The Speed of TrustThe Speed of Trust

Stephen M. R. CoveyStephen M. R. Covey

What is trust?What is trust?

What are two key areas where What are two key areas where confidence is important if trust is to be confidence is important if trust is to be established?established?

IntegrityIntegrityAbilitiesAbilities

DistrustDistrust

Distrust involves suspicion of a Distrust involves suspicion of a person’s integrity, agenda, person’s integrity, agenda, capabilities, and/or track record.capabilities, and/or track record.

High-trust relationshipsHigh-trust relationships

Describe one such relationship.Describe one such relationship.

How does it feel?How does it feel? How well do you communicate?How well do you communicate? How quickly can you get things done?How quickly can you get things done? How much do you enjoy this relationship?How much do you enjoy this relationship?

Low-trust relationshipsLow-trust relationships

Describe one such relationship.Describe one such relationship.

How does it feel?How does it feel? How well do you communicate?How well do you communicate? How quickly can you get things done?How quickly can you get things done? How much do you enjoy this relationship?How much do you enjoy this relationship?

Economics of TrustEconomics of Trust

What is this?What is this?

How would you evaluate this?How would you evaluate this?

What is the “trust tax”?What is the “trust tax”? An added cost to work, relationships, all activities, An added cost to work, relationships, all activities,

that comes from a lack of trustthat comes from a lack of trust

What is the “trust-dividend”?What is the “trust-dividend”? Improvement in communication, collaboration, Improvement in communication, collaboration,

execution, innovation, strategy, engagement, execution, innovation, strategy, engagement, partnering, and relationships created by a high-trust partnering, and relationships created by a high-trust environmentenvironment

Trust MythsTrust Myths

Trust is softTrust is soft Trust is slowTrust is slow Trust is built soley on integrityTrust is built soley on integrity You either have trust or you You either have trust or you

don’tdon’t Once lost, trust cannot be Once lost, trust cannot be

restoredrestored You can’t teach trustYou can’t teach trust Trusting people is too riskyTrusting people is too risky Trust is established one Trust is established one

person at a timeperson at a time

What do you think about What do you think about Covey’s response to Covey’s response to these “myths?”these “myths?”

What are the five waves What are the five waves of trust?of trust?

Self-TrustSelf-Trust Relationship TrustRelationship Trust Organizational TrustOrganizational Trust Market TrustMarket Trust Societal TrustSocietal Trust

What are the four cores What are the four cores of credibility?of credibility?

IntegrityIntegrity IntentIntent CapabilitiesCapabilities ResultsResults

TAKE THE FOUR CORES OF CREDIBILITY ASSESSMENT AND SCORE YOURSELF. HOW DID YOU DO? WHAT ARE YOUR AREAS OF WEAKNESS? HOW WILL YOU WORK TO INCREASE YOUR AREAS OF WEAKNESS? WHAT WILL YOU BE DOING TO MAINTAIN YOUR STRENGTHS?

According to Covey, relational trust is all about According to Covey, relational trust is all about consistent behavior. How do you feel about consistent behavior. How do you feel about that statement?that statement?

Why might behavior matter? Is it really Why might behavior matter? Is it really possible to change one’s behavior? Aren’t possible to change one’s behavior? Aren’t people pretty much going to behave the same people pretty much going to behave the same throughout all of their lives?throughout all of their lives?

What do you think about Covey’s ideas related What do you think about Covey’s ideas related to trust accounts?to trust accounts?

Of the thirteen behaviors Covey develops Of the thirteen behaviors Covey develops in the section on relational trust, which do in the section on relational trust, which do you see as most critical – to you you see as most critical – to you personally? to the Undergraduate personally? to the Undergraduate school? To Moody Bible Institute?school? To Moody Bible Institute?

Take the Thirteen Behaviors Assessment for bout yourself and the Undergraduate School and score both assessments. How did you do? How did the Undergraduate school do? Were the results similar? different? How so? How do we work to improve on both fronts?

Why is straight talk so important? How Why is straight talk so important? How are we doing on the straight talk issue in are we doing on the straight talk issue in the Undergraduate school? Do we suffer the Undergraduate school? Do we suffer from straight talk going to far?from straight talk going to far?

How are we doing at demonstrating How are we doing at demonstrating respect? How can we demonstrate that respect? How can we demonstrate that we care?we care?

Is the Undergraduate school a Is the Undergraduate school a transparent environment? Is there an transparent environment? Is there an “information withholding” going on? How “information withholding” going on? How can we work to eliminate any trust tax we can we work to eliminate any trust tax we may be paying due to lack of may be paying due to lack of transparency?transparency?

How do we do at righting wrongs? Can How do we do at righting wrongs? Can you think of any wrongs, for which we are you think of any wrongs, for which we are responsible, which we have the capacity responsible, which we have the capacity to right this week? this semester? this to right this week? this semester? this year? Just because someone is year? Just because someone is offended by an action, does that mean offended by an action, does that mean there is a wrong that must be righted? there is a wrong that must be righted?

Is the Undergraduate school a place Is the Undergraduate school a place where loyalty is demonstrated? What where loyalty is demonstrated? What evidence do we have to support our evidence do we have to support our conclusion? What are the keys to conclusion? What are the keys to strengthening this area?strengthening this area?

Do we deliver results? What Do we deliver results? What measurements do we have in place to measurements do we have in place to know whether or not we’re delivering? know whether or not we’re delivering? What would your department and the What would your department and the Undergraduate school look like if we Undergraduate school look like if we were accomplishing this completely?were accomplishing this completely?

Are we better this year when compared Are we better this year when compared with last year? Is the Undergraduate with last year? Is the Undergraduate school a place where people see we are school a place where people see we are striving to be better? What tangible striving to be better? What tangible evidence do we have that we are getting evidence do we have that we are getting better?better?

Is the Undergraduate school a place Is the Undergraduate school a place where we confront reality? Where are where we confront reality? Where are we doing a great job at confronting we doing a great job at confronting reality? What is the number one reality reality? What is the number one reality that we are not confronting in the that we are not confronting in the Undergraduate school?Undergraduate school?

What does it mean to clarify What does it mean to clarify expectations? How are we doing at this? expectations? How are we doing at this? Is it important given the nature of the Is it important given the nature of the work we do to do this? Doesn’t work we do to do this? Doesn’t everybody know what is expected of everybody know what is expected of them?them?

How are we doing at the practice of How are we doing at the practice of accountability? How would this practice accountability? How would this practice show itself in the Undergraduate school? show itself in the Undergraduate school? When things go wrong, what happens When things go wrong, what happens here?here?

When we talk about critical issues do we When we talk about critical issues do we listen first? When we listen are we really listen first? When we listen are we really listening or are we working on our reply listening or are we working on our reply or explaining away what is being said? or explaining away what is being said? Key to listening is trying to understand Key to listening is trying to understand the other person. Is that something that the other person. Is that something that happens in the Undergraduate school? happens in the Undergraduate school? Do you feel listened to when you speak?Do you feel listened to when you speak?

How are we doing at keeping our How are we doing at keeping our commitments? Can we point to any commitments? Can we point to any commitments we’ve made in the last commitments we’ve made in the last couple of years which we’ve kept? What couple of years which we’ve kept? What outstanding commitments do we need to outstanding commitments do we need to keep.keep.

What does extending trust mean? What What does extending trust mean? What does it not mean? What is the difference does it not mean? What is the difference between extending trust abundantly and between extending trust abundantly and extending trust conditionally? How do we extending trust conditionally? How do we know if we are extending trust know if we are extending trust appropriately?appropriately?

What jumped out at you while reading the What jumped out at you while reading the book that we haven’t discussed yet?book that we haven’t discussed yet?

What does all this mean for the What does all this mean for the Undergraduate school Undergraduate school thisthis year? year?

What else do we need to say about this What else do we need to say about this book and the Undergraduate school?book and the Undergraduate school?