EFQM Excellence One Toolbook
How it works Why would you like to use this tool (deliverables). A description of what you can expect to achieve if you use this tool. A problem or a set of circumstances that you wish to understand further
How to use this tool (steps) A description of the key steps to follow if you want to apply this tool rigorously. When would you use this tool (context) The context in which you might want to use this tool.This might be an approach to excellence, a process or an event.
What could be done next A description of the possibilities you have to maximise the benefits of the tool, after completing all the steps. How to make the best use of the tool (tips and traps) Tips to help maximise the benefits of the tools and traps to avoid.
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Second page To demonstrate an application of the tool or information that aids further understanding of how the tool can be applied.
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TOOL #00 EFQM Excellence Model Why would you like to use this tool (deliverables)? ■
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The EFQM Excellence Model(tm) is based on a framework of nine criteria. It can be used during a review process to identify and confirm which Result areas are tracked and which Enablers are supported by the organisation. To gain agreement on which key results and critical enabling activities are critical to the organisation.
When would you use this tool (context)? ■
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When you want to prioritise and agree the result areas that are important to the organisation. When you want to understand the relationship and impact between Enablers (what you do) and Key Result Areas (what you achieve).
How to make the best use of the tool (tips and traps)?
How to use this tool (steps)? ■
There are a number of publications, awareness sessions and training courses available that explain the EFQM Excellence Model.This would be an advisable first step to build expertise.
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Use the Model as a checklist to compare what your organisation does in comparison to the 5 Enabler criteria and what your organisation achieves against the 4 Results criteria.
1
Start with Enabler criteria 2: Policy and Strategy. Define the goals, objectives and outcomes the organisation wishes to achieve.
2
Identify how the outcomes for Policy and Strategy translate into measures for the four results criteria (Criteria 6: Customer Results, 7: People Results, 8: Society Results and 9: Key Performance Results).
3
Identify key organisational activities for the enabler criteria 3. People, 4. Partnerships and Resources and 5. Processes. Identify which results criteria they should have an impact on and translate into measures.
4
Identify the role of Leaders of the organisation (criterion 1) in defining Policy and Strategy, creating and supporting the key activities or approaches for criteria 3, 4 and 5 and responding to the needs of key stakeholders reflected in the results criteria.
5
Review with colleagues how your organisation compares against all of the areas described by the Model to identify potential strengths and Areas for Improvement.
■ The EFQM Model is a non-pre-
scriptive framework, itshould however be customised to reflect the specific approaches and results relevant to your organisation.
What could be done next? ■ Undertake a Self-Assessment. ■ Score the organisation using
RADAR principles. ■ Identify areas for improvement.
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Leadership Tool#: 01 Tool#: 02 Tool#: 03 Tool#: 04 Tool#: 05 Tool#: 06 Tool#: 07 Tool#: 08 Tool#: 09 Tool#: 10 Tool#: 11 Tool#: 12 Tool#: 13 Tool#: 14
Asking effective review questions ‘Managing by wandering about’ MBWA Effective listening skills How to be a good effective coach Creating a Mission statement Creating a Vision statement planning change Force field analysis How to help people during change Strategic partnering Handling conflict Crisis Management communicating under pressure Staying healthy under pressure
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TOOL #01 Leadership Why would you like to use this tool (deliverables)? ■ ■ ■ ■ ■
To understand the progress of an activity. To understand the reasons for success or problems. To help others understand a situation better. To help others find solutions to a problem. To help others learn from a completed activity.
When would you use this tool (context)?
Review may be planned or ad-hoc, formal or informal: ■ planned review (e.g. by a project review board) will usually be linked to formal project milestones, at important stages of the activity; ■ ad-hoc reviews gives a leader the chance to influence a situation without taking away the participants’ responsibility and confidence; ■ review after the event is a powerful tool for learning and recognition.
How to make best use of the tool (tips and traps)? ■ ■ ■ ■ ■
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Encourage people to focus on the important factors. Let people use their own words Only offer advice if asked. Avoid asking ‘Who?’- it is often seen as leading towards blame. Help people be aware of their own learning, and share what you have learned. Help people be clear on next steps.
What could be done next? ■ ■
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Make sure that any agreed actions are followed through. Cut out unnecessary data from review documentation- focus on the important factors. Help others practise effective review.
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Asking effective review questions How to use this tool (steps)? 1
Before the review, read the help-card, try to visualise how the review could progress.
2
Select the key areas where you want to improve.
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During the review, stick to your plan, focus on the areas of improvement you have identified.
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After the review, read the help-card again. Identify what went well and what went wrong.
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Repeat the process till you are satisfied with the outcome.
TOOL #01 Asking effective review questions
Help Card 1
Consider the purpose of the review. (Formal information transfer? Problem -solving? Exploratory? Coaching? Celebratory? Who is it for? If it is to enable the leader to exercise control or allocate blame, it is not review!)
2
Decide who to involve (1:1 with a project manager or a newly appointed manager? Meet a team? A large session involving customers and suppliers? Be clear what roles people are in and make your role and purpose clear to them. Senior leaders need to be aware that review may be seen as threat, criticism or hidden blame).
3
Set a suitable tone from the start (Review is more effective when the whole situation is consistent – e.g. location, timing, scope and purpose, level of information exchanged, behaviour, tone of voice and body language).
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If you need to understand basics, use ‘first level’ questions.Tell me What? When? Where? Who? How Long?
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If you want to gain deeper understanding and help people to learn, use ‘second level’ questions.Tell me how. Why did that happen, do you think? What possibilities exist now? So how do you feel?
6
Ask about the plan, the process and the people as well as the outcomes.
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If decisions, coaching or advice become relevant, pause the review – and explain that the nature of the discussion has changed.
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TOOL #02 Leadership Why would you like to use this tool (deliverables)? ■
To understand the organisation better,
‘Managing by wandering about’ MBWA How to use this tool (steps)? 1
Think about how MBWA supports your leadership style.
2
Read the help-card for ideas about how you can apply this tool.
3
Be clear about the personal benefits for yourself (opportunities for learning, understanding real business issues, access to people) and the organisation (provides people with access to you, supports values of trust and open communication).
4
Remind yourself of the benefits before each planned ‘MBWA’ event.
5
Reinforce existing communication channels.
especially how it works and how people are feeling. ■
To aid communication in the organisation.
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To enjoy contact with other human beings.
When would you use this tool (context)? ■
When joining a different organisation, or after an absence.
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When things are going well.
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When things are going badly.
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At different times of the day.
How to make best use of the tool (tips and traps)? ■
Go alone.
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Be yourself – whether that’s formal, relaxed, cool, energetic or any other style.
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Be honest – this includes being honest about what you can’t tell people and what you don’t understand about their work.
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Carry some change to be able to buy coffee at the machine.
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Don’t stop when you get busy.
What could be done next? ■
Ask whether other information channels are giving you the same message.
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Help and encourage other managers to MBWA if appropriate.
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If ‘wandering’ feels too exploratory for you, try ‘walking’ instead. People will respect any style as long as the motive is sincere.
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TOOL #02 ‘Managing by wandering about’ MBWA
Help-Card 1
Be open about what you are doing to avoid creating feelings of suspicion.
2
Decide how much time you will spend and build this into your diary commitments.
3
Make the process informal to avoid creating the perception of V.I.P. visits. Remember, you can pose a threat in the mind of managers, junior to you.
4
Plan your visits so that you have a short-term programme of certain places and people you would like to see. This will maximise opportunities for learning.
5
Encourage people to ask questions, listen and avoid: ■ taking ownership of issues; ■ making easy promises; ■ leaking advance information; ■ giving on the spot judgements.
6
Use open-ended questions (what do you think, why did that happen, tell me how) to build rapport.
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On you return, reflect on what you have seen and heard.
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Respond to the learning opportunities (thank people for their time, for being open and advise them of any follow-up actions).
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TOOL #03 Leadership Why would you like to use this tool (deliverables)? ■ ■
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To gain information. To understand another person’s point of view. To establish or deepen a relationship.
When would you use this tool (context)? ■ ■ ■ ■
Performance review. Coaching conversation. Negotiation. Exploring new ideas.
How to make best use of the tool (tips and traps)? ■ ■
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Be as sincere as you can. Don’t pre-judge what they are going to say. Let them finish their own sentences! Let them tell their story – don’t tell yours. If your brain is chattering like a monkey, ignore it, or admit it and meet another time. Don’t try too hard!
What could be done next? ■ ■
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Thank them for the conversation. Show that you have understood by taking suitable action if that is what’s needed. Be prepared to share your listening skills with others.
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Effective listening skills How to use this tool (steps)? 1
Think about how you would recognise effective listening. Ask yourself, what is listening and when I feel listening to, what effect does it have on me.
2
It is about providing other people with opportunities to express views, opinions or facts.
3
It requires concentration.
4
It helps if non-verbal and verbal cues are provided, such as eye-contact, nodding and statements such as ‘please continue’.
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Listening does not mean you agree or disagree.
6
Read the helpcard for ideas about how you can improve your listening skills.
TOOL #03 Effective listening skills
Help-Card 1
Respecting the right of others to express is a leadership quality.
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Effective listening can only take place if the right conditions have been established (avoid distractions and interruptions).
3
Tell people why you want to hear what they have to say, then listen.
4
Effective listening requires practice.
5
Do not interrupt, respond during natural pauses and ask if the person has finished speaking.
6
Summarising, testing, understanding and asking questions are ways of establishing ‘What you heard’ is ‘what was said’.
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In any 5 or 10 minutes period reflect on how much of the conversation you initiated or listened to.
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Ask people if they think you are a good listener.
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TOOL #04 Leadership Why would you like to use this tool (deliverables)? ■
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To improve the performance of an individual. To improve the performance of your team. To improve the performance of your organisation. To strengthen business partnerships.
When would you use this tool (context)? ■ ■ ■ ■
Whenever asked. At performance reviews. With a team in difficulty. With a long-established customer, supplier or other partner.
How to make best use of the tool (tips and traps)? ■
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You don’t have to put a ‘coaching’ label on every coaching event. Use language that is natural to you. Use your effective listening skills. Be prepared to receive coaching as well as giving it. Enjoy the experience!
What could be done next? ■
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Select other people in your organisation to become coaches, and coach them. Become a coaching champion, through recognition and role modelling.
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How to be a good effective coach How to use this tool (steps)? 1
Distinguish the differences between training and coaching.
2
Coaching is concerned with helping an individual to explore options, identify consequences and to evaluate different courses or action.
3
Don’t impose coaching, respond to the needs of the individual.
4
Be clear when a coaching style is appropriate and when it is not.
5
Effective coaching is a skill, that requires listening, asking the right questions, understand, and patience.
6
Consider whether you need training.
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Ask for feedback on your coaching style.
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Find a coach, you can learn from.The experience will also help to develop and improve your own style.
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Review the help-card when involved in a coaching situation.
TOOL #04 How to be a good effective coach
Help Card 1
It is important to build a relationship with an individual and establish ground rules for coaching.
2
Use open questions ‘What did you have in mind?, ‘What other options have you considered?’, ‘Why did you decide this was best?’.
3
Be prepared to share your experiences, not as solutions but as learning experiences.
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TOOL #05 Leadership Why would you like to use this tool (deliverables)?
Creating a mission statement How to use this tool (steps)? 1
Decide who to involve in creating the mission statement.
2
Brainstorm what the organisation is doing using action verbs.
3
When would you use this tool (context)?
Define 2 to 3 competencies that are critical to your longterm success.
4
Define your customers.
When defining the long term strategy of the organisation.
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Define where you operate geographically. Do not forget cyberspace.
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Build a sentence that combines points 2, 3, 4, 5.
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The sentence should be forward looking and credible.
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Test reactions within the organisation.This provides a reality test.
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Communicate the mission.
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To develop a mission statement that expresses why the organisation exists. To reinforce an organisation’s sense of purpose.
Every year, when strategy is under review.
How to make best use of the tool (tips and traps)? ■
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Time needed to use this tool depends very much on the complexity of the situation and the strategic changes the organisation is going through. Keep the final formulation simple even though it does not embrace the whole complexity of the current or future situation.
What could be done next? ■
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Test the outcome with key stakeholders. Prepare an extensive communication plan for the mission. Ask your employees how they would express the mission to a new employee (Ignore whether they use the exact words, but listen for their understanding of the essential sense).
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10 Be explicit about how people in the organisation can contribute to the mission.
Recommendations: 1
2 3 4 5
the mission statement should reflect what the organisation really is. It should express a noble aim and be valid for many years; it should describe a value position or solution (e.g. helping organisations to EXCEL – EFQM); it should be credible, short and memorable; it should be relevant; avoid generalised language.
TOOL #05 Creating a mission statement
Example Brainstorming for Activity: ■ ■ ■ ■ ■
provide; design Ignition System; manufacture Ignition system; service ignition system; deliver Ignition system.
Brainstorming for Competencies: ■ ■ ■
manufacturing Excellence; validation technology; complex mechanical design.
Brainstorming for Customers: ■ ■ ■
aerospace industry; aerospace constructors; the customers of the aerospace industry.
Brainstorming for Geographical area: ■
Europe +;
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global; world-wide.
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Brainstorming for Mission: ■
through manufacturing excellence we provide ignition systems to the world-wide aerospace industry.
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TOOL #06 Leadership Why would you like to use this tool (deliverables)?
Creating a vision statement How to use this tool (steps)?
To develop a vision statement that expresses the ambition and intent of the organisation. To give a clear direction to the organisation.
1
Identify all the stakeholders of the organisation.These should include, at least, the customers, the employees and the shareholders or governing bodies; suppliers and the overall community are often added to the list. In many cases, it is possible to identify more stakeholders – keep the ones that are critical to the future of the organisation.
When would you use this tool (context)?
2
Define a time horizon. Do you want to describe your vision for the next 3, 5, 10 or 50 years? A 5 year vision is usually a minimum. If you go for 3 years because you are in a crisis situation or because you are in an highly unstable environment, avoid the term ‘vision’- use, for instance, ‘ambition’ or ‘intent’.These words are less likely to bring cynicism.
3
Brainstorm the vision specific to each of the stakeholders. Ask the question: In X years (the time horizon), how would I like ..... (the stakeholder) to see me?
4
Develop the sentence that will be your vision statement for each stakeholder.
5
Ensure that the vision statement, as a whole, is consistent.
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When defining the long term strategy of the organisation. Every year, when the strategy is under review (through minor evolutions).
How to make best use of the tool (tips and traps)? ■
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The time needed to use this tool depends very much on the complexity of the situation and the strategic changes the organisation is going through. Keep the final formulation simple – even though it does not embrace the whole complexity of the current or future situation.
What could be done next? ■
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Test the outcome with key stakeholders. Prepare a plan to communicate the vision widely.
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The vision should be stretching but achievable.
TOOL #06 Creating a vision statement Example Horizon: 5 years Customers: ■ ■ ■ ■ ■ ■
best value for money; innovative suppliers; high contribution to product development; solution providers; reliable (quality and cost); ongoing contact.
Employees: ■ ■ ■ ■ ■
attract talented people; empowerment; fair recognition; career opportunities; employees are proud of being with us.
Shareholders: ■ ■ ■ ■
fair return on investment; potential for growth; solid brand; ability to handle risks and difficult situationsif they arise.
Partners: ■ ■ ■ ■ ■ ■ ■
fair partner; no interference in internal affairs; improvement opportunities; willing to co-operate; demanding on cost and quality; extended organisation; open to innovation.
Society: ■ ■ ■ ■ ■ ■
high involvement in education; role model in a few key areas; ethical company; care for the environment; practical involvement; focused on achieving societal targets.
Customers Customers consider us as a very reliable supplier of integrated solutions. Our contribution to the development of their products is valued.We are regarded as an innovative supplier that does not compromise on Excellence.
Employees We are regarded as an organisation that attracts and retains talented people. Our employees feel proud of being associated with a successful organisation and brand.They are given the opportunity to contribute to our development.They feel recognised and valued. Shareholders Our shareholders are satisfied with the return on investment they get with us.They see in us a solid brand with high growth potential. They are confident in our ability to handle risks or difficult situations that might arise.They are willing to contribute to our development. Partners Our partners consider us a fair organisation that provides continuous improvement opportunities.We are seen as an organisation that is committed to the development of an extended network of excellent and professional organisations. Being open to new ideas, we have access to new ideas and cost optimisation opportunities.
Society At the local level, we are recognised for our involvement in the community and, more specifically, for our support and achievements in the field of education.In the field of supporting the arts, we are considered as a role model with very ambitious goals at both national and international levels.
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TOOL #07 Leadership Why would you like to use this tool (deliverables)? ■
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To increase the success rate of changes. To reduce time and effort required to introduce change. To demonstrate leadership in an important arena.
Planning change How to use this tool (steps)? 1
When considering a change, a leader will often think predominantly about the future state that (s)he desires. ‘Where do I want this organisation/team/process/individual to be?’ This vision of the future is essential to provide the sense of direction needed to guide the planning and implementation of change.
2
The next step is for a change leader to think about the starting point: ‘Where are we now?’ What are the external conditions facing the organisation, the organisation’s internal capabilities, the state of people’s morale (including the leader’s), the quality of relationships with external partners? What is our sense of intangible factors – e.g. intuition that the time is right for change, a feel for an approaching opportunity or threat, a ‘hunch’ or ‘gut feel’? What assumptions are you making? What are your blind spots where it would help to get another perspective? (A useful blind spot question is: ‘I think I’m right – but if I am not, how will I know ?’).
3
Now for an important step which many people do not take.The change leader must look back into the past and ask ‘How have we got to where we are now ?’.The organisation’s current state has been shaped by previous changes and trends. For example, technology trends, organisational structures, political policies, management practices and ways of thinking, interpersonal relationships, events, myths and legends that have helped to create the culture of the organisation.Which of these will act in favour of the proposed change and can be used or maintained? Which will act against the change and will need to be disconnected? Which will be neutral and can be ignored or simply monitored? An effective change strategy will take account of the past as well as the present and future.
4
With past, present and future in mind, a change strategy can now be designed that will: ■ free people from those past and present ways of thinking and acting which will not be effective in the future; ■ confirm what is not going to change – the ‘points of stability and continuity’; ■ create and manage the transitional state that will help people get from today to the future; ■ consolidate and maintain the desired future state.
When would you use this tool (context)? ■
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When thinking about possible change. After the decision to change has been taken. When reviewing the change.
How to make best use of the tool (tips and traps)? ■ ■
Seek a wide variety of insights. Don’t forget the past.
What could be done next? ■
Review your experience of change using this model.
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TOOL #07 Planning change Example
Vision:
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customer pleased by their experience with us; collaborators are happy to help and support customers;
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growing sales.
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Vision
Change Strategy Change strategy: ■ ■ ■
review leadership style and behaviour; launch coaching programme for collaborators; launch recognition programme.
Starting point: ■
Starting Point
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customer unsatisfied; staff not willing to excel at handling customers; sales are going downs faster than for competitors.
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TOOL #08 Leadership Why would you like to use this tool (deliverables)? ■
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To plan for factors that will help or obstruct a change. To exploit resources that support change. To prevent or minimise problems.
Force field analysis How to use this tool (steps)? Overview: In any situation there will be forces that help you move towards a desired goal, and other forces that hold you back or move you in a different direction.These forces can be identified, evaluated, and addressed in the change plan. 1
When would you use this tool (context)? ■ ■ ■
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When planning change. When communicating about change. When managing problems during the implementation of change. When reviewing change.
How to make best use of the tool (tips and traps)? ■
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2
Identify all the current and future forces that relate to the situation. Do not categorise them as positive or negative at this stage (Alternative: identify all the positives, then all the negatives – but take care not to simply make the second list an exact opposite of the first).
3
Now categorise the forces into those that will aid the achievement of the goal and those that will restrain or divert you. It helps to plot these in a visible form.
4
Evaluate each individual force for its impact – e.g. high/ medium/low. Add this assessment to the visual display. Now assess how easy it would be to exploit or change each individual force – e.g. easy/possible/impossible. Chart the results. If a group is conducting the analysis, asking each member to allocate scores will provide a rough quantification.
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Incorporate in the change plan those forces which have: high impact and are easy/possible to exploit or change. ‘Essential to do’; high impact, and are impossible to exploit or change. ‘Essential to prepare for’; medium impact, easy to exploit or change. ‘Useful if time and resources allow’.
It is often easier to reduce negative forces than to increase positives. Beware over-optimism about ease of change. Force field analysis provides a good method of involving people in a change.
What could be done next? Include the results of the analysis in the change plan. Take preventive or corrective action. Use the analysis when reviewing the change.
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State the desired goal clearly.
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TOOL #08 Force field analysis Desired goal: Change European operations from geographic to functional organisation
Example Ease of change
Impact
+ FORCES
+==
M
Growth in centres of excellence
=
H
Higher product R&D from savings
=
H
Customer preference from surveys
+
M
Retirement of MD Germany Oct 2001
+
L
Better match with US organisation
=
M
Better relations with international supplier
=
M
Graduate recruitmentcan be Europe-wide
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H
Local political and public opposition
+
L
Functional strategy fits corporate planning process
=
H
Enables Internet service delivery channels
Essential to do:
Secure R&D investment from savings. Exploit customer goodwill. Plan Internet service delivery channels.
Essential to prepare for:
Local political and public opposition (NB Germany).
Useful value adds:
Reassign country MDs in new organisation
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TOOL #09 Leadership Why would you like to use this tool (deliverables)? ■ ■
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To bring in change successfully. To reduce the human cost of change. To teach others how to lead change.
How to help people during change How to use this tool (steps)? Note:
1
When would you use this tool (context)? ■ ■
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When planning tactics for change. When leading implementation of major change. When reviewing major change.
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Don’t expect everyone to react equally. Recognise your own reaction to change.
What could be done next? ■
Review your personal lessons from the change.
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Understand that people’s reactions to change often follow a pattern of: ■ shock; ■ fear; ■ worry; ■ acceptance; ■ adapting. (The pattern is not smooth or equal, and people may repeat earlier stages).
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To help people through the initial shock: acknowledge their concerns; give them time to talk; communicate widely and often, especially about the reasons for change; celebrate what was good from the past; provide a vision for the future (though don’t expect everyone to be positive about this yet or even to hear the messages); tell people how long the change will take.
3
To help people while they’re afraid: be prepared for aggression or not wanting to know (‘fight or flight’); listen and show that you understand their feelings; temporarily ease ‘nice but not crucial’ performance targets; recognise that you may come under personal pressure; repeat the message; show your own confidence in the benefits of the change; help leavers to go with dignity.
4
To help people as they worry: clarify the position to dispel uncertainty; demonstrate that there is a good change plan; help people deliver their current work; value them by reminding them of their assets of skills, experience and past success; involve them in the change (as members of task groups, focus groups etc); inject some fun where appropriate.
5
To help people as they accept change: be tolerant of mistakes as people learn the new ways; support people even if they overreact; maintain the clear objectives of the change – but if possible allow people some control over how they achieve them; publicise progress; recognise success and effort; use any good news from outside (e.g. customer comments, press reports).
6
To help people as they adapt: maintain focus to the end of the declared change phase; restore performance standards; provide next-stage training; publicise formal completion; review the change for lessons; celebrate success and commitment.
How to make best use of the tool (tips and traps)? ■
People react to change in different ways and at different times and speeds.This tool describes a common pattern, but a skilful leader will attend to what is actually happening in each actual case of change.
TOOL #09 How to help people during change
Help Card ■
Reaction and feelings during change
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The model below highlights some of the possible reactions people go through during change. Reactions do not always follow the same order, the time from shock to adapting differs for different people. People respond differently, depending on whether they are driving change or they are asked to change.
Worry
Fear Shock Communicate
1
Help people to migrate
Be consistent and explain benefits
Reinforce and demonstrate commitment
Acceptance
Integrate change within organisational system
Adapting
Recognise and celebrate
Shock
Where change is unexpected, the surprise factor can create a sense of panic and fear about personal implications of the change. Communication is critical at this stage, even when there are still unresolved issues to address. 2
Fear
This is a protective measure, where the person raises doubts that the change will really happen. Re-enforcement of the need to change and consistent messages are important. 3
Worry
This may be passive or active. People want to know that the future will be better, and how change will affect them personally.Programmes that help people become part of the future can help (e.g.training). 4
Acceptance
This requires sufficient confirming evidence that the change will happen or that symbolic and real changes have taken place. 5
Adapting
Providing familiar features that reinforce the change (e.g.Appraisal) acknowledging the past and celebrating successes are key.
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TOOL #10 Leadership Why would you like to use this tool (deliverables)? ■
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To increase the organisation’s capability. To decrease future risk. To enter new markets or areas of activity. To secure a long term relationship especially with a selected supplier or customer.
When would you use this tool (context)? ■
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After identification of a strategic gap in the organisation’s capability. After identification of a strategic opportunity that is too large for your organisation alone. In response to a serious proposition from a potential partner.
How to make best use of the tool (tips and traps)? ■
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Be objective about the organisation’s capabilities. Be clear which mode you are in, whether it is visioning, self-assessment or planning. Include ‘stay as we are’ in your range of scenarios to work through.
What could be done next? ■
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Consider the impact on other customers and suppliers. Keep the aims of the partnership in view and work hard and generously to secure them.
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Strategic partnering How to use this tool (steps)? 1
Consider the gap to fill, the opportunity to be exploited, or the need to be met.
2
Re-assess your organisation’s capabilities in the relevant areas. Consider external factors e.g. position in market or public infrastructure, reputation, stakeholder support, competitive technological excellence, quality of relationships with customers and suppliers. Consider internal enablers such as financial strength, delivery capability, strategy, effectiveness of systems and processes, people, leadership and management, innovativeness, knowledge management, culture and style, physical assets.
3
Describe the perfect partner, one whose capabilities would complement your own to create the desired synergy or fill the gap exactly, without intruding on your other activities.
4
Scan your existing relationships for any that could be developed into that partnership, or near to it. Now imagine standing in the other organisation’s shoes and assess your proposition from their point of view. If you need to adjust your proposition to be welcome to them, do so, but re-assess whether the benefits to you are still enough.
5
Do not ignore the political and emotional dimensions of potential partnership. Some of the critical success factors that apply to mergers are also relevant here. So, for example, while synergy of goals is important, synergy of style and ways of working is crucial.
6
Think through several future scenarios. Identify the factors that will affect the partnership, and the potential direction in which it may develop. Use the repeated question ‘And then what?’ Include impacts within your organisation.
7
If you need to look elsewhere, consider possible relationships inside and outside your sector. As with benchmarking, the right partner may lie outside your normal range of contacts. Risks increase the further you go into unknown territory, but if survival is at stake, you may choose to confront those risks.
8
Apply change management principles to any partnership you form.
TOOL #10 Strategic partnering Partner Competencies
Example High
Low Low
■ ■
Partner of equals. Long-Term relationship is value if competencies are to be developed.
■
Need to consider how the organisation can add value in other areas.
Supplier needs to consider how can add value in other areas.
■
Mutual benefit in co-operation. Equality in potential contribution. Partnership of equal.
Organisational Competencies ■
■
■
High
Assessing your partnership
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TOOL #11 Leadership Why would you like to use this tool (deliverables)? ■ ■
■
To handle conflict more effectively. To widen my range of conflict management styles. To be able to coach others.
Handling Conflict How to use this tool (steps)? 1
2
When would you use this tool (context)? ■
When conflict occurs.
■
When conflict is expected. When conflict is being reviewed for learning.
■
How to make best use of the tool (tips and traps)? ■
■
■
Confirm or amend your style self-assessment with another person (See step 3). Consider inviting a neutral third party to help. Look for the times during conflict when an input of constructive energy is needed, or a pause.
What could be done next? ■
■
■
Review the conflict-management skills in your organisation and improve them if necessary. Think ahead about potential structural causes of conflict (e.g. market or policy trends, new technology etc). Experiment with a conflict handling style that is not habitual to you.
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Recognise that conflict is natural. Conflict may arise when two or more people’s goals, behaviour or ways of seeing things do not coincide. Most people have a habitual response to conflict.This is produced by two factors: how assertive they are (= concern for themselves) and how cooperative (= concern for others).
3
Identify your conflict handling style. Use examples from your past. See help-card. ■ What benefits does your approach bring you? ■ What are the drawbacks? ■ What happened when you adopted a different style, or a combination of styles?
4
If there is potential for conflict: remind yourself that conflict is natural and may be a valuable way of improving organisational health; assess what might be the consequences (e.g. in the best/worst cases); decide and adopt the style best suited to the circumstances; if you don’t have that style, introduce someone who does.
5
If conflict has arisen: try to understand the conflicting parties’ points of view – remember that they make sense to them even if they don’t to you; seek or provide mediation that: ■ provides a secure process; ■ helps people to scope the conflict and its causes; ■ builds trust through impartial and non-judgemental listening; ■ enables people to explore possible ways forward; ■ helps people to learn from the event.
TOOL #11 Handling Conflict
Example Concern for yourself
Concern for others
Outcomes
High assertive
High cooperative
Seeks win-win outcome from conflict
High assertive
Low cooperative
Competes, need to win even if others lose
Medium assertive
Medium cooperative
Looks for compromise
Low assertive
High cooperative
Accommodates, gives in to others’ pressure
Low assertive
Low cooperative
Tends to avoid conflict
Identify your conflict handling style
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TOOL #12 Leadership Why would you like to use this tool (deliverables)? ■ ■ ■
To handle a crisis successfully. To enable learning. To enable future preventive action.
Crisis management How to use this tool (steps)? 1
Take a moment to get over any initial feelings of shock you may have, and to get your own thoughts clear. Remember that a crisis is not automatically a catastrophe. Read the help-card.
2
Remember too that the crisis will develop at varying speeds, and at times there will be enough time for some planning and thought. Part of your role as a leader will be to help people discern the ‘shape’ of the crisis, just as a skilled doctor can ‘read’ the variations of an acute illness and have suitable treatment options ready.
3
Appoint your crisis management team and allocate clear initial roles. Initial roles may need to be changed as the emergency unfolds, so do not over-specify the roles in detail. Each role should contain a proactive and a reactive element, so that events can be managed as well as simply responded to.And do not forget to confirm and motivate the ‘business as usual’ team, responsible for managing ongoing activity. Make clear what roles you will be playing, and what you do not expect to be doing.
4
Arrange for both teams to be fully briefed on the current situation, including what is not known and how that will be found out.Allow people to express their reactions, initial feelings, hopes and concerns – show that you understand that first reactions are not a considered assessment and that honest sharing starts to build morale, not lower it. Share your concerns, but emphasise your hopes and picture the future where possible.
5
Initiate short-term and medium-term planning and action.The short term plan aims to get the crisis under control, and has a heavy emphasis on communication; the medium term develops responses to a range of possible scenarios, including the aftermath. Make sure the teams are kept abreast of the planning at key stages.
6
As the organisation’s response starts to take effect, pay particular attention to: ■ helping maintain the ‘big picture’ perspective; ■ managing stakeholders with whom you have a personal relationship; ■ getting the strategic communications right; ■ monitoring the health of the crisis management team; ■ being a source of confidence and intelligent energy.
7
After the crisis has passed, lead a learning review. Role model the objectivity that will be required.
When would you use this tool (context)? ■ ■
In real time during a crisis. During post-event review.
How to make best use of the tool (tips and traps)? ■
■ ■
The first 24 hours in a crisis often feel different from all subsequent phases. Exercise the courage to delegate. Play by the rules that have been agreed. Don’t assume that a leader can ignore them.
What could be done next? ■
■
■
Take the lessons from the review into the organisation’s preventive action plan. Share experience with others who have been through a similar storm. Be prepared for a delayed reaction by people who have worked hard.
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TOOL #12 Crisis management
Help-Card 1
Avoid fire-fighting.
2
Define an ideal end state.
3
Involve others.
4
Share responsibilities and delegate.
5
Develop a plan with short, medium, and long term actions (the crisis will influence whether this is measured in days or months).
6
Identify further risks and possible contingencies.
7
Keep people informed.
8
Track progress against the plan.
9
After the crisis has been resolved, review how it was handled and capture learning points.
10 Introduce preventative measures to avoid a repeat of the same crisis.
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TOOL #13 Leadership Why would you like to use this tool (deliverables)? ■
■
To maintain effective communications in difficult times. To maintain your personal leadership credibility.
Communicating under pressure How to use this tool (steps)? 1
In an Internet world, traditional distinctions in communications are disappearing. For example, internal messages and and those that reach external stakeholders cannot now be so easily kept apart. Reaction times, access and expectations of leaders are all sharpening. Even the distinction between business affairs and entertainment is blurring, with some news interviews looking and sounding like a gladiatorial contest staged for the viewing or listening public.
2
For the leader, successful communication when under pressure is a combination of two things: behaviour and technique. Behaviour is by far the more important.
3
Read the help-card for ideas about how you can improve your communication skills.
When would you use this tool (context)? ■
During a crisis.
■
During difficult questioning e.g from media, customers, shareholders, employees, regulators, suppliers, unions.
How to make best use of the tool (tips and traps)? ■ ■
Vary structures and techniques. Make few commitments under pressure, but always follow through on those you do.
What could be done next? ■ ■
Seek coaching. Initiate communications rather than reacting.
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TOOL #13 Communicating under pressure
Help-Card Techniques 1
Use simple structures to make the communication memorable.
2
Identify key messages you want the audience to take away with them.
3
Use examples the audience can relate to.
4
Use language that appeals to the audiences senses.
5
Pause and work out your response before commenting on a question.
Behaviours 1
Listen, even if aggressive language is being used.
2
Assume that questions are genuine and answer in the same spirit.
3
Admit errors or lack of data.
4
Explain your assumptions and reasoning.
5
Be clear and speciďŹ c about what you believe in.
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TOOL #14 Leadership Why would you like to use this tool (deliverables)? ■
■ ■
To maintain your personal effectiveness. To maintain your personal health. To role model a productive leadership lifestyle.
When would you use this tool (context)? ■
■ ■
As soon as a pressure period can be foreseen. When you feel under pressure. Ongoing.
How to make best use of the tool (tips and traps)? ■
■
Review your pressure-handling strategies at a calm time, not in the middle of the storm. Keep your approach simple – don’t let it be a source of yet more pressure !
What could be done next? ■
■
Review your time management skills. Offer to share successful strategies with others.
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Staying healthy under pressure How to use this tool (steps)? 1
2
3
4
5 6
Pressure can be exciting, stimulating, satisfying and fun. It can also be tiring, destabilising, unproductive, addictive and damaging to personal and organisational health. How the organisation sees and deals with pressure is strongly influenced by how leaders see and deal with it. Use the help-card if you feel under pressure. What puts people under pressure differs between individuals. Much has to do with the way they think about pressure, and how clear they are about their own thinking.What one person may ‘see’ (= think of) as an exciting future possibility, is thought of by another person as an unavoidable catastrophe which already paralyses them with dread. Recognise when you start to feel under pressure. A strong leader is aware of their own feelings and takes suitable action. Make choices. Don’t try to keep doing everything – learn from the skilled presenter who when faced by a shortened session time chooses to omit some slides rather than talk faster. Don’t forget to apply your personal pressure-handling strategies – this is what they were designed for! Recognise also that you can be a source of pressure to others. Remember that your status and perceived power may generate anxiety in the minds of people engaged on a task for you. You can help them take a healthy, professional view and make such issues discussable.
TOOL #14 Staying healthy under pressure
Help-Card 1
Examine what causes you to feel under pressure (e.g.Too much to do and everything, seems to have the same priority).
2
Reflect on strategies you have used before to handle pressure.
3
What strategies seem to work well, what didn’t work so well.
4
How does your work style and strategies for coping with pressure affect other people.
5
Ask other how they deal with pressure. How do their views of pressure compare with your own.
6
Consider the benefits of physical activity.The effects of pressure are physiological as well as psychological. Small amounts of exercise can help you to relax.
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