Berge Bulk JLP Corporate Training Manual-V2

JLP +
junior / leaders / programme+
Berge Bulk Junior Leaders

Programme
Berge Bulk Junior Leaders Programme
Module
Foundations of Title
Leadership
WELCOME TO THE BEGINNING OF YOUR
BERGE BULK JUNIOR LEADERS PROGRAMME!
Whether you’re just moving into a leadership role or you’ve been leading
others for years, setting aside time to focus on yourself, think consciously
about your leadership strengths and development opportunities, and
gain/share insights from your peers is an important part of your leadership
success.
THIS WORKBOOK IS A PLACE

FOR YOU TO:
Capture insights
Reflect on past experiences
Write down questions and new ideas
Practice applying skills and strategies
Make a grocery list (okay... maybe not that!)
© 2018 by BlessingWhite, a Division of GP Strategies. All rights reserved. Version 4.2, 10/18. No part of these written materials may be reproduced, in any form or
by any means, without permission in writing from BlessingWhite, Hamilton, NJ, USA. In North America, Tel: 609.528.3535. In Europe, Tel: +44 (0).1628.550085.
Usage is subject to the terms and conditions agreed to in the license agreement.
1 / Foundations of Leadership
Foundations of Leadership / 1
© 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.
The “Key” To Your Success
Below, you’ll find icons that will direct your attention to different types of information in this
workbook, along with a brief description of each.
REAL-WORLD EXAMPLES QUICK TIPS
Brief scenarios involving

Tips and tricks to keep
real managers from other
in mind.
organizations.
KEEP IN CHECK CAUTION
Checklists to help you

Pitfalls to look out for
keep track of process
and be aware of.
steps and actions to take.
LET’S PRACTICE VISIT THE WEB

A topic on which you can
A workspace to help you
find additional info and
practice applying a skill
resources on the post-
or strategy.
workshop portal (the
same one you visited to
complete your pre-work).
2 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

Foundations Of Leadership Overview
LEADING PEOPLE IS NO EASY TASK,

particularly in today’s dynamic, fast-paced,
complex business environment.
Leading technical people, with particular needs and preferences, can be an additional
challenge if not fully understood. While leadership is not easy, it allows you to have an
exponential impact on the organization through those that you lead.
While leadership is complex, there are foundational skills that are absolutely imperative
to a leader’s success, such as building trust and communicating effectively. Without
developing in these areas, leaders will have a difficult time forming productive teams.
By the end of this module, you’ll be able to:
✓ Identify the unique needs of technical people.

✓ Define engagement and its importance in your role as a leader.
✓ Strategise ways to build trust with your teams.
✓ Use more strategic questioning to gather information.
✓ Build relationships by listening actively.
✓ Identify a full range of benefits for any assignment, project, idea, or action.
✓ Articulate a Communication Strategy to structure important conversations.

Ahoy Card For You
Name: _____________________
1. Job Title:
2. Number of People You Lead:
3. Word that Describes You as a Leader:
4. Hobby/Interest:
© 2018 BlessingWhite, Hamilton, NJ. All rights reserved.
Things to remember about others:

Leading at Berge Bulk
Leaders play a critical part in an organization’s success. As such we are constantly finding ways to
develop our leaders for the future. The following 3 Pillars form the foundation for developing leaders to
lead in Berge Bulk.
Leading Self Leading Teams Leading OneBergeBulk
The Leading Teams Pillar

provides important concepts,
The Leading Self Pillar tools and techniques for The Leading OneBergeBulk
encourages participants to participants to engage and Pillar focuses participants on the
re-examine their mindsets lead their teams and team bigger picture of Berge Bulk’s
and values which drive their members in day to day longer term aspirations and the
actions and words. Participants interactions. Participants reflect need to act as one enterprise
reflect on potential gaps on how they are developing to remain relevant, sustainable
in meeting Berge Bulk’s the high performing team and competitive. Participants
leadership expectations and culture and how they can use reflect on the opportunities
code of conduct. They assess daily opportunities to engage and challenges they face in
how effective they are in and re-engage team members navigating and leading in a
taking ownership for their own to deliver superior team and complex, diverse organization
engagement before leading individual performance. They where constant change and
others. They also develop develop action plans to improve competing priorities are the
action plans to build trust the way they coach, set goals, norm. They develop action
and communicate effectively delegate, provide feedback and plans to improve the way they
in alignment with their own recognition, handle resistance influence and manage change
leadership brand. and conflicts that build people across the enterprise.
up rather than pull people
down.
Under these 3 pillars, we have designed this Leading Technical People+ with the
following leadership skill objectives.
Leading Self Leading Teams Leading OneBergeBulk
• Leading at Berge Bulk • Leading Teams • Influencing Others

• Leadership Mindsets • Setting Goals • Managing Change *
• Values & Expectations * • Delegating Responsibility * • Safety Leadership
• Leadership Brand * • Giving Feedback
• Foundations of Leadership • Handling Resistance
• Building Trust
• Critical Communication
Essentials * For Senior Leaders Programme Only

Transitioning to First-time Leadership
Think back to the time you were an individual contributor i.e. crew with no one reporting
to you. Note down what drove your actions and effort, what skills were important and how
you used your time then. Also note down what may be obstacles and challenges to your
success as an individual contributor.
Now think of your current role as a leader of people. Note down what is driving your
actions and effort, what skills are important and how you are using your time now. Also note
down what are the obstacles and challenges to your success as a leader.
What changed as you moved from individual contributor to leader of people? What shifts
do you need to make to fully embrace your role as a leader of people and to develop your
leadership career further?

GROWTH MINDSET
The belief that skills and behaviours can be cultivated through effort.
With this mindset, challenges, obstacles, and feedback become an
opportunity to learn and grow.
45% of leaders
say coaching to
support team member
success is the most
important action they can
take to demonstrate a
growth mindset.
Growth Mindset - The Starting Point
Mindset [‘mīn(d)set] noun:

A particular way of thinking, shaped by attitudes and opinions,
that guide and influence the actions you take.
There are many mindsets or attitudes we can bring to our actions. For purposes of this
workshop, we are going to focus on four that are particularly important to how we lead
ourselves and others and contribute positively to our organizations. The mindsets of Growth,
Inclusive, Agile, and Enterprise are critical to being a successful leader today. In fact, research
conducted by GP Strategies validated that these big four represent a comprehensive list of
the most important mindsets a leader needs.
When these mindsets are present and leaders perform the actions associated with them, they
create an environment that:
Fuels innovation.
Pushes boundaries of what is possible.

90% of
Encourages people to seek diverse opinions
respondents to a
and approaches.
GP Strategies study indicated
that Growth, Inclusive, Agile,
Empowers them to make decisions.
and Enterprise Mindsets are
necessary for a leader
to be successful.
These conditions establish a workplace where

the organization achieves extraordinary
results and employees thrive.

Growth Mindset - The Cognitive Triangle
Based in Cognitive Behaviour Therapy and the work of Albert Ellis and Aaron Beck, The
Cognitive Triangle asserts that our thoughts drive our feelings and behaviours. The rewards or
consequences of our behaviours then impact our feelings and reinforce our thoughts.
This is the premise behind this workshop. If a person can bring different thoughts to a
situation, if they can shift their mindset, then they can impact their feelings and behaviours
thus potentially resulting in new and more effective results.

Fixed Mindset vs. Growth Mindset
FIXED MINDSET GROWTH MINDSET

A fixed mindset comes from the belief that A growth mindset comes from the belief
your qualities are carved in stone. Who that your basic qualities are things you can
you are is who you are. Characteristics like cultivate through effort. People differ in
intelligence, personality, and creativity are aptitude, talent, interests, or temperament,
fixed traits rather than something that can but everyone can change and grow through
be developed application and effort.
FIXED Mindset GROWTH Mindset
• Something you’re born with • Comes from trying new

things
SKILLS
• Fixed • Can always improve
• Something to avoid • Are embraced
• Could reveal lack of skill CHALLENGES • An opportunity to grow
• Tend to give up easily • More persistent
• Unnecessary • Essential
• Something you do when you
EFFORT • A path to mastery
are not good enough
• Variable
• The goal of effort
• Get defensive FEEDBACK
• Something to learn from
• Take it personally
• Identify areas to improve
• Blame others SETBACKS • Demonstration of progress

• Get discouraged toward success

Shifting Your Mindset
KNOW YOUR
STARTING POINT
Pause before you take action and
try to surface where your thoughts
currently are in preparation for
any shifts you may want to make.
Self-assessments and feedback
from others can help you tune in to
where you are right now.
LOOK AT A SITUATION
OR CHALLENGE FROM
ANOTHER POINT OF VIEW
Be willing to abandon what you
currently think about something,
step to a new vantage point, and
re-look at that same situation
from a different perspective.
What’s possible now?
ACT IN ACCORDANCE
WITH THE SHIFT THAT YOU
MENTALLY WANT TO TAKE
If you want to think in a more agile
way, take actions more swiftly, with
a bit of appropriate risk, or in the
absence of complete information.
Your actions will, in turn,
reinforce your thinking.
LINK YOUR ACTIONS TO

SOMETHING BIGGER
Transformation is likely to take
hold when we connect it to
our personal values or
leadership legacy.

SELF-LIMITING BELIEFS
Self-limiting beliefs inhibit innovation, process improvement, personal growth, and creation
of opportunities for those we lead.
Eliminating self-limiting beliefs is entirely possible. A first step in moving forward is to get out
of your own way to get ahead. Warning signs of self-doubt include a tendency to answer “yes,
but…” when questioned about goals or progress.
What gets in your way of being a powerful leader?

What do you tell yourself and others about why you ‘can’t’ achieve?
Our team
doesn’t have
We will fail… the skills…
We don’t have
resources… Our culture
They will We’re too late
We don’t won’t allow…
reject… in the game…
have time…
What would you do if you had to make significant progress in the face of these outside factors?

MAKE A SHIFT WORKSHEET

From Thought
To New Thought
New Feelings New Behaviours
Situations to Apply
Expected Benefits/Impact

MAKE A SHIFT WORKSHEET

From Thought
To New Thought
New Feelings New Behaviours
Situations to Apply
Expected Benefits/Impact

Notes

Accountability
Self
Accountability for
Yourself
Team
Direct Reports
Enterprise
Other Teams
Enterprise
AS LEADERS:
• Talk to your crew or team about Our Code of Conduct and Leadership Expectations, so they can apply it in
their daily work
• Do the right thing.
• Take accountability and act.
• Lead by example.
• Make fair and objective decisions
• Treat everyone with dignity and respect
• Take prompt action to stop the wrong behaviours.
• Ensure you listen carefully when approached.
• Take concerns seriously and act.

Our Leadership Expectations are based on three core beliefs:
1. Leaders do not focus solely on commanding and controlling

their crew or teams, but also on their own behaviours to build
trust and create an environment where people can be at their
best;
2. Leaders build the right working environment by following a

set of everyday best practice actions that they carry out in a
structured way;
3. Leaders coach, train and empower their crew or teams so that

they can perform better and reach their full potential.
Leadership Expectations Indicators

Integrity Judgement
Customer Influence
Responsibility` Accountability
Quality Planning
Responsiveness Drive
Innovation Improve
Teamwork Coaching
What skills do I need to develop in order to better

meet Berge Bulk’s Leadership Expectations?

Berge Bulk Code of Conduct
HOW WE THINK
What do we place our priority on when we carry out a task; is it safety, reliability or cost? This
is a difficult question. In most cases there is no single answer. In fact, most of the time, we have
to reach a balance in order to find the right solution.
OUR VALUES
The outer layer of the wheel is encapsulated by our 7 values. This forms the boundary, and you
should use and refer to our 7 values to guide you in our decisions.
THE 5 STEPS
The inner layer of the wheel encapsulates these 5 steps that guide us in our thought and
planning process.
• Stakeholders: Who does our work affect? Who can help us solve the impeding issues(s)?
Who are the people that need to be informed and included in discussions?
• Safety: Are there risks involved in the planned task? If it is unsafe, please stop immediately
and speak up!
• Reliability: Is this the right, sustainable solution or merely a short-term fix?

• Efficiency: Completing assigned tasks within the agreed
y Resp
time period utilizes less energy and resources. rit on
terg si b
Total Cost of Ownership (TCO): Take ownership
In ili
of one’s job; how can it be done within or even
ty
below budget? Share your ideas or knowledge
Cu
with your colleagues on how we can do,
rk
Stakeholders Safety
sto
Teamwo
supply or operate more economically.
mer Focus
THE SHIP
The ship is at the most core of all we do Total Cost Reliability

and it plays a vital role within the company.
It not only transports our customers cargo;
Res
it allows us to provide for our family! Efﬁciency

ty
pon
li
ua
iv s
Q en
ss e
Innovation

Where Can You Teach And Where Can You Learn?
Our 7 Values
Integrity Customer Focus Responsiveness Teamwork

Being honest Being curious and really Acting with urgency Leveraging on our
and sincere. understanding and and efficiency. great experiences
listening to our customers’
needs.
Responsibility Quality Innovation

Taking ownership for our Seeking excellence Having bright ideas
actions and inactions in all we do. and sharing them.
and learning from
outcomes.

Reflections

The Needs Of Technical People
Technical people represent a wide variety of disciplines and industries, and they possess a
wealth of knowledge and expertise. Technical people include IT professionals, programmers,
developers, scientists, researchers, engineers, technicians, mathematicians, statisticians,
industrial designers, market analysts, accountants, and others.
TECHNICAL PEOPLE NEEDS OF TECHNICAL PEOPLE
Are highly educated. Achievement
Are intellectually curious. Autonomy
Have specialized skills. Collegial Support and Sharing
Invest time and energy to

Keeping Current
prepare for careers.
Participation in Mission and Goals
Have characteristics, values,
and expectations that can
Professional Identification
set them apart.
What motivates them? What de-motivates them?

The Reward Of Leadership
PARTNERSHIP
SUCCESS SUCCESS
VALUES, GOALS, STRATEGY VALUES, GOALS, STRATEGY
AC UM
M TR
ON
CO
AX IB
SF M
N
TI
ENGAGED
IM UT
TI XI
SA MA
UM ION
OR
L
GA
UA
NI
VID
ZA
DI
TIO
IN
N
As a leader of technical people, your primary responsibility is to coach your employees

to high performance and satisfaction. Achievement of both of these things requires an
awareness of and delicate balance between your employees’ unique goals/values and the
organization’s.
When this ideal balance is achieved,

YOUR EMPLOYEES ARE FULLY ENGAGED.
This means that they’re enthused and “in gear,” generating high levels of contribution toward
the organization’s goals while also gaining a sense of personal satisfaction.
Typically, this requires a true partnership between you and your employees, since you’re
often the face of the organization in your employees’ eyes.

HOW DO YOU ENCOURAGE
ENGAGEMENT?
Ensure understanding:
Explain how individual efforts promote the achievement of
organizational goals.
Learn as much as you can about the individual:

Inquire about personal and career goals, professional strengths
and challenges, predominant needs, and interests.
Link contribution and satisfaction:

Emphasize ways in which technical people’s work assignments
reflect their goals and aspirations.
Be a partner:
Work in partnership as a coach and motivate them to
peak performance.
Communicate:
Strive for clarity and openness in all interactions.

Building Trust
ANY GREAT PARTNERSHIP IS BUILT ON A

SOLID FOUNDATION OF TRUST.
The Impact of Trust
conversation / interrogation
feedback / reprimand
check-in / micromanaging
WITH WITHOUT
concern / spying
TRUST TRUST
interest / meddling
goal-setting / orders
delegating / dumping
partnership / boss-subordinate

Tips For Building Trust
✓ Follow through on what you say you’ll do.

✓ Admit shortcomings or things you don’t know.
✓ Share information about personal motivators, values, and drivers.
✓ Ask for feedback from team members (and act on it).
✓ Position mistakes or errors as learning opportunities.
✓ Be authentic and genuine.
✓ Only ask for input if you’re open to using it.
✓ Be transparent.

Building Trust
In any relationship, the level of trust falls on a continuum, ranging from no trust to full trust.
That trust level impacts communication effectiveness, perception of intent, collaboration,
problem-solving, openness in admitting to errors, risk-taking, innovation, and more.
THINK OF SOME OF YOUR WORKING RELATIONSHIPS.

What are the signs that there’s no trust, some trust, or full trust? Jot down some signals or
indicators below.
No Trust Some Trust Full Trust
Be careful ...
... Not to assume the other person perceives the level of trust the same way you do.
... To distinguish between trust in a professional setting versus a personal setting.
... Not to assume that trust levels are stagnant; trust is dynamic and can change over time, so
be sure to reassess.

Notes

Trust Scenarios
SCENARIO 1
Sergio just joined your crew and he will be reporting directly to you. You have heard that
Sergio resigned from his previous organization as he was having a hard time working with a
leader who was tough and task-focused. You certainly do not want Sergio to think that you
are not tough or not focused on accomplishing tasks but you also believe in doing the right
thing and in respecting crew. How will you start to build trust with Sergio?
SCENARIO 2
Karl works in a different team on board your vessel. Both Karl and you have been working to
resolve a few common issues the last few weeks. You find Karl to be efficient and whilst the
common issues were resolved, you feel that if there was more trust in the relationship both
of you may be able to be more proactive in collaborating to adopt measures which can
actually prevent some of these common issues in future. How can you build the trust further
with Karl?

Trust Scenarios
SCENARIO 3
You are reporting to Avinash who relies on you a lot for getting things done. On one of
the tasks assigned to you by Avinash, you were not able to complete it on time and you
noticed that Avinash was a bit upset. You suspect he may also have felt that he shared part
of the blame as he was too busy to check your progress earlier on. Although Avinash did
not mention his feelings, you sense that the trust level between both of you may have been
impacted. How can you rebuild the trust in this relationship?
SCENARIO 4
Your team has been working very hard the last week and you had promised them that you will
allow them to take a bit of rest starting tomorrow. You know they are really looking forward to
a bit of time to re-energize. This morning your leader met and informed you that your team
will need to continue to work overtime for the next two days to help out another team who is
struggling to complete a critical task assigned by the Master. How will you maintain the trust
levels between you and your crew as well as between you and your leaders in this situation?

Notes

CRITICAL COMMUNICATION SKILLS
Strategic Questioning
Asking questions is something that we’ve all done since the moment we could talk.
Are we there Why that?

Why this?
yet?
It is a simple skill to employ tactically. In reality, it often takes conscious attention and practice
to ask questions strategically as a leader. We often have questioning biases, where we tend
to ask a certain type of question due to time constraints, habit, or lack of awareness. We’ve
found that while technical people will provide information openly and honestly, they typically
will give you only what you ask for. Because of this, it’s important that you ask the right
questions at the right time in the right way in order to get the information you need; you have
to be strategic in your questioning.
QUESTIONS VARY ON TWO DIMENSIONS:
FOCUS
FORMAT

Focus Questions
There Are Two Areas Of Focus For Questions:
FACT VALUE
Uncovers concrete facts and Uncovers your team members’

data, such as statistics, time-lines, points of view, attitudes,
measurements, test results, budgets, perspectives, reactions,
productivity, inventory levels, opinions, ideas, or concerns.
formulas, etc.
In what types of situations might it In what types of situations might

be appropriate to use primarily it be appropriate to use primarily
fact-based questions? value-based questions?
THE FOLLOWING WORDS/LEAD-INS CAN

BE USED TO DELVE INTO VALUES:
What’s the What do you think What do you
What are your
importance or how do you prefer?
reactions?
of...? feel about...?

Format Questions
There Are Also Two Types Of Question Formats:

OPEN CLOSED
Invite your employees to respond Limit your employees’ responses to

freely with as much information as “yes” or “no” or to provide a
they’re willing and able to provide; concrete piece of information;
encourage elaboration. more targeted and specific.
In what types of situations might In what types of situations might

it be appropriate to use primarily it be appropriate to use primarily
open questions? closed questions?
QUESTION STARTERS TO ASK QUESTION STARTERS TO ASK

OPEN QUESTIONS: CLOSED QUESTIONS:
Why? Where? Who?
How? What? When?
Which? How much/

What if? many/often?
Tell me…
Do/can/are/
will you?

Focus/Format Worksheet
REVIEW THIS LIST OF QUESTIONS AND WRITE WHETHER IT’S

A FACT OR VALUE QUESTION AND IF IT’S OPEN OR CLOSED.
Focus Format
(Fact or Value) (Open or Closed)
1. What do you think? Choose Choose

2. What’s the margin of error associated with these results? Choose Choose
3. What other alternatives might be acceptable? Choose Choose
4. What are your ideas for getting us back on schedule? Choose Choose
5. We need Jackson’s input. Will he be back from Singapore in time for the Choose Choose
meeting?
6. Do I have your approval to proceed? Choose Choose
7. Who would be your choice to present this to the executive committee? Choose Choose
8. Would you prefer to work with Sarah or Ben on this project? Choose Choose
9. When will the test results be available? Choose Choose
10. Why do these survey results surprise you? Choose Choose
11. Have the tests been completed? Choose Choose
12. What is your rationale for hiring an outside consultant for this task? Choose Choose
13. What suggestions can you give me? Choose Choose
14. Will that be a major factor in the decision? Choose Choose
15. When could we make the presentation? Choose Choose
16. Can you get that report to me by Tuesday? Choose Choose
17. How much more would the final product cost if we added that feature to Choose Choose
the design?
18. Do I need more supporting data? Choose Choose
19. How can I strengthen the proposal? Choose Choose
20. Where exactly do you see objections being raised? Choose Choose
21. What did you think of Dan’s email? Choose Choose
22. How receptive do you think they will be? Choose Choose
23. How often is the entire team going to meet? Choose Choose
24. How can we ensure that the work is distributed fairly in the future? Choose Choose
25. Tell me more about... Choose Choose

Types Of Questions To Avoid
A rapid-fire series of closed questions, which can feel like an interrogation.
Defensive reactions to responses you don’t like; instead, ask follow-up

questions to probe for understanding.
Putting technical people “on the spot.” People often need time to think before
responding.
Confusing your employees by jumping from questions on one topic to

another; ask questions in a logical progression.

Focus/Format Grid
These two dimensions can be combined in a grid to show all four types of questions.
FORMAT
Open Closed
Fact
FOCUS
Value

Listening Actively
By listening, you learn what motivates your employees, what concerns them, and how they
view themselves, their work, and the organization. Listening actively builds trust, which leads
to increased confidence, satisfaction, productivity, collaboration, and ultimately engagement.
There are three levels of active listening that vary in terms of their frequency of usage and
their complexity as a skill. Here’s a model that shows the relationship:
Empathizing
Paraphrasing
Complexity
Acknowledging
Frequency
Acknowledging
Smiling Nodding “I see,” “Good,” or “Uh-huh” Maintaining eye contact
Paraphrasing
Use your own words Do not “parrot”-phrase “So, what you’re saying is...” Do it for the other person, not for you!
Empathizing
Used when there’s emotion Reflect the feeling Paraphrase the reason Pause Avoid opinion, advice, or logic

Listening Actively
KEEP THE FOLLOWING ACTIONS IN MIND TO HELP

YOU BE AN ACTIVE LISTENER:
Don’t interrupt or complete your employees’ sentences or rush to fill in pauses or silences.
Use appropriate body language to show you’re engaged in the conversation.
Ask follow-up questions to signal you’re listening and absorbing what’s being said.
Offer insights and perspective without judging, but wait to be asked for advice.
Paraphrase to ensure understanding.
Use empathy statements to diffuse emotional situations.
Don’t overuse “un-huh” or “mmhmm.”

Logic/Emotion
In a normal state, your brain usually has a balance of

logic and emotion. When you are faced with a situation
where your level of emotion increases, your ability to
think logically decreases. Often, when we’re in these LOGIC
types of situations, others try to calm us down with
logic. However, due to our decrease in capacity for
logic due to our increased emotion, this may cause our EMOTION
emotions to increase even more.
For this reason it’s important that, when faced with an

emotional situation, we listen actively and show empathy for
the other person, reflecting his/her emotion and thus validating it.
Only after doing that will the individual be able to engage in more
logical, rational conversation and focus on problem-solving.
This can feel counter-intuitive, especially if we disagree with the other’s emotion or see a
logical resolution clearly in our own minds. It’s important to realize that all others are not like
us; not everyone responds in the same way to stimuli, so we must be respectful and allow
others to react in their own way.

One of my team members came to me with a FRUSTRATION
about something that was going on at a client site.
I immediately jumped into problem-solving mode,
trying to brainstorm solutions.
EVERY ONE OF MY IDEAS WAS SHOT DOWN

IMMEDIATELY.
After a few hours, the team member came back to me and

decided that one of the ideas would work.
Looking back on the situation, I realized that his
EMOTIONS WERE TOO HIGH
for me to be bringing up logical solutions.
I could have empathized with his feelings of
stress and frustration, which may have
led us to a solution more quickly.
— Project Manager,

Large Financial Services Firm

Empathy Statements
Here’s an example of how you could use Here are some common words that you
paraphrasing or empathizing to show might want to use when you’re taking the
you’ve actively listened to your employee. other person’s perspective.
Example Emotion Descriptors

EMPLOYEE
Positive / Negative
I still have not gotten my evaluation
from the last assignment. It’s been happy / concerned
3 months, just too long! How am
I going to get another assignment delighted / discouraged
without it?
pleased / disappointed
surprised / confused
PARAPHRASE relieved / trapped
You think you will not
be able to get another optimistic / overwhelmed
assignment without your
last evaluation. enthusiastic / frustrated
confident / anxious
EMPATHISE excited / worried
Sounds like you are frustrated comfortable / uncomfortable

because you have not received
your last evaluation which will eager / uncertain
affect whether you get another
assignment or not.
Here are some possible sentence structures that you can use to show that you are empathizing.
“It can be ___________________________ (to whom) when ___________________________.”

(emotional descriptor) (reason)
“The fact that ____________________________ makes you ____________________________.”

(reason) (emotional descriptor)
“When _________________________________, you _________________________________.”

(reason) (emotional descriptor)

Notes

Listening Practice
SCENARIO 1
Roland reports to Prem. Roland is currently assigned to repair a piece of faulty equipment.
Prem: Will you be able to complete the repair by this evening as scheduled? We really need
to get it working ASAP.
Roland: I don’t know. I thought I had repaired it but the problem came back and then I found
another issue with the equipment. I will need to troubleshoot all over again. These older
equipment are really a big headache and a waste of time for me!
Prem:
SCENARIO 2
Charlie the Cook reports to Fernandez.
Fernandez: What are you doing to have more variety to the meals menu? The crew is looking
forward to meals which cater to their taste buds.
Charlie: They are always asking for more this and more that. It is not like I can just pop into the
market to buy new ingredients and change the menu everyday. I need to work with what we
have on board so I will not be able to keep catering to their every request!
Fernandez:

Listening Practice
SCENARIO 3
Mao Yi and Johan are crew mates working on implementing some new cargo handling
procedures.
Johan: When can we meet to go through the final preparation?
Mao Yi: Sorry, I don’t have any time to meet today. The boss just gave me a new task which is
urgent.
Johan: Well, we do have a deadline to finalise our preparation which is urgent and important
too.
Mao Yi: I know. I guess I am going to have to work late again tonight. I don’t think he knows
how much work and stress I am going through these few days. Sometimes I feel it doesn’t pay
to be the person the boss relies on to get things done.
Johan:
SCENARIO 4
Santosh reports to Adrian and is in charge of submitting weekly reports to the corporate office.
Adrian: How is everything going Santosh?
Santosh: Things are great! I was discussing with the corporate office on the weekly reports and
I shared with them an idea on how to reduce the amount of details whilst still providing the
necessary data they need. They want to explore it further with me later today!
Adrian:

Refer to one of your real-world scenarios. What emotion(s) might arise?

Notes

Communicating Benefits
A critical leadership skill is being able to communicate the benefits of an idea, task/
assignment/project, process, goal, etc. to those on your team and to others across the
organization. For any of those items, there can be a range of benefits.
What’s most important is to match the benefits to the particular individual’s needs, values,
and motivators. If you assign a project to a team member, he/she might be committed
upon hearing that it is a high-profile project that will provide exposure to senior leaders. For
another person on the team, this might cause anxiety. Instead, he/she might want to hear that
the project is going to ultimately reduce the amount of time that he/she will have to spend on
a task, which will lead to more time available to spend with his/her family. You need to explain
how it will drive both that person’s contribution and satisfaction.
Having an awareness of the full range of benefits will allow you to communicate those to
others in order to obtain buy-in and commitment.
BENEFITS BULLSEYE
OMER
ST
IZATION
CU
AN
G
M
EA
OR
INDIVIDUAL

Communication Strategy
PREPARE
With whom will you be talking?
What do you know about them? (personality style, values, goals, motivators, engagement level)
What type of communication do they prefer? (Face-to-face, phone, email? Formal/informal?
High level/detailed? To the point/conversational?)
What data or information do you need to gather and have accessible?
What emotions, concerns, objections, or questions may arise?
WHY are we here?

Share background information and any context to position the conversation.
WHAT are we trying to achieve?

What are your goals or objectives for the conversation?
What will be the ideal outcome of this conversation?
HOW can we achieve it?

Share perspectives and points of view on the situation.
Brainstorm ideas for how to achieve the goal(s).
Discuss a plan of action — how will you make the idea a reality?
WHO will be accountable?

Clarify roles and responsibilities going forward.
Ensure you are both clear on next steps and interim dates.
Determine which of you will send a follow-up email.
WHEN will we follow up?

Set a specific time to reconvene to track progress and check in.
SUMMARIZE
✓ Recap the conversation to ensure you are both on the same page.
✓ Send (or have him/her send) a follow-up email with a summary of action items.

Strategy Analysis
PREPARE
WHY are we here?
SUMMARIZE

Leading Teams
Leading Teams Overview
Throughout the course of your career, you’ve inevitably been a part of many teams.
TEAMS ARE OFTEN THE STRUCTURE OF CHOICE

to take on projects and get things done across organisations,
PARTICULARLY IN THE MORE TECHNICAL SPACE.
Teams can vary in terms of their goals and characteristics. One thing that doesn’t change
is that teams are made up of unique individuals, yet they are also entities unto themselves.
There are additional challenges that result from leading teams versus leading individuals
one-on-one. It’s important to be aware of these dynamics and to understand how you can
implement best practices to leverage teams’ synergies.
✓ Identify the characteristics of high-performing teams.
✓ Build and develop teams from formation to high performance.
✓ Nurture a psychologically safe climate in your teams.
✓ Strategise ways to make one of your own teams more effective.
52 / Foundations of Leadership
Leading Teams / 52
Teams Versus Groups
What differentiates a team of people versus a group of people?

Look at the image below. What differentiates the team on the field from the group in the stands?
Team (on the field) Group (in the stands)

Types Of Organisational Teams
THERE ARE VARIOUS TYPES OF TEAMS WITHIN ORGANISATIONS.

Each type of team can differ in terms of:
Size Roles Operating norms
Goal Duration/Permanence Leadership
Some examples of types of teams are:
FUNCTIONAL TEAMS
(e.g., software development team, software testing team,
accounting team, graphic development team, etc.)
CROSS-FUNCTIONAL TEAMS
(i.e., teams that include individuals from multiple functions)
SPECIAL PROJECT TEAMS

(e.g., a team to help with the roll-out of a new technology company-wide;
a team to help with the transition during a merger or acquisition)
BOARDS/COMMITTEES
LEADERSHIP TEAMS

Organisational Teams
What other types of teams exist within your organisation?
List the teams that you are currently leading and/or in which you are a member.

Characteristics Of High-Performing Teams
SUCCESSFUL TEAMS AREN’T THAT WAY BY ACCIDENT.

They implement best practices that set the team up for success. The potential of teams
is enormous due to the synergistic efficiencies that can result. While other resources like
time, budget and technology may be limited, human potential is unlimited. By effectively
grouping individuals and channelling that potential, many organisations realize that they
have access to a powerful FORCE.
FORCE IS:
Focus: Your organisation has given your team something that needs to
F be accomplished. Your team must take this need and examine it from
a variety of perspectives — the organisation’s, customers,’ and team
members’. The process of defining and clarifying your team’s purpose is
called Focus.
Outcomes: What steps must your team take to accomplish your Focus?
O In developing a set of Outcomes, your team lays the foundation for your
team’s action plan and success measures.
Resources: Resources are the talent, tools, and time required to achieve
R your team’s Outcomes. Having the necessary resources and the proper
resource allocation are prerequisites for success.
Commitment: A team can have a clear Focus, specific Outcomes and

C all the Resources in the world, but without Commitment, there are no
guarantees for success. Commitment is the team’s willingness to get the
job done. How committed you are as a team member shows up in the
things that you do to help the team succeed.
Execution: Execution is putting the who, what, where, and when of

E your action plan into motion. A key element of Execution is monitoring
progress and making adjustments as necessary. Execution is getting it
done.

FORCE Diagnostic
5 4 3 2 1
Highly Moderately Moderately Highly
Describes Describes Balance Describes Describes
1. There is a clear focus to our efforts. We have no focus.
F
2. We have confirmed our understand- We have not confirmed our understand-
ing of the Focus with the person(s) ing of the Focus with the person(s) who
who created or approved our team. created or approved our team.
3. We can all describe our team’s desired We are unsure what our Outcomes
Outcomes. should be.
O
4. If we succeed, we will really make a Whether or not we succeed doesn‘t
difference. really matter.
We don’t know what resources

5. We know what resources we need.
we need.
R
6. We will get the resources we need to We won’t have the resources we need
do the job. to do the job.
Many team members feel

7. Everyone contributes his/her ideas to
uncomfortable contributing their
our discussions.
ideas to our discussions.
C
8. When we need to get together, we all It is very difficult to agree on a time to
make it a high priority. meet.
9. We have a workable, realistic We do not have a workable, realistic

action plan. action plan.
E
10. Once we agree on deadlines, we meet Agreed-upon deadlines are often
them. missed.
Scoring
40-50 Team nirvana — keep fine-tuning.
30-39 Shows promise, but room for improvement.
20-29 Team needs work, but some things are OK.
10-19 HELP! Team Total: ____ /50

FORCE Diagnostic
In what areas are your team’s strengths?
In what areas could your team use some improvement?
What are the greatest challenges that you face in leading this team?

FORCE Best Practices
Focus
If you’re unclear about your team’s focus, seek out the information you need to gain
that clarity.
Link your team’s purpose to the organisation’s mission and values, so people see
where they fit into the big picture.
Outcomes
Ensure that your team’s outcomes meet the SMART criteria (Specific, Measurable,
Achievable, Relevant, Time-Bound).
List your team’s outcomes in priority order, so people can make decisions accordingly.
Resources
Maintain a Talent Directory of the skills of those on your team — that way you can
assess strengths and gaps.
Ensure that you’re balancing the workloads of your team members as much as
possible, so that you’re fully leveraging all of your resources.

FORCE Best Practices
Commitment
Include your team in clarifying the their focus and outcomes to drive commitment.
Acknowledge your team’s “small wins” along the way to maintain commitment.
Execution
Clearly set up roles and responsibilities so there’s no overlap or redundancies.
Address performance issues as quickly as possible to avoid more derailment.
Additional Tips

Notes

Setting Goals
Setting Goals Overview
Goals Are A Part Of Everyday Life.
I want to run a
triathlon by the I want to travel to
time I’m 50. all 50 states in
my lifetime.
I want to lose
50 lbs. before
vacation.
✓ Reduce the number of system errors.

✓ Conduct safety training by the end of the year.
✓ Upgrade medical facilities.
✓ Attend three training courses.
63 / Foundations of Leadership Setting Goals / 63

Setting Goals Overview
If you think back to the X Model, you’ll remember that goals help to define both an
individual’s definition of success as well as the organization’s.
Without clear, well-communicated goals, your employees may unknowingly be working on

the wrong things, and they may not be as satisfied as they could be if they’re unsure how
their organizational goals link to their personal ones.
PARTNERSHIP
SUCCESS SUCCESS
AC UM
M TR
ON
CO
AX IB
SF M
N
TI
ENGAGED
IM UT
TI XI
SA MA
UM ION
OR
L
GA
UA
NI
VID
ZA
DI
TIO
IN
N

Types Of Goals
GOALS COME IN DIFFERENT SHAPES AND SIZES.

Different types of goals are appropriate at different times and in different situations.
¢ u
q
Short-term: goals to be achieved within Long-term: goals to be achieved in more
the next 1-6 months. than 6 months.
t
q Performance: goals that are required for Development: goals that improve existing
meeting objectives of the role. skills or seek to develop new skills.
u u
Formal: goals that are formally docu- Informal: goals that are created on
mented and often part of a performance an impromptu basis that may or may q
management strategy. not be documented.
t t
Stretch: goals that require one to develop
Incremental: smaller-scale goals that build
new skills and step outside-the-box in
over time to achieve a broader objective.
q order to achieve them.
u ¢

SMART goals
To ensure that goals are as motivating and clear as possible, be sure that they meet the
following criteria:
S Specific: Detailed and explains the what, the why, and the how of the goal.
Measurable: Able to be measured, so there is tangible evidence of goal

M completion.
A Achievable: Must be within or just beyond the skill set of the employee.
Relevant: Must have significance and matter to the individual, team, or

R organization.
T Time-bound: Set within a specific time-frame, to create a sense of urgency.
In the space below, make the goals you see on the slide SMARTer.

SMART Goals
HERE ARE SOME EXAMPLES OF ACTUAL SMART GOALS SET

IN VARIOUS ORGANIZATIONS:
By August 1, implement a new performance

management system for Classified Staff, A&P Faculty,
Create realistic
and University Staff using clearly defined processes
budget objectives
and guidelines so employees and managers can more
using last year’s
competently evaluate performance and develop their
expenses as a
careers.
baseline and submit
by January 1.
Coordinate with the

warehouse and gain
their commitment
by April 11 to Our company will recruit 5 new IT professionals
implement the just- this year. We will advertise for the new positions in
in-time inventory print and with online media on April 15 and conduct
replenishment plan interviews on May 15. Offers will be extended to
by May 31. at least 5 candidates between May 16 and May 30.
Successful candidates will start work on July 1.

SMART Goals Worksheet
Goal:
Specific: What will the goal achieve? How will it be achieved?
Measurable: How will you know if the goal has been achieved? How is success measured?
Achievable: Does the employee have access to the necessary knowledge, resources, or
skills to achieve the goal? Is it possible? Will it be too difficult?
Relevant: Why is this goal important to the team? To the organization? To the individual?
Will the employee care?
Time-bound: What is the time-frame for the goal?
Refined Goal:

The Leader’s Role In Setting Goals
As a leader, you play a large role in setting and supporting the goals of the employees on
your team. Whether performed by you or someone else, ensuring that these responsibilities
are completed is critical to meet the needs of autonomy, achievement, and participation in
mission and goals!
Work with your team members to jointly develop goals.
Understand the broader organizational and departmental strategy.
Link your team’s goals to that strategy.
Communicate their benefits.
Offer coaching and provide support as needed.
Revisit and track progress against goals.
Manage missed goals.
Reward goal attainment.

Tips For Setting Goals
Make sure the goals aren’t too easy; talented people like a good challenge.
Don’t forget to offer support, especially on stretch goals; team members may get
anxious if they don’t feel competent.
Remember to check-in; often leaders set goals and don’t check on progress or provide
feedback along the way.
Goals aren’t set in stone; shifting priorities and unforeseen circumstances may require
goals to be adjusted.

Notes

It’s important to remember that when setting goals, most people would
prefer for leaders to stay out of their funnels whenever possible.
This means that they like to know WHAT they need to get done, but
they like to figure out for themselves HOW they’ll get it done.
There will be times when leaders need to be more prescriptive, but
whenever possible stay out of your team member’s funnel!

In order to obtain buy-in and achieve SMART goals, it’s ideal to discuss the goals with your
team members both at the onset and to check on progress. Use the following strategy to
prepare for the conversation.
PREPARE
WHY are we here?




SUMMARIZE
Conversation Preparation
WHICH OF THE FOLLOWING QUESTIONS

might you use to prepare
for your conversation?
What’s at stake for the What will success
team/department/ How will achieving look like?
Why is this assignment organization? this goal benefit
important? the individual?
What resources and

What requirements or How will you encourage
ideas do you have
What are the desired the individual to take
restrictions apply? to contribute?
outcomes? initiative?
How will you express

What’s the required Who needs to be confidence in the
consulted and What support
time-frame? person’s ability
informed? could you provide?
to succeed?

Goals Conversation: Preparation Worksheet
PREPARE
WHY are we here?
SUMMARIZE

Giving Feedback
Giving Feedback Overview
As a leader trying to obtain high levels of contribution from your employees, it’s
important that you clearly communicate to them what they’re doing well and what
they could be doing more effectively. You may think that they know what they’re doing
is good or bad, but in reality they may not.
WITHOUT YOUR FEEDBACK, HIGH PERFORMANCE MAY

NOT BE AS FULLY LEVERAGED AS IT COULD BE, AND
PERFORMANCE ISSUES MAY GO UNNOTICED.
✓ Describe various types of performance feedback.

✓ Identify the factors that impact performance feedback’s effectiveness.
✓ Utilize the Performance Analysis Checklist to identify potential causes
of performance issues.
✓ Structure strategic performance feedback conversations.

Giving Feedback Overview
Think of a time when you received feedback from someone (good or bad) that was really
helpful. Write about that time in the space below.
What made the feedback so helpful?

Types Of Feedback
There are many types of feedback, all of which are important at the right time and place.
1 Formal
2 Informal
3 Positive
4 Constructive
5 Upward
6 Downward
7 Horizontal

Giving Feedback
In order to be happy, human beings must feel

they are continuing to grow. Clearly, we must
adopt the concept of continuous improvement
as a daily principle.
— Tony Robbins,
Motivational Speaker

Notes

Factors To Consider When Giving Feedback
ALL FEEDBACK IS NOT CREATED EQUAL.
That presentation I thought you

Great job! was awesome! handled that call
really well
Statements such as these may be initially motivating to employees, and they may appreciate
the positive recognition. When it comes to a similar situation, and they want to do just as
good of a job or handle the call just as well, they may — or may not — be able to do so.
WHY?
Because, although positive recognition feels good, it doesn’t provide the data needed to be
able, reliably, to replicate results.
Effective Feedback Should Tell Employees:
What to do more of,
or less of,
or what to do differently.
This is the type of feedback that will truly impact your employees’ performance.

Providing Feedback
WHEN PROVIDING FEEDBACK TO YOUR EMPLOYEES,

make sure it meets the following criteria:
✓ Objective ✓ Uses the appropriate mode of communication
✓ Specific ✓ Given in the appropriate setting
✓ Timely ✓ Doesn’t overload the recipient with too much information
✓ Focuses on behaviours ✓ Identifies impact or consequences

Feedback Scenarios
Instructions: Read the scenarios below and determine WHEN and HOW to provide the
following feedback to the individuals described.
One of your crew who is typically very reliable and efficient has suddenly missed
1 the last 2 deadlines. On both occasions he had not informed you in advance that he
may not be able to meet the deadline.
A crew from another team approached you and shared his experience from a
2 previous assignment which he thought will help with a current issue your team has
been trying to find a workaround solution to for the last few days.
A new cadet took the initiative to learn about the new safety procedures being
3 implemented. During the toolbox meeting he shared an insightful and helpful
observation but which made some crew feel defensive or uncomfortable.
You have been noticing that a new crew has been taking a few more rest breaks
4 than normal. As a result, he is behind in his tasks which will slow down the rest of
the team if not addressed.

Tips For Delivering Difficult Feedback
Instructions: Below, list some tips for how to deliver difficult feedback effectively, while
maintaining high levels of engagement and sustaining the confidence and trust of your
employee.
Make sure you’re providing the feedback as early as possible; the longer you wait, the
harder it will be.
Don’t beat around the bush; your employees will assume the worst.
Be specific about what needs to be different.
Offer coaching and support.
Discuss the impact.
Be sure you also provide positive feedback (not necessarily in the same conversation).

Performance Analysis Checklist
1. Describe the situation: State in concise behavioural terms what the employee is or is not
doing that demonstrates a problem exists.
2. Complete the checklist: Read the entire list and for each line check one of the following: Yes,
No, or ? (don’t know). If you’ve checked No or a question mark, it’s an indication of a potential
obstacle to consider.
Organization/Leadership Factors Yes No ? Notes
1. Are expectations and desired outcomes clear?
2. Is the priority understood?
3. Was the deadline/schedule understood?
4. Are adequate time and resources available?
5. Has sufficient support been provided?
Motivation Factors
6. Is there a willingness to do the assignment/job?
7. Is performance acceptable in all other areas?
8. Have relevant benefits been clearly outlined?
9. Is a motivational reward for success in place now?
10. Are there consequences for failure?
Skill Factors
11. Have the necessary skills been demonstrated in
the past?
12. Have appropriate training, coaching, practice and/or
mentoring been provided?
13. Is this the only way to accomplish the task?
Other Factors
14. Have other obstacles been considered (e.g., health,
non-work situations, behavioural problems)?
15. Is there an appropriate level of confidence?
16. Does the person have the aptitude?

Communication Strategy: Leveraging High Performance
Just because an individual is performing at a high level does not mean that he/she doesn’t
need feedback. Use the following strategy to plan for a conversation where you can reinforce
high performance and figure out how to leverage it further.
PREPARE
WHY are we here?




SUMMARIZE
Conversation Preparation: Leveraging High Performance

What are the

What specific positive impacts
behaviors, actions or and benefits?
outcomes do you want
to acknowledge?
How can the individual

What did the individual How can we build on
share lessons learned
learn from the these successes in
with others?
experience? the future?
What ideas and decisions

In what other types of How will you express How could their talents/
did the individual make
situations could this confidence in the interests be further
that led to the high
experience be helpful? individual’s ongoing leveraged in future
performance?
success? assignments?

Communication Strategy: Managing Performance Issues
Dealing with performance issues can often be intimidating; however, when not dealt with,
they will often get worse. Use the following strategy to help you organize the conversation. It’s
best to communicate honestly and clearly in order to maintain trust in the relationship.
PREPARE
WHY are we here?




SUMMARIZE
Conversation Preparation: Managing Performance Issues

What specific
behaviors, actions or What questions can you
What are the ask to determine the What might be the
specific impacts and performance issues do root cause(s) of the
you want to discuss? individual’s perception
consequences? of the situation? performance issue?
What needs to be What questions will

What ideas do you have you ask to help the
different in the
to improve the situation individual brainstorm
future?
going forward? solutions?

Performance Conversation: Preparation Worksheet
PREPARE
WHY are we here?
SUMMARIZE

Observer’s Notes
Take notes, in the space below, on what the leader is saying that you think is effective. Write
down specific quotations that you want to reference in your feedback. Watch for the leader’s
use of the strategy, strategic questioning, active listening, building trust, and communicating
benefits.
WHICH OF THE FOLLOWING STRATEGY STEPS

DID THE LEADER USE?
Why are we What are we trying How can we Who will be When will we
here? to achieve? achieve it? accountable? follow up?

Peer Consulting Notes
As you consult with your partner/group, consider asking their perspectives on one or more of
the questions below. Take notes in the space provided on their responses to your questions.
What am I saying that might cause a defensive or negative reaction?

Am I missing any steps of the strategy?
What haven’t I considered?

What other details would be useful to share?
How would you react if you were my employee/colleague?
What are some alternative What emotions How could I be How might I approach
clearer? parts of the conversation What questions might
ways that I could say might this
differently? I want to ask this
_________? conversation evoke?
individual?

Notes

Handling Resistance
Handling Resistance Overview
Within the organization, and particularly as a leader, you are bound to face resistance in many
forms over the course of your career — team members who are resistant to take on a new
project or assignment; senior leaders who are resistant to give you more budget dollars for
new resources; customers who are resistant to take your suggestions for improvements to a
design. And that’s only the beginning…
Although resistance may have a negative connotation,

IT CAN ACTUALLY HAVE A POSITIVE RESULT.
It can lead you to think through ideas more fully, take different perspectives and look at impacts
you may not have fully considered, and ultimately build stronger relationships by handling it
effectively.
To reap the benefits, it’s important that resistance is handled respectfully by partnering with the
person raising the objection.
✓ Identify sings of resistance.

✓ Identify the most common sources of resistance.
✓ Articulate the potential reactions to resistance and their impact.
✓ Leverage the Resistance Roundabout to handle situations
strategically and collaboratively.

What Is Resistance?
To Resist: to withstand, strive against, or oppose.
When and from whom do you face resistance in your organization?
What does resistance look and sound like?
How do you typically handle it?

Three Common Sources Of Resistance
Misunderstandings: Due to a lack or inaccuracy

of data or information.
Concerns: Due to perceived obstacles, anticipated

impacts, or unclear benefits.
Objections: Due to conflicts with personal attitudes,

opinions, and feelings.

Common Reactions To Resistance
In the face of resistance, there are several natural reactions you could have, depending on
the situation and context. Each reaction that you experience can impact both the resister and
ultimately the relationship.
Impact on the Impact on the Impact on the

Reaction Description Resister Relationship Resolution
Defend Become
defensive of
your idea/
perspective
and
fight the
resistance
head-on.
Admit Lose
Defeat confidence
and
concede
your idea or
perspective.
Disregard Ignore the

resistance
altogether.
Discuss Engage the

resister in a
dialogue to
understand
it and
collaborate
on a
solution.

Sources Of Conflict
Below are various sources of conflict. Read the sources and mark the two that are most
accurate for you.
❑ The belief that our perception is the only truth.
❑ STEREOTYPES AND PREJUDICES.
❑ DIFFERING VALUES AND BELIEFS
❑ the need for power.
❑ Differing behavioural styles.
❑ LACK OF UNDERSTANDING AROUND OTHERS’ GOALS AND

PERSONAL NEEDS.
❑ Not being included.
❑ Lack of reward or recognition.

❑ INTERNAL CONFLICTS.
❑ unreasonable demands.
❑ Balancing the demands of work and home.
❑ Lack of transparency and open communication.
The Resistance Roundabout
HANDLING RESISTANCE OFTEN DOES NOT HAPPEN

IN A LINEAR FASHION.
It’s more like a roundabout where you can enter at any given point, depending on what
you’re sensing in the situation, and move through the circle as many times as necessary.
The Resistance Roundabout will help you to take a collaborative approach to handling
resistance by bringing the resister into the conversation, seeking to understand his/her
perspective and the root cause of resistance, and working together to develop a solution
that meets both people’s needs.
EXPLORE
AND
CLARIFY
RESISTANCE
POINTS
TEST FOR 1 PARAPHRASE AND

DEMONSTRATE
REACTIONS
6 2
EMPATHY
MISUNDERSTANDINGS
CONCERNS
OBJECTIONS
5 3 PROVIDE
COLLABORATE CONTEXT AND
AND GAIN
CLARITY 4 BACKGROUND
INVITE
IDEAS
Handling Resistance Tips
WHEN HANDLING RESISTANCE:

Use open-ended questions to help you uncover the person’s perspective and the root
cause of the resistance.
Make sure you’ve identified the root cause of resistance — the stated issue may not be the
issue at all.
Once you think you’ve handled the resistance, be sure to check back in periodically to
ensure attitudes haven’t changed.
Don’t invite others’ ideas unless you’re willing to consider them. Asking for ideas and not
using them would have the opposite effect on what you’re intending.
If you’re missing data or information, be honest — others will sense if you’re stretching for
answers or floundering, which will increase resistance.
Consider potential points of resistance in advance, acknowledge them in your

conversations, and be ready to handle them.
Resistance Roundabout Application
1 Explore and Clarify Resistance Points
2 Paraphrase and Demonstrate Empathy
3 Provide Context and Background
4 Invite Ideas
5 Collaborate and Gain Clarity
6 Test for Reactions
Observer’s Notes
Take notes, in the space below, on what the leader is saying that you think is effective. Write
down specific quotations that you want to reference in your feedback. Watch for the leader’s
use of the strategy, strategic questioning, active listening, building trust, and communicating
benefits.
WHICH OF THE FOLLOWING RESISTANCE

ROUNDABOUT STEPS DID THE LEADER USE?
EXPLORE
AND
CLARIFY
RESISTANCE
POINTS

DEMONSTRATE
REACTIONS
6 2
EMPATHY
MISUNDERSTANDINGS
CONCERNS
OBJECTIONS
5 3 PROVIDE
AND GAIN
INVITE
IDEAS
Peer Consulting Notes
As you consult with your partner/group, consider asking their perspectives on one or more of
the questions below. Take notes in the space provided on their responses to your questions.
What am I saying that might cause a defensive or negative reaction?

Am I missing any steps of the strategy?
What haven’t I considered?

What other details would be useful to share?
How would you react if you were my employee/colleague?
What are some alternative What emotions How could I be How might I approach
clearer? parts of the conversation What questions might
ways that I could say might this
differently? I want to ask this
_________? conversation evoke?
individual?
Notes
Influencing Others
Influencing Others Overview
To get things done in organizations, you typically have to rely on the buy-in, commitment,
support, and approval of other individuals. Whether it’s obtaining approval from your
own manager to get additional resources for a particular project, or gaining commitment
from a team of individuals over whom you have no direct authority, influencing others
is a critical skill for success.
INFLUENCING IS MOST EFFECTIVE AND PRODUCTIVE

WHEN IT’S DONE COLLABORATIVELY.
By fully understanding the individual(s) that you’re trying to influence and by bringing them
into a dialogue, you’ll be able to move things forward while building strong relationships.
✓ Identify the characteristics of effective influencers

✓ Strategise ways to increase your credibility.
✓ Communicate a range of benefits to create buy-in.
✓ Structure strategic influencing conversations.
What Is Influencing?
Influence: to move or impel a person to some action.
What are some situations in your day-to-day work life where you need to influence
others?
INFLUENCING ISN’T ONE-DIRECTIONAL.

Not only will you have to influence those above you hierarchically, like your manager and
senior leaders, but you’ll also need to influence team members, direct reports, peers,
customers, external stakeholders, partners, etc.
Peers Manager/Senior
Leaders
SELF
Team Others
Members
Characteristics Of Effective Influencers
Some people seem to be born as natural influencers. For others, it takes conscious skill
development. Think about the people you know who are effective influencers.
What makes them so effective?
Our research has shown that effective influencers share some common characteristics. Here
are some of the most important:
Effective Someone who

influencers are... embodies this is... Because he/she... (specific behaviors)
Credible
Trustworthy
Strong
Networkers
Effective
Communicators
Strategic
Credibility
Being (or at the least appearing) credible is an

important part of being an effective influencer,
particularly when it comes to the people you lead. People value expertise, and they will be
much more likely to listen to and follow someone who they also view as an expert in the
subject matter at hand.
THE 3 C’S OF CREDIBILITY

In order to be seen as credible, you should strive to show strength in the 3 C’s:
Competence Confidence Consistency
Competence Conﬁdence Consistency
Credibility
BEWARE OF THE FOLLOWING WHEN TRYING

TO ESTABLISH CREDIBILITY...
Coming off as arrogant — you want to show confidence yet remain humble
and open to others’ opinions and ideas.
Answering questions incorrectly or floundering for a response — this will

reduce your credibility exponentially; instead, admit that you’re unsure and
promise to seek out and follow-up with an answer.
Letting your moods impact your interactions – when you appear inconsistent
or temperamental during interactions with others, they’ll question your
credibility.
Communicating Benefits
Being able to communicate the benefits of whatever it is you’re trying to influence others to
support, buy into, do, or agree with, will help them to see what’s in it for them and for the rest
of the organisation. Providing a wide range of benefits and explaining the impacts — from the
individual to organisational level — may help to provide those you’re influencing with context
and incentives that they need.
Instructions: Write the benefits of your personal influencing situation.
Individual Team/Department
Organisation Customer
Communication Strategy: Managing Performance Issues
To influence others successfully often requires sitting down and having one or more
conversations to share your point of view and context, communicate benefits, and uncover
points of resistance. Use the following strategy to plan for conversations that will help you to
influence others by taking a collaborative, respectful approach.
PREPARE
WHY are we here?





SUMMARIZE
Conversation Preparation: Leveraging High Performance

What questions will
What do you know about you ask to uncover their
the people’s communication What are their resistance?
Who do you need to anticipated points of
styles, needs, values, goals
influence? resistance?
& motivators that might
impact your approach?
What is your current level How can you increase

What benefits will be How can you show them of trust with those you’re trust levels?
important to communicate that you’re credible? trying to influence?
to them?
What context or background

What questions might information can you share How will you solicit their
they ask that you need to to help them understand ideas or insights?
be prepared to answer? the situation?
Influencing Conversation: Preparation Worksheet
PREPARE
WHY are we here?
SUMMARIZE
Notes
JLP +
EVALUATION
Name: ________________________________________
Date: ____________________
Please circle the number that indicates agreement with the statement.
strongly strongly
Workshop Materials disagree
disagree uncertain agree
agree
1. The online pre-work/feedback was useful. 1 2 3 4 5
2. The materials were clearly written and helpful. 1 2 3 4 5
3. I plan to utilize the online post-workshop Resource

1 2 3 4 5
Center.
Workshop
4. How likely are you to recommend this workshop to

1 2 3 4 5
a friend or colleague?
5. I plan to implement my Leadership Action Plan to

1 2 3 4 5
apply the strategies & skills when back on the job.
6. The program was well worth the time I invested

1 2 3 4 5
in it.
7. The way in which I lead has been influenced by this

1 2 3 4 5
program.
8. The tools and strategies I learned about will help

improve my working relationship with technical 1 2 3 4 5
people on my team.
Facilitator
9. The facilitator clearly communicated ideas and

1 2 3 4 5
concepts.
10. The facilitator created an atmosphere that

1 2 3 4 5
encouraged me to participate.
Continued
11. In what ways has this workshop been of most value to you?
12. How can this workshop be improved?
13. Do you recommend that we continue to offer this workshop? Yes No
14. If yes, whom else would you recommend attend and why? If no, why not?
15. Comments/Suggestions:
16. Would you give us permission to quote any of your comments on this evaluation in our
promotional materials? (If yes, thank you!)
17. BlessingWhite frequently surveys leaders regarding the issues they face. Would you be willing to
be a part of our ongoing research?
Yes – email address: _____________________________________
No
18. Would you like to subscribe to BlessingWhite eNews on workplace topics? If yes, please supply
your email address: ________________________________________

JLP +
LOGIC
EMOTION
PARTNERSHIP
SUCCESS SUCCESS
AC UM
M TR
ON
CO
AX IB
SF M
N
TI
ENGAGED
IM UT
TI XI
SA MA
UM ION
OR
GA AL
NI I DU
ZA
TIO DIV
EXPLORE
IN
AND
N CLARIFY
RESISTANCE
POINTS

DEMONSTRATE
REACTIONS
6 2
EMPATHY
MISUNDERSTANDINGS
CONCERNS
OBJECTIONS
5 3 PROVIDE
AND GAIN
FORMAT INVITE
IDEAS
Open Closed
Fact
FOCUS
Value
© 2018 by BlessingWhite, a Division of GP Strategies. All rights reserved. A Division of GP Strategies

Communication Strategy
Communication is highly important in helping your team members to cope with and
adjust to organizational changes. Use the following strategy to plan for conversations
that will provide them with context and benefits, and bring these into the action
planning process for how the change is implemented on a team/individual level.
PREPARE
What type of communication do they prefer? (Face-to-face, phone, email? Formal/informal? High level/detailed? To
the point/conversational?)
WHY are we here?




SUMMARIZE
Appendices
Appendix A - The EC2 Coaching Prompt
The Everyday Coaching Conversation (EC2)

prompt can be used either in the moment or
in a formal coaching session as a catalyst for
your thinking. It is designed to ensure that
you, as the leader, are working with others
(direct reports, peers, etc.) to help them find
their own path to success.
Explore is understanding what the other

person is experiencing. EXPLORE
Collaborate is about finding potential What the employee is
solutions together. experiencing; understand their
reality.
Commit is about moving forward with an
action, and following up.
This prompt involves elements of emotional

intelligence, mindfulness, neuroscience and
positive psychology. It’s our position that you
do not have to have training in these concepts
in order to apply them. By using the prompt,
exploring some quick coaching tips, and some
sample
COLLABORATE
To find a solution, think through
options, and understand the
EC 2
implications.
explore /collaborate/commit
Using the EC2 Prompt:

Can be impromptu or a more formal setting.
First step is to ask questions. COMMIT

Always think how you can be most helpful To an action, and follow-up on
to this individual. progress, insights, and timing.
i / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

10 Quick Tips
at a Glance
1. Coaching doesn’t need to be planned.
2. Be intentional – ask questions and listen actively.
3. Don’t provide the solution – start with a question.
4. Be mindful of your physical setting.
5. Use open-ended questions.
6. Balance your perspective with questions.
7. Be aware of verbal and non-verbal cues.
8. Trust your heart and gut.
9. Schedule a follow-up if time is running short.
10. Know when NOT to use impromptu coaching.
ii / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

Sample Coaching Questions
Share more of your thinking around…

When you envision doing this what does it look like?
What insights are you having?

How much energy are you able to use on this?
I have 10 minutes before I noticed XYZ yesterday,

my next meeting, would How will we know but I’d like to hear how
What would be most What are some
that be enough time to talk if… is successful? you thought it went.
helpful to focus on? milestones to
about…?
getting there?
What result do you think that would have?
Which approach do you think will have the biggest impact?
How could you apply this insight?

What small steps can you take to get there?
What is the main

I was hoping to talk about How would you think
How would you describe What are your outcome you’re
the XYZ project for a few about this if there were
this situation in one options? working toward?
minutes. Is now a good no rules or parameters?
sentence?
time?
iii / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.
Sample Coaching Questions
What are your thoughts about the right way to approach this?
Would you like to explore that topic a bit?
What are your thoughts on…?

It seems that you… does that resonate?
If I were in your shoes

and asked you for What does success What else would you
advice, what would you look like to you? What will you do first? need? I wonder if we
tell me? could try…
Tell me more about your experience over the past few weeks.
In what ways can I be most helpful?
How did you think XYZ went?

Do you have any ideas on how to solve this?
What is the main

What are your I was hoping to talk about How would you think outcome you’re
How would you describe about this if there were
this situation in one options? the XYZ project for a few working toward?
minutes. Is now a good no rules or parameters?
sentence?
time?
iv / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

Appendix B - The GROW Model
The GROW model can be used either in the moment or in a formal coaching session as a
catalyst for your thinking. It is designed to ensure that you, as the leader, are working with
others (direct reports, peers, etc.) to help them find their own path to success.
OPEN - Goal
What is the purpose of this discussion? • Identify the behaviour you • Describe the
current reality
want to change
What do you want to achieve (both short • State the objective of
• Consider the
starting point
and long term?) the session
• Test assumptions
• Structure this
When do you want to achieve it by? change as a
goal
Goal Reality
How is that positive, challenging, attainable,
measurable?
CLARIFY - Reality
Will
What is happening now? (What, When, Options
Where, How Much?)
Wrap-up
• Ensure goals are
SMART • What is possible?
Who is involved or needs to be? • Identify obstacles • Seek ideas
and agree on support
What have you done about this so far? • Make Choices
• Commit to action
What results did that produce?
What is happening both internally and

externally?
What are the major constraints to finding a

way forward?
DEVELOP - Options AGREE – Will/wrap-up

What options or ideas do you have? What are you going to do?
What else could you do? When are you going to do it?
What if…? What obstacles could you face?
What different approaches have you How will you overcome them?
thought will give the best return?
Who needs to know?
Would you like another’s suggestion?
What support do you need?
What are the benefits and costs of each?
How will you get that support?
v / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

Appendix C - The SBI Feedback Model
General feedback can result in unpredictable responses. It may or may not lead to action
being taken or a different outcome. Usually the intention for giving feedback is to let the
receiver know what they did well or how they can take steps to improve.
A tool that can help with this is the SBI model, which stands for Situation, Behaviour, Impact.
Situation Behaviour Impact Alternative Alternative

Describe the Understand Understand the Behaviour Impact
situation that the behaviour impact of the Discuss an Discuss how
needs to be that lest to the behaviour on alternative the new
addressed. issue occurring the situation. behaviour that behaviour
would have would have a
been better. more positive
impact.
First, you discuss the specific situation that occurred, and you let the person know the
behaviour that caused the positive outcome or problem. Then you explain how the
behaviour impacted the situation, providing additional context and details which may not
have been evident to the receiver.
Next, you can have a discussion about how an alternative behaviour could have been used
instead, to create a more positive impact or prevented a negative one.
It’s a simple model which can really help frame the conversation and result in a constructive
outcome. This structured approach will help you to provide better feedback, and give people
something to work on for next time.
vi / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

Appendix D - Case Studies
1. LEADING TEAMS
Freddy
Freddy has aspirations to be a senior leader one day. He has volunteered to actively help
develop the current team he is working in. His leader had educated him on the FORCE Model
and the Tuckman’s 4 Stages of Team Development. His leader also asked him for some ideas
what should be done to lead the team in the following scenarios. Specifically, the leader
wanted to know which part of the FORCE Model to pay more attention to in each of the
following scenarios.
a. Team members still don’t really know each other well. Whilst they may know their own
role, they are still not sure about the specific outcomes they are responsible for as
different leaders may have their own preferences of assigning tasks and responsibilities.
b. Some of the newer team members are feeling uncomfortable as they don’t seem to see
eye to eye with how things should be done by some of the older members. As a result,
there has been a few heated discussions amongst a few of them.
c. The team is working well but there is still a need to keep reminding them of deadlines
and quality of work. Also, they are still unsure what to do when the challenges surface and
tend to wait for specific instructions.
d. The team has proven themselves capable of being responsible for the timely execution of
all tasks assigned to them. Team morale is also high.
vii / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.
2. SETTING GOALS
Joseph
Joseph just received the following goal assignments from the Chief Officer. The Chief Officer
was busy and had told Joseph to meet him later to discuss any questions he may have about
the goals.
1) The port authorities at the next port of call has just announced new protocols and
procedures which will affect cargo handling. The goal is to comply with all the new
protocols and procedures.
2) A piece of cargo handling equipment has been found to be giving some occasional
problems. The goal is to coordinate with the Engineering team to sort it out.
How can Joseph use the SMART model to help with his discussion with the Chief Officer?
(feel free to make some assumptions based on this possible real-world scenario)
viii / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.
3A. COACHING
Coachee Brief - Michael

You were assigned to trouble-shoot and repair one of the newly installed equipment
onboard. You were given 24 hours to complete this assignment. As this is a new piece of
equipment which features some new technology, you have been struggling to trouble-shoot
the exact issue. You are keen to develop your technical expertise so you have gone through
the equipment operation manual and trouble-shooting guides. However, they weren’t really
that helpful to you. Some of the terminology and new features seem to be a bit complicated
to you. The issue is not a major one but it needs to be addressed as soon as possible.
You have been working hard and this is not the only task you need to finish by tomorrow. You
still have to submit a weekly report and you have also promised to make a video call with
your family as your daughter just started schooling a few days ago. You do feel stressed that
you may not be able to complete this assignment to the satisfaction of your leader, Darpan.
Fortunately, Darpan asked you during the morning break how you were progressing and both
of you agreed to catch up during lunch for some coaching if you were still stuck.
Use the EC2 coaching model to help you proactively think of what coaching questions
Darpan might ask you to explore the current situation you are in and to collaborate on
possible next steps. For the questions you come up with, consider how you might respond.
(feel free to make some reasonable assumptions based on this possible real-world scenario).
ix / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

3B. COACHING
Coach Brief - Darpan

At the tool-box meeting this morning, you assigned Michael to trouble-shoot and repair
one of the newly installed equipment onboard. The equipment has been a bit trouble-some
to operate and several errors were reported. They are not major but you would like to see
this issue resolved within the next day or so. You have worked with Michael before and you
know him to be a responsible team member. He recently told you he was really keen to
develop his technical capabilities further. Although you have another more experienced team
member, unfortunately he wasn’t feeling well and hence you felt Michael was the best person
under the circumstances. You have given Michael 24 hours to trouble-shoot and repair the
equipment and he seemed quite excited at the beginning.
At the morning break, you decided to check in with Michael on his progress and he informed
you that he was still somewhat stuck and has not really made much progress. As he seemed a
bit stressed, you offered to spend some time coaching him during the lunch break and he has
agreed.
Use the EC2 coaching model to help you prepare some coaching questions to explore
what Michael is going through, to understand his coaching needs and to collaborate with
him on his next steps. You still would want him to complete this assignment to maintain his
motivation. (feel free to make some reasonable assumptions based on this possible real-
world scenario)
x / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

4A. GIVING SBI POSITIVE FEEDBACK
Charlie
Fernandez has been coaching Charlie on how to introduce a better variety as well as quality
of menu to the crew. Although Charlie was initially stubborn about it, Fernandez persisted
and managed to convince Charlie to make an attempt.
In this morning’s meeting, Fernandez asked Charlie to make a quick presentation of the
changes he is making to the menu to the team. Midway through, someone commented
jokingly “how can the food be different if the cook is the same?”. Instead of feeling upset or
insulted, Charlie remained calm and answered “thank you for that challenge and I promise
to be a better person and a better cook.” Everyone laughed and applauded Charlie for his
efforts at improving the menu as well as his handling of the comment.
Fernandez was going to say to Charlie “Great presentation!” but quickly remembered that SBI
feedback was a better way to provide feedback. If you are Fernandez, how would you rewrite
the feedback?
xi / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

4B. GIVING SBI CONSTRUCTIVE FEEDBACK
Bingwen
Bingwen is an experienced crew but only joined the company recently. This is in fact the first
time you are working with him. He seemed very technically competent and you feel he has
potential to be developed further.
This afternoon in the engine room, you happened to observe Bingwen questioning another
crew who was younger and less experienced. Bingwen appeared upset with the younger
crew’s answers and you heard Bingwen saying “When I was your age, I put in a lot of my
own effort to learn. Not knowing is not an option! Why can’t you have more initiative?” The
younger crew was visibly upset too with Bingwen’s remarks and retorted “If you don’t want to
help me, just say so.”
You were going to tell Bingwen “You need to learn respect and be willing to share your
experience” but quickly remembered that SBI feedback is a better way to provide feedback.
How would you rewrite your feedback?
xii / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.
5. HANDLING RESISTANCE
Pito
One of your crew, Mihal fell sick and you asked Pito to absorb Mihal’s tasks until he recovers.
You have always depended on Pito as he is hard-working so you were taken aback when Pito
responded “you should get someone else to absorb Mihal’s responsibilities as I am already
overloaded with work. Or we can just wait for him to get well, he needs to do his fair share of
work too.”
Whilst you do appreciate that Pito has much on his plate, you know that he can still absorb
some more if he re-prioritize some of his existing work. It also occurred to you that Pito’s
relationship with Mihal has not been great recently. You are not sure whether it is due to work
or personal reasons. Whilst some of Mihal’s tasks can wait till he gets better, there are a few
which requires immediate attention.
You were going to defend your request and insist that Pito at least absorb the tasks requiring
immediate attention but then you remembered the Resistance Roundabout is a more
effective way to handle this resistance from Pito. You feel that insisting will damage the high
trust level you have with Pito and you also want to find out the real source of resistance with
the view of helping Pito and Mihal develop a better relationship moving forward.
How would you use the Resistance Roundabout in this scenario? Be prepared to do a role
play with the facilitator if selected.
xiii / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.
6A. INFLUENCING OTHERS
Ricardo
Ricardo reports to Jiang, the 2nd Engineer. Ricardo’s team has been assigned 5 new tasks
during a particularly busy period. The tasks need to be completed by end of the week.
His crew has been working very hard the last 2 weeks and they are showing some signs of
fatigue. This is the first time Ricardo is reporting to Jiang whom he finds is quite focused on
getting things done on time and is also quite particular about the quality of work by crew.
Ricardo does not interact with Jiang as much as he would have liked to because of some
gaps in communication. In his previous projects, the 2nd Engineers would always discuss with
him tasks assignment before confirming them. This hasn’t happened with Jiang which may
have been compounded by the communication gaps. Fortunately Ricardo has worked before
with the Chief Engineer, Harjeet.
Seeing that his crew is struggling and stressed, Ricardo feels it is his responsibility to have a
discussion with Jiang and try to influence Jiang to reduce some of the task assignments or
perhaps their completion deadlines so as not to demotivate his crew as well as prevent any
untoward safety issues. His target is to either reduce the number of tasks from 5 to 3 or to
extend the deadlines of 2 of the tasks to the end of the following week.
How should Ricardo use the 5 Influencing Strategy of Demonstrating Credibility, Displaying
Trustworthiness, Leveraging on Network, Effective Communication and Linking to Strategy in
his discussion with Jiang?
xiv / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.
6B. INFLUENCING OTHERS
Jiang
Jiang is the 2nd Engineer onboard and was only recently promoted. He rose up from the ranks
pretty fast as he is hard-working, always embraces challenges and is very particular about
the quality of his work. He is quite keen to prove to himself that he will also be a great 2nd
Engineer.
Jiang had recently assigned 5 new tasks to one of his direct reports, Ricardo. Although it
is the first time he is working with Ricardo, he finds Ricardo a nice and responsible person,
at least from the interactions that he has had with him. He would have liked to interact with
Ricardo more if not for his own busy schedule as well as some communication gaps. He has
made it a point to build more trust with Ricardo in due time, similar to what he is doing with
the Chief Engineer, Harjeet. In fact, Harjeet had asked Jiang to help develop Ricardo further
as he can sometimes be “too nice” to his crew. Jiang has also observed that many times
Ricardo would rather have meals with the crew than to join him and Harjeet. Jiang recalled
that he himself had similar issues around holding his crew accountable for completing
tasks on time and on quality as a new leader. Ricardo had asked for a discussion and Jiang
intends to influence Ricardo to step up his leadership to ensure all 5 tasks can be completed
by the end of the week as required by Harjeet. He is however open to different ways of
accomplishing the tasks and deadlines without compromising quality, safety and crew
engagement.
How should Jiang use the 5 Influencing Strategies of Demonstrating Credibility, Displaying
Trustworthiness, Leveraging on Network, Effective Communication and Linking to Strategy in
his discussion with Ricardo?
xv / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

A Division of GP Strategies

Berge Bulk JLP Corporate Training Manual-V2

Uploaded by

Copyright:

Available Formats

You might also like

Berge Bulk JLP Corporate Training Manual-V2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Berge Bulk JLP Corporate Training Manual-V2

Uploaded by

Copyright:

Available Formats

JLP +

junior / leaders / programme+

Berge Bulk Junior Leaders

THIS WORKBOOK IS A PLACE

Reflect on past experiences

Write down questions and new ideas

Practice applying skills and strategies

Make a grocery list (okay... maybe not that!)

REAL-WORLD EXAMPLES QUICK TIPS

Brief scenarios involving

KEEP IN CHECK CAUTION

Checklists to help you

LET’S PRACTICE VISIT THE WEB

2 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

LEADING PEOPLE IS NO EASY TASK,

By the end of this module, you’ll be able to:

✓ Identify the unique needs of technical people.

3 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

1. Job Title:

2. Number of People You Lead:

3. Word that Describes You as a Leader:

© 2018 BlessingWhite, Hamilton, NJ. All rights reserved.

Things to remember about others:

4 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

Leading Self Leading Teams Leading OneBergeBulk

The Leading Teams Pillar

Leading Self Leading Teams Leading OneBergeBulk

• Leading at Berge Bulk • Leading Teams • Influencing Others

5 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

6 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

Mindset [‘mīn(d)set] noun:

Pushes boundaries of what is possible.

These conditions establish a workplace where

8 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

9 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

FIXED MINDSET GROWTH MINDSET

FIXED Mindset GROWTH Mindset

• Something you’re born with • Comes from trying new

• Blame others SETBACKS • Demonstration of progress

10 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

LINK YOUR ACTIONS TO

11 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

What gets in your way of being a powerful leader?

12 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

MAKE A SHIFT WORKSHEET

New Feelings New Behaviours

13 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

MAKE A SHIFT WORKSHEET

New Feelings New Behaviours

14 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

15 / Foundations of Leadership © 2018 by BlessingWhite, A Division of GP Strategies. All rights reserved.

• Do the right thing.

• Take accountability and act.

• Make fair and objective decisions

• Treat everyone with dignity and respect

• Take prompt action to stop the wrong behaviours.

• Ensure you listen carefully when approached.

• Take concerns seriously and act.

Reflect on past experiences

Write down questions and new ideas

Practice applying skills and strategies

Make a grocery list (okay... maybe not that!)

Are highly educated. Achievement

Are intellectually curious. Autonomy

Have specialized skills. Collegial Support and Sharing

Invest time and energy to

Defensive reactions to responses you don’t like; instead, ask follow-up

Confusing your employees by jumping from questions on one topic to