Peak Performance Mentor Handbook

2009, All rights reserved.
L e v e r a g e Y o u r P a s t , C a p i t a l i z e o n Y o u r P r e s e n t ,
F o r g e Y o u r F u t u r e

Mentoring:
Innovative Management
“Over time your "human capital" is the best competitive edge you have. We have seen that demonstrated
in every facet from sports to the military and now the world economy. It's just good business.”
-Mark Herbert
Author, speaker, coach, and "lighthouse" construction executive

I N N O V A T I V E M A N A G E M E N T
1 2 M O N T H S T O P E A K P E R F O R M A N C E

Table of Contents
Introduction……………………………………………………………………………3

12 Months At-A-Glance………………………………………………………………4

Mentor – Poem………………………………………………………………………...5

Protégé –Poem………………………………………………………………………..6

Month 1 – April……………..………………………………………………………...7
Icebreaker - Bucket List & Predictive Index

Month 2 – May…………………………….…………………………………..……..13
Goal Setting

Month 3 – June………………………………….....................................................…19
The Peter Principle - “I think I Can”

Month 4 – July……………………………………………………………………….22
Incentives & Rewards

Month 5 – August….……………………………………………………………..… 25
Diversity Perspectives

Month 6 – September………………………………..……………………………….30
Scenario Brainstorming

Month 7 – October………………………………………………….……………..…35
Perspective Dilemma & Diversity Follow Up

Month 8 – November………………………….……………………………. ……....37
Making Stress an Asset

Month 9 – December……………………………...................................……………39
Time Management

Month 10 – January………………………………………………………………….41
Conflict Resolution

Month 11 – February……………………………………………………….……..…45
Appreciation Inquiry &Appreciation Inquiry Worksheet

Month 12 – March ……………………………………………..………….. ……….46
Measuring Effectiveness

2


INTRODUCTION
Mentoring brings many ideas and presumptions to mind. In the spirit of Innovative
Management, this handbook is designed to be mutually beneficial for the mentor and protégé
as leaders. For your reading comfort, we will refer to the mentor to represent the principal in
the relationship and the word protégé is used in lieu of the more traditional word mentee.

Each month’s activity is designed to serve as a platform for interactive dialogue,
provoking unique insights into the leadership experiences of both participants. We concur
with the philosophy of mentoring as described by the United States Coast Guard –
“individuals who share knowledge, experiences and skills to benefit someone else provide
valuable leadership”.

Many mentoring program models exist from which we could have borrowed content
and used it to design a model for JHSMH, however this model has been uniquely and
distinctly designed with the leaders of this healthcare organization in mind – in other words,
it has been designed with YOU in mind to assist in your continuing professional development
and to help you to capitalize on your strengths, and to come to terms with areas where
deficiencies may require you to take action steps for the good of your team and for the good
of the organization overall.

A 12-month action plan has been developed to ensure you as the mentor and you as the
protégé will both benefit from the relationship. Each activity builds on the previous month’s
activity. On the following page, you will see the 12 months at-a-glance which you can use as
a planning reference. Preparing for each activity prior to your scheduled monthly
appointment will greatly enhance the value of these exercises.

Peak performance is the common objective, therefore, we hope this unique resource
helps you to leverage your past, capitalize on your present, and forge your future at JHSMH.

3


12 Months to Peak Performance
This is the screenshot for your mentoring relationship for the next 12 months. The activities
associated with each month are designed for you to collaborate with each other to meet stated
goals. It is suggested that you make a copy of this page or the at-a-glance calendar following this
page and use it as a reference for you to prepare in advance for the coming months.

Month 1 – April
Icebreaker
Bucket List
Predictive Index

Month 2 – May
Goal Setting

Month 3 – June
Peter Principle
“I think I Can”

Month 4 – July
Incentives & Rewards

Month 5 – August
Diversity

Month 6 – September
Scenario Brainstorming

Month 7 – October
Perspective Dilemma
Diversity Follow Up

Month 8 – November
Making Stress Work

Month 9 – December
Time Management

Month 10 – January
Conflict Resolution

Month 11 – February
Appreciation Inquiry
Worksheet

Month 12 – March
Measuring
Effectiveness

4


To the Mentor
"Allow humans to be
themselves
and celebrate that selfness.
Love the metaphoric mind
and respect the rational.
Nurture Motivation.
Consider any attempt
at communication appropriate.
Celebrate the whole
person!"

-Bob Samples-

5


To the Protege
"If there is
any one secret
of success,
it lies in the ability
to get the other
person’s point of view
and see things
from that person’s angle
as well as from your own.”

-Henry Ford-

6

1
APRIL MONTH

Icebreaker/PI Review
WHAT’S IN
YOUR BUCKET?

7


Why a Bucket List?
It is more than a to-do-list. Maybe you've avoided doing what really
matters to you because you didn't want to admit to anyone that you've got a
hole in your blessed bucket. A lot of people are unsure as to what to include
in a bucket list, so they decide to put it off until they're crystal clear on
exactly what they want. Don't allow performance anxiety to stop you from
creating your bucket list.

Just writing things down is therapeutic, and often you will find it is
almost eery how writing things down causes them to manifest in reality! It
gets your creative juices flowing and makes you stop and take inventory –
even though we’re often too busy to do anything that requires us to stop.
Let’s get you started…

You're going to create your list by having an individual brainstorming
session. Play baroque music in the background, if you have it. Baroque
music, such as "The Four Seasons" by Antonio Vivaldi and Pachbel's
"Cannon" have been shown to slow brainwaves down to the alpha range,
the brain frequency which has been linked to increased creativity.

Do not criticize or evaluate what you write down during the
brainstorming process: you're trying to open yourself up to possibilities.
Write down whatever comes into your head, it doesn't matter how wildly
impractical the idea seems. Basically, you're going to have to quiet your
internal critic, that little voice in your head that might be saying: "You can't
do that", "that's silly", or "I can't afford that." Push the limits on what you
currently think is possible for you and think outside the boundaries of your
current life.

Don't stop at 15 - write as many things that come to mind! Later you
can sift through the list you created and narrow it down if you need to.

8


Desires
Objectives Goals
Expectations Hopes
Opportunities Ideas Plans
Dreams Wishes
Aspirations
Possibilities

Have you seen the movie, “The Bucket List”, a 2007 comedy-drama film starring Jack
Nicholson and Morgan Freeman? The main plot follows two terminally ill men (Nicholson
and Freeman) on their road trip with a wish list of things to do before they "kick the
bucket."

ACTIVITY I:

Use this concept as an icebreaker. Ask your protégé the question, “what’s in your
bucket”? Ask him/her to prepare a list of 15 entries to add to their own personal
bucket list; you can join in on this activity.

1. Ask yourself respectively the 5 following questions for each entry to help you
form a picture of your “life-after-work” future.

o #1 What do I want to do with the rest of my life? Or, what’s my “bucket
list” if you are a fan of the book/movie of the same name?

o #2 Who do I want with me as I undertake new adventures?

o #3 Where do I want to call home while I do these things?

o #4 How can I minimize anger/worry about past and future?

o #5 How do I want to be remembered?

2. Share your bucket lists with each other and reflect and encourage periodically
throughout your mentoring relationship.
Recommendation for “ownwork”…

At home and in your own/off time, it is recommended that you take this a step further and make a
separate list that includes who or what help you might need to make the items on your list
happen. Where possible, put tentative deadlines on your entries.

9


1. Write a script for a TV show

2. Do stand-up comedy

3. Write a children's book

4. Go camping

5. Ride a gondola in Venice

6. Learn how to salsa dance

7. Host Saturday Night Live

8. Visit a Renaissance fair

9. See the Mona Lisa at the Louvre

10. Witness a solar eclipse

"Will you succeed? Yes, you will indeed (98 3/4% guaranteed)." - Dr. Seuss

10


Bucket List Form
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

11


What is your management style?
How does it impact your team?
What style indicators initiate or motivate?

What can a mentoring relationship do to enhance or
improve your performance?
How can you as a mentor affect the quality of a protégé’s
management capabilities?

These are some questions that you may want to ask
yourself prior to embracing the idea of engaging in a
mentoring relationship.

12


Review Your Predictive Index Results

y now, you have completed the Predictive Index® (PI) and you know it is a unique
in-house management tool that has been helping executives throughout the world develop
their leaders and improve their organization’s performance since 1955.
Based on proven behavioral science techniques, Predictive Index measures work-related
behaviors. Through this analysis activity, you can illustrate how to best motivate, lead and
leverage a person's strengths to achieve the company goals.

Practical Applications

The Predictive Index can be applied in your department to improve effectiveness and
productivity in a number of ways that include: developing future leaders, motivating your
people, building strong teams, strategizing for future growth, coaching to improve
performance defining job requirements, attracting the best candidates, selecting and hiring
the right people, dealing effectively with conflict, planning succession that works.
Excerpted from: PI Consulting Group, Inc.,
10/13/2009 Revised 10/15/2009

ACTIVITY II

Mentor – Arrange a consultation with the protégé to review the results from your PI
assessments respectively. Use questions from the previous page to Identify and discuss two
potential strengths and weaknesses with regard to the PI; elaborate.

Discuss developing a plan of action for building on strengths and one for reducing weak
areas; have the protégé give a verbal report of his/her initiatives; discuss initiatives.

13

2
MAY MONTH

(Wildly Important Goals)

Wildly
Important
Goals
are a specific subset of SMART Goals.
Wildly Important Goals only work in certain
situations — would they work in yours?

14


WILDLY IMPORTANT GOALS ARE SMART!

SMART Goals are WILDLY important to your success!
Understanding the goal definitions, how goals are rated in the performance review
and what ranking means for your performance. S.M.A.R.T. Goals are specific,
measurable, attainable, relevant and timely.

• — Specific. Specific is the What, Why, and How of the SMART model. This
section looks at the normal SMART goal definition of Specific, but then looks at
the traps for the Cubicle Warrior from the definition. And how to get around
them.

• — Measurable. If you can't measure it, you can't manage it. Choose a goal with
measurable progress, so you can see the change occur. How will you see when
you reach your goal? When you measure your progress, you stay on track, reach
your target dates, and experience the exhilaration of achievement that spurs you
on to continued effort required to reach your goals.

• — Attainable. There is a story to attainment, one that you and your manager
must agree to in order for a goal to be attainable. When you identify goals that are
most important to you, you begin to figure out ways you can make them come
true.

• — Relevant. Relevant, in this case, means "do-able." It means that the learning
curve is not a vertical slope; that the skills needed to do the work are available;
that the project fits with the overall strategy and goals of the organization.

• — Timely. Yes, SMART Goals need to have a time frame with them. But what
kind of time frame? This section looks at the three date types associated with a
SMART Goal. Plus a good look at the Time Bound challenges all Cubicle
Warriors face with a SMART Goal. And we even look at how dates and
relevancy interact in meeting goals.

15


Strategies for Setting W.I.G.S.

Goal Setting Strategies

You see, this isn’t just about defining goals and then leaving you hanging
out to dry when it comes to setting goals with your mentor. This section
gives you four goal setting strategies to use to fit your SMART Goals with
your job situation.
According to the Harvard Review, in most organizations, promotions are
governed by unwritten rules—the often fuzzy, intuitive, and poorly expressed
feelings of senior executives regarding individuals’ ability to succeed...

As an organizational leader, (or soon-to-be), you might not know the specific
skills you need to develop or demonstrate. The bottom line: You’re left to your
own devices in interpreting feedback and finding a way to achieve your career
goals.

ACTIVITY
• Develop a personal mission statement and write it down in a clean, unused journal
or notebook. If you need help with this activity, visit
http://www.franklincovey.com/msb/missions/login and use this template and
mission builder process to obtain a personal mission statement.

• Begin to reflect on your personal mission and use it to develop at least 5 short
term and 5 long term goals.

• Use the W.I.G. builder (next page) and write these down.

• Record the date you begin this process.

• Set a date to review your goals with your mentor.

16


17


Use the space below to craft your W.I.G.s

Short Term W.I.G.s

1.______________________________________________________________
________________________________________________________________

2.______________________________________________________________
________________________________________________________________

3.______________________________________________________________
________________________________________________________________

4.______________________________________________________________
________________________________________________________________

5.______________________________________________________________
________________________________________________________________

Long Term W.I.G.s

1.______________________________________________________________
________________________________________________________________

2.______________________________________________________________
________________________________________________________________

3.______________________________________________________________
________________________________________________________________

4.______________________________________________________________
________________________________________________________________

5.______________________________________________________________
________________________________________________________________

18

3
JUNE MONTH

The Peter Principle
“I think I Can”
Leadership at JHSMH is comprised of a diverse and talented group of
physicians, entrepreneurs, attorneys, civic and community leaders who are
committed to its team members, leaders and patients. By providing world
class training, development and accountability, the bar is raised to further
make a difference in the lives of our colleagues and most importantly, in the
lives of those we serve – our patients.
Mentors have a vital role to play in generating and preparing the next
generation of leaders. It is a role that many assume without active co-
preparation of the mentoring partners. The idea is to transition upwards into a
position of confident and competent leadership.

The Peter Principle is the concept that in bureaucratic organizations,
new employees generally start off in the bottom ranks of the company, such
as the mailroom. As the workers prove their competence in the lower level
ranks, they are then promoted up the ladder, generally management.
Excerpted from: http://www.envisionsoftware.com/Management?Peter_Principle.html (accessed 10.06/2009)

It is the theory that employees within an organization will advance to
their highest level of competence and then be promoted to and remain at a
level at which they are incompetent. It has been described as promoting staff
prematurely and without the supports needed to grow into a leadership role –
it often assumes that the mentee wants to be a manager, when in fact, that
may not be his or her goal at all.

19


Edward P. Lazear of Hoover Institution and Stanford University wrote in
The Peter Principle: A Theory of Decline: Some have observed that
individuals perform worse after being promoted. The Peter principle, which
states that people are promoted to their level of incompetence, suggests that
something is fundamentally misaligned in the promotion process.
As managers, we should be cautious not to promote our team
members to levels of incompetency; we do not want to set our colleagues up
to fail, but rather focus on their strengths and work to develop their weaker
areas.

ACTIVITY:

• Take inventory. Develop a personal inventory system using your PI
(Predictive Index).

• Discuss the Peter Principle

• Complete the KSA Worksheet on the following page.

20


Knowledge, Skills & Abilities
A Framework to Follow

“In my current position as a _____________with the _______________, I have had
extensive experience with…”

“In the course of my duties as a __________. I am responsible for…”

“During my tenure with ________________, a substantial part of my duties have
included…”

“My ability to _____________was gained through formal education augmented by over
__years of practical experience as a ___________________for the _____________”

Give examples that clearly demonstrate your knowledge, skills and abilities

“”In one instance I…”

“When I started on the job, we had a recurring problem with …”

“My bossselected me to serve on a task force to……”

“I collaborated with a team to …”

Take your examples one step further. Look for key results. Quantify if possible.

“The new procedures I instituted resulted in …”

“My ability to_________________ substantially/significantly increased/decreased…”

“As a result…”

“I received a Performance Award for…”

“We exceeded our goals by…”

“This led to…”

21

4
JULY MONTH

22


Rewarding Others - Giving Credit where Credit is due…

Mentoring requires a considerable commitment of time, effort, skill and caring on the
part of people who are already busy. It is important to include some form of incentives,
recognition and support for the mentoring program. Research and studies indicate there is a
very clear structure that exists for best practice in this area.

In support of JHSMH’s commitment to service and recognition, Peer-to-Peer
recognition encourages team members to recognize each other for displaying behaviors that
align with the JHSMH Pillars, Values, and Standards of Performance.

Standards of Performance:
• Attitude
• Appearance
• Communication
• Responsiveness
• Commitment to Team Members
• Safety

It is vital that we recognize our team members in unique ways to provide team
member motivation, positive team member morale, rewards and recognition. What creates
motivated, contributing team members? How do you maintain high morale when people
work long hours? It is also vital to recognize there are 3 levels of organizational performers,
high performers, middle performers, and low performers.

One way to implement a rewards system that will strengthen your team member
morale is to create goals and action plans that recognize the actions, behaviors, approaches,
and accomplishments you want to foster and reward. Establish employee recognition
opportunities that emphasize and reinforce these sought-after qualities and behaviors.

23


For you, the mentor, the JHSMH R*E*W*A*R*D*S program provides a tool for you
to be recognized and for you to recognize your peers for living our Mission, Vision, and
Values while upholding these Standards of Performance. At a convenient time, be sure to
visit the REWARDS program Web site http://jhsmhrewards.performnet.com (or go to the
JHSMH Intranet home page) and do a drop down on the Web link bar.

ACTIVITY:

• Discuss unique methods to reward high performers
• Do the same thing for middle performers
• Give some thought to what works for rewarding seasoned managers
• Discuss appropriate ways to reward low performers (Read “The One Minute Manager”)
• Discuss the REWARDS initiatives and some ways you can earn and accumulate
AwardperQs and set up a home page (if you do not have one), and monitor your point
earnings and participate in recognizing other team members.

24

5
AUGUST MONTH

The Mentoring Relationship &

Mentoring is most effective when there is an atmosphere of mutual
respect. The relationship can actually become a hardship for a person who is
considered to be a minority and are trying to overcome the effects of bias,
stereotypes and potential discrimination. The mentor can learn about the cultural
background and experiences of the protégé and the protégé can learn about the
cultural background and experiences of the mentor.

Diversity is a word we tend to put in a box with one label – that label is
race. The Assistant Vice President in the Office of Diversity of JHSMH, Deborah
A. May informs us of the Primary and Secondary Dimensions of Diversity as
described by Loden and Rosner of Workforce America (1991) below. The
primary dimensions are: age, race, ethnicity, physical qualities, gender, and
sexual orientation. The secondary dimensions are work background,
geographical location, marital status, military experience, religious beliefs,
education, parental status, and income.

Bill George, professor of management practice at Harvard Business School
writes in the November 2009 issue of U.S. News & World Report

25


about Eboo Patel who is an activist and one of President Barack Obama’s
advisers on faith says in an article titled Uniting the Young on Religious
Tolerance, “women’s rights are a social norm today, and everyone in America
should challenge religious prejudice just like we challenge racial and gender
prejudice.” In the same article, George writes President Obama addressed the
common principles of America and Islam in his Cairo speech in June: he said
“justice and progress; tolerance and the dignity of all human beings.

ACTIVITY:
1. Mentor and protégé : Volunteer at the JHSMH booth during the WorldFest
cultural event during Labor Day at the Belvedere or attend the event and
sample foods, or engage in an activity from another culture.

2. Find another educational opportunity within the community, i.e. St. James
Art Fair, the Muhammad Ali Center. Follow up and discuss your
experiences during month seven.

3. Attend the mandatory HealthStream module on the JHSMH Intranet on
diversity. Attend this module separately or along with your
mentor/protégé.

4. Read from the following list of reading resources and plan to discuss your
book.

JHSMH is an Equal Opportunity and Affirmative Action
Employer. As a leader in the organization, you must ensure
there is zero tolerance for discrimination in relationship to
any of the primary or secondary dimensions of
diversity as mentioned above.
26


Diversity Reading List

Making Diversity Work: 7 Steps for Defeating Bias in the Workplace by Sondra Thiederman
(Paperback - May 6, 2008)

The Diversity Toolkit : How You Can Build and Benefit from a Diverse Workforce by
William Sonnenschein (Paperback - Mar 11, 1999)

**Building a House for Diversity: A Fable About a Giraffe & an Elephant Offers New
Strategies for Today's Workforce by R. Roosevelt Thomas Jr., Marjorie I. Woodruff, and R.
Roosevelt, Jr. Thomas (Hardcover - Jun 1, 1999)
RECOMMENDED BY DEBORAH MAY – VICE PRESIDENT OFFICE OF DIVERSITY – JHSMH

Harvard Business Review on Managing Diversity by R. Roosevelt Thomas, David A.
Thomas, Robin J. Ely, and Meyerson Debra (Paperback - Feb 1, 2002)

Managing Diversity: Toward a Globally Inclusive Workplace by Dr. Michalle E. Mor Barak
(Paperback - Feb 1, 2005)

Diversity in Organizations by Myrtle P. Bell (Hardcover - Feb 16, 2006)

Diversity Training (ASTD Trainer's Workshop) by Cris Wildermuth and Susan Gray
(Paperback - Jan 15, 2005)

Workplace Diversity: A Manager's Guide to Solving Problems and Turning Diversity into a
Competitive Advantage by Katharine Esty, Richard Griffin, and Marcie Schorr Hirsch
(Paperback - Jun 1995)

Supervision: Diversity and Teams in the Workplace (10th Edition) by Charles R. Greer and
Richard Warren Plunkett (Paperback - Jul 7, 2002)

27


28


The Diversity Wheel, developed by Marilyn Loden identifies many aspects of
diversity.

29

6
SEPTEMBER MONTH

Scenario Brainstorm & Mind Map Session

( Picture from thetalkingmirror.com/2009/03/)

This month is a half-way marker; you’re six months into your relationship with your
mentor/protege - so use it as a time to reflect on the previous five months and to brainstorm
for breakthrough ideas, talk about questions, conflicts and concerns, diagnose learning needs
and performance issues at various intervals and finally plan for solutions.

What Is Brainstorming?
MindTools.com describes brainstorming as a combination of relaxed and informal
approaches to problem-solving with lateral thinking. It asks that people come up with ideas
and thoughts that can at first seem to be a bit crazy. The idea here is that some of these ideas
can be crafted into original, creative solutions to the problem you're trying to solve, while
others can spark still more ideas. This approach aims to get people unstuck, by "jolting" them
out of their normal ways of thinking.

During brainstorming sessions there should therefore be no criticism of ideas: You are trying
to open up possibilities and break down wrong assumptions about the limits of the problem.
Judgments and analysis at this stage stunt idea generation.

30


Ideas should only be evaluated at the end of the brainstorming session – this is the time to
explore solutions further using conventional approaches.

The mentor should help the protege to analyze their job tasks, observe and review selected documents
for clarity and understanding and even discuss conditions such as environment and facilities.

Individual Brainstorming
Many studies show individual brainstorming is more effective than group brainstorming at
producing more and this occurs partly because, in groups, people aren’t always strict in
following the rules of brainstorming, and “bad” group behaviors creep in. Mostly, though,
this occurs because people are paying so much attention to other people’s ideas that they're
not generating ideas of their own – or they're forgetting these ideas while they wait for their
turn to speak. This is called "blocking".

When you brainstorm on your own, you'll tend to produce a wider range of ideas than with
group brainstorming - you do not have to worry about other people's egos or opinions, and
can therefore be more freely creative.

For example, you might find that an idea you’d be hesitant to bring up in a group session
develops into something quite special when you explore it with individual brainstorming.
Nor do you have to wait for others to stop speaking before you contribute your own ideas.

You may not, however, develop ideas as fully when you brainstorm on your own, as you do
not have the wider experience of other members of a group to help you.

MindMapping

Use a technique called MindMapping to help uncover your ideas. Mind Mapping is a useful
technique that improves the way you take notes, and supports and enhances your creative
problem solving.

By using Mind Maps, you can quickly identify and understand the structure of a subject, and
the way that pieces of information fit together, as well as recording the raw facts contained in
Ref. http://www.mindtools.com/pages/article/newISS_01.htm (accessed 11/8/09)
normal notes.

31


ACTIVITY I: Make a mind map to help you identify the issues that surfaced during
your brainstorm session. (See figure 1, next page) A complete mind map may have main
topic lines radiating in all directions from the center. Sub-topics and facts will branch off
these, like branches and twigs from the trunk of a tree. You do not need to worry about the
structure produced, as this will evolve as you develop your mind map.

Follow these steps to make your initial mind map. To make notes on a subject using a Mind
Map, draw it in the following way:
1. Write the title of the subject you're exploring in the center of the page, and draw a
circle around it.

2. As you come across major subdivisions or subheadings of the topic (or important
facts that relate to the subject) draw lines out from this circle. Label these lines with
these subdivisions or subheadings.

3. As you "burrow" into the subject and uncover another level of information (further
subheadings, or individual facts) belonging to the subheadings above, draw these as
lines linked to the subheading lines.

4. Finally, for individual facts or ideas, draw lines out from the appropriate heading line
and label them.

32


Mind Map (Figure 1)

33


ACTIVITY II: Scenario-Storming

Review the 3 fictitious Team Member scenarios below and determine (together) the
appropriate course of action. Use the MindMapping strategy if applicable.

1. A part time Team Member has called out sick five days in a row and has 9
occurrence points currently. What steps should the Manager take to ensure
the appropriate action is taken?

2. A team member has been observed by other team members using foul
language and has recently refused to perform a task by the Leader. How
should the Leader manage this situation?

3. A team member has been accessing a patient record that he/she is currently
not assigned to? The manager is told by another team member. What are
the steps the Leader should take in addressing this?

34

7
OCTOBER MONTH

Perspective Diagram
`

PERSPECTIVES DIAGRAM INSTRUCTIONS

Think of a personal or professional dilemma you face. This dilemma can be anything as
significant as “Whom should I marry”? or “Should I apply for the promotion at work”? To…
“Should I exercise today”, or “Should I save the money instead of eating out for lunch?”

Write the dilemma at the top of the page. Then, in each piece of the “pie”, think of an
alternate perspective, which you may or may not have already considered.

Examples of perspectives:

1. Name of colleague who might be affected positively by outcome of your decision
2. Name of family member or friend who might be affected positively by your decision
3. Name of colleague, family member or friend who might be affected negatively by your
decision
4. Finance
5. Safety
6. Ethics or morality
7. Your personal values
8. Name of wise person who could provide guidance and has provided helpful counsel in past
9. Your well being
10. Your future

35


ACTIVITY
On the outside of each “pie” piece, you will write on the black line, one of the sample
perspectives (examples from above can be chosen, or you can create your own perspectives.) In
the inside of each pie piece, describe in detail, what the perspective might be of that person or
thing. The objective? The more thoroughly you review various perspectives in depth, the
better equipped you are to make a wise decision.

Follow up from diversity in month 5. Discuss with mentor/protégé and what has been
learned.

36

8
NOVEMBER MONTH

tress can arise for a variety of reasons. Stress can be brought
about by a traumatic accident, death or emergency situation. Stress can also be
a side effect of a serious illness or disease. There is also stress associated with
daily life, the workplace, and family responsibilities.

Both the perception of what is stressful and the physiological response to stress
vary considerably among individuals. These differences are based on genetic
factors and influences that can be traced back to infancy.

Mild stress may cause changes that are useful. For example, NIDA says stress
can actually improve our attention and increase our capacity to store and
integrate important and life-protecting information. But if stress is prolonged or
chronic, those changes can become harmful.

Some Early signs of stress

Stress can take on many different forms, and can contribute to symptoms of
illness. Common symptoms include:

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• headache
Stress can arise for a variety of reasons. Stress can be brought about by a traumatic accident, death
• sleep disorders
or emergency situation. Stress can also be a side effect of a serious illness or disease. There is also
stress associated with daily life, the workplace (Read about "Job Stress"), and family responsibilities
• difficulty concentrating

• short-temper
• upset stomach
• job dissatisfaction
• low morale
• depression
• anxiety

Emotional intelligence is the ability to identify, use, understand, and manage your
emotions in positive and constructive ways. It's about recognizing your own emotional
state and the emotional states of others. Emotional intelligence is also about engaging
with others in ways that draw people to you. Most of us have intellectual knowledge
on matters of stress. What we tend to lack in terms of stress management, is
Emotional Intelligence or (EQ). Stress can affect our ability to respond to others from a
place of calm versus responding from anxiety or anger.

ACTIVITY:
1). Visit the Website HelpGuide.org (http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm)
and read about the Five Key Skills for Raising Your Emotional Intelligence. Once you’ve
completed this reading, Take the emotional intelligence test offered by Psychology Today that
evaluates different aspects of your emotional intelligence and suggests ways to improve it.

After finishing the test, you will receive a Snapshot Report with an introduction, a
graph and a personalized interpretation for one of your test scores.

2.) Two weeks in advance of next month’s activity, find 2 articles on how
PROCRASTINATION & STRESS are interrelated. Prepare to review and reflect.

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9
DECEMBER MONTH

Time is the one thing we all have in the same, exact measure of twenty-four hours. As an
organizational leader, how you manage your time is important because you have peers who
depend on your productivity, but who also depend on your availability. It can be your most
valuable asset and the lack of strong time management skills can be your greatest liability.
Good time management like meeting planning both require the implementation of the same 4
p’s formula for optimal success: preparation + prioritizing + planning = productivity.

The 80:20 Rule (Excerpted from Mindtools.com)

This is neatly summed up in the Pareto Principle, or the '80:20 Rule'. This says that typically
80% of unfocussed effort generates only 20% of results. This means that the remaining 80%
of results are achieved with only 20% of the effort. While the ratio is not always 80:20, this
broad pattern of a small proportion of activity generating non-scalar returns recurs so
frequently that it is the norm in many situations.

By applying the time management tips and skills in this section you can optimize your effort
to ensure that you concentrate as much of your time and energy as possible on the high payoff
tasks. This ensures that you achieve the greatest benefit possible with the limited amount of
time available to you.

Your position requires that you are an effective time manager – it does not matter what your
job title is. One job description for a Manager of Access Training and Quality under the
section Demonstrates commitment to professional growth and competence. (Professional,
supervisory, or managerial position) requires that the individual have the ability to
Demonstrate effective time management by completing commitments within negotiated time
frames.

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ACTIVITY:

1. Review your articles on PROCRASTINATION & STRESS from month eight.
Discuss how they are interrelated.

2. Identify two biggest time consumers in the workplace. Discuss why these activities
are so consuming and why we allow them to consume so much of our time.

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JANUARY MONTH

10
indtools.com indicates successful managers can effectively manage conflict. This
ability is considered a core competency and is required of managers who want to grow and
advance. Unfortunately, it is also one of the most difficult skills for a manager to develop.
In many cases, conflict in the workplace just seems to be a fact of life. We've all seen
situations where different people with different goals and needs come into conflict.

If a team member asks to be excused from performing an aspect of a patient's care or
treatment because of a conflict with the team member's cultural values, sense of ethics, or
religious beliefs or if the team member has a complaint, the procedures for supervisors and
managers are to instruct him/her first to perform the task, then follow the formal procedure
for complaint resolution.

The fact that conflict exists, however, is not necessarily a bad thing. As long as it is
resolved effectively, it can lead to personal and professional growth.
In many cases, effective conflict resolution skills can make the difference between
positive and negative outcomes.
By resolving conflict successfully, you can solve many of the problems that it has
brought to the surface, as well as getting benefits that you might not at first expect:
increased understanding, increased group cohesion and improved self-knowledge.
Conflict pushes individuals to examine their goals in close detail, helping them
understand the things that are most important to them, sharpening their focus, and
enhancing their effectiveness, however, if conflict is not handled effectively, the results can
be damaging. Conflicting goals can quickly turn into personal dislike. Teamwork breaks
down. Talent is wasted as people disengage from their work. And it's easy to end up in a
vicious downward spiral of negativity and recrimination.
Fortunately, there are concepts, theories and rules that can help us to engage in
resolution strategies in lieu of avoiding the source of our dispute. The following section on
conflict management explains two approaches to achieving resolution and restoring
harmony to the team. Read and be prepared to discuss the two approaches. Do the related
role play activity upon completion of your reading.

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Kenneth Thomas and Ralph Kilmann’s Conflict Styles
In the 1970s Kenneth Thomas and Ralph Kilmann identified five main styles of dealing with
conflict that vary in their degrees of cooperativeness and assertiveness. They help you to
identify which style you tend towards when conflict arises. Use this as a reference to help
you in the role play activity at the end of this section, and in resolving conflicts as they arise
in your own department:
Competitive: People who tend towards a competitive style take a firm stand, and know what they want. They
usually operate from a position of power, drawn from things like position, rank, expertise, or persuasive ability.

Collaborative: People tending towards a collaborative style try to meet the needs of all people involved. These
people can be highly assertive but unlike the competitor, they cooperate effectively and acknowledge that
everyone is important. This style is useful when you need to bring together a variety of viewpoints to get the
best solution; when there have been previous conflicts in the group; or when the situation is too important for a
simple trade-off.

Compromising: People who prefer a compromising style try to find a solution that will at least partially satisfy
everyone. Everyone is expected to give up something, and the compromiser him/herself also expects to
relinquish something. Compromise is useful when the cost of conflict is higher than the cost of losing ground,
when equal strength opponents are at a standstill and when there is a deadline looming.

Accommodating: This style indicates a willingness to meet the needs of others at the expense of the person’s
own needs. The accommodator often knows when to give in to others, but can be persuaded to surrender a
position even when it is not warranted. This person is not assertive but is highly cooperative.

Avoiding: People tending towards this style seek to evade the conflict entirely. This style is typified by
delegating controversial decisions, accepting default decisions, and not wanting to hurt anyone’s feelings. It can
be appropriate when victory is impossible, when the controversy is trivial, or when someone else is in a better
position to solve the problem.

Once you understand the different styles, you can use them to think about the most
appropriate approach (or mixture of approaches) for the situation you're in. Ideally you can
adopt an approach that meets the situation, resolves the problem, respects people's legitimate
interests, and mends damaged working relationships.
The second theory is commonly referred to as the "Interest-Based Relational Approach" or
(IBR). This conflict resolution strategy respects individual differences while helping people
avoid becoming too entrenched in a fixed position. In resolving conflict using this approach,
you follow these IBR rules:
1. Make sure that good relationships are the first priority
2. Keep people and problems separate
3. Pay attention to the interests that are being presented
4. Listen first; talk second
5. Set out the “Facts
6. Explore options together

By following these "Interest-Based Relational Approach" rules, you can often keep
contentious discussions positive and constructive.

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ACTIVITY: After reading about the two conflict concepts and their corresponding
resolution tools, pick one and apply them to the following role play scenario. Discuss your
observations with your Protégé or Mentor. Be sure your discussion includes resolution
strategies. You may want to write down your strategies – or better, use a video camera or cell
phone video to record your strategy and archive it for later viewing as a personal “refresher
course”.

Scenario:
Imagine you are experiencing a problem with your new vehicle that has not been resolved to
your satisfaction, for example, your brakes constantly squeak. You want your car’s
manufacturer to repair your vehicle. You contact your local Better Business Bureau for
arbitration and arrange to use a non-partial Arbitrator to assist you in settling your dispute
with your vehicle’s manufacturer.

First, you are given several documents to complete which include the nature of your dispute.
Next, you will attend a fictitious hearing. Present at this hearing is the consumer, the
manufacturer’s representative, and a non-partial Arbitrator. One of you will play the role of
the consumer and the other will play the role of manufacturer representative. One of you will
also play the role of the non-partial Arbitrator.

The consumer and the manufacturer’s representative should do the following during your
role play:

• State the facts as you see them – your breaks squeak and you want the manufacturer
to buy the car back.

• Present any documentation in support of your case – you bring a technical experts
bulletin.

• Address questions to the other party. – you might ask the manufacturer’s rep about
the qualifications of the service and repair reps.

• Rebut any testimony or evidence presented by the other party – for instance, use the

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technical experts bulletin as evidence.

The arbitrator will ask questions to clarify information presented at the hearing and gain a
more complete understanding of the dispute. After each will side presents its case and the
questioning is completed, you will give a summary of your position, deal with any questions
that have not been answered. Tell the arbitrator exactly what you think the decision should
be and why. The average arbitration lasts approximately two hours.

Remember, the sole purpose of the hearing is to allow the arbitrator to gather and sort the
facts in order to make a fair decision. You should be prepared to convince the arbitrator your
position is right. Use a video recording device to record your role play to use for refresher
training at a later date.

It helps to take a positive approach to conflict resolution, where discussion is courteous and
non-confrontational, and the focus is on issues rather than on individuals. If this is done, and
people listen carefully and explore facts, issues and possible solutions properly, conflict can
often be resolved effectively.

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FEBRUARY MONTH

11
The Appreciative Inquiry proposes that development is fostered by focusing on past successes
and learning how to replicate those successes in current and future endeavors. The purpose of
using this tool is to learn from past successes and understand how to adapt successful actions in
new initiatives.

ACTIVITY:

Ask the mentee to devote a few minutes to sharing with you the following:

Think of an occasion, an event or a significant achievement on your part during the past year
(whether in your personal or professional life) that was a source of satisfaction or pride in
yourself, or a story which might provide inspiration for you and your peers in the future. Review
the event in your mind and recall what it was that made that success possible (the environment,
some aspect of your own conduct, relationships with others, your personal qualities, etc.

The interviewer (mentor) asks the interviewee (protégé ) the following questions: (This exercise
should be completed in 10 minutes):
• Describe your success story without undue modesty.
• Define a landmark moment in your success story, when you felt you had made a
breakthrough.
• What personal values did you employ through the experience and in your story?
• Which elements contributed to your success? (Describe at least 10 elements).
• Choose a change (in your personal or working life) that you would like to bring about in
the near future and describe it briefly.
• Together, think of a plan of action to implement three of the above elements of your
success in that change.
• Make a note of the learned conclusions for the future.

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MARCH MONTH

12

Mentorship Evaluation
The purpose of conducting any evaluation is "to answer practical questions of
decision-makers and program implementers who want to know whether to continue a
program, extend it to other areas, modify it, or close it down.

Goal: Provide and deploy aligned measures and accountability systems for leaders to
achieve world class standards. Excerpted from the JHSMH 2007LEM

The Four Pillars of Excellence at Jewish Hospital & St. Mary’s HealthCare are:

1) People
2) Quality
3) Stewardship
4) Growth

…and these are excellent markers to use in any evaluation. They set the standard for
achievement in leadership and practice at Jewish Hospital & St. Mary’s HealthCare.
This is the last month in terms of activities in your mentoring relationship, but it is by no
means the end of it. Take some time to reflect on the previous months, and enjoy the fruits
of your labor. Please complete the measurement activities on the next page.

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ACTIVITY:
• Select two key activities from the mentor guidebook that can be focused on in the coming
months in your leadership development. Develop an action plan based on these activities.

• Complete the attached evaluation form you will receive from the a manager from
Training & Development. When completing this activity, keep the Four Pillars of
Excellence in mind. Share your findings with your mentor/protégé.

• Visit the links from the resource list on the next page. They offer valuable insight on
assessment and evaluation.

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Website: http://www.managementhelp.org/aboutfml/diagnostics.htm

Selecting Assessment Tools
Assessing Your For-Profit Organization
Assessing Your Nonprofit Organization
A Diagnostic Model to Analyze Results of Your Organizational Assessment
Assessing Your Own Personal and Professional Development
Assessing Performance of Employees in Your Organization
Assessing Performance of Groups (Teams) in Your Organization
Other Types of Assessment Tools

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………………..United States Coast Guard

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