five habits of destructive hr leaders

© 2016 Society for Human Resource Management SHRM Competency-Based Education for Chapters

FIVE HABITS OF DESTRUCTIVE

HR LEADERS

SHRM Competencies

Leadership & Navigation HR Expertise

2 SHRM Competency-Based Education for Chapters ©2016

1 Welcome Slide 1: Course Title

Before starting the workshop, it is highly recommended that you review the Instructor

Checklist document to ensure you have prepared for the workshop.

The instructor will be able to download an Instructor Guide (IG) workbook that contains the same

information as the student workbook with the exception of blue-highlighted text; this blue text will

guide the instructor through the facilitation of the workshop. It is important to remember that the

page numbers in the IG and student workbook will be different due to the extra instructional text. It

is recommended that you refer to the document sections when referring to the Student Workbook.

Before the start of the workshop, take a moment to introduce yourself to the students. Establish your

credibility. Provide the following types of information (if possible, write your information on a

flipchart or whiteboard):

• Number of years of experience in human resources

• Your certifications (start with your SHRM certification)

• Contact information (only what you are comfortable providing)

Explain the materials that may be used for the workshop:

o One 20-minute Five Habits of Destructive HR Leaders video

o Six individual bad habit videos that may be individually played during the workshop

o Student Workbook containing discussion activities and exercises to reinforce learning

objectives

o .pptx file that may be used to reinforce concepts discussed in the video

NOTE: Depending on the size and facility restraints, your chapter may choose to download some but

not all of the available files on the Volunteer Leader Resource Center (VLRC).

The workshop is broken out into three parts, which are listed below:

Part One: Introduction

Part Two: The Video and Student Workbook

The workbook is broken out by:

• The Five Destructive Habits video

• Group discussions on effective and ineffective leaders

• Individual videos on the five habits with discussion time

• Group and individual activities


Part Three: Conclusion

• Reinforcement of program objectives

• Opportunity for students to reflect on the course by answering some questions

• Social media information for students

• SHRM resources to assist with gaining additional knowledge

Show PowerPoint Title slide: Five Habits of Destructive Leaders

If applicable, hand out and explain the student workbooks. Explain that the workbooks will

be used for activities.

Explain that during this workshop, students can expect to:

• Gain tools and tips that will help once back in the office

• Collaborate and interact with fellow classmates

Depending on the number of students, you may wish to have each student introduce him/herself,

their employer, their organization’s industry, their title/role (or any other information you desire).

Remind students to share their thoughts on this workshop experience in their chapter specific

evaluations.

At this point, introduce the video and the workshop by having students turn to their workbooks and

examine section 1 (1.1-1.4).

Explain that the workshop was designed by SHRM as a way for Chapters to provide a professional

development opportunity to its members and to reinforce the SHRM Competency Model and key

competencies.

This workshop is designed to provide insights into the bad habits developed by destructive HR leaders

and how to avoid developing these habits. During this workshop, you will learn how to identify the

common traits and habits of destructive HR leaders, how to recognize these habits when confronted

with them, and how to spot positive traits of effective HR leaders and teams. The goal for this workshop

is to help you become a business leader capable of driving results through effective behaviors.


1.1 Course Legend The following icons will be used throughout the workshop. Familiarize yourself with their meanings as

they will appear both on the course slides and in your Student Workbook.

Briefly review descriptions for each of the course components within the Participant Guide,

including the icons and the M in the upper right corner of each slide that identifies which

course module you are currently discussing.

ComponentComponentComponentComponent IconIconIconIcon DescriptionDescriptionDescriptionDescription Instructor Content This is content not visible in the student’s guide and is

contained inside a gray box. This is information to help

guide the instructor’s presentation.

Show PowerPoint

Slide

This icon appears only in the instructor’s guide. This

signifies that there is a corresponding slide for the

content.

Activity Collaborative opportunity to apply knowledge

Discussion Conversation focused on a specific topic

Information Provides a hyperlink to view additional information

Video Video(s) that enhance workshop concepts

Discuss class ground rules and expectations. Include any basic expectations you would have

of a class of adult learners.

While sharing the ground rules and expectations, emphasize that the participants will benefit from

hearing perspectives from a wide variety of their colleagues in the HR profession in the session.

Mention that as the session progresses, you will make an effort to engage those who have not

contributed substantially already.

Key points to discuss include:

• Minimize sidebar conversations, actively listen to your colleagues, and respond in a

thoughtful and polite manner.

• Be respectful of privacy when sharing knowledge or asking questions.

• Locations of bathrooms and other logistical information.

• Evaluations help SHRM continuously improve your experience with the course.

Explain that the students will receive information from their chapter for evaluating the workshop

once it ends.


1.2 What Is the Society for Human Resource Management (SHRM)? You do not need to review the below content about SHRM, but we have included it to

inform students about the organization.

The Society for Human Resource Management (SHRM) is the world’s largest HR professional society,

representing 285,000 members in more than 165 countries. For nearly seven decades, the Society has

been the leading provider of resources serving the needs of HR professionals and advancing the practice

of human resource management. SHRM has more than 575 affiliated chapters within the United States

and subsidiary offices in China, India and United Arab Emirates. Visit us at shrm.org.

1.3 SHRM Competency Model

In 2011, SHRM began an initiative that led to years of extensive research involving thousands of HR

professionals in order to develop the SHRM Competency Model. The SHRM Competency Model

encompasses the knowledge and behaviors that serve as the foundation for successful HR practice. It

also provides HR professionals with a comprehensive roadmap for developing the capabilities needed in

order to advance their career and improve their effectiveness in the workplace. The SHRM Competency

Model provides specific behaviors that define proficiency at each stage of an HR professional's career.

It can serve as a resource to understand how you and other HR professionals should be performing in

your current professional stages, as well as how to perform at the next stage.

The model outlines eight key behavioral

competencies and one technical competency. A

technical competency focuses specifically on what

you know, while a behavioral competency focuses on

how you apply what you know.

The technical competency, HR Expertise (HR

Knowledge) is central to an HR professional’s

performance in the workplace. It focuses on one’s

ability to understand HR principles and practices that

lead to the success of the organization.

You do not need to review the below content about the SHRM competency model in great

detail, but we have included it to inform students to help them understand the ‘connection

between the model and chapter workshop. Spend a minute discussing the purpose of the

SHRM workshops and emphasize that the workshops are designed to be interactive.


In connection with the HR Expertise competency, one must be able to put his or her knowledge into

practice; this knowledge is applied through SHRM’s eight behavioral competencies, which include:

1. Leadership & Navigation. The ability to direct and contribute to initiatives and processes within

the organization.

2. Ethical Practice. The ability to integrate core values, integrity, and accountability throughout all

organizational and business practices.

3. Business Acumen. The ability to understand and apply information with which to contribute to

the organization’s strategic plan.

4. Relationship Management. The ability to manage interactions to provide service and support to

the organization.

5. Consultation. The ability to provide guidance to organizational stakeholders.

6. Critical Evaluation. The ability to interpret information with which to make business decisions

and recommendations.

7. Global & Cultural Effectiveness. The ability to value and consider the perspectives and

backgrounds of all parties.

8. Communication. The ability to effectively exchange information with stakeholders.

To learn more about the SHRM Competency Model, visit: www.shrm.org/hrcompetencies

SHRM Competency-Based Workshops for Chapters are designed to help members develop effective

strategies for applying competencies in their day-to-day HR functions. The workshops do so by focusing

on viewing HR competencies in action as delivered by HR experts. Geared toward use at chapter

meetings, each workshop is easily downloadable and comes equipped with all the resources necessary

to facilitate the interactive workshop.

Each workshop also aligns with at least one behavioral competency, allowing for practical application of

the knowledge gained throughout the program.

Five Destructive Habits of HR Leaders aligns to the following competencies:

• Leadership and Navigation

• HR Expertise (HR Knowledge)


1.4 Program Objectives Show PowerPoint slide: Objectives

Slide 2: Objectives

This workshop is designed to provide you with the

knowledge and skills necessary to:

• Describe the habits of bad HR leaders

• Examine the skills needed by HR leaders of tomorrow

• Share lessons learned and discuss opportunities for

leadership

Transition. Ask if there are any questions on the workshop or SHRM competency

information or the workshop in general.

Begin to set up the video and mention you will be stopping the video periodically for discussions.

Set up and Start the Video. Directions for starting or stopping the video occur after the

designated slide in the video, as shown in the workbook.

2 Five Habits of Destructive Leaders

2.1 Worst Leaders Slide 3: Worst Leaders You’ve Known?

Due to the discussions surrounding the fostering of collaboration among stakeholders and

team members, this workshop is tied to the Leadership & Navigation competency.

Stop Video (at the 57 seconds mark in the video)


Group Discussion

Time: 5-10 Minutes

Have students answer the below questions. Go over each question and record common

themes on a flipchart.

Think back on all the effective HR leaders you have encountered in your career and answer the

following questions:

• What made these leaders ineffective or destructive?

• What were their common traits?

• What were their common habits?

Say: “This discussion helps to understand both what makes a poor leader and what makes

an effective leader. It also helps to start with ineffective leaders because they tend to be

very memorable.”


2.2 Best Leaders

Slide 4: Best Leaders You’ve Known?

Group Discussion

Time: 5-10 Minutes



Think back on all the effective HR leaders you have encountered in your careers and answer

the below questions:

• What made these leaders effective or constructive?

• What were their common traits?

Transition

Say: “Now that we have seen ineffective leaders, let’s take a look at effective leaders.”

START Video.

Stop Video (at the 1:18 mark in video)


• What were their common habits?

Say: “This discussion helps to understand both what makes a poor leader and what makes

an effective leader. It also helps to recall effective leaders because they provide a great

contrast to ineffective ones.”

START Video.

2.3 Research with Top Organizations Slide 5: Top Organizations

SHRM reached out to top organizations and engaged

in the following activities:

• SHRM surveyed these organizations to identify

the traits of both ineffective and effective leaders.

• SHRM conducted interviews with CHREs to assess

what they seek in terms of their teams and their

successors.

2.4 Five Bad Habits Slide 6: Bad Habits

This research resulted in a clear series of bad habits

among ineffective leaders. These habits range from a

failure to listen all the way to acting in an indiscreet

fashion. Each of these habits has some clear

tendencies and is exemplified by common behaviors

shared by ineffective leaders.

Set up the 5 Bad Habits video by introducing Samantha: Samantha is bright, energetic HR

Generalist and really wants to make a difference for all employees at her organization.

Samantha's manager, Ken would like Samantha to review the recent employee survey

results, get feedback from HR Leadership, and provide him a business case for ways to

improve employee engagement and morale throughout the organization.

Say: “We will be following Samantha as she meets up with HR leadership throughout the day to

discuss this new initiative “


2.5 New Rewards and Recognition Initiative Slide 7: New Rewards and Recognition Initiative

It is important for HR to get leadership buy-in on a new

rewards and recognition initiative.

An HR generalist has been tasked to seek out

leadership input and ideas leaders may have to better

engage employees.

2.6 Deadliest Habit: Failure to Listen Slide 8: Failure to Listen

The deadliest habit of all is failure to listen. Traits

include:

• Answering before considering facts

• Finding ways to discredit other opinions

• Suffering from ‘glazed-eye syndrome’

• Believing listening implies weakness

• Believing that they are the smartest

2.6.12.6.12.6.12.6.1 The Deadliest Habit VideoThe Deadliest Habit VideoThe Deadliest Habit VideoThe Deadliest Habit Video

Slide 9: Deadliest Habit Video

Group Discussion.

Time: 10 minutes.





Thinking back on the Deadliest Habit video, discuss the below questions:

• What bad habits did this manager exhibit?

• What are some lessons learned from the behavior exhibited by the manager?

• What would be your most effective strategies for handling this habit?

• What strategies would you employ so you are not this kind of HR Leader?

START Video.


2.7 The-No-One-Else-Has-Ideas-Like-Me Habit Slide 10: Overlooking the Little Guy

Destructive leaders tend to believe that hierarchy

exists for a reason. Traits include:

• Focusing on place in hierarchy rather than

substance

• Demanding respect

• Loving hierarchy

• Not recognizing strategic thinking from others

• Believing that ideas only come from the top

2.7.12.7.12.7.12.7.1 ThThThThe Noe Noe Noe No----OneOneOneOne----ElseElseElseElse----HasHasHasHas----IdeasIdeasIdeasIdeas----LikeLikeLikeLike----Me Me Me Me Habit VideoHabit VideoHabit VideoHabit Video

Slide 11: The No-One-Else-Has-Ideas-Like-Me Habit Video

Group Discussion.

Time: 10 minutes



Thinking back on the No-One-Else-Has-Ideas-Like-Me Habit video, discuss the below questions:






• What strategies would you employ so you are not this kind of HR leader?

2.8 The Yeah But ….Habit

Slide 12: Browbeating Rather Than Persuading

Destructive leaders tend to push their way toward

solutions no matter who is in their way. Ineffective

leaders use browbeating rather than persuasion as

means of achieving success. Traits include:

• Constant questioning

• Questioning the judgment of others

• Never being satisfied with other’s rationale

• Never adopting other perspectives

• Refusing to proceed without explicit buy-in

START Video.


2.8.12.8.12.8.12.8.1 The Yeah But… Habit VideoThe Yeah But… Habit VideoThe Yeah But… Habit VideoThe Yeah But… Habit Video

Slides 13 and 14: The Yeah But … Habit Videos

Group Discussion.

Time: 10 minutes’



Thinking back on the Yeah But….Habit video, discuss the below questions:




Continue the video to show the 2 leaders discussing setting up a meeting.

STOP Video (at the 12:04 mark in the video)



• What were your thoughts about the behavior exhibited by the leader in the follow-up video?

• Do you think this was Brenda’s idea or do you think Samantha strategically had Brenda ask the

question?

2.9 The Textbook Is Always Right Habit

Slide 15: Overreliance on Objectivity

Destructive leaders tend to only see things in black

and white. Their behaviors indicate a lack of

creativity or problem-solving skills. They tend to give

themselves away by relying on textbook answers (or

overly-complex responses) to the simplest situations.

Traits include:

• Looking to another resource for validation

• Polling others

• Focusing on compliance over strategic thinking

• Relying on knowledge over context

• Lacking creativity

START Video.


2.9.12.9.12.9.12.9.1 The Textbook IThe Textbook IThe Textbook IThe Textbook Is Always Right s Always Right s Always Right s Always Right Habit Habit Habit Habit VideoVideoVideoVideo

Slide 16: The Textbook Is Always Right Habit Video

Group Discussion.

Time: 10 minutes


themes on a flipchart. Mention the subtle facial expressions of the HR leader.

Thinking back on the Textbook is Always Right video, discuss the below questions:




STOP video (at the 15:45 mark in the video)


• What were the markers of paralysis from analysis?


2.10 The You Won’t Believe This Habit

Slide 17: Politicking Through Indiscretion

Destructive leaders also use destructive methods of

communication when cornered into an unfavorable

situation. Traits include:

• Using gossip as a negotiation tool

• Lacking discretion

• Saying/doing anything to get out of a task

• Believing that others also enjoy hearing gossip

• Caring more about what others think than about

what they do

2.10.12.10.12.10.12.10.1 The You Won’t Believe This The You Won’t Believe This The You Won’t Believe This The You Won’t Believe This Habit Habit Habit Habit VideoVideoVideoVideo

Slide 18: Politicking Through Indiscretion

Set up this final video by mentioning this is Samantha’s last encounter of the day with a

destructive HR Leader.

SAY: “Our wonderful HR Generalist is meeting with her final HR leader for the day and well, I

think you can just imagine how she is feeling.”

START video

STOP video (at the 18:50 mark in Video)


Group Discussion.

Time: 10 minutes



You might also ask about the placement of the shoes on the table. What do you think may

have caused Samantha to do that?

Thinking back on the Politicking through Indiscretion video, discuss the below questions:


• Do you have leaders that partake in gossip?



START video


2.11 What Does This Result In? Slide 19: Tactics over Strategy

These habits are so bad because they have some very

adverse effects on the perception of HR and drive

myths about the profession.

2.12 Four Myths Slide 20: Four Myths

Specifically, these four myths - ranging from the

warm-and-fuzzy part of business to the no-nonsense

compliance cop side of HR to the no-analytics

department notion - have been propagated by the

actions of ineffective HR leaders. They have also

served to foster the most damning result of all.

2.13 The Most Damning Result Slide 21: Limited Opportunity

As this data shows, HR has the most limited path to

leadership opportunities. The graph reveals that

Finance has the greatest volume of mid-career

professionals who achieve C-suite-level positions. HR

has the fewest leadership opportunities or the

narrowest path to the C-suite.


2.14 What to Look For? Traits CHROs Seek in Successors Slide 22: 5 Traits CHROs Seek in Successors

Results from SHRM research conducted just a few

years ago indicates CHROs want successors who

possess:

• Strategic thinking

• Analytical ability

• Political savvy

• Creativity

• The ability to influence others

Review sections 2.8-2.11 described in the video and ask if there were any questions.

Group Discussion.

Time: 10 minutes

Have students answer the below questions. Go over each question and record common themes on a

flipchart.

Thinking about the leadership in your organization, discuss the below questions:

• What traits do you think successors for your leadership should possess?

• In the video, were there any leaders who exhibited these traits while talking to the HR

generalist, Samantha?

STOP video (at the 22:09 mark of the video)


• What about Samantha? Did she exhibit any of these traits while talking to each leader?

2.15 What to Look For? Traits CHROs Seek in Effective Teams START video

Slide 23: CHROs Seek These Traits in Effective Teams

CHROs seek:

• Listeners

• Strategic and savvy professionals

• Circumspect and analytical thinkers

• Creativity

• Considerate yet persuasive individuals

These traits represent the desired composition for a

broader HR team.

Group Discussion.

Time: 10 minutes

Have students answer the below questions. Go over each question and record common themes on a

flipchart.

Thinking about your HR team, discuss the below questions:

• What leadership traits do you think HR teams should possess?

STOP video (at the 22:41 mark of the video)


• Does your HR team have these leadership traits today?

• What if you do not have these traits? What do you do?

STOP video after introduction of activities (at the 22:50 mark in video)

Set up the first activity by having students complete the script for the HR leader. Depending

on class size, either have the students discuss their scripts at the tables, or ask for 2

volunteers to come up and role-play.

ASK:

• What leadership traits did you include in your script?

• What traits were the most difficult to convey in the scenario? Why?

• Were there any common themes in the scripts?

Have volunteers play out their scenarios and ask for feedback from the class.

NOTE: If you preferred or got a large response from one particular bad habit video, you can always

access/download from the VLRC website and show the individual video


2.16 Activity – New Employee Initiative Estimated timing: 25 minutes

Instructions: Using the script from the Bad Habits videos, write a script for the HR leader

exhibiting the traits CHROs look for in an HR leader.

HR Generalist: After reviewing our employee survey results from last year, it’s pretty evident that

employees don’t feel like they’re being recognized, not only for their service, but the extra effort they’ve

put in on special projects. I think it’s time we implement a new employee rewards and recognition

program.

HR Leader Response:

HR Generalist: It’s important that our recognition program aligns to our organization’s mission and

overall business strategy. And I have a few ideas that will emphasize workforce value while also

boosting employee morale.

HR Leader Response:


HR Generalist: The first part of the program would be the employee rewards program, where managers

or colleagues can submit nominations for another colleague’s work that is above and beyond their

normal duties or tasks. Once approved by HR, the employee would receive some type of monetary prize

either as a gift card or check.

HR Leader Response:

HR Generalist: The second part of the program would focus on employee recognition, in relation to

service anniversaries at our organization. We can celebrate employees who’ve reached specific

milestones, such as 1 year, 3 years, 5, 10 and so on with a letter from the CEO, a gift of appreciation and

maybe even a small celebratory lunch.

HR Leader Response:


2.17 Competency Spotlight: Leadership & Navigation Transition.

Set up the last activity by going over this section as a reminder what was covered in section

1.3. Ensure to go over desired behaviors and each level in the chart. Have each student

look at the chart and determine their level so they can begin to think how they are going to

build their skill set in the exercise.

Definition: The ability to direct and contribute to initiatives and processes within the organization.

Sub Competencies (Competencies related to and/or subsumed by the broader competency):

• Transformational and Functional Leadership

• Results and Goal-Oriented

• Resource Management

• Succession Planning

• Project Management

• Mission Driven

• Change Management

• Political Savvy

• Influence

• Consensus Builder

Behaviors (These are most typically demonstrated by individuals at the highest level of proficiency on

the indicated competency):

• Exhibits behaviors consistent with and conforming to organizational culture

• Fosters collaboration

• Understands the most effective and efficient way to accomplish tasks within the parameters of

organizational hierarchy, processes, systems, and policies

• Develops solutions to overcome potential obstacles to successful implementation of initiatives

• Demonstrates agility and expertise when leading organizational initiatives or when supporting

the initiatives of others

• Sets the vision for HR initiatives and builds buy-in from internal and external stakeholders

• Leads the organization through adversity with resilience and tenacity

• Promotes consensus among organizational stakeholders (e.g., employees, business unit leaders,

informal leaders) when proposing new initiatives

• Serves as a transformational leader for the organization by leading change


Career Level-Specific Proficiency Standards (Behavioral standards in which an HR professional at the relevant level should engage to be

successful):

Early Level Mid Level Senior Level Executive Level

Listens actively to identify potential challenges or solutions

Manages programs, policies, and procedures to support the organizational culture

Establishes programs, policies, and procedures to support the organizational culture

Leads HR staff in maintaining or changing organizational culture

Builds credibility with stakeholders

Demonstrates flexibility, adaptability, and initiative

Promotes HR capabilities to organization

Works with other executives to design, maintain, and champion the mission, vision, and strategy of the organization

Makes HR transactional decisions within established policies and guidelines

Develops skills in managing resources available to meet planned objectives

Leads project plans for timely completion

Identifies the need for and facilitates strategic organizational change

Assists with the implementation of initiatives and escalates issues

Supports critical large-scale organizational changes

Translates the vision, mission, and strategy into projects and initiatives with milestones and delivery schedules

Ensures alignment between the human capital vision, mission, and organizational business strategy

Demonstrates flexibility, adaptability, and initiative

Serves as point person on projects and tasks

Manages the resources available effectively to meet planned objectives for initiatives

Serves as the influential voice for HR strategies, philosophies, and initiatives within the organization

Acts consistently with and represents the culture of the organization

Makes policy interpretations and practice decisions

Makes departmental/functional decisions

Develops the organizational strategy for achieving the human capital vision and mission

Seeks new ways to improve and recommends improvements to HR processes, transactions and outcomes

Implements plans using results-oriented goals for measuring success

Develops clear action plans with results-oriented goals for measuring success

Manages risk, opportunities, and gaps in business strategy


Early Level Mid Level Senior Level Executive Level

Develops knowledge of internal policies and procedures for responding to transactional issues

Serves as the principal liaison to frontline managers for HR strategies, philosophies, and initiatives within the organization

Drives alignment and buy-in at all levels in business units across organization

Oversees critical large-scale organizational changes with the support of business leaders

Provides detail-oriented support in the administration of organizational programs and initiatives

Develops leadership presence with management support at the business unit level

Serves as a change agent for the organization

Ensures appropriate accountability for the implementation of plans and change initiatives

Gains the knowledge and skill to implement organizational processes and initiatives

Develops political savvy when implementing initiatives

Sets tone for maintaining or changing organizational culture

Serves as a team member for passed down projects

Serves as manager of organizational initiatives within units

Champions the HR function and organizational mission and vision

Operationalizes projects and initiatives as set forth by the higher-level plan

Gains buy-in for organizational change across senior leadership with agility

:


The following may either be an individual activity or depending the number of students,

have the students work with a partner. Walk the students through each stage by providing

the examples listed below.

• 360 Degree Feedback. A system or process in which employees receive confidential,

anonymous feedback from the people who work around them. This typically includes the

employee's manager, peers, and direct reports. A mixture of people fill out an anonymous

feedback form that asks questions covering a broad range of workplace and/or leadership

competencies. The feedback forms include questions that are measured on a rating scale and

also ask raters to provide written comments. The person receiving feedback also fills out a

self-rating survey that includes the same survey questions that others receive in their

forms. The 360 is usually used for development purposes and helps create alignment

between how a person perceives their behavior and how they actually are perceived by

others. It also helps identify issues that can occur when someone is say good with

management but poor with their peers for example.

• Getting an internal mentor or an executive coach

• Leadership programs such as those offered through the Center for Creative Leadership (CCL)

or Thunderbird school of Global Management.

• SHRM bookstore to identify books to help grow as leaders.

• Attending SHRM seminars on Leadership topics

2.18 Activity – Creating an Individual Performance Plan (IPP) Estimated timing: 15 minutes

Instructions: Write an IPP on plans to acquire the knowledge and skills necessary to

become a successful and effective HR Leader. The plan should be broken out by:

• 3 months

• 6 months

• 1 year

List the Leadership behaviors you would like to develop in the first column below. Then, in the second

column, describe how you are going to develop these behaviors within each timeframe.

Competency Tasks 3 Months

Example:

• Exhibit behaviors consistent with and

conforming to organizational culture

• Foster collaboration with co-workers

Example:

Identify Internal Mentor

29 SHRM CompetencyBased Education for Chapters ©2016

Competency Tasks 6 Months

Example:

• Create alignment between how I perceive my

behavior and how I am perceived by others.

• Develops leadership presence with

management support at the business unit

level

Example:

360 Degree Feedback

Competency Tasks 1 Year

Example:

Gains the knowledge and skill to implement

organizational processes and initiatives

Example:

Attend Professional Development Events

2.19 Professional Development Credits

Slide 26: Professional Development Credits

For those holding a SHRM certification, this workshop

is eligible for 1.5 professional development credits

through your local chapter.

For questions regarding SHRM Certification or

technical support, please contact 703.548.3440,

Option 3 or visit shrmcertification.org.

START video and play until completion.


2.20 Thank You! Slide 27: Thank You!

Thank you for participating in the Five Habits of

Destructive HR Leaders workshop. Please remember

to complete your course evaluation.


3 Conclusion

3.1 Program Objectives Review

As a result of this workshop, you should now have the knowledge and skills necessary to:

• Describe the habits of bad HR leaders

• Examine the skills needed by HR Leaders of tomorrow

• Share lessons learned and discuss opportunities for leadership

3.2 Closing Thoughts Invididual Activity.

Time: 10 minutes

Have students answer the below questions.

As we end this workshop, take some time to reflect upon the following questions:

• What are the key, new ideas that you will take away from this workshop?

• What do you expect to do as a result of this workshop?

• What is my impact for getting better on the business side of my organization?

Jot some ideas below:

3.3 Reach Out!

If you really enjoyed your experience or have any feedback, please follow us on Twitter

@HRCompetencies, or tweet your comments or feedback using the hashtag #SHRMEdu.

Have students turn to section 2.15 in their workbooks and provide a quick review.

Show PowerPoint slide: Program Objectives and provide a re-review.

Review sections 3.3 and 3.4. Encourage students to tweet their thoughts about the

workshop.


3.4 Continuing Your Development Resources Continue building your leadership knowledge and skills through use of the following SHRM resources:

Type of

Resource

Resource Name Location

SHRM

Competency

Website

SHRM Competencies website www.shrm.org/learningandcareer/compet

ency-model/pages/default.aspx

SHRM

Certification

Website

SHRM Certification website www.shrm.org/certification

SHRM

Competency

Email

SHRM Competencies mail address [email protected]

SHRM HR

Competency

Diagnostic

Tools

Online tools to help measure areas of

strength and opportunity for the HR

department

www.shrm.org/competencytools

SHRM Seminar

(Classroom/

Virtual

Training)

Find seminars using the keyword

“Leadership”

https://store.shrm.org/training/learning-

center/seminars/find-a-seminar.html

On-Site

Training &

Development

Bring a SHRM seminar to your location www.shrm.org/education/corporatetrainin

g/pages/default.aspx

Books &

Resources

Find books and resources using the

keyword, HR Leadership’

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five habits of destructive hr leaders

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