CORE LEADERSHIP SKILLS
P a r t i c i p a n t Workbook
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Cathy Huett
Ken Blanchard
CORE LEADERSHIP SKILLS
Participant Workbook
Authors
Cathy Huett
Ken Blanchard
Content Contributors
Lisa Boyle
Don Carew
John Carlos
Lynn McCreery
Humberto Medina
Eunice Parisi-Carew
Product Developer
Kim King
Product Champion
Ramona Smith
Proofreaders
Barbara Akers
Linda Hulst
Carey Nash
Production Artist
Glen Schuler
Bridgit Watt
Kara Meredith
Art Director
Beverly Haney
Brand Manager
Victoria Cutler
Printing
IKON Office Solutions
The materials in this program have been designed to develop specific knowledge and skills. A significant amount of time has
been devoted to writing and testing these materials in order to ensure their effectiveness. The Ken Blanchard Companies ®
maintains full and exclusive rights to these materials through all applicable copyright laws. No redesign, editing, or
reproduction of these materials is permitted without written permission from Blanchard®.
© 2008 The Ken Blanchard Companies. All rights reserved. Do not duplicate.
All changes, adaptations, or licensing rights to these materials must be requested from and approved by The Ken Blanchard
Companies in writing.
125 State Place, Escondido, CA 92029 USA
Global Headquarters 760 489-5005 • 800 728-6000 • Fax 760 489-8407
UK +44 (0) 1483 456300 Canada 905 568-2678 • 800 665-5023
www.kenblanchard.com
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Core leadership skills
PARTICIPANT WORKBOOK
Table of Contents
Preface........................................................................................................ v
Best Boss..................................................................................................... 1
Worst Boss................................................................................................... 2
Effort and Engagement Key Points............................................................... 3
Learning Road Map..................................................................................... 4
Outcomes.................................................................................................... 5
Earning Trust
Trust ........................................................................................................... 7
Earning Trust................................................................................................ 9
Sending Clear Messages — SHARE............................................................. 12
Case Study................................................................................................ 13
Case Study Discussion Questions............................................................... 16
Earning Trust Key Points............................................................................ 17
Listening
The Communication Loop.......................................................................... 19
Ineffective Listening................................................................................... 20
Active Listening......................................................................................... 21
Active Listening Observation Form............................................................ 23
Listening Key Points................................................................................... 25
Goal Setting
Goal Setting............................................................................................... 27
Got a Goal?............................................................................................... 28
SMART Goals............................................................................................ 29
Using the SMART Model to Write Goals.................................................... 30
Average or SMART?.................................................................................. 31
SMART and SMARTer Goals...................................................................... 32
Goal Setting Key Points............................................................................. 33
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PARTICIPANT WORKBOOK Table of Contents
Core leadership skills
Giving Feedback
Redirecting Steps ...................................................................................... 35
Redirecting Tips......................................................................................... 36
Reprimanding Steps................................................................................... 37
Reprimanding Tips..................................................................................... 39
Praising Steps............................................................................................. 40
Praising Tips............................................................................................... 41
Giving Feedback Key Points....................................................................... 42
Core Leadership Skills in Action
Core Leadership Skills in Action................................................................. 43
Action Plan................................................................................................ 44
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Core leadership skills
PARTICIPANT WORKBOOK
Preface
Welcome! If you are reading this, you are probably already interested in
becoming a better boss, supervisor, manager, or leader. The question is, are
you committed to learning and practicing key skills to become that better
leader?
If your answer is yes, you are in the right place today! This workshop is
designed to give you the most important leadership skills—those that
enhance the performance, effort, and engagement of the people who work
for you and around you.
Make a commitment right now to open your mind to key concepts and to
practice core leadership skills to achieve the results you seek.
Good luck and best wishes.
Cathy Huett
Ken Blanchard
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PARTICIPANT WORKBOOK Core leadership skills
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Core leadership skills
PARTICIPANT WORKBOOK
Trust
1.What comes to mind when you hear the word “trust”?
2.Why is trust important among team members?
3. How is trust built day-to-day?
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PARTICIPANT WORKBOOK Trust
Core leadership skills
4.How is trust destroyed?
5.What does “I mean you no harm” mean in the workplace? How is this
practiced?
6.What is the impact of trust in the workplace and on the bottom line?
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Core leadership skills
PARTICIPANT WORKBOOK
Active Listening
Exploring
What?
Do?
A way of seeking more information to help you fully understand what the other
person said
Explore when you need more information by asking open-ended questions.
Why?
•
How or what questions expand the conversation.
•
Do or are questions elicit specific information.
•
Why questions bring reasons.
Acknowledging
So you
feel …
Sounds like …
That
must be …
Paraphrasing what the other person said or reflecting how he or she is feeling
Acknowledge when you want the other person to know you understand by
•
Paraphrasing what was said or reflecting the person’s feelings
•
Listening for words that express feelings
•
Listening to general tone and content
•
Observing the nonverbal behavior
•
Asking yourself how you would feel
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PARTICIPANT WORKBOOK Active Listening
Core leadership skills
Responding
Providing an appropriate response to affirm the speaker’s message
I understand …
Respond only after you have shown the other person that you understand
what he or she is saying or feeling.
Responses could include
What if you …
I think …
•
Giving your reason or explanation
•
Giving direction
•
Asking for suggestions
•
Saying, “I understand.”
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Core leadership skills
PARTICIPANT WORKBOOK
Active Listening Observation Form
D irec t io n s • • •
1. Check a box each time the
stated behavior occurs.
2. Record specific examples.
1.The listener asked open-ended questions that facilitated the
conversation.
q
q
q
q
q
q
q
q
q
q
q
q
q
q
Examples 2.The listener paraphrased what he or she heard.
q
q
q
q
q
Examples 3.The listener reflected the speaker’s feelings.
q
q
q
q
q
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PARTICIPANT WORKBOOK Active Listening Observation Form
Core leadership skills
4.The listener’s nonverbal behavior was attentive.
q
q
q
q
q
q
q
q
q
q
q
q
Examples 5.The listener responded appropriately.
q
q
q
q
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PARTICIPANT WORKBOOK Core leadership skills
Got a Goal?
Write one of your key goals.
R e f lec t io n • • •
An effective goal setting
system or model can help
you clearly define what you
want, why you want it, and
when you’ll achieve it.
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Core leadership skills
PARTICIPANT WORKBOOK
SMART Goals*
S
Specific
M
Motivating
A
Attainable
R
Relevant
T
Trackable
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PARTICIPANT WORKBOOK Core leadership skills
Using the SMART Model to
Write Goals
SMART ELEMENT
Means
Ask Yourself
Specific
Detailed, not global
What exactly do I hope to
achieve?
Motivating
Gives you energy
Am I excited about this
goal?
Attainable
Doable, possible
Is it really possible to
achieve this goal?
Relevant
Tied to a larger picture,
project, initiative, strategy
Why or how is this goal
important?
Trackable
Measurable, timely,
quantifiable
How will I track my
progress?
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PARTICIPANT WORKBOOK Core leadership skills
SMART and SMARTer Goals
1.Rewrite your goal including as many of the SMART goal elements as
possible (must include Specific and Trackable).
2.Share your SMART goal with a partner. Ask for ideas about how to make
it SMARTer. Incorporate the feedback, good ideas, and language that
makes your goal more compelling. Rewrite your SMARTer goal.
3.Switch.
4.Decide which goal should be shared with the class because it is
so SMART!
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Core leadership skills
PARTICIPANT WORKBOOK
Redirecting Steps
1. Describe the error or problem as soon as possible, clearly, and
without blame.
2. Show its negative impact on the company, staff, or you.
3. If appropriate, take the blame for not making the task clear.
4. Review the task in detail and make sure it is clearly understood.
5. Express your continuing trust and confidence in the person.
R e f lec t io n • • •
Redirecting is for mistakes
or for learners. It is not
punishment or scolding.
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PARTICIPANT WORKBOOK Core leadership skills
Redirecting Tips
•
Try to set the stage in a positive manner.
•
Do your homework; collect the facts. Ask if there are any circumstances
that you may not know about.
•
Be prepared to share how the behavior or performance impacts the
company, staff, and you.
•
Actively listen—keep eye contact, lean forward in your chair, don’t allow
interruptions, explore, and acknowledge or paraphrase what you heard.
•
Ask for feedback and information to explore ways to improve.
DO NOT attack personality, threaten, challenge in public, or store up
negative feedback.
DO send the person off focused on what he or she did wrong, not on how
you handled the situation. Redirect the behavior and affirm the person.
R e f lec t io n • • •
What do you do when you
know people are capable of
doing a task or using a certain
behavior, but they stop or
refuse to do it — they “won’t
do” it even though they can?
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