Triple A Leader

1. TRIPLE A LEADER

2. WHY ARE WE HERE?

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3. TRANSITIONS DEMAND DIFFERENT BEHAVIOURS

• The role of a “the sandwich leader” is
complex as it demands mastery of both
personal delivery (i.e. ACHIEVEMENT) as
well as impact and influence on others (i.e.
POWER).
• At the root of your success lies your ability
know when to make OTHER PEOPLE FEEL
STRONGER AND MORE CAPABLE (i.e.
POWER) to deliver and when to act to
display your personal mastery (i.e.
ACHIEVEMENT).
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4. THE TRIPLE A FRAMEWORK

ALIGNMENT
4
ACCOUNTABILITY
I understand our objectives a n d h o w
m y o w n p rio ritie s w ill e n s u re w e
d e liv e r th e m
I demonstrate commitment,
p e rs o n a l o w n e rs h ip a n d s tic k to
d e c is io n s w h e n ta k e n
I proactively engage w ith re le v a n t
in te rn a l a n d e x te rn a l s ta k e h o ld e rs
I plan for performance, ta k in g in to
a c c o u n t th e tim e a n d re s o u rc e s
n e e d e d to d e liv e r
ACTION
I execute decisions w ith qu a lity o n
c o m m itte d tim e lin e
I take fast corrective actions w h e n
w e a re n o t o n tra c k
I see winning as when the whole
plan is delivered, re qu irin g m e , if
n e e d e d , to h e lp te a m m e m be rs
d e liv e r th e ir a c tio n s
I insist on clear decisions being
made and communicated a n d a m
c le a r o n h o w I a m e x p e c te d to
s u p p o rt th e ir e x e c u tio n
I take personal responsibility for
delivery e v e n w h e n o u ts id e m y
im m e d ia te a re a o f re s p o n s ib ility
ENCOURAGE
ENCOURAGE
ENCOURAGE
• ‘O p e n a n d c o n s tru c tiv e d ia lo gu e
a n d fe e d b a c k
• E x p lic it a gre e m e n ts in s te a d o f
assum ed
• ‘O n e -te a m ’
• C o m m itm e n t to th e d e c is io n , b u t
a n tic ip a tin g th e u n e x p e c te d
• T a k in g p e rs o n a l o w n e rs h ip , e v e n
w h e n it ge ts to u gh
• C o m m u n ic a tin g to th o s e n e e d in g
to k n o w
• Fo c u s o n w h a t is n e e d e d fo r
d e liv e ry a n d d is c ip lin e d fo llo w u p
a n d tra c k in g
• A n tic ip a te c o n s u m e rs a n d
c u s to m e rs n e e d s
• Se e k , s h a re a n d u tilis e b e s t
p ra c tic e s to in c re a s e p e rfo rm a n c e
DISCOURAGE
DISCOURAGE
• Silo th in k in g
• E x te n s iv e d is c u s s io n s w ith o u t
d e c is io n s
• Ke e p in g e v e ry o n e h a p p y th ro u gh
s u b o p tim a l c o m p ro m is e s
• R e o p e n in g d e c is io n s w ith o u t
c le a r ra tio n a le fo r w h y
• Bla m in g o th e rs
• ”N o t m y p ro b le m ” s ta te m e n ts
DISCOURAGE
• E xcu se s
• Fa ilu re to a n tic ip a te is s u e s
le a d in g to n o n -d e liv e ry
• Fa ilu re to d is c lo s e is s u e s in a
tim e ly w a y

5. LET’S START WITH ALIGNMENT

ALIGNMENT
5
ACCOUNTABILITY
I understand our objectives a n d h o w
m y o w n p rio ritie s w ill e n s u re w e
d e liv e r th e m
I demonstrate commitment,
p e rs o n a l o w n e rs h ip a n d s tic k to
d e c is io n s w h e n ta k e n
I proactively engage w ith re le v a n t
in te rn a l a n d e x te rn a l s ta k e h o ld e rs
I plan for performance, ta k in g in to
a c c o u n t th e tim e a n d re s o u rc e s
n e e d e d to d e liv e r
ACTION
I execute decisions w ith qu a lity o n
c o m m itte d tim e lin e
I take fast corrective actions w h e n
w e a re n o t o n tra c k
I see winning as when the whole
plan is delivered, re qu irin g m e , if
n e e d e d , to h e lp te a m m e m be rs
d e liv e r th e ir a c tio n s
I insist on clear decisions being
made and communicated a n d a m
c le a r o n h o w I a m e x p e c te d to
s u p p o rt th e ir e x e c u tio n
I take personal responsibility for
delivery e v e n w h e n o u ts id e m y
im m e d ia te a re a o f re s p o n s ib ility
ENCOURAGE
ENCOURAGE
ENCOURAGE
• ‘O p e n a n d c o n s tru c tiv e d ia lo gu e
a n d fe e d b a c k
• E x p lic it a gre e m e n ts in s te a d o f
assum ed
• ‘O n e -te a m ’
• C o m m itm e n t to th e d e c is io n , b u t
a n tic ip a tin g th e u n e x p e c te d
• T a k in g p e rs o n a l o w n e rs h ip , e v e n
w h e n it ge ts to u gh
• C o m m u n ic a tin g to th o s e n e e d in g
to k n o w
• Fo c u s o n w h a t is n e e d e d fo r
d e liv e ry a n d d is c ip lin e d fo llo w u p
a n d tra c k in g
• A n tic ip a te c o n s u m e rs a n d
c u s to m e rs n e e d s
• Se e k , s h a re a n d u tilis e b e s t
p ra c tic e s to in c re a s e p e rfo rm a n c e
DISCOURAGE
DISCOURAGE
• Silo th in k in g
• E x te n s iv e d is c u s s io n s w ith o u t
d e c is io n s
• Ke e p in g e v e ry o n e h a p p y th ro u gh
s u b o p tim a l c o m p ro m is e s
• R e o p e n in g d e c is io n s w ith o u t
c le a r ra tio n a le fo r w h y
• Bla m in g o th e rs
• ”N o t m y p ro b le m ” s ta te m e n ts
DISCOURAGE
• E xcu se s
• Fa ilu re to a n tic ip a te is s u e s
le a d in g to n o n -d e liv e ry
• Fa ilu re to d is c lo s e is s u e s in a
tim e ly w a y

6. WHAT IS IT?

• H e re is th e d ic tio n a ry d e fin itio n :
1. a n a rra n ge m e n t in w h ic h tw o o r m o re th in gs
a re p o s itio n e d in a s tra igh t lin e o r p a ra lle l to
e a c h o th e r (e . g. T h e p ro b le m is h a p p e n in g
b e c a u s e th e w h e e ls a re o u t o f a lign m e n t w ith
e a c h o th e r).
2. a n a gre e m e n t b e tw e e n a gro u p o f c o u n trie s ,
p o litic a l p a rtie s , o r p e o p le w h o w a n t to w o rk
to ge th e r b e c a u s e o f s h a re d in te re s ts o r a im s
(e . g. N e w a lign m e n ts a re b e in g fo rm e d w ith in
th e b u s in e s s c o m m u n ity ).
• It is n o t a b o u t s e e k in g a gre e m e n t a t a ll c o s t o r
re a c h in g a c o n s e n s u s .
• T h e a gre e m e n t to b e a lign e d o n ly a ris e s a s w e
ga in b o th a n u n d e rs ta n d in g o f 1) o u r re s p e c tiv e ,
re la tiv e p o s itio n a s w e ll a s 2 ) th e s h a re d n a tu re o f
o u r in te re s t.
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7. AS TRIPLE A LEADERS WE NEED TO…

ALIGNMENT
I understand our objectives a n d h o w
m y o w n p rio ritie s w ill e n s u re w e
d e liv e r th e m
I proactively engage w ith re le v a n t
in te rn a l a n d e x te rn a l s ta k e h o ld e rs
I insist on clear decisions being
made and communicated a n d a m
c le a r o n h o w I a m e x p e c te d to
s u p p o rt th e ir e x e c u tio n
ENCOURAGE
• ‘O p e n a n d c o n s tru c tiv e d ia lo gu e
a n d fe e d b a c k
• E x p lic it a gre e m e n ts in s te a d o f
assum ed
• ‘O n e -te a m ’
DISCOURAGE
• Silo th in k in g
• E x te n s iv e d is c u s s io n s w ith o u t
d e c is io n s
• Ke e p in g e v e ry o n e h a p p y th ro u gh
s u b o p tim a l c o m p ro m is e s
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Firs t w e w ill m a p o u t o u r co n te x t to u n d e rs ta n d h o w o b je c tiv e s
a re d is trib u te d th ro u gh o u t o u t n e tw o rk a n d m a x im ize th e
e ffe c tiv e n e s s o f th e re la tio n s h ip s w e n e e d to h a v e a lign e d .
T h e n w e w ill lo o k a t h o w w e ca n co a c h o th e rs to cla rify
e x p e c ta tio n s a n d s u p p o rt e x e c u tio n .
ENCOURAGE

8. MAPPING OUT OUR RELATIONSHIPS

• If w e w a n t to k n o w w h e re a n d h o w to a lign , w e
m u s t firs t m a p o u t th e te rra in .
• O n y o u r o w n , m a p o u t y o u r re la tio n s h ip n e tw o rk
o n p a ge 6 o f y o u r w o rk b o o k fo llo w in g th e
gu id e lin e s fo r s te p s 1, 2 , 3 o n p a ge 5 o f th e
w o rk b o o k .
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9. 5 DIMENSIONS OF RELATIONSHIPS THAT WORK

Firs t tw o a re th e n e c e s s a ry c o n d itio n fo r a
re la tio n s h ip to e x is t:
1. UT ILIT Y – th e re is v a lu e in m e e n te rin g in th e
re la tio n s h ip .
2. R E C IP R O C IT Y – th e re la tio n s h ip is w o rth w h ile fo r
th e o th e r p e rs o n .
T h e n e x t th re e e n s u re th e re la tio n s h ip is
s u s ta in a b le a n d s u s ta in e d :
1. SA FE T Y – p ro m is e s a re k e p t a n d co n fid e n tia lity
m a in ta in e d .
2. W A R M T H – th e re la tio n s h ip is fu n .
3. M A IN T E N A N C E – th e re la tio n s h ip is
s tra igh tfo rw a rd b o th p ra c tic a lly a n d e m o tio n a lly.
Go b a c k to y o u r m a p a n d fo llo w s te p s 4 a n d 5 o n
p a ge 5 w o rk in g o u t w h ic h o f th e d im e n s io n s y o u
h a v e fo r e a c h o f th e re la tio n s h ip s .
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10. AS TRIPLE A LEADERS WE NEED TO…

ALIGNMENT
I understand our objectives a n d h o w
m y o w n p rio ritie s w ill e n s u re w e
d e liv e r th e m
I proactively engage w ith re le v a n t
in te rn a l a n d e x te rn a l s ta k e h o ld e rs
I insist on clear decisions being
made and communicated a n d a m
c le a r o n h o w I a m e x p e c te d to
s u p p o rt th e ir e x e c u tio n
ENCOURAGE
• ‘O p e n a n d c o n s tru c tiv e d ia lo gu e
a n d fe e d b a c k
• E x p lic it a gre e m e n ts in s te a d o f
assum ed
• ‘O n e -te a m ’
DISCOURAGE
• Silo th in k in g
• E x te n s iv e d is c u s s io n s w ith o u t
d e c is io n s
• Ke e p in g e v e ry o n e h a p p y th ro u gh
s u b o p tim a l c o m p ro m is e s
10
Firs t w e w ill m a p o u t o u r co n te x t to u n d e rs ta n d h o w o b je c tiv e s
a re d is trib u te d th ro u gh o u t o u t n e tw o rk a n d m a x im ize th e
e ffe c tiv e n e s s o f th e re la tio n s h ip s w e n e e d to h a v e a lign e d .
T h e n w e w ill lo o k a t h o w w e ca n co a c h o th e rs to cla rify
e x p e c ta tio n s a n d s u p p o rt e x e c u tio n .
ENCOURAGE

11. WHY DO WE CARE ABOUT COACHING

• C o a c h in g is a c o n v e rs a tio n w ith a s tru c tu re d
fra m e w o rk th a t le a d e rs u s e to h e lp o th e rs m a k e
d e c is io n s , c o m m it to a c tio n s , a n d p ro d u c e re s u lts .
• C o a c h in g is re le n tle s s ly a n d re gu la rly m a n a gin g
p e rfo rm a n c e

12. COACHING AS TRIPLE A ACCELERATOR

T h e re a re th re e ty p e s o f c o a c h in g (A , B a n d C ):
• C o a c h in g fo r ALIGNMENT – ge t a gre e m e n t to th e
p u rs u it o f y o u r go a l.
• C o a c h in g fo r BREAKTHROUGHS – s u p p o rtin g o th e rs
to a c h ie v e th e ir go a ls (i. e . fu lfill th e ir
ACCOUNTABILITIES)
• C o a c h in g fo r CHECKS-INS AND FEEDBACK – a s s e s s
p ro gre s s a n d p ro v id e fe e d b a c k (i. e . fo c u s
ACTION)
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13. THE GROW MODEL

• T h e GR O W m o d e l* is o n e o f th e
m o s t w id e ly u s e d a n d e ffe c tiv e
w a y s to th in k a b o u t c o a c h in g.
*T h e GR O W m o d e l u s e d h e re a lo n g w ith th e A BC o f co a c h in g is b a s e d o n th e w o rk o f A la n Fin e a u th o r o f ‘Yo u r a lre a d y
k n o w h o w to b e grea t’
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14. ALIGNMENT KEY LESSONS

• A lign m e n t is n o t th e s a m e a s a gre e m e n t.
• W h e n it c o m e s to b e in g a lign e d a n d c re a tin g a
c u ltu re o f a lign m e n t, a s T rip le A le a d e rs , w e m u s t
b e a lw a y s m in d fu l o f th e d e p th a n d b re a d th o f
o u r n e tw o rk a s w e ll a s th e h e a lth o f th e
re la tio n s h ip s w ith in it.
• O u r a b ility to fo s te r a lign m e n t re lie s o n o u r a b ility
to c re a te c la rity th ro u gh c o a c h in g (u s in g th e
GR O W a p p ro a c h ).
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15. LET’S TURN TO ACCOUNTABILITY

ALIGNMENT
15
ACCOUNTABILITY
I understand our objectives a n d h o w
m y o w n p rio ritie s w ill e n s u re w e
d e liv e r th e m
I demonstrate commitment,
p e rs o n a l o w n e rs h ip a n d s tic k to
d e c is io n s w h e n ta k e n
I proactively engage w ith re le v a n t
in te rn a l a n d e x te rn a l s ta k e h o ld e rs
I plan for performance, ta k in g in to
a c c o u n t th e tim e a n d re s o u rc e s
n e e d e d to d e liv e r
ACTION
I execute decisions w ith qu a lity o n
c o m m itte d tim e lin e
I take fast corrective actions w h e n
w e a re n o t o n tra c k
I see winning as when the whole
plan is delivered, re qu irin g m e , if
n e e d e d , to h e lp te a m m e m be rs
d e liv e r th e ir a c tio n s
I insist on clear decisions being
made and communicated a n d a m
c le a r o n h o w I a m e x p e c te d to
s u p p o rt th e ir e x e c u tio n
I take personal responsibility for
delivery e v e n w h e n o u ts id e m y
im m e d ia te a re a o f re s p o n s ib ility
ENCOURAGE
ENCOURAGE
ENCOURAGE
• ‘O p e n a n d c o n s tru c tiv e d ia lo gu e
a n d fe e d b a c k
• E x p lic it a gre e m e n ts in s te a d o f
assum ed
• ‘O n e -te a m ’
• C o m m itm e n t to th e d e c is io n , b u t
a n tic ip a tin g th e u n e x p e c te d
• T a k in g p e rs o n a l o w n e rs h ip , e v e n
w h e n it ge ts to u gh
• C o m m u n ic a tin g to th o s e n e e d in g
to k n o w
• Fo c u s o n w h a t is n e e d e d fo r
d e liv e ry a n d d is c ip lin e d fo llo w u p
a n d tra c k in g
• A n tic ip a te c o n s u m e rs a n d
c u s to m e rs n e e d s
• Se e k , s h a re a n d u tilis e b e s t
p ra c tic e s to in c re a s e p e rfo rm a n c e
DISCOURAGE
DISCOURAGE
• Silo th in k in g
• E x te n s iv e d is c u s s io n s w ith o u t
d e c is io n s
• Ke e p in g e v e ry o n e h a p p y th ro u gh
s u b o p tim a l c o m p ro m is e s
• R e o p e n in g d e c is io n s w ith o u t
c le a r ra tio n a le fo r w h y
• Bla m in g o th e rs
• ”N o t m y p ro b le m ” s ta te m e n ts
DISCOURAGE
• E xcu se s
• Fa ilu re to a n tic ip a te is s u e s
le a d in g to n o n -d e liv e ry
• Fa ilu re to d is c lo s e is s u e s in a
tim e ly w a y

16. WHAT IS IT?

• H e re is th e d ic tio n a ry d e fin itio n :
1. th e fa c t o f b e in g re s p o n s ib le fo r w h a t y o u
d o a n d a b le to giv e a s a tis fa c to ry re a s o n fo r
it, o r th e d e gre e to w h ic h th is h a p p e n s (e . g.
T h e re w e re fu rio u s d e m a n d s fo r gre a te r
p o lic e a c c o u n ta b ility. )
• In th e d e fin itio n a b o v e a c c o u n ta b ility re lie s o n
a p e rs o n a l a n d re a s o n e d c o m m itm e n t to
o u tc o m e . It n e e d s u s to a c t d e c is iv e ly a n d
a c c e p t/o w n o u tc o m e s w illin gly.
16

17. AS TRIPLE A LEADERS WE NEED TO…

ACCOUNTABILITY
I demonstrate commitment, p e rs o n a l
o w n e rs h ip a n d s tic k to d e c is io n s w h e n
ta k e n
I plan for performance, ta k in g in to
a c c o u n t th e tim e a n d re s o u rc e s n e e d e d
to d e liv e r
I take personal responsibility for delivery
e v e n w h e n o u ts id e m y im m e d ia te a re a
o f re s p o n s ib ility
ENCOURAGE
• C o m m itm e n t to th e d e c is io n , b u t
a n tic ip a tin g th e u n e x p e c te d
• T a k in g p e rs o n a l o w n e rs h ip , e v e n
w h e n it ge ts to u gh
• C o m m u n ic a tin g to th o s e n e e d in g
to k n o w
DISCOURAGE
• R e o p e n in g d e c is io n s w ith o u t
c le a r ra tio n a le fo r w h y
• Bla m in g o th e rs
• ”N o t m y p ro b le m ” s ta te m e n ts
17
C o m m itm e n t re qu ire s cla rity s o firs t w e lo o k a t h o w w e ca n
d riv e p e rfo rm a n c e b y re m o v in g a m b igu ity a n d h e lp p e o p le m a k e
ch o ic e s .
T h e n w e w ill lo o k a t h o w w e ca n co a c h o th e rs fo r p e rfo rm a n c e
b re a k th ro u gh s b y ch a lle n gin g th e m to ta k e o n ch a lle n ge s a n d
o p p o rtu n itie s .

18. PERFORMING IN AMBIGUITY

• Dile m m a s a re O O H /O O H p ro p o s itio n s (i. e . “o n th e
o n e h a n d …o n th e o th e r h a n d . . . ”) w h e re b o th
p ro p o s itio n s c a rry e qu a l v a lu e a n d a re e qu a lly
d e s ira b le o r in d e e d u n d e rs ira b le .
• T h e re a re tw o w a y s to d e a l w ith d ile m m a s :
1. th ro u gh le gis la tio n /p rio ritis a tio n
2 . b y re c o n c ilin g b o th e qu a lly d e s ira b le p ro p o s itio n s to
cre a te in n o v a tiv e s o lu tio n s
T h e firs t is e a s y to d o if w e a re a w a re o f th e
d ile m m a s o u r p e o p le fa c e . T h e s e c o n d is th e o n e
w e w ill b e w o rk in g o n to d a y.
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19. AS TRIPLE A LEADERS WE NEED TO…

ACCOUNTABILITY
I demonstrate commitment,
p e rs o n a l o w n e rs h ip a n d s tic k to
d e c is io n s w h e n ta k e n
I plan for performance, ta k in g in to
a c c o u n t th e tim e a n d re s o u rc e s
n e e d e d to d e liv e r
I take personal responsibility for
delivery e v e n w h e n o u ts id e m y
im m e d ia te a re a o f re s p o n s ib ility
ENCOURAGE
• C o m m itm e n t to th e d e c is io n , b u t
a n tic ip a tin g th e u n e x p e c te d
• T a k in g p e rs o n a l o w n e rs h ip , e v e n
w h e n it ge ts to u gh
• C o m m u n ic a tin g to th o s e n e e d in g
to k n o w
DISCOURAGE
• R e o p e n in g d e c is io n s w ith o u t
c le a r ra tio n a le fo r w h y
• Bla m in g o th e rs
• ”N o t m y p ro b le m ” s ta te m e n ts
19
C o m m itm e n t re qu ire s cla rity s o firs t w e lo o k a t h o w w e ca n
d riv e p e rfo rm a n c e b y re m o v in g a m b igu ity a n d h e lp p e o p le m a k e
ch o ic e s .
T h e n w e w ill lo o k a t h o w w e ca n co a c h o th e rs fo r p e rfo rm a n c e
b re a k th ro u gh s b y ch a lle n gin g th e m to ta k e o n ch a lle n ge s a n d
o p p o rtu n itie s .

20. THE SKILL/WILL MATRIX

• O n c e w e h a v e c la rity th a t e n a b le s
a c c o u n ta b ility w e n e e d to h e lp
p e o p le a c h ie v e th e ir go a ls th ro u gh
c o a c h in g.
• T h e SKILL/W ILL m a trix * h e lp s u s
n a v iga te th e c o m p le x itie s o f
c o a c h in g.
• It p ro v id e s u s w ith s o m e o p tio n s
fo r o u r GR O W c o n v e rs a tio n s .
• Be m in d fu l th a t m o s t p e o p le w ill
v is it m o s t o f th e s e qu a d ra n ts a t
d iffe re n t tim e s (s o m e tim e o n th e
s a m e d a y a n d fo r d iffe re n t ta s k s ),
*T h e SKILL/W ILL m a trix ca n b e fo u n d in M a x La n d s b e rg’s ‘T h e T a o o f co a c h in g”
20

21. ACCOUNTABILITY KEY LESSONS

• A c c o u n ta b ility is a p e rs o n a l c o m m itm e n t to
d e liv e r a n d a w illin gn e s s to o w n th e o u tc o m e .
• W h e n it c o m e s to b e in g a c c o u n ta b le a n d c re a tin g
a c u ltu re o f a c c o u n ta b ility, a T rip le A le a d e r:
1.
re c o n c ile s th e d ile m m a s w e fa c e in o rd e r to h e lp
o th e rs p e rfo rm b y cre a tin g cla rity (Dile m m a th in k in g
a n d Dis n e y k e y s )
2 . c o a c h e s fo r b re a k th ro u gh s in p e rfo rm a n c e (th e
SKILL/W ILL m a trix ).
21

22. FINALLY LET’S LOOK AT ACTION

ALIGNMENT
22
ACCOUNTABILITY
I understand our objectives a n d h o w
m y o w n p rio ritie s w ill e n s u re w e
d e liv e r th e m
I demonstrate commitment,
p e rs o n a l o w n e rs h ip a n d s tic k to
d e c is io n s w h e n ta k e n
I proactively engage w ith re le v a n t
in te rn a l a n d e x te rn a l s ta k e h o ld e rs
I plan for performance, ta k in g in to
a c c o u n t th e tim e a n d re s o u rc e s
n e e d e d to d e liv e r
ACTION
I execute decisions w ith qu a lity o n
c o m m itte d tim e lin e
I take fast corrective actions w h e n
w e a re n o t o n tra c k
I see winning as when the whole
plan is delivered, re qu irin g m e , if
n e e d e d , to h e lp te a m m e m be rs
d e liv e r th e ir a c tio n s
I insist on clear decisions being
made and communicated a n d a m
c le a r o n h o w I a m e x p e c te d to
s u p p o rt th e ir e x e c u tio n
I take personal responsibility for
delivery e v e n w h e n o u ts id e m y
im m e d ia te a re a o f re s p o n s ib ility
ENCOURAGE
ENCOURAGE
ENCOURAGE
• ‘O p e n a n d c o n s tru c tiv e d ia lo gu e
a n d fe e d b a c k
• E x p lic it a gre e m e n ts in s te a d o f
assum ed
• ‘O n e -te a m ’
• C o m m itm e n t to th e d e c is io n , b u t
a n tic ip a tin g th e u n e x p e c te d
• T a k in g p e rs o n a l o w n e rs h ip , e v e n
w h e n it ge ts to u gh
• C o m m u n ic a tin g to th o s e n e e d in g
to k n o w
• Fo c u s o n w h a t is n e e d e d fo r
d e liv e ry a n d d is c ip lin e d fo llo w u p
a n d tra c k in g
• A n tic ip a te c o n s u m e rs a n d
c u s to m e rs n e e d s
• Se e k , s h a re a n d u tilis e b e s t
p ra c tic e s to in c re a s e p e rfo rm a n c e
DISCOURAGE
DISCOURAGE
• Silo th in k in g
• E x te n s iv e d is c u s s io n s w ith o u t
d e c is io n s
• Ke e p in g e v e ry o n e h a p p y th ro u gh
s u b o p tim a l c o m p ro m is e s
• R e o p e n in g d e c is io n s w ith o u t
c le a r ra tio n a le fo r w h y
• Bla m in g o th e rs
• ”N o t m y p ro b le m ” s ta te m e n ts
DISCOURAGE
• E xcu se s
• Fa ilu re to a n tic ip a te is s u e s
le a d in g to n o n -d e liv e ry
• Fa ilu re to d is c lo s e is s u e s in a
tim e ly w a y

23. UNDERSTANDING ACTION

• A ga in n o s u rp ris e s in o u r p ro c e s s ! H e re is th e
d ic tio n a ry d e fin itio n :
1. th e fa c t o r p ro c e s s o f d o in g s o m e th in g,
ty p ic a lly to a c h ie v e a n a im (e . g. th is p ro b le m
w ill re qu ire s w ift a c tio n fro m th e go v e rn m e n t).
• A c tio n s a re n o t th e s a m e th in gs a s a c tiv itie s .
• A c tio n s c re a te v a lu e . T h in k in g a b o u t a n o u tc o m e
d o e s n o t m a k e it h a p p e n !
23

24. AS TRIPLE A LEADERS WE NEED TO…

ACTION
I execute decisions w ith qu a lity o n
c o m m itte d tim e lin e
I take fast corrective actions w h e n
w e a re n o t o n tra c k
I see winning as when the whole
plan is delivered, re qu irin g m e , if
n e e d e d , to h e lp te a m m e m be rs
d e liv e r th e ir a c tio n s
ENCOURAGE
• Fo c u s o n w h a t is n e e d e d fo r
d e liv e ry a n d d is c ip lin e d fo llo w u p
a n d tra c k in g
• A n tic ip a te c o n s u m e rs a n d
c u s to m e rs n e e d s
• Se e k , s h a re a n d u tilis e b e s t
p ra c tic e s to in c re a s e p e rfo rm a n c e
DISCOURAGE
• E xcu se s
• Fa ilu re to a n tic ip a te is s u e s
le a d in g to n o n -d e liv e ry
• Fa ilu re to d is c lo s e is s u e s in a
tim e ly w a y
24
Firs t w e n e e d to e n s u re th a t qu a lity d e c is io n s a re m a d e in a w a y
th a t le a d s to sim p le a n d fa s t im p le m e n ta tio n s .
T h e n w e n e e d to e n s u re w e sp e n d o u r tim e a s le a d e rs in th e
m o s t a p p ro p ria te w a y to su p p o rt co lle a gu e s e ith e r b y h e lp in g
th e m w in in th e a c tio n s th e y ta k e o r co u rs e co rre c t in th e ir
d e liv e ry.

25. SPEEDING UP DECISION MAKING

• T h e 5 ro le s o f R A P ID* d e c is io n m a k in g:
1.
R E C O M M E N D – th e p e rs o n w h o w ill re c o m m e n d
th e co u rs e o f a c tio n (n o rm a lly o n ly o n e a n d th e
m o s t qu a lifie d )
2. IN P UT – th e R m a y s e e k s o m e ta rge te d in p u t fro m
o th e rs o n th e re c o m m e n d a tio n (th is ca n b e
ign o re d )
3. A GR E E – in s o m e circ u m s ta n c e s th e re m a y b e
s o m e in p u t th a t ca n n o t b e ign o re d a n d n e e d s to b e
c o n v e y e d to th e d e c is io n m a k e r (e . g. le ga l o r
re gu la to ry ). It is n o t h o w e v e r a v e to .
4. DE C IDE – th e p e rs o n w h o h a s th e d e c is io n m a k in g
p o w e r in th is in s ta n c e
5. P E R FO R M – w h o m e v e r w ill h a v e to e x e c u te th e
d e c is io n (th e ir in p u t m a y h a v e b e e n so u gh t b u t
d o e s n o t h a v e to b e ).
*T h e c h a ra c te ris tic s o f d e c is io n s a lo n g w ith R A P ID a re d e s c rib e d in th e H BR a rtic le “W h o ’s go t th e D?” b y Ba in M a n a ge m e n t
C o n s u lta n ts
25

26. PRACTICE

• T u rn to p a ge 2 7 o f y o u r w o rk b o o k .
• A t y o u r ta b le id e n tify a c ritic a l d e c is io n (e ith e r
a re c e n t o n e th e p ro v e d to b e tric k y to m a k e o r
o n e y o u k n o w y o u h a v e to m a k e )
• In d iv id u a lly w rite d o w n w h o y o u th in k is in
e a c h o f th e R A P ID ro le s .
• T h e n , a s a gro u p , d is c u s s y o u r in d iv id u a l
re s u lts a n d a gre e o n h o w it s h o u ld b e ta k e n
u s in g p a ge 2 8 to re c o rd y o u r fin d in gs .
• Be re a d y to s h a re y o u r in s igh ts in p le n a ry.
26

27. WHEN TO PLAY AND WHEN TO COACH

• T h e IN th e b u s in e s s le n s
1. W h a t is th e n a tu re o f m y ta s k (i. e . m y
d e liv e ra b le s )?
2 . W h a t is th e n a tu re o f m y te a m (i. e . th e ir co a c h in g
fo r b re a k th ro u gh n e e d s )?
• T h e O N th e b u s in e s s le n s
1. H o w d o I cre a te v a lu e fo r th e e n te rp ris e (i. e .
b u ild ca p a b ility )?
2 . H o w d o I in c re a s e co lla b o ra tio n in th e e n te rp ris e
(i. e . s p re a d a c c o u n ta b ility a c ro s s m y n e tw o rk ) ?
• T h e O UT o f th e b u s in e s s le n s
1. W h y d o w e d o w h a t w e d o (i. e . a n tic ip a te
d is ru p tio n s )?
2 . W h y d o w e h a v e a righ t to e x is t (i. e . fin d s o u rc e s
o f cla rity in a m b igu ity )?
27

28. PRACTICE

• O n p a ge 34 o f y o u r w o rk b o o k y o u w ill fin d a p a ge
w ith 3 c o lu m n s (o n e fo r IN , o n e fo r O N a n d o n e
fo r O UT )
• O n y o u r o w n , lo o k a t y o u r d ia ry fo r th e la s t 3 to 4
w e e k s a n d a llo c a te th e a c tiv itie s y o u u n d e rto o k
(c o n v e rs a tio n s , m e e tin gs e tc . ) in o n e o f th e
c o lu m n (o f c o u rs e s o m e m a y go to m o re th a n
o n e ).
• O n c e y o u h a v e d o n e s o , go to p a ge 35 a n d s h a d e
in th e p ie c h a rt to re p re s e n t th e ra tio o f tim e y o u
s p e n d IN /O N /O UT o f th e b u s in e s s .
• T o ge th e r a t y o u r ta b le , d is c u s s y o u r in d iv id u a l
fin d in gs u s in g th e qu e s tio n s o n p a ge 35 to gu id e
y o u r c o n v e rs a tio n s .
• Be re a d y to s h a re y o u r fin d in gs in p le n a ry.
28

29. ACTION KEY LESSONS

• A c tio n is d e fin e d a s d o in g s o m e th in g in o rd e r to
a c h ie v e a go a l. It is n o t th e s a m e a s u n fo c u s e d
a c tiv ity.
• T o h e lp b u ild a c u ltu re o f A c tio n w e m u s t s p e n d
o u r tim e c re a tin g p ro c e s s e s th a t s u p p o rt
c o lle a gu e s ’ a c tio n s a n d fre e u s to s u p p o rt th e m
in th e d e liv e ry o f th e ir o b je c tiv e s (w o rk in g IN /O N
a n d O UT )
• W e m u s t m a k e s u re w e s p e e d u p e x e c u tio n b y
m a k in g it e a s ie r fo r o u r c o lle a gu e s to ta k e fa s te r
a n d s im p le r d e c is io n s (R A P ID).
• H a v in g d o n e s o w e m u s t tru s t in o u r n e tw o rk s
(th e tru s t e qu a tio n ) to p e rfo rm a n d c o a c h fo r
p e rfo rm a n c e to e n s u re d e liv e ry (th e GR O W
m o d e l).
29

30. OUR ROLE IS TO HELP EMBED A TRIPLE A CULTURE ...

ALIGNMENT
ACCOUNTABILITY
I understand our objectives a n d h o w
m y o w n p rio ritie s w ill e n s u re w e
d e liv e r th e m
I demonstrate commitment,
p e rs o n a l o w n e rs h ip a n d s tic k to
d e c is io n s w h e n ta k e n
I proactively engage w ith re le v a n t
in te rn a l a n d e x te rn a l s ta k e h o ld e rs
I plan for performance, ta k in g in to
a c c o u n t th e tim e a n d re s o u rc e s
n e e d e d to d e liv e r
ACTION
I execute decisions w ith qu a lity o n
c o m m itte d tim e lin e
I take fast corrective actions w h e n
w e a re n o t o n tra c k
I see winning as when the whole
plan is delivered, re qu irin g m e , if
n e e d e d , to h e lp te a m m e m be rs
d e liv e r th e ir a c tio n s
I insist on clear decisions being
made and communicated a n d a m
c le a r o n h o w I a m e x p e c te d to
s u p p o rt th e ir e x e c u tio n
I take personal responsibility for
delivery e v e n w h e n o u ts id e m y
im m e d ia te a re a o f re s p o n s ib ility
ENCOURAGE
ENCOURAGE
ENCOURAGE
• ‘O p e n a n d c o n s tru c tiv e d ia lo gu e
a n d fe e d b a c k
• E x p lic it a gre e m e n ts in s te a d o f
assum ed
• ‘O n e -te a m ’
• C o m m itm e n t to th e d e c is io n , b u t
a n tic ip a tin g th e u n e x p e c te d
• T a k in g p e rs o n a l o w n e rs h ip , e v e n
w h e n it ge ts to u gh
• C o m m u n ic a tin g to th o s e n e e d in g
to k n o w
• Fo c u s o n w h a t is n e e d e d fo r
d e liv e ry a n d d is c ip lin e d fo llo w u p
a n d tra c k in g
• A n tic ip a te c o n s u m e rs a n d
c u s to m e rs n e e d s
• Se e k , s h a re a n d u tilis e b e s t
p ra c tic e s to in c re a s e p e rfo rm a n c e
DISCOURAGE
DISCOURAGE
• Silo th in k in g
• E x te n s iv e d is c u s s io n s w ith o u t
d e c is io n s
• Ke e p in g e v e ry o n e h a p p y th ro u gh
s u b o p tim a l c o m p ro m is e s
• R e o p e n in g d e c is io n s w ith o u t
c le a r ra tio n a le fo r w h y
• Bla m in g o th e rs
• ”N o t m y p ro b le m ” s ta te m e n ts
DISCOURAGE
• E xcu se s
• Fa ilu re to a n tic ip a te is s u e s
le a d in g to n o n -d e liv e ry
• Fa ilu re to d is c lo s e is s u e s in a
tim e ly w a y
30

31. … ARMED WITH SOME NEW TOOLS.

ALIGNMENT
ACCOUNTABILITY
I understand our objectives a n d h o w
we
d e liv e r th e m
I d e m o n s tra te c o m m itm e n t,
pDilemma
e rs o n a l o w n prioritization
e rs h ip a n d s tic k to &
dReconciliation
e c is io n s w h e n ta k e n
Network
maps
m y o w n p rio ritie
s w ill e n s u re
GROW
forengage w ith re le v a n t
I proactively
in te rn a l a n d e x te rn a l s ta k e h o ld e rs
alignment
31
I p la n fo r p e rfo rm a n c e , ta k in g in to
aSKILL/WILL
c c o u n t th e tim e amatrix
n d re s o u rc e s
n e e d e d to d e liv e r
ACTION
I execute decisions w ith qu a lity o n
RAPID
c o m m itte d tim e lin e
I take fast corrective actions w h e n
IN/ON/OUT
w e a re n o t o n tra c k
I see winning as when the whole
Trust
equation
plan is delivered, re qu irin g m e , if
I insist on clear decisions being
made and communicated a n d a m
c le a r o n h o w I a m e x p e c te d to
s u p p o rt th e ir e x e c u tio n
I ta k e p e rs o n a l re s p o n s ib ility fo r
d e liv e ry e v e n w h e n o u ts id e m y
im m e d ia te a re a o f re s p o n s ib ility
ENCOURAGE
ENCOURAGE
ENCOURAGE
• ‘O p e n a n d c o n s tru c tiv e d ia lo gu e
a n d fe e d b a c k
• E x p lic it a gre e m e n ts in s te a d o f
assum ed
• ‘O n e -te a m ’
• C o m m itm e n t to th e d e c is io n , b u t
a n tic ip a tin g th e u n e x p e c te d
• T a k in g p e rs o n a l o w n e rs h ip , e v e n
w h e n it ge ts to u gh
• C o m m u n ic a tin g to th o s e n e e d in g
to k n o w
• Fo c u s o n w h a t is n e e d e d fo r
d e liv e ry a n d d is c ip lin e d fo llo w u p
a n d tra c k in g
• A n tic ip a te c o n s u m e rs a n d
c u s to m e rs n e e d s
• Se e k , s h a re a n d u tilis e b e s t
p ra c tic e s to in c re a s e p e rfo rm a n c e
DISCOURAGE
DISCOURAGE
• Silo th in k in g
• E x te n s iv e d is c u s s io n s w ith o u t
d e c is io n s
• Ke e p in g e v e ry o n e h a p p y th ro u gh
s u b o p tim a l c o m p ro m is e s
• R e o p e n in g d e c is io n s w ith o u t
c le a r ra tio n a le fo r w h y
• Bla m in g o th e rs
• ”N o t m y p ro b le m ” s ta te m e n ts
DISCOURAGE
• E xcu se s
• Fa ilu re to a n tic ip a te is s u e s
le a d in g to n o n -d e liv e ry
• Fa ilu re to d is c lo s e is s u e s in a
tim e ly w a y
n e e d e d , to h e lp te a m m e m be rs
d e liv e r th efor
ir a cperformance
tio n s
GROW

32.

"Se ttin g a n e x a m p le is n o t th e m a in
m e a n s o f in flu e n c in g o th e rs , it is th e o n ly
m e a n s."
A lb e rt E in s te in
32