complete step-by-step facilitator s guide section Y FACILITATOR MATERIALS 01. PARTICIPANT WARM-UP QUESTIONS 02. SOLEMN OATH 17 03. ABOUT THIS PROGRAM AND THE PEOPLE IN IT 04. PLAY THE VIDEO 05. THE BENEFITS OF LEADERSHIP 06. THE BIG DIFFERENCE BETWEEN LEADERS AND EVERYBODY ELSE 07. WHY IT S A LOT BETTER TO BE A LEADER 08. HOW TO DECIDE WHAT S IMPORTANT TO YOU: CHOOSE YOUR TOP 10 VALUES 09. HOW TO DECIDE WHAT S IMPORTANT TO YOU: CHOOSE YOUR TOP 5 VALUES 10. HOW TO DECIDE WHAT S IMPORTANT TO YOU: CHOOSE YOUR TOP 3 VALUES 11. BREAK 12. HOW TO DECIDE WHAT S IMPORTANT TO YOU: OWN YOUR VALUES 13. HOW TO DECIDE WHAT S IMPORTANT TO YOU: WHAT YOUR VALUES MEAN TO YOU 14. HOW TO MAKE IT IMPORTANT TO EVERYBODY ELSE: THE 3 WAYS. AND THE 1 THAT WORKS 15. HOW TO MAKE IT IMPORTANT TO EVERYBODY ELSE: THE WORSE PLACE 16. HOW TO MAKE IT IMPORTANT TO EVERYBODY ELSE: THE BETTER PLACE 17. HOW TO TURN THIS INFORMATION INTO ACTION 18. QUESTIONS. EVEN BETTER: ANSWERS 19. (RETURN OF) WHAT DO YOU WANT FROM YOUR JOB? 20. A LETTER TO YOU FROM STAN SLAP 21. RATING SHEET 22. SHAMELESS SELF-PROMOTION 23. BRIEF REVIEW OF PARTICIPANT MATERIALS
18 BURY MY HEART AT CONFERENCE ROOM B STEP-BY-STEP FACILITATOR S GUIDE the time it takes 01. PARTICIPANT WARM-UP QUESTIONS 10 minutes A brief warm-up activity to introduce people to the program and to each other. This allows people to introduce themselves to you and to one another, and to get them used to talking. It also allows you find out what each manager expects from their job. Most managers have a limited idea of what they can expect and just want to do what is expected of them by their job description. The main point of Bury My Heart at Conference Room B is that there is a high degree of personal fulfillment available for any manager who practices leadership, and that most managers don t even realize that this opportunity exists for them. 1. Ask participants to introduce themselves one by one. 2. Ask each manager to briefly tell how long they ve been a manager, what their current job consists of, and what they want from their job. 3. Don t give any hint that you are going to use this information to surprise them later on. Just have them answer the questions. Write down their answers on a flipchart or piece of paper so you can refer back to it later. 4. At the end of the workshop, you can come back to what they originally said they wanted from their job and show them that they now know there is something far better available. (See page (y)38 for more info.) be yourself is the worst advice you can give some people. TOM MASSON
the time it takes 02. SOLEMN OATH 05 minutes (z)05 section Y FACILITATOR MATERIALS A promise by participants not to turn ahead to any pages in the workbook. The success of your facilitation depends on you taking your audience through all the twists and turns right on time. If they read ahead, your chance for momentum and surprise is lost. 19 1. Have some fun with this. It s kind of a whacked activity that helps set the expectation of an unusual program. 2. Pass out participant materials with one request: that they don t open them. 3. Explain that you are intent on doing a good job at delivering this workshop. That good job depends on your ability to take them through the material properly. 4. Explain that, as a gesture of respect, you have foolishly handed out the workbook material ahead of time, thereby probably destroying any chance you have of doing a good job because audiences always read whatever they re given before they re supposed to. 5. Tell them it s not going to happen this time. Have them place their left hand on the book, raise their right hand and repeat the oath after you (either have them read it aloud or read it to them). HENRIK IBSEN one should never wear one s best trousers to go out and battle for freedom and truth.
20 BURY MY HEART AT CONFERENCE ROOM B STEP-BY-STEP FACILITATOR S GUIDE the time it takes 03. ABOUT THIS PROGRAM AND THE PEOPLE IN IT 05 minutes (z)06 (z)07 An explanation of the job of management, the Bury My Heart at Conference Room B program, Stan Slap and slap, the company. To open up participants to the program. This segment establishes credibility for the content of the program; the tone establishes empathy for the real world of a manager. The tone also puts the program s humor into context, lets the managers know to expect it, and lets them know that it s okay to have fun. 1. Set the tone yourself by noting that what they re about to experience is different: (a) the material works in the real world of a manager; (b) this is the same information taught to smart managers at all levels in many of the world s best performing companies; (c) this workshop is going to be a safe and survivable experience. Have some fun with this. Note: Don t tell participants they re going to have fun that becomes your own value judgment. Instead, let them discover to their own delight that the experience is entertaining as well as educational. 2. Let participants read the pages themselves or read to them. 3. Ask different participants to read different paragraphs aloud to the group. Note: Do this only if you know the participants you have chosen and their comfort level in reading aloud. don t give them what they want. give them what they should want. BILL GRAHAM
the time it takes 04. PLAY THE VIDEO 25 minutes section Y FACILITATOR MATERIALS This video features Stan Slap giving an overview of the program. This video presents the basic message of the program that leadership begins with a manager fulfilling their values on the job, and then turning those values into better working conditions for their people. This intimate video sets the tone for the rest of the material, which is written in Stan s voice. 21 1. Play the video, the whole video, and nothing but the video here. This video was created to be a single, non-stop communication of information and attitude. 2. Everything in the video is and is put there for a reason, from the opening credits right up until the word END appears on the screen. 4. Explain that the video is a summary; they ll receive detailed information from the workbook materials. CHARLES BAUDELAIRE let us beware of common sense, inspiration and evidence.
22 BURY MY HEART AT CONFERENCE ROOM B STEP-BY-STEP FACILITATOR S GUIDE the time it takes 05. THE BENEFITS OF LEADERSHIP 05 minutes (z)08 (z)09 An explanation of the benefits of making the transition from manager to leader. Leadership isn t well understood by most managers and they may perceive it as something that they can t do, are uncomfortable doing, or that has no benefit to them. 1. Before viewing this information, ask participants to name any benefits of leadership. Write on flipchart. 2. Discuss the eight benefits in the workbook with participants. you will find it a distinct help if you look as if you know what you are doing. IRS TRAINING MANUAL FOR TAX AUDITORS
the time it takes 05 minutes (z)11 An explanation of the key reason people become leaders. section Y FACILITATOR MATERIALS 06. THE BIG DIFFERENCE BETWEEN LEADERS AND EVERYBODY ELSE To continue to bust through the mythology that surrounds leadership and show why people bother to become leaders in the first place. There s a lot of information out there about leadership, most of it wrong. Participants will have all sorts of vague ideas about what leadership is and for them to do it. When leadership is taught in a corporate setting, it s usually as a tactic to get people to work harder. It does get people to work harder, but that s not the point of leadership. And it s not the reason that the typical manager would eagerly embrace the learning experience. Leadership is often counter-intuitive behavior to management and participants need to understand what s in it for them personally and professionally when they do it. 23 1. Explain this information to participants, rather than have them read it. This positions you as understanding the whole point of leadership. 2. You might want to write this leadership equation (also at the bottom of page (z)11 in the participant materials) on a flipchart. This makes the essential information easier to connect for participants. I know what s most to me (my personal values) + I want to live in a better place, where those values are fully realized all of the time + I can t get to that better place without the help of others = I better do that whole leadership thing and convince others that they want to go there, too J. R. TEAGUE nothing is so simple that it cannot be misunderstood.
24 BURY MY HEART AT CONFERENCE ROOM B STEP-BY-STEP FACILITATOR S GUIDE the time it takes 07. WHY IT S A LOT BETTER TO BE A LEADER 15 minutes (z)12 (z)13 An activity and explanation of the myth of management. This is the primary reason why smart managers don t naturally become leaders. This isn t just ; it s the most information in the workshop. This is what will shock most managers into realizing that they re not even close to getting all the fulfillment they can from their jobs. Their jobs consume over half their waking hours not getting fulfillment at work is a serious issue. Participants won t become leaders because it s logical that they do, or because the company demands that they become leaders, or because it s a new way to get their people to work harder. Forget it: Leadership is too big a commitment, and too big a change from the way they re used to working. They will only become leaders if they are first convinced it s in their personal best interests to do so. everybody hates mimes. mother teresa would have punched a mime. JOHN WATERS
section Y FACILITATOR MATERIALS 1. Even though Stan has discussed this whole thing in the video, take participants through it again it will be slower and far more disturbing (which is good) if they do it personally and get to discuss it in the workshop. 2. Start by explaining the myth of management that s described at the top of page (z)12 in the participant materials. Tell participants that even the smartest managers believe in this myth that they should take care of their personal values in their personal life but as a manager, their purpose is to take care of the company values. 25 3. Talk participants through completing page (z)12 in the participant materials about how many hours they work each week, how many hours they travel (to and from, or for) work each week, and how many hours they think about work each week, even if they re not actually working. 4. The total number of hours will probably be somewhere between 65 and 75. 5. Welcome them to their personal life. Explain that the hours they work (and travel and think about work) take up more time than the hours they don t work. Feel free to be as dramatic as possible about this it s the key point of the program and it s horrible that most managers never realize this. 6. Explain that this is an unnecessary crime; they can still protect and promote the company values while they protect and promote their own. There s room for both and both are appropriate at work. 7. If participants are struggling with this concept (most won t they ll be eager to learn how to realize their own values at work), point out that any leader in any organization has figured this out. Use examples of any leader they know in the company or have ever encountered in life (former managers, teachers, parents, other role models). 8. End this dramatic part of the program by promising that you re going to show them what to do about it. (Which you are about to do, so not to worry.) WILL ROGERS everyone is ignorant, only on different subjects.
26 BURY MY HEART AT CONFERENCE ROOM B STEP-BY-STEP FACILITATOR S GUIDE the time it takes 08. HOW TO DECIDE WHAT S IMPORTANT TO YOU: CHOOSE YOUR TOP 10 VALUES 20 minutes (z)14 (z)15 This activity allows managers to decide on their most personal values. The values will then be used as the foundation for their leadership vision. A manager must base their professional leadership on their personal values. That s why every leader in history has done the things that they do: to promote their personal values. That s the big perk of leadership. This workshop will show a manager how to translate those values into their job. If they don t start with what s really most to them, they ll never really be committed to leadership, and their people will immediately sense that lack of commitment. 1. Explain to participants that leadership starts with their most personal values. 2. Present page (z)14 in the participant materials, Choose Your Top Ten Values, and walk them through the instructions at the top. Explain that they are choosing the top ten values that mean the most to them. 3. Remind them to pick their most personal values. Market share isn t on the list. 4. Don t reveal that they are soon going to have to reduce this list to five values, then three values. It s more powerful if it s a surprise. if you can t be a good example, be a horrible warning. CATHERINE AIRD
the time it takes 10 minutes (z)16 (z)17 section Y FACILITATOR MATERIALS 09. HOW TO DECIDE WHAT S IMPORTANT TO YOU: CHOOSE YOUR TOP 5 VALUES A continuation of the activity designed to find each participant s values. Now that they ve figured out the top ten, they have to eliminate all but the five that mean the most to them. A leader has enough self-awareness to know what s most to them. Through this process, participants are, um, forced to make the same choices about the priority of their values that leaders make in their lives. 27 1. Ask participants if the process of picking their top ten values was difficult. Some will say yes, some will say no, but it s worth spending a minute if only to set up this next activity. 2. Explain that you now want them to pick the five values from the list that are most to them. Paraphrase the instructions at the top of page (z)17 in their participant materials. CHINESE PROVERB of the 36 alternatives, running away is always best.
28 BURY MY HEART AT CONFERENCE ROOM B STEP-BY-STEP FACILITATOR S GUIDE the time it takes 10. HOW TO DECIDE WHAT S IMPORTANT TO YOU: CHOOSE YOUR TOP 3 VALUES 10 minutes (z)18 (z)19 The final activity is designed to find each participant s values. Now that they ve figured out the five most, they have to eliminate all but the three that ultimately define them as an individual. Same as with the last activity: A leader knows themselves well enough to know what s most to them. Through this process, participants are forced to make choices about the ultimate priority of their values. In whatever time you have in this workshop, you want to at least push participants to make hard choices about what is truly meaningful to them. 1. Ask participants if the process of picking their top five most personal values was difficult. Some will say yes, some will say no, but most will suspect that you re messing with them a little bit because of the activity that followed the last time you asked a question like this. 2. It s a shame that they re such a mistrusting bunch. It s even more of a shame since you re absolutely about to mess with them again. 3. Explain that you now want them to pick the three values from the list that are most to them. Paraphrase the instructions at the top of page (z)19 in the participant materials. 4. Be prepared to answer a question from participants about your three top values. Remember: You should have gone through these exercises yourself to prepare for the course and this self-awareness will allow you to talk about how the process is. it is not clear that intelligence has any long-term survival value. STEPHEN HAWKING