ltm reference booklet v5.0

Leadership Training for Managers Reference Guide

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Copyrighted Sample Materials. For Dale Carnegie Trainers and Salespeople only.

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Table of Contents

Where People and Process Meet .......................................1The Five Drivers of Success ..................................................3The Innerview ........................................................................6Tyranny of the Urgent ...........................................................9The Innovation Process .......................................................10The Planning Process ...........................................................15Performance Results Description ....................................19RAVE Performance Appraisals ..........................................20Cycle of Development .........................................................21The Coaching Process ..........................................................22Understanding Motivation ................................................28Recognition Systems ............................................................29The Delegation Process ......................................................30Follow-up Process for Maintaining Accountability ...34Holding People Accountable ............................................35Accountability ........................................................................36Reasonable Allowable Margin of Error ..........................36The Right Approach to Handling Mistakes ..................37Interactive Communication ...............................................42Levels of Listening ................................................................43Selling Change .......................................................................44Human Relations Principles ...............................................45Taking Charge of Stress .......................................................48


1 Dale Carnegie Training

Develop Personal LeadershipRecognize Human Potential

Lead Effective MeetingsCommunicate to Lead

Handle MistakesMake Decisions

PlanningInnovationDelegation

PerformanceAppraisal & Coaching

Achieve Organizational Results

Planning

Self-DirectionPeople SkillsProcess Skills

CommunicationAccountability

Where People and Process MeetCopyrighted Sample Materials. For Dale Carnegie Trainers and Salespeople only.

Leadership Training for Managers 2

Points of overlap createDrivers, common to both

Leadership and Management

People

Leadership

Process

Management



The Five Drivers of Success

Successful leaders focus on building skills in five interrelated areas: self-direction, people skills, process skills, communication, and accountability.

1 Self-Direction Leaders are self-directed. They have vision. They

set goals and achieve them. They dont need others to tell them what to do or how well to do it. They know the results that they are responsible for and, being empowered, they move forward toward those outcomes. They follow their values to create an environment through their leadership style, systems and processes for others in the organization to be self-directed and empowered.

2 People Skills The single greatest cause of failure in newly

promoted executives and managers is the inability to form effective teams and partnerships at all levels inside and outside the organization. Dale Carnegie Training is built on time-tested principles of human relations that enable leaders to create an environment that is safe, open, and encourages growth. Through consistent application of these principles and methods for accentuating positive performance, we develop leadership habits. Leaders build relationships of trust and respect.



3 Process Skills We can put great people in poor systems and

processes, and they may fail. We cannot see a process; we see the people that use the process, and it is easier to blame the poor performer than the process. Leaders demonstrate the ability to plan, innovate, define clear performance objectives, delegate, utilize time effectively, analyze problems, and make decisions. Leaders know people support a world they help create. It takes effective people skills to ensure that our processes work for us at optimum levels.

4 Communication Leaders learn by demonstrating effective

questioning and listening. They understand that even the associate on his or her first day on the job can offer insights and innovations that add value. Through application reports and meeting facilitation skills, we improve our ability to reach others. Leaders create opportunities to listen and learn. Communication is the glue that holds an organization together. Not only is it critical to be good communicators, we require the right systems and processes in place to ensure communication is effective throughout the organization.



5 Accountability Leaders quickly and emphatically admit their own

mistakes and lead by example. They know how to close the gap between expected performance and actual results. Leaders coach, guide, support, and train others to achieve mutually agreed on goals and objectives. Leaders also create and monitor systems and processes of control and accountability within their organization so people have the freedom to achieve results.



The Innerview

Conducting an Innerview is a proven method of deepening our connection to our people. We ask questions in three basic categories:

Factual QuestionsThese are questions that are of a typical conversational nature that revolve around factual information. The answers to these questions are occasionally found in personnel files. Examples of factual questions are:

Where did you grow up?

What kind of activities were you involved with as a child?

What was your first job?

What were your interests in school?

How long have you worked here?

Tell me about your family.

What do you do for recreation?



Causative QuestionsThese are questions to determine the motives or causative factors behind some of the answers to the factual questions. These are typically why and what questions. Examples of causative questions are:

Why did you pick that particular school?

What caused you to study ?

What caused you to pursue that profession?

How did you happen to come to work for this organization?

How did you get involved with that particular hobby?

Purposes

Results

The Innerview Process

ConversationBuilding

CommonGround

Networking

CommonNeeds

TrustBuilding

CommonValues



Value-Based QuestionsThese are questions that help connect us to a persons value system. They are designed to help a leader hear the worth that his or her people place on things. These are questions that people rarely ask but give a greater view of the inner person. Examples of value-based questions are:

Tell me about a person that had a major impact on your life.

If you had it to do over again, what, if anything, would you do differently?

As you look back over your life, tell me about a turning point.

It is obvious from our discussions that you have many accomplishments. Tell me about something that you look back on as a high point or a point of pride.

You have probably also gone through some tough times. Tell me about a time that was particularly low for you emotionally or physically. What got you through that low point?

What words of wisdom would you give a young person if he or she sought your advice? How would you sum up your personal philosophy in a sentence or two?



Tyranny of the Urgent

Time is the scarcest resource of managers. If it is not managed,

nothing else can be managed. P e t e r D r u c k e r

Original concept by Charles E. Hummel

1

Not I

mpo

rtant

Impo

rtant

Urgent Not Urgent

3 4

2%

%

%

%

%

%

%

%

%

%

%

%



OrganizationProductService

Visualization

Fact Finding

Problem or OFI Finding

Idea Finding

Solution Finding

Acceptance Finding

Implementation

Follow up

Evaluation

Picturing the Should-Be (Ideal future)

Determining the As-Is(Data gathering within the current state)

Identifying and prioritizingproblems or opportunities

Green-Light Thinking for ideas(Brainstorming)

Red-Light Thinking to determinethe best solution or approach

Putting solutions into action(Execution)

Monitoring implementation

Identifying and assessing end results

Gaining approval and support

The Innovation ProcessCopyrighted Sample Materials. For Dale Carnegie Trainers and Salespeople only.


The Innovation Process

Begin by looking in your organization, department, or service for situations where the Innovation Process could be utilized as a problem-solving or opportunity-exploring tool.

S t e p O n e : Vi s u a l i z a t i o n What is your goal or objective? Create a picture of what you want the outcome to be and develop a vision of what the ideal Should-Be situation will look like. Whether this is a problem to be overcome or an opportunity for improvement, the visualization process helps set the scene and motivation for moving forward.

S t e p Tw o : Fa c t F i n d i n gGet the facts. Look at the who, what, when, where, why, and how of situations. Whether positive or negative in the outcome, facts are neutral. The details we accumulate MUST BE FACTUAL. We defer judgment about the facts and simply accumulate them. Once collected, the facts that weve accumulated point to symptoms or causes that, when eliminated, lead to the resolution of the challenges. Keep in mind that the right solution to the wrong problem can be more dangerous than the wrong solution to the right problem. Opportunities and problems can then be prioritized.



S t e p T h r e e : P r o b l e m o r O p p o r t u n i t y F i n d i n gIf you already know a problem, the process can start here. The way we state a problem influences whether we get creative or judgmental input. Our objective is to defer judgment and avoid finger pointing mentally or verbally. Therefore the problem or opportunity is phrased in the form of In What Ways Can We (IWWCW) ? For example, In what ways can we increase sales? or In what ways can we decrease costs?

S t e p F o u r : I d e a F i n d i n gWe can do this step individually or in a group. Group participation is popularly labeled brainstorming. No judgmental thinking is permitted at this stage. To ensure that we drive out the fear of embarrassment, we ask participants to write before they talk. This allows people to concentrate on quantity vs. quality. It allows idea fluency without group members reacting to or judging others opinions or ideas.

S t e p F i v e : S o l u t i o n F i n d i n gJudicial thinking takes place in this step. We evaluate ideas produced in the Green-Light Thinking. After sufficient writing takes place, the facilitator asks participants to determine their best and silliest ideas. The facilitator does not taint the discussion by giving his or her idea first. During discussion of the silliest ideas, the facilitator should go first to ensure that the participants wont be embarrassed.



Three options for determining solutions are: getting a consensus from the team or group, voting for the best ideas, or using the criteria method. The criteria method, based on the ideas generated, asks What criteria MUST these solutions fit within? What criteria must we ABSOLUTELY have as a result? Determining ABSOLUTE and DESIRABLE criteria makes the decision-making process objective and less personal.

S t e p S i x : A c c e p t a n c e F i n d i n gUnless you are personally going to implement the solution, you may require other people involved, and that may present a whole new set of issues. Anticipate objections and perhaps start the process again at Step Three (i.e., IWWCW get buy-in?). The Innovation Process is therefore often not a linear technique; one solution may become a new problem, or after one solution you may go back to problem/opportunity finding and start over again in a new direction.

S t e p S e v e n : I m p l e m e n t a t i o nIn the Green-Light Thinking and Red-Light Thinking steps, you identified ideas and solutions. Now you put them into action. Set up a time-frame listing each phase of the project to its completion. For a more detailed look, replace Steps Seven through Nine with the Planning Process.



S t e p E i g h t : F o l l o w U pThis step is your assurance that you are on track. Set up follow-up meetings in 30 and 60 days. Dont put off what you have started. Keep the momentum going.

S t e p N i n e : E v a l u a t i o nHave you achieved the results you wanted? Do things seem to fall into place? This last step is the tell-all for the process. What was the cost/benefit or Return on Investment (ROI) for you, your department or team, and the organization?



The Planning Process

Desired Outcome

Current Situation

Goals

Action Steps

Time Frames

Resources

Obstacles and Contingencies

Tracking and Measurement

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The Planning Process

S t e p O n e : D e s i r e d O u t c o m eWhat outcomes will we accomplish in the scope of this plan? How does this fit into the organizations overall Should-Be situation? Create a picture of what you want the outcome to be and how others would benefit.

S t e p Tw o : C u r r e n t S i t u a t i o nDetermine the reality of the current situation. Where are you today? Leaders make a thorough estimate of the situation both internally and externally to obtain a clear understanding of the factors that might help or hinder their efforts and enable them to set realistic goals.

S t e p T h r e e : G o a l sDefine and set the goals. Realistic goals form the basis for most important management decisions. Leaders know that without goals, people will be task-oriented rather than results-oriented. Leaders give careful attention to setting realistic, reasonable, challenging, and attainable goals. These are separated into bite-sized pieces, which may be assigned to individuals in line with the particular skills and abilities needed to achieve them. This makes these goals less formidable and brings them down to a level where they may be more readily accomplished.



S t e p F o u r : A c t i o n S t e p sWork out a definite program, including action steps. Many times, achievement falls short of goals because effective, workable programs and plans of action to achieve these goals are not carefully thought out and formulated. Follow-up plans and programs can assure achievement of desired results if attended to on a consistent and continuing basis. Leaders must teach their team members how to plan effectively to achieve assigned goals.

Leaders need to involve team members so that everyone will clearly understand:

The requirements for achieving set goals

Who will do which part of each job

How the different parts tie together

The conditions that help and hinder goal achievement

Timingwhen plans and ideas are put into effect

How all functions are coordinated properly

Determine methods to be used. Leaders who consistently turn in an outstanding performance record leave nothing to chance. They consistently search for the most effective methods to get programs and plans of action translated into desired results.



S t e p F i v e : T i m e F r a m e sSet timetables. The work to be done is programmed so that each phase is achieved at a prescribed time. Deadlines are set so that all concerned are aware of them and strive to meet them.

S t e p S i x : R e s o u r c e sEstimate the cost of the plan. Because it is important that all managerial activities be cost effective, all plans take into consideration the costs of people, material, and time.

S t e p S e v e n : O b s t a c l e s a n d C o n t i n g e n c i e sWhenever we set our goals, we plan for obstacles and contingencies. We often allow for extra time, possible changes in costs or resources, and challenges that threaten the quality of the results. If we are thorough in our planning, we often save ourselves and our organizations from potential setbacks.

S t e p E i g h t : Tr a c k i n g a n d M e a s u r e m e n tSuccessful managers turn in consistently good achievement records by maintaining effective performance measurement systems. Their focus is on the factors that might interfere with achieving desired results, and they are alert to indicators that warn them of potential problems. In this way, corrective actions are taken and the goals achieved.



Performance Results Description

Vision/Mission: From your organization.

Values: From your organization.

Position Goal: The reason your job exists.

Key Result Areas: The areas in which you must accomplish specific results that, when collectively achieved, fulfill the job function.

Performance Standards: Conditions that must exist when the KRA has been satisfied. Performance standards should be specific, measurable, attainable, results-oriented, and time phased. Activities: A list of activities that we do in order to accomplish our job responsibilities.

Key Skills: Identifies what we must know, or know how to do, in order to be able to do our jobs.

Vision/Mission

Results

Values

Position Goal

Alignment

Key Result Areas

Standards

Activities

Skills

Organization

IndividualPerformance

Individual & Organization



RAVE Performance Appraisals

RAVE identifies what we should remember in conducting a performance appraisal meeting.

Review the PRD for the Should-Be and all necessary changes.

Analyze the Monthly Project Lists for the As-Is performance, and discuss and identify gaps and opportunities for improvement.

Vision future growth and development for the individual to get to the next level.

Encourage the person.



Cycle of Development

More Coaching

Feedback

Follow-Up

Accountability

Measurement

Recognition

Right Practice

With Strong Coaching

Fundamentals

Concepts

Principles

Need To

Want To

Can DoMotivation Gap

Will Do

Show Me How

Knowledge Trap

Habit

Skill Knowledge

Attitude



The Coaching Process

Identify Opportunities

Picture the Desired Outcome

Establish the Right Attitudes

Provide Resources

Practice & Skill Development

Reinforce Progress

Reward

1234567



The Coaching Process

S t e p O n e : I d e n t i f y t h e O p p o r t u n i t y There are five ways to identify opportunities

1. You identify an opportunity for another person.

2. The person identifies an opportunity for themselves.

3. A customer, vendor, or other outsider identifies an opportunity.

4. You identify new skills needed within your team.

5. A situation creates an opportunity.

S t e p Tw o : P i c t u r e t h e D e s i r e d O u t c o m eOnce the opportunity is identified, it is important to take the time and pinpoint what the situation will look like when the gap is filled.

One of the most important concepts in coaching is having a vision or end goal in mind. Without that, people often lose sight of the importance of making the needed changes. How we create this picture of what is possible is the central component of this step in the Coaching Process.



S t e p T h r e e : E s t a b l i s h t h e R i g h t A t t i t u d e sHow well we really know our people may determine how quickly we know that we have the right trainee for the job and how they are motivated. This step is a critical part of the process of effective coaching.

We often hear that people resist change. People resist being changed when they:

1. dont see the need,

2. dont want to do it, or

3. believe that the change is not possible for them. Whenever people are asked to change without their buy-in, we create resistance.

Skills required to cut resistance and move through the Coaching Process. These skills are:

Leadership.

Communication.

Building trust.

Getting commitment vs. compliance.



S t e p F o u r : P r o v i d e t h e R e s o u r c e s In order for a Coaching Process to be successful,

it is important the appropriate resources be available. This includes time and, most importantly, a personal commitment to succeed by all involved.

Other resources may include money, equipment, training, information, and upper level buy-in and support.

Ensure that the appropriate resources are in place and available.

S t e p F i v e : P r a c t i c e & S k i l l D e v e l o p m e n tOnce the resources are in place and the correct skill set has been identified, explained, and demonstrated, it is now time for the associate to practice and apply what has been learned. In order for knowledge to evolve into a skill we practice it and perfect the skill with the help of a coach, ensuring that we are practicing the new skill and not the old habit. Practice also allows the coach to identify strengths and opportunities for improvement.

How to encourage others to success.

How closely to monitor and when to let go.

How to hold others accountable for progress.



S t e p S i x : R e i n f o r c e P r o g r e s sMaking progress is one thing, but without a way to reinforce it and keep it in place people may quickly go back to the way they did things before.

Some of the skills we must look for in reinforcement of coaching are:

Empowering people to get results after they have learned new skills.

Giving the right kind of feedback.

Following up.

Handling nonperformance issues.

Handling mistakes and people who get off track.



S t e p S e v e n : R e w a r dOne of the best ways to cement growth and progress is to reward it. What we reward gets repeated. What gets repeated becomes habit.

Habit is stronger than knowledge. To ensure change happens quickly and is kept in place as long as needed, celebration and reward are important.

Some of the skills we put into coaching in this step of the process are:

Praise and recognition.

Positive feedback techniques.

Recognizing peoples strengths as well as accomplishments.

Having the right credibility and impact in the delivery.



Understanding Motivation

H i e r a r c h y o f N e e d s

F o r m u l a f o r S i n c e r e A p p r e c i a t i o n

ThingsAccomplishmentsPersonal qualities, strengths, and traitsEvidence

Self-Actualization

Importance

Belonging

Security

Survival



Recognition Systems

Formal: a planned system that has stated objectives and conditions that must be met in order for recognition to occur.

Sales award Pin Plaque Employee-of-the-month parking space Trip

Informal: spontaneous recognition that has no predetermined objectives.

Impromptu lunch for the department Half day off for a job well done Tickets to a movie or sporting event Balloons or flowers Certificate

Daily: recognition that identifies a specific task or job that is being worked on or has been done well.

Verbal thank-you Quick note Pat on the back Applause E-mail or voice message



The Delegation Process

Select the Person

Identify the Need

Plan the Delegation

Hold a Delegation Meeting

Create a Plan of Action

Review the Plan

Implement the Plan

Follow Up

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The Delegation Process

S t e p O n e : I d e n t i f y t h e N e e dEstablish what you choose to delegate. Create a picture of what you want the outcome to be.

S t e p Tw o : S e l e c t t h e Pe r s o nIdentify to whom you will delegate and why you have chosen that person.

S t e p T h r e e : P l a n t h e D e l e g a t i o nThe steps are the same as the first three steps of the Planning Process.

Desired outcome: What is the outcome to be accomplished in the scope of this delegation plan? Create a picture of what you want the outcome to be.

Current situation: Determine the reality of the current situation. Where are you today? Make a thorough estimate of the situation, both internally and externally, to obtain a clear understanding of the factors that might help or hinder their efforts and enable them to set realistic goals.



Goals: Define and set the goals. These realistic goals are check points that create mutual expectations forming the basis for most important management decisions. Give careful attention to setting realistic, reasonable, challenging, and attainable goals. These are separated into bite-sized pieces, which may be assigned to individuals in line with the particular skills and abilities needed to achieve them.

S t e p F o u r : H o l d a D e l e g a t i o n M e e t i n gDuring the meeting, the following should be accomplished:

Identify specific results to be achieved: Clearly identify what you want the final result to be.

Outline the rules and limitations: Clearly state the givens that cannot change and are not negotiable.

Review the performance standards: Set the performance standards with the individual and review the criteria for clarity and agreement.

S t e p F i v e : C r e a t e a P l a n o f A c t i o nThe person who has been delegated the task should develop a plan of action that explains the steps that will be taken to accomplish the goal.



S t e p S i x : R e v i e w t h e P l a nYou and the person who has been delegated the task meet and discuss the plan of action. Make any necessary adjustments until both parties are in agreement.

S t e p S e v e n : I m p l e m e n t t h e P l a nPlans are implemented by seeing that all people concerned understand their part in the total undertaking, commit themselves to the achievement of the agreed on results, and act in a unified, concerted manner to put the plan into action.

S t e p E i g h t : F o l l o w u pFollow up on previously agreed on goals established in the third step of delegation by maintaining an effective follow-up process that demonstrates deviations from the expected goals.



TheProcess

Delegate Delegator

Follow-Up Process for Maintaining Accountability

A Po s i t i v e P r o c e s s S h o u l d I n c l u d e : Predetermined, desired results of follow-up

Predetermined, communicated, and agreed on performance standards

Indicators that connect to the performance standards

Flexibility to change due to current information

Win-win situation



Put it in Limbo

Establish Accountability

Buy it Back By responding:

By responding:

By responding:

Let me think about Ill let you know when

Leave it here, Ill Ill check with

Ill draft up After I finish

If you have time Lets wait until

Why dont you check with See me later about

Let me know if I can help Well have to do something

Youre the right person for the job Im counting on your leadership

I gave it to you because What are you going to do

Whats your plan for I know you will get it done

With phrasing like this, the delegation is negated. The assignment remains with you.There is no progress until you do something.

With phrasing like this, the process is slowed. Decisions are delayed.The delegation is only partly completed.

With phrasing like this, its clear that the accountability has been shifted.The delegation is complete. Progress is much more likely.

Holding People Accountable Copyrighted Sample Materials. For Dale Carnegie Trainers and Salespeople only.


Abdication

No ControlSystems

LowAccountability

LowAuthority

Negative ControlSystems

Micro-Management

ComplianceChaos

Motivation

Empowerment

wtability

LowAutho

Ne

Empowerment

Commitment

Accountability

Reasonable Allowable Margin of Error

Obvious Deviations(Mistakes)

Subtle Deviations(Coaching Opportunities)

Control Limits

Control Limits

Desi

red O

utcom

e

Perfo

rman

ce Sta

ndard

s



Resist Relate

Research

Rapport

Reference

Retain

Reassure

RestoreRestate

Reinforce

Replace

The Right Approach to Handling MistakesCopyrighted Sample Materials. For Dale Carnegie Trainers and Salespeople only.


The Right Approach to Handling Mistakes

R e s e a r c hDo your homework to make sure you have all the facts before you meet. Research starts with the question: Is the person worth saving? Your answer defines your next move.

B e g i n w i t h R a p p o r tWhen you meet with the person who has made a mistake, begin by putting that person at ease and reducing the anxiety. One way to do this is to begin with honest appreciation that is supported by evidence. Choose a behavior that you have observed instead of giving a compliment.

R e f e r e n c e t h e M i s t a k e o r I s s u eDuring this step, we focus on the problem and not the person. Eliminate personal pronouns and depersonalize the problem. It was the action that was wrong, not the person who did it. You want to give the other person a chance to explain what happened and then let that person know what you know about the problem. The goal is to gather facts and information to accurately identify the problem and why it happened. By reducing defensiveness and not jumping to conclusions, the different perspectives surface, and the root cause of the problem should be identified.



When they relate to the problem, issue or mistake and take responsibility then

R e s t o r e Pe r f o r m a n c eThe purpose of this step is to remedy the problem, to reduce the chance of the mistake happening again, and to restore the persons performance. It also involves devising a way to keep the problem from occurring again.

This step is handled differently with the employee who accepts responsibility than with the one who blames and avoids taking responsibility. With the responsible employee, effective questioning, listening, and coaching used to encourage him or her to suggest ways to correct the situation. The employee can be involved in a problem analysis and decision-making process. For the blaming or avoiding employee, the manager may first reaffirm performance expectations and to coach for acceptance of responsibility to restore accountability.



R e a s s u r eThis step is focused on the person. Obviously a person who has erred feels, to some degree, like a failure and is likely to be less inclined to approach the next opportunity with confidence. Therefore, the manager helps the employee see the situation in a different context.

The employee should also understand that the manager is interested in and committed to the employees success and growth.

R e t a i nIf you handled the previous steps well, you increased your chances of retaining the person, his or her commitment and morale of your whole team. This builds trust and increases the level of commitment and work ethic.

When people resist your efforts to repair the situation or performance or refuse to relate to the issue then

R e s t a t eYou now restate the facts, the seriousness, the policy and the proper remedy to the issue; this gives the person one more chance to do the right thing.



R e i n f o r c eWhen people refuse to accept responsibility, you may have to formally remind them in some way prior to further action. There may be policies and procedures documented in your company for this.

R e p l a c eSometimes you find that the employee is not a good fit for a particular task, project, or department. You may explore what the employees strengths, interests, and goals are and search for a better fit within the organization. It is an injustice to employees and companies to perpetuate a situation where individuals feel that they can never succeed. The last resort after attempts to coach them for desired performance have been unsuccessful is to remove them from this area of responsibilityto replace, reassign or release them from the organization.



Interactive Communication

Po i n t s t o R e m e m b e r Responsibilities of sender and receiver must

be clear.

Communication isnt complete until feedback is incorporated.

Filters alter the message.

Communication is an ongoing process.

Message

Feedback

FilterFilter

FilterFilter

Sender Receiver



Levels of Listening

IgnoreWe dont listen.

PretendWe give verbal or physical evidence to indicate that we are listening, but were not listening to the words or interpreting the meaning.

SelectiveWe listen for what we want to hear or for an opportunity to interrupt.

AttentiveWe listen carefully for meaning.

EmpatheticWe listen to accurately receive the message from the senders point of view.

Empathetic

Attentive

Selective

Pretend

Ignore

Listen

ing



Selling Change

Opening Startling statement

Question based on need or interest

Mysterious statement

Praise

Dramatic incident

Statement of need

Example of need

Three solutions Neutral options with evidence

Advantages/Disadvantages for each

Best idea or solution and why

Closing Appeal to nobler motives

Throw down a challenge

Use a motivating statement

Highlight an important benefit

Dramatize your ideas



Strengthen Relationships

E n h a n c e R e l a t i o n s h i p s a n d B u i l d Tr u s t

1. Dont criticize, condemn, or complain.

2. Give honest, sincere appreciation.

3. Arouse in the other person an eager want.

4. Become genuinely interested in other people.

5. Smile.

6. Remember that a persons name is to that person the sweetest and most important sound in any language.

7. Be a good listener. Encourage others to talk about themselves.

8. Talk in terms of the other persons interests.

9. Make the other person feel important and do it sincerely.



Gain Willing Cooperation

Wi n Pe o p l e t o Yo u r Wa y o f T h i n k i n g

10. The only way to get the best of an argument is to avoid it.

11. Show respect for the other persons opinion. Never say, youre wrong.

12. If you are wrong, admit it quickly and emphatically.

13. Begin in a friendly way.

14. Get the other person saying yes, yes immediately.

15. Let the other person do a great deal of the talking.

16. Let the other person feel the idea is his or hers.

17. Try honestly to see things from the other persons point of view.

18. Be sympathetic with the other persons ideas and desires.

19. Appeal to the nobler motives.

20. Dramatize your ideas.

21. Throw down a challenge.



Be a Leader

C h a n g i n g A t t i t u d e s a n d B e h a v i o r s

22. Begin with praise and honest appreciation.

23. Call attention to peoples mistakes indirectly.

24. Talk about your own mistakes before criticizing the other person.

25. Ask questions instead of giving direct orders.

26. Let the other person save face.

27. Praise the slightest improvement and praise every improvement. Be hearty in your approbation and lavish in your praise.

28. Give the other person a fi ne reputation to live up to.

29. Use encouragement. Make the fault seem easy to correct.

30. Make the other person happy about doing the thing you suggest.



Taking Charge of Stress

B a s i c Te c h n i q u e s i n A n a l y z i n g S t r e s s

1. Get all the facts.

2. Weigh all the factsthen come to a decision.

3. Once a decision is reached, act!

4. Write out and answer the following questions:

What is the problem?

What are the causes of the problem?

What are the possible solutions?

What is the best possible solution?

5. How to face trouble:

Ask yourself, What is the worst that can possibly happen?

Prepare to accept the worst.

Try to improve on the worst.



NotesCopyrighted Sample Materials. For Dale Carnegie Trainers and Salespeople only.


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