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Jack Berry

September 2011 - TD Magazine

Transforming HRD Into an Economic Value Add

Lizette Zuniga is an organizational development consultant who specializes in measurement and cross-cultural talent development. She holds an M.S. degree in psychology from Georgia State University, and a PhD in leadership and HRD from Barry University. She co-authored the book Measuring the Success of OD with Jack and Patti Phillips, and has published several articles and case studies on needs assessment, ROI, and organizational culture.

Lizette Zuniga

Bringing it Back to Work

 By 2025 Millennials, individuals between the ages of 20 and 35, will comprise 75 percent of the global workforce. Organizations are justifiably concerned about attracting and retaining them. Many articles on Millennials often focus on their desire to find purpose in their work and to collaborate. But to truly understand Millennials requires a broader perspective. Longing to Connect When the global marketing firm McCann WorldGroup surveyed 7,000 Millennials in 2011, it found that more than 90 percent of those surveyed rated “connection and community” as their greatest need. As the researchers put it: “To truly grasp the power of connection for this generation, we can look at how they wish to be remembered. It is not for their beauty, their power, or their influence, but simply for the quality of their human relationships and their ability to look after those around them.” Connection is a bond that promotes affection, trust, and cooperation. Connections can be tight, as with family members and close friends; or connections can be loose, as with acquaintances. The opposite of connection is to feel unsupported, left out, or lonely. Feeling Disconnected Despite their avid use of social network sites and cell phones, whether for calls or text messaging, there is evidence that Millennials actually experience less connection these days. While it may seem counter-intuitive, increased media use is a contributor. Excessive media use has been shown to diminish connection. Research by Norman Nie at Stanford concluded that an hour spent on the Internet reduced face-to-face contact by 23.5 minutes. The lack of meaningful connection makes individuals vulnerable to stress, anxiety, depression, and addiction. Connection is one of the most effective ways human beings cope with stress. Feeling connected to others reduces the levels of stress hormones, including cortisol, epinephrine, and norepinephrine. Without connection and other healthy means of coping, stress has been shown to produce emotional and behavioral disorders, including anger that leads to a fight response, fear that leads to a flight response, and depression that leads to the body shutting down. Many people deal with their stress by self-medicating with the use of alcohol, mood-altering legal or illegal drugs, binge eating; cutting; or promiscuity. These behaviors provide short-term relief by stimulating the brain’s reward centers, but they eventually rewire the brain with a negative-reward reaction so that cessation exposes the addicted individual to unpleasant sensations of withdrawal. Creating Connections  Employers are wise to help Millennials experience the connection they desire so they perform at the top of their game and avoid negative coping behaviors. Here are three ways for employers to connect with their Millennial workers.Communicate an Inspiring Vision—and Live It. Millennials want to work for a cause greater than themselves. Being part of an organization that has a mission that serves others helps. Meaningful core values also connect Millennials to the organization, especially if they see leaders living them out. I recommend identifying and consistently communicating simple and memorable phrases that reflect your organization’s mission and values. Here are a few examples: The most useful and ethical financial services in the world (The Charles Schwab Corporation) Connecting People with HealthCare (Beryl Companies) Opening the Highways for All Mankind (Ford Motor Company) The Change Agency (FCB New Zealand) Making Cancer History (M.D. Anderson Cancer Center) Learning to Change the World (TCU) Don’t Be Evil (Google) Strive for perfection, settle for excellence (Alpha International) In the spirit of straight talk (Pfizer)  Value Them. Valuing people is the heart of connection. Take time to get to know Millennials, including their career aspirations, past work experiences (ask what fired them up and what burned them out in past jobs), their strengths, the skills they want to develop, and even what there interests are outside of work. Encourage and mentor them so they learn and grow. A 2014 IBM Institute Study showed that Millennials prefer face-to-face contact when they are learning new skills. When you give Millennials projects to complete, don't micromanage. Be clear about what you want them to deliver, and let them know you are available if they run into obstacles or would like your advice or assistance. This gives them autonomy and conveys your respect for their competence. Give Them a Voice. Many Millennials want to be in the loop and have a voice in decisions that affect them. This isn't always possible when time is of the essence. However, if the situation permits, explain what you are thinking about an issue and ask them what is right, wrong, or missing in your analysis and perspective. Consider their opinions and ideas, then implement those that make sense—giving them credit it’s when due. Communicating an inspiring vision and living it, valuing people, and giving them a voice engages Millennials (and the rest of your employees as well). You’ll find that engaged employees put greater effort into their work, align their behavior with the leaders’ and organization’s goals, and more fully communicate so that decision makers have better information to make optimal decisions  These advantages provide a powerful source of competitive advantage. Editor’s Note: This post is adapted from Connection Culture: The Competitive Advantage of Shared Identity, Empathy and Understanding at Work.

3 Ways to Connect with Millennial Employees

This is the second post in a three-part series examining leadership.  (See post 1 and post 3.) In the present business climate, the leaders need to become champions of the “learning organization” as designers, teachers, and stewards (Senge 1990), rather than position themselves as the traditional charismatic hero (Steyrer 1998).  With that in mind, leading others requires constant learning and development (L&D) and designing of knowledge-creative workplaces that foster growth. Agile Skills Required Enter “design thinking.” Research reveals that design-driven companies, such as Apple, Coca-Cola, Ford, IBM, Intuit, Nike, P&G, Starbucks, Starwood, Target, Walt Disney, or Whirlpool, have outperformed America’s S&P 500 large companies by an extraordinary 228 percent over 10 years (DMI 2014). Likewise, being smart about agile working, agile workforce, and agile environments and cultures should be on every leader’s list of priorities. In fact, a 2014 CIPD survey of HR leaders and employees found that improving “leadership and management capability” (64 percent of respondents) and “learning and development” (54 percent of respondents) are top tactics to deliver organizational agility. Meanwhile, respondents in the CIPD research ranked “reward management” (15 percent of respondents) and “increasing workforce diversity” (17 percent of respondents) much lower. In the 2014 report, Change Agents: The Role of Organizational Learning in Change Management, ATD Research concurred that organizations and their leaders should be more adaptive to change. Indeed, the research study found that 61 percent of organizations experience three or more changes per year, but they are not prepared to manage that change. Only 17 percent of respondents rate their enterprises as highly effective at managing change, and a mere 30 percent of organizations have change management teams. The good news is that there is clear evidence that an adaptive, generative, and knowledge-productive learning and development (L&D) approach to leadership development can provide the infrastructure for numerous progressive methods designed to produce adaptive leaders. Coaching and self-managed learning are clear examples of this approach. Why Coaching Works Through my own research into leadership development, I have found that coaching is about building and sustaining high-quality links with others. Extremely good coaches energize, ask, listen, invite, and equip others to develop themselves and achieve their personal and professional best. How does this work? The coach energizes the relationship, while the coachee empowers it. As a result, the link re-energizes the coachee, so that he or she is better able to discern, ideate, transform, and deliver (Tkaczyk 2014). More importantly, numerous coaching skills can be applied routinely with clients, peers, or direct reports. They include setting the stage, bringing forth positive leadership presence, tracking information, identifying issues and key factors, playing back exchanges and checking-in, giving and receiving constructive feedback. In addition, one of the most important tools when working with others is the skill of positive inquiry (Tkaczyk 2014). Meanwhile, Stanford’s 2013 Executive Coaching Survey revealed that nearly 100 percent of CEOs enjoy the process of coaching and receiving leadership advice from professional coaches and outside advisors. Although CEOs are receptive to making changes based on these interventions, the Stanford study found that a majority (66 percent) do not receive leadership advice or coaching. To be sure, the benefits of coaching for developing leadership skills are tangible. ATD Research’s report, The Coaching Approach: A Key Tool for Successful Managers, concluded that, in reality, coaching improves communication (69 percent), raises engagement (65 percent), improves skills-to-performance transfer (63 percent), and stimulates productivity (61 percent). Becoming Self-Managed Learning Leaders As leaders grow, they need to become “L&D crafters” (Tkaczyk 2014). To maximize their leadership presence and learning agility, rooted in design thinking (Austin and Devin 2003, Martin 2009) and positive organizational scholarship (Cameron at el_._ 2003, Cameron and Spreitzer 2012), such L&D crafters may routinely use a “continuing developmental portfolio” comprised of two components: Continuing Executive Development Check-In: A disciplined L&D system, self-managed by an individual who constantly “checks in” with themselves by asking reflective questions regarding any critical and opportunistic incidents that happened in the workplace or outside, daily or in the past week.Design: A natural and drilled L&D mechanism that is self-guided by the leader, in which they constantly “design” their own L&D by asking developmental inquiries regarding what it is that they still want to learn and develop, and how exactly they will execute their development plan. International research conducted by the Learning Entrepreneurs project from September 2011 through September 2013 found that such self-managed learning produces personal gains: upgrades your skills and helps monitor your learning in an evidence-based way (91 percent) and boosts your credibility as a reflective and creative leader (90 percent). It also offers organizational benefits: unlocks HR potential (80 percent) and builds “knowledge-creative” workplaces (73 percent). Interestingly, participants in this global research project represented diverse geographies, including Africa, Europe, Latin America, Middle East, and North America. Still, more scientific research is needed, especially as Asia/Pacific leaders were not represented in the study (Tkaczyk 2014). For more on “self-coaching” as a self-managed leadership development method, see my August 2014 TD article, “Daily Check-Ins Stimulate Self-Improvement.” Finally, other approaches for developing leaders for future success can include:cognitive or relational job re-designjob enlargementsposition transfersjob rotationssabbaticalsexternships—professional development through a full-time temporary position at another organizationself-assessment inventories360-degree feedbackpsychological profiling and strengths-findingleaderless group discussions in which a team of multiple leaders is assigned a complex challenge and must work together to work it out within a certain time periodacting and storytellingconcept mappingrepertory gridscritical incident technique, as utilized in job analysis,mentoring·one-on-one Personal Management Interview (PMI) programs, namely purpose-finding and role-negotiation sessions—approximately 60-120 minute each, and preferably twice per month, depending on life cycle rhythm of work. The final installment in this leadership series will address future vistas in leadership.References ATD Research, 2014. Change Agents: The Role of Organizational Learning in Change Management, Association for Talent Development (ATD), Alexandria, VA.  ATD Research, 2014. The Coaching Approach: The Key Tool for Successful Managers, Association for Talent Development (ATD), Alexandria, VA.  Austin, R. and Devin, L., 2003. Artful Making: What Managers Need to Know About How Artists Work, Prentice Hall, Upper Saddle River, NJ.  Cameron, K., Dutton, J., and Quinn, R. (eds.), 2003. Positive Organizational Scholarship: Foundations of a New Discipline, Berrett-Koehler, San Francisco, CA.  Cameron, K. and Spreitzer, G. (eds.), 2012. Oxford Handbook of Positive Organizational Scholarship, Oxford University Press, New York, NY.  CIPD, 2014. HR: Getting Smart About Agile Working, Chartered Institute of Personnel and Development, London.  DMI, 2014. “Design-Driven Companies Outperform S&P by 228% Over Ten Years—The DMI Design Value Index,” Dialog, Design Management Institute (DMI), Boston, MA.  Martin, R., 2009. The Design of Business: Why Design Thinking Is the Next Competitive Advantage, Harvard Business School Press, Boston, MA.  Senge, P., 1990. The Fifth Discipline: The Art and Practice of the Learning Organization, Century Business, Random House, London.  Stanford, 2013. 2013 Executive Coaching Survey, Stanford University/The Miles Group.  Steyrer, J., 1998. “Charisma and the Archetypes of Leadership,” Organization Studies, Vol. 19, No. 5, pp. 807-828.  Tkaczyk, B., 2014. “Critical Clarification on Coaching,” International Coach Federation (ICF).   Tkaczyk, B., 2014. “Positive Inquiry Skills: Crafting Vital Coaching Questions," Association for Talent Development (ATD).  Tkaczyk, B., 2014. “Crafting Continuing Learning and Development: A Positive Design Tool for Leadership Development,” Development and Learning in Organizations, Vol. 28, No. 4, pp. 5-8.  Tkaczyk, B., 2014. “Daily Check-Ins Stimulate Self-Improvement,” TD, Vol. 68 No. 8, pp. 72-73.

Leadership Development in Post-Heroic Times—An L&D Orientation

Wendy Mack is a solution architect for AchieveGlobal. Her primary role is to work with client organizations to design and implement strategic solutions that maximize learning effectiveness and ultimately impact business results. Wendy's role as a solution architect blends her expertise in the individual and organizational development arenas. She has more than 20 years of experience in the field and she has co-authored three books on learning, leadership, change, and communication. She has spoken at many conferences including yearly meetings of the Adhesive & Sealant Council, the Professional Services Council, and the American Society for Quality; as well as keynoting internal events for Cola-Cola, General Dynamics, and the U.S. Geological Survey among others. Prior to joining AchieveGlobal in 2012, Wendy designed and delivered custom leadership development programs for firms including the Center for Creative Leadership, Enspire Learning, and Korn/Ferry International. From 2000 to 2007, Wendy led T3 Consulting, a boutique firm comprised of psychologists, instructional designers, and master facilitators. During this time, Wendy and her team partnered with organizations such as Northrop Grumman, AOL, Freddie Mac, The Nature Conservancy, and Independence Air on the communication, training, and engagement aspects of strategic change initiatives. From 1996 to 2000, Wendy was the director of training and development services for HumanR. In this capacity, she led a team of consultants who developed and delivered highly custom training programs for a variety of clients in the high-tech, not-for-profit, and government services industries. Prior to joining HumanR, Wendy designed and delivered sales skills and train-the-trainer programs for Huthwaite, Inc. She began her career with the Berlitz Language Center in Washington, D.C. where her responsibilities as method director included hiring, training, and supervising a staff of more than 60 instructors. Wendy holds a bachelor's degree from Slippery Rock University and a master's degree in organizational communication from the University of Maryland. She has also completed graduate courses and certificates in adult learning, industrial/organizational psychology, change leadership, and organization development. Wendy is an active member of ISPI, the International Society of Performance Improvement and IABC, the International Association of Business Communicators. She resides in Woodland Park, CO.

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