LTM Reference Booklet V5.0

Copyrighted Sample Materials. For Dale Carnegie Trainers and Salespeople only.
Leadership
Training for
Managers
Reference Guide
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Table of Contents
Where People and Process Meet .......................................1

The Five Drivers of Success ..................................................3
The Innerview........................................................................6
Tyranny of the Urgent ...........................................................9
The Innovation Process .......................................................10
The Planning Process ...........................................................15
Performance Results Description ....................................19
RAVE Performance Appraisals ..........................................20
Cycle of Development .........................................................21
The Coaching Process..........................................................22
Understanding Motivation ................................................28
Recognition Systems............................................................29
The Delegation Process ......................................................30
Follow-up Process for Maintaining Accountability ...34
Holding People Accountable ............................................35
Accountability ........................................................................36
Reasonable Allowable Margin of Error..........................36
The Right Approach to Handling Mistakes..................37
Interactive Communication...............................................42
Levels of Listening ................................................................43
Selling Change .......................................................................44
Human Relations Principles...............................................45
Taking Charge of Stress.......................................................48
Where People and Process Meet
Develop Personal Leadership

Recognize Human Potential
Lead Effective Meetings
Communicate to Lead
Handle Mistakes
Make Decisions
Self-Direction
People Skills
Process Skills
Communication
Accountability
Planning
Innovation
Delegation
Performance
Appraisal & Coaching
Achieve Organizational Results
1 Dale Carnegie Training
Leadership
People
Points of overlap create

Drivers, common to both
Leadership and Management
Process
Management
Leadership Training for Managers 2
The Five Drivers of Success
Successful leaders focus on building skills in five

interrelated areas: self-direction, people skills, process
skills, communication, and accountability.
Self-Direction
Leaders are self-directed. They have vision. They
set goals and achieve them. They dont need
others to tell them what to do or how well to do
it. They know the results that they are responsible
for and, being empowered, they move forward
toward those outcomes. They follow their values
to create an environment through their leadership
style, systems and processes for others in the
organization to be self-directed and empowered.
People Skills
The single greatest cause of failure in newly
promoted executives and managers is the inability
to form effective teams and partnerships at all
levels inside and outside the organization.
Dale Carnegie Training is built on time-tested
principles of human relations that enable leaders
to create an environment that is safe, open,
and encourages growth. Through consistent
application of these principles and methods for
accentuating positive performance, we develop
leadership habits. Leaders build relationships of
trust and respect.
Process Skills
We can put great people in poor systems and

processes, and they may fail. We cannot see a
process; we see the people that use the process,
and it is easier to blame the poor performer
than the process. Leaders demonstrate the
ability to plan, innovate, define clear performance
objectives, delegate, utilize time effectively,
analyze problems, and make decisions. Leaders
know people support a world they help create.
It takes effective people skills to ensure that our
processes work for us at optimum levels.
Communication
Leaders learn by demonstrating effective
questioning and listening. They understand that
even the associate on his or her first day on the
job can offer insights and innovations that add
value. Through application reports and meeting
facilitation skills, we improve our ability to reach
others. Leaders create opportunities to listen and
learn. Communication is the glue that holds an
organization together. Not only is it critical to be
good communicators, we require the right systems
and processes in place to ensure communication is
effective throughout the organization.
Accountability
Leaders quickly and emphatically admit their own

mistakes and lead by example. They know how
to close the gap between expected performance
and actual results. Leaders coach, guide, support,
and train others to achieve mutually agreed on
goals and objectives. Leaders also create and
monitor systems and processes of control and
accountability within their organization so people
have the freedom to achieve results.
The Innerview
Conducting an Innerview is a proven method of

deepening our connection to our people. We ask
questions in three basic categories:
Factual QuestionsThese are questions that are of
a typical conversational nature that revolve around
factual information. The answers to these questions
are occasionally found in personnel files. Examples of
factual questions are:
Where did you grow up?
What kind of activities were you involved with
as a child?
What was your first job?
What were your interests in school?
How long have you worked here?
Tell me about your family.
What do you do for recreation?
Causative QuestionsThese are questions to

determine the motives or causative factors behind
some of the answers to the factual questions. These
are typically why and what questions.
Examples of causative questions are:
Why did you pick that particular school?

What caused you to study ?
What caused you to pursue that profession?
How did you happen to come to work for this
organization?
How did you get involved with that
particular hobby?
Purposes
Conversation
Building
Networking
Trust
Building
The Innerview Process

Common
Ground
Common
Needs
Results
Common
Values
Value-Based QuestionsThese are questions that

help connect us to a persons value system. They are
designed to help a leader hear the worth that his or
her people place on things. These are questions that
people rarely ask but give a greater view of the inner
person. Examples of value-based questions are:
Tell me about a person that had a major impact on

your life.
If you had it to do over again, what, if anything,
would you do differently?
As you look back over your life, tell me about a
turning point.
It is obvious from our discussions that you have
many accomplishments. Tell me about something
that you look back on as a high point or a point
of pride.
You have probably also gone through some tough
times. Tell me about a time that was particularly
low for you emotionally or physically. What got
you through that low point?
What words of wisdom would you give a young
person if he or she sought your advice? How
would you sum up your personal philosophy in a
sentence or two?
Tyranny of the Urgent
%
%
%
%
%
Not Important
Important
Urgent
Not Urgent
%
%
%
%
Original concept by Charles E. Hummel
Time is the scarcest resource

of managers. If it is not managed,
nothing else can be managed.
Peter Drucker
The Innovation Process
Visualization
Picturing the Should-Be (Ideal future)
Fact Finding
Determining the As-Is

(Data gathering within the current state)
Problem or OFI Finding

Idea Finding
Identifying and prioritizing

problems or opportunities
Green-Light Thinking for ideas

(Brainstorming)
Organization
Product
Solution Finding
Service
Acceptance Finding
Implementation
Follow up
Evaluation
Red-Light Thinking to determine

the best solution or approach
Gaining approval and support
Putting solutions into action

(Execution)
Monitoring implementation
Identifying and assessing end results
The Innovation Process
Begin by looking in your organization, department,

or service for situations where the Innovation
Process could be utilized as a problem-solving or
opportunity-exploring tool.
Step O ne: Visualization

What is your goal or objective? Create a picture of
what you want the outcome to be and develop a
vision of what the ideal Should-Be situation will
look like. Whether this is a problem to be overcome
or an opportunity for improvement, the visualization
process helps set the scene and motivation for
moving forward.
Step Two: Fa c t Finding

Get the facts. Look at the who, what, when,
where, why, and how of situations. Whether
positive or negative in the outcome, facts are neutral.
The details we accumulate MUST BE FACTUAL.
We defer judgment about the facts and simply
accumulate them. Once collected, the facts that
weve accumulated point to symptoms or causes
that, when eliminated, lead to the resolution of the
challenges. Keep in mind that the right solution to
the wrong problem can be more dangerous than the
wrong solution to the right problem. Opportunities
and problems can then be prioritized.
Step Three: Problem or O ppor tunit y Finding

If you already know a problem, the process can

start here. The way we state a problem influences
whether we get creative or judgmental input. Our
objective is to defer judgment and avoid finger
pointing mentally or verbally. Therefore the problem
or opportunity is phrased in the form of In What
Ways Can We (IWWCW) ? For example, In what
ways can we increase sales? or In what ways can we
decrease costs?
Step Four: Idea Finding

We can do this step individually or in a group. Group
participation is popularly labeled brainstorming. No
judgmental thinking is permitted at this stage. To
ensure that we drive out the fear of embarrassment,
we ask participants to write before they talk. This
allows people to concentrate on quantity vs. quality.
It allows idea fluency without group members
reacting to or judging others opinions or ideas.
Step Five: S olution Finding

Judicial thinking takes place in this step. We evaluate
ideas produced in the Green-Light Thinking. After
sufficient writing takes place, the facilitator asks
participants to determine their best and silliest
ideas. The facilitator does not taint the discussion by
giving his or her idea first. During discussion of the
silliest ideas, the facilitator should go first to ensure
that the participants wont be embarrassed.
Three options for determining solutions are: getting

a consensus from the team or group, voting for the
best ideas, or using the criteria method. The criteria
method, based on the ideas generated, asks What
criteria MUST these solutions fit within? What criteria
must we ABSOLUTELY have as a result? Determining
ABSOLUTE and DESIRABLE criteria makes the
decision-making process objective and less personal.
Step Six: Acceptance Finding

Unless you are personally going to implement the
solution, you may require other people involved,
and that may present a whole new set of issues.
Anticipate objections and perhaps start the process
again at Step Three (i.e., IWWCW get buy-in?). The
Innovation Process is therefore often not a linear
technique; one solution may become a new problem,
or after one solution you may go back to problem/
opportunity finding and start over again in a new
direction.
Step S even: Implementation

In the Green-Light Thinking and Red-Light Thinking
steps, you identified ideas and solutions. Now you
put them into action. Set up a time-frame listing
each phase of the project to its completion. For a
more detailed look, replace Steps Seven through Nine
with the Planning Process.
Step Eight: Follow Up

This step is your assurance that you are on track.

Set up follow-up meetings in 30 and 60 days.
Dont put off what you have started. Keep the
momentum going.
Step Nine: Evaluation

Have you achieved the results you wanted? Do
things seem to fall into place? This last step is the
tell-all for the process. What was the cost/benefit or
Return on Investment (ROI) for you, your department
or team, and the organization?
The Planning Process
1
2
3
4
5
6
7
8
Desired Outcome
Current Situation
Goals
Action Steps
Time Frames
Resources
Obstacles and Contingencies
Tracking and Measurement
The Planning Process
Step O ne: D esired O utcome

What outcomes will we accomplish in the scope of
this plan? How does this fit into the organizations
overall Should-Be situation? Create a picture of
what you want the outcome to be and how others
would benefit.
Step Two: Current Situation

Determine the reality of the current situation. Where
are you today? Leaders make a thorough estimate of
the situation both internally and externally to obtain
a clear understanding of the factors that might help
or hinder their efforts and enable them to set
realistic goals.
Step Three: Goals

Define and set the goals. Realistic goals form the basis
for most important management decisions. Leaders
know that without goals, people will be task-oriented
rather than results-oriented. Leaders give careful
attention to setting realistic, reasonable, challenging,
and attainable goals. These are separated into bitesized pieces, which may be assigned to individuals in
line with the particular skills and abilities needed to
achieve them. This makes these goals less formidable
and brings them down to a level where they may be
more readily accomplished.
Step Four: Ac tion Steps

Work out a definite program, including action steps.

Many times, achievement falls short of goals because
effective, workable programs and plans of action to
achieve these goals are not carefully thought out
and formulated. Follow-up plans and programs can
assure achievement of desired results if attended to
on a consistent and continuing basis. Leaders must
teach their team members how to plan effectively to
achieve assigned goals.
Leaders need to involve team members so that
everyone will clearly understand:
The requirements for achieving set goals
Who will do which part of each job
How the different parts tie together
The conditions that help and hinder goal
achievement
Timingwhen plans and ideas are put
into effect
How all functions are coordinated properly
Determine methods to be used. Leaders who
consistently turn in an outstanding performance
record leave nothing to chance. They consistently
search for the most effective methods to get
programs and plans of action translated into desired
results.
Step Five: Time Frames

Set timetables. The work to be done is programmed

so that each phase is achieved at a prescribed time.
Deadlines are set so that all concerned are aware of
them and strive to meet them.
Step Six: Resources

Estimate the cost of the plan. Because it is important
that all managerial activities be cost effective, all
plans take into consideration the costs of people,
material, and time.
Step S even: Obstacles and Contingencies

Whenever we set our goals, we plan for obstacles and
contingencies. We often allow for extra time, possible
changes in costs or resources, and challenges that
threaten the quality of the results. If we are thorough
in our planning, we often save ourselves and our
organizations from potential setbacks.
Step Eight: Tracking and Measurement

Successful managers turn in consistently good
achievement records by maintaining effective
performance measurement systems. Their focus is
on the factors that might interfere with achieving
desired results, and they are alert to indicators
that warn them of potential problems. In this way,
corrective actions are taken and the goals achieved.
Performance Results Description
Vision/Mission
Values
Organization
Position Goal
ent
nm
Alig
Key Result Areas
Individual
Performance
Standards
Activities
Skills
Individual & Organization

Results
Vision/Mission: From your organization.
Values: From your organization.
Position Goal: The reason your job exists.
Key Result Areas: The areas in which you must
accomplish specific results that, when collectively
achieved, fulfill the job function.
Performance Standards: Conditions that must
exist when the KRA has been satisfied. Performance
standards should be specific, measurable, attainable,
results-oriented, and time phased. Activities: A list of
activities that we do in order to accomplish our job
responsibilities.
Key Skills: Identifies what we must know, or know
how to do, in order to be able to do our jobs.
RAVE Performance Appraisals
RAVE identifies what we should remember in

conducting a performance appraisal meeting.
Review the PRD for the Should-Be and all

necessary changes.
Analyze the Monthly Project Lists for the As-Is

performance, and discuss and identify gaps and
opportunities for improvement.
Vision future growth and development for the

individual to get to the next level.
Encourage the person.
Cycle of Development
More Coaching
Need To
Feedback
Want To
Can Do
Follow-Up
Motivation Gap
Accountability
Measurement
Recognition
Will Do
Habit
Attitude
Skill
Knowledge
Show Me How
Fundamentals
Concepts
Principles
Right Practice
With Strong Coaching
Knowledge Trap
The Coaching Process
1
2
3
4
5
6
7
Identify Opportunities
Picture the Desired Outcome
Establish the Right Attitudes
Provide Resources
Practice & Skill Development
Reinforce Progress
Reward
The Coaching Process
Step O ne: Identify the O ppor tunit y

There are five ways to identify opportunities
1. You identify an opportunity for another person.
2. The person identifies an opportunity for
themselves.
3. A customer, vendor, or other outsider identifies
an opportunity.
4. You identify new skills needed within your team.
5. A situation creates an opportunity.
Step Two: Pic ture the D esired O utcome

Once the opportunity is identified, it is important to
take the time and pinpoint what the situation will
look like when the gap is filled.
One of the most important concepts in coaching is
having a vision or end goal in mind. Without that,
people often lose sight of the importance of making
the needed changes. How we create this picture of
what is possible is the central component of this step
in the Coaching Process.
Step Three: Establish the R ight Attitudes

How well we really know our people may determine

how quickly we know that we have the right trainee
for the job and how they are motivated. This step is a
critical part of the process of effective coaching.
We often hear that people resist change. People
resist being changed when they:
1. dont see the need,
2. dont want to do it, or
3. believe that the change is not possible for them.
Whenever people are asked to change without
their buy-in, we create resistance.
Skills required to cut resistance and move through
the Coaching Process. These skills are:
Leadership.
Communication.
Building trust.
Getting commitment vs. compliance.
Step Four: Provide the Resources

In order for a Coaching Process to be successful,

it is important the appropriate resources
be available. This includes time and, most
importantly, a personal commitment to succeed by
all involved.
Other resources may include money, equipment,
training, information, and upper level buy-in and
support.
Ensure that the appropriate resources are in place
and available.
Step Five: Prac tice & Skill D evelopment

Once the resources are in place and the correct skill
set has been identified, explained, and demonstrated,
it is now time for the associate to practice and apply
what has been learned. In order for knowledge
to evolve into a skill we practice it and perfect the
skill with the help of a coach, ensuring that we
are practicing the new skill and not the old habit.
Practice also allows the coach to identify strengths
and opportunities for improvement.
How to encourage others to success.
How closely to monitor and when to let go.
How to hold others accountable for progress.
Step Six: Reinforce Progress

Making progress is one thing, but without a way to

reinforce it and keep it in place people may quickly
go back to the way they did things before.
Some of the skills we must look for in reinforcement
of coaching are:
Empowering people to get results after they have
learned new skills.
Giving the right kind of feedback.
Following up.
Handling nonperformance issues.
Handling mistakes and people who get off track.
Step S e ven: Reward

One of the best ways to cement growth and progress

is to reward it. What we reward gets repeated. What
gets repeated becomes habit.
Habit is stronger than knowledge. To ensure change
happens quickly and is kept in place as long as
needed, celebration and reward are important.
Some of the skills we put into coaching in this step of
the process are:
Praise and recognition.
Positive feedback techniques.
Recognizing peoples strengths as well as
accomplishments.
Having the right credibility and impact in the
delivery.
Understanding Motivation
Hierarchy of Needs
Self-Actualization
Importance
Belonging
Security
Survival
Formula for Sincere Appreciation
Things
Accomplishments
Personal qualities, strengths, and traits
Evidence
Recognition Systems
Formal: a planned system that has stated objectives

and conditions that must be met in order for
recognition to occur.
Sales award
Pin
Plaque
Employee-of-the-month parking space
Trip
Informal: spontaneous recognition that has no
predetermined objectives.
Impromptu lunch for the department
Half day off for a job well done
Tickets to a movie or sporting event
Balloons or flowers
Certificate
Daily: recognition that identifies a specific task or job
that is being worked on or has been done well.
Verbal thank-you
Quick note
Pat on the back
Applause
E-mail or voice message
The Delegation Process
1
2
3
4
5
6
7
8
Select the Person

Identify the Need
Plan the Delegation
Hold a Delegation Meeting
Create a Plan of Action
Review the Plan
Implement the Plan
Follow Up
The Delegation Process
Step O ne: Identify the Need

Establish what you choose to delegate. Create a
picture of what you want the outcome to be.
Step Two: S elec t the Person

Identify to whom you will delegate and why you have
chosen that person.
Step Three: Plan the D elegation

The steps are the same as the first three steps of the
Planning Process.
Desired outcome: What is the outcome to be
accomplished in the scope of this delegation plan?
Create a picture of what you want the
outcome to be.
Current situation: Determine the reality of the
current situation. Where are you today? Make a
thorough estimate of the situation, both internally
and externally, to obtain a clear understanding of
the factors that might help or hinder their efforts
and enable them to set realistic goals.
Goals: Define and set the goals. These realistic

goals are check points that create mutual
expectations forming the basis for most important
management decisions. Give careful attention
to setting realistic, reasonable, challenging, and
attainable goals. These are separated into bitesized pieces, which may be assigned to individuals
in line with the particular skills and abilities
needed to achieve them.
Step Four: Hold a D elegation Meeting

During the meeting, the following should be
accomplished:
Identify specific results to be achieved: Clearly
identify what you want the final result to be.
Outline the rules and limitations: Clearly state the
givens that cannot change and are not negotiable.
Review the performance standards: Set the
performance standards with the individual and
review the criteria for clarity and agreement.
Step Fi ve: Create a Plan of Ac tion

The person who has been delegated the task should
develop a plan of action that explains the steps that
will be taken to accomplish the goal.
Step Six: Review the Plan

You and the person who has been delegated the

task meet and discuss the plan of action. Make
any necessary adjustments until both parties are in
agreement.
Step S even: Implement the Plan

Plans are implemented by seeing that all people
concerned understand their part in the total
undertaking, commit themselves to the achievement
of the agreed on results, and act in a unified,
concerted manner to put the plan into action.
Step Eight: Follow up

Follow up on previously agreed on goals established
in the third step of delegation by maintaining an
effective follow-up process that demonstrates
deviations from the expected goals.
Follow-Up Process for Maintaining Accountability

The
Process
Delegate
Delegator
A Positive Process Should Include:

Predetermined, desired results of follow-up
Predetermined, communicated, and agreed on
performance standards
Indicators that connect to the performance
standards
Flexibility to change due to current information
Win-win situation
Holding People Accountable
Buy it Back
By responding:
Let me think about
Ill let you know when
Leave it here, Ill
Ill check with
Ill draft up
After I finish
With phrasing like this, the delegation is negated. The assignment remains with you.
There is no progress until you do something.
Put it in Limbo
By responding:
If you have time
Lets wait until
Why dont you check with
See me later about
Let me know if I can help
Well have to do something
With phrasing like this, the process is slowed. Decisions are delayed.
The delegation is only partly completed.
Establish Accountability
By responding:
Youre the right person for the job
Im counting on your leadership
I gave it to you because
What are you going to do
Whats your plan for
I know you will get it done
With phrasing like this, its clear that the accountability has been shifted.
The delegation is complete. Progress is much more likely.
Accountability
Motivation
Negative Control
Ne
Systems
Low
w
tability
Abdication Accountability
Commitment
Chaos
No Control
Systems
Compliance
Low
Authority
Autho
MicroManagement
Empowerment
Reasonable Allowable Margin of Error

Obvious Deviations
(Mistakes)
Control Limits
e ds
m dar
tco tan
u
S
O
d ce
ire n
es ma
D rfor
Pe
Control Limits
Subtle Deviations
(Coaching Opportunities)
The Right Approach to Handling Mistakes
Research
Rapport
Reference
Resist
Relate
Restate
Restore
Reinforce
Reassure
Replace
Retain
The Right Approach to Handling Mistakes
Research
Do your homework to make sure you have all the
facts before you meet. Research starts with the
question: Is the person worth saving? Your answer
defines your next move.
B egin with R appor t

When you meet with the person who has made
a mistake, begin by putting that person at ease
and reducing the anxiety. One way to do this is to
begin with honest appreciation that is supported by
evidence. Choose a behavior that you have observed
instead of giving a compliment.
Reference the Mistake or Issue

During this step, we focus on the problem and
not the person. Eliminate personal pronouns and
depersonalize the problem. It was the action that
was wrong, not the person who did it. You want
to give the other person a chance to explain what
happened and then let that person know what you
know about the problem. The goal is to gather facts
and information to accurately identify the problem
and why it happened. By reducing defensiveness
and not jumping to conclusions, the different
perspectives surface, and the root cause of the
problem should be identified.
When they relate to the problem, issue or mistake and

take responsibility then
Restore Per formance

The purpose of this step is to remedy the problem, to
reduce the chance of the mistake happening again,
and to restore the persons performance. It also
involves devising a way to keep the problem from
occurring again.
This step is handled differently with the employee
who accepts responsibility than with the one who
blames and avoids taking responsibility. With
the responsible employee, effective questioning,
listening, and coaching used to encourage him or
her to suggest ways to correct the situation. The
employee can be involved in a problem analysis
and decision-making process. For the blaming
or avoiding employee, the manager may first
reaffirm performance expectations and to coach for
acceptance of responsibility to restore accountability.
Reassure
This step is focused on the person. Obviously a

person who has erred feels, to some degree, like a
failure and is likely to be less inclined to approach
the next opportunity with confidence. Therefore, the
manager helps the employee see the situation in a
different context.
The employee should also understand that the
manager is interested in and committed to the
employees success and growth.
Retain
If you handled the previous steps well, you increased
your chances of retaining the person, his or her
commitment and morale of your whole team. This
builds trust and increases the level of commitment
and work ethic.
When people resist your efforts to repair the situation or
performance or refuse to relate to the issue then
Restate
You now restate the facts, the seriousness, the policy
and the proper remedy to the issue; this gives the
person one more chance to do the right thing.
Reinforce
When people refuse to accept responsibility, you may

have to formally remind them in some way prior to
further action. There may be policies and procedures
documented in your company for this.
Replace
Sometimes you find that the employee is not a good
fit for a particular task, project, or department. You
may explore what the employees strengths, interests,
and goals are and search for a better fit within
the organization. It is an injustice to employees
and companies to perpetuate a situation where
individuals feel that they can never succeed. The
last resort after attempts to coach them for desired
performance have been unsuccessful is to remove
them from this area of responsibilityto replace,
reassign or release them from the organization.
Interactive Communication
Message
Filter
Filter
Sender
Receiver
Filter
Filter
Feedback
Points to Remember
Responsibilities of sender and receiver must
be clear.
Communication isnt complete until feedback is
incorporated.
Filters alter the message.
Communication is an ongoing process.
Levels of Listening
Empathetic
Selective
Pretend
Lis
ten
ing
Attentive
Ignore
IgnoreWe dont listen.

PretendWe give verbal or physical evidence to
indicate that we are listening, but were not listening
to the words or interpreting the meaning.
SelectiveWe listen for what we want to hear or for
an opportunity to interrupt.
AttentiveWe listen carefully for meaning.
EmpatheticWe listen to accurately receive the
message from the senders point of view.
Selling Change
Opening
Startling statement
Question based on need or interest
Mysterious statement
Praise
Dramatic incident
Statement of need
Example of need
Three solutions
Neutral options with evidence
Advantages/Disadvantages for each
Best idea or solution and why

Closing
Appeal to nobler motives
Throw down a challenge
Use a motivating statement
Highlight an important benefit
Dramatize your ideas
Strengthen
Relationships
Enhance R e l ation s h ip s a nd B u i l d Tru s t

1.
2.
3.
4.
5.
6.
Dont criticize, condemn, or complain.

Give honest, sincere appreciation.
Arouse in the other person an eager want.
Become genuinely interested in other people.
Smile.
Remember that a persons name is to that person
the sweetest and most important sound in any
language.
7. Be a good listener. Encourage others to talk about
themselves.
8. Talk in terms of the other persons interests.
9. Make the other person feel importantand do it
sincerely.
Gain Willing
Cooperation
Win People to Your Way of Thinking

10. The only way to get the best of an argument is to
avoid it.
11. Show respect for the other persons opinion. Never
say, youre wrong.
12. If you are wrong, admit it quickly and emphatically.
13. Begin in a friendly way.
14. Get the other person saying yes, yes immediately.
15. Let the other person do a great deal of the talking.
16. Let the other person feel the idea is his or hers.
17. Try honestly to see things from the other persons
point of view.
18. Be sympathetic with the other persons ideas and
desires.
19. Appeal to the nobler motives.
20. Dramatize your ideas.
21. Throw down a challenge.
Be a
Leader
Changing Attitudes and B ehaviors

22. Begin with praise and honest appreciation.
23. Call attention to peoples mistakes indirectly.
24. Talk about your own mistakes before criticizing
the other person.
25. Ask questions instead of giving direct orders.
26. Let the other person save face.
27. Praise the slightest improvement and praise
every improvement. Be hearty in your
approbation and lavish in your praise.
28. Give the other person a fine reputation to live
up to.
29. Use encouragement. Make the fault seem easy
to correct.
30. Make the other person happy about doing the
thing you suggest.
Taking Charge
of Stress
B asic Techniques in Analyzing Stress

1.
2.
3.
4.
Get all the facts.

Weigh all the factsthen come to a decision.
Once a decision is reached, act!
Write out and answer the following questions:
What is the problem?
What are the causes of the problem?
What are the possible solutions?
What is the best possible solution?
5. How to face trouble:
Ask yourself, What is the worst that can possibly
happen?
Prepare to accept the worst.
Try to improve on the worst.
Notes
Notes
Notes
Notes
Notes
Notes
Notes

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Where People and Process Meet .......................................1

Where People and Process Meet

Develop Personal Leadership

1 Dale Carnegie Training

Points of overlap create

Leadership Training for Managers 2

The Five Drivers of Success

Successful leaders focus on building skills in five

3 Dale Carnegie Training

We can put great people in poor systems and

Leadership Training for Managers 4

Leaders quickly and emphatically admit their own

5 Dale Carnegie Training

Conducting an Innerview is a proven method of

Leadership Training for Managers 6

Causative QuestionsThese are questions to

Why did you pick that particular school?

The Innerview Process

7 Dale Carnegie Training

Value-Based QuestionsThese are questions that

Tell me about a person that had a major impact on

Leadership Training for Managers 8

Tyranny of the Urgent

Original concept by Charles E. Hummel

Time is the scarcest resource

9 Dale Carnegie Training

The Innovation Process

Picturing the Should-Be (Ideal future)

Determining the As-Is

Problem or OFI Finding

Identifying and prioritizing

Green-Light Thinking for ideas

Red-Light Thinking to determine

Gaining approval and support

Putting solutions into action

Identifying and assessing end results

Leadership Training for Managers 10

The Innovation Process

Begin by looking in your organization, department,

Step O ne: Visualization

Step Two: Fa c t Finding

11 Dale Carnegie Training

Step Three: Problem or O ppor tunit y Finding

If you already know a problem, the process can

Step Four: Idea Finding

Step Five: S olution Finding

Three options for determining solutions are: getting

Step Six: Acceptance Finding

Step S even: Implementation

13 Dale Carnegie Training

Step Eight: Follow Up

This step is your assurance that you are on track.

Step Nine: Evaluation

Leadership Training for Managers 14

The Planning Process

15 Dale Carnegie Training

The Planning Process

Step O ne: D esired O utcome

Step Two: Current Situation

Step Three: Goals

Step Four: Ac tion Steps