leadership, management, team building and accountability how to operate successfully

Leadership, Management, Leadership, Management, Team Building and Team Building and

AccountabilityAccountability

How to Operate SuccessfullyHow to Operate Successfully

Leadership, Management, Leadership, Management, Accountability and Team BuildingAccountability and Team Building

LeadershipLeadership is setting a new direction or is setting a new direction or vision for a group that they follow. A leader vision for a group that they follow. A leader is the spearhead for that new direction. is the spearhead for that new direction.

ManagementManagement controls or directs controls or directs people/resources in a group according to people/resources in a group according to principles or values that have already been principles or values that have already been established. established.

Team BuildingTeam Building is the process of enabling a is the process of enabling a group of people to reach their goal. group of people to reach their goal.

AccountabilityAccountability an obligation or willingness an obligation or willingness to accept responsibility or to account for to accept responsibility or to account for one's actions. one's actions.

Leadership and ManagementLeadership and Management

Leadership without management Leadership without management Sets a direction or vision that others Sets a direction or vision that others

follow, without considering too much follow, without considering too much how the new direction is going to be how the new direction is going to be achieved.achieved.

Management without leadershipManagement without leadership Controls resources to maintain the Controls resources to maintain the

status quo or ensure things happen status quo or ensure things happen according to already-established plans. according to already-established plans.

Leadership and ManagementLeadership and Management

Leadership combined with Leadership combined with management management

Does both - sets a new direction and Does both - sets a new direction and manages the resources to achieve it.manages the resources to achieve it.

Symbolic LeadershipSymbolic Leadership When a leader acts as a figure-head When a leader acts as a figure-head

without setting any direction. without setting any direction.

Leadership QualitiesLeadership Qualities

What makes a good What makes a good leader?leader?

Leadership: Organizational or Leadership: Organizational or individual perspectiveindividual perspective

Organizational:Organizational: The aim of an The aim of an organizational perspective is to organizational perspective is to improve organizational performance improve organizational performance by identifying and developing by identifying and developing leadership potential. leadership potential.


The organizational task is The organizational task is therefore one of:therefore one of:

identifying the profile of leadership identifying the profile of leadership qualities that will enhance qualities that will enhance organizational performance; organizational performance;

selecting individuals whose selecting individuals whose character, skills and potential closely character, skills and potential closely match that profile; and match that profile; and

developing those individuals so their developing those individuals so their potential becomes a reality. potential becomes a reality.


Individual:Individual: An individual's An individual's perspective on leadership is very perspective on leadership is very different: different:

the aim is for the individual to develop the aim is for the individual to develop into a position of leadership. into a position of leadership.

From this perspective, you are who From this perspective, you are who you are and if your leadership you are and if your leadership qualities are not valued by the qualities are not valued by the organization, then you are going to organization, then you are going to find it difficult to progress.find it difficult to progress.


The individual task is therefore The individual task is therefore one of:one of:

understanding one's own leadership understanding one's own leadership qualities or potential; and qualities or potential; and

selecting an organization or context selecting an organization or context where those attributes will be valued where those attributes will be valued

Leadership Styles Leadership Styles

Leadership StylesLeadership Styles

Modern leadership demands an Modern leadership demands an ability to adapt one's style to achieve ability to adapt one's style to achieve the maximum effectiveness.the maximum effectiveness.

Excellent leaders are able to take Excellent leaders are able to take different approaches to suit the different approaches to suit the various needs of differing situations. various needs of differing situations.


Modern leader will: Modern leader will: develop flexibility and adaptability to develop flexibility and adaptability to

use any of the styles; use any of the styles; recognize the different demands of recognize the different demands of

each situation; each situation; use the style(s) that will give use the style(s) that will give

optimum success. optimum success.

Eight Leadership Eight Leadership StylesStyles

Leadership Styles Leadership Styles I. ACTIVE BLUE: I. ACTIVE BLUE:

People-oriented, People-oriented, motivator, builds personal relationships, motivator, builds personal relationships, likeable, interpersonal skills, cares for likeable, interpersonal skills, cares for othersothers

When to useWhen to use Commitment from others is critical, or Commitment from others is critical, or

sensitive situations sensitive situations When not to useWhen not to use Decisions need to be forced through, Decisions need to be forced through,

conflict is being avoided conflict is being avoided

ACTIVE BLUEACTIVE BLUE

People-oriented, People-oriented, motivator, motivator,

builds personal builds personal relationships, relationships,

likeable, likeable, interpersonal skills, interpersonal skills,

cares for otherscares for others

When to use Commitment from others is critical, or sensitive situations

When not to useDecisions need to

be forced through, conflict is being avoided

Leadership StylesLeadership Styles II. REFLECTIVE BLUE II. REFLECTIVE BLUE

Value-driven, has Value-driven, has passion for key issues, focuses on passion for key issues, focuses on important themes, champions the cause important themes, champions the cause

When to useWhen to use The group has lost its sense of identity, The group has lost its sense of identity,

or it is doing too many unimportant or it is doing too many unimportant thingsthings

When not to useWhen not to use There is a problem that needs to be There is a problem that needs to be

solved with dispassionate objectivity solved with dispassionate objectivity (eg: technical issues) (eg: technical issues)

REFLECTIVE BLUEREFLECTIVE BLUE

Value-driven,Value-driven,passion, passion, focuses , focuses ,

champions the cause champions the cause

When to useLost its

sense of identity

When not to use There is a problem that needs to be

solved with objectivity

Leadership StylesLeadership Styles III. ACTIVE GREEN III. ACTIVE GREEN

Tries things that are new, Tries things that are new, prototypes, introduces change, looks for prototypes, introduces change, looks for unexpected outcomes, creates new unexpected outcomes, creates new opportunities, experiments opportunities, experiments

When to useWhen to use The group is 'stuck in a rut', or the status quo The group is 'stuck in a rut', or the status quo

needs to be challenged needs to be challenged When not to useWhen not to use There are already too many initiatives under There are already too many initiatives under

way and some stability is needed way and some stability is needed

ACTIVE GREENACTIVE GREEN

Tries new things, prototypes,

introduces change, looks for

unexpected outcomes, creates new opportunities, experiments

When to use The group is ‘

stuck in a rut', or the status quo

needs to be challenged

When not to use There are already too

many initiatives under way and

some stability is needed


IV. REFLECTIVE GREENIV. REFLECTIVE GREENDevelops long term vision, produces Develops long term vision, produces radical ideas, foresees the future, radical ideas, foresees the future, anticipates what is outside current anticipates what is outside current knowledge.knowledge.

When to useWhen to use Radical change is needed, change is a Radical change is needed, change is a

long term activity long term activity When not to useWhen not to use There are immediate dangers, the group There are immediate dangers, the group

may not survive in the short term may not survive in the short term

REFLECTIVE GREENREFLECTIVE GREEN

Visionary, produces radical ideas,

foresees the future, anticipates what is outside

current knowledge.

When to useRadical change is needed,

change is a long term activity

When not to useThere are immediate

dangers, the group may not

survive in the short term


V. ACTIVE YELLOW V. ACTIVE YELLOW Takes action, produces results, Takes action, produces results, leads from the front, sets an example, leads from the front, sets an example, does what is asked of others does what is asked of others

When to useWhen to use There is some inertia, or lack of There is some inertia, or lack of

achievement has destroyed motivationachievement has destroyed motivation When not to useWhen not to use The group is being too expedient, The group is being too expedient,

current success may ebb in the future current success may ebb in the future

ACTIVE YELLOWACTIVE YELLOW

Takes action, produces results,

leads from the front, sets an example,

does what is asked of others

When to useLack of achievement

has destroyed motivation

When not to useThe group is being

too expedient, current success maybe

low in the future


VI. REFLECTIVE YELLOW VI. REFLECTIVE YELLOW Observes, listens, clarifies Observes, listens, clarifies goals, establishes realistic goals, establishes realistic expectations, makes aims crystal expectations, makes aims crystal clearclear

When to useWhen to use The direction is vague or expectations The direction is vague or expectations

have not been articulated have not been articulated When not to useWhen not to use There are already too many goals or There are already too many goals or

too much information too much information

REFLECTIVE YELLOWREFLECTIVE YELLOW

Observes, listens,

clarifies goals, establishes realistic

expectations, makes aims crystal clear

When to useThe direction is vague

or expectations have

not been articulated

When not to useAlready too

many goals or too much information


VII. ACTIVE REDVII. ACTIVE REDOrganizes, makes plans, sets Organizes, makes plans, sets measurable goals, coordinates work of measurable goals, coordinates work of different people, manages resources different people, manages resources

When to use When to use There is chaos/lack of organization, or There is chaos/lack of organization, or

there are no measures of achievementthere are no measures of achievement When not to useWhen not to use There are so many processes that There are so many processes that

creativity has been stifledcreativity has been stifled

ACTIVE REDACTIVE RED

Organizes, makes plans, sets measurable goals,

coordinates work of different people,

manages resources

When to use There is chaos/lack of organization, or

there are no measures of achievement

When not to use There are so many

processes that creativity

has been stifled


VIII. REFLECTIVE REDVIII. REFLECTIVE REDAnalyses, uses models, produces Analyses, uses models, produces explanations, compares other situations, explanations, compares other situations, engages in intellectual debate engages in intellectual debate

When to useWhen to use The situation is complex or driven by The situation is complex or driven by

technical solutions technical solutions When not to useWhen not to use People's feelings are paramount, or the People's feelings are paramount, or the

group go round in circular arguments group go round in circular arguments

REFLECTIVE REDREFLECTIVE RED

Analyses, uses models,

produces explanations, compares other

situations, engages in

intellectual debate

When to useThe situation is complex or

driven by technical solutions

When not to usePeople's feelings are

paramount, or the group go round in

circular arguments

Leadership In Head StartLeadership In Head Start

Grantee and delegate agency must Grantee and delegate agency must propose, within the framework of propose, within the framework of these regulations, the size of the these regulations, the size of the policy groups ,the procedures for the policy groups ,the procedures for the election of parent members, and the election of parent members, and the procedure for the selection of procedure for the selection of community representatives. community representatives.


Grantee and delegate agencies must have Grantee and delegate agencies must have written policies that define the roles and written policies that define the roles and responsibilities of the governing body responsibilities of the governing body members and that inform them of the members and that inform them of the management procedures and functions management procedures and functions necessary to implement a high quality necessary to implement a high quality program.program.

Grantee and delegate agencies must ensure Grantee and delegate agencies must ensure that appropriate internal controls are that appropriate internal controls are established and implemented to safeguard established and implemented to safeguard Federal funds in accordance with 45 CFR Federal funds in accordance with 45 CFR 1301.13.1301.13.


Grantee and delegate agencies must Grantee and delegate agencies must develop and implement a systematic, develop and implement a systematic, ongoing process of program planning;ongoing process of program planning;

Grantees must establish and implement Grantees must establish and implement procedures for the ongoing monitoring of procedures for the ongoing monitoring of their own Early Head Start and Head Start their own Early Head Start and Head Start operations, as well as those of each of operations, as well as those of each of their delegate agencies, to ensure that their delegate agencies, to ensure that these operations effectively implement these operations effectively implement Federal regulations. Federal regulations.

ManagementManagement

Performance and Change Performance and Change ManagementManagement

Performance ManagementPerformance Management

Performance Management is a process Performance Management is a process aimed at improving performance (eg: aimed at improving performance (eg: achievement of program objectives). achievement of program objectives).

Performance Management" is used in Performance Management" is used in two contexts: two contexts:

A way of maximizing performance of an A way of maximizing performance of an individual, team or organization individual, team or organization

A process for dealing with A process for dealing with underperforming individuals (or teams). underperforming individuals (or teams).

Performance Management Performance Management PrinciplesPrinciples

I. MeasurementI. Measurement Establish performance measures Establish performance measures

(eg: sales turnover) (eg: sales turnover) Establish measurable behavioral Establish measurable behavioral

goals that will improve performance goals that will improve performance (eg: making 30 prospective phone (eg: making 30 prospective phone calls a day) calls a day)

Measure current behaviors Measure current behaviors (eg: logging actual phone calls) (eg: logging actual phone calls)

MeasurementMeasurement Establish

performance measures

sales turnover

Establish measurable

behavioral goals 30 calls a day30 calls a day

Measure current

behaviors


II. AppraisalII. Appraisal Compare the current behaviors with Compare the current behaviors with

the behavioral goals and identify the the behavioral goals and identify the differences differences (eg: on average, 20 phone calls are (eg: on average, 20 phone calls are actually being made, giving a shortfall actually being made, giving a shortfall of 10 phone calls). of 10 phone calls).

AppraisalAppraisal

Compare the current behaviors

20 phone calls20 phone calls

Behavioral goals 30 calls a day30 calls a day

The difference 10 calls10 calls


III. Action III. Action For each difference, plan how to bring actual For each difference, plan how to bring actual

behaviors in line with the goals, in order to behaviors in line with the goals, in order to improve the performance improve the performance (eg: introduce a revised telephone script that (eg: introduce a revised telephone script that qualifies the prospect more quickly, qualifies the prospect more quickly, shortening each phone call and enabling shortening each phone call and enabling more calls to be made in the time available) more calls to be made in the time available)

Implement the plan Implement the plan (eg: issue the revised script to all telesales (eg: issue the revised script to all telesales people, perhaps with some training to people, perhaps with some training to support its use) support its use)

ActionAction

Actual behavior20 phone calls20 phone calls

Behavioral goals 30 calls a day30 calls a day

Improve PerformanceI. Revised scriptI. Revised script

II. Shortening callsII. Shortening callsIII. Enable more callsIII. Enable more calls

Implement the plan I. Issue revised script I. Issue revised script

II. Train StaffII. Train Staff


IV. MonitoringIV. Monitoring Check to see if the new plans are being Check to see if the new plans are being

followed (eg: review a sample of phone call followed (eg: review a sample of phone call recordings to determine whether the new recordings to determine whether the new script is being used and check that it is script is being used and check that it is 'workable'). 'workable').

At appropriate times, return to the appraisal At appropriate times, return to the appraisal stage to assess the impact of the changes on stage to assess the impact of the changes on the behavioral and performance measures the behavioral and performance measures (eg: review the average number of calls (eg: review the average number of calls made per day and sales achieved). made per day and sales achieved).

MonitoringMonitoringCheck new plans

I. Revised scriptI. Revised scriptII. Shortening callsII. Shortening calls

III. Enable more callsIII. Enable more calls

New Plans I. Review callsto see if script

is followedII. Check to see if its

workable

Return to Appraisal

Compare the current behaviors

Behavioral goals

The difference

Performance Management

Principles

MeasurementMeasurement AppraisalAppraisal MonitoringMonitoringActionAction

Maximum vs. Poor PerformanceMaximum vs. Poor Performance Maximum Maximum

performanceperformance 1. Collaboration 1. Collaboration

between management between management and staff and staff

2. Can be informal, with 2. Can be informal, with written records only written records only recording revised recording revised targetstargets

3. A process, one of 3. A process, one of constant improvement constant improvement

4. Often involves 4. Often involves analysis of the process analysis of the process

Poor performancePoor performance 1. Involves more 1. Involves more

confrontation confrontation 2. A formal process with 2. A formal process with

each step being written each step being written down down

3. A process that 3. A process that escalates into disciplinary escalates into disciplinary proceedings and possible proceedings and possible termination termination

4. Often involves analysis 4. Often involves analysis of one individual's of one individual's behaviors/attitudesbehaviors/attitudes


Waste of Potentially Good IdeasWaste of Potentially Good Ideas Failure to listen and comment when Failure to listen and comment when

workers offer suggestions. workers offer suggestions. Failure to encourage workers to offer Failure to encourage workers to offer

suggestions. suggestions. Not asking workers advice on Not asking workers advice on

problems. problems. Failure to read and study about the Failure to read and study about the

work and about business methods. work and about business methods.


Failure to get from new employees Failure to get from new employees helpful ideas which they may bring helpful ideas which they may bring from previous employment. from previous employment.

Not consulting enough with other Not consulting enough with other departments, such as technology, departments, such as technology, etc. etc.

Failure to consider or refer to the Failure to consider or refer to the proper person all usable suggestions proper person all usable suggestions no matter where they come from. no matter where they come from.


Failure to take proper interest in Failure to take proper interest in meetings. meetings.

Failure to benchmark performance of Failure to benchmark performance of organization with other similar organization with other similar organizations and the sector as a organizations and the sector as a whole. whole.

Management in Head StartManagement in Head Start

All Early Head Start and Head Start grantee All Early Head Start and Head Start grantee and delegate agencies must use funds from and delegate agencies must use funds from USDA Food and Consumer Services Child USDA Food and Consumer Services Child Nutrition Programs as the primary source of Nutrition Programs as the primary source of payment for meal services. payment for meal services.

Grantee and delegate agencies operating Grantee and delegate agencies operating center-based programs must establish and center-based programs must establish and implement policies and procedures to implement policies and procedures to respond to medical and dental health respond to medical and dental health emergencies with which all staff are familiar emergencies with which all staff are familiar and trained. and trained.


Grantee and delegate agencies must Grantee and delegate agencies must ensure that all staff, consultants, and ensure that all staff, consultants, and volunteers abide by the program's volunteers abide by the program's standards of conduct. standards of conduct.

The organizational structure must The organizational structure must address the major functions and address the major functions and responsibilities assigned to each staff responsibilities assigned to each staff position and must provide evidence position and must provide evidence of adequate mechanisms for staff of adequate mechanisms for staff supervision and support.supervision and support.


Grantee and delegate agencies must Grantee and delegate agencies must establish and maintain efficient and establish and maintain efficient and effective record-keeping systems to effective record-keeping systems to provide accurate and timely provide accurate and timely information regarding children, information regarding children, families, and staff and must ensure families, and staff and must ensure appropriate confidentiality of this appropriate confidentiality of this information.information.

Establishing a TeamEstablishing a Team

How to functions as a How to functions as a teamteam

Team BuildingTeam Building

Stages in team building: Stages in team building: Clarify the team goals and objectivesClarify the team goals and objectives Identify those issues which inhibit the Identify those issues which inhibit the

team from reaching their goals and team from reaching their goals and objectives objectives

Address the issues, remove the Address the issues, remove the inhibitors and enable the goals and inhibitors and enable the goals and objectives to be achieved objectives to be achieved

Team BuildingTeam Building Team Building ScaleTeam Building Scale

Individual skills and perceptions

Relationships between teams

Relationships between people

The culture of the organization

Team DynamicsTeam Dynamics

Team Dynamics Team Dynamics

Team Dynamics are the unseen forces that Team Dynamics are the unseen forces that operate in a team between different operate in a team between different groups of people.groups of people.

For example, in a small team of six people, For example, in a small team of six people, there may be two people who have a there may be two people who have a particularly strong friendship. particularly strong friendship.

Friendship is a "natural force" that may Friendship is a "natural force" that may have an influence on the rest of the team, have an influence on the rest of the team, and can affect the team positively or and can affect the team positively or negatively. negatively.


The positive effect of a strong The positive effect of a strong friendship in a team might be: friendship in a team might be:

friends communicate a lot togetherfriends communicate a lot together ...which naturally results in other members ...which naturally results in other members

being drawn into the discussion being drawn into the discussion ...which results in a good 'social' feel to ...which results in a good 'social' feel to

the group the group ...which makes people enjoy being in the ...which makes people enjoy being in the

group group ...which improves motivation and ...which improves motivation and

commitment commitment


The negative effect of a strong The negative effect of a strong friendship might be:friendship might be:

to cause other people to feel excluded... to cause other people to feel excluded... ... are less likely to include the friends in ... are less likely to include the friends in

decision making decision making ... are likely to be in groups ... are likely to be in groups ……information may not flow across the whole information may not flow across the whole

group, but only within the subgroupsgroup, but only within the subgroups … … miscommunication may lead to miscommunication may lead to

misunderstanding and poor collective misunderstanding and poor collective performanceperformance


How do you recognize team How do you recognize team dynamics?dynamics?

Personality styles (eg: including or Personality styles (eg: including or excluding people) excluding people)

Team RolesTeam Roles Office layout (eg: cupboards dividing Office layout (eg: cupboards dividing

teams into two) teams into two) Tools and technology (eg: email, bulletin Tools and technology (eg: email, bulletin

board, information pool enabling hidden board, information pool enabling hidden communication). communication).


Organizational culture (eg: company cars Organizational culture (eg: company cars acting as status symbols to separate acting as status symbols to separate groups of employees) groups of employees)

Processes/methodologies/procedures (eg: Processes/methodologies/procedures (eg: problem-solving methodology) etc. problem-solving methodology) etc.


How can team dynamics be managed How can team dynamics be managed constructively?constructively?

look for the team dynamics - the 'natural look for the team dynamics - the 'natural forces' at play forces' at play

determine whether they are acting for determine whether they are acting for good or ill, good or ill,

make interventions to make the effect of make interventions to make the effect of those dynamics more positive. those dynamics more positive.


Owning It: How PersonalOwning It: How PersonalAccountability Can Transform Accountability Can Transform

ananOrganizationOrganization


For organizations that consistently struggle to For organizations that consistently struggle to meet goals, worker accountability may be an meet goals, worker accountability may be an issue.issue.

Symptoms of accountability deficiencies includeSymptoms of accountability deficiencies include -blaming and finger-pointing, -blaming and finger-pointing, -unclear and changing expectations and -unclear and changing expectations and -difficulty retaining quality employees.-difficulty retaining quality employees. When any or all of these issues occur, When any or all of these issues occur,

organizations should consider transforming their organizations should consider transforming their employees’ behaviors and attitudes with the employees’ behaviors and attitudes with the power of personal accountability.power of personal accountability.


When employees take ownership of When employees take ownership of tasks and plans are clear, personal tasks and plans are clear, personal accountability emerges,accountability emerges,

-lowering stress, -lowering stress, -increasing productivity, -increasing productivity, -influencing job satisfaction and -influencing job satisfaction and -propelling the organization to meet -propelling the organization to meet

its goals and objectives. its goals and objectives.

Accountability DeficienciesAccountability Deficiencies

Blame and Finger-PointingBlame and Finger-Pointing

When personal accountability is absent, When personal accountability is absent, pinning the blame on others is one of the pinning the blame on others is one of the most common behaviors employees most common behaviors employees engage in when things go wrong.engage in when things go wrong.

Do any of these charges sound familiar?Do any of these charges sound familiar? § "It's because of those strict regulations."§ "It's because of those strict regulations." § "Our partner dropped the ball."§ "Our partner dropped the ball." § “Parents just don't participate."§ “Parents just don't participate." § “The warehouse doesn’t delivery § “The warehouse doesn’t delivery

supplies timely."supplies timely."


Blame and finger-pointing stem from a Blame and finger-pointing stem from a lack of personal accountability and a lack of personal accountability and a fear of punishment. fear of punishment.

In this type of environment, employees In this type of environment, employees talk about – rather than to – each other. talk about – rather than to – each other.

Also, informal meetings that occur after Also, informal meetings that occur after meetings (hallway discussions), are meetings (hallway discussions), are where real opinions are heard.where real opinions are heard.


When employees equate being “held When employees equate being “held accountable” with demotion or job accountable” with demotion or job loss, they will refrain from accepting loss, they will refrain from accepting responsibility for the outcomes of responsibility for the outcomes of their work. their work.

If the manager doesn’t model If the manager doesn’t model accountability, blame and finger-accountability, blame and finger-pointing will be the norm for their pointing will be the norm for their employees.employees.


When an When an accountable accountable employee employee does something wrong, he or she will does something wrong, he or she will say, "This is what I did, and I accept say, "This is what I did, and I accept responsibility. responsibility.

This is what I learned from my This is what I learned from my mistake and this is how I will mistake and this is how I will change."change."

Unclear and Changing Unclear and Changing ExpectationsExpectations

When managers lack personal When managers lack personal accountability, they are often unclear accountability, they are often unclear with their expectations or routinely with their expectations or routinely change objectives, resulting in change objectives, resulting in confusion and incomplete goals.confusion and incomplete goals.


Unclear:Unclear: § "Diversity is very § "Diversity is very

important and we will important and we will embrace it."embrace it."

§ "We will change our § "We will change our IT systems to keep up IT systems to keep up with the times."with the times."

§ "We will focus on § "We will focus on innovation this year."innovation this year."

Clear:Clear: § “To embrace our § “To embrace our

diversity, we will be diversity, we will be implementing monthly implementing monthly diversity awareness diversity awareness seminars.”seminars.”

§ “We need to update our § “We need to update our firewalls to keep up with firewalls to keep up with the latest viruses.”the latest viruses.”

§ “Our focus on innovation § “Our focus on innovation this year will require us to this year will require us to brainstorm better service brainstorm better service techniques and processes, techniques and processes, and improve quality.”and improve quality.”

Sample Expectations


Without any kind of clarity, the Without any kind of clarity, the outcome of these types of outcome of these types of expectations is no outcome at all.expectations is no outcome at all.

Employees want to know what road Employees want to know what road to travel, the tasks they need to to travel, the tasks they need to accomplish and milestones along the accomplish and milestones along the way.way.


To hold employees accountable, To hold employees accountable, -tasks must be clearly defined up--tasks must be clearly defined up-

front, front, -the expected outcomes must be -the expected outcomes must be

explained, explained, -the stakes of completing/not -the stakes of completing/not

completing the task made clear, and completing the task made clear, and -all parties must agree upon action -all parties must agree upon action

steps by certain dates.steps by certain dates.

Difficulty Retaining Quality Difficulty Retaining Quality EmployeesEmployees

Often a lack of accountability leads to Often a lack of accountability leads to equal rewards for unequal efforts equal rewards for unequal efforts among employees, spurring the best among employees, spurring the best workers to see no value in working workers to see no value in working hard to further the goals of the hard to further the goals of the organization. organization.

High achievers will ultimately leave High achievers will ultimately leave organizations that do not hold organizations that do not hold employees accountable.employees accountable.

Difficulty Retaining Quality Difficulty Retaining Quality EmployeesEmployees

When a lack of measurement exists, When a lack of measurement exists, good employees will not prosper.good employees will not prosper.

To retain high achievers, everyone To retain high achievers, everyone must be held accountable for their must be held accountable for their actions.actions.

Other ChallengesOther Challenges

Additional symptoms that point to a Additional symptoms that point to a lack of accountability :lack of accountability :

§ Ineffective teamwork§ Ineffective teamwork § Poor meeting management§ Poor meeting management § Indirect and unclear communication§ Indirect and unclear communication § Gossip§ Gossip § Conflict§ Conflict

Personal Accountability TrainingPersonal Accountability Training

Personal Personal accountability accountability training is an training is an effective way to effective way to shift the corporate shift the corporate mindset to one of mindset to one of responsibility, responsibility, empowerment and empowerment and accountabilityaccountability

Purpose of personal Purpose of personal accountability trainingaccountability training

I. Help employees understand the I. Help employees understand the importance of accountabilityimportance of accountability

II. Identify why the organization II. Identify why the organization values accountable employeesvalues accountable employees

III. Discuss each individual's role in III. Discuss each individual's role in the process, andthe process, and

IV. Encourage employees to IV. Encourage employees to reexamine their attitudes and reexamine their attitudes and actions.actions.

The Challenges of Poor The Challenges of Poor Workforce AccountabilityWorkforce Accountability

When everything is working well, When everything is working well, accountability is understood and accountability is understood and embraced in an organization. However, embraced in an organization. However, when problems emerge, excuses seem to when problems emerge, excuses seem to be the acceptable alternative.be the acceptable alternative.

Some of the most common signs that Some of the most common signs that personal accountability is absent includespersonal accountability is absent includes

blaming others,blaming others, nebulous expectations and nebulous expectations and the inability to retain high achievers.the inability to retain high achievers.

Steps to Achieving PersonalSteps to Achieving PersonalAccountabilityAccountability

Workers must take ownership of a task Workers must take ownership of a task and its outcome at the time it was and its outcome at the time it was assigned. assigned.

Employees must have a preexisting Employees must have a preexisting mindset that they can and will get mindset that they can and will get tasks accomplished.tasks accomplished.

Once employees take responsibility, a Once employees take responsibility, a clear agreement must be in place clear agreement must be in place between the task assigner and the between the task assigner and the task owner. task owner.

Steps to Achieving PersonalSteps to Achieving PersonalAccountabilityAccountability

The agreement must clearly The agreement must clearly articulate the task, the expected articulate the task, the expected results and when it must be results and when it must be completed.completed.

Employees must be willing to take Employees must be willing to take personal action to see the results personal action to see the results occur.occur.

Employees must be willing to answer Employees must be willing to answer for outcomes, whether good or bad.for outcomes, whether good or bad.

Benefits of Accountable Benefits of Accountable EmployeesEmployees

§ Personal action is taken to § Personal action is taken to overcome obstacles and ensure overcome obstacles and ensure results are achievedresults are achieved

§ Results are on target because the § Results are on target because the task, owner, expected results and task, owner, expected results and deadline are cleardeadline are clear

§ Individuals display a willingness to § Individuals display a willingness to answer for the results of their actionsanswer for the results of their actions

Benefits of Accountable Benefits of Accountable EmployeesEmployees

§ Productivity increases because § Productivity increases because employees, teams and entire departments employees, teams and entire departments are more effective and individuals agree to are more effective and individuals agree to own tasksown tasks

§ Job satisfaction improves because tasks § Job satisfaction improves because tasks are clearly defined and success occurs are clearly defined and success occurs moremore

§ Negative events become learning events§ Negative events become learning events § Workarounds and project restarts are § Workarounds and project restarts are

significantly reducedsignificantly reduced

Head Start AccountabilityHead Start Accountability

Every year, each agency must Every year, each agency must conduct and maintain a “Program Self conduct and maintain a “Program Self Assessment”. Assessment”.

Every three years, a Head Start Every three years, a Head Start grantee must conduct and maintain a grantee must conduct and maintain a “Community Assessment,” designed “Community Assessment,” designed to ensure that the program is serving to ensure that the program is serving the greatest number of eligible the greatest number of eligible children in the local area. Updated children in the local area. Updated annuallyannually


Every Head Start program must Every Head Start program must conduct a “Wage Comparability” conduct a “Wage Comparability” study every three years to assure study every three years to assure that wages paid to Head Start staff that wages paid to Head Start staff are in line with those paid for are in line with those paid for comparable jobs in the community comparable jobs in the community served by that Head Start grantee.served by that Head Start grantee.


Each program must provide every Each program must provide every enrolled child with dental, mental health enrolled child with dental, mental health and health screenings, along with a and health screenings, along with a developmental screening, and maintain developmental screening, and maintain files on the results of these screenings. files on the results of these screenings.

For each child with a disability, a For each child with a disability, a “Transition Plan” must be maintained “Transition Plan” must be maintained and implemented in accordance with and implemented in accordance with IDEA.IDEA.


Local programs must have written Local programs must have written agreements with vendors and service agreements with vendors and service providers and community partners. providers and community partners.

Each program must meet the Each program must meet the performance standards for each child performance standards for each child and family and have documentation and family and have documentation of such progress (individualized of such progress (individualized family plans, child’s education plan, family plans, child’s education plan, etc.).etc.).


Every three years, USDA conducts an Every three years, USDA conducts an on-site audit with respect to the on-site audit with respect to the eligibility of children in the program eligibility of children in the program and on food servings (making sure and on food servings (making sure that each meal has met the Daily that each meal has met the Daily Requirements).Requirements).

State and Local Requirements; State and Local Requirements; i.e. i.e. state child care licensing state child care licensing standards.standards.

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