Learning is Power! - Leadership Development & …€¦ · That’s how I met Carlos Ghosn, chairman...
Transcript of Learning is Power! - Leadership Development & …€¦ · That’s how I met Carlos Ghosn, chairman...
Nissan’s Virtual Classroom Leadership 20
Vijay Govindarajan on Reverse Innovation 24
Celebrating Asia’s Best 26Great People. Great Organizations. Great Results.
2012 Vol. 9, No. 1
How Employees View Leaders 10
Learning is Power! A model corporate university drives success at Westinghouse Electric Company page 4
Westinghouse Electric Company’s Christof Paulischta, Mike Naughton, and Jim Ice.
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Last November, CNBC’s Asia Business Leaders Awards (ABLA), the premier
awards competition for executives in the Asia-Pacific region, marked its 10th anniversary.
For most of those years, DDI has proudly served as the ABLA research partner. I have
had the privilege of participating, with my colleagues, in the award-selection process by
interviewing the finalists and serving on the panel of judges.
That’s how I met Carlos Ghosn, chairman & CEO of Nissan, and Dr. Pailin
Chuchottaworn, president & CEO of PTT. These two extraordinary leaders were
among the 2011 ABLA winners, each having demonstrated an incredible proficiency
in formulating and executing strategy, managing talent, and driving innovation.
But what impressed me most about them was how they guided their organizations’
responses to devastating humanitarian crises. Under Ghosn, Nissan donated vehicles,
money, and staff time to aid relief efforts in the wake of the 2011 earthquake and
tsunami in Japan. Dr. Pailin, meanwhile, led the way as PTT and its people were on
the front lines of search, rescue, and clean-up work after last year’s flooding in Thailand.
Both of these men, when faced with natural disasters, shifted their priorities overnight.
That says a lot about them. They recognized the right thing to do, and they took
action—an admirable, if intangible quality that marks the difference between a strong
leader and a great leader. And they did what they did by not only leading from the
front, but by encouraging and inspiring all of their employees to get involved.
You can read about Ghosn and Dr. Pailin beginning on page 26 of this issue of GO.
Here you also can read about Westinghouse Electric’s impressive corporate university,
and about another side of Nissan: its innovative approach to developing its far-flung
leadership talent. You’ll also get a new perspective on innovation from Vijay
Govindarajan, see eye-opening new research showing how employees view their lead-
ers, and get a sneak peak at Spark!, a collection of inspiring stories from our clients.
All good stuff to consider as you strive to do good in your job each and every day.
Keep it up!
Rich Wellins
Sr. Vice President, DDI
2
PUBLISHER
Richard S. Wellins, Ph.D.
MANAGING EDITORCraig Irons
CREATIVE DIRECTORSusan Ryan
PRODUCTION MANAGERRachel Moody
CONTRIBUTING WRITERElizabeth Speed Kabus
Editorial and Circulation:
GOc/o Development Dimensions Intl.
1225 Washington Pike
Bridgeville, PA 15017-2838
Telephone: 412-257-0600
ABOUT DDIFor over 40 years, DDI has helped the most successful companies aroundthe world close the gap between wheretheir businesses need to go and the talent required to take them there.
Our areas of expertise span every level,from individual contributors to theexecutive suite:
- Success Profile Management
- Selection & Assessment
- Leadership & Workforce Development
- Succession Management
- Performance Management
DDI’s comprehensive, yet practicalapproach to talent management startsby ensuring a close connection of oursolutions to your business strategies,and ends only when we produce theresults you require.
You’ll find that DDI is an essentialpartner wherever you are on your jour-ney to building extraordinary talent.
© Development Dimensions International, Inc.MMXII. All rights reserved.
ReadySet...RICH WELLINS
Rich Wellins talks about DDI’sinvolvement with CNBC’s Asia Business Leaders Awards.
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contentsGO VOLUME 9 • NUMBER 1
F E A T U R E S4 The Power of Development
Westinghouse Electric Company built an award-winningcorporate university to keep its people at the forefront of the nuclear power industry.
10 Are Leaders Lacking? Employees Think So!
A new global DDI study of employees reveals that manyleaders lack essential skills.
13 Bully-proofing the Workplace
The best way to deal with bullies is to not hire them in the first place. Here’s how.
18 Sparking Change, Touching Lives
Our new book celebrates how the science behind DDItransforms lives in and out of the workplace.
20 Driving Connections
Nissan has employed DDI’s Virtual Classroom technology to develop—and connect—high-potential leaders in important global markets.
26 Celebrating the Best!
CNBC’s Asia Business Leaders Awards have been recognizing the top leaders in Asia for 10 years.
D E PA R T M E N T S9 Perspective
DDI’s Evan Sinar shares job performance data researchconfirming that Millennials are ready to lead.
15 Trend Tracker
A new DDI study explores the connection between leadersand innovation.
16 What’s GOing On
Improved pre-employment tests are on the way, and DDI’s awards shelf fills up.
24 Coffee on the GO
Best-selling author Vijay Govindarajan predicts the next big innovation will come from an emerging market.
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GREAT ORGANIZATIONS
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Westinghouse Electric Company built an award-winning corporate university to keep its people at the forefront of the nuclear power industry.
Jim Ice has drawn the line of a graph on a white board in a conference room at
Westinghouse Electric Company’s global headquarters just north of Pittsburgh. It starts short
and flat on the left before giving way to a long, steep, upward slope. It looks like a hockey stick.
Five years ago, he explains, this was the shape of the age distribution of talent in the nuclear
power industry.
“If you looked at our employee population, a very significant segment of our employees were
near the end of their careers.” This presented a significant business challenge, says Ice,
Westinghouse’s director of talent management, because “we are currently experiencing a resur-
gence of nuclear power to support the growing need for power across the globe.”
Nuclear power is again a growing industry. It produces a lower carbon footprint than coal and
natural gas, and is a more reliable source for providing baseload electricity than other renew-
able energy sources, such as solar and wind. And, Westinghouse is in a leading position. New
plants, drawing on Westinghouse technology, are planned or being explored in several countries
around the world. Of the more than two dozen nuclear reactors under construction in China,
four are the revolutionary Generation III+ Westinghouse-designed AP1000 reactor. Also, earlier
this year the U.S. Nuclear Regulatory Commission approved the construction of four AP1000
reactors for plants in Georgia and South Carolina, the first new reactor construction approved in
the U.S. since 1978.
The growing demand for power is only part of the story. Westinghouse, as the technology
leader of the nuclear industry, is maintaining this position by aggressively focusing on flattening
out the hockey stick, so to speak, by bringing new talent into the organization and changing
the demographic make-up of its workforce. Maybe even more important is the approach Ice
and his team have taken to developing that talent: building and implementing an award-winning
corporate university that’s tightly linked with Westinghouse’s overall business strategy.
THE POWER OFDEVELOPMENT
5
Jim Ice and histeam designed theuniversity to meetWestinghouse’s business strategy.
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A DIFFERENT APPROACH TO TALENT MANAGEMENT
From its founding in 1886, Westinghouse
produced everything from kitchen
appliances, to locomotives, jet engines,
elevators, and light bulbs, and along
the way the company built a reputa-
tion for innovation.
Today, nuclear power is Westinghouse’s
sole focus: designing, servicing, and
manufacturing fuel for operating
plants across the globe. But the com-
pany’s innovation legacy shines on.
The AP1000 reactor is an excellent
example. Designed with passive safety
systems that rely on natural forces—
gravity, natural circulation, and convec-
tion—to cool the reactor without the
need for external sources of power,
the AP1000 nuclear plant design is
safer than existing nuclear power
plants. This is a welcome advance-
ment in reactor safety, especially in
the wake of events at the Fukushima
plant following the earthquake and
tsunami in Japan in March 2011.
While this leading technology posi-
tioned Westinghouse to dominate the
market, it needed the right talent—and
adopted an aggressive talent acquisi-
tion management strategy to get it.
“We were lucky in that Tony Greco,
our senior vice president of human
resources and corporate relations,
had a vision for what we needed to do
in terms of both hiring and developing
our employees to meet the business
demands,” says Ice. “As a result, we
were able to get a head start on
addressing these needs four to five
years ago, ahead of most companies
and competitors in the industry.”
From 2008 to 2011, Westinghouse
hired 5,000 people around the world,
culling the best candidates from
among the more than 40,000 résumés
it receives annually. It also ramped up
campus recruiting and hosted more
than 200 interns annually.
The hires increased Westinghouse’s
headcount to just over 13,000 employ-
ees, while also providing an influx of
young, talented, and motivated work-
ers. To get the new hires up to speed
and contributing at a high level, how-
ever, they needed development.
“You’ve got all these new employees,
most of which are new to our industry,”
says Ice. “And this is an industry that
requires you to understand safety,
quality, and human performance prin-
ciples, meaning how to reduce errors.”
In addition to industry and technical
knowledge, Ice points out that those
experienced individuals hired into
leadership positions also needed tar-
geted development to grow into their
roles. And he also says that during the
years when the company wasn’t in
growth mode, the organization’s three
business units—nuclear plant design,
service, and fuel manufacturing—
became segregated, tending to operate
as three separate companies instead of
as one unified Westinghouse.
“When we looked at both the hiring
demand and the need to train people
across very different businesses—that
had created their own ways of doing
things—we made a conscious choice to
break down those artificial barriers.
That’s when our corporate university, as
a concept, was born.”
SUBSTANTIAL ANDSOPHISTICATED
Westinghouse’s university is both sub-
stantial in its offerings and sophisticat-
ed in its design. Its formation started
with careful planning that included
researching best practices and bench-
marking other corporate universities.
But rather than copy what worked
elsewhere, Ice and his team designed
the university to meet Westinghouse’s
business strategy. Additionally, they
developed a leadership model based
on the unique leadership challenges
within Westinghouse. The model
includes four leadership levels, and
targets the unique types of organiza-
tional leaders (technical, project,
manufacturing, business) and main
capability areas (interpersonal, leader-
ship, management, functional) required
for role success. Each level has a
unique strategy for assessment and a
guide for capability development.
At the outset, Westinghouse identified
objectives for the university in multiple
areas: leadership development, busi-
ness impact, delivery excellence,
learning technology, reinforcing a
common culture, targeted curriculum
development, managing the return on
the training investment, and developing
qualified talent.
GR
EA
T O
RG
AN
IZA
TIO
NS
“We looked at both
the hiring demand
and the need to train
people across very
different businesses.”
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Further influencing the university’s
design, Westinghouse moved to a
corporate-center design for its HR
functions, including both talent acqui-
sition and development.
“We brought together training leaders
from across the organization, and
they designed the university with the
intent of breaking down the silos
between the individual businesses,”
says Ice. “This makes sense when
you consider that many of the defined
education and training needs revolved
around similar learning objectives
across all employees, regardless of
their business unit.”
This realization helped inform the cre-
ation of seven distinct colleges within
the university: Project Management,
Technical, Leadership, Business,
Behavioral (i.e., human performance
and continuous improvement), Manu-
facturing, and Commercial (i.e., content
for customers/suppliers).
“The idea is that an employee, in con-
sultation with his or her manager, can
create a custom development plan
leveraging content across these
seven colleges based on that employ-
ee’s specific role and performance
expectations,” says Ice. He also points
out that the university helps the
organization improve training efficiency,
eliminate redundancies, and realize
cost savings.
Each college has a dean—a subject
matter expert from the business to
help define, structure, and deliver the
curriculum—so that learners get the
training they need when they need it.
Associate deans may support specific
content areas within each college.
In addition, the university includes a
team of learning consultants that have
their fingers on the pulse of the busi-
ness and the organization’s develop-
ment needs.
“Our learning consultants are out
there helping the business leaders
determine the learning strategies that
need to be in place and how the uni-
versity can help provide the right
design and development services,”
says Mike Naughton, manager of
Westinghouse’s university operations.
The real meat of the university is its
broad array of assessment and devel-
opment resources, many of which
come from DDI, including the
Leadership Mirror® multirater assess-
ment tool and Manager Ready®, an
online frontline leader assessment
(see page 8). The university also draws
on DDI’s Interaction Management®
system to develop leaders.
Curt Lawhead, manager, organiza-
tional development, and dean of the
university’s Leadership College, says
that Westinghouse believes strongly
in the strategic importance of connect-
ing assessment and development.
“There’s a direct correlation between
assessment and development at all
three levels because, from a develop-
mental perspective, we can make
sure we’re hitting the mark based on
what the specific identified needs are.
For instance, at the business level
where we use an assessment like
Leadership Mirror, we have also cre-
ated a talent audit process—survey-
ing the workforce to find out the skills
or knowledge areas that people
already have, to assess how they map
against current and future needs and
workforce plans.”
Another defining characteristic of
Westinghouse’s university is the com-
bination of approaches and modalities
employed to deliver high-quality,
impactful learning.
“For one course, we might have a
web-based-training pre-work that
goes out to give participants a primer
on the course content,” explains Mike
Corrigan, team lead for the design
services group within the university.
“Then there might be a two-hour live
or recorded webinar where the facili-
tator walks through the content at
greater depth. Then the third compo-
nent of this development program
might be a one-hour online Q&A ses-
sion during which the facilitator is live
on the phone to answer questions and
provide feedback. It’s an opportunity
to leverage all these technologies to
their fullest potential.”
7
An employee
can create a custom
development plan
leveraging content
across seven
colleges.
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“I CAN’T WAIT TO GET MORE DEVELOPMENT”
All of the hard work that went into
visioning, planning, and launching
Westinghouse’s university has paid off
in direct business impact of integrated
development offerings, reduced overall
spending, and coordinated develop-
ment of employees and leaders. The
training and development community
has noticed. The Corporate University
Xchange honored Westinghouse with
the Alliances Award for how it has
aligned the university with the overall
objectives of the business and leader-
ship development programming. The
university was awarded the 2011
Corporate University Best-in-Class
award runner-up in the “Best New
Corporate University” category. And
earlier this year Westinghouse was
named a Top Learning Organization
and featured in Elearning! magazine.
“When Westinghouse decided to
implement the university in 2010, we
began with best practices,” says
Christof Paulischta, a Paris-based
learning and development manager for
Europe, Middle East, and Africa. “So,
our goal is to build a state-of-the-art
corporate university designed to meet
the unique need of our business and,
quite frankly speaking, we’ve got a
great start.”
Paulischta says that while the
outside accolades are nice, what has
most impressed him is the reaction
from Westinghouse employees. “The
employees are excited about this won-
derful opportunity to learn and develop
and to grow. When we started to roll
out the university it amazed me how
individuals said, ‘I can’t wait to get
more development.’”
Read more about Westinghouse Electric’suniversity and learn about Manager Ready.
TARGETING THE DEVELOPMENT NEEDS OF NEW LEADERSAmong the assessment tools Westinghouse Electric Company relies on to guide the development of its people is DDI’s Manager Ready®, an online frontline leader assessment designed to deliver the same quality of diagnosis and benefits as a full-blown assessment center at a fraction of the cost. Manager Ready uses more than 30 realistic behavioral situations to assess frontline leaders and leadership candidates against thecompetencies most needed for role success. Highly skilled DDI assessors evaluate the quality of participantresponses against specific behavioral anchors and provide in-depth insight and feedback reports. ManagerReady was named the 2011 Human Resource Executive® Top HR Product of the Year.
Westinghouse has used Manager Ready to target the development of leaders in both the U.S. and China, andplans to use it for leaders in additional countries, as well.
“Manager Ready is a very effective means of assessing the management team, and we are excited about theopportunity to assess our leadership talent remotely,” says Christof Paulischta.
“The feedback has been great. It’s a very rigorous assessment,” says Curt Lawhead. “It meets our needsbecause we were looking for something that we could do quickly and easily, and that matched our leadershipcapabilities.”
Lawhead also observes that the situations used in Manager Ready give individuals a realistic preview ofwhat’s required to be an effective manager. “In many respects, they come out of the assessment thinking that they have a lot to learn. In reality, new leaders often do have a lot to learn.”T
HE
P
OW
ER
O
F
DE
VE
LO
PM
EN
T
Curt Lawhead serves as dean of the university’s Leadership College.
In his design services role, Mike Corriganstrives to leverage technology to its fullestpotential.
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Generation Y is growing up, and as the oldest of them approach
their 30s, many are in line for (or already holding) supervisory
and management positions. But is this group well-equipped to
assume leadership roles? Or are the images of helicopter par-
ents and their entitled children true depictions—leaving organ-
izations with an acute shortage of talent that’s ready to be
called “boss?” We examined that question with a look into our
performance data.
To validate the DDI test you use, we collect extensive data
about the job performance of leaders. It’s the result of a
process where we ask existing employees to take the test,
and compare their scores to managers’ evaluations of these
same employees. When the results match up, we can validate
the test. And, as an outcome of doing so much of this
research, we accumulated recent and precise performance
data on about 4,000 leaders from 23 organizations.
So, what happens if we look at leaders’ competency profi-
ciencies and compare them by generation? The accompany-
ing graph plots the collective leadership abilities related to
eight common competencies for which we have robust data.
We looked at the first step up the management ladder—front-
line leaders—in two generations: Millennials (born 1982-2000)
and Generation X (1965-1981). A data point plotted closer to
the center of the graph shows lower performance, while one
plotted toward the outside shows higher performance.
As this graph illustrates:
• The Millennial generation performs well when it comes
to Adaptability and Customer Focus.
• They show some relative weakness when it comes to
ability-related competencies, such as Decision Making and
Planning and Organizing, and on the motivation-related
competency of Work Standards.
• Millennials and Generation Xers are very similar in key
leadership and interpersonal skills, including Developing
Others, Gaining Commitment, and Communication.
So, this set of data indicates that Millennials are, in fact, a
viable talent pool for your open leadership positions.
Of course each individual within a population will have differ-
ent strengths and different reasons why they’ve developed a
strength—but the general assumption that Millennials lack
what it takes to develop and motivate others is not supported
by our data.
Because the strengths of Millennial and Generation X leaders
often complement each other, it’s beneficial for all involved to
create opportunities for leaders of different ages to work
together and learn from one another, such as on a project
team or task force, or in a mentoring relationship.
In considering this generational data, it’s worth pointing out
that an individual’s readiness to lead must be evaluated in the
context of your specific role and specific business situation
with well-defined competencies, knowledge, experience, and
personal attributes.
How are leadership competencies changing over time? Read our research and analysis.
Is the Millennial Generation Ready to Lead?Research by Evan Sinar, Ph.D.
PERSPECTIVE
Evan Sinar, Ph.D., is a manager inDDI’s assessment technology group.
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10
ARE LEADERS LACKING?EMPLOYEES THINK SO!
A New Global DDI Study of Employees Reveals that Many Leaders Lack Essential Skills.
By Pete Weaver and Simon Mitchell
As organizations continue to adapt to the com-
plexity and dynamic demands of the global
economy, one aspect of the 21st century work-
place remains unchanged: the necessity of strong
boss/employee relationships.
To explore the current strength of these
relationships, in 2011 we partnered with Harris
Interactive to survey 1,279 workers around the
world to tell us about their everyday interactions
with their leaders. The results of this survey are
captured in our new study, Lessons for Leaders
from the People Who Matter: How Employees
Around the World View Their Leaders.
On the following pages, we discuss some of the
findings from this revealing study.
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WORKERS AREN’T CONFIDENT IN THEIR BOSSES’ SKILLS
One important intangible of the manager/employee relationship is the level of respect employees have fortheir leaders—the belief that their boss is a skilled leaderworthy of respect and loyalty. Our survey revealed that this is an area where leaders not only fall short—they fall a long way short. One in three respondents (34 percent) said they don’t consider their manager to beeffective at his or her job.
By any definition, a competent leader must be able tomotivate employees to give their best effort and do theirbest work. But again, more than one-third of employeessay their leaders are deficient in this category, as well.When asked if they feel motivated to give their best totheir leader, 37 percent said only sometimes or never.
Predictably, this dim view of leader capability con-
tributes to turnover. Two out of every five employees
(39 percent) surveyed said they have left a job primarily
because of their leader, while more than half (55 per-
cent) said they have considered leaving a job because of
their leader.
WORKERS OFTEN FEEL HURT AND DEMOTIVATED BY THEIR BOSSES’ ACTIONS
Being a leader is a tough job that many do well. But onthe other hand it seems a great many don’t. When askedif their leaders handle workplace conflict effectively, 42 percent of employees surveyed for ourstudy responded either only sometimes ornever. Similarly, 35 percent responded onlysometimes or never when asked if their leaderslisten to their work-related concerns. This isimportant, of course, because listening has tobe the first step in addressing any problem.
Additionally, according to the survey, 54 per-cent involve employees in making decisionsthat affect the employee’s own, or the employ-ee’s team’s, work. Those decisions are madewithout much explanation, either: 43 percentof employees say that their bosses rarely, ifever, explain the rationale for their decisions.
Also troubling is that so many bosses (34 per-cent) are cited for most of the time or alwayssingling out certain employees as their
favorites—a practice that poisons morale, sabotagesteam effectiveness, and discourages those who aren’t theboss’ favorites from putting forth their best effort.
LEADERS ARE LACKING IN FUNDAMENTAL LEADERSHIP SKILLS
DDI has conducted research and worked with leadingorganizations around the world for more than 40 years,during which time we have developed a deep under-standing of what makes leaders effective. We have foundthat one of the most important and defining traits of aneffective leader, at any organizational level, is his or herconsistent use of what we refer to as InteractionEssentialsSM. Interaction EssentialsSM are those behaviorsthat enable a leader to address both the personal andpractical needs of the individuals with whom he or sheis interacting, whether it’s a formal discussion (e.g., aperformance review), or an informal discussion such asa coaching situation. The Interaction Essentials thatmeet personal needs include those related to listening,empathy, and knowing how to best involve and supportothers. Practical needs, meanwhile, are met through theconsistent use of an interaction process that makes surethat the tasks at hand are achieved with the maximumefficiency.
We asked employees about leaders’ use of theInteraction Essentials. Their responses (Figure 1) pointto many of the deficiencies that leaders have in criticalleadership skill areas.
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51% 49%
53% 47%
55% 45%
59% 41%
60% 40%
64% 36%
1. Does your manager ask for your ideas about how to solve problems?
2. Does your manager help you solve problems withoutsolving them for you?
3. Does your manager give you sufficient feedback on your performance?
4. In conversation, does your manager ask questions to ensure he/she understands what you are saying?
5. Does your manager adequately recognize your efforts/contributions?
6. Does your manager handle work conversations efficiently?
OnlySometimes
or Never
Most ofthe Timeor Always
QUESTIONS
Figure 1: Leaders’ Use of Interaction Essentials
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Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:21 PM Page 11
1 Recognized me appropriately
2 Supported me without taking over
3 Involved me in decisions
4 Listened to me
5 Took time to explain rationale for decisions
6 Took care to maintain my self-esteem
(top mentions in descending order)
Figure 2: What Leaders Do That Makes Them the Best
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Figure 3: The Impact of Leader Quality
100%
80%
60%
40%
20%
0%
Pe
rce
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of
em
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ha
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tim
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Pe
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ha
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r a
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11%
98%94%100%
80%
60%
40%
20%
0%
5%
Consistent use of the Interaction Essentials is key to
leader effectiveness. Given the very high proportion of
employees feeling that their leader only sometimes or
never uses these essentials, it is no wonder employees
often feel that their leader is doing more harm than good.
These skills aren’t called essential for no reason.
Employees of leaders who focus on the Interaction
Essentials consider their leaders more effective, are
more motivated, and are more likely to be productive.
“MY CURRENT BOSS JUST CAN’T COMPARE WITH MY BEST-EVER BOSS”
We asked employees to compare their current boss with
the individual they would identify as their best-ever
leader. We asked a simple but powerful question:
“Thinking about the best manager you ever had, what
did he/she do that made them the best?” Respondents
consistently told us that what set their best-ever leader
apart was a propensity for recognition and for providing
the right degree of support without stepping in and
taking over. They also said that their best-ever leader
was adept at involving team members when making
decisions (Figure 2).
Perhaps not surprisingly, employees stated clearly
they are not looking for their leader to be a friend:
“Took time to socialize with me” and “Asked about my
hobbies and interests” came at the bottom of the list of
behaviors that set best-ever leaders apart.
The survey results revealed significant gaps in perform-
ance between current and best-ever leaders (Figure 3).
The best leaders are consistent and demonstrate positive
leadership behaviors and, as the research demonstrates,
employees respond by being more motivated.
The biggest gap in performance between employees’
current leaders and their best-ever leaders is in helping
employees be more productive. Only 56 percent of
employees reported that their current leader helps them
be more productive, whereas 79 percent reported that
their best-ever leader helped them be more productive.
These findings and others are included in the full Lessons for
Leaders from the People Who Matter study. The study also discusses the implications of the findings and provides key take-aways for HR and OD professionals.
Patterson S. (Pete) Weaver is DDI’s senior vice president of leadership solutions and chief learning officer. Simon Mitchell is DDI’s European marketing director.
WHY MOST EMPLOYEES DON’T WANT TO BE LEADERS
While only about half (45 percent) of employees surveyed think
they could be more effective than their boss, just 46 percent
would actually want their boss’ job.
Among the reasons they cited:
• “Far too much stress. Being expected to produce more
and more results with fewer and fewer resources (people,
supplies, etc.).”
• “Some of my coworkers are hard to work with. I would
not want to manage them.”
• “It involves many aspects of running this business that I am
not interested in. I think his job would be terribly boring and,
frankly, I find that quite off-putting.”
• “Not worth the stress.”
• “I don't want that much responsibility. I like my 8-5 job.”
✪
I feel motivated to give my
best to my managerMy manager does a good job
helping me be more productive
Employees of WORST managers* (bottom 20%)
Employees of BEST managers* (top 20%)
*Best/Worst managers based on employee perception.
© Development Dimensions International, Inc. MMXII. All rights reserved.
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13
BULLY-PROOFING THE WORKPLACEThe best way to deal with bullies is to not hire them in the first place.
Here’s how.
Gossip.
Snide remarks in front
of others.
An “in crowd” that
excludes others.
Spreading untrue rumors.
These are classic bullying tactics that
most of us have, unfortunately, experi-
enced at some point in our adoles-
cence, and the things that make many
glad to have their high school years
behind them. But what happens when
these bullying tactics jump from the
high school hallways to the cubicle
maze? From lunchroom to board-
room? After all, bullies do get older—
and not all “grow up.”
Workplace bullying is a very real, and
often serious, problem. It is defined by
the Workplace Bullying Institute as
“repeated, health-harming mistreat-
ment of one or more persons (the tar-
gets) by one or more perpetrators that
takes one or more of the following
forms: verbal abuse, offensive con-
duct/behaviors (including non-verbal)
which are threatening, humiliating, or
intimidating, or work interference—
sabotage—which prevents work from
getting done.” A 2010 survey by the
same organization found that 35 per-
cent of adults experienced some form
of bullying, and an additional 15 per-
cent reported witnessing it happening
to others, meaning that half of all
employees have had personal expo-
sure to these damaging events.
For the targets of bullying, the effects
of this stress can impact both their per-
sonal lives and their physical and
mental health. Research done on hos-
pital workers in the U.K. revealed that
nurses reporting to a supervisor who
lacked respect, fairness, or sensitivity
had a 20 percent greater risk of heart
disease than those reporting to a con-
siderate and empathetic supervisor.
Another large-scale study found that
bullying by supervisors or co-workers
lowered job satisfaction, generated
emotional exhaustion and depression,
and led them to consider quitting.
While it’s difficult to estimate a dollar
amount of lost productivity because
of bullying, as talent management
professionals, we know unequivocally
that the effects of low engagement,
turnover, and team dysfunction have a
direct correlation to an organization’s
bottom line.
One of the challenges of workplace
bullying is that it can be subtle and dif-
ficult to prove. If the supervisor is the
bully, the employee may be reluctant
to even raise the issue with HR for fear
of retaliation or job loss. If the bully is
a peer, it becomes a matter of one
employee’s word against another’s
and, even then, the behavior is sub-
jective. Was it bullying or warranted
constructive criticism? Good natured
ribbing or mean-spirited degradation?
For any organization that values its
employee morale and wants to avoid
becoming a workplace that workers
dread coming to each day, bullying is
an issue that needs to be considered
and addressed by leaders at all levels.
In fact, legislation has been proposed
in more than a dozen U.S. states
to address the phenomenon and
increase accountability. Internationally,
several countries, including Australia,
have enacted laws that include jail
time for bullies.
The most effective way to bully-proof
your organization is to simply not hire
bullies. The more non-bullies in your
company directory, the less likely bul-
lying behavior will be tolerated. But, of
course, everyone is on their best
behavior during the hiring process,
and in real life, bullies just aren’t as
easy to spot as the cartoon variety,
with menacing scowls and slingshots
BY SCOTT ERKER, PH.D. AND EVAN SINAR, PH.D.
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:21 PM Page 13
in their back pockets. Myopic hiring
tools that look only at what someone
has achieved but that ignore how they
got there can even favor bullies whose
success has come at others’ expense.
Armed with a good selection system
and an understanding of what bully-
prone attributes, experiences, and
behaviors look like, we contend that
you can, in fact, select out bullies.
There are two key strategies when
using your selection system to flag
bullies: identify characteristics that are
predictive of bullying, and identify
characteristics that are opposite of, or
counter to, bullying behaviors. And,
like with any selection situation, a
multi-faceted approach using a mix of
tools (pre-employment assessments,
job simulations, and interviews) is
most successful.
PRE-EMPLOYMENT ASSESSMENTS
Pre-employment assessments (or
tests) can be an effective tool for col-
lecting predictive information about
bullying behaviors by looking for anti-
bullying behavior, such as identifying
evidence that the candidate enjoys
building relationships and supporting
coworkers and customers.
For situational judgment assessments,
which assess a candidate’s approach
to solving work-related problems, they
can be scored to select those who
choose alternatives more supportive
of a collaborative environment.
If you use personality assessments, in
which candidates report about their
attitudes toward work and others, cer-
tain characteristics can be measured
that generally identify people who will
get along well with others, aren’t prone
to bursts of anger, work well under
stress, and care about co-workers.
JOB SIMULATIONS
Job simulations can be especially
effective at identifying productive work
behaviors. Job candidates, however,
are keenly aware of their actions and
will be on their best behavior—they
most likely aren’t going to berate the
assessors or the role players (although,
amazingly, we have seen it happen).
But you can present situations that
provide a chance for the candidate to
demonstrate counter-bullying behav-
iors, such as teamwork and relation-
ship-building behaviors. For example,
what do they do when a coworker or
direct report makes a mistake that
angers a customer? A non-bully-prone
candidate will likely respond to the sit-
uation with behaviors illustrating
empathy and understanding prior to
jumping in to solve the problem.
INTERVIEWS
The interview can also be tailored to
assess bullying. We know that past
behavior predicts future behavior, and
a behavior-based interviewing system
is therefore the most effective type of
interview for predicting job success.
For the same reasons, it can also be
an accurate predictor of bullying.
Questions such as “Tell me about a
time when you had conflict with a
team member. How did you resolve
the situation?” are ways to bring to
light bullying tendencies. A more pos-
itive spin would be to ask a question
about a time or situation in which the
candidate recognized that a co-worker
needed help.
As with any other selection objective,
selecting to avoid bullies is about risk
reduction, and it’s impossible to
reduce that risk to zero. But if you set
the bar high on interpersonal skills
and look across your selection data
for illustrations of a candidate’s empa-
thy, agreeableness, emotional stability,
and relationship building skills, your
selection system becomes a powerful
tool in creating a more positive and
productive work environment.
Learn more about DDI’s testing and simu-lation solutions, as well as our TargetedSelection® behavioral interviewing system.
About the authors
14
Scott Erker, Ph.D., is DDI’s senior vice president of selection solutions.
Evan Sinar, Ph.D., is a manager in DDI’s assessment technology group.
Check out The Essential Guide to Interaction Essentials.
This guide shows how to get your leaders “back to basics” and
develop the skills they need most. Get your FREE COPY.
✪
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:22 PM Page 14
15
Leaders Think They Exhibit Innovation Behaviors. Employees Disagree.
On every set of leader behaviors linked
to the innovation challenges, leaders
reported agreement ratings considerably
higher than employees rated their own
leaders. The leader-employee gap
in agreement ranged from a massive
29 percent for behaviors reflecting
Challenge Current Perspectives and
Drive Discipline, to a still troublingly high
23 percent for behaviors associated with
Inspire Curiosity.
We asked all respondents to rate theirorganization’s commitment to innovation,ranging from “Very Strong” to “Very Weak.”We then compared these answers with theratings of leaders’ innovation-related behaviorsby the leaders themselves and by employees.Predictably, when organizational commitmentto innovation is high, leaders give themselveshigh ratings—and employees rate leadershighly, as well.
Telling Number:
58TRENDTRACKER
Your Biggest Barrier to Innovation:More Ideas or Better Leaders?DDI partnered with LUMA Institute to identify four critical innovationchallenges—Inspire Curiosity, Challenge Current Perspectives, CreateFreedom, and Drive Discipline—and 20 leader behaviors directlyrelated to those challenges. To gauge the prevalence of thesebehaviors, we surveyed 513 leaders and 514 non-leader employees in the U.S. The complete findings are included in the study report,Creating the Conditions for Sustainable Innovation: The LeadershipImperative.
✪ The full report can be downloaded at www.ddiworld.com/GO.
OrganizationalCommitment Is Critical
Percent of first-level leaders who agreethat they engage in behaviors thatencourage their people to InspireCuriosity. By comparison, 71 percentof senior-level leaders agree that theythemselves engage in these behaviors.
Source: Creating the Conditions forSustainable Innovation: The LeadershipImperative
AGREEMENT RATINGS OF LEADERS AND EMPLOYEES BY INNOVATION CHALLENGE
80%
70%
60%
50%
40%
30%
20%
10%
0%
Very Weak Weak Mixed Strong Very Strong
Leaders % Agree Employees % Agree
ORGANIZATIONAL COMMITMENT TO INNOVATION AND PREVALENCE OF LEADER INNOVATION-RELATED BEHAVIORS
80%
70%
60%
50%
40%
30%
20%
10%
0%
Inspire Curiosity Challenge Current
Perspectives
Create Freedom Drive Discipline
Leaders % Agree Employees % Agree
64%
71% 69% 69%
41% 42% 41% 40%
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:22 PM Page 15
DDI ONTWITTERWWW.TWITTER.COM/DDIWORLD
DDI’SAWARDSSHELF FILLS UP!Forgive us if we toot our own
horn, as DDI is proud to have
been recognized by multiple third
parties in recent months for our
work with clients and our innova-
tions. Here’s a rundown of the
awards YOU helped us win!
Taleo’s 2012 Partner of The YearDDI was named the recipient of Taleo’s 2012 Partner of the Year award, in recog-
nition of DDI and Taleo’s lengthy history of collaboration. This award acknowledges
the degree to which our clients count on us for seamless and easy integration with
their Taleo systems.
DDI and Taleo have worked together since 2003, pairing technology and content
to offer the best products available from two industry leaders renowned for their
best practices solutions. “Taleo and DDI are the best kind of partners—we each
have our own strengths that support each other’s mutual goal of building extraor-
dinary talent,” says Bruce Marks, director of global strategic partnerships for DDI.
Each year more than 1 million DDI assessments are delivered through Taleo
Passport integrations.
Additionally, DDI provides its industry-leading competency library to Taleo. The
DDI competencies work across the Taleo platform, including the recruiting,
performance, learning, and succession modules. They form a foundation on which
to build a solid talent management solution for companies around the world.
WHAT’S GOING ON
16
✪ Podcasts
✪ Research Reports
✪ Video
✪ Bonus Content
Visit www.ddiworld.com/GOGO
DEE
P!
Top 20 LeadershipTraining Companies
DDI has been named a Top 20 Leadership Training Company
by TrainingIndustry.com. The “Top 20” list includes those leaders
in the training industry that demonstrate experience and excellence in pro-
viding leadership training services to a variety of clients. Selection of the Top
20 Leadership Training Companies was based on multiple criteria, including
thought leadership and influence on the leadership training industry, industry
recognition and innovation, breadth of programs and audiences served, and
delivery methods offered.
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:22 PM Page 16
Chief Learning Officer Magazine’sExcellence in E-Learning Award DDI’s Virtual Classroom technology was announced as a silver winner of ChiefLearning Officer’s Learning in Practice Award for Excellence in E-learning. This
award is presented to a provider that has recently rolled out an innovative and
effective e-learning program for a client. We were recognized for helping
Nissan train 60 high-potential leaders from various business functions in more
than 25 countries with no travel budget. Thanks, Nissan, for making Virtual
Classroom the next best thing to being there. Check out the story on our work
with Nissan on page 20.
GOAN “AWARD-WINNING”MAGAZINE
GO won a prestigious “Gold”
Hermes Creative Award from
the Association of Marketing and
Communication Professionals
(AMCP). Judges reviewed 4,700
entries from throughout the world.
Less than 20 percent were awarded
the “Gold” ranking, which, according
to the industry-expert AMCP judges,
is deemed to “exceed the high
standards of the industry norm.”
17
IMPROVE QUALITY OF HIRES with DDI’s Improved Pre-employment TestsLooking to reduce early turnover and improve the quality of your new hires and promotions? Getting the right
people into the right positions has tremendous impact on the success of an organization, and adding tests to
your selection system is one of the most efficient ways to improve new-hire performance. Tests increase hir-
ing efficiency by getting the best candidates in front of hiring managers faster.
We’re proud to announce the release of our new approach to pre-employment assessment, coming in late 2012.
Built with the candidate in mind, DDI’s tests feature improved new content. Each test question previews for
the candidate important job information and creates an engaging assessment experience—all while providing
a realistic preview of an applicant’s performance. Plus, our tests are hosted by a new technology engine
designed for flexibility and easy customization, enabling you to maintain your employment brand throughout
the selection process.
See information on our new assessment solutions. ✪
Top Training Supplier, TopRecommended Training Company in China DDI China recently earned the “Top Recommended Training Company Award
2011” from the HR Association, and was also recognized as a top training
supplier in China by Universal Ideas, a training directory publisher.
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:23 PM Page 17
18
Our new book celebrates how the science behind DDI transforms lives in and out of the workplace.
SPARKING CHANGE,TOUCHING LIVES
Bob Rogers, DDI’s president, often tells of an encounter he
had at a client golf outing more than three decades ago.
A man approached him at the first tee and, upon learning that
Bob was with DDI, gave him a hug and said, “DDI saved
my life.”
That story, which Bob shares in its entirety, leads off his intro-
duction to SPARK! a just-published collection of true stories
gathered from our clients and associates. The stories all
share one thing in common: They tell of individuals who
transformed their work and personal lives in a meaningful way
by using skills taught by DDI.
Here’s a sneak peak at some of the transformational
stories included in SPARK!
Now looking back at my childhood and life, I always
loved to see others develop and work out problems for
themselves. Now I have a job that allows me to be me
and help to inspire development in others. I found my
calling and DDI was the one to show me it was possible.
DECLAN BRANIGAN, TRAINING AND DEVELOPMENT MANAGER, AMSTERDAM, THE NETHERLANDS
DDI helped one of my first-line managers through the
workshop Coaching for Improvement. The first-line
manager had a direct report who was very resistant to
advice or suggestions for improvement. After attending
the training, the first-line manager implemented the
Discussion Planner in his team. By using the planner in a
couple of coaching sessions, the direct report’s mindset
totally changed. He showed tremendous improvement in
his attitude and sales, and he is helping his manager in
supporting other coworkers. Thanks to DDI for chang-
ing the lives of both associates.
A CLIENT FROM A PHARMACEUTICAL COMPANYKARACHI, PAKISTAN
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:23 PM Page 18
We spent long days and late nights learning about and
presenting DDI programs. I was dead tired after a stress-
ful and grueling week, sitting on the plane returning
home when it struck me—I could use the Key Principles
to improve my relationships and interactions at work
and at home. It was literally a life-changing revelation. I
continue to this day to do my best to model these Key
Principles. I’m not guaranteeing that you will have the
same life-changing experience. I can tell you that every
time I get into trouble with my wife, I look back and say
to myself, “If only I had been more empathetic, or I
should have asked her for ideas, why didn’t I do a better
job of maintaining her self-esteem, etc.”
RICK BLACKSTONE, SPHR, MS, EVENFLO COMPANY, INC., DAYTON, OHIO, USA
I was asked to facilitate a course on building com-
mitment for a group of directors and physicians at a
health care system I worked for before I began my
career at DDI.
One of the physicians was not only someone I knew, but
also someone I knew didn’t want to be in the session.
He pushed back throughout the session by not using the
skills, tools and, most especially, the Discussion
Planner with his patients. Two weeks after the training I
received an e-mail from the physician, saying:
“I just wanted to write to let you know of something
that occurred after the class I participated in. I have a
15-year-old son who has numerous behavior problems
that we have not been able to deal with. We were
getting ready to create an intervention for him to save
him from his destructive tendencies. The night I came
home from your class, my wife and I were discussing
the steps in the intervention with heavy hearts.
“As I opened my briefcase, the form [Discussion
Planner] we practiced lay on top. I pulled it out and
completed each section as if I were talking to him. I
focused on listening first and asking him how he felt. I
recognized that I did not do that well in the past. I went
to my son’s room and started the dialogue. In the past
two weeks, there have been more conversations than
have occurred in our entire relationship. I know I was
a difficult student, but I wanted you to know that his
behavior has turned around 100 percent. I have a new
son, and there will be no intervention. I do believe that
this can work.”
The physician told me that he would not use the
Discussion Planner with his patients, but I have heard
him on many occasions use Key Principles when com-
municating with patients and family members.
DIANA POWELL, DDIKENTUCKY, USA
SPARK! also includes numerous stories from people
who used skills and concepts learned in DDI programs
to make a difference in their communities, in settings
such as churches, non-profits, a youth camp, and a
write-in campaign for school board, among others.
HAVE A SPARK! STORY TO SHARE? WE WANT TO HEAR IT!
Do you have a great story to tell about how DDI training changed your life or other’s lives?We encourage you to share it so we can consider it for inclusion in a future edition ofSPARK! or on our web site. Share your story atwww.ddiworld.com/SPARK.
Access an ELECTRONIC COPY
of SPARK!
✪
19 © Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:23 PM Page 19
GO TO WORK
20
Shahnawaz Mehdi and Nadia Trimmel are rising
operational leaders within Nissan: Mehdi is an IT and
logistics manager, while Trimmel is a senior product man-
ager for commercial vehicles. Both were participants in
Nissan’s Global Organizational Leadership Development
(GOLD) program for high-potential leaders, which impart-
ed critical leadership skills, such as coaching, conducting
effective conversations, and managing performance.
What’s especially intriguing about Mehdi and Trimmel
aren’t these similarities. It’s this: Mehdi lives and works
in Dubai, United Arab Emirates; Trimmel nearly 4,000
miles away in Pretoria, South Africa. And while both are
among the 60 leaders from around the world who have
participated in the GOLD program, they did so without
ever leaving their home countries.
Many organizations turn to e-learning to save time and
money; however, the GOLD program is a fully interac-
tive leadership development curriculum that combines
e-learning with DDI’s Virtual Classroom technology to
deliver courses that are led remotely by a live facilitator.
It’s an innovation that makes it possible for Nissan to do
what was only a dream a few years ago: bring together a
geographically dispersed population of leaders, provide
an effective leadership development program, and give
them opportunities to interact with each other in real
time—with no travel costs.
Nissan has employed DDI’s Virtual Classroom technology to develop—and connect—high-potential leaders in important global markets.
DRIVING CONNECTIONS
© Development Dimensions International, Inc. MMXII. All rights reserved.
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21
A NEED TEMPERED BY A LIMITED BUDGET
One of the world’s largest car companies, Nissan has
31 production facilities in 16 countries and sales in 160
countries. To grow further, Nissan is targeting emerging
global markets, where it needs to have strong leaders.
It has identified 60 high-potential operational leaders
who could, with some development, move into demand-
ing higher-level leadership roles in the future. These
leaders are based in more than 25 countries covering a
broad range of regions, including Latin America, Europe,
Africa, Asia, and Australia.
Though their levels, locations, and functions
are diverse, as a group they require a uni-
form set of leadership skills that are
consistent with Nissan’s vision, values,
and culture, and which support Nissan’s
global business.
The talent champion behind the GOLD
program was Darci Padilha, who was
Nissan’s Africa, Middle East, and India
Regional HR manager before departing the compa-
ny earlier this year, and who started work on designing
the program in 2010 from Nissan Headquarters in Japan.
She says Nissan recognized the importance of developing
the high-potential leader population.
“We needed a program to help all of the leaders be at the
same level of expertise,” she says. “We also wanted to be
able to take them to the next level of leadership through a
program where we could bring them together and help
them create connections.”
But, she says, because the leaders were tucked away in all
corners of the globe, it was logistically challenging, pro-
hibitively expensive, and time-consuming to bring every-
one together for training.
She also points out that a robust leadership development
curriculum would require them to gather for multiple
sessions, with time built in between the sessions for them
to practice, apply, and hone their new skills through
on-the-job application.
“All our budgets for travel were frozen and we needed to
do something,” Padilha recalls. “So, we started looking
for alternatives to develop our talent.”
OPTIMAL TRAINING EFFICIENCY
Padilha and her team engaged DDI to help design the
GOLD program. It was built around a curriculum of
courses from DDI’s award-winning Interaction
Management®: Exceptional Leaders . . . Extraordinary
Results® leadership development system. These courses
would provide the skills Nissan’s high-potential leaders
needed to be optimally effective and establish a
common leadership language across locations.
Three of the courses, Setting Performance
Expectations, Reviewing Performance
Progress, and Developing Others, were
tabbed to be delivered as web-based
courses supported by virtual practice
labs, where participants engage in inter-
active activities with their peers and receive
facilitator guidance and coaching, along with
valuable peer feedback on their skills. The other
four courses, which included Essentials of Leadership,
Leading Change, Reaching Agreement, and Motivating
Others, were slated to be delivered in real-time using
DDI’s Virtual Classroom technology.
DDI’s innovative Virtual Classroom is a synchronous learn-
ing environment designed to mirror the live presentation
and participant interaction of an actual classroom.
Participants connect from their location via a web-con-
ferencing platform, and experience the course as it is
facilitated in real time by a DDI facilitator.
During the course, they can ask and respond to questions,
just as in a live classroom. They also can interact using
feedback tools, such as virtual white boards, annotation
tools, and online polling questions. The Virtual
Classroom platform even enables the facilitator to parti-
tion participants into small groups to complete team exer-
cises, and engage in role plays.
“Because it wasreally dynamic,the technologyallowed for lotsof interaction.”
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:23 PM Page 21
GO
TO
WO
RK
Best of all is that the Virtual Classroom is designed to
drive behavior change, just as effectively as a traditional
classroom course or a self-paced web-based course. DDI
research shows that courses delivered through the Virtual
Classroom are equally effective at changing behavior.
Another important component built into the GOLD pro-
gram was DDI’s Leadership Mirror® multirater feedback
tool. Participants were able to use this tool prior to going
through the courses to identify their own individual
strengths and development opportunities. This helped
them target the specific skills imparted in the courses that
they most needed to develop.
“EXCITING AND INTERESTING”
The 60 high-potential leaders were divided
into three cohort groups of 20 that met
virtually eight times, about once a month,
in 2011. Prior to the first session, the
participants completed a 30-minute orien-
tation session on the Virtual Classroom
platform.
The 20 leaders who made up the first cohort group
hailed from 10 different countries and none of them had
ever met one another. Each leader was asked to introduce
himself or herself to the cohort group, and also provide a
photo that was uploaded to the virtual classroom platform
so that participants could associate a face with a name and
a voice during the course sessions.
Even though the courses were delivered virtually, the
relationship-building proved real, as participants began
interacting and networking with one another.
“We had people from Australia who started the modules at
8 p.m. their time and finished at midnight. I was really
concerned for how to keep them motivated using remote
technology for four hours, when they were starting that
late,” recalls Padilha. “But because it was really dynamic,
the technology allowed for lots of interactions, and the
facilitator really pushed everyone to participate.”
Padilha says that participants developed such a high levelof comfort with the virtual classroom experience and witheach other that they would even engage in off-topic
conversations—with their co-participants that they hadnever actually met—in the time they were waiting for thecourse sessions to begin.
“While e-learning is common in Nissan, I can tell you thatthe virtual classroom approach that we applied in theGOLD program was viewed as especially exciting andinteresting,” says Padilha.
Mehdi felt that the virtual classroom captured many of theadvantages of a live course. “Most of the time we did notfeel the distance between the teacher and the learners. Itfelt like all of us were sitting in the same classroom. That
was helpful. You are able to measure yourselfimmediately in terms of where you stand.”
“You could interact in real time even
though you were in different countries,”
says Trimmel. “You could see what oth-
ers were putting on the board. You had
the functionality of working with a group
of three, four, five people at time. You also
could learn about their roles in the different
countries.”
RESULTS COMPARABLE TO THE CLASSROOM
Nissan worked with DDI to measure the program’s effec-
tiveness at changing leader behavior in targeted skill areas
such as listening, providing feedback, and having effective
conversations. These results were compared with the aver-
age measured behavior change realized from classroom
delivery of DDI leadership courses.
After the training, there was a 31-point improvement in
the percentage of participants who said they displayed the
targeted leadership behaviors (from 54 to 85 percent). This
was almost equal to the 32-percentage-point improvement
that had been realized in the average classroom delivery.
Observer ratings showed an even more dramatic differ-
ence. Observers said the percentage of leaders displaying
the targeted behaviors jumped by 30 percentage points
(from 57 to 87 percent) after the Virtual Classroom train-
ing. This was much higher than the 17 percentage-point
average gain in observer ratings for leaders who completed
the courses in a traditional classroom setting.
22
“I would say this program was
nearly perfect.”
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Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:23 PM Page 22
The impact of the training goes beyond the numbers,
Padilha insists.
“When we talked with the leaders in person, we received
good feedback. The participants were motivated because
Nissan was investing in them and they could apply what
they learned to both their jobs and their lives.”
Mehdi says that the courses had a definite impact on how
he does his job. “The training has helped me when meet-
ing with my subordinates who are having some difficulty,”
he says. “I get specific feedback from my subordinates
and they say they like my management style and they are
comfortable working with me.”
Trimmel says that what she found most valuable was how
the GOLD program reinforced the importance of interact-
ing effectively with and working through others.
“It’s the people around you who make it possible to achieve
goals. They actually give you the results that you want.”
Looking back on the effectiveness of the GOLD program,
Padilha is understandably proud of the results.
“From my point of view, I would say that this program
was nearly perfect, as it addressed all of our goals we had
set initially for our talent in the growing regions.”
To learn more about Virtual Classroom, Interaction Management®:Exceptional Leaders . . . Extraordinary Results®, and LeadershipMirror®.
✪
23
HOW TO . . .
MAKE E-LEARNINGWORKWhen asked about advice to others
considering implementing an initiative
such as Nissan’s GOLD program, Darci
Padilha offers the following:
1. GOOD COMMUNICATION.
And good software. “We worked with the
individual IT departments to confirm
everyone could access the Virtual
Classroom courses and troubleshoot
issues in advance. Then we went the
extra mile to orient participants and make
sure they were comfortable with using the
technology. That made a big difference.”
2. CREATE WARMTH.
To make the virtual training environment
more friendly and personable, partici-
pants submitted photographs of them-
selves for display on-screen during the
course sessions. Padilha also says that
participants were encouraged to interact
with one another, both during and outside
of the course sessions. “We sought to
create a warm environment where people
would feel connected and not a cold envi-
ronment where they would just feel like
they were sitting in their office alone with
their computer.”
3. DON’T FEAR THE NEW.
“Don’t be afraid to test things. The orga-
nization’s culture will determine whether
or not you will be successful. But people
should be encouraged to at least try the
new approach and then they can form
their own opinions about the technology.”
© Development Dimensions International, Inc. MMXII. All rights reserved.
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24
The author of Reverse Innovation predictsyour next big innovation will come froman emerging market—and that you needto manage talent differently to make ithappen.
Vijay Govindarajan is a Dartmouth College business professor,
acclaimed author, and former “chief innovation consultant” at GE.
He’s made news over the past few years as one of the central
figures in a movement to come up with design ideas for a $300
house for impoverished countries. The goal is to design, build,
and deploy a simple dwelling that keeps a family safe from the
weather, allows them to sleep at night, and gives them a bit
of dignity. The $300 house project is a social strategy, but organ-
izations are looking at creating new products for developing
countries as business strategies. And it’s out of that mindset that
Govindarajan is turning his focus to innovating innovation—but
this time, doing it in reverse.
Whereas many organizations look for the next big product idea
to come from—and to serve—the most developed economies,
Govindarajan thinks the markets with the most promise are in
developing ones. As he points out, the products designed for the
“poor world” are a promising profit center, and even marketable
in the richer ones. He calls this concept “reverse innovation,”
and it’s both the topic and the title of his newest book.
To be successful at reverse innovation: “The whole game is HR,”
Govindarajan says. Attracting, developing, and retaining talent in
emerging markets is the most critical factor to driving innovation
there. Reverse Innovation is packed with examples of compa-
nies such as Logitech, P&G, GE, PepsiCo and Deere &
Company that have done it well. In this interview with GO, he
offers additional insights into how HR can support these efforts
and be catalysts of reverse innovation.
GO: What is reverse innovation?
Govindarajan: Historically, multinationals innovated in rich
countries and tried to sell those same products in poor countries.
Reverse innovation is doing exactly the opposite. An example I
give in my book is Deere & Company. They originally tried to sell
their American tractors to Indian farmers. It wasn’t until they
used a locally based team to design a smaller, cheaper tractor
that served more purposes that they had success in India. And
Coffee on the GO withVIJAYGOVINDARAJAN
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:23 PM Page 24
25
COFFEE ON THE GO
the tractor that they designed for that
market is the basis of new product lines
for China and other markets.
GO: Tell us more about HR’s role.
Govindarajan: To support this kind of
innovation, it’s about building the orga-
nizational capability through talent. And
that’s up to HR professionals. Building
R&D capability, marketing capability,
supply chain capability, and others in
poor countries is going to be the single
biggest HR challenge going forward.
And in countries like India and China,
it’s a paradox because there is scarcity
amongst plenty. For example, even
though there are a lot of engineers who
are graduating in India and China, the
top engineers are the same engineers
everybody wants. The scarcity is even
more acute at the management level
and leadership level if you want to
recruit somebody who’s got 10 to 15
years’ experience. There is a tremen-
dous war for talent and winning the war
is the key to success in reverse innova-
tion—and it’s the complete responsibility
of HR people. And therefore, a compa-
ny’s human resource function has to be
at the cutting edge.
GO: What are some of the otherconsiderations for HR to address tohelp drive innovation in developingcountries?
Govindarajan: In the U.S., it takes
about four months to place all of our
MBA students from top schools like
Harvard and Wharton in jobs. In India,
it takes just four hours to place all their
top graduates. You can’t do multiple
interviews; you have to make your deci-
sion very fast. And consider this:
Infosys in India recruits 40,000 software
engineers every year: 40,000! Imagine
how you develop this huge group!
The recruits in India have tremendous
technical talent, but they lack what I
call “the last mile.” They don’t have
good interpersonal, problem-solving, or
critical-thinking skills, so you have to
have your own corporate university
to develop these skills.
GO: You propose the creation oflocal growth teams (LGTs) to drivereverse innovation. These are cross-functional, entrepreneurialunits located in the targetedemerging market. How can HRsupport this approach?
Govindarajan: HR needs to step up
and be keepers of the talent. The LGT
is nothing more than building teams in
poor countries. So it’s all about HR. The
whole game is HR!
GO: What are some of the keyskills necessary for an LGT teammember?
Govindarajan: Actually, HR people can
play a role in picking leaders for three
roles related to LGTs. Number one is
the leader of the LGT. They have to be
picked carefully because the leader of
the LGT should not be just technically
competent, but also a humble person
who can work in partnership with the
global organization. The second is lead-
ers of the global teams the LGTs will
work with, such as a global business
unit leader. These leaders typically
command greater resources and are
more extensively connected within
an organization, but sometimes their
interests can seem in conflict. So they
also have to be someone who is willing
to work with the LGT. And third is the
leader who supervises both of these
people—typically a senior vice presi-
dent. That person has to be able to
resolve conflict because no matter who
you put in charge of an LGT or a global
business unit, you’re going to have con-
flicts. So, conflict resolution is a critical
requirement for the leader at the top.
GO: In your book you talk about thevalue of technical experts: eitherlocal people who provide a uniqueview of the market’s specific needs,or traveling experts who bring theexpertise needed to help a localteam solve the problem. Do youthink there’s a missed opportunityto focus on high potential experts?
Govindarajan: Absolutely. They are
prime candidates for expat assign-
ments to drive reverse innovation.
When we move the technical people,
they take their knowledge and capability
with them. It also builds a sense
of humility because the technical
expert/expat begins to understand and
build a global mindset. I always say,
move them to countries that are as
disconnected as possible. I don’t mean
physical distance; I mean cultural,
economic, linguistic, and linguistically
diverse countries that are as distant
from each other as possible so it really
doubles up that global mindset, which is
what is critical for reverse innovation.
Vijay Govindarajan’s latest book,Reverse Innovation, is available now at bookstores and through major online book retailers.
View a video of VijayGovindarajan talking about reverse innovation.
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:23 PM Page 25
CNBC’s Asia Business Leaders Awards have been recognizing the top leaders in Asia for 10 years.
Last year marked the 10th anniversary of CNBC’s Asia
Business Leaders Awards. The annual awards celebrate
and recognize vision, excellence, and the spirit of achieve-
ment of business leaders across the Asia-Pacific region.
As CNBC’s Research Partner, DDI conducts in-depth,
face-to-face interviews with CEOs shortlisted by The
University of Chicago Booth School of Business on a
number of financial indicators. The interviews assess
the CEOs’ leadership qualities based on criteria such as
strategy formulation and execution, talent management,
innovation, and sustainability. Each year, DDI interviews
dozens of CEOs in China, India, Indonesia, Japan, Korea,
Malaysia, the Philippines, Singapore, Taiwan, and Thailand.
Two of the winners honored last November at the awards
ceremony in Singapore include Carlos Ghosn, chairman
and CEO of Nissan; and Dr. Pailin Chuchottaworn,
president and CEO of PTT, who was nominated for the
award in his role as president of IRPC PCL. Both men are
a testament not only to the quality of the award winners,
but also to the high level of leadership talent in the region.
CNBC Asia Business Leaders AwardCarlos Ghosn, Chairman & CEO,Nissan Motor Co., Ltd.
An exceptional example of the quality
of executives found at the top of some
of the leading organizations in Asia,
Carlos Ghosn has been lauded for his
visionary and impactful leadership of
Nissan. He was named the 2011
CNBC Asia Business Leaders Award
recipient “for inspiring growth for his
company, while keeping in step with
global trends.”
At the time of Ghosn’s arrival in 1999, Nissan was a car
company in trouble, facing numerous challenges: including
a steep mountain of debt, shrinking market share, high
costs, overcapacity, outdated models, and a declining
brand. Through a series of successfully executed strategic
plans, Ghosn led one of the most amazing turnarounds in
the history of the global automotive industry.
CELEBRATING THE BEST!
26© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:24 PM Page 26
27
Today, Nissan (which maintains a strategic global alliance
with Renault, for which Ghosn also serves as chief execu-
tive) is operating from a position of strength and has ambi-
tious growth plans, especially in emerging global markets.
In addition, under Ghosn, Nissan has become one of
the world’s most environmentally conscious automakers,
introducing the Nissan LEAF, the world’s first mass-market
zero emission electric vehicle, and rolling out several envi-
ronmentally friendly initiatives.
Nissan’s ability to look confidently to the
future under Ghosn is on display in the
Nissan Power 88 business plan, which was
announced in June 2011 and is intended to
accelerate the company’s growth across new
markets and segments. Through the Power
88 strategy Nissan is taking a leadership
position in innovation by introducing 66 new
vehicles in six years covering 92 percent of all markets and
segments, and more than 90 new, advanced technologies.
Nissan also will continue its emphasis on “sustainable
mobility,” through the production and sales of zero-emis-
sion vehicles and low-emission technologies, and further
promote “mobility for all” through the introduction of dedi-
cated new cars and light commercial vehicles developed
for entry-level segments and emerging markets. “Nissan
Power 88 is the roadmap for our company’s profitable
growth,” Ghosn says.
Perhaps the best example of Ghosn’s strong leadership
came in the wake of the earthquake and tsunami that
devastated Japan in 2011. Under his direction, Nissan
contributed to the recovery effort by providing emergency
cash assistance, and also provided vehicles, supplies, and
humanitarian aid. In addition, the company began efforts
almost immediately to rebuild its damaged factories and
restore them to full capacity within a month after the
disaster—efforts that showed Nissan’s commitment to the
community, its employees, and its customers.
The information he shared with the Asia Business Leader
Award selection committee, as part of the awards process,
helps to illuminate what makes this remarkable executive
one of Asia’s—and the world’s—best.
STRATEGY AND EXECUTION
Ghosn’s ability to drive successful execution can be
attributed to his widely regarded reputation for setting high
performance expectations and ensuring that they are
achieved. Each strategic plan has clear lead/lag measures
that are rolled down from the top of the organization, and
he keeps his senior team focused on a small number of
key metrics. Also, he stresses the importance of attaining
buy-in on key strategies. He personally does
“road shows” to talk to senior managers/
employees throughout Nissan’s global oper-
ations and leverages Nissan’s internal web
site as an active communication vehicle.
“Strategic goals just don’t appear on day
one,” Ghosn says. “Before they are ever
announced, key internal leaders and other
stakeholders are aware of and help craft
many of the elements of the strategy. So, by the time the
strategy is introduced, there is already considerable buy-in.”
INVOLVING ALL LEVELS
The introduction of 66 new vehicles over a six-year period
under the Nissan Power 88 plan demonstrates the compa-
ny’s ability to innovate. While Ghosn ultimately is the one
responsible for driving innovation, he understands that the
executive suite isn’t—and can’t be—the sole source of
innovation.
“Ideas do not just come from leaders at the top. They come
from employees at all levels.”
DEVELOPING STRONG TALENT
Under Ghosn, Nissan developed a competency model that
serves as the basis for numerous HR systems, including
recruiting, development, succession, and performance
management. The organization also implemented leader-
ship development programs for leaders at all levels, from
executives down to frontline leaders, with what he calls
“a rich and active curriculum” combining basic leadership
skills with the development required for success in each
employee’s organizational function (manufacturing, market-
ing, engineering, etc.) One such program, the Global
Organizational Leadership Development program, is featured
in “Driving Connections” on page 20.
“Ideas do not just
come from leaders
at the top.
They come from
employees at
all levels.”
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:24 PM Page 27
BLUE CITIZENSHIP
“More than a manufacturer of cars, we see ourselves first
and foremost as a citizen of the earth,” says Ghosn. “We
call this way of thinking ‘Blue Citizenship.’”
Nissan conducts a variety of activities under the Blue
Citizenship banner, all tied to the company’s desire to pre-
serve “the blue Earth” and to be a corporate citizen that
coexists in harmony with the Earth and the people who
inhabit it. These activities, which are supported through
the Nissan Power 88 plan, range from actions on global
issues such as the conservation of the environment; proac-
tively giving back to the communities where employees live
and work, and where the company sells its products; pro-
moting diversity within Nissan as an intrinsic strength to
meet the diverse needs of customers; making personal
mobility available to as many people as possible; and
focusing on “real-world safety,” with a goal of significantly
reducing accident fatality rates.
Nissan’s response to the earthquake and tsunami crisis
was an excellent example of Blue Citizenship in action.
In addition to working quickly to bring its factories back
online, Ghosn says that the company made more than 100
vehicles available to support recovery efforts, contributed
150 million yen to relief efforts and also matched employee
donations—netting more than 450 million yen total.
These efforts not only made Nissan a shining example of
what organizations can and should do when faced with a
humanitarian crisis, but underscored why Ghosn is such an
admired business leader both in Asia and around the world.
CNBC Asia Business LeadersAwardDr. Pailin Chuchottaworn, President & CEO, PTT
Dr. Pailin Chuchottaworn understands
what it means to be a true talent
champion. He proved it as president
of IRPC, Asia’s first integrated petro-
chemical business, and he’s contin-
ued to reinforce it since becoming
president and CEO of PTT, IRPC’s
parent company and the national
energy company of Thailand. After
being named to the top spot at PTT in 2011, Dr. Pailin not
only demonstrated his deep commitment to talent but also
to people when Thailand was hit by devastating flooding.
During his tenure at IRPC, Dr. Pailin led a dramatic turn-
around, guided by a comprehensive and integrated strate-
gy that he formulated along with IRPC’s senior executives.
The strategy called for the restructuring of the organiza-
tion’s business into four core areas and set in motion proj-
ects aimed at increasing production efficiency, enhancing
asset utilization, developing environmentally friendly prod-
ucts, and expanding production of high-profit products.
Dr. Pailin drove strategy execution with an eye toward
change management and a strong emphasis on innova-
tion. But he also led with an especially strong focus on
IRPC’s talent. He put forth the vision that “every person
has the potential to grow and rise to the highest possible
position depending on his or her competency or intention,”
made talent a major priority in discussions among the
organization’s senior team, personally delivered courses
for mid-level leaders, and served as a mentor to three
executive vice presidents.
In addition, he also championed the creation of a formal
and systematic process for identifying, assessing, and
developing executive talent. Using the assessment data
gathered as part of this process, IRPC implemented a
highly successful development program, constructed as a
“learning journey,” for 29 vice presidents.
“In the last decade, we’ve seen growth,volatility, and uncertainty impact markets
across the globe. During these times, we’vealso seen stellar individuals whose vision and
strength has led corporate Asia forward.”
Satpal Brainch, president and managing director, CNBC International
28© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:24 PM Page 28
His efforts paid off. In addition to measurable improve-
ments attributable to the development programs, IRPC
swung from a loss of 18 billion baht in 2008 to a strong
position of profitability beginning in 2009.
When Dr. Pailin moved to the role of CEO of PTT (IRPC’s
parent company and largest shareholder), he brought with
him his strong track record and exceptional leadership
ability, as well as his emphasis on talent.
“One of the first things I announced to our management
team was that I am the owner of the human resource work
of PTT,” Dr. Pailin recalls. “I declared my intention to make
PTT a Fortune Global 100 company on the strength of
our people.” The DDI associates working with PTT on its
talent initiatives readily agree that Dr. Pailin backs up these
words with action.
But while he set about demonstrating his
commitment to PTT’s talent, his first months
on the job proved to be defined by a major
crisis: the worst flooding to hit Thailand in
50 years.
Under Dr. Pailin’s leadership, PTT took the
lead in alerting both the government and the
public to the severity of the flooding and also became
involved in meeting the challenges presented by the crisis.
“Literally, we were the first to alert the government that
there would be a big disaster coming,” he says.
PTT’s headquarters was used as an emergency manage-
ment center, and during the critical first days of the flood-
ing Dr. Pailin directed the company to devote its full
resources to addressing the crisis.
Sixty-five of Thailand’s 77 provinces experienced flooding,
and more than 800 people were killed. By the time the
waters had subsided, 12.8 million people had been affect-
ed, including about half of PTT’s workforce.
“Our first priority was to ensure security for the whole coun-
try, and the second was to do what we could to help those
who were affected,” Dr. Pailin says.
PTT was at the forefront in working to restore power to
stricken areas. Employees, meanwhile, volunteered for
rescue teams and participated in various aid initiatives,
including distributing food and supplies.
PTT’s focus was not only on providing assistance, but also
on helping Thailand recover. The company enacted a
recovery plan to address basic needs including sanitation,
public health, and habitation. Among the projects initiated
under the plan were restoring of temples, schools, and
public parks; dispatching mobile clinic units; the repair of
electrical appliances; car and agricultural engine inspec-
tion and reparation; and improving the quality of floodwa-
ter. PTT also made significant monetary contributions to
multiple relief funds.
“Our people united and met the crisis,” he says. “The com-
mitment of our people was on display, showing the public the
strength of our beliefs, our values, and the
quality of our people. We stand together in a
time of crisis.”
Dr. Pailin acknowledges that PTT’s highly vis-
ible efforts to do the right thing during the flood
crisis helped improve the organization’s public
image which, as a highly profitable energy
company, had been traditionally negative.
But behind all that PTT did during the flood relief and
recovery efforts was the strength of a leader who under-
stands the importance of his role, and the responsibility
that comes with it. With the floods now in the past, Dr.
Pailin is pleased to be able to focus on initiatives such as
PTT’s university that it created to develop “first-class man-
agers and leaders within PTT.” He also is personally
involved in launching an academy, which will educate lead-
ers from other companies on energy and conservation,
and establishing a leading public engineering and technol-
ogy research institute for Thailand.
“A leader is one who commits to lead the organization to its
goals,” Dr. Pailin says. “And it’s a commitment of a lifetime.
I know that some leaders see a leadership role as reward
for their hard work. But I feel that becoming a leader is just
the beginning of the hard work.”
See a video on the 10th annual Asia BusinessLeaders Awards at www.ddiworld.com.
“I feel that
becoming a leader
is just the
beginning of
the hard work.”
29 © Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:25 PM Page 29
3030
IT’S ON!Experience GO in a Whole New Way
ONLINEEntirely new e-version featuring:
• Accompanying videos• Bonus content and resources• Instant access to additional information • An easier way to share your favorite articles
Check it out at www.ddiworld.com/go
ON-THE-GONow you can access and read GO on your mobile device. Same great articles and thought leadership . . . wherever you are!
Go mobile at www.ddiworld.com/mobile/go
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DDI Talent Management intelligence
>>> Barry Stern, Ph.D., on Driving and Sustaining the Work RevolutionIn a three-part, multimedia series, Barry sits down with his friend Julie
Clow, author of The Work Revolution: Freedom and Excellence for All, to
hear why she thinks we need a work revolution and how you can start one.
“The notion of creating an ‘idea-testing, rather than an idea-judging, culture’
resonates strongly for me, and yet I am struck by how few leaders I’ve
known through the years who seem truly dedicated to creating the space
for their folks to do just that without some fear of repercussion.”
>>> Evan Sinar, Ph.D., on Diversity, Innovation, Analytics, andImpact: Emerging Themes from the 2012 SIOP Conference
In his two-part blog, Evan offers up his insights on the many important
talent management topics covered at the annual Society for Industrial
and Organizational Psychology (SIOP) conference held earlier this year.
“The conference has also become increasingly practical in its focus, par-
ticularly in its investigations of leading-edge approaches and technologies.
In many cases, SIOP is the only reliable source for deep and data-driven
insights about the value produced by—and unrecognized risks of—these
new methods. These factors have contributed to enhanced interest in the
conference from talent management professionals.”
>>> Jennifer Pesci-Kelly on Fear of Failure: Lessons Learned at 2012 Bersin Impact conferenceJennifer shares her thoughts on some of the key themes discussed
at this thought-provoking industry event held in April.
“But the key is that leaders can shift the way they lead, the way they
listen, respond to ideas, relate to their teams and give permission to
fail to feed organizational agility—and the innovation journey.”
Follow DDI’s blog, Talent Management Intelligence, by visiting blogs.ddiworld.com
and sign up to receive the RSS feed via e-mail or through your favorite RSS reader.
Enjoy GO? Find out what else DDI has to say on our blog:
© Development Dimensions International, Inc. MMXII. All rights reserved.
Cpdm204_GO_July2012_CopyrightsLinks_v8 7/23/2012 3:25 PM Page 31
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International Headquarters: 1-800-933-4463
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We’re sure you’ve heard the latest mantra: “Get back to basics.”
But the truth is we’ve been advocating and practicing the basics for
nearly four decades.
Leaders have two roles to play. Building relationships and getting
work done through others. Both demand strong essential interaction
skills. Leaders have to learn to listen, empathize, involve and support
before they can learn to coach, influence others, build partnerships,
and gain commitment. And when they don’t develop these essential
skills up front, they don’t develop into great leaders.
DDI builds these skills in more than 300,000 leaders worldwide
every year. Why do we do it? Because we know it works. And it
will work for your leaders, too.
Want to learn the secret to developing these skills in your leaders?
Download DDI’s new booklet at www.ddiworld.com/EssentialsGuide.
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