Objective • To develop a deeper understanding about Achievement Orientation, the ability to work effectively in changing situations, and with diverse individuals and groups.
Agenda • Competencies • Achievement • Change Management • Focus • My next steps
Competencies • Champlain College Professional Staff Career Competencies: Fundamental to the successful implementation of our 2020 Strategic Vision. Needed for every staff member. • Functional/Job Competencies: Capabilities needed in order to successfully perform current or future job responsibilities (i.e. marketing, finance, education, technology, etc.). • Leadership Competencies: Needed for successful leadership of a team of individuals.
Meets Predetermined Standards • Demonstrates understanding of, and works to meet, pre-determined standards. • Promptly and efficiently completes work assignments. • Continually compares own work performance against standards.
Exceeds Standards • Defines ambitious, but realistic, personal goals and standards. • Evaluates personal progress and adjusts actions to meet and exceed expectations. • Undertakes and meets significant challenges. • Tries new ways to get things done, while taking steps to reduce the risks.
Helps Others Exceed Standards • Makes efforts to improve others' efficiency. • Motivates and coaches others to follow own example of excellence. • Contributes ideas for improvements in work methods and outcomes.
Improves Organizational Performance • Sets highly challenging, but attainable, goals for own organizational area. • Assesses group performance against goals and identifies areas for improvement. • Improves inefficient/ineffective work processes. • Uses positive motivational approaches, tailored to diverse individuals and groups, to help staff improve performance and maximize results achieved. • Encourages responsible risk taking to achieve high quality results.
Sets Performance Standards • Ensures the development and use of objective criteria to measure and improve critical organizational processes and outputs. • Ensures the active encouragement of ideas for improving outcomes and containing costs. • Takes leading action in clarifying the boundaries of acceptable risk, congruent with achieving high quality results.
Achievement Orientation My RoleMy Department The College
“If team members are never pushing one another outside of their emotional comfort zones during discussions, then it is extremely likely that they are not making the best decisions for the organization.”Patrick Lencioni
MAKING A COMPELLING CASE GETTING STARTED TIME TO MOVE ON KEEPING CHANGE ALIVE Rick Maurer
Resistance Resistance is a force that slows or stops movement. It is a natural and expected part of change. Rick Maurer
Maurer Resistance Model—3 Levels I don’t get it.
Maurer Resistance Model—3 Levels I don’t like it.
Maurer Resistance Model—3 Levels I don’t like you.
I don’t get it Facts, figures and ideas
Risk I don’t get it Provide more information/data possibly in a new format Facts, figures and ideas • Response Getting upset or defensive when the information is challenged
I don’t like it Emotions. Fear.
Risk I don’t like it Engage people at an emotional level Emotions. Fear. • Response Ignore emotional issues by responding with facts and information
I don’t like you Trust and confidence
Risk I don’t like you Understand how and why trust has been eroded Trust and confidence • Response Thinking this level of resistance and be ‘fixed’ quickly
Closing One thing you will practice in the next month to grow your skill in achievement orientation.