Senior School, San Francisco, CA

Senior School San Francisco, CA June 24 - 28, 2019

Attendees Arkansas State Bank Department Johnathon Welch

jwelch@banking.state.ar.us

501-324-9019

California Department of Business Oversight Gabina Alcala

gabina.alcala@dbo.ca.gov robert.colborn@dbo.ca.gov rodolfo.delgadillo@dbo.ca.gov

213-435-4564 213-415-3853 213-219-9180 415-542-6256 213-435-8522 213-817-2755 916-215-4408 213-435-3881 415-542-6303 619-964-7567 213-703-9371 213-444-9229 916-531-5103 213-435-1909

Robert Colborn Rodolfo Delgadillo

Lisa Huang

lisa.huang@dbo.ca.gov

Sandra Khatchadourian

sandra.khatchadourian@dbo.ca.gov

Kevin Kwak Nicholas Lee Casey Lilenfeld Jack Romans Omid Sadeghi Sean Shahlori

kevin.kwak@dbo.ca.gov nicholas.lee@dbo.ca.gov casey.lilenfeld@dbo.ca.gov jack.romans@dbo.ca.gov omid.sadeghi@dbo.ca.gov sean.shahlori@dbo.ca.gov john.sim@dbo.ca.gov gretchan.tan@dbo.ca.gov samantha.yun@dbo.ca.gov

John Sim

Gretchen Tan Samantha Yun

Conference of State Bank Supervisors Joseph Samowitz

jsamowitz@csbs.org

202-559-1978 202-759-9403

Alisha Sears

asears@csbs.org

Delaware Office of the State Bank Commissioner Matthew Esterson

matthew.esterson@state.de.us

302-739-4235

District of Columbia Department of Insurance, Securities and Banking Robbin Jones robbing.jones@dc.gov

202-442-7824 202-442-7846

Eleanor Tippett

eleanor.tippett@dc.gov

Georgia Department of Banking and Finance Elizabeth Hitchcock

ehitchcock@dbf.statega.us cward@dbf.state.ga.us jwerner@dbf.state.ga.us awyatt@dbf.state.ga.us

770-986-1633 770-986-1633 770-986-1633 770-986-1633

Chris Ward Josh Werner Adam Wyatt

Kansas Office of the State Bank Commissioner Riley Barnes

785-296-2266

riley.barnes@osbckansas.org

Louisiana Office of Financial Institutions Marcus Alleman

225-925-4660 225-925-4660 225-925-4660

malleman@ofi.la.gov amcconnell@ofi.la.gov dwilson@ofi.la.gov

Abram McConnell Demetriuss Wilson

Michigan Department of Insurance and Financial Services Blake Boedecker boedeckerb@michigan.gov

517-284-8834 517-284-8834 517-284-8834 517-284-8834

Daniel Keimig Dawn Morrison Travis Villeneuve

keimigd@michigan.gov morrisond4@michigan.gov villeneuvet@michigan.gov

Mississippi Department of Banking & Consumer Finance Ann Herring ann.herring@dbcf.ms.gov

601-321-6901 601-321-6900

Sean McNichol

sean.mcnichol@dbcf.ms.gov

Montana Division of Banking and Financial Institutions Jack Evans jevans2@mt.gov

406-841-2920 406-841-2920

Sean Hay

shay@mt.gov

Nebraska Department of Banking and Finance Darren Davis

darren.davis@nebraska.gov

402-471-2171 402-429-2386

Shannon Van Houten

shannon.vanhouten@nebraska.gov

North Dakota Department of Financial Institutions Lacey Buchholz lmbuchholz@nd.gov

701-328-9934

Ohio Division of Financial Institutions Patricia Johnson

patricia.johnson@com.state.oh.us toby.mannering@com.state.oh.us brittany.grove@com.state.oh.us

614-728-8400 614-728-8400 614-728-8400

Toby Mannering Brittany Siringer

Oklahoma Department of Consumer Credit Evan Earnest

eearnest@okdocc.ok.gov sferguson@okdocc.ok.gov dnguyen@okdocc.ok.gov

405-521-3653 405-501-2443 405-522-4664

Scott Ferguson Danny Nguyen

South Dakota Division of Banking Brad Pesicka

bradley.pesicka@state.sd.us

605-367-4354

Texas Department of Banking Andrew Attridge

andrew.attridge@dob.texas.gov dustin.bradford@dob.texas.gov

512-475-1300 512-475-1300 512-475-1320 512-475-1300

Dustin Bradford

Sylvia Fry

sylvia.fry@dob.texas.gov

Randy Langston

randy.langston@dob.texas.gov

Amanda Lehman

amanda.lehman@dob.texas.gov

806-794-3763

Texas Department of Savings & Mortgage Lending Ellena Meier

emeier@sml.texas.gov

512-475-0614

Utah Department of Financial Institutions Bryan Farnsworth

bfarnsworth@utah.gov

801-538-8830

Speakers Steve Albrecht

drstevealbrecht@gmail.com

Jennifer Shirkani

jennifer@penumbra.com

People-OnTheGo Pierre Khawand

pierre.khawand@people-onthego.net

Rick Brinkman Productions, Inc. Rick Brinkman Western Washington University Craig Dunn CSBS Education Foundation Staff Kim Chancy

dr.rick@rickbrinkman.com

craig@dunn.cc

kchancy@csbs.org tmcvey@csbs.org

202-802-9554 304-549-9584

Tom McVey

CSBS Senior School San Francisco, CA June 24-28, 2019

Monday, June 24, 2019 7:30 AM - 8:30 AM

Breakfast Welcome & Opening Remarks Tom McVey Director of Learning Services CSBS Education Foundation Critical Thinking Dr. Steve Albrecht, PHR, CPP, BCC

8:30 AM - 8:45 AM

8:45 AM - 12:00 PM

Lunch – on your own

12:00 PM - 1:15 PM

Critical Thinking & Coaching Dr. Steve Albrecht, PHR, CPP, BCC

1:15 PM - 4:30 PM

Networking Reception

5:30 PM - 7:00 PM

Tuesday, June 25, 2019 7:30 AM - 8:30 AM

Breakfast Problem Solving, Decision Making, Negotiating, Mindfulness & More Pierre Khawand Founder & CEO, Author, Productivity and Leadership Evangelist People-OntheGo

8:30 AM - 12:00 PM

Lunch - on your own

12:00 PM - 1:15 PM

Problem Solving, Decision Making, Negotiating, Mindfulness & More Pierre Khawand

1:15 PM - 4:30 PM

Wednesday, June 26, 2019 7:30 AM - 8:30 AM

Breakfast Corporate Ethics, Values Dr. Craig P. Dunn Wilder Distinguished Professor of Business & Sustainability

8:30 AM - 12:00 PM

College of Business & Economics Western Washington University

Lunch - on your own

12:00 PM - 1:15 PM

Averting Leadership Tragedy Dr. Craig P. Dunn

1:15 PM - 4:30 PM

Thursday, June 27, 2019 7:30 AM - 8:30 AM

Breakfast Conscious Communication Dr. Rick Brinkman, N.D. Master NLP Practitioner

8:30 AM - 12:00 PM

Lunch - on your own

12:00 PM - 1:15 PM

Conscious Communication Dr. Rick Brinkman, N.D.

1:00 PM - 4:30 PM

Friday, June 28, 2019

Breakfast Emotional Intelligence Jennifer Shirkani Speaker, business consultant, executive coach

7:30 AM - 8:30 AM

8:30 AM - 11:30 AM

Adjourn

11:45 AM

Mindex: Introduction The Mindex Model & Thinking Style Profile

Introduction and Overview

© Karl Albrecht International

What is Mindex ?

Mindex is a model that helps us understand minds - our own and others’.

What’s a Thinking Style?

Logical?

Intuitive?

Auditory?

Conceptual?

Visual?

It’s your preferred wayof processing information

What Do We Know About Minds?

Each of us grows up to become a unique human being

Each brain is a unique biocomputer

With our own unique way of thinking . . .

We All Have Our Own Ways of Looking at Things

Our Brains Are Running on “Autopilot” Most of the Time

We All Have “Thought Processors” in Our Brains

“Lenses”

“Templates”

“Filters”

Our Past Experience Distorts our Perception

Our Assumptions, Beliefs, Conclusions, & Decisions Control our Learning

We Accept or Reject Ideas Based on What We Already Believe

. . . are often just differences in the ways people arrange the “furniture” in their heads Personality Conflicts

Can Cognitive Neuroscience Help Us Understand the Way We Think?

Cognitive neuroscience is the study of how and why people think and behave the way they do.

The Original Brain Research?

Amazing Findings from Modern Brain Research

CalTech, 1960s: “Split-brain” surgery

Dr. Joseph Bogen, Prof. Roger Sperry et al.

Bogen surgically separated the left & right cerebral hemispheres of epilepsy patients

These “split-brain” people were studied by psychologists

Conclusion: the left & right hemispheres work like two separate, complete, & different computers

Each of Us Has Two “Computers” in our Head (the Cerebral Hemispheres)

Your Right Hemisphere is an “Analog” Computer

Your Left Hemisphere is a “Digital” Computer

It handles facts & figures, words, numbers, timing, sequences, procedures, logic, rules.

It handles patterns, images, colors, sensations, spatial perception, sound, rhythms, intuition, hunches, interpreting emotions.

Your Thinking Style

Is the Unique Way You:

Listen Learn

Form opinions

Solve problems

React

Decide

Remember

Plan

Organize thoughts

Express ideas

Left-brain vs. Right-brain Preference

Some people are more “left-brained,” or analytical, in the way they think.

Others are more “right-brained,” or intuitive.

The Mindex Model refers to them as “Blue” thinkers.

The Mindex Model refers to them as “Red” thinkers.

Concrete vs. Abstract Preference

Some people focus mostly on concrete (sensory) experience.

Others prefer to think about abstract concepts and “theories.”

The Mindex Model refers to them as “Earth” thinkers.

The Mindex Model refers to them as “Sky” thinkers.

Combining the Two Key Dimensions of Thought, We Get Four Basic Thinking Modes:

These thinking patterns are called “cognitive archetypes”

Abstract vs. Concrete

It’s a bit like having four “software windows” in your mind

Left-Brain vs. Right-Brain

The Mindex Profile

Reveals Your Preferred Thinking Style .

Print Version

Online Version

Where Did Mindex Come From?

From the Mind of Dr. Karl Albrecht Executive Advisor, Author, Researcher, Futurist, Speaker. He Developed Mindex in 1983.

The Mindex Model Gives Memorable Names to the Four Styles

Abstract Concepts

Concrete Experience

Left Brained

Right Brained

You can estimate the Mindex styles of people you meet by noticing various cues: A New Way to “Read” People

Use of language; figures of speech

Train of thought?

Facts vs. feelings? Details?

Reference to processes, procedures

Eye movement, gestures

Red Earth Thinkers

Right Brained and Concrete

“Here and Now”

Direct Experience

Uses Intuition and Hunches

Oriented to Feelings and

“Vibrations”

Blue Earth Thinkers

Left Brained and Concrete

Focus: the “Bottom Line”

Facts and Figures

Uses Linear / Procedural

Thinking

Oriented to Logical

Outcomes

Red Sky Thinkers

Right Brained and Abstract

Focus: the “Big Picture”

Dreams and Visions

Uses Hypothetical / Projective Thinking

Oriented to Possibilities

Blue Sky Thinkers

Left Brained and Abstract

Focus: “The System”

Diagrams and Relationships

Uses Systematic Thinking

Oriented to Structure & Order

Each Person has a ”Home Base” Thinking Pattern

Blue Sky

Red Sky

Blue Earth

Red Earth

How Do You See Yourself?

Are You Trying to “Put Me in a Box?”

Mindex Validates Your Right to Be Who You Are

No “best” thinking style

NeuroDiversity : many kinds of “normal” Multiple Intelligences: many ways to be smart

NeuroPlasticity : we can keep learning & growing

Can a Half-Day Seminar Change the Culture of the Organization?

Maybe . . .

“Wall to wall” training with the Mindex Profile can empower everyone to think more clearly and communicate more effectively.

Are You “Getting Through” to Others? Managing Minds: Dialogue

Managing Minds: Teamwork

Are You Leading Effectively?

Are You Reaching All the Minds in the Room? Managing Minds: Presenting Ideas

Managing Minds: Organizational Intelligence Are You Using All the Available Brain Power?

How Does Mindex Compare to the Myers-Briggs “Type Indicator” (MBTI)?

Dr. Karl Albrecht

NT

NF

=

ST

SF

They Measure the Same Thing: Cognitive Preference

Mindex is simpler, and easier to understand, explain, recall, and apply.

Who Uses Mindex ?

AMA Japan AMA Korea

“Who can say which will be more important in the end – landing on the moon, or understanding the human mind?”

- Tenzin Gyatso 14th Dalai Lama

To Know More About Mindex

http://www.KarlAlbrecht.com

Mindex: Applications Your Thinking Style Profile

Understanding and Using Thinking Styles

© Karl Albrecht International

Our Agenda

Introduction to Thinking Styles & Mindex Identifying Your Own Mindex Style

Understanding and Accepting Others’ Styles Learning to “Read” Others’ Styles Applying Your Knowledge of Styles: Learning, teaching, communicating Persuading, selling, negotiating Leading, managing, coaching, advising Skill Building Exercises for Whole-Brain Thinking

Using the Mindex Profile

Fill it out

Score it

Interpret your scores

Mindex Scoring Procedure Each Mindex dimension has 5 questions. Total your scores for each group of 5 questions, write the group totals in the first row, and the adjusted totals below.

21 80

Record your scores for all 20 Mindex dimensions on the scoring page. Plot your four primary patterns – Red Earth, Blue Earth, Red Sky, and Blue Sky – as dots on the four axes (center = 0, corner = 100). Then connect all four dots to form a polygram. Mindex Scoring Procedure

85

55

60

75

Let’s Review the Mindex Model:

Abstract Concepts

Concrete Experience

Left Brained

Right Brained

Mindex Validates Your Right to Be Who You Are

No “best” thinking style

NeuroDiversity : many kinds of “normal” Multiple Intelligences: many ways to be smart

NeuroPlasticity : we can keep learning & growing

Red Earth Thinkers

Right Brained and Concrete

“Here and Now”

Direct Experience

Uses Intuition and Hunches

Oriented to Feelings and

“Vibrations”

Blue Earth Thinkers

Left Brained and Concrete

Focus: the “Bottom Line”

Facts and Figures

Uses Linear / Procedural

Thinking

Oriented to Logical

Outcomes

Red Sky Thinkers

Right Brained and Abstract

Focus: the “Big Picture”

Dreams and Visions

Uses Hypothetical / Projective Thinking

Oriented to Possibilities

Blue Sky Thinkers

Left Brained and Abstract

Focus: “The System”

Diagrams and Relationships

Uses Systematic Thinking

Oriented to Structure & Order

How Do Leaders Think?

Can You “Read” Their Thinking Styles?

Blue Earth?

Red Earth?

Blue Sky?

Red Sky?

Red Sky?

Red Earth?

How to Get Through to Red Earth

Do: 1. Talk about concrete action - results.

2. Give examples to illustrate what you mean. 3. Deal with what’s real , not hypothetical cases. 4. Put feeling into the conversation; make it human. 5. Emphasize the practicality of your proposal.

Don’t: 1. Use terminology that’s too abstract .

2. Generalize too much; do stick to the point. 3. Overload them with facts and figures . 4. Overwhelm them with too much “logic.” 5. Waste time explaining ”theories” ; do make it practical.

How to Get Through to Blue Earth

Do: 1. Talk about concrete action - results. 2. Explain the “bottom line” first, then the details.

3. Keep it organized ; stick to the point. 4. Lay out your facts in a clear sequence . 5. Use logic to support your case.

Don’t: 1. Explain theories or make generalizations .

2. Wander from the point or offer confusing information. 3. Try to cover 2 or 3 topics in the same conversation. 4. Rely on emotional or philosophical appeals. 5. Use fuzzy or imprecise terminology.

How to Get Through to Red Sky

Do: 1. Talk about the “big picture” - the grand design. 2. Give inspiration to your case; make it come alive. 3. Offer a philosophical justification for your proposal. 4. Tie it all together ; show how your idea can work. 5. Generalize skillfully.

Don’t: 1. Get stuck in the details . 2. Overuse facts and figures .

3. Overwhelm them with logical structures or systems. 4. Make it “cold-blooded” ; do make it human and exciting. 5. Use clichés or “pat” slogans; do make it original.

How to Get Through to Blue Sky

Do: 1. Talk about the “big picture”- the grand design . 2. Draw diagrams to illustrate your ideas. 3. Show how everything fits together . 4. Explain your case logically and systematically . 5. Emphasize the strength of your logical rationale .

Don’t: 1. Get stuck in the details .

2. Wander off into other subjects or irrelevant concerns. 3. Argue from philosophical or metaphysical appeals. 4. Build your case on hunches or speculative information. 5. Overuse emotional terminology.

Mindex Also Has 16 Supporting Dimensions

Sensory Mode Preference (3)

Thinking Fluency (2)

Structure Preference (4)

Mental Flexibility (7)

Visual Processing

Idea Fluency

Time Orientation

Tolerance for Ambiguity

Sense of Humor

Auditory Processing

Logical Fluency

Detail Orientation

Opinion Flexibility

Investigative Orientation

Kinesthetic Processing

Technical Orientation

Semantic Flexibility

Resistance to Enculturation

Goal Orientation

Positive Orientation

Key Dimension: Sensory Mode Preference

Auditory

Kinesthetic

Visual

Learns by forming pictures “I see what you mean ...”

Learns by hearing/saying “ Sounds good to me.”

Learns by experience/contact “How do you feel about ...”

Strategy: match the “format” of your message to the preferred pattern of the person you’re interacting with.

Coaching Skills

Behavior Improvement Performance Improvement Negotiated Agreements Team Success Conflict Resolution

Why Coaching?

What it is:

“One or more pre-discipline conversations about performance or behavior.”

and what it isn’t. . .

Our Coaching Skills Agenda The business case for coaching employees. Coaching processes and delivery modes. Targeted coaching for selected employees. Running coaching meetings. Realistic and effective coaching tools. Coaching the four types of employees.

Initial Discussion Points

Labels vs. behaviors. How not to get stuck with excuses or rationalizations. Addressing confidentiality concerns. Writing after-action reports and recaps. Using praise, recognition, rewards, and support.

Coaching Delivery Modes On the spot: “corridor coaching” On or off-site - Face to Face

By Phone By E-mail

Coaching “The Big Six” Work performance Violations of policies & procedures Attendance Attitude Conflict Teamwork How do we demonstrate success?

Compliance, improvement, and positive changes in attitude, interactions, responsibility, and accountability.

Best Boss – Worst Boss Group Exercise Think back to the best boss you ever worked for:

What character traits, skills, habits, or supervisory techniques did he or she possess?

Think back to the worst boss you ever had.

What made him / her so bad?

Coaching Events: Business Impact

Pre or post-discipline intervention for the Big Five. On-the spot / M.B.W.A. To identify skill gaps or training needs. For career planning and advice; mentoring. To provide referrals for off-the-job problems. As part of conflict resolution; to stop problems. As a reward and to help improve morale.

Why Don’t We Coach?: The Supervisor’s Paradox

Fear of conflict. Fear of confronting poor performance. No formal training. No knowledge of or access to resources. Top management apathy or resistance - until something happens. Inverse reward system.

Answering the “WII-FM?” Coaching Question For Employees It lets employees know where they stand with you. It tells them what, specifically, they need to improve. It helps them set their own personal, professional, and educational goals. It shows them what they need to do to promote or move into other positions. It solves conflicts between employees. It rewards them for their efforts and accomplishments.

The Self-Fulfilling Prediction

Does what you think about your employees, positively or negatively, have any effect on their motivation or performance? Expectations are a powerful thing. How you expect people to work is generally how they actually work.

(Spend more time with your most challenging employees.)

Finding Coaching Candidates

Review past performance evaluations. Speak with other managers and supervisors. Offer coaching services via e-mail and staff meeting announcements. Meet proactively with at-risk employees. Meet proactively with employees who are on the fast track.

Ground Rules for Coaching Meetings

A goal for each session. Respect for each other’s time. No physical or electronic interruptions. As-discussed confidentiality. Completed “homework” or readings. Preparation for the next session.

Targeted Coaching Executive / Strategic Coaching: senior leaders, strategic issues, the top team. Goal = Direction Career Development Coaching: leadership, career guidance. Goal = Personal Skills Performance Improvement Coaching: knowledge enhancement, training. Goal = Job Skills Corrective Coaching: career “rescue,” skills deficit, compliance issues. Goal = Compliance Special-Problems Coaching: special skills, special issues, high- threat situations. Goal = Peace

Personal Accountability Meetings (PAMs)

Otherwise known as having a “cards on the table meeting.” Useful for employees who use sarcasm, negative opinions, idea killing, or create conflicts. Try explaining your expectations and asking the employee for his or her help. Don’t argue or get overly-frustrated; tell the employee what he or she needs to do to comply.

Improve Your Listening Skills

Use as many open-ended questions as you can. Look for ways to build “conversational momentum.” Seek to “open the gates of self-interest.” Limit your use of yes / no questions, except when you want agreement or closure. Be comfortable with uncomfortable silences.

The Keep / Stop / Start Tool

“What do I or we need to KEEP doing, because it’s working?”

“What do I or we need to STOP doing, because it’s not working?”

“What do I or we need to START doing, because it will work better?”

Coaching Meeting Steps

1. Plan for the meeting. (time, place, any handouts) 2. Open the meeting. (build rapport, discuss the purpose) 3. Describe any problem areas. (being specific) 4. Help the employee generate solutions. (ownership) 5. Discuss the solutions. (fine tune the choices) 6. Describe employee’s strengths. (reward successes)

7. Discuss a development plan. (next session) 8. Close the meeting. (with thanks and a recap)

Coaching Meeting Scripts

Spend time preparing a written plan. Be descriptive: “What I want to see you do. . .” Define performance improvements in behavior- based terms, not label-based terms. Get “permission” to document during the meeting. Spend time recapping after the meeting.

Don’t Allow The Usual Four

Minimize

“I was only 15 minutes late.”

Deny

“I was on time; you didn’t see me.”

Rationalize “There was a lot of traffic.“

Blame

“Somebody must have altered my time card.”

Coaching Candidates

High

Smart Slacker

Rising Star

Problem Child

Plow Horse

Real Contribution Potential Contribution Low

High

© 2005 Dr. Steve Albrecht

Coaching the Usual Four Smart Slackers – Confront their behavior, attitude, or performance. Remind them of their “legacy employee” status. Ask for their help. Problem Children – Use your progressive discipline process. Ask them to make a stay/go choice. Plow Horses – Encourage them to use option- thinking to problem-solve. Reward progress. Shining Stars – Give them challenges but watch for job burnout. Create a career path.

The Coaching Contract Based on specific behaviors, not labels. S.M.A.R.T. Goals Deadline-driven, results-oriented, reward-focused. The employee owns the solutions. Recognizing shared fates and shared responsibilities.

The Coaching Dynamic

“A Spectrum of Influence”

Tutorial Role

Advisory Role

Assisted Discovery

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Problem Solving, Decision Making, Negotiation and More!

Pierre Khawand Founder & CEO People-OnTheGo

Warm up exercise

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Agenda

Key topics o Negotiation Styles & Matrix o Bonus: Personality Types o Decision Making Models & Process o Bonus: Strategic Thinking o Problem Solving via Design Thinking o Bonus: Change Management o Mindfulness @Work --for increased productivity and reduced stress

© 2019 People-OnTheGo www.people-onthego.com

Negotiation

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Negotiation Styles (Thomas-Kilmann)

o Competing o Accommodating o Collaborating o Compromising o Avoiding

© 2019 People-OnTheGo www.people-onthego.com

Negotiation Matrix

Your Needs

Their Needs

---------------------------- ----------------------------

---------------------------- ----------------------------

Your Assets

Their Assets

---------------------------- ----------------------------

---------------------------- ----------------------------

Incentives/Concessions

Incentives/Concessions

---------------------------- ----------------------------

---------------------------- ----------------------------

Your BATNA*

Their BATNA

---------------------------- ----------------------------

---------------------------- ----------------------------

*BATNA is Best Alternative for a Negotiated Agreement

© 2019 People-OnTheGo www.people-onthego.com

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Personality Types (MBTI®)

1. Extravert or Introvert (E or I) 2. Sensor or Intuitive (S or N) 3. Thinker or Feeler (T or F) 4. Judger or Perceiver (J or P)

© 2019 People-OnTheGo www.people-onthego.com

Applications

o Forming teams/assigning tasks o Accepting and managing differences o Being situational

© 2019 People-OnTheGo www.people-onthego.com

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Decision Making

Decisions Making Models (Vroom-Yetton)

o Autocratic I (A1) o Autocratic II (A2) o Consultative I (C1) o Consultative II (C2) o Group (G2)*

*Also referred to as Collaborative

© 2019 People-OnTheGo www.people-onthego.com

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Vroom-Yetton model (by Victor Vroom and Philip Yetton)

© 2019 People-OnTheGo www.people-onthego.com

Decision Making Process, 7 Steps

1. Formulate 2. Research 3. Identify

4. Weigh 5. Select 6. Test 7. Finalize

© 2019 People-OnTheGo www.people-onthego.com

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Strategic Thinking

© 2019 People-OnTheGo www.people-onthego.com

Problem Solving

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Design Thinking At a Glance What Is, What If , What Wows , What Works

1. Defining the problem 2. Making your plans 3. Doing your research 4. Identifying insights 5. Establishing criteria 6. Brainstorming 7. Developing concepts 8. Napkin Pitches

9. Surfacing Key Assumptions 10. Prototyping 11. Getting feedback 12. Formulating solution

© 2019 People-OnTheGo www.people-onthego.com

Our practice session What Is, What If , What Wows , What Works

1. Defining the problem 2. Preparing interviews 3. Conducting interviews 6. Brainstorming 10. Prototyping 11. Getting feedback

© 2019 People-OnTheGo www.people-onthego.com

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Change Management

o Model overview o Key insights for successful change management o Design Thinking helping making change manageable

© 2019 People-OnTheGo www.people-onthego.com

Mindfulness @Work

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Mindfulness is paying attention

to what is happening now around us and within us without judgment

© 2019 People-OnTheGo www.people-onthego.com

Three core capabilities

o Noticing when the mind wanders o Brining our attention back o Being kind to ourselves

© 2019 People-OnTheGo www.people-onthego.com

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The Perfect 15-Minute Day Method

o Step 1: Pay attention to what you’re working on at all times o Step 2: Pay attention to the details o Step 3: Pay attention to thoughts about things to do

© 2019 People-OnTheGo www.people-onthego.com

Action Plan

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Your Action Plan

o Leadership action plan – Stop – Start – Continue o Your Time for Leadership book (12 weeks)

– Read one chapter a week

© 2019 People-OnTheGo www.people-onthego.com

Your 21-Day challenge

o Developing habits related to: – Working with intention

– Working with self-awareness – Working with self-care in mind – Collaborating with emotional intelligence o Join by filling out this brief application a.s.a.p.: – https://tinyurl.com/21DC-July-2019

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Time for Leadership Book References

o Immediate Priorities Matrix (p17) o End Results Matrix (p19) o Managing Interruptions (p22) o Deltas & Weak links (p35) o MBTI details (p85) o Negotiation styles & matrix (p97) o Leadership styles (p88) o Decision Making details (p103) o Awareness Wheel (p112)

© 2019 People-OnTheGo www.people-onthego.com

Decision making models details o The following codes represent the five decision-making processes that are described by the model: o Autocratic (A1): You use the information that you already have to make the decision, without requiring any further input from your team. o Autocratic (A2): You consult your team to obtain specific information that you need, and then you make the final decision. o Consultative (C1): You inform your team of the situation and ask for members' opinions individually, but you don't bring the group together for a discussion. You make the final decision. o Consultative (C2): You get your team together for a group discussion about the issue and to seek their suggestions, but you still make the final decision by yourself. o Collaborative (G2): You work with your team to reach a group consensus . Your role is mostly facilitative, and you help team members to reach a decision that they all agree on.

© 2019 People-OnTheGo www.people-onthego.com

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Additional Resources & Contact Info

o Contact Pierre Khawand for details: • pierre@people-onthego.com • 415.503.1649 o Books by Pierre Khawand • The Accomplishing More With Less Workbook (Amazon.com) • Time for Leadership (Amazon.com) • The Perfect 15-Minute Day: Managing your Time, Thoughts, and Emotions (Amazon.com)

q Core mindfulness meditation practice: • https://tinyurl.com/21DC-core-meditation

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Problem Solving (A Design Thinking Approach) Defining The Problem (The Design Brief)

Project Description

Direct reports, bosses, colleagues all need each other to perform their tasks and therefore they interrupt each other often to address work issues or sometimes to socialize. While collaboration and socializing are necessary at times, many of these interruptions can be postponed until the individual being interrupted is finished with their current task. We would like to design a mechanism that would allow an individual to easily indicate whether they are now focused and prefer not to be interrupted, or collaborative and available to answer questions or discuss issues as needed, or getting energized and refreshed but maybe open to socializing. We would like to provide a variety of mechanisms for workgroups to choose from depending on their work environment and needs. The mechanisms need to be user friendly, easy to adopt, and cost effective. Ideally there would be at least one low-cost option. The mechanisms need to also be compelling so that users get excited about adopting them and continuing to use them. You are designing this solution for workgroups. Some workgroups work in the one location while others are distributed. Ideally they should be able to choose a mechanism that fits their needs.

Scope

Constraints

Target Users

Expected outcomes A work environment where individuals are able to focus, accomplish their tasks applying creative and strategic thinking, and yet, work together effectively and collaborate and socialize as needed. Success matrices Success in this workshop is measured by a) having formulated a

prototype that addresses the above challenge, and b) having understood and practiced the selected design thinking principles so that you can apply them beyond the workshop.

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Preparing for your interview Identify your stakeholders ● You, ● Your boss ● Your team ● Your customers ● Who else? Plan your one-on-one interview

● Make sure you capture quotes, screenshots, and be curious about everything. ● Encourage the interviewee to elaborate and look for signs of emotions. ● Make sure you highlight their reality and unmet needs. 1 Do you get interrupted by people from your workgroup (boss, team members, etc.)? Who interrupts you the most? And how often? 2 How do you feel about these interruptions? Do they cause you stress and why/how? In what ways do they impact your productivity? 3 What kinds of issues/tasks are these interruptions about? Can you provide some examples? Can these interruptions be grouped into some main categories and what would these categories be? 4 Are some of these interruptions necessary and are helping achieve important outcomes? If so which ones and why/how? 5 Are some of these interruptions unnecessary and not helping achieve important outcomes? Can these be deferred to a later time or eliminated? Which ones and why/how? 6 How much time do you think interruptions take up of your day? Or how much more time would you be able to recover if you didn’t have these interruptions? 7 Which interruptions do you find most challenging? Describe them and how you feel when you get interrupted by them? 8 Have you been able to manage certain interruptions and how? 9 Have you been able at times to let people around you know that you are focused and that you prefer to not be interrupted? Can you describe?

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Brainstorming

Question Trigger Question

Brainstorming

What ways can an individual use to signal to their workgroup that they are focused or collaborative? You’re not prototyping yet, you’re just coming up with ideas that can later help the prototyping process

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Are there any existing tools in the workplace that can help address the problem?

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How can you entice or ensure that other team members respect an individual’s request to not be interrupted?

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What existing tools/methods could help? Again, at this point, we are only seeking ideas for tools, and the details would come in the prototyping stride later

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What personality types are most likely to adopt such a mechanism/solution?

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What personality types are most likely to resist or be challenged by such a mechanism/solution?

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Any other ideas you have for addressing this problem?

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Prototyping

Concepts to prototype: ● The physical sign: This concept consists of designing a sign (a physical sign) that the individual can use to indicate to the workgroup the state that the individual is in (focused, collaborative, etc.) ● The app: This concept consists of designing an app that the individuals within the workgroup can use to indicate their status via their mobile device or work computer. ● The existing tools: This concept consists of using existing tools to enable an individual to indicate their status. In this case, we are defining “existing tools” very broadly. This may be the tools that the workgroup already has or tools in the market that the workshop would acquire. This concept is different from the above two concepts (the physical sign and app) in that it doesn’t involve creating something new. By the way, existing tools can be physical tools (analog) or technology tools (digital). However, they need to fit the scope and constraints defined in the design brief. Getting Feedback ● Walk through the prototypes with your stakeholder ● Co-create with your stakeholder

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

Corporate Ethics, Values, and Governance for Financial Institution Regulators Dr. Craig P. Dunn

Corporate Ethics, Values, and Governance

Ethics isn’t about ethics…

…but rather about trust

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

First, we make an intuitively simple but important point: although there are situations where legal policy should work to either maximize or minimize interpersonal trust, in general, the law should seek to optimize interpersonal trust. Individuals can be too trusting or not trusting enough . Undertrust results in foregone beneficial opportunities, paranoia, and unnecessary tensions, but overtrust leads to ineffective monitoring, fraud, reduced efficiency, and incompetence.

A COGNITIVE THEORY OF TRUST

Corporate Ethics, Values, and Governance

Our second contribution to the trust literature is to begin to develop a cognitive theory of trust. We argue that trust is a nuanced cognitive assessment of another’s trustworthiness, and that it is made using both conscious and subconscious processes. We assess others’ residual trustworthiness as well as make more specific assessments…

A COGNITIVE THEORY OF TRUST

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

…the influential seminar series organized by Diego Gambetta and published under the title Trust: Making and Breaking Cooperative Relations (1988). That volume closes with the following unifying observation (Gambetta, 1988, p. 217): … trust…is a particular level of the subjective probability with which an agent assesses that another agent or group of agents will perform a particular action …When we say we trust someone or that someone is trustworthy, we implicitly mean that the probability that he will perform an action that is beneficial or at least not detrimental to us is high enough for us to consider engaging in some form of cooperation with him.

OPPORTUNISM AND ITS CRITICS

Corporate Ethics, Values, and Governance Does excessive regulation decrease social capital or do high levels of social capital lead to low levels of regulation? Research suggests that the causal relationship follows the latter example, with higher levels of social capital leading to fewer but better regulations. Indeed societies that are highly trusting —both in government institutions and in one’s fellow citizens—tend to demand fewer, less complex and less restrictive economic regulations .

THE 2012 LEGATUM PROSPERITY INDEX: A UNIQUE GLOBAL INQUIRY INTO WEALTH AND WELLBEING

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

• “ When business is regarded only as a function of self- interest and financial gain is the primary measure of success, the unethical and criminal practices that have recently surfaced can be expected to dominate the media, and public confidence in business leadership will continue to decline. ”

ALBERT ANDERSON the Murata Professor of Ethics in Business Babson College

Corporate Ethics, Values, and Governance

• H.R. 1264: Community Financial Institution Exemption Act • This bill amends the Consumer Financial Protection Act of 2010 to exempt community financial institutions from all rules and regulations issued by the Consumer Financial Protection Bureau (CFPB). A "community financial institution" is an insured depository institution or credit union with less than $50 billion in consolidated assets. • Under specified circumstances, and with the written agreement of the Federal Reserve Board and other specified federal banking agencies, the CFPB may revoke such an exemption with respect to a certain rule, regulation, or class of institutions.

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

• Violations of trust: – Incompetence – Abuse of power – Lying – Favoritism – Discrimination – Disrespect

– Silence or Looking Other Way

The Electronic Hallway University of Washington – Evans School of Public Affairs Value Driven Leading: A Management Approach

Corporate Ethics, Values, and Governance

• “ A profession has a set of standards that are defined, recognized, and acknowledged by others in the profession. That set of standards implies the right way for the profession to be practiced. ”

ALEC HORNIMAN senior fellow of the Olsson Center for Applied Ethics the University of Virginia’s Darden Graduate School of Business Administration

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

• A profession is an occupation that is “ pursued largely for others ” and for which “ financial return is not the accepted measure of success… ”

LOUIS BRANDEIS Supreme Court Justice in a commencement address at Brown University in 1912

Corporate Ethics, Values, and Governance

• A profession seeks to demonstrate a certain proficiency and excellence in practice based on a systematic body of knowledge; it aims at inculcating in its members a sense of responsibility towards others and in establishing a norm of behaviour and clearly defined qualifications for membership.

KANAWATY, G. 1977 Turning the Management Occupation into a Profession

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

① a common body of knowledge resting on a well-developed, widely accepted theoretical base; ② a system for certifying that individuals possess such knowledge before being licensed or otherwise allowed to practice; ③ a commitment to use specialized knowledge for the public good, and a renunciation of the goal of profit maximization, in return for professional autonomy and monopoly power; ④ a code of ethics, with provisions for monitoring individual compliance with the code and a system of sanctions for enforcing it.

KHURANA, R NOHRIA, N. PENRICE, D. 2005 Is Business Management a Profession?

Corporate Ethics, Values, and Governance

• “ You need a moral corporate culture, and that is what is missing now…codes of conduct are useless. ”

NORMAN BOWIE the Elmer L. Andersen Chair in Corporate Responsibility the Carlson School of Management, the University of Minnesota

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

• “ Enron had a corporate code of conduct, but their upper management was so devoid of ethics that the code became an inside joke. The best codes of conduct are worthless unless ethical conduct is modeled every day by the leadership. ”

C. WILLIAM THOMAS the J. E. Bush Professor of Accounting, Baylor University

Corporate Ethics, Values, and Governance

Preamble and Scope

Many of a lawyer’s professional responsibilities are prescribed in the Rules of Professional Conduct, as well as substantive and procedural law. However, a lawyer is also guided by personal conscience and the approbation of professional peers.

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance I see the role of regulation as twofold:

1) Help to protect the interests of stakeholders, or, said another way, help to build and maintain trust in the markets that make up the economy; and 2) Help to improve or maximize the quality and efficiency of the product or service through the establishment of standards and the related enforcement of those standards, such as through consequences for certain instances of non- compliance. Robert J. Kueppers on Trust and Regulation

Corporate Ethics, Values, and Governance

Votes

Stakeholders

Capital

Shareholders

Trust

Founders

Board of Directors

Loyalty

Autonomy

Representation

Senior Management

Expertise

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

Assumptions…

- People want to do the right thing… …but good people sometimes do bad things - People have good moral intuition… …but this doesn’t lead to solid moral discourse - People don’t have rational ethics training… …no one system of ethical reasoning is sufficient

Corporate Ethics, Values, and Governance

Model of Ethical Reasoning

Engage in Moral Behavior

Recognize Moral Issue

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

Willful Ignorance

• The practice or act of intentional and blatant avoidance, disregard or disagreement with facts, empirical evidence and well-founded

arguments because they oppose or contradict your own existing personal beliefs. – www.urbandictionary.com

Corporate Ethics, Values, and Governance

Willful Ignorance

• The practice or act of intentional and blatant avoidance, disregard or disagreement with facts, empirical evidence and well-founded arguments because they oppose or contradict your own existing personal beliefs. their recognition would impose an obligation to act against your self-interest.

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

Model of Ethical Reasoning

Engage in Moral Behavior

Recognize Moral Issue

Moral Uncertainty

Corporate Ethics, Values, and Governance

Model of Ethical Reasoning

Engage in Moral Behavior

Recognize Moral Issue

Make Moral Judgment

Moral Uncertainty

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

Model of Ethical Reasoning

Engage in Moral Behavior

Recognize Moral Issue

Make Moral Judgment

Moral Uncertainty

Moral Dilemma

Corporate Ethics, Values, and Governance

• Ethical dilemmas “are situations arising when equally compelling ethical reasons both for and against a particular course of action are recognized and a decision must be made…” – (CNA, 2002, p. 5). • Ethical distress, on the other hand, occurs when a decision is made regarding what one believes to be the right course of action, but barriers prevent the nurse from carrying out or completing the action.

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

Model of Ethical Reasoning

Engage in Moral Behavior

Recognize Moral Issue

Make Moral Judgment

Establish Moral Intent

Moral Uncertainty

Moral Dilemma

Corporate Ethics, Values, and Governance

• There is a distinct difference between an ethical dilemma and ethical distress…

• Ethical or moral distress arises when one is unable to act on one’s ethical choices, when constraints interfere with acting in the way one believes to be right.

http://www.dunn.cc

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Craig P. Dunn, PhD

Corporate Ethics, Values, and Governance

Model of Ethical Reasoning

Engage in Moral Behavior

Recognize Moral Issue

Make Moral Judgment

Establish Moral Intent

Moral Uncertainty

Moral Dilemma

Moral Distress

Corporate Ethics, Values, and Governance

Model of Ethical Reasoning

Engage in Moral Behavior

Recognize Moral Issue

Make Moral Judgment

Establish Moral Intent

Moral Uncertainty

Moral Dilemma

Moral Distress

http://www.dunn.cc

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