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What are the best speaking topics for managers and leaders?

I get this question all the time… so here are some details on speaking topics for new managers or emerging leaders.

Assumption #1:  Leaders practice leadership, just as physicians practice medicine and attorneys practice law.  Speaking is one way to reinforce evidence-based practices that should work for you.  If you practice them.

Assumption #2:   Positive relationships matter.   The quantity and quality of our relationships is the greatest predictor of career development, human longevity, flourishing and well-being.  Speaking is one way to practice developing positive relationships

So what are some great speaking topics?  Here are some of my recent examples.  

How to apply positive psychology in your talent development practice.  A 50-minute presentation on the science and practice of positive psychology in any organization.

  • The Association for Talent Development (ATD) International Conference and Exhibition, Atlanta, GA, World Congress.  One of only 2 presentations on positive psychology, amid 400+ presentations, and 12,000+ speakers.  Book signing.
  • Association for Talent Development (ATD) chapter meeting presentations in Chattanooga, TN (June, 2017), Nashville, TN (August, 2016), Birmingham, AL (November, 2016)
  • International Coaching Federation (ICF) chapter meeting in Nashville, TN (September, 2016)

How to Increase Employee Engagement: For You or Others.  A 50-minute interactive workshop designed to help leaders apply the science of employee engagement, and the AD-FIT consulting model, to their work.

  • State of TN, Human Resources Conference, Nashville, TN, 4 sessions July 18-19, 2017.

Trends in evidence-based talent management.  A 50-minute presentation on the costs of human capital and analytics, technology and consulting.

  • Project Management Institute (PMI) Nashville chapter meeting (April, 2015)
  • International Society for Performance Improvement (ISPI) Nashville regional chapter meeting (February, 2015)

Action Learning Summit.   A day of thought leadership designed for select leaders in Franklin, TN (May, 2016)

Talent Summit.  A day of thought leadership hosted in Nashville, TN for select leaders in talent management, analytics and consulting (March, 2015).

How to Address Healthcare Leader Burnout.  A 50-minute webinar or presentation.  The need to diagnose burnout and treat healthcare leaders with resilience is critical.   This presentation provides practitioners with evidence-based tactics to apply at the individual or organizational levels.

  • Webinar on July, 2015, partnering with eVisit and CEUs provided by the Professional Association of Health Care Office Management (PAHCOM)

Doug Gray speaker bio:

Doug Gray is the co-founder and CEO of Action Learning Associates.  He has demonstrated expertise in applying positive psychology practices for thousands of individual and organizational leaders.   Doug is a PhD candidate in Organizational Leadership at the Chicago School of Professional Psychology. His research topic is the effect of positive psychology on business leaders and executive coaches. Since 1997, Doug Gray, PCC, has been an author, researcher, teacher, and organizational consultant.  His top five signature strengths include creativity, honesty, gratitude, hope and love of learning.  He manages executive coaches for the largest global provider of executive coaches.  He also volunteers as the ATD Nashville chapter president.

Speaker links: 

Contact Doug Gray, PCC, today at 615.905.1892 or  by clicking here.

How do I learn from experience?

The American educator John Dewey (1938) stated, “We do not learn from experience… we learn from reflecting on experience.”  That fact remains unchanged (for at least the last 79 years) because it describes the need to reflect on how leaders develop.  For instance, a leadership shortage may be described by demographic shifts (millennials or global diversity), insufficient training (after promotions) or discouraging mindsets (low engagement or trust measures).  In response to that shortage, leaders need to practice desired behaviors more frequently (Kouzes & Posner, 2016).  Consider this example.  When I recently asked a room full of leaders, “How many of you describe yourself as a leader?” only about 10% raised their hands.  My experience is that many potential leaders do not regard themselves as leaders, largely because they do not trust their personal experiences.  Leaders can learn from experiences, but not all experiences are meaningful (Yip & Wilson, 2010).  This short paper explains how the two top processes of leader development can be applied to executive leadership.  Those two processes, 1) challenging assignments and 2) developmental relationships, described 64% of leader development experiences in the United States 24 years ago (McCall, Lombardo & Morrison, 1998) and are just as critical today.

 

Challenging assignments

 

As a species, humans have always adapted to environmental stimuli.  As leaders, humans adapt to environmental stimuli with internal change (Schein, 2010).  When I ask leaders to share their “personal best leadership story” the results may range from parenting to global reorganizations.  The unifying characteristic of those stories is that they describe challenging assignments; all leaders model initiative, take risks and innovate new behaviors (Kouzes & Posner, 2016).  One useful framework for practicing more leadership behaviors includes these five steps:  1) model the way, 2) inspire a shared vision, 3) challenge the process, 4) enable others to act, and 5) encourage the heart (show appreciation and celebrate successes; Kouzes & Posner, 2016).  That framework focuses on learning leadership behaviors, like a road map, and consequently I have shared that framework with dozens of executive leaders.  Any leader cited throughout history (in any reference book or in any story) has embraced challenging assignments.

 

So, what are useful challenging assignments?  Yip & Wilson (2010) list five types of assignments; 1) increase in job scope, 2) creating changes, 3) job rotation, 4) stakeholder engagement, and 5) cultural exchanges.  Examples of an increase in job scope include redesigning roles or responsibilities, adding people or budget to a current assignment, a career succession pipeline or a job succession ladder.  Examples of creating change abound as leaders respond to technological changes, market adaptations, global choices of suppliers and providers, diverse stakeholders, demands for improved efficiency, effectiveness or new outcomes.  Examples of job rotation include formal systems with regular shifts, as physicians and healthcare leaders often do when training, or informal rotations when leaders shadow colleagues in a different work group or culture.   Examples of stakeholder engagement include cross functional teams (sales and operations) or new market negotiations (vendors, clients, government officials) designed to develop awareness of cultural complexity and the need to negotiate desired outcomes.  Examples of cultural exchanges include foreign assignments, foreign responsibilities, cultural awareness assessments, organizational culture development, language skills, and understanding of global leadership behaviors.

 

The next question may be, “how do leaders increase their probability of success in challenging assignments?”  The answer includes feedback from developmental relationships.

 

Developmental relationships

 

       No leader succeeds alone.  We all need meaningful relational feedback such as coaching, peer or group mentoring, or one-on-one mentoring.  Yip & Wilson (2010) list three types of developmental relationships; 1) constructive managers, 2) difficult relationships, and 3) other venerated leaders.   Examples of constructive managers include regular one-to-one feedback sessions, performance reviews, based on critical organizational competencies or developmental states validated by a career development plan.   Examples of difficult relationships are those conflicts or disputes that were handled poorly, remain memorable as instructive reminders of “what not to do next time”, or lessons from unethical or inappropriate behavior.   Examples of relational feedback from other venerated leaders may include a mentoring session from an elder or historically wise leader, or an exemplary role model in a community or organization.

 

     How do leaders increase developmental relationships?  The most effective answer is to actively seek out wise mentors and regularly ask for feedback.  As Kaplan (2007) states, the person in the mirror may be able to respond to seven key questions with candid feedback.  However, my experience is that executive leaders require external, objective relationships with experienced mentors and coaches who can “speak truth to power” or model new desired behaviors.  The most requested topics for executive coaching engagements have not changed for many years; those topics are (1) executive presence and influencing skills, (2) ability in leading teams and people development, and (3) relationship management (TCB, 2014).  Managers and supervisors may be able to provide insights into those topics, but only executive coaches can observe and recommend new desired behaviors.

 

     The coach training industry is now estimated at 53,500 global coach practitioners and over $2B in annual revenue, with 115 accredited coach training programs (ICF, 2016). The International Coaching Federation (ICF) hosted the largest global survey (n=15,380, with 38% non-members) of coaching practitioners (internal, external or both) and managers or leaders using coaching skills (within Human Resources, Talent Development, or any line of business; ICF, 2016).  That survey identified the top future obstacles for coaching as (1) untrained individuals and (2) marketplace confusion (ICF, 2016). The survey also identified the top future opportunities for coaching as (1) increased awareness of the benefits of coaching, and (2) credible data on ROI/ROE/outcomes (ICF, 2016).  Those findings suggest a significant need for research on the efficacy of coach training.

 

Conclusion

 

When Dewey revolutionized American educational systems, he caused leaders to challenge the status quo and provide developmental relationships for students.  In a similar way, leaders have always accepted challenging assignments and sought candid, relational feedback of their performance.  In recent months I have applied the model from Kouzes & Posner (2016) to several executive leaders because it focuses on frequency of desired leadership behaviors.  If we assume that any leader needs to 1) model the way, 2) inspire a shared vision, 3) challenge the process, 4) enable others to act, and 5) encourage the heart (show appreciation and celebrate successes; Kouzes & Posner, 2016), then we can help more leaders to increase the frequency of desired leadership behaviors.  In other words, we can help leaders practice leadership.

 

Contact Doug Gray, PCC, for details at 615.905.1892 today.

 

References

Dewey, J. (1938). Experience and education. New York: Macmillan.

ICF (2016).  2016 ICF Global Coaching Study; Executive summary.  International Coaching Federation.

Kaplan, R. S. (January 2007). What to ask the person in the mirror. In On managing yourself (pp. 135- 156, 2010). Boston: Harvard Business Review Press.

Kouzes, J.M. & Posner, B.Z. (2016).  Learning leadership; The five fundamentals of becoming an extraordinary leader.  San Francisco, CA: Wiley.

McCall, Lombardo & Morrison (1988).  The lessons of experience; How successful executive develop on the job.  (reference not included in text, but cited on p. 64). In Velsor, E.V., McCauley, C.D. & Ruderman, M.N. (2010). Handbook for leadership development, 3rd Ed.  San Francisco: Jossey-Bass.

Schein, E. H. (2010). Organizational Culture and Leadership (4th ed.). San Francisco, CA: Jossey- Bass Publications.

TCB (2014).  The 2014 Executive Coaching Survey.  The Conference Board, Report #R-1568-14-RR.

Yip, J. & Wilson, M.S. (2010).  Learning from experience.  Pp. 63-95.  In Velsor, E.V., McCauley, C.D. & Ruderman, M.N. (2010). Handbook for leadership development, 3rd Ed.  San Francisco: Jossey-Bass.

 

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The Need for Physician Burnout and Resilience Assessment

There is a myth that physicians who endured medical residency can endure anything. There is a similar myth that healthcare administrators can overlook anything. Consider these facts:

the need for physician burnout and resilience assessment

  1. Burnout is higher among physicians than for any other professionals.
  2. Burnout is higher for women than for men; varies by specialty; and varies by career phase.
  3. Burnout can be defined as the degree of emotional exhaustion, de-personalization, and self-efficacy at work. As one MD told me, “I just don’t have the energy to get up and do what I know I am supposed to do…”
  4. Clinicians often tell me that they wish for a helping hand “on their shoulder.” In my consulting experience, we all can provide care for the care-givers.

Since the days of Hippocrates, physicians and nurses have been taught to ask others, “How are you feeling?” Some physicians and nurses will state, in confidential moments, that they are feeling depressed, overwhelmed, unexcited about providing care to others, unable to pay their lingering $150,000 residency debts or to save $250,000 for their children to attend a great college. Part of the conflict is that physicians have always been taught to “heal thyself.” As if healing is an easy process.

My question today is “Who takes care of the care-givers?”

You may be reading this article because you are concerned about a physician, or yourself, or your practice group.

Consider these findings from a 2013 survey: 40% of physicians admit regular self- medication (drugs of choice range from alcohol to amphetamines). 15% of physicians have admitted to feelings of suicidal ideation in the last 24 months. Virtually 100% of physicians and healthcare leaders have experienced burnout at some point in their careers.  Some of my clients tell me that they appreciate the AA or Narcotics Anonymous meetings in their hospitals. But they may choose to attend AA somewhere else.

     So what are you going to do?

Thankfully, resiliency can be taught and developed. Resiliency can be defined as “the capacity to adapt successfully in the presence of risk and adversity.” Examples of developing resiliency abound, from the U.S. military to the British National healthcare system. Note that burnout and resiliency are directly related and inversely related. Just like any coin with two sides.

     We have developed evidence-based protocols and worked with thousands of health care leaders.  Call for details.

Take a moment to write down where you think you are on a scale of 1 (low) to 10 (high) on burnout.  Then do the same on resiliency.

1. A self- diagnostic question is “How do you know if you are avoiding burnout behaviors?

2. An organizational- diagnostic question is to ask your team if they have noticed you being less compassionate, hopeful and caring lately?

Or if you are daring, ask your team if they have noticed you being more abrupt, judgmental, or impatient lately?

Amid our current culture of healthcare reform and continued changes in care, there is no more important investment than providing care to our care-givers.  You are not alone.

Next steps:
1. Share this article with someone you care about.

2. Take the self-assessment described above 3. Schedule a complimentary session for someone who may be at risk of burnout

3.  Call Doug Gray, PCC, at 615.905.1892 today.

Doug Gray is the CEO and Founder of Action Learning Associates, Inc. a company that helps healthcare leaders develop resilience. Since 1997 the company has helped hundreds of individuals and organizations develop the strengths, competencies and weaknesses. They then provide confidential customized consulting. For detailed assessments, digital downloads, or to schedule your confidential, complimentary initial consultation, visit www.action-learning.com or call 704-995-6647 today.

Action Learning Associates, Inc. is a PAHCOM Corporate Member Since 2015

References:

Dyrbye, L. N., Varkey, P., Boone, S. L., Satele, D. V., Sloan, J. A., & Shanafelt, T. D. (2013). Physician satisfaction and burnout at different career stages. Mayo Clinic Proceedings, (88)12, 1358-67.

Scudder, L. & Shanafelt, T.D. (2015). Two sides of the physician coin: Burnout and well- being. Medscape.

Skiing above treeline and strategic leadership lessons

skiing above treeline

When 5” of powder blessed Breckenridge, CO, yesterday, I took this stunning video and wrote these thoughts. Here are three short perspectives on skiing above treeline, and strategic leadership.

 

  1. Flow is designed. Flow can be defined as that timeless psychological state when challenge and skill are in balance. Most people cannot imagine skiing double-black diamond runs down 1,500’. Most people should never try extreme skiing. Skiing above treeline, like any hobby, is an opportunity to experience ekstasis, that state of being literally outside of time and space.   Flow occurs when we take one turn at a time. We live in the moment. We proceed to a new place. Yes, you can design flow into your life. There are seven contributing variables for designing flow. Contact me for details or read this book or this book.

 

     2. Leaders are creators. Leaders build products or services. Doubt me? Then read any biography. Only those extraordinary leaders with an obsessive focus make the history books. Average leaders do not warrant attention in the history books or the biographies. How about you? By definition, leaders create value for their followers. And all significant leaders create great teams. If you were to say “yes” to that idea, or create something new, or delight a client, today, then you would see for yourself. One example of a significant leadership event in Nashville, TN is here.

 

     3.  Technology follows goals. Many years ago I climbed this mountain using backcountry ski mountaineering gear. It took all day. My goal was to experience grandeur. The adventure was exhausting but wonderful. Two years ago new lift lines made it possible to ascend to the same elevation without sweating. The technology followed my goals. Ironically, those ski trails are now called “Wonderland”, “Bliss” and “Euphoria.”   Get the point? There is plenty of grandeur to be found when we ski above treeline.

 

March is a great season for strategic thinking.

 

March is the season of heavy snowfalls, springtime flowers, new birth, opportunity, and clear intentions.

 

You may never ski above treeline. But you can certainly make smarter decisions about your professional and personal goals.

 

Some coaching questions include: (1) How can you design flow in your life or business? (2) What can you create today? (3) What goals will inspire grandeur?

 

Then let me know your answers. May you excel!

 

Doug Gray, PCC, CEO/Founder of Action learning Associates, Inc, www.action-learning.com today at 615.905.1892

Book Review of Triggers, by Marshall Goldsmith (Crown Business Books, 2015)

(Disclosure: I am a fan of Marshall Goldsmith because he is an enthusiastic role model for countless executive coaches. When I shook his hand at an event hosted by the Center for Creative Leadership, I told him so. And when I was given four copies of this book to distribute to our largest CoachSource clients, I told them something favorable. Marshall Goldsmith has celebratory cachet as a thinker and a champion.)

 

I wanted to love this book, but it fell short.

 

Triggers can be defined as “any stimulus that defines our behavior.” That broad definition enables Goldsmith to go beyond Skinnerian behaviorism, or beyond antecedent-behavior-consequence, or Duhigg’s cue-routine-reward model.   The “Circle of Engagement” model includes five steps: trigger-impulse-awareness-choice-behavior. The primary focus of the book is to “help others achieve lasting positive change.”

 

Structures help us define individual behavioral change. Goldsmith defines three structures: the AIWATT question, the “Six Engaging Questions” and the “Wheel of Change.

 

  1. The AIWATT question can increase engagement. Ask yourself, “Am I willing, at this time, to make the investment required, to make a positive difference on this topic?” Am I willing at this time… is the short version.

 

  1. The six “Engaging Questions” can be useful early in a coaching engagement, and when measuring behavioral trends. The questions are: 1. Did I do my best to set clear goals? 2. Did I do my best to make progress toward my goals? 3. Did I do my best to find meaning? 4. Did I do my best to build positive relationships? 6. Did I do my best to be fully engaged?

 

  1. The Wheel of Change can be described using two axis or four spokes on a wheel. One axis is the Positive to Negative axis, which “tracks the elements that either help us or hold us back.” The second axis is the Change or Keep axis, which “tracks the elements that we determine to change or keep in the future.” This descriptive model encourages clients to explore what they may need to create, eliminate, accept or preserve in order to achieve their desired behavior change.

 

The remaining content includes anecdotes from Goldsmith’s broad client base. His charming, self-effacing style often made me smile. The inclusion of the Buddhist anecdote reminding us that anger is always directed at “an empty boat” is a perfect reminder to stay focused on our internal locus of control in the moment. The resounding feeling I had is that the book made me feel good, consider using some of these structures, and then wonder “Now what?”

 

There are no citations of published works in this book. However, an emerging body of academic research does exist. Positive psychology provides the theoretical construct that the profession of executive coaching sorely needs. There is abundant research in well-being. Seminal leaders include Richard Boyatzis’ Intentional Change Model and studies using neurobiology, Mihaly Csikszentmihalyi’s Flow and optimal experience research, and Martin Seligman’s work in PERMA (positive emotion, engagement, relationships, meaning and purpose, and accomplishment.)   These are evidence-based thought leaders, with broad following, who are not referenced by Marshall Goldsmith. That fact makes me wonder, why not?

 

According to the International Coaching Federation, there are now some 50,000 professional coaches in a $7 billion industry with little consistency. (Disclosure: I have been certified at the ICF-PCC level since 2006.) The Conference Board 2014 survey, from 142 companies, defines external executive coaches compensation ranging from $600-200/ hour depending upon the size of the company, developmental needs of the leader, and seniority. The average investment for 6 months and 40-45 hours is $25,000. The 2014 ICF survey states that the average salary is $214/hour. The market realities and financial value of executive coaching are significant.

 

My experience of countless “coaches” is that the profession sorely needs a) a scientific evidence-based backbone and b) a theoretical backbone.   Without such theory, science, and applications, the profession of executive coaching is at risk.

 

In hindsight, I realize that I wanted Marshall Goldsmith to provide some leadership or insight into these aspects of executive coaching. Marshall Goldsmith’s book Triggers does not address any of these academic, social and market realities. Hence it fell short of what I had expected. I can imagine him chuckling and retorting, “OK, so what are you going to do that would make you happier?”

 

Perhaps that is the subject for a different blog.

 

Call me if you’d like to discuss this book?

5 Hot Tips for Succession Planning

This article was published in the March, 2014 issue of Professional Safety magazine, at their request.

Here is the pdf for you to share with others: SuccessionPlanning PS 3.2014

Here is the article:

At a recent ASSE meeting I asked, “What is your leadership succession plan?”

After a blank stare from several members I heard:
“We don’t have one. What is it, exactly?”
“You’re looking at it. I’m all we’ve got.”

Safety professionals are not alone. Let me explain what succession planning is, and provide the 5 steps you need to develop a succession planning process.

Definition
Succession Planning can be defined as a process for identifying and developing key leaders within your company. The primary purpose is to increase engagement and retention by providing a career ladder. Some people talk about “bench strength” as if it is a number- how many people do we need to replace the “first string” or senior team in the “hit by a truck and all down scenario?” (Sorry for such a morbid view for safety leaders.) Another purpose of succession planning is to create a talent development culture that affirms individual strengths and develops competencies that drive results. For instance, if you need more safety leaders with business development expertise to review proposals, then you would consider including the safety leaders on sales calls. Over time you would promote the best safety leaders who also generate new business.

Trends
By 2020 some 25% of the workforce will be baby boomers, over age 65, called the “silver tsunami.” These boomers may not be able to afford to retire. Sadly, the average retiree in the U.S. has a median household net worth of less than $190,000. And men will live to 86 years of age. Your senior leaders may be forced to continue working. Your younger safety leaders may become so discouraged that they take other positions in related fields in order to make more money or develop their careers. Look closer to home for trend patterns: There is a dearth of ASSE members in that 25-50 age cohort. Some job sites look more like country clubs- dominated by silver-haired veterans and young workers. Too many companies lack mentoring or coaching programs. My conclusion: there is a tremendous need for simple, effective succession planning processes.

How to create a succession planning process?
Imagine a wheel with 5 spokes, or a calendar item that tickles you every 5th month, or assigning these 5 steps to 5 different people. These are the 5 steps in an ongoing succession planning process:
1. Identify key roles (such as managers and above) that may require replacement in the next 3 years. List each role and each person.
2. For each role, list the job competencies and personalities that are a) required and 2) recommended. Keep it simple. Lean on your HR colleagues. Solicit updates from those in the role. We know that the best workers compensation people, for instance, have a high attention to detail. If uncertain, or if you desire confidential expertise, hire an external vendor like us.
3. Assess your current people based on their a) status now (e.g.: ready now, development needs defined, development needs to be defined) and b) potential (e.g.: skills, ability, longevity, health, etc.) Then list concerns for each person such as job performance, health risks, medical needs, family concerns, job potential, or ability to travel. Create a database or flow chart.
4. Identify a pool of potential talent. Great people are everywhere. “Talent scarcity” is a myth perpetuated by managers who choose not to invest in their people. Your primary talent pool is internal; your secondary talent pool is external. Please hire internally. Internal promotions lead to higher levels of retention and engagement at lower cost. External hires typically cost more and drive conflict (which can be a necessary motivator at any company.)
5. Use progressions of experiences to actively develop key people so that they can be “ready now” for advancement. Succession planning is not a checklist or software package. It is a series of meaningful experiences. For instance, action learning teams of cross functional managers may be selected to develop a breakthrough product. High potential managers may be tasked with a business development opportunity or leadership training experience. Senior leaders can be partnered with 3-4 “hi pos” for quarterly mentoring sessions. Note that none of these experiences is expensive. For expertise contact any external vendor with experience in succession planning and leadership development experiences. Avoid wasting money on events.

Review your metrics
You all know the value of “What gets measured leads to results” attributed to Peter Drucker. You need to know the corollary, “What gets rewarded gets repeated.” There are two parts to that maxim. If your reward compensation is not tied to succession planning, then you are wasting your time and resources. As a graphic example, one CSP recently told me about a company where they were tasked with setting up goals on an annual performance review sheet. But they did not need to ever attain those goals. If they completed the sheet they were rated “satisfactory.” They were measuring the wrong metrics. Good people left. They wasted time, money and careers.
A better metric for effective succession development is the % of vacancies that are actually filled with internal promotion vs. external hire. Your job as a leader is to encourage people to stay in your company. They must believe in your “leadership pipeline” or “career development ladder.” Pick your metaphor. In fact, at some publicly traded companies, if 45% of the promotions are external hires then it begs questions about the quality of the senior leadership team and the board. You should be developing people, not hiring externally.

The bottom line? You only have 3 options for succession planning:
1. develop succession planning internally
2. develop succession planning externally
3. ignore the inevitability with a “wait and see” approach

In reality, you only have 2 choices if you have 20+ employees. See options 1 or 2 above.

A coaching question to leave you with is: How are you identifying and developing your best people?

Bio: Doug Gray, PCC, is a leadership coach who helps safety leaders develop and retain their leaders. Reach him at 704.895.6479 or www.action-learning.com