(Re - Work) Google's New Manager Training Slides

Kick-off Speaker
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New Manager Training, Day 1
Facilitator name
Agenda
Day 1 Day 2
● Kick-Off ● Manager Transition

● Introductions ● Coaching
● Mindset & Values
Lunch Lunch
● Emotional Intelligence ● Feedback

● Decision Making
● Closing
Introductions
Class agreements
What ground rules would support you in learning?
Why Manage?
Why Manage?
Instructions
● Think about the best and worst managers you’ve worked for…how have they
added (or subtracted) value?
● Write on two post-it(s) and place them on the wall in either category.
:(
:)
Google Project Oxygen findings
A High-Scoring Manager …
1. Is a good coach
2. Empowers team and does not micromanage
3. Creates an inclusive team environment, showing concern for success and well-being
4. Is productive and results-oriented
5. Is a good communicator – listens and shares information
6. Supports career development and discusses performance
7. Has a clear vision/strategy for the team
8. Has key technical skills to help advise the team
9. Collaborates across Google
10. Is a strong decision maker
Mindset
Mindset Quick Poll
Show of hands for degree of agreement: thumbs up, thumbs down, or sort of
● “It is important to me that I don’t appear incompetent”
● “You can learn new things, but can’t really change how smart you are”
● “People can’t change their deepest attributes”
What is a growth vs. fixed mindset?
Mindset + Values
mindset
ˈmīn(d)set/, noun
The established set of attitudes held by someone.
+
values
ˈvalyo͞o/, noun
A person's principles or standards of behavior;
one's judgment of what is important in life.
An individual’s mindset and values can be unconscious and deeply rooted.

However, both can be intentionally practiced and aligned over time.
How Do Your Values Show Up?
Briefly, think of a time when you led or made a decision from your highest
principles & values in the past (hint: grey areas & unprecedented situations)
Consider the example of Humility as a value. How might this show up in your
choices and behaviors as a manager?
● Be open to and ask for feedback often

● Actively seek opportunities to give & share credit
● Share personal stories of mistakes or failures
● Admit when you don't know something
● Adopt mindset of being in service to team
Turn Values into Mindsets You Can Practice
On your own, reflect on the following in your workbook (5 mins)
● Now that you’ve identified your most important values, which one(s)
currently influence the mindset with which you manage your team?
● Are there others on your list that you can intentionally practice as a
mindset? What might this look like in action?
● In your role as a manager, when are your values challenged?
In your trios
● Share what you’ve come up with, and help each other generate new ideas
for how to intentionally practice your values as mindsets
Lunch
Emotional Intelligence
Emotions are Data
● For making decisions
● For motivating us
● For protecting us
● For understanding ourselves and others
“Denial of our emotions isn’t the only danger we face when we rely too heavily on our left
brain. We can also become too literal, leaving us without a sense of perspective, where we
miss the meaning that comes from putting things in context (a speciality of the right brain).”
Daniel Siegel
Professor at the UCLA School of Medicine and Executive Director of the Mindsight Institute
Siegel, D., & Bryson, T. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. New York: Delacorte Press.
Emotions are Data
Instructions
● Go to a flipchart with an emotion that you’ve experienced within the past week or so:
Joy, Anger, Fear, Disappointment, or Surprise
● Turn to the person next to you and if you’re comfortable sharing, explain the context
(2 mins)
In your group (Record on Chart, 5 mins)

1. How did this emotion affect your thoughts or actions?
2. What “data” was this emotion giving you? (ie was a value threatened / violated)
3. If you had better understood the “data” of your emotion,

would it have changed how you acted or viewed the situation?
Why or why not?
EI vs. IQ Defined
What is Emotional Intelligence (EI)?
EI vs. IQ Defined
Emotional Intelligence (EI)
Emotional intelligence is your ability to recognize and understand emotions in
yourself and others, and your ability to use this awareness to manage your
behavior and relationships. (Goleman & Boyatzis)
Cognitive Intelligence (IQ)

Your abilities to learn and understand new situations, to reason through a given
problem, to apply knowledge to a current situation. Intelligence primarily
involves the neocortex portion of the brain, which governs abstract thinking and
reasoning.
Why Is Emotional Intelligence So Important?
Cognitive Emotional Intelligence

Technical Skills
Abilities (IQ) Abilities (EI)
Required for complex jobs, especially leadership positions
Emotional Intelligence Can Be Learned
• It increases over time if you are motivated and disciplined to learn the
competencies and behaviors (”maturity”)
• The “core” of Emotional Intelligence, the limbic system (the location of our
emotions), learns best through motivation, extended practice, and feedback
• To optimize the use of our emotions, the following are required: information;
motivation; practice and openness to feedback about the impact of our
behavior
EI Deep Dive: Relating to Others
Sympathy is the awareness of another’s feelings and experiences and
understanding that one might help by easing those feelings.
What’s
Empathy takes the feelings and experiences theand
of others difference
internalizes them, a
andand
vicarious experience of another’s emotions how are they related?
situation.
Compassion takes it a step further so that empathy then leads to a desire to

take action to help alleviate the suffering of another person.
http://www.positiveedu.com/edu-blog/empathy-sympathy-compassion-whats-the-diff
EI Deep Dive: Relating to Others
Sympathy is the awareness of another’s feelings and experiences and
understanding that one might help by easing those feelings.
“I feel for you”
Empathy takes the feelings and experiences of others and internalizes them, a
vicarious experience of another’s emotions and situation.
“I understand you”
Compassion takes it a step further so that empathy then leads to a desire to
take action to help alleviate the suffering of another person.
“I want to help you”
EI Deep Dive: Aim for Compassion
Sympathy is the heightened awareness of another person's plight as
Transform your experience of empathy into compassionate action.
something to be alleviated (Lauren, 2005)
Why? Neuroscience research shows:

● Too much empathy can cause stress & burnout for the empathizer
Empathy is the ability to take the perspective of and in some cases
● vicariously
Same brainexperience
regions arethe circumstances
activated and/or
in the person emotional
suffering state of
& empathizing
● another (Baron-Cohen,
VS. compassion, which2006)
instead produces feelings of concern, warmth, and
motivation to help the other person
● Compassion training can lower stress hormones, and boost immunity, and
may even reduce your risk of heart disease
This content is from rework.withgoogle.com (the "Website") and may be used for non-commercial purposes inGreater Good Institute
accordance with theofterms
Berkeley
of article
use set onforth
empathy vs. compassion
on the Website.
EI Deep Dive: Aim for Compassion
Sympathy is the heightened awareness of another person's plight as
Transform your experience of empathy into compassionate action.
something to be alleviated (Lauren, 2005)
How can I cultivate compassion?

● Ask how you can help, don’t assume you know what’s wanted or needed
Empathy is the ability to take the perspective of and in some cases
● Look forexperience
vicariously commonalities
thewith your team members
circumstances and/or emotional state of
another (Baron-Cohen,
● Encourage 2006)
cooperation instead of competition in your team
● Cultivate a genuine curiosity about the individuals on your team
● Lead by example — treating others with compassion is contagious!
● Be mindful of boundaries — avoid being an emotional sponge
This content is from rework.withgoogle.com (the "Website") and may be used for non-commercial purposes inGreater Good Institute
accordance with theofterms
Berkeley
of article
use set onforth
empathy vs. compassion
on the Website.
Empathy & Compassion in Practice
Ask yourself:
● Who in my life do I most need to develop more empathy for?
● How might I do this?
Get together with a partner to brainstorm:

● What could you do to increase empathy for and compassion towards the
people you work with?
(e.g., your directs, manager, clients, or your peer colleagues)
e X
ag
P
To recap…
"Compassion is almost an objective form of empathy, where

you have enough space between your feelings and the other
person’s feelings when you’re in a position to help them, and
ultimately alleviate their suffering if that’s what’s required.”
- Jeff Weiner, CEO of LinkedIn

@ Wisdom 2.0, 2015
To recap…
the Golden Rule is to Empathy

...as the Platinum Rule is to Compassion
Triggers Activity in Trios
Instructions
Think back to a situation at work when you experienced high stress, and/or
negative emotion - to the extent that your ability to perform was compromised
Jot down in your workbook

● What were you experiencing? Were there any physiological signs?
● Could you pinpoint what triggered you [at the time]?
● What did you try to do? How did it go?
Meet with your trio and take ~ 2 mins each to share your experiences
Hand Model of the Brain
Amygdala Hijack
Neocortex When triggered…
The "thinking brain,” outer “Amygdala hijack”
layer of cerebral cortex overrides the thinking brain
Amygdala sends messages to the

rest of the body:
● Flight/fight hormones
● Mobilizes movement
● Makes senses more alert
Amygdala
Center of the limbic brain. ● Speeds heart rate
Specialist for emotions, can act ● Raises blood pressure
quicker than neocortex in total
Triggers Activity in Trios
Instructions
Think back to a situation at work when you experienced high stress, and/or
negative emotion - to the extent that your ability to perform was compromised
Jot down in your workbook

● What were you experiencing? Were there any physiological signs?
● Could you pinpoint what triggered you [at the time]?
● What did you try to do? How did it go?
Meet with your trio and take ~ 2 mins each to share your experiences
Four Types of Reappraisal
Reinterpreting Normalizing
“How can I “It’s OK
take the threat because
away from others feel
this this way too”
situation?”
Reordering Repositioning
“I’m going to “I’m going to
think about consider this
the value I’m from another
putting on perspective”
this”
Reappraisal Activity in Trios (10 mins)
Instructions
In your trios, discuss each of your situations and discuss how you can apply any of
the four strategies to reappraise your situation:
● Which reappraisal strategy(s) would have been most helpful? How?
● Come up with several questions that would be useful in coaching someone
else to reappraise with that method. Record in workbook
e X
ag
P
Mindfulness for Emotion Regulation
● Bring your attention to your breathing and physiological state

● Write down what is triggering you and why
● Visualize what’s happening in your brain (Amygdala hijack)
● Bonus: practicing mindfulness can facilitate the cultivation of compassion
e X
ag
P
“The aim of developing emotional
intelligence is to help you optimize
yourself and function at an even
higher level than what you are
already capable of.”
Source: Search Inside Yourself by Chade-Meng Tan,

Google’s employee #107. AKA The Jolly Good Fellow.
New Manager Training, Day 2
Facilitator name
Agenda
Day 1 Day 2
● Kick-Off ● Manager Transition

● Introductions ● Coaching
● Mindset & Values
Lunch Lunch
● Emotional Intelligence ● Feedback

● Decision Making
● Closing
Transition from Individual
Contributor to Manager
What specifically is so challenging about this transition?
Navigating the Transition from IC to Manager
Individual Reflection Time (5-10 mins)
● Please take some time to reflect on your personal transition, using the
guiding questions in your workbook (top half of page).
Trio Discussions (approx 20 mins)
● Meet with your trio to share your transition stories and learn from each
other’s challenges and successes. There are questions in the workbook
(bottom half of page) to guide you.
Break!
Coaching
Coaching Overview
What When How

When
Define Skills of
should I
Coaching coaching
coach?
GROW
Defining Coaching
“Pure” Coaching
● Actively listen
● Ask powerful questions
● Raise awareness around “blind spots”
● Challenge thinking and deeply held beliefs
● Make requests for new action
Google Project Oxygen Definition

● Provide specific & timely feedback
● Balance positive (motivational) & negative (developmental) feedback
● Understand unique strengths & development areas of each person
● Tailor coaching to the individual & situation
● Suggest solutions
● Have regular 1:1s
Coaching is unlocking a person's potential to
maximize their own performance. It is helping them
to learn rather than teaching them.
Source: Sir John Whitmore, Coaching

for Performance, Third Edition (2002)
Coaching Continuum
Leader’s Ideas &

Knowledge
Individual’s
Ideas & Development
Teach Facilitate
Leader Individual
shares and decides and
influences develops
When should I coach?
● When working with high-potentials
Coaching fosters their long-term development
● When working with knowledge workers

The “expert” leadership role has limitations when workers may be more knowledgeable than the boss
● When commitment trumps control

When securing employees’ commitment and intrinsic motivation is more important than controlling
them, coaching is the best approach
● When the issue is around managing relationships

e.g. stakeholder management, how to motivate others
Ed Batista, “Keys to Coaching Your Employees”

Harvard Business Review (March 2014)
When Should Coaching be Avoided?
● When dealing with serious underperformers
Coaching is not a performance plan
● When you do have the answers. If you know exactly how work must be done, direct instruction is
better than inquiry
If a question has just one answer, people feel quizzed
● When task control is more important than commitment

In doing routine tasks for example, this may be the case
● If the coach believes the coachee cannot achieve the goal

An important aspect of coaching is having a growth mindset. If this is the case, question your
assessment before acting.
● When there are safety or legal risks involved Ed Batista, “Keys to Coaching Your Employees”
Skills: How to “Be a good coach”
● Be fully present for and focused on the coachee
● Be aware of your own mindset and that of the coachee
● Practice empathic listening (aka active or reflective listening)
● Ask open-ended questions to facilitate coachee’s own insight
1. Be fully present for and focused on the coachee
In preparation, try to clear your mind and minimize distractions:
● Choose a location that’s private and quiet
● Silence and put away devices (laptops, phones etc.)
● Bring pen and paper for notetaking
● Schedule a little buffer time before and after
● Ground yourself and/or meditate right before
2. Be aware of your own mindset and that of the coachee
Fixed Growth
Skills of
coaching
2. Be aware of your own mindset and that of the coachee
Class discussion
How would you coach a person who has a fixed mindset about the subject you
wish to coach them on?
Skills of
coaching
3. Practice empathic listening
Hearing what the other person is saying

● Attention is squarely focused on the other person
● Listening to their answers
● Asking follow-up questions
● Paraphrasing and clarifying
Noticing other person’s energy, mood, tone of voice

● Listening & looking for impact on the person – high or low energy? Skills of
● What isn't being said? coaching
● Listening to your gut / intuition & naming it
● Expressing empathy e.g. ”I hear you are frustrated by XX”
In pairs:
● Decide who will be the speaker first and who will be the listener
Two rounds, two minutes each:

● Speaker responds to the prompt:
○ Talk about an event in the past two weeks that had some emotional “juice.” Could be joyful,
surprising, fearful, etc.
● Listener practices empathic listening...just listens for two minutes.
○ Reflect back what they heard and check for understanding. Focus on values, emotions and
body language. Continue to reflect back until Speaker is satisfied.
Skills of
[Switch roles]
coaching
● Debrief. What was it like to be really listened to?
In the same pairs:

● The person [most] facing the front of the room will be the listener first and the other person
shall be the speaker
Two rounds, 1 min each:

● Listener practices non-empathic listening. (Distracted, interrupt, etc.)
● Speaker responds to the prompt:
○ What gets in your way of being the coach you want to be?
○ How could you be a better coach for each of your reports?
Skills of
[Switch roles] coaching
● Debrief. How was this experience different from the last?
“Focused attention on coaching is more important than

the time spent. What matters most is listening so the
other person feels heard. Eliminate distractions and
cultivate a sense of presence in the moment.”
Ed Batista Skills of
“Keys to Coaching Your Employees” coaching
4. Ask open-ended questions to facilitate coachee’s own insight
Less:
WHY
Info Questions:
WHO, WHEN, WHERE
Best Questions: Skills of

WHAT and HOW coaching
GROW Model
GROW
Source: The GROW Model was developed by Graham Alexander, Alan Fine, and Sir John Whitmore
GROW is effective when...
The Coachee The Coach

● wants to be coached to help ● reflects on own assumptions
them move forward ● acts as a facilitator
● chooses what they want to be ● structures the conversation
coached on - brings their own towards some resolution
challenge or issue ● let the coachee choose their next
steps
True coaching does not happen often, because most of us

find it hard to stop giving advice. GROW
(G): Goal
Objective:
Establish the goal. Listen to what the coachee wants to change, and then
structure this change as a goal that he/she wants to achieve.
Strategy:
● Ask questions to establish what the coachee wants to achieve
GROW
(R): Reality
Objective:
Describe the reality of the situation(s) today. The aim is to get the coachee to
articulate the ‘here and now’ so that s/he can map out the journey ahead.
Strategy:
● Encourage objectivity, detachment and description, rather than judgment
● Focus on the impact of the issue on the coachee
GROW
Tip: Don’t go too deep here!
(O): Options
Objective:
Determine the options. It’s time to determine what is possible - meaning all of
the possible options for reaching the coachee’s goal.
Strategy
● Open brainstorming
● Go for QUANTITY of options vs. quality or feasibility first

(you can evaluate the options later)
GROW
● If stuck, go back to Goal or Reality insights
(W): Will
Objective:
Commit to action. Get the coachee to commit to specific actions in
order to move forward towards his/her goal. In doing this, you will
help them establish their will and boost their motivation.
Strategy:
● Work towards commitments that support the Goal and are specific and
measurable
GROW
● Coach can offer a challenge to push things further - coachee has the
right to say "yes", "no" or "counter-offer"
Coaching Activity in Trios
Practice (12 mins per round)
● Choose COACH, COACHEE and OBSERVER roles

○ COACH: Coach the COACHEE
○ OBSERVER: Watch and take notes
● When time is up, debrief. Then, switch roles.
Debrief (3 mins per round)

● Debrief roles:
○ OBSERVER: share your observations and feedback
○ COACHEE: share feedback including biggest strength and biggest development
area for this Coach
○ COACH: write down what you learned - what do you want to remember from this
session?
Role of COACHEE
During the coaching:
● Be yourself
● Focus on getting real value from the coaching - do not think about what the coach is doing
(yet)
● Don't try to artificially help the coach. Let them structure the conversation.
● Use a real issue. Either one you prepared or anything else which seems more relevant now.
After the coaching:
● Think about what the coach did in relation to the GROW model (do not focus on the
content)
● Give feedback highlighting the one biggest strength and the one biggest development area
Role of COACH
● Stick to using the GROW model...
● ...AND make adaptations to meet the needs of the coachee
● Be yourself
● If you have a question or want help, raise your hand
● Take risks and try new things (so that you learn)
After the coaching:
● Receive feedback
● Take notes on the parts you want to remember
Role of OBSERVER
● Observe, don't speak
● Take notes using the form provided
● Pay special attention to the coach's area/s for improvement
After the coaching:
● Using your notes, gather your thoughts around what the coach did in relation to the
GROW model (do not focus on the content)
● Give feedback highlighting the one biggest strength and the one biggest development
area
Coaching Activity in Trios
Practice (12 mins per round)
● Choose COACH, COACHEE and OBSERVER roles

○ COACH: Coach the COACHEE
○ OBSERVER: Watch and take notes
● When time is up, debrief. Then, switch roles.
Debrief (3 mins per round)

● Debrief roles:
○ OBSERVER: share your observations and feedback
○ COACHEE: share feedback including biggest strength and biggest development
area for this Coach
○ COACH: write down what you learned - what do you want to remember from this
session?
Lunch
Feedback
Activity
Introduce yourself to your partner and discuss:
1. What are reasons why giving feedback is difficult?

Prepare to share 1-2 top reasons
2. Think of someone from whom you actually enjoy getting feedback.

Why is it pleasant?
Prepare to share 1-2 top reasons
In your workbook
Write down the 2 most impactful pieces of feedback you've given to a

member of your team in the last month (or longer if necessary).
How did you deliver this feedback?
Keeping the balance
You’ll see a lot of good.
Good Good
Good Not good
Keeping the balance
Say so.
Good
Good
Good
Not good
Feedback &
How to Say It: SBI
SBI Formula for Feedback
Situation Behavior Impact

describe the Situation the behavior (what they did) and the Impact of that behavior

A At the client meeting You balanced sharing our The client told me that
earlier, ideas with hearing from they thought we clearly
them nicely. understood their needs.
B When you presented You presented everything I noticed our Director

your proposal to our and held all his questions didn’t seem happy to wait
Director, until the end. until the end.

A At the client meeting You balanced sharing our The client told me that
earlier, ideas with hearing from they thought we clearly
them nicely. understood their needs.
B When you presented You presented everything I noticed our Director

your proposal to our and held all his questions didn’t seem happy to wait
Director, until the end. until the end.
SBI & What’s Next

describe the Situation the behavior (what they did) and the Impact of that behavior
then discuss & clarify, create options, agree on next steps
Getting to the Root Cause
Root cause: Skill or Will?
When is that
draft going to
be ready?
How is the report
Oh, the report. Well...
coming along?
SKILL WILL
Doesn’t Isn’t motivated
know how or lacks confidence
I see...
SKILL WILL
Doesn’t Isn’t motivated
know how or lacks confidence
Give advice or Boost interest or

coach (discuss) confidence in task.
Root cause: Were expectations clear?
How is the report

What report?
coming along?
Special Situations
What if...
I disagree with
your feedback!

double-check the direct may have had impact you felt or
facts here good intentions, but... observed should be
understood
SBI also for Interpersonal Feedback

At the team meeting when You interrupted teammates as As a result, people stopped
we discussed your project they shared their ideas. contributing as much.
Did you notice this?
I Need/Want
● I need you to wait and listen as team members give ideas.
● I want you to consider when to back down or drop an issue
Move away from feedback triangles
You
Feedback from
someone for your
direct report
Try it in trios: Use SBI
On your own:
● Reflect & prepare using questions in workbook (5-10 mins)
Take turns playing the roles of Manager, Direct, and Observer:
● Manager Explain context to trio members (2 mins)
● Manager & Direct Practice feedback conversation (5 mins)
● Observer & Direct Give at least 1 suggestion or observation (2 mins)
● Manager & Direct Practice the feedback conversation again (5 mins)
● ALL Debrief and provide meta-feedback (5 mins)

Break!
Feedback Pitfalls
Do I give the same quality of feedback to each team member?
Do some team members get lower quality feedback from me?

Are they less like me?
How can I change my routines to give the high quality feedback to everyone?
Do I hold everyone to consistent criteria?
Have I defined criteria for success clearly to each?

If he did it...or she did it...do I judge the impact differently?
Can I be mindful to apply the same criteria?
Do I sometimes filter based on assumptions, and if so how
can I avoid it?
They just had a baby, would they want a new project that involves travel?
Can they handle it if I give a piece of tough feedback?
Do I make sure my message was understood?
Even twin brothers could misunderstand each other.

The more differences we have, the higher the possibility that my message
wasn’t received quite as intended.
Be sure to recap, then ask to see what the direct thinks and clarify the message.
Feedback Pitfalls Recap
Do I give the Do I hold everyone to

same quality of feedback consistent criteria?
to each team member?
Do I sometimes filter Do I make sure my

based on assumptions, message was
and can I avoid it? understood?
“Silence guarantees nothing will change”
— Alan Eustace
Retired Google SVP of Knowledge
Decision Making
Why are decisions hard to make?
Discuss at table group discuss: (8-10 mins)
• Recall two decisions you found difficult to make in your team(s)
• What made them difficult?
• How were opposing views handled and what was the impact?
Balancing Advocacy, Inquiry & Summary
State views directly, while open to influence
Be explicit about your reasoning, interests, concerns & conclusions
Offer examples & data
Make points one at a time
Advocacy Inquiry
Summary
Explore other’s reasoning, concerns and interest
Encourage challenge, questions and feedback
Test your understanding
Solicit a range of ideas
Advocacy Inquiry
Summary
Synthesize the others’ views in your own words

Test your understanding of the others’ concerns
Capture their full meaning; express their situation
Advocacy Inquiry
Summary
Decision Framework
Step Approach
What are you solving for and are the objectives clear to
What
everyone?
What’s at stake (if you do it or don’t do it) and why is it
Why
important?
Who Is everyone clear who the decision maker is?
How will the decision be made?

How
(e.g., consensus driven; how will data be used)
When When can people expect a decision?
Decision-making choices
Owner Control
Shared
Influence & Ownership
Tell/Sell Consult Delegate Consent /

Consensus
Owner Accountability Team Members

Decides Decide & Share
Ownership
Team Decisions: Consent vs Consensus
Consent Consensus
Acquiescence or agree to a course of action Full agreement on the course of action,

without paramount assent including almost all the details
Based on everyone’s range of tolerance Requires negotiation of all details, full

rather than preference agreement
“It’s proposed we do X, does anyone feel

“Do we all agree that we should do X?”
strongly or have an strong opposing view?”
Other Challenges to Decision Making
1. Unconscious Biases
2. Emotional Triggers
“What the human being is best at doing

is interpreting all new information
so that their prior conclusions remain intact.”
-Warren Buffett
Unconscious Biases Impede Quality Decisions
● Confirmation Bias: more likely to select information that supports pre-existing
attitudes and beliefs
● Availability Bias: the tendency to assess the relative importance of issues by

the ease with which they are retrieved from memory
● Anchoring Effect: the misconception that you analyze all factors before
deciding, when first impressions affect perceptions and decisions
● Loss Aversion (status quo) Fallacy: prioritizing options by avoiding the
potential for loss over pursuing the potential for gain
● In-group Bias: the tendency for people to give preferential treatment to others
they perceive to be members of their own groups
Emotional Triggers
Experiencing threat I am upset and it

or embarrassment creates is your fault You are crazy and
a stress reaction just plain wrong
They don’t get it and

I will have to push
Defensiveness, posturing harder
or face-saving kick in
May fear the issue will just If I tell the truth,

they’ll be infuriated
get worse if it is raised If I admit it, it could
be career limiting
Overcoming Biases & Triggers Through Reappraisal
Cognitive & Emotional Collaborative Mindset

Attitudes that Impede Know and Feel to Overcome
● Push my point ● I respond rather than react

● What I see is how it is ● I have one perspective of many
● I know I’m right ● Suspend my agenda to listen
● They need to figure it out ● Best decision for the company
Decision-making Considerations
• Declare the style of decision making upfront, early in the discussion
• Be aware of your preferred or “default” decision style. Stretch yourself; learn to

use all styles for different situations
• Balance the need for speed with the need for buy-in. Research on how teams
implement decisions states that the time taken to gain buy-in actually
accelerates the time to implement
• If you know the answer and are not going to be influenced by others’ views,
don’t involve them
RACI
Clarifying Roles, Responsibilities and Decision Making
R Who is
Responsible?
The person who is assigned to do the
work
A Who is
Accountable?
The person who makes the final decision
and has the ultimate ownership
C Who is
Consulted?
The person who must be consulted
before a decision or action is taken
I Who is Informed?
The person who must be informed that a
decision or action has been taken
RACI - Example
Sam Julie Nigel James Sylvia Jeff Sudhar
Conduct testing activities
R I A I
Perform review and analysis

A R C C
Prepare high level test

A R C C I
schedule
Develop test strategy
A R C I C
Defect management
I A R C
Prepare test environments

I C R A I
Review your chart and be aware of:

• No R’s or too many R’s
• No A’s or more than one A
• Lot’s of C’s or lots of I’s
Break!
Action Planning
Plan Your Development
Think about 1-2 succinct management development areas on which you would
like to focus. For each area, use the questions in your workbook to help you
build out your action plan.
To help you, consider:

● The “Getting to Know your Direct Reports” conversation guide
● Insights from your peer coaching session
With your Trio
● Share and get feedback on your high level action plan
● Schedule a follow up meeting one month from now to check in and support
each other on your progress
● Give each other some specific, appreciative feedback!
“Success is when I add value to myself.
Significance is when I add value to others”
— John Maxwell
Closing Circle

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Kick-off Speaker

● Kick-Off ● Manager Transition

● Emotional Intelligence ● Feedback

What ground rules would support you in learning?

2. Empowers team and does not micromanage

4. Is productive and results-oriented

5. Is a good communicator – listens and shares information

6. Supports career development and discusses performance

7. Has a clear vision/strategy for the team

8. Has key technical skills to help advise the team

9. Collaborates across Google

10. Is a strong decision maker

● “It is important to me that I don’t appear incompetent”

● “People can’t change their deepest attributes”

An individual’s mindset and values can be unconscious and deeply rooted.

● Be open to and ask for feedback often

In your group (Record on Chart, 5 mins)

3. If you had better understood the “data” of your emotion,

What is Emotional Intelligence (EI)?

Cognitive Intelligence (IQ)

Cognitive Emotional Intelligence

Required for complex jobs, especially leadership positions

Compassion takes it a step further so that empathy then leads to a desire to

“I want to help you”

Why? Neuroscience research shows:

How can I cultivate compassion?

Get together with a partner to brainstorm:

"Compassion is almost an objective form of empathy, where

- Jeff Weiner, CEO of LinkedIn

the Golden Rule is to Empathy

Jot down in your workbook

Amygdala sends messages to the

Jot down in your workbook

● Bring your attention to your breathing and physiological state

Source: Search Inside Yourself by Chade-Meng Tan,

● Kick-Off ● Manager Transition

● Emotional Intelligence ● Feedback

Trio Discussions (approx 20 mins)

What When How

Google Project Oxygen Deﬁnition

Source: Sir John Whitmore, Coaching

Leader’s Ideas &

● When working with knowledge workers

● When commitment trumps control

● When the issue is around managing relationships

Ed Batista, “Keys to Coaching Your Employees”

● When task control is more important than commitment

● If the coach believes the coachee cannot achieve the goal

● Be fully present for and focused on the coachee

● Be aware of your own mindset and that of the coachee

● Practice empathic listening (aka active or reﬂective listening)

● Ask open-ended questions to facilitate coachee’s own insight

In preparation, try to clear your mind and minimize distractions:

● Choose a location that’s private and quiet

● Silence and put away devices (laptops, phones etc.)

● Bring pen and paper for notetaking

● Schedule a little buffer time before and after

● Ground yourself and/or meditate right before

Hearing what the other person is saying