 2 OBJECTIVES:  Each Team Lead will know (THINK it), understand (MEAN it), and be able to articulate and act in accordance with (SHOW it) LEGACY’s Vision, Mission, and Values

LEGACY’s VISION, MISSION, AND VALUES A vision is a big, bold picture of the future. It is who we say we want to be – what we strive for day-in and dayout. It is intentionally broad, so as to capture what each component (every facility, office, function, team, individual, etc.) within LEGACY should be working toward together. Visions are short and sweet.

What’s the big Idea?

LEGACY Leaders model behaviors for associates

Our Vision: To impact our world by changing lives and developing leaders.

LEGACY’s MISSION A mission states what it is that we will do to work toward who we want to be (our vision). Once again, it is a big, broad picture that encompasses all functions within LEGACY. The mission is the ―sweat.‖ WHAT is LEGACY’s Mission? How should I THINK about it? rd

** What is a ―3 Party Logistics Provider‖?  A private company hired to employ, manage, and train employees to work in facilities belonging to the clients.  We provide warehousing and distribution expertise to our clients. They manufacture the product – we move the product.

Our Mission:

1. Building a values-driven organization: Integrity/Financial Stability/ Making a Difference/Being the Best/ Customer Focus/Servant Leadership. 2. Using a consistent operational platform. 3. Growing the business and ―brand‖ recognition. 4. Aligning our customer’s value definition with our value proposition. 5. Continuous improvement in technology and operations. Page 9

IMPACTING LIVES ● DEVELOPING LEADERS 6. Ensuring the right human and financial resources are in place to form a solid foundation for growth. LEGACY’s VALUES Values are those principles and practices that the company holds near and dear – they are central to our action. They should guide / direct all actions within the company – everything that each individual or team within LEGACY does should be grounded in the spirit of the values. The values are the driving force of our performance-based culture. By thinking about, believing in, and living our LEGACY values, we build a culture where extraordinary results and relationships are created and sustained. WHAT are LEGACY’s Values? How should I THINK about them? LEGACY currently has 6 Core Values:      

Integrity Financial Stability Making a Difference Being The Best Customer Focus Servant Leadership

SO WHAT? What is the purpose of having a Vision, a Mission, and Values? Why do they matter? What does it all really MEAN? Leadership author and speaker John Maxwell once said ―Everything rises and falls on leadership.‖ We believe this in LEGACY. But, at LEGACY, ―leadership‖ has a different meaning than most of us traditionally think of when we hear the word. In LEGACY, we believe that LEADERSHIP is the team-oriented process of everyone at every level of the organization thinking about, believing in, and living our values so that we meet our mission and work toward our vision in order to create a performancebased culture. As you can see from both our Vision and Mission statements, everything in LEGACY is dependent upon our values. Everything we do, therefore, should be rooted in our values. We need to always THINK about our vision, mission, and values (be conscious of them in our heads); we need to MEAN our mission, vision, and values (believe in them with our hearts); and we need to SHOW our values (act, practice, apply our values) in everything we do. Lastly, WHY IS IT IMPORTANT that you KNOW this information?

________________________________________________________________ NOW WHAT? What will you do with this knowledge? Set one action step for yourself (along with a deadline) that you will complete this week. Write it here, and share it with your teammates:

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IMPACTING LIVES ● DEVELOPING LEADERS LEGACY Leaders model behaviors for associates SESSION 3 OBJECTIVES:  Each Team Lead will know (THINK it), understand (MEAN it), and be able to articulate and act in accordance with (SHOW it) LEGACY’s History and Organizational Structure

What’s the big idea?

LEGACY attracts great people

LEGACY’s HISTORY The “WHAT”s: 

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1983 – Tri Starr Management, Inc. Corporate Office started in San Antonio, TX. Business Function: Temporary Staffing, Contract Placement (Executive Search, Information Technology). We have 1,200 employees with 1,100 clients. 1995 – LEGACY (a division of Tri Starr Management) was started with 1 Distribution Center in Hayward, CA with 35 employees. GE Supply was the client. 1996 – Sold Tri Starr Management and closed the office in San Antonio, TX. Later that year, the LEGACY Division moved to Fernandina Beach, Florida. 1997 – LEGACY added Transportation Services with cross dock and local deliveries 2000 – LEGACY grows to:  13 facilities: GE Supply, GE Support Services, GE Industrial Systems, GE Aircraft Engines, Creative Packaging  75 Drivers in, Westborough, Marlton, Hayward, Downey 2001 - LEGACY adds its first GE Supply Branch- Norcross, GA. Continued growth sees expansion into GE Appliance adding their LDC at Jacksonville, FL and their MDC at Jeffersonville, IN. A newly formed division, LEGACY-Technology or T-Tech is born after 2 years of research and development offering an original WMS software system. 2002 – College Park, GA and Pompano Beach, FL join the LEGACY family In 2003 & 2004, LEGACY adds…  GE Supply Branch in Sharon Hill, PA  GE Financial Services in Southborough, MA  RR Donnelley in City of Commerce, CA  Walters Wholesale Electric  APX logistics in San Diego, CA In 2006, LEGACY adds…  Agilent Technologies, New Castle, DE  Herman’s Electronics, Miami, FL Page 11

IMPACTING LIVES ● DEVELOPING LEADERS   

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Louisville Slugger, Ontario, CA Sanford/Rubbermaid, Vonore, TN and a whole new Business Division: PARCELite (Regional Office in Oak Brook, IL and Facilities in North Charleston, SC; Kansas City, MO; Tucson, AZ

In, 2007:  Added Kidde, Mebane, NC  Added GE Appliance, College Park, GA  John Van Tomme ―passes the torch” to Ron Cain; new CEO  13 businesses spanning 19 sites  2 Divisions  Almost 1300 employees nation-wide!  Home Office – Fernandina Beach, FL o Controller, Accounting, Payroll, DOT & Safety Training, Human Resources  Regional Office – Portsmouth, NH o CEO/President, Sales & Marketing, Regional Operations, WMS Technology, Organizational Development and Leadership Training  Regional Office - Oak Brook, IL o Business Leader, HR, IT Systems, IT Applications, Business Compliance Present + Future…we’ll cover this in the next section on LEGACY’s Organizational Structure.

LEGACY’s ORGANIZATIONAL STRUCTURE The “WHAT”s… Please turn to Appendix 2 and follow along with the information provided on the current Organizational Structure of LEGACY. ________________________________________________________________ SO WHAT? 

Why is it important for you as Team Leads to understand this big-picture information?

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What do you understand now that you didn’t before?

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How can knowing this information help you to be a better Team Lead? A better LEGACY team member in general? _______________________________________________________________ NOW WHAT? What will you do with this information to carry it forward? ACTION STEP: Take the time between now and next session to review all of the information we’ve reviewed together thus far in this curriculum. Following next week’s session, we there will be a quiz to gauge your learning on the topics that have been covered thus far. Page 12

IMPACTING LIVES ● DEVELOPING LEADERS

LEGACY attracts great people SESSION 4 OBJECTIVES: 

Each Team Lead will know (THINK it), understand (MEAN it), and be able to articulate and act in accordance with (SHOW it) the following components of the Team Lead role: o Role Responsibilities and Expectations o Boundaries o Attitude Necessities

What’s the big idea?

LEGACY leaders know their business

VARIOUS ROLES within LEGACY The “WHAT”s… Now that we’ve taken a look at the Mission, Vision, Values, History, and Organizational Structure of LEGACY, let’s take a look at the various roles/positions in LEGACY facilities and their corresponding responsibilities.

Operations Manager/DC Manager/Facility Manager (depends on facility size)  Ensure that the facility is operating to expectations and that the Management Team is performing their roles effectively.  Act as main communications point with client as required. Ensure daily operational points are being managed properly.  Work with the client to proactively analyze process and trends in order to make improvements in the operation.  Work with the client to develop long-range plans for the facility.  Act as an escalation point for any issues the management team cannot resolve on their own.  Develop the leadership team (supervisors & leads) to be proactive in their performance, meet expectations and be responsive to associate needs.  Lead facility communications (business information, customer information, client expectations, corporate information, etc.)  Develop and monitor recognition programs to reinforce the GOOD things.  Set safety & housekeeping standards and monitor for results.  Create a positive environment and DRIVE to make the facility as a place people want to come to work.  Support LEGACY’s values to provide a positive working climate with all associates.  Support company vision and mission statement to achieve company goals. Page 13

IMPACTING LIVES ● DEVELOPING LEADERS Operations Supervisor  Ensure all associates have necessary ―tools‖ to complete their work timely and correct i.e., training, assistance, feedback, equipment, etc. Make the facility a place where people want to come to work.  Maintain productivity and quality statistics by employee and group.  Coach and develop leads to be effective leaders.  Act as an escalation point for hourly associates and leads in problem resolution.  Act as one team with other supervisors- all are responsible for entire operation; communication with each other; deal with employee performance issues and performance appraisals together, etc.  Create an atmosphere which promotes excellence.  Ensure climate in the warehouse is positive, rewarding and fun.  Deal with performance issues appropriately and timely.  Have regular daily stand-up meetings with entire staff.  Hold quarterly and annual performance discussions with all associates using input form leads.  Look at trends and proactively work to correct problems.  Support LEGACY’s values to provide a positive working climate with all associates.  Support company vision and mission statement to achieve company goals. Warehouse (Team) Leads  Build positive relationships with associates, customers, clients and peers.  Involve associates in the day-to-day problem solving and help them find new/better ways of doing things.  Understand the budget and make decisions that help achieve financial goals.  Understand and communicate key facility and department goals.  Delegate tasks to appropriate person… follow up, support and give explanations on how their jobs fit in the overall process.  Understand how the associates will react to situations, decisions, or changes and have a plan to deal with the issues.  Energize associates by setting the example of high energy and positive attitude.  Support LEGACY’s values to provide a positive working climate with all associates.  Support company vision and mission statement to achieve company goals. Let’s take a moment and draft out the Organizational Chart at your facility:

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IMPACTING LIVES ● DEVELOPING LEADERS WHAT is a Warehouse/Team Lead? The Warehouse/Team Lead is a very important role within LEGACY. A Warehouse/Team Lead is a working team leader who, under the direction of a supervisor or manager, coordinates all or department-specific (depending on facility size and function) processes related to receiving, storing, picking, packing, and shipping of warehouse materials. They review, prioritize, classify, investigate, and resolve problems in an expeditious, accurate, and effective manner. Leads carry out the plan as developed by the supervisor/manager by organizing, directing, and reporting to ensure the facility attains the following two objectives: 1 - Fulfilling their KPI’s 2 - Creating an environment of caring for all team members Role Responsibilities and Expectations: The following bullet points outline additional key role responsibilities and expectations that LEGACY has of Warehouse/Team Leads:            

Ensure that all work in assigned area is being performed safely, correctly, & on time Organize, direct, and monitor workflows Help work in various areas as required Help to minimize the need for daily overtime Provide one-on-one and group training as needed Work with management team to identify training needs Monitor productivity and quality levels for individuals on daily basis Provide constructive feedback on performance to associates and supervisor Support supervisor by providing input for compiling quarterly and annual performance evaluations Work with problem-solvers to resolve inventory issues Promote teamwork and are examples of getting along with others Be knowledgeable about the task at hand, how the work relates to upstream/downstream process flow  Be knowledgeable of KPI’s safety, BBS, 8 Values  Have a basic understanding of financials and how they are impacted Boundaries: Along with the roles/responsibilities of any position also comes the need to set boundaries. For Team Leads, some examples might be:     

Boundaries around the relationships you develop with Associates Boundaries around the way you choose to express disagreement with your fellow team members Boundaries in terms of the time and place within which you choose to do things Boundaries in regards to participation in the counseling/coaching/performance appraisal process (Team Leads should have no more than informal, verbal input to a Supervisor about Associates’ performance) Boundaries in regards to the ability keep things you see/hear to yourself (Team Leads have the responsibility to share any important information they see/hear on the floor/from associates with their Supervisor(s). Certain information shared with Supervisors is sensitive and should not be shared with peers or Associates.) Page 15

IMPACTING LIVES ● DEVELOPING LEADERS Experience: Warehouse/Team Leads must be qualified in the following areas:  High School Diploma or GED  Minimum of two years work-related experience  Ability to read and comprehend instructions and procedures, relate to customer inquiries, and define, prioritize, and resolve issues  Ability to apply common sense in effectively carrying out instructions, which may be provided in written, oral, and diagram form  Ability to successfully perform PC related tasks  Ability to be a team player and to get along with co-workers Skill/Ability set: The following set of skills/abilities is necessary for Warehouse/Team Leads:        

Organization skills Strong communication skills Aptitude for math Interpersonal and leadership ability Ability to be a team player and promoter Knowledge of their job, department, and area equipment Good work history, exemplary attendance Reliability and flexibility

SO WHAT?  Having now reviewed many of the big-picture components about LEGACY, how do you see the Team Lead role fitting into/connecting to the ―big picture‖ of LEGACY?  Why does the Team Lead role matter in LEGACY? What is the importance of it?  Why is it important for Team Leads to understand all of the various components that make up LEGACY? How does knowing these components help you be a more effective Team Lead? NOW WHAT? Identify one Expectation or one Boundary Area what you know you need to work on/improve within:

Set one action step for improvement in this area that you will commit to completing before next session:

LEGACY leaders know their business

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IMPACTING LIVES ● DEVELOPING LEADERS SESSION 5 OBJECTIVES:  Each Team Lead will know (THINK it), understand (MEAN it), and be able to apply (SHOW it) vital information provided about their role in safety  Each Team Leads will know (THINK it), understand (MEAN it), and be able to apply the foundational concepts behind Behavior-Based Safety  Each Team Lead will understand how they directly and indirectly impact safety in their facility

What’s the Big Idea?

Safety is the name of the game

WHAT? Safety practices at LEGACY are carefully outlined and are taken quite seriously. We seek to provide for our workers a safe place to work and we expect our facilities to comply with corporate, state, and federal initiatives. This includes having:  A recognized, functioning safety committee  An up to date OSHA 300 log  Documented employee safety training We constantly strive to reduce the amount of injuries sustained by our employees, ever mindful of achieving an injury-free workplace. Though it may seem a lofty goal, current practices along with Behavioral-Based Safety will help in getting us there. Behavior-Based Safety Behavior-Based Safety (BBS) is a model used within LEGACY that challenges us to consider that creating a culture of safety must begin with the changing of individual BEHAVIORS. If each individual within a facility changes his/her daily behaviors to become more safety-oriented, eventually their attitude about safety will change. If each individual’s behaviors and attitudes change, then a culture of safety will be created. While BBS recognizes that the three factors of BEHAVIOR, ATTITUDE, and CULTURE each have an impact on the other in some ways…

…ultimately, BBS shows how the most effective positive changes in safety happen when BEHAVIOR becomes the initial focus… Page 17

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BEHAVIOR ----------- ATTITUDE------------ CULTURE !!!!!!!!!!!!!!!! An Introduction to BBS: Foundational Concepts VIDEO (20 min) Key learning’s:       

Safety is EVERYONE’s responsibility, regardless of position. Safety should be an ongoing process, not a one-time program. Safety (including housekeeping) should happen all the time – not just when you are expecting guests/inspections. Focus on employee attitude around safety alone can create problems in safety. Focus on facility culture alone can create problems in safety. Changing individual behavior will lead to changes in attitude, which will lead to culture change. Leaders must work to strengthen all three aspects of the environment (ATTITUDE, BEHAVIOR, CULTURE), but should focus on BEHAVIOR first and foremost, as it has the most direct impact and is the most proactive in preventing negative safety issues.

SO WHAT?  How can focus on ATTITUDE alone create problems in SAFETY?  How can focus on CULTURE alone create problems in SAFETY?  What does this means for Team Leads? How do Team Leads impact safety? Using the chart below, brainstorm how you as Team Leads have both DIRECT and INDIRECT impact on SAFETY. Keep in mind how aspects like the facility culture, quality, productivity, housekeeping, teamwork, cost, etc. play into safety on a daily basis. How Team Leads have DIRECT Impact on SAFETY

How Team Leads have INDIRECT Impact on SAFETY

NOW WHAT? ** BONUS SAFETY TIPS FROM DAVE BLISS!** - Appendix 3 Set ONE Action Step for yourself that you can accomplish around implementing the ideas behind BBS. You should complete this Action Step by our next session. Share this action step with your fellow participants. Page 18

IMPACTING LIVES ● DEVELOPING LEADERS Also, please read the article ―A Quality Diet‖ (appendix 3) before next session. SESSION 6 OBJECTIVES:  Each Team Lead will know (THINK it), understand (MEAN it), and be able to apply (SHOW it) vital information provided about how he/she impacts QUALITY.

What’s the Big Idea?

Quality is a mindset

WHAT is QUALITY? ARTICLE: “The Quality Diet”  What are some key points learned? Oftentimes, we think of QUALITY in terms of how often the number(s) and type(s) of correct part(s) get to the correct customer(s) on time. In other words, does the order we put out fulfill or exceed the order requested? If it does, then we are operating at a HIGH QUALITY. If it does not, then we need to look at QUALITY IMPROVEMENT. While this is certainly a piece of the QUALITY puzzle, it’s not the entire puzzle. According to Jim Nugent, LEGACY Vice President for Operations: “Quality is about the quality of service all the way through the business. Quality is not just simply getting the product to the customer correctly – it’s also about communication skills with the customer and building a quality positive relationship. Quality is a mindset and a behavior that needs to be developed if you don’t have it.” This is the most progressive view of QUALITY, as it takes the WHOLE PICTURE of quality into account. In this view, QUALITY is defined entirely by the customer or end user and is based upon that person's evaluation of his or her ENTIRE customer experience. The customer experience is the aggregate of all the touch points that customers have with the company's product and services, and is by definition a combination of these. For example, any time one buys a product one forms an impression based on how it was sold, how it was delivered, how it performed, how well it was supported etc. Quality Management is a method for ensuring that all the activities necessary to design, develop and implement a product or service are effective and efficient with respect to the system and its performance. (Wikipedia) Team Leads are an INTEGRAL part of quality management. Quality Improvement is a method for fixing any quality issues that keep a facility from meeting its quality goals. Quality Improvement is also important in constantly trying to increase standards even when goals are met. One tool we can use for Quality Improvement is the Shewhart Cycle:

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IMPACTING LIVES ● DEVELOPING LEADERS

The philosophy is to keep improving the quality of an organization. It is defined by four keys:  Plan: Design or revise business process components to improve results  Do: Implement the plan and measure its performance  Check: Assess the measurements and report the results to decision makers  Act: Decide on changes needed to improve the process SO WHAT?  Why is QUALITY important?



What role do you as Team Leads play in the quality assurance, quality management, and quality improvement processes?



What pieces of the overall QUALITY equation do you impact?



How do you communicate the importance of QUALITY to the Associates?

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IMPACTING LIVES ● DEVELOPING LEADERS

NOW, let’s take a walk through your facility and talk about all of the things that could adversely impact quality in each area: AREA Factors that can Factors that help ADVERSELY impact IMPROVE QUALITY QUALITY RECEIVING

PUT AWAY

INVENTORY MANAGEMENT

PICKING

PACKING

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IMPACTING LIVES ● DEVELOPING LEADERS SHIPPING

OTHER

In what ways do you as Team Leads have DIRECT and INDIRECT impact on QUALITY in these areas: How Team Leads have DIRECT Impact on QUALITY

How Team Leads have INDIRECT Impact on QUALITY

A few closing pointers from Jim Nugent:  

Quality is a mindset and it’s also a learned behavior. You need to be aware of what needs to be achieved, you need to know the goals, and your behavior needs to be focused on productivity and quality all the time. In terms of quality customer service, you must be completely honest about the negatives and positives with the customer, and you must be willing to focus on the negatives. If we made a mistake, we have to own up to it and not make excuses. We must admit our mistakes, but then focus on how we will repair them.

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IMPACTING LIVES ● DEVELOPING LEADERS 

As a Team Lead, one of your responsibilities should be to communicate to Associates how they impact QUALITY – they need to know how they impact it and how it all trickles up. You need to be able to show them why it is important, how important it is, and why we measure it.

NOW WHAT? Create ONE Action Step for yourself that you can accomplish around implementing any ideas we talked about during today’s session on QUALITY. Is there a specific action you feel you can personally do to increase your facility’s performance to QUALITY? Perhaps your Action Step can focus on this thing. You should complete this Action Step by our next session.

Quality is a mindset SESSION 7 OBJECTIVES:  Each Team Lead will know (THINK it), understand (MEAN it), and be able to apply (SHOW it) vital information provided about Productivity/Performance  Each Team Lead will know (THINK it), understand (MEAN it), and be able to show to others (SHOW it) the impact that their individual Productivity/Performance has on the business  Each Team Lead will walk away with the ability to perform to or exceed the KPIs as listed, as well as the ability to coach others to do so

What’s the Big Idea?

Productivity is Personal

WHAT do we mean when we say “PRODUCTIVITY”?  “I Love Lucy” Video – (You Tube – I Love Lucy – The Chocolate Factory) How does this video relate to life in the facility? PRODUCTIVITY refers to our measure of output from production processes per unit of input. In other words, ―what are we getting out for what we’re putting in?‖ How many lines are we turning out per hour? Per person? Per department? But, this is only one example of the type of productivity that gets measured. More standard productivity measures, or KPIs, are described below. WHAT are KPIs? KPIs, or Key Performance Indicators, are the ―measurables‖ that determine if we are performing up to the expectation of customers, clients, and our own internal teams. These KPIs help us to determine how well we are performing our operational tasks – they gauge our performance as individuals, as a facility, and as an overall LEGACY team. KPIs provide us the means to compare expected performance to actual performance – they are the standard that we strive to meet or exceed. We can use KPI data to celebrate accomplishments, to make informed decisions on taking corrective action, or to create plans for how to improve processes or performance. Page 23

IMPACTING LIVES ● DEVELOPING LEADERS The following chart outlines some sample KPIs against which LEGACY teams measure performance. Please keep in mind that not all KPIs are tracked at all facilities – tracked KPIs are dependent upon facility location, size, customer, technology and resources, etc. Strategic Objective Absentee & Turnover Reduction

<15%

Associate Orientation compliance

100 %

Communication (carried out from daily stand up by dept; to Quarterly Review) Cost out projects

Track occurrence rate

Customer Service Performance

Facility dependant

Improve cross-training by facility Improve safety

% of areas at 100% crosstrained OSHA Recordable rate

Labor Cost

$ per line

On Time delivery

99+% shipped

Performance to Budget

25% by Qtr

Productivity

line throughput per hour

Quality (6 Sigma)

99+% error free (5.0)

Safety Compliance

% Adherence to OSHA & LEGACY mandates % of those in compliance

Standardize HR / Payroll process and ensure compliance Complete Org Assessment and conduct Improvement Plans Ongoing participation in training program People Development and Team Building Performance Skills Development (Mgmt/Assoc) Succession of key positions

KPI

25% by Qtr

When needed- action plan review compliance %; cancellation % enrollment %; demonstrate learning plan per employee % of key positions with successors

SO WHAT? Why do KPIs matter to Team Leads? Why do Team Leads matter in the realm of KPIs? (We KNOW you matter – we just want you to talk as a group about WHY!!  )

As a group, strategize about how your performance as Team Leads both directly and indirectly impacts PRODUCTIVITY. Use the following chart to record what you’ve brainstormed:

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IMPACTING LIVES ● DEVELOPING LEADERS How Team Leads have DIRECT Impact on PRODUCTIVITY

How Team Leads have INDIRECT Impact on PRODUCTIVITY

And, how do the following components play into/impact the PRODUCTIVITY picture?        

Facility Culture Quality Training Housekeeping Knowledge Teamwork Safety Budget/Cost

PIECING IT ALL TOGETHER - If SAFETY calls to question how safe our processes are and QUALITY calls to question how well our processes meet the needs of our customer, then PRODUCTIVITY calls to question how quickly we are working – how much we get done. Studying PRODUCTIVITY rounds out ―The Big Three‖ of the logistics world:

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IMPACTING LIVES ● DEVELOPING LEADERS A word about how QUALITY, PRODUCTIVITY, and SAFETY link up: In the manufacturing industry it is commonly stated that ―Quality drives productivity.‖ Improved productivity is a source of greater revenues, employment opportunities, and technological advances. Most discussions of quality refer to a finished part, wherever it is in the process. Inspection, which is what business quality insurance usually means, is historical, since the work is done. The best way to think about quality is in process control. If the process is under control, inspection is not necessary. However, there is one characteristic of modern quality that is universal. In the past, when we tried to improve quality, typically defined as producing fewer defective parts, we did so at the expense of increased cost, increased task time, longer cycle time, etc. We could not get fewer defective parts and lower cost and shorter cycle times, and so on. However, when modern quality techniques are applied correctly to business, engineering, manufacturing or assembly processes, all aspects of quality - customer satisfaction and fewer defects/errors and cycle time and task time/productivity and total cost, etc.- must all improve or, if one of these aspects does not improve, it must at least stay stable and not decline. So modern quality has the characteristic that it creates AND-based benefits, not OR-based benefits.

It is always important, of course to remember that neither productivity nor quality should come at the expense of safety. SAFETY SHOULD ALWAYS COMES FIRST! If a process is not safe, people can get hurt, and we would be damaging the most important part of our business – our people. It also helps to consider this: If an employee is injured because of an unsafe process, they could potentially lose time at work, which could directly impact productivity and/or quality in a negative way.

NOW WHAT? Set two action steps for yourself: 1 – One thing you will do to directly improve your own productivity.

2 – One thing you will do to encourage associates to improve their productivity.

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SESSION 8 OBJECTIVES:  Each Team Lead will know and understand (THINK it) that adults learn differently, as well as how and why they learn differently  Each Team Lead will understand the importance (MEAN it) of incorporating adult learning theory into their practice as trainers and Leads  Each Team Lead will apply (SHOW it) the main points of this session every time they are responsible for training another team member in the future

What’s the Big Idea?

Leaders teach Others

The “WHAT”s of Adult Learning As Team Leads, there are times when you are responsible for training Associates - helping them to learn new skills, policies, and procedures. You are also responsible for delegating tasks to others and being sure that the workflow on the floor is efficient and of a quality manner. In all of these situations, a greater understanding of basics of Adult Learning – information on how adults learn new information/acquire new skills – would help you to be more effective. Over the next three sessions, we are going to explore the basics of how and why adults learn differently than children (and why that is important), we are going to learn about those differences that exist among adults depending upon their individual learning styles, and we are going to study the training cycle that you can use in all situations to make your training approaches more effective. Let’s begin with some of the basics of Adult Learning. It is commonly accepted that adults have their own unique ways of learning that are different from the ways children learn. Why is this true? Adult Learning expert Malcolm Knowles points out five key reasons: 1. As a person matures, they become less dependent on others and more self-directed. 2. As a person matures, they accumulate a growing body of experiences that will frame what and how they learn. 3. Unlike children, an adult’s readiness to learn is closely tied to his/her social identities. 4. As people mature, their time perspectives change – gaining knowledge becomes more rooted in urgency and immediacy of application. 5. Adults are motivated to learn more by internal factors rather than external ones. * Source: Knowles, M.S. The Modern Practice of Adult Education: From Pedagogy to Angragogy, nd (2 Ed.). 1980

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IMPACTING LIVES ● DEVELOPING LEADERS Each of these 5 facts about adults impacts how adults learn. By studying the basics behind adult learning theory, we can learn how to structure our training and development efforts to best meet the needs of those we train.

Adult Learners…  …must be comfortable with the learning situation in order to learn effectively. They also learn better if they know what will be expected of them as a result of training.  …are effected by the physical setting. Learning is impacted by temperature, lighting, comfortable chairs, and table space on which to write.  …are problem-centered – they want specific training to address specific problems.  …must be ready to learn. Adult learning readiness is based on the need to succeed and be effective in a specific role or at a specific task.  …want quick results and short training sessions.  …hold group dynamics and the interchange among participants to be important.  …will bring with them their own unique experiences and opinions.  …need to see learning as relevant to their experience.  …learn best when they feel they have some choices.  …learn best when they feel their knowledge/experiences are drawn upon.  …learn best when they are actively involved in the learning process.  …learn best when they are in an experiential, cooperative environment.  …learn more during periods that they perceive as ―good‖ vs. periods they perceive as ―bad‖ – they bring their ―baggage‖ with them to work!

I hear and I forget. I see and I remember. I do and I understand. - Chinese Proverb According to the National Safety Council:  Telling, when used alone, results in 70% recall 3 hours later and 10% recall 3 days later.  Showing, when used alone, results in 72% recall 3 hours later and 20% recall 3 days later.  Blending telling and showing results in 85% recall 3 hours later and 65% recall 3 days later. Questions to ask yourself when you are preparing to train another adult:  How much do they already know about the topic at hand?  Do they really want to learn the topic? Page 28

IMPACTING LIVES ● DEVELOPING LEADERS  

Are they confident that they can learn the material/skill? If not, what assistance do I need to provide as the trainer to help them become confident? Do they have a sense of how to go about learning what it is they need to know?

Tips for helping other adults learn: 

Always begin trainings by addressing the following: 1. WHY they are there 2. WHAT they will learn



Be flexible!



Do not treat participants as if they know nothing – nothing will turn them off more!



View the ability to learn as a skill in and of itself – we all have an unending potential for development.



Give clear directions. Under the best of conditions, directions can be misunderstood. This tendency is especially true when you are giving directions in a group setting where there may be some anxiety and distractions. Here are a few ways to keep misunderstandings to a minimum: 1. Watch for puzzled expressions. If anyone appears to be puzzled, do not be afraid to pause your training to clarify. 2. Read aloud while they read something silently. This way, they are both hearing and seeing the information. 3. Use visual aids. Use flipcharts, the posting board, or something similar to post important bullet points of what you are training them on in order to reinforce the material. 4. Ask if participants have questions. Do this at several points during your training time – pause long enough so that everyone has the chance to think of whether they have questions. 5. Once the training is complete, ask participants to teach it back to you.

It is vital that you view your responsibility for delegating tasks to and training your warehouse Associates as an extremely important part of your position. Consequently, it is also an extremely important component of what makes your warehouse run effectively and efficiently. You must, therefore, be sure that you good deal of time, energy, and effort into preparing yourself before you train others. How intentional you are in your preparation will have direct impact upon the success of your training. SO WHAT? 

What points covered today have hit home for you?



What, in your opinion, are the most important of the points covered so far today?



Why are these points important?

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IMPACTING LIVES ● DEVELOPING LEADERS 

How else could you use the information provided today, in addition to using it to help you train other adults?



Is there anything you would add to what we’ve covered so far today?

NOW WHAT? PREPARING TO TRAIN ADULTS: THE CUBE APPROACH A quick and easy, yet thorough, model that you can use to prepare yourself each time you train is called the Cube Approach. Just as a cube has three sides, your preparation will prompt you to answer three important questions:

TEAM ACTIVITY; Imagine that you will be responsible for training ME (yep – me!) as a brand new Associate on one process used in your warehouse. I am brand new to the warehouse experience – I have never worked in a warehouse before.

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IMPACTING LIVES ● DEVELOPING LEADERS Using the Cube Approach (in addition to all of the materials covered today), design (in writing) a training session for me. Answer all questions in the cube model and write down, step-by-step how this training will take place. NOW WHAT? Use this approach to plan your next training on the floor!

Leaders Teach Others SESSION 9 OBJECTIVES:  Each Team Lead will know and understand (THINK it) what a Training Model is and how to use it to increase training effectiveness  Each Team Lead will understand the importance (MEAN it) of adapting this Training Model for use in all trainings  Each Team Lead will apply (SHOW it) the main points of this session every time they are responsible for training another team member in the future

What’s the Big Idea?

Models insure Consistency

WHAT is a “Training Model”? A Training Model is an approach we can study and utilize as we train adult learners. In some regards, the Training Model is like a Standard Operating Procedure (SOP) for how we train others, regardless of the topic being trained. Training Models provide a comprehensive approach to how we train others and takes into consideration how those we are training will learn along the way. A brief “SO WHAT?” interjection… As we saw in the last session, it is vital for trainers to take the time to prepare for the training they must deliver. Just like any other skill, developing the skill of training preparation becomes easier, more comfortable, and more effective over time. If you practice the training preparation steps listed in this and last week’s sessions enough times, they will begin to come to you like second nature – it will start to take a bit less effort and energy, as it will come more naturally to you. Additionally, once you become more comfortable in your training preparation, you will begin to become a more effective trainer overall. By familiarizing ourselves with the basics of the Training Models presented, we can apply it to nearly all of the work we do in training adults, whether the training covers technical skills, health and safety information, leadership development, etc. OK, now back to the “WHAT”s” Regardless of the topic on which you are training someone, you can use the exact same model that we have been using each time we come together each week for this training program: WHAT? SO WHAT? NOW WHAT? If you can answer each of these three questions for the person you are training, your training will be thorough and comprehensive:

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Here is an example of the contents you should cover in each section of the Training Model: 

WHAT? o First thing’s first – ask the learner what they already know about the topic you are about to train them on. This will be useful information for you as you conduct the training, as you can reinforce information that they can carry into this new setting and work to eliminate information that is not useful in this setting. o

Be sure that you have detailed notes prepared on what contents you need to cover about the topic so that you cover all important points.

Organize points in a ―developmental order,‖ meaning that each point will build upon the point before it. The sequence of how you share the information you need to share can be just as important as the information itself. It is vital that you train in a sequential order that will make sense to the learner.

Be clear in your communication of the topic at hand. Your goal should be to recreate in your learner’s brain exactly what you know in your brain. This means you will have to step outside of yourself and what you already know and communicate what you know to the learner in a clear, concise, and simple way.

Remember – TELLING is the least effective form of information sharing, because learners retain only 70% of what you tell them 3 hours later and only 10% 3 days later. Use other techniques that will increase the learner’s chances of retention:  Give the learner all of the information you cover in writing. Putting main points onto a handout and having the learner be able to walk away with it and review it on their own time is a great way to reinforce training.  Use visual aids that point out key words or phrases while speaking about the process (i.e. – flipcharts, information on posting boards, etc.)  Tell the learner what you need them to learn, then SHOW them how to do it. Next, have them do it while you observe and provide feedback. In this regard, you become more of a coach than a trainer.  At the end of sharing the WHATs and SO WHATs with them, ask them to now train you on everything you just trained them on. Sure, this will take a bit more time on the front end, but it will give you the opportunity to see where the person needs some feedback/coaching NOW, which will save valuable time down the road in re-training and fixing potential mistakes.

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SO WHAT? o Remember that this section should serve two purposes: 1 – To inform the learner about WHY what you are training them about is so important and WHY their effectiveness in the area you are training them on is vital to the overall process/team/business. 2 - To translate the information you’ve provided in the WHAT section to the learner’s understanding of the material. The information you provide is only as good as the meaning that the learner makes of what you’ve provided.



This section should incorporate question-asking and answering. Be sure to stop at several points in your training to ask the learner if he/she has any questions. It also helps if you stop at several points in the session and ask them questions, such as, ―What do you think should happen next?‖ or ―What would you so at this point?‖ This engages the learner as an active participant, which will help keep them more focused in the training than if you were to talk to them and their only role would be to listen.

If you are training someone on a process, the SO WHAT section is also a great point in the training to take the learner to the processes before and after the process they are learning, so that they can see where the process they are learning fits in and what its purpose is. Putting the materials into this context can help the learner see the big picture.

NOW WHAT? o Explain exactly what you need them to do with the information you just covered, for example:

 “Please pick these 3 orders, then come back to see me before you leave them for verification.”  “Everyday, it will be your responsibility to work in Put Away. I expect you to put away at 75 lines per hour. If you fall below that standard, we will meet so that we can figure out how to get your numbers up.”

 “I would like for you to spend the rest of today following the exact steps I just showed you. At the end of today, I would like for us to have a conversation about how it went. In this conversation, we can talk about what some things were that worked well for you and what some things were that you struggled with, that way I can best help you and support you. We can also wrap up any questions you have at that point. Of course, if you need me in the meantime, you can catch me on the floor.”

 “My goal is that you will exceed the standard in this area. Once you are able to exceed the standard consistently for 2 weeks, I would like to have you train the next new person to come on board.”

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IMPACTING LIVES ● DEVELOPING LEADERS TEAM ACTIVITY; Let’s go back and revise yesterday’s Team Activity, based on what we explored today. What would you change, knowing what you know now? What would you keep and why? NOW WHAT? Use this approach to plan your next training on the floor!

Models insure Consistency A trainer’s checklist: 

PREPARE me – let me know what’s coming



TELL me what I need to know



SHOW me what I need to do



LET me do it



CHECK me and provide feedback on what I can do better



SUPPORT me – tell me when I’ve done a good job and give me the tools I need to do a better job



COACH me to help me improve my attitude and my skills



CONNECT me – help me see the big picture and the importance of what I am doing

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SESSION 10 OBJECTIVES:  Each Team Lead will know (THINK it) the concept of learning styles and what the 3 most common learning styles are.  Each Team Lead will come to understand (MEAN it) their own learning style and how to identify the learning styles of those around them. Each Team Lead will also understand the importance of using learning style information in their work with others.  Each Team Lead will apply (SHOW it) what they’ve learned about learning styles to accommodate the diverse learners around them (in future trainings, stand-ups, presentations, etc.)

What’s the Big Idea?

Learning is individual

WHAT are Learning Styles Learning is a personal process. Each of us learns differently. There is no ―right‖ or ―best‖ way to learn. Every person is unique and diverse, and therefore, every person learns in a unique and diverse way. Most people fall into one of three Learning Styles that best describe the approach they take – whether they know it or not – to how they learn or absorb new information. These styles and some pointers for how to engage them can be found here. VISUAL Learners learn through seeing... These learners need to see the speaker’s body language and facial expression to fully understand the content of a speech. They tend to prefer being in the front part of the audience to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts, and hand-outs. Visual learners often prefer to take detailed notes to absorb the information. AUDITORY Learners learn through listening... They learn best through verbal lectures, discussions, talking things through, and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed, and other nuances. Written information may have little meaning until it is heard. These learners often benefit from being able to read main points aloud themselves – it is important that they have the opportunity to hear the spoken word and speak it themselves. KINESTHETIC Learners learn through moving... Kinesthetic (or sometimes referred to as ―tactile‖) persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. These learners learn best when they can move while learning content or when they can learn information as they physically apply it (i.e. – being able to actually put a bicycle together while reading or hearing how to do it).  Which of these Learning Styles do you think best describes you?

Write the style that best describes you here: _________________________

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IMPACTING LIVES ● DEVELOPING LEADERS SO WHAT? Now, let’s begin to explore ―SO WHAT?‖ by taking a VAK Learning Style Inventory (Appendix 8) to learn more about your Learning Style and those of your teammates. Please complete the survey. Do not score it until you are instructed to do so. Ok, now that you have scored your VAK Inventory, which Learning Style best fits you? Write it here: SO WHAT… …did you learn about yourself? …did you learn about your teammates? …does learning about learning styles have to do with helping you become a better Team Lead? …will you carry forward with you as you leave today? NOW WHAT? Tips on how to engage VISUAL LEARNERS:  Use large graphics that illustrated key points, like a PowerPoint presentation projected onto a large screen, or a piece of newsprint with main points of your speech (not your entire speech) clearly written  Provide handouts that summarize your key points. This is a great opportunity for you to reinforce for visual learners not only what you just spoke about, but also to provide them with even more resources that they can read to be able to learn more. Again – be careful not to give them an exact script of your speech or anything – just a summary of the main points. Tips on how to engage AUDITORY LEARNERS:  Incorporate story-telling into your speech. Connecting your content to a story will aid auditory learners, and asking them to share a story or personal example will do so even more.  If you have the opportunity, play music during your speech. Auditory learners will connect the music to your content, helping them to absorb content better Tips on how to engage KINESTHETIC LEARNERS:  Incorporate some kind of Forced Choice, True-False, or Show of Hands component in your speech (i.e., ―How many people, by show of hands, have loaded a pallet before?‖)  Conduct a demonstration during your speech that actually shows how to do what you are speaking about. Allow the audience to try as well, if possible.

NOW WHAT CHALLENGE: The next time you have to make a presentation, speak at a stand-up, etc., be sure to prepare for all kinds of learners – have visual aids for visual learners, use your voice well for auditory learners, and get folks moving to be sure you hit the kinesthetic learners! Set 3 small action steps for yourself that you can do to engage all learning styles in the future: 1) 2) 3)

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Learning is individual

Section Three: APPENDICES

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Appendix 1

VAK Learning Styles Self-Assessment Questionnaire Circle the answer that most represents how you generally behave. 1. When I operate new equipment I generally: a) read the instructions first b) listen to an explanation from someone who has used it before c) go ahead and have a go, I can figure it out as I use it

9. If I was buying a new car, I would: a) read reviews in newspapers and magazines b) discuss what I need with my friends c) test-drive lots of different types

2. When I need directions for travelling I usually: a) look at a map b) ask for spoken directions c) follow my nose and maybe use a compass

10. When I am learning a new skill, I am most comfortable: a) watching what the teacher is doing b) talking through with the teacher exactly what I’m supposed to do c) giving it a try myself and work it out as I go

3. When I cook a new dish, I like to: a) follow a written recipe b) call a friend for an explanation c) follow my instincts, testing as I cook 4. If I am teaching someone something new, I tend to: a) write instructions down for them b) give them a verbal explanation c) demonstrate first and then let them have a go 5. I tend to say: a) watch how I do it b) listen to me explain c) you have a go 6. During my free time I most enjoy: a) going to museums and galleries b) listening to music and talking to my friends c) playing sport or doing DIY 7. When I go shopping for clothes, I tend to: a) imagine what they would look like on b) discuss them with the shop staff c) try them on and test them out 8. When I am choosing a holiday I usually: a) read lots of brochures b) listen to recommendations from friends c) imagine what it would be like to be there

11. If I am choosing food off a menu, I tend to: a) imagine what the food will look like b) talk through the options in my head or with my partner c) imagine what the food will taste like 12. When I listen to a band, I can’t help: a) watching the band members and other people in the audience b) listening to the lyrics and the beats c) moving in time with the music 13. When I concentrate, I most often: a) focus on the words or the pictures in front of me b) discuss the problem and the possible solutions in my head c) move around a lot, fiddle with pens and pencils and touch things 14. I choose household furnishings because I like: a) their colours and how they look b) the descriptions the sales-people give me c) their textures and what it feels like to touch them 15. My first memory is of: a) looking at something

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IMPACTING LIVES ● DEVELOPING LEADERS b) c)

being spoken to doing something

b) c)

sound and speak stand and move

16. When I am anxious, I: a) visualise the worst-case scenarios b) talk over in my head what worries me most c) can’t sit still, fiddle and move around constantly 17. I feel especially connected to other people because of: a) how they look b) what they say to me c) how they make me feel 18. When I have to revise for an exam, I generally: a) write lots of revision notes and diagrams b) talk over my notes, alone or with other people c) imagine making the movement or creating the formula 19. If I am explaining to someone I tend to: a) show them what I mean b) explain to them in different ways until they understand c) encourage them to try and talk them through my idea as they do it 20. I really love: a) watching films, photography, looking at art or people watching b) listening to music, the radio or talking to friends c) taking part in sporting activities, eating fine foods and wines or dancing 21. Most of my free time is spent: a) watching television b) talking to friends c) doing physical activity or making things

22. When I first contact a new person, I usually: a) arrange a face to face meeting b) talk to them on the telephone c) try to get together whilst doing something else, such as an activity or a meal 23. I first notice how people: a) look and dress

24. If I am angry, I tend to: a) keep replaying in my mind what it is that has upset me b) raise my voice and tell people how I feel c) stamp about, slam doors and physically demonstrate my anger 25. I find it easiest to remember: a) faces b) names c) things I have done 26. I think that you can tell if someone is lying if: a) they avoid looking at you b) their voices changes c) they give me funny vibes 27. When I meet an old friend: a) I say ―it’s great to see you!‖ b) I say ―it’s great to hear from you!‖ c) I give them a hug or a handshake 28. I remember things best by: a) writing notes or keeping printed details b) saying them aloud or repeating words and key points in my head c) doing and practising the activity or imagining it being done 29. If I have to complain about faulty goods, I am most comfortable: a) writing a letter b) complaining over the phone c) taking the item back to the store or posting it to head office 30. I tend to say: a) I see what you mean b) I hear what you are saying c) I know how you feel

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IMPACTING LIVES ● DEVELOPING LEADERS Appendix1 (cont’d)

SCORING the VAK INVENTORY Add up how many A’s, B’s and C’s you selected. A’s =

B’s =

C’s =

If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINESTHETIC learning style. The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning. Your preferred style of learning is indicated by your highest number on your Self-Assessment. You may find, based on your score, that you have more than one preferred style (indicated by a tie or very close scores between letters). In reality, each of us is a unique blend of each of the three styles – it’s just that one of the styles will usually be our dominant preference. Please remember that no one style is better then another – there is no ―right‖ or ―wrong‖ way to learn. Each of the styles is valid and the important thing is that you are aware of your own learning style and what it means, as it can be an invaluable tool to enhance how you learn in the future. It is also vital to be aware of the styles of those who you are responsible for teaching or training, as knowing their styles can assist you in helping them to learn the materials at hand. The three styles, Visual, Auditory, and Kinesthetic, are as follows: 

Someone with a VISUAL learning style has a preference for seen or observed things including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ―show me what you mean‖ and/or ―let’s have a look at that‖ and will be able to perform a new task best after reading the instructions or watching someone else do it first. Visual learners often will work from lists and written directions and instructions.



Someone with an AUDITORY learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ―tell me‖ and/or ―let’s talk it over‖ and will be able to perform a new task best after listening to instructions from an expert. Auditory learners are happy being given spoken instructions over the telephone and can remember all the words to songs that they hear.



Someone with a KINESTHETIC learning style has a preference for physical experience - touching, feeling, holding, doing practical hands-on experiences. These people will use phrases such as ―let me try,‖ and/or ―how do you feel?‖ and will be able to perform a new task best by going ahead and trying it out, learning as they go. Kinesthetic learners like to experiment hands-on and won’t necessarily look at the instructions first.

When you know your preferred learning style(s) you understand the type of learning that best suits you. This enables you to choose the types of learning that work best for you. When you know the preferred learning style(s) of those for whom you are responsible for teaching/training, it can help you to choose the way that you teach or train to maximize the learning potential of each participant. Please note that this is not a scientifically validated testing instrument – it is an informal assessment tool designed to give a broad indication of preferred learning style(s), and to spark conversation and dialogue around the idea of learning styles. ** Acknowledgement: Victoria Chislett (performance_psychologist at yahoo.com

IMPACTING LIVES â&#x2014;? DEVELOPING LEADERS Appendix 2

Ron Cain Chief Executive Officer

Ken Porter Chief Learning Officer

Dave Porter Chief Financial Officer

Tom Rouen, Jr. President and Chief Operating Officer

Nancy Cannone Controller

John St. Pierre VP, Operations

Andy Dishner VP, Sales and Marketing

Dave Porter Chief Financial Officer

Nancy Cannone Controller

Trish Patterson Corporate Staff Accountant

Liz Nelson Corporate Staff Accountant

Jane Hawthorne Corporate Staff Accountant

Gail Harpe Corporate Staff Accountant

LaMarge Culbreth Corporate Payroll Services

Frances Griffiths Corporate Payroll Services

IMPACTING LIVES ● DEVELOPING LEADERS

Ken Porter

Chief Learning Officer

Ruth Lund Director, Organizational Development

Sean Clancy Manager of Leadership Development

Corporate HR Services: Kimberly Williams HRIS Specialist

Mary Cornacchio Cultural Transformation Leader

Gerry Bradley Corporate Services

Rob Neal Cultural Transformation Leader

Dan DiElsi Worker’s Comp

IMPACTING LIVES â&#x2014;? DEVELOPING LEADERS

Tom Rouen, Jr. President/COO

Dave Bliss OSHA Compliance

Doug Jones Region West Director of Ops

Elijah Sleigh Regional Ops Manager - LG

James Darwin Region West Director of HR

John St. Pierre VP of Operations

Tom Clark Region East Director of Ops

Tim Ashmore Region East Director of HR

Jonathan Ryan Quality/Process Manager

Ryan North PARCELite Director of Ops

Chad Cain Quality/Process

Stacey Zajec PARCELite Director of HR

IMPACTING LIVES â&#x2014;? DEVELOPING LEADERS

Tom Rouen, Jr President & COO

Jim Heidegger Director, Corporate Systems

Darrel Phillips

Lori Van Boven

Curtis Trump

Josh Abbitt

Tom Johnson Director, IT Applications

Andrey Shirkevich

Damon Williams

Greg DeWitt

Laura Mack Manager, Bus Comp & Postal Affairs

Gautam Vachhani

Tom Myers

Charlene Vjestica

IMPACTING LIVES â&#x2014;? DEVELOPING LEADERS

Tim Ashmore Regional Director Human Resources East Logistics

Tom Clark Regional Director Operations East Logistics

College Park, GA College Park, GA Olive Branch, MS Mascot, TN Mebane, NC Miami, FL Sweetwate r, TX New Castle, DE

IMPACTING LIVES ● DEVELOPING LEADERS

James Darwin Regional Director Human Resources West Logistics Elijah Sleigh Regional OPS Mgr.

Fort Worth, TX – LG

Jamesbur g, NJ – LG

Regional Director Operations West Logistics

Ontario, CA

Brea, CA Jeffersonvil le, IN Cranbury, NJ Winfield, KS

IMPACTING LIVES â&#x2014;? DEVELOPING LEADERS

John St. Pierre VP of Operations LEGACY Logistics

Jeff Metzger VP of Sales Rhombus

Theresa Salazar Operations Manager Rhombus

Alicia Miglino Accounting Manager Rhombus

Andy Dishner VP, Sales and Marketing

Damian Burke

George Henrich

Dean Hamilton

Director, Marketing

Director, Client Solutions

IMPACTING LIVES ● DEVELOPING LEADERS Appendix 3 Quality Corner - September 2008 The Quality Diet: Building A Healthy Business - By Timothy J. Folkerts Implementing a corporate quality system is much like dieting—and there’s a lot more to both of these processes than you might think. LET’S FACE IT: QUALITY IS NOT ALWAYS AN EASY SELL… this is the sort of delayed gratification businesses aren’t always ready to accept. At every turn there is pressure to cut corners, hide problems, and just go along. When facing such challenges, it is helpful to remember one simple analogy: Succeeding with quality improvement is like succeeding with a diet. Explaining the principles and techniques to people outside the field can be challenging. Convincing management to invest in the effort can require considerable perseverance. Quality Pros/Corporate Dietitians Quality professionals could be called corporate dietitians—there to guide businesses to healthier lifestyles. A poor diet leaves a person vulnerable. Carrying around extra weight makes everything just a little more difficult and time consuming. Chronic problems like diabetes are aggravated by obesity. Hidden problems like high cholesterol caused by too much saturated fat or high blood pressure caused by too much dietary sodium can lead to sudden, life-threatening heart attacks. Of course, better nutrition isn’t a cure-all for these problems but it certainly can limit the risks. Similarly, poor quality leaves a company vulnerable. Inefficient procedures and management make everything just a little more difficult and time consuming. Chronic cost overruns due to poor quality of incoming materials and supplies sap competitiveness. Hidden problems in the quality of outgoing products can lead to sudden, bankrupting product recalls or lawsuits. Better quality isn’t a cure-all for these problems but it certainly limits the risks. With people, survival of the fittest has been mitigated somewhat. We have tamed the world around us and eliminated many natural hazards. We have family and friends to support us when we are sick or weak. The corporate world is not so forgiving. When times are good, it is possible for a poorly performing company to survive. When times are bad, the wolves will descend, culling many of the weak and inefficient. Potential Gains Many people don’t realize that the primary purpose of a diet should not be to lose weight. Instead, the primary purpose should be to improve health. Weight loss is just a pleasant, visible side effect. In fact, the original motivation for the diet could be something besides weight loss; it could be reducing sodium, fat, and cholesterol, for example. Concentrating simply on one facet of the diet can lead to poor nutrition—insufficient vitamins, minerals, or protein for proper health. Taken to an extreme, concentrating exclusively on weight loss can lead to anorexia—a life-threatening condition.

IMPACTING LIVES ● DEVELOPING LEADERS

For a corporation, the primary goal of a quality improvement initiative is improved corporate health. A singleminded effort aimed at cutting costs won’t do. Neither will efforts aimed solely at increasing quarterly profits, eliminating defects, or pushing more products out the door. While costs, quarterly profits, defects, and production all are important, pursuing any one too aggressively will only lead to problems. Excessive cost-cutting will leave a company anemic. Relentless pursuit of short-term profits often simply delays problems, as Enron learned. Reducing defects significantly is often possible, but making the products perfect becomes cost-prohibitive. Raising production without improving or at least maintaining quality can lead to loss of customer loyalty and sales. Quality is not just about reducing fat but also about improving the true viability of a company. Choosing an Approach The potential approaches to dieting and weight loss are almost limitless: low fat, low carb, vegetarian, replacing meals with diet shakes, skipping dessert, eating lots of grapefruit, using diet pills advertised on latenight television, proprietary programs like Jenny Craig and Weight Watchers, fasting, gastric surgery, and liposuction. Many approaches can be quite effective at both weight loss and improved health, some are mildly helpful, but a few are actually dangerous. You can go it alone or join a group. You can sign up for a brand name plan or create your own. You can mix and match several different approaches. You can get advice from an expert or buy a book or simply jump on the latest bandwagon. Ideally, a person interested in improved health should work with a dietitian or nutritionist to develop the right plan. The expert can ensure the diet will help achieve desired goals while still providing the balanced nutrition required to maintain health. Similarly, a company interested in quality improvement ideally should use quality professionals to develop the plan that is right for that company, because quality improvement choices are as varied as diets: total quality management, plan-do-check or study-act, statistical process control, design of experiments, acceptance sampling, multi-vari plots, ISO 9001, TS 16949, lean, Six Sigma, lean Six Sigma, Dorian Shanin’s Red X, W. Edwards Deming’s 14 points, Joseph M. Juran’s quality trilogy, and Philip Crosby’s zero defects, to name several. The right method, or combination of methods, will improve the viability of an organization by improving products and processes. The wrong approach could actually weaken an organization by diverting resources to the wrong problems. Implementing the Plan Even after a plan of attack has been chosen, success is still a long way off, and that success cannot be achieved by the dietitian. The dietitian can educate the client about nutrition issues. The dietitian can encourage the client to develop a support network. The dietitian can provide forms to track progress. The dietitian can applaud success and watch for backsliding. The dietitian can set up weekly or monthly meetings to provide in-person feedback.

IMPACTING LIVES ● DEVELOPING LEADERS Ultimately, though, no matter how well-crafted the plan, it won’t succeed unless the client acts on the plan. The client needs to be committed to improved health. Quality professionals face the same sort of challenge. Corporate leaders might say they want improvement but not carry through with appropriate action. It is important to educate and encourage. It is helpful to get suppliers and customers on board. It is valuable to track progress—anything to provide motivation and keep focused on the ultimate goals. The quality professional provides his or her support, but without leadership buy-in to quality improvement, it can’t and won’t happen. Potential Pitfalls Quality improvement and dieting can encounter similar pitfalls. Once you recognize the following five potential pitfalls, you improve your chances of overcoming them, allowing you to lead your organization to quality improvement and business health: 1. Lack of tact 2. Not understanding the system 3. Focusing on the short term 4. Yo-yo quality 5. False economy Lack of tact: People don’t like to be told they are fat, and bosses don’t like to be told they are running a poor-quality operation. With a receptive boss, a direct approach might work best but make sure you have a plan before you start pointing out problems. Even though a wise leader will acknowledge the truth and recognize that something must be done, he or she must be approached tactfully. Issues with suppliers or customers can often provide an opening to broach the subject. At other times a stealth quality approach might be better. This is the equivalent of not telling your overweight spouse that you are now buying low-fat ground beef and diet desserts. After gains have been realized in small ways, the boss might be more receptive to learning about bigger improvement opportunities. Not understanding the system: Weight Watchers uses a point system to monitor food intake. For example, one large apple is two points. If you aren’t careful, it is easy to miscount points. If you make the mistake of counting one apple as one point several times, the diet will fail. Similarly, small misunderstandings can lead to the failure of quality improvement initiatives. Whether it is miscalculation, miscommunication, mis-calibration, or any number of other mistakes, quality plans have the potential to misfire if key ideas about the system are not understood. Focusing on the short term: It is not uncommon to lose an unusually large amount of weight during the first week of a diet. This can set up unrealistic expectations and lead to later discouragement. It is also quite possible to stick faithfully to a plan, but see different amounts of weight loss each week. The dieter might be tempted to restrict calorie intake even more following a week of poor performance or to ease up after a week of exceptional performance.

IMPACTING LIVES ● DEVELOPING LEADERS Yo-yo quality: Many managers don’t seem to have time to do things right the first time but they always seem to have time to fix things later. This is the equivalent of yo-yo dieting. You overeat and exercise too little for a couple months, and then you discover you’ve put on 20 pounds. For the next two months, you have to work three times as hard to lose those pounds and get back in shape. Maintaining steady progress all along is much easier overall than reacting to fix self-created problems. False economy: Skipping lunch but then eating three candy bars in the afternoon because you are starving is not effective for dieting. Bragging about all the lunches you’ve skipped won’t change the fact that you are still gaining weight. Similarly, cutting costs in one division but passing along equal or greater costs to other divisions is not a viable business plan. The manager or vice president of the cost-cutting division might be able to brag about improvements but the improvements don’t prevent the business from losing more money than before. Lasting Success Quality can’t be temporary. Quality can’t be just a slogan. Quality can’t be the job of just one person or one department. Quality can’t be subordinate to today’s production quotas. Ultimately, success means a fundamental change in corporate lifestyle. As long as the mentality is, ―We just need to do this until we reach our goals,‖ or, ―We just need to do this until the boss gets a new pet project,‖ then failure is never far away. So, the next time you have one minute to explain what quality professionals do, tell them you are the corporate dietitian. You have the plans to make the company healthier by eliminating poor habits that sap profits. You champion improvements that make everyone look better. You study and educate and encourage and implement to make those improvements a reality. And you would be happy to share that knowledge with them anytime they want to know more.

Timothy J. Folkerts is a physics instructor at Barton County Community College in Great Bend, Kan. He earned a doctorate in physics from the University of California at Davis. Folkerts is a member of ASQ and a certified quality engineer and reliability engineer. A longer version of this article first appeared in the May 2007 issue of Quality Progress. This excerpt is reprinted with permission.