"SUCCESS MANTRA" # 140

TOPIC:  COMPETENCIES

COMPETENCY-BASED INTERVIEWING

Competency-based interviewing (CBI) differs from conventional interviewing in that questions are asked that allow candidates to demonstrate their experience and past behaviour in respect of a particular competency. Variations include:

·         Sending candidates details of the competencies that the company is seeking and, sometimes, even sending the company’s own competency details

·         Asking candidates to send in or bring to interview specific written examples of their past experiences in a particular competency

·         Using probing questions at the interview to establish exactly what the person did at the time and why. This also enables the candidate to fully demonstrate their ability

·         Assessing the candidates against the key competencies required

Typical interview questioning:

·         ‘Tell me about a time when you had to communicate some information to many people.’

·         ‘What were the factors you considered?’

·         ‘Why did you choose that method?’

·         ‘What was the result?’

·         ‘What would you do differently another time?’

·         ‘Who do you consider to be your ‘customers’?’

·         ‘How do you know how well you are meeting their needs?’

·         ‘When was the last time you acted on their feedback?’

·         ‘How did you ….?’

·         ‘What was the effect of ....?’

·         ‘What exactly did you do?’

·         ‘When was the last time you .…?’

·         ‘Why did you ….?’

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"SUCCESS MANTRA" # 139

TOPIC:  IMPACT PRESENCE

TECHNIQUES FOR IMPROVING PHYSICAL PRESENCE

There are a number of practitioners working with the body to create the impression of

ease and confidence. If you experience a lot of tension, or are aware that your posture

needs work, consider using one of these methods to improve your immediate impact.

Feldenkrais

A slow and gentle method of working with the body to overcome physical limitations

brought on by stress, bad habits, accidents (eg sport injuries) or illness. It helps people

perform and feel better both physically and mentally.

Alexander Technique

This technique is used by actors, musicians and sports people to maximise energy and

minimise tension in the body. It’s a shortcut to achieving personal presence owing to the

confident, easy impression it allows you to create.

Pilates

Initially used by dancers as a means of improving flexibility and strength, Pilates is now very

much part of any gym exercise programme, owing to its emphasis on strength and postural

poise, without building muscular bulk.

These disciplines have a specific postural focus, but you might also try yoga, T’ai Chi,

dance classes or regular workouts in the gym (making sure that you always check your

posture in the mirror, of course!) to improve the energy in your body and the impression

of confidence in the way you sit, stand and walk

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"SUCCESS MANTRA" # 138

TOPIC:  DECISION MAKING

QUESTIONS TO CLARIFY YOUR MOTIVES

PROTO-DECISION-MAKING QUESTIONS

Before starting to make a decision it is necessary to think through a few points to place the decision in context and frame the process:

● How should this decision be made - what is the most appropriate forum or

mechanism: - Solely?

- In groups?

- Who should be involved?

● Has it been made before - if so, what were the outcomes or lessons?

● Does it affect other decisions - if so, how?

● Does it need to be taken at all - is it redundant?

● What is the urgency/timing - when does it need to be made?

● To get a different perspective, consider how someone else would handle it. For example, in a business context how would your main competitor handle the issue?

● Where should the greater emphasis be placed in the process (data gathering, analysis, consultation, communication, etc)?

OBJECTIVES: 

FUNDAMENTAL VS MEANS

It is important to understand the difference between fundamental objectives and subsidiary objectives (often called means objectives) - things you must achieve on the way to your fundamental objectives.

For example, a personal objective might be to enjoy a very good

lifestyle later on in life. This could be supported by subsidiary objectives:

·         obtain adequate qualifications

·         find a well-paid job

·         buy a ski chalet

·         build a good pension fund

·         retire at 55 etc.

It is vital that fundamental objectives be used to drive the decision-making process. Subsidiary objectives should only be considered when they enhance achievement of the fundamental objective

QUESTIONS TO CLARIFY YOUR MOTIVES

Ask yourself:

● Is the objective clear?

● Have all options been identified?

● Has data been gathered to support the analysis?

● Has the analysis been carried out and a brief prepared? 

The brief should explain:

- the impact from each option

- the risk of the option

- the likelihood of the risk occurring

- the cost of doing it

- the implications of not doing it

- timing

Unless you have the answers to these questions then you will not be clear as to why you are making the decision. Therefore, you cannot hope to make the right one, nor to understand the real drivers of the need to make the decision.

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"SUCCESS MANTRA" # 137

TOPIC:  INFLUENCING

COMMUNICATING YOUR MESSAGE

GAINING ENTRY

Where do you start? What do you say first? How do you gain attention? Just like a game of chess, the first moves are often vital to the outcome of the match. Think carefully about the impact of your opening gambit.

Often, you will need to build the case for your idea gradually, particularly if the other person is initially resistant. The model below will help you to remember the stages in opening a discussion and building need.

O utcome questions – often assumptive but designed to reveal a desired outcome for the other person: 'How would you like to see this improved?'.

P roblem questions – designed to elicit the problems connected with the outcome: 'What would it cost to improve it?'.

E xploration questions – designed to show the implication of the problems: 'Is it lack of resources which prevents you from making changes?'.

N eed questions - designed to bring them to the conclusion that they have a need for your proposal: 'So, if we can find other ways of saving money, it would fund the project and we could go ahead. Do you agree?'.

THE OPENING GAMBIT

Much influence can be lost or dissipated in the first few sentences. With careful thought (and, if necessary, rehearsal) you can set the climate, elicit responses and identify a need within your opening gambit.

Imagine that a colleague has recently been making errors and you want to examine systems and procedures that may have contributed to the mistakes. You expect some resistance as the systems were designed by the same colleague. An opening gambit may go something like this:

'Sam, I know you and your team are under a lot of pressure at present and I have anidea which could help relieve some of it for you. Interested? Good. Your system has worked well in the past but recent changes have affected the way it operates. I expect you have noticed some errors in the sales returns for last quarter? Right. Well, I think we can kill two birds with one stone – adjust the system and remove the errors …'

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"SUCCESS MANTRA" # 136

TOPIC:  DEVELOPING PEOPLE
INCREASING TRANSFER OF LEARNING

LEARNING IS ALL AROUND US

Both life and work offer endless opportunities to learn. But organisations frequently restrict themselves to course or classroom learning activities (despite the fact that they often don't work)

·         Look for opportunities both on and off the job

·         What you choose will depend on a variety of factors:

·         the precise nature of the need

·         timescale ... how urgent it is

·         availability of people to give and receive any planned help

·         costs involved, facilities required

·         preferred style of the learner 

INCREASING TRANSFER OF LEARNING

Assuming that the methods chosen meet the individual's needs, the potential for transferring learning can be increased in each of the areas:

Coaching

Watch people in action and give further ideas and encouragement

Action learning

Give individuals the chance to try out new ideas and approaches

Role play

Make the situations as real as possible

Courses (internal and external)

Be clear in advance about content; make sure that pre and post course briefings take place, and encourage people to use what they have learnt

Delegation

Invest time when people are learning new tasks

Watching a video

Carefully select the video; link any message in it to the needs of organisation/individual

Project

Select a project that will make a difference to the way you do business and set clear

guidelines and timescales

Open and e-learning

Look for opportunities where people can use their knowledge and skills with support from

yourself.

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"SUCCESS MANTRA" # 135

TOPIC:  PROBLEM BEHAVIOUR

WHY DO PEOPLE BEHAVE BADLY AT WORK?

This is a complex question with many theories and viewpoints.

Key reasons include:

● Subconscious replay of childhood behaviors

● Hidden agendas

● Acting out a role

● Feeling bad, which leads to acting badly

● Poor knowledge of good, helpful behaviors and their impact on people

● Bad behaviour is seen as a powerful means of control

● Strong feelings of fear, anger, inadequacy, inferiority and self-hatred

● Self-protection

● Attention-seeking

EFFECTS OF NEGATIVE BEHAVIOR

Let’s be honest, we can all act badly from time to time. It’s all a matter of degree. When

someone at work habitually bullies, dominates, flirts or acts dumb it can:

● Lower the morale of the workforce and possibly lead to illnesses

● Reduce productivity

● Impair quality

● Affect customer service

● Increase or create tension/friction

● Force good staff to leave

● Bring a small business to its knees

WHAT CAN MANAGEMENT DO ABOUT IT?

In General:

● Be aware of negative behaviors and observe

● Raise team morale (social gatherings, bonuses, staff awards)

● Keep lines of communication open (keep no secrets)

● Talk to all staff (meetings, individual chats, invite disclosures)

● Use formal procedures when necessary

Specifically:

● Ask the individuals concerned to discuss work/problems

● State that their behaviors have been noticed - give concrete examples

● Explain the effect it is having

● Ask what they propose to do about it

● Find out if they need help

● State clearly what will happen if things don’t improve

● Carry it out

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