working with and influencing fee-earning professionals des woods 2008
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Working with and influencing Working with and influencing fee-earning professionalsfee-earning professionals
Des WoodsDes Woods20082008
CHARACTERISTICS OF SUCCESSFUL PROFESSIONALS
Intelligent Achievers Look for a stimulating environment (professional challenge) Impatient – desire minimum bureaucracy Successful Hungry for feedback Insecure Respect leaders who are professionally credible Autonomous Want to be involved – seek collegiality, desire a sense of the
“big picture” Overloaded agendas
Sources of Motivation
Internal Motivation
Intrinsic Rewards(From the Task Itself)
MotivationMotivationTo To
PerformPerform
Expectancy Expectancy DynamicsDynamics
Extrinsic Rewards(£, Perks, Status,etc)
Scoring Your Personal Values Questionnaire
To compute your score for each scaleTo compute your score for each scale::
1. Transfer your ratings for each of the items indicated in parentheses to the spaces provided above the item numbers
2. Add the ratings to obtain the total score for the scale
3. Divide the total by the number of items (as indicated), to obtain the average score
Example:Example:
(2) (5) (7) (10) (13) (18) (22) (27) (32) (34)AchTotal
+ + + + + + + + + =
Ach Total10
Average Achievement Score÷ =
Psychosocial Drivers of Motivation
Need for Achievement (n Ach)Need for Achievement (n Ach)
Need for Affiliation (n Aff)Need for Affiliation (n Aff)
Need for Power (n PowNeed for Power (n Pow))
Task Driven
Profile of Motivation Needs
Need for Achievement (n Ach)Need for Achievement (n Ach)
1.1. Set Set goalsgoals and and meetmeet them them
2.2. CompeteCompete
3.3. Be number oneBe number one
4.4. AutonomyAutonomy
5.5. Control over task parametersControl over task parameters
6.6. Risk Risk butbut realistic realistic
7.7. Self-calibration and feedbackSelf-calibration and feedback
8.8. Task challengeTask challenge
Relations Driven
Profile of Motivation Needs
Need for Affiliation (n Aff)Need for Affiliation (n Aff)
1.1. InteractInteract
2.2. SocialiseSocialise
3.3. Be part of a team or groupBe part of a team or group
4.4. Develop friendshipsDevelop friendships
5.5. Disturbed by social disruptionDisturbed by social disruption
Influence Driven
Profile of Motivation Needs
Need for Power (n Pow)Need for Power (n Pow)
1.1. InfluenceInfluence
2.2. LeadLead
3.3. Build a teamBuild a team
4.4. Shape their organisationsShape their organisations
5.5. Interest in politicsInterest in politics
6.6. Develop peopleDevelop people
1. Set goals and meet them
2. Compete3. Be number one4. Autonomy5. Control over task
parameters6. Risk but realistic7. Self-calibration
and feedback8. Task challenge
Profile of Motivation Needs
Task DrivenTask Driven Relations DrivenRelations Driven Influence DrivenInfluence Driven
1. Interact2. Socialise3. Be part of a team
or group4. Develop friendships5. Disturbed by social
disruption
1. Influence2. Lead3. Build a team4. Shape their
organisations5. Interest in politics6. Develop people
Need for Achievement (n Ach)
Need for Affiliation (n Aff)
Need for Power (n Pow)
Person A Person A Person B Person B Person C Person C Person DPerson D
Ach
Ach Ach
Ach
Aff Aff
Aff Aff
Pow
Pow
Pow
Pow
People Vary
Sources of Motivation
Internal Motivation
Intrinsic Rewards(From the Task Itself)
MotivationTo
PerformExpectancy Dynamics
Extrinsic Rewards(£, Perks, Status,etc)
Motivation to Perform
P[EffortP[Effort Results] Results] •• P[Results P[Results Rewards] Rewards]
Expectancy DynamicsExpectancy Dynamics
==
Motivation to Perform
P[EffortP[Effort Results] Results] •• P[Results P[Results Rewards] Rewards]
Expectancy DynamicsExpectancy Dynamics
==
AbilitySkills Tools
Motivation to Perform
P[EffortP[Effort Results] Results] •• P[Results P[Results Rewards] Rewards]
Expectancy DynamicsExpectancy Dynamics
==
Ability Skills Tools
Value of Rewards (Valence)
Value Value of Rewards of Rewards (Valence)(Valence)
Motivation to PerformMotivation to Perform
P[EffortP[Effort Results]Results] •• P[Results P[Results Rewards] Rewards]
Expectancy DynamicsExpectancy Dynamics
=
Ability Ability Skills Skills ToolsTools
Alternative Comparisons
Sources of Motivation
Internal Motivation
Intrinsic Rewards(From the Task Itself)
MotivationTo
PerformExpectancy Dynamics
Extrinsic Rewards(£, Perks, Status,etc)
What Professionals Need
FeedbackFeedback Constructive calibrationConstructive calibration RecognitionRecognition Encouragement during the “pitsEncouragement during the “pits””
The Challenge
For high need for achievement personalities in task time, the For high need for achievement personalities in task time, the need for achievement predominates over the other two needsneed for achievement predominates over the other two needs
As a result they typically fail to provide their people withAs a result they typically fail to provide their people with Direction Clear expectations Feedback Coaching Recognition Encouragement (especially when times are tough)
Characteristics of successful professionals
Intelligent Achievers Focused on task control and completion High need for ‘real time’ feedback Impatient Successful Autonomous Want to be involved Overloaded agendas
In summaryIn summary::
Slightly insecure, ego aware, over-achievers who need control at a task level, Slightly insecure, ego aware, over-achievers who need control at a task level, who constantly worry about how they are doing compared to peers and who who constantly worry about how they are doing compared to peers and who
feel guilty about the things they cannot do.feel guilty about the things they cannot do.
PSF career long development framework
AssociateAssociate(Senior/Supervisor)(Senior/Supervisor)
MidMid--LevelLevel(Manager)(Manager)
Senior AssociateSenior Associate(Senior Manager)(Senior Manager)
PartnerPartner
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100%100%
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The focus of knowledge and skill development builds and changes The focus of knowledge and skill development builds and changes over over the course of a professional careerthe course of a professional career
The development of professional skillThe development of professional skill
Technical Mastery
Method / Practice Mastery
Client skills Mastery
Leader/manager MasteryLeader/manager Mastery
Business MasteryBusiness Mastery
Technical Mastery
Acquiring the professional body of
knowledge.
Practice Mastery
Using the professional body of
knowledge in practical work with
clients.
Client Mastery
Responding to client needs. Growing and
winning clients.
Leadership Mastery
Managing and leading others in delivering
service to clients and within the firm.
Business Mastery
Applying knowledge of how markets,
business and organisations operate for the benefit of the firm and with clients.
Professionals as “Producing Managers””
Professionals that lead other professionals:Professionals that lead other professionals: are leaders and managers, and continue to “produce”
Why continue to be a producer?Why continue to be a producer? The ‘right’ to lead is dependent on reputation as a producer. Practicing the profession is what they like to do. Clients want senior contact. Allows them to stay informed about clients, marketplace and
delivery process.
Professional vs. Leader/Managers
Hence:Hence: The temptation to focus on the professional side and abandon the The temptation to focus on the professional side and abandon the management/ leadership aspectmanagement/ leadership aspect
ProfessionalsProfessionals
get quick and get quick and visible resultsvisible results
feedback is feedback is immediateimmediate
find their work find their work involving, involving, challenging, and challenging, and “fun”“fun”
LeadersLeaders
get results gradually and get results gradually and less visiblyless visibly
progress is ambiguous and progress is ambiguous and often vagueoften vague
deal with complicated deal with complicated details and with human details and with human problems which are problems which are intangible and frustratingintangible and frustrating
Leadership & Management
Leadership is about setting a directionLeadership is about setting a directionManagement is about getting thereManagement is about getting there
Management is about continuity and efficiencyManagement is about continuity and efficiencyLeadership is about change and transitionLeadership is about change and transition
Management is about maintaining alignmentManagement is about maintaining alignmentLeadership is about identifying discontinuitiesLeadership is about identifying discontinuities
Management requires ability to work within constraintsManagement requires ability to work within constraintsLeadership is about redefining and breaking constraintsLeadership is about redefining and breaking constraints
Successful organisations have effective leadership Successful organisations have effective leadership andand effective effective managementmanagement
Professional Services Firm Leader’s Roles
Professional practiceProfessional practice
Client serviceClient service
Business developmentBusiness development
Project leadershipProject leadership
Organisational Organisational leadershipleadership
Coaching and mentoringCoaching and mentoring
Firm dutiesFirm duties
AdministrationAdministration
Most
Least
The Dilemma facing Producer Managers
Never enough timeNever enough time
Ongoing guiltOngoing guilt
Abandoning one role for anotherAbandoning one role for another
Organisational Solutions for Producer-Managers
Employ an evaluation scorecard that balances production against Employ an evaluation scorecard that balances production against leadership and managementleadership and management Exclusive focus on numbers tends to bias performance evaluation towards
production
Celebrate excellence in management and leadershipCelebrate excellence in management and leadership Recognise excellent leaders-managers Make management positions key points in the career progression of high
potential professionals
Proactively train professionals for managerial and leadership skills as Proactively train professionals for managerial and leadership skills as they rise within the PSF and take on leadership rolesthey rise within the PSF and take on leadership roles
Three Personal Solutions as a Producing Manager
Have an agendaHave an agenda S/T and L/T goals (clear idea of what to seek and how to get there) Screen to prioritise activities (important v. deferrable v. don’t matter) Careful attention to how you spend your time
Leveraging your networkLeveraging your network Identify external and internal resources to help accomplish your agenda (superiors,
peers, subordinates) Manage relationships with them as with clients (sound communication, two-way
exchange, mutual trust) Invest in the network and help others with their networks (this too takes time and
attention) Build a dense network but also be sensitive to the strength of weak ties
Work smarterWork smarter Combine managerial/ leadership activities and professional activities to expand
available time (magic time, e.g., client meetings, travel time)
Producing-Managing-Leading Framework
DirectionDirectionDirectionDirection CommitmentCommitmentCommitmentCommitment
ExecutionExecutionExecutionExecution
PERSONAL
EXAMPLE
Establishing GoalsCommunicating StrategySetting Objectives and
MeasuresEnhancing Your Group’s
Reputation
Inspiring PeopleBuilding TrustEmbedding ValuesRecognising the “Right”
Behavior
Building and Delivering Client Value
Building the Right TeamsDeveloping Your PeopleManaging the Numbers
Unswerving Commitment to Personal Leadership
Demonstrating Passion and Belief
Connecting With Your PeopleTreating Everyone With Dignity
and RespectDemonstrating the Highest
IntegrityGiving Credit to OthersExperimenting with New
ApproachesTaking Responsibility for
Failure
PersonalPersonal
ExampleExample
The follower reaction to leadership
Two critical questions for a leaderHow do people experience you ?How do people experience themselves in your
presence ?
People who People who cause otherscause others to experience to experience themselves as energised, committed and themselves as energised, committed and
confident are most likely to be seen as confident are most likely to be seen as leadersleaders
People who People who cause otherscause others to experience to experience themselves as energised, committed and themselves as energised, committed and
confident are most likely to be seen as confident are most likely to be seen as leadersleaders
Implications for influencing High Achievement people
Operate to short term priorities and short term wins (keeping your long term aims in view)
Don’t attempt to operate or influence in a fee earners ‘task time’
Align the outcomes of your initiative(s) with the task time priorities
Do not propose solutions that reduce the perceived likelihood of professional task completion
Do not produce anything that looks like ‘admin or that slows or complicates work execution that affects a fee earners likelihood of achieving positive short cycle feedback from a client
Influencing others - behaviour ‘spectrum’
PushPush PullPull
Stand up – find a partner
Someone you don’t know too well
Getting what you need
““Push” Push” stylesstyles
Reasoning
Giving views & opinions
Giving feedback
Expressing feelings
Expressing wants and needs
““Pull” Pull” StylesStyles Active listening
Open questions
Building on common ground
Being supportive
Being open
34
Influencing others - behaviour ‘spectrum’
Non-assertiveNon-assertive AssertiveAssertive AggressiveAggressive
Influencing and resolving conflictInfluencing and resolving conflict
Assertive
Non-assertive
CooperativeUncooperative
CompetingCompeting
AvoidingAvoiding
CollaboratingCollaborating
AccommodatingAccommodating
CompromisingCompromising
From the work by: Kenneth W. Thomas and Ralph H. Kilmann
36
5 styles for handling conflict
– Avoiding is unassertive and uncooperative. When avoiding you sidestep the conflict without trying to satisfy either person’s concerns.
– Competing is assertive and uncooperative. You try to satisfy your own concerns at the other person’s expense.
– Accommodating is unassertive and cooperative. You attempt to satisfy the other person’s concerns at the expense of your own.
37
5 styles for handling conflict
– Compromising is intermediate in both assertiveness and cooperativeness. You try to find an acceptable settlement that only partially satisfies both people’s concerns.
– Collaborating is assertive and cooperative. When collaborating, you try to find a win-win solution that completely satisfies both people’s concerns.
Influencing and resolving conflictInfluencing and resolving conflict
Assertive
Non-assertive
CooperativeUncooperative
CompetingCompeting
AvoidingAvoiding
CollaboratingCollaborating
AccommodatingAccommodating
CompromisingCompromising
From the work by: Kenneth W. Thomas and Ralph H. Kilmann
Relationship StrengthLow High
Con
cern
for
out
com
e
High
Low
Motivational feedback Motivational feedback (Encouragement):(Encouragement): develops confidenceconfidence –
timing, immediately after an event
Developmental feedback Developmental feedback (Advice):(Advice): develops competencecompetence –
timing, looking forward to the next time
Types of Feedback
Short Cycle feedbackShort Cycle feedback
Rapid, real time, responding to observable activity
Long Cycle feedbackLong Cycle feedback
Planned, deliberately constructed, includes reflection
Giving Feedback – A Behavioural Model
Use the following model to develop your skill – if used well it will take out emotional barriers from feedback communication
1. In giving feedback, start by giving an example of the person’s behaviour – “David, you just shouted at Joe” (this is a FACTFACT and cannot be disputed)
2. Then explain the consequence of the behaviour – “Joe is now angry with you and will not work with you” (another FACTFACT)
3. Ask the person what better behaviour would look like.
4. Ask the person how they would behave nextnext time.
5. Get the person to summarise the conversation and make sure they understand
Make your feedback timely – consider each instance: when is Make your feedback timely – consider each instance: when is the right time and where is the right placethe right time and where is the right place
Giving Feedback – A Generic Model Use this model to give feedback that is more general in nature, or
when feedback is some distance in time from the event:
1.1. Get their view:Get their view: “how do you think you have done this month”
2.2. Focus on a few key issuesFocus on a few key issues and strengths (too much data confuses the picture and allows the person to rationalise the situation)
3.3. Describe what was said or doneDescribe what was said or done – use examples
4.4. Clarify the impact –Clarify the impact – the consequences of the examples you used
5.5. Coach the personCoach the person (using a ‘pull’ style – by asking questions) to find solutions – don’t just tell them what to do (their commitment to action will only be ½ to a 1/3 of that compared to finding the solution themselves)
6.6. Observe personal limitsObserve personal limits – On average a person can sustain about 5 minutes of feedback on a specific issue before their commitment drops off
Receiving Feedback – A Generic Model
Listen quietly – No interruptions, no escaping into a defensive strategy, just focus on what is being said and mentally note questions
Reflect back – Summarise to show you have heard and understood, Their view is valid even if you disagree
Explore – Ask why , ask for detail ask for assumptions Ask For more – about the topic Express your reactions – this includes feelings, don’t bottle it up
but don’t be defensive Thank them – It can be hard for them to. But don’t feel pressured to
act and don’t reciprocate by saying something nice or nasty
Coaching TriadsCoaching Triads
A coaching triad is a team of 3 peopleA coaching triad is a team of 3 people
In a coaching sessionIn a coaching session
1 person is the coach 1 person is the coachee (with the issue) 1 person manages the process and make sure the outcome is
useful
Each person raises their issue (as the coachee) in turn
Habits of great coachesHabits of great coaches
Shows she/he really caresShows she/he really cares
Feedback is instantFeedback is instant
Provides clear examplesProvides clear examples
Feedback is directFeedback is direct
Feedback provides praiseFeedback provides praise
Shows mutuality of interestShows mutuality of interest
Suggestions are actionableSuggestions are actionable
8989737362624242313131313131
% of respondents% of respondents
source: Hay/MSL 1998
The purpose of the coaching session is :The purpose of the coaching session is :
To create and define one operational goal
as a result of a new idea or learning
which was developed during this conference
Types of GoalsTypes of Goals
VISIONVISION Sport example:Sport example: Be the world’s best swimmer
OUTCOMEOUTCOME Sport example:Sport example: Win Olympic gold medal for swimming
PERFORMANCEPERFORMANCE Sport example:Sport example: Swim 100m in less than
64.3 seconds
PROCESSPROCESS Sport example:Sport example:
Work with the nutritionist for the best diet practice 50 gun starts per day
practice 50 first length turns per day practice 50 ten metre 100 chin curls twice a day at 15 kilo weight
Changes every week
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