· web viewrefer to brene brown engaged feedback checklist. have spare copies printed in case...

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Facilitator pre-Workout checklist – Feedback (morning session)

Aim of this Workout

The overall aim of these Workouts is to bring participants together to reflect on and deepen the learnings from the development and action guide. They also provide participants with the opportunity to work with other new people leaders to consolidate their understanding of how leaders can connect effectively with their team.

Learning outcomes Feedback development priority

In order to achieve the development priority of FEEDBACK – TE ARO WHAIARO, participants will need to be able to:

provide effective feedback to team members, using the SBI method plan for a difficult conversation, using the SBI method.

I seek feedback and give timely, clear, and constructive feedback and have the tough conversations.

Resources A4 paper, flip-chart paper and markers, a large roll of brown paper Projector or TV, speakers, laptop for video viewings Post it notes and bowl

How to give candid feedback | Kim Scott

https://www.youtube.com/watch?v=Zn9LA7-FZz8

Improve your in person, impromptu feedback | Candor Inc

https://www.youtube.com/watch?v=rFgu0nOHCcE

SBI Feedback Model | Watch time < 12 min

https://www.youtube.com/watch?v=s7h5hCtF09o

How to Have Difficult Conversations | Brendon.com: Watch time < 11 min

www.youtube.com/watch?v=9-xmbBSeu-s

Advice from within the New Zealand public service (short videos) | LDC

www.ldc.govt.nz/resources-2/videos/FilterForm?Category=1&action_doFilter=Go

Preparation

1. Ensure you have an internet connection for the videos and, if possible, queue them before you start the session. 2. Ensure you have worked through the guide and have organised any resources that are required.

FACILITATOR WORKOUT GUIDE: DAY THREE 1

http://www.ldc.govt.nz/resources-2/videos/FilterForm?Category=1&action_doFilter=Go

http://www.youtube.com/watch?v=9-xmbBSeu-s




Facilitator pre-Workout checklist – Develop (afternoon session)

Aim of this Workout

The overall aim of these Workouts is to bring participants together to reflect on and deepen the learnings from the development and action guides. They also provide participants with the opportunity to work with other new people leaders to consolidate their understanding of how leaders can connect effectively with their teams.

Learning outcomes Develop development priority

In order to achieve the development priority of DEVELOP – TE WHAKAWHANAKE, participants will need to be able to:

Develop effective questioning skills plan for and hold effective development conversations use the GROW model to ask effective coaching questions.

I have regular development conversations and coach my team members to be the best that they can be.

Resources A4 paper, flip-chart paper and markers A large roll of brown paper, sticky notes Projector or TV, speakers, laptop for video viewings

The Power of Great Questions | Watch time < 5 min

https://www.youtube.com/watch?v=FrJIkcZ5log

Coaching and the GROW Model | Michael Heathwww.youtube.com/watch?v=xNLRo3jWPcg

Advice from within the New Zealand public service (short videos) – LDC www.ldc.govt.nz/resources-2/videos/FilterForm?Category=1&action_doFilter=Go

Preparation

1. Ensure you have an internet connection for the videos and, if possible, queue them before you start the session. 2. Ensure you have worked through the guide and have organised any resources that are required.



http://www.youtube.com/watch?v=xNLRo3jWPcg


Activity Detail FEEDBACK facilitator guide – morning session Facilitator notes/resources TimingWelcome Say: Kia ora. Tēnā koutou. Ko (Name) ahau. Welcome to the NPL programme day 3.

Say: Now I would like you to introduce (or reintroduce) yourselves to each other and share what you have done in the way of personal development over the last month.

Refer to PP slide 1. 8 min

Housekeeping (if reminder needed or in a different location).

Say: Let’s quickly run through the housekeeping.

Ensure you cover:

location of toilets and washroom facilities emergency procedures. any relevant site-specific information.

You can do housekeeping before the introductions if you wish.

2 min

Group guidelines In the kick-off/day 1 we created our group protocols. Take a minute to look over them and refresh yourself on what we agreed.

Ask: Is there anything you would like to change or add to what we have written? How are they working for the group?

5 min

Overview Say: Let’s have a look at what we are covering in this Workout.

Walk through slide 2, signposting what is to come. Be clear about mentioning break times and processes around food, etc.

Ask: Has anybody got any questions about what we will be covering today?


Ice breaker (optional)

Use an icebreaker if you have time and feel it will add benefit to re-introduce the cohort, particularly if they do not work together frequently.

Say: OK, it’s been a few weeks since we saw each other; let’s reconnect and learn a little more about each other.

One-word activity instructions

This ice breaker allows you to provide the context for the Workout and get everyone in the right mindset for discussion.

Ask the participants to think about words they associate with giving and receiving feedback.

10 min


Activity Detail FEEDBACK facilitator guide – morning session Facilitator notes/resources Timing

Invite them to shout out the words in a “popcorn” round.

Explore any extreme positive or negative words, ask the participants about the experience they had that made them associate that particularly positive or negative word with feedback.

Context (if a reminder is needed)

Say: Remember the purpose of this Workout is to give you an opportunity to reflect on the learnings from the development and action guides, share ideas with others, and really start to think about how you will put everything into practice.

Say: As a reminder, there are 7 development priorities you should focus on as a new people leader. We have already covered Mindset and Connect on day 1 and Purpose and Achieve on day 2, and today we are going to focus on FEEDBACK and DEVELOP.

Mindset: We need to think about what it means to be a leader and challenge our current mindset, habits, and behaviours.

Connect: We need to connect with our staff personally and create a climate where their diversity of thought is encouraged.

Purpose: We need to connect our people with the organisation’s vision and give them purpose; we must be clear on our expectations around “how we work” and what they are responsible for so each team member knows the contribution they are making / the value they are adding.

Achieve: We need to empower others to achieve through effective planning, prioritisation, and delegation of work.

Feedback: We need to get good at giving feedback to improve/enhance performance.

Develop: We need to help our people grow individually to advance as they desire and/or the organisation needs.

Processes: We need to complete our management responsibilities, which can be confusing and time consuming for a new people leader. Processes vary but generally include finance, HR,

Refer to PP slides 3. 5 mins



procurement, and technology.

Context

continued.

Say: During this morning’s session, we will focus on the development priority FEEDBACK – TE ARO WHAIARO. To be successful in your new role, you need to make the following shift.


Check-in Say: Before we get into today specifically though, let’s check in with how your peer-learning groups and actions have gone since day 2.

Ask: How are things tracking after the second workshop? What is working well? What have you struggled with? How did your progress with your actions?Share thoughts with your table for 5 minutes. Ask (whole group): How did your peer-learning meetings go? What were the most useful things that came out of your meetings?

Ask: Who would like to share successes and challenges that they’ve had in the last month?

Ask: Lastly, how have you gone with the FEEDBACK and DEVELOP development and action guides? What were highlights from these?

5 min

Introduction to topic

Say: The FEEDBACK development and action guide took you through a process that included opportunities to reflect on your current leadership and on your experiences with great leaders you have worked with in your career. Let’s take a few minutes to share these reflections with each other.Say: In pairs, talk through the following questions you will have reflected on in your development and action guide:

Refer to PP slide 6. 15 mins


Activity Detail FEEDBACK facilitator guide – morning session Facilitator notes/resources Timing When and how do you give feedback to your team? When have you given feedback and it didn’t go well? What did you learn? How have you encouraged your team to give you feedback? Have you received feedback you didn’t receive well? What was the feedback & impact? Describe a time you were given feedback from a people leader that impacted you. What made this feedback so great? How will this impact you as a people leader and how you give feedback to your team?

Allow 10 minutes for each person to share their reflections from the guide and ask questions.

Ask: Would anyone like to share any insights of their own or insights they have learned from another person? Would anyone like to share an experience of giving or receiving feedback that others in the group might find useful?

The importance of feedback.

Say: We all have different experiences of feedback: some positive, some negative. We will probably all agree that giving or receiving feedback is not as easy as it seems, but it is important, and as people leaders, this is a skill you need to develop. Play: The first 60 seconds of the videos or show the screenshot as a reminder. Ask: What were your key “a-ha” moments when watching this video? Say: What I liked about the videos is that they really simplified what giving good clear feedback looks like with the dog at the kerb example, and that in the example with Bob, he was at the point of being fired and he had no idea his behaviour was an issue for his team. Say: At your table, quickly discuss and define why you think feedback is important.

Ask: Who would like to share?

Say: After a short break we will delve into the skills required for giving and receiving feedback. Over the break, continue to think about WHY feedback is so critical.

Refer to PP slides 7 and 8.

Participants will have watched the following videos.

Improve your in person, impromptu feedback | Candor Inc


How to give candid feedback | Kim Scott


10 min

Break This may be a good time to take a 10-minute comfort break. 10 min

Giving feedback Say: It is important as a leader that you create a feedback friendly culture in your team, and create an environment where feedback is most effectively delivered. In your table discuss your thoughts on Brene Browns Engaged Feedback Checklist from your development and action guides. What is the purpose of this checklist? How will you use it to set up the environment for feedback?

Ask: Who would like to share any insights from your table?

Refer to Brene Brown Engaged Feedback checklist.

Have spare copies printed in case people did not bring these as requested.

50 min






Activity Detail FEEDBACK facilitator guide – morning session Facilitator notes/resources TimingSay: We are going to spend a bit of time practicing giving feedback. We will do this first as a whole group, and then you will have some time in pairs to practice one of your scenarios that you prepared in your development and action guide.

Activity 1. Say: I am going to give you a scenario and I’d like each of you to write your feedback statement using the SBI (Situation, Behaviour, Impact) model on a post it note. For example, in the scenario provided in the development and action guide you could note as your feedback statement: In the team meeting last week you kept interrupting the team and as a result the team stopped contributing their ideas.

Say: The example I’d like you all to write a feedback statement on is: A team member has not been contributing to discussions in team meetings.

Say: Note down your feedback statement on a post it note and place in the bowl. Each person will pick out a post it note and read the suggested feedback statement aloud to the group. You can adjust tone and body language when reading out, but you can’t change the words.

Allow 15 minutes for this activity.

Activity 2. Say: This time I’d like you to work in small groups and each of you will write your feedback statement and read the feedback statement out to your group.

Ask: Who has an idea for a scenario that is slightly more complex?

If no scenario is decided you can use one where a person is continually late and not coming along to meetings on time, sometimes not at all. Each group will use the same scenario.

Say: Note down your feedback statement on a post it note and practice giving the feedback to the people in your group.


Ask: Who would like to share their feedback responses with the wider group?

Activity 3. Say: This time I’d like you to work in pairs and you will use the high-level seriousness scenario

Post-it notes and a bowl.

Participants will have watched the following video:

SBI Feedback Model


Refer to PP slides 9-12.




Activity Detail FEEDBACK facilitator guide – morning session Facilitator notes/resources Timingyou planned in your development and action guide. Briefly explain the situation to your partner (30-60 seconds) then practice giving the feedback to them. Take turns giving the feedback and discussing what worked and where you can improve.

Say: You will have watched a video on ‘How to have difficult conversations’ when completing your development and action guide. Refer back to this if you need to before you have these conversations for real.


Say: Who would like to share their insights with the wider group?

Say: Which of the four radical candor quadrants from the video do you think you fit in relation to this feedback and your relationship to the individual? As a reminder the quadrants are:

Obnoxious aggression Manipulative insincerity Ruinous empathy Radical candor

Ask if there are any unanswered questions they have about giving feedback, or if there is anything they would like to share before moving on the receiving feedback.

Participants will have watched:

How to Have Difficult Conversations

www.youtube.com/watch?v=9-xmbBSeu-s

Receiving feedback Say: Moving on now to receiving feedback (as feedback is a two-way street). In your development and action guide you planned for an opportunity to get feedback from your team. Spend the next 10 minutes chatting to the person beside you about what you have planned, how you are going to prepare yourself to receive both requested and impromptu feedback from your team. If you have received any feedback on your leadership so far, share what you are doing to action the feedback.

Ask: Who would like to share any insights?

A key takeaway from this activity is that feedback is not always planned so it is a good idea to identify a strategy for feeling prepared for feedback when it is delivered. This is for the people leader, but it is also important to ensure the team are prepared to receive feedback as well.

15 mins

Creating a feedback culture

Say: One of the reading activities in your development and action guide looked at how to create a feedback-friendly culture in your team. As a people leader, there are some things that

Participants will have read:

How to Create a Feedback-

20 mins





you can do to create an environment that is feedback friendly.

Say: In your group, discuss and note down any ideas that spring to mind that will enable a feedback-friendly culture in your team. You can note down your ideas on flip-chart paper.

Allow 5 minutes for discussion, 5 minutes for noting down ideas and 10 minutes for sharing some of the ideas with the wider group.

Ask: Is anybody doing any of these already? Who would like to share any successes and challenges they are having creating a feedback-friendly culture in their team?

Friendly Culture on Your Team | The Management Center

www.managementcenter.org/article/how-to-create-a-feedback-friendly-culture-on-your-team/

Flip-chart paper and pens

Wrap up Say: We have come to the end of the content for the FEEDBACK topic and will move on to the DEVELOP topic this afternoon.

Ask: Please could you each come up to the whiteboard and write down 2 things you have learned this morning.

10 mins

Lunch Allow time for lunch. 30-40 min


http://www.managementcenter.org/article/how-to-create-a-feedback-friendly-culture-on-your-team/



Activity Detail DEVELOP facilitator guide – afternoon session Facilitator notes/resources Timing

Welcome back Welcome people back to the room after lunch.

Ask: Who would like to share anything they have been thinking of over lunch that relates to this morning’s session?

Ask: Does anyone have any other questions before we move on?


Activity (optional)

This activity is optional if you have time and feel it will add benefit.

Photo activity – instructions

1. Ask participants to find a photo on their phones that they would like to share. 2. Invite them to show or describe what the photo is about and why they picked it.

You can choose an alternate activity as you see fit, depending on the energy in the room.

10 mins

Overview and Context

Say: Let’s have a look at where we are up to on the day 3 programme overview (run through the afternoon’s plans, reiterating break and finish times).

Say: During this afternoon’s session, we will focus on the development priority DEVELOP – TE WHAKAWHANAKE.

Say: Let’s begin by reflecting on and sharing with each other the challenges and success you have had so far in holding coaching and development conversations with your team.

Allow 5 minutes to share at their tables.

Refer to PP slides 14 and 15. 5 mins

Topic Say: The ‘DEVELOP’ development and action guide took you through a process that included Refer to PP slide 16. 15 mins


Activity Detail DEVELOP facilitator guide – afternoon session Facilitator notes/resources TimingIntroduction opportunities to reflect on your current leadership and on your experiences with great leaders you

have worked with in your career. Let’s take a few minutes to share these reflections with each other.Say: In pairs, talk through the following questions you will have reflected on in your development and action guide: How often do you discuss aspirations and development with your team members? How do you help them perform at their best? How confident are you in having coach like conversations with your team? Describe leaders you know who are great at developing their people. What qualities, attitudes, and behaviours show they are intentional about development? Describe a positive experience of being coached. What qualities, attitudes, and behaviours did the coach display?

Allow 10 minutes for each person to share their reflections from the guide and ask questions. Ask: Would anyone like to share any insights of their own or insights they have learned from another person? Would anyone like to share an experience of development that others in the group might find useful?

Questioning skills

Say: In the CONNECT module we considered 4 levels of listening and reflected on the importance of full listening. Before we consider development conversations and coaching, we must take some time to reflect on, and develop our questioning skills. Questioning skills, alongside listening skills, are critical to holding effective development and coaching conversations.

Say: In the Development and Action Guide we looked at Open and Closed questions, and in the video clip ‘The Power of Great Questions’ we also looked at more in-depth type of open questions that you can ask in specific situations.

Play: The first 60 seconds of the video or show the screenshot as a reminder.

Ask: What were your key “a-ha” moments when watching this video? Who would like to have a go at sharing examples of the types of questions covered in the video?

The question types were: Situation, clarification, probe assumptions, probe reasons and evidence, probe viewpoints and perspectives, implications and consequences.

Examples

The Power of Great Questions | Watch time < 5 min


Refer to PP slide 17.

25 mins





Activity if time

Situation: What is happening? What is going on? What is occurring?

Clarification: Where did that come from? Am I understanding this correctly? Can you explain that further?

Probe assumptions: What are the facts? What do we know for sure? How could you verify that?

Probe reasons and evidence: What would be an example of that? What evidence supports that?

Probe viewpoints and perspectives: What’s another way of looking at this? What would _____ think about that?

Implications and consequences: What are the risks of not doing this? How does that affect…..?

This is an optional activity if time allows. Jump to the next section if time does not allow for this.

Say: We are going to have plenty of opportunity to develop your questioning skills through the development and coaching skills activities, but let’s quickly highlight in a practical way, the difference between open and closed questions.

‘Who am I?’ activity instructions

This activity will be run in pairs. Each person writes a famous person on a post-it note, don’t show the other person. One person should stick their post-it note on the other person’s forehead. Whoever has the post it note on their head must try to guess who they are, but they can

only ask closed questions to which a simple yes or no answer is required. Ask each pair to count the number of questions asked before they guess who they are.

Now the other person puts their post it note on their partner’s forehead. The person who has the post it note on their head must try to guess who they are, but

they can now ask open questions. Ask each pair to count the number of questions asked before they guess who they are.

Most people will cotton on to the fact they can ask “what is my name?” and get the answer with one direct question.

Ask: What situations would you choose to use closed questions? When would you ask open questions? What about the other types of questions covered in the video?

15 min


Activity Detail DEVELOP facilitator guide – afternoon session Facilitator notes/resources TimingSay: Listening and questioning are fundamental skills required for effective development conversations and coaching. You will get more opportunity to practice both.

Development conversations

Say: Once you’re underway as a people leader, you’ll need to start looking beyond the now and into the future for your people. You’ll need to ask: What do my people need in order to achieve the tasks I have given them? What do my people need to develop beyond today’s tasks, and what are their career ambitions? What coaching can I provide, or can I set them up with a peer or someone else who can coach them? Say: In your development and action guides you had the opportunity to work through several resources related to development conversations and coaching conversations.Ask: Who would like to have a go at explaining the subtle difference between a development conversation and coaching?

A development conversation is a type of conversation you have with your staff that supports their development. The focus is on helping your people understand what capabilities they need for their current role, what strengths they already have, and the next steps they need to take to build their skills and knowledge. Development conversations are a shared exploration of development possibilities in which both the team member and manager contribute ideas. A development conversation may bring you to a goal to do some additional work, and this is where you can use your coaching skills to help them work through solutions on how they will bring the goal to reality

Coaching is a tool that supports development. It is a conversation between two people, in this case, between a leader and team member, that helps the coachee work through how they will achieve their goals, enhance their performance, and develop their potential. Coaching conversations are also about helping your team members solve problems and facilitate positive change by improving their thinking.

While a development conversation is about both you and your team member questioning, listening and having input, a coaching conversation requires you to draw on your effective questioning and listening to help them find a solution, rather than giving them the solution or telling them what to do. It’s more about asking the right questions than providing answers, the coachee should do all the thinking.

Say: You will have an opportunity to practice your development and coaching skills after a break.

10 min

Break Allow 10 minutes for a comfort break. 10 mins

Development Say: In your development and action guide you had the opportunity to plan for a development 30 mins



conversations conversation with a member of your team. Say: In small groups of 2 or 3 I’d like you to share your planning, talk through how you identified any strengths and weaknesses, how you gathered information to support the development conversation (such as recent work examples, information on their job descriptions), how you will structure the conversation and any specific questions you identified that would support the development conversation.

Also identify at least one goal you think your team member should work on to in order to develop.

Allow 25 minutes - each person should share their planning, discuss and get feedback.

Say: How did it go? What feedback did you get from others that you will take forward and try? Who would like to share with the group?

Coaching conversations

Ask: Is everyone ok so far about development conversations, and how you can use effective listening and questioning skills to have an effective development conversation? If there are questions, ask other participants to contribute to an answer until there is a good understanding of what a development conversation is.

Say: By working through your development and action guide, you will have started to plan out a coaching conversation around one of your team members development goals, or a situation where they are struggling, and you need to help them move forward using the GROW model. The GROW model is a popular model used by many effective coaches as it is quick and simple to grasp yet very effective.

Play: The first 60 seconds of the video or show the screenshot as a reminder.

Ask: What were your key “a-ha” moments when watching this video? Look for responses along the lines of: Coaching is about asking questions not providing answers. Different types of questions serve different purposes. Don’t ask leading questions. Coaching encourages accountability and personal responsibility.

Say: Some of you may have noticed that the “W” in “GROW” can stand for “Way forward” or

Participants will have watched the following video:

Coaching and the GROW Model | Michael Heath

www.youtube.com/watch?v=xNLRo3jWPcg

Refer to PP slides 18.

40 min





“Will” – as in what will you do. Terms are often used interchangeably but mean the same thing. Say: I’d like you to get into pairs and initially spend 10 minutes (5 minutes each) talking through your planning and some of the questions you have identified that will support your coaching conversation.

Allow 10 minutes to share their planning, discuss and get feedback.

Say: Now let’s practice our coaching skills. Think of a personal development goal or a challenge you are struggling with. You can use your development tracker or job description to help you.

In different pairs, use the GROW questions you identified in your coaching conversation plan to coach your partner through the GROW process: identify what they want to achieve, where they are at present, what options they have and which of those options will they put into action.

Allow 25 minutes - each person should be the coach and allow for some discussion and feedback.

Ask: How did it go? What good questions did you hear that you would like to add to your toolbox? What feedback did you get that you will take forward and try?

Creating a coaching-friendly culture

Say: A coaching-friendly environment is one where people feel comfortable discussing issues openly and freely, with a view towards learning. Once a coaching-friendly environment is fully developed, it is likely that the people leader will spend less time formally coaching, because coaching is going on most of the time. People in a coaching-friendly environment naturally and informally reflect on their actions, discuss problems and goals, and ask for feedback and advice.

Say: In your table group, I want you to discuss and note down any ideas that spring to mind that will enable a coaching-friendly culture in your team. Note down your ideas on flip-chart paper.

Allow 5 minutes for discussion, 5 minutes for noting down ideas, and 10 minutes for sharing some of the ideas with the wider group.

Ask: Is anybody doing any of these already? Who would like to share any successes and challenges they are having creating a coaching-friendly culture?Show slide for some ideas the participants may not have considered yet.

Refer to PP slide 19. 15mins

Advice for future new people leaders (optional if

This is an optional activity if time allows. The preceding activities may take longer if there is a lot of discussion. Jump to the wrap up if time does not allow for this activity.

Show: 1 or 2 of the Advice from within the New Zealand public service videos.

Advice from within the New Zealand public service (short videos) | LDC www.ldc.govt.nz/resources-2/

20 mins



Activity Detail DEVELOP facilitator guide – afternoon session Facilitator notes/resources Timingtime) Display: Any written advice from previous participants that you have on the wall, and allow

participants some time to read these pieces of advice.

Ask: Please could you share the piece of advice that resonated with you the most?

You have some options for this activity; the purpose is to get some advice for future participants. You can either decide to go with 1 option for the whole group or give the 3 options to the group and let them choose their preference.

Say: You’re now going to get the chance to share your own advice for future new people leaders. We will share this advice in future Workouts. In pairs or small groups, take a few minutes to think of the top 2 pieces of advice around FEEDBACK and DEVELOP that you would give to a new leader.

Option 1Participants share their advice with future new people leaders by writing it down on a piece of A4 paper. These can then be put up around the room for future participants to read.

Option 2 Participants share their advice with future new people leaders by writing it down on a large sheet of brown paper, like a graffiti wall. The sheets of paper can then be put up around the room for future participants to read.

Option 3Participants record their snippets of advice, using their phone camera recorder. They will need to send the file to you, and you can present the files in future Workouts. If you offer Option 3, you must make it clear to all participants that these files may be used in future sessions and may be placed on the LDC website.

videos/FilterForm?Category=1&action_doFilter=Go

Refer to PP slides 20–23.

Wrap-up Say: We are at the end of day and almost at the end of the programme; let’s reflect on what we have learned today.Say: Using the alphabet (starting with A), we will go around the group in a clockwise direction, with each person taking the next consecutive letter in the alphabet and using it to name something that they have discussed today.Say: Please work in pairs to share what your action points will be between now and the recall session. Then in the wider group, share what your partner is working on and write this action on a flip-chart piece of paper.Keep this document and refer to it in the recall session.

10 mins




Activity Detail DEVELOP facilitator guide – afternoon session Facilitator notes/resources TimingPeer learning Say: Now we are going to give you a few minutes to get back into your peer-learning groups/pairs

and plan what you are going to work on, when and where you will meet, and how you will keep each other accountable.

30 mins

Finish Say: We have now covered day 3 of the programme. Ask: Does anyone have any more questions before you head away to practise and implement your learnings? Explain/Check everyone has access to the last guide.End the session by thanking participants for their input.



This guide is part of learning material available to New Zealand Public Service agencies to support new people leader development.

JULY 2019 Release 01.1

© 2019 LEADERSHIP DEVELOPMENT CENTRE www.ldc.govt.nz

· web viewrefer to brene brown engaged feedback checklist. have spare copies printed in case...

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