PRESENTED BY: THE LEADER'S TOOLKIT PARTICIPANT GUIDE " Psychological Safety is the soil, not the seed " Dr. Amy C. Edmondson SESSION ONE INSTRUCTORS This 4 - module Leader ' s Toolkit program will develop your knowledge of psychological safety and ways you can foster more psychological safety in your teams. The Leader ' s Toolkit is a framework for leadership but also everyday life, difficult conversations and whenever you are working as a team member. Dr. Taylor Harrell Jason Eisner Neil Pretty 1 2 3 4 5 MODULE MODULE MODULE MODULE THE CORE CONCEPTS What are the foundations, research, realities and misconceptions? SETTING THE STAGE Framing the work. Emphasizing purpose to create shared expectation and meaning while reframing the role of the leader. INTIVING PARTICIPATION Situational humility, practicing inquiry, and setting up structures and processes to ensure voice is welcome. RESPONDING PRODUCTIVELY Expressing appreciation, setting boundaries and destigmatizing failure to orient towards continuous learning. RESOURCES Links to articles and videos to expand your knowledge. THE LEARNING JOURNEY SESSION ONE: SESSION TWO THE CORE CONCEPTS Psychological Safety is defined as: The belief that you won ' t be punished or humiliated for speaking up with ideas, questions, concerns, or mistakes. In particular, it ’ s a shared belief held by team members that thoughts, ideas, feedback and diverse contributions will be met openly, respectfully and productively. Teams who focus on Psychological Safety increase performance, innovation and learning. According to Google ' s expansive Project Aristotle and numerous other research papers it is correlated with 43 % of overall performance. The terrain of Psychological Safety is something we are constantly navigating as part of our environment. It is one of our most basic internal functions as we try to work in groups. " No one comes up with a good idea while being chased by a tiger " Anonymous Board member to Elon Musk 1 ) If you make a mistake on this team, it is not held against you. 2 ) People on this team fully accept others for being different. 3 ) It is easy to ask other members of this team for help. 4 ) Members of this team are able to bring up problems and tough issues. 5 ) It is safe to take a risk on this team. 6 ) No one on this team would deliberately act in a way that undermines my efforts. 7 ) My unique skills and talents are valued and utilized by members of this team. Calculating the Results: THE SURVEY Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1 Add up the score for each statement. If you scored between: 30 - 35, you are likely experiencing high psychological safety and a more consistently high performing team. 20 - 29, you are likely experiencing average psychological safety and a more inconsistent team performance. 5 - 19, you are likely experiencing low psychological safety and a more consistently poor team performance. Consider each statement in the context of your direct team. Score each statement 1 - 5. USE THE QUESTIONS BELOW FOR REFLECTION AND AS A PART OF YOUR BREAKOUT DISCUSSION Given the psychological safety of your team, how does it feel to be a part of it? What are your reflections on your assessment results? If psychological safety improved in your team, what would be possible? REFLECTION LEARNING IS THE KEY PSYCHOLOGICAL SAFETY + ACCOUNTABILITY = HIGH TEAM PERFORMANCE Psychological Safety and Accountability are not mutually exclusive. They must both be present in teams in order for the team to deliver high performance. Have you experienced the Anxiety > Comfort > Apathy loop? Where do you feel you spend the most time? Where do you think your team spend the most time? NOTES: Anxiety Zone Comfort Zone Learning Zone Apathy Zone High Low High Motivation & Accountability Psychological Safety USE THE QUESTIONS BELOW FOR REFLECTION AND AS A PART OF YOUR BREAKOUT DISCUSSION As a result, what kind of behaviors do you see from your team members? In which zone does your team spend most of its time? What mindsets and behaviors would need to change in order for your team to consistently occupy the ‘ Learning Zone? ’ REFLECTION THE LEADER'S TOOLKIT The Leader ' s Toolkit, based on the research of Dr. Amy C. Edmondson, is a framework that provides actionable direction to move from concept to outcomes. As you use the framework you may also notice that this framework has value in multiple domains for establishing high psychological safety quickly. Use this framework in team meetings, one - on - ones, project design, in and outside of work. You can also use this framework as a member of a team as you collaborate across functions and with your leader. Emphasize Purpose Frame the Work Rethink the Role of the Leader Set the Stage Establish shared expectations and meaning Demonstrate situational humility Practice inquiry Set up structures and processes Invite Participation Confidence that voice is welcome Express appreciation De - stigmatize failure Sanction clear violations Respond Productively Orient towards continuous learning SETTING THE STAGE Setting the Stage is a practice by which leaders establish shared expectations and meaning with their team members about their purpose, tasks, roles, and the context in which they operate. Emphasize Purpose Identify what ' s at stake, why it matters, and for whom it matters Frame the Work Set expectations about failure, uncertainty, and interdependence to clarify the need for voice Rethink the Role of the Leader Moving leadership mindset from " knower " to " learner " has answers gives orders seeks confirmation delivers one - way feedback prioritizes performance above all sets direction, invites input for improvement, seeks exploration, engages in two - way feedback, prioritizes learning above all RETHINK THE ROLE OF THE LEADER KNOWER LEARNER To rethink the role of the leader we have to consider past roles of the leader and the pressures of leadership. Being the " knower " is a role we have seen often and find easy to slip into. It is a result of many factors such as holding information to retain power, being asked for advice or consultation and what we have been conditioned to believe about leadership. To expand our capabilities we need to understand there is more than one way to lead and that learner behaviors typically lead to higher psychological safety. NOTES: USE THE QUESTIONS BELOW FOR REFLECTION AND AS A PART OF YOUR BREAKOUT DISCUSSION REFLECTION What are the circumstances that lead you to operate as a Knower? What percentage of your time do you spend being the Knower vs. the Learner? What are the circumstances that lead you to operate as a Learner? Role of the Leader: sets direction invites input and learning opportunities Uncertainty: be curious and alert for changing circumstances Interdependence: to clarify the need and opportunity for voice What ' s at stake: High? Low? Perception? Reality? Failure: How they will be addressed WHEN they happen Purpose: What matters about the task, relationship and contributions FRAME THE WORK FRAMING THE WORK CHECKLIST: NOTES: Context: the production team has to finish assembly of a stage for a music concert Ok everyone, so tonight we ’ re going to have to put all of these screens together, and we have until 7 o ’ clock in the morning to do it. If we don ’ t get it done, it ’ s going to push the next crew to the point where they ’ re probably going to not be able to complete their job, so it ’ s critical that we get this done by 7:00. ( What ' s at Stake ) I know it ’ s already 3:00 am and I know you are exhausted. I also know that you ’ ve been working really hard for a long time already and this project has shown us that this isn ’ t necessarily going to be easy. We are going to have to work together really well to make sure this happens. We want to make sure that everybody is pulling together in the same direction. ( Interdependence ) So that means if you see someone that needs a set of hands, give them to him. Don ’ t ask if somebody needs help, offer it. If you need water, if you need a break, take it - just communicate with me where you ’ re going and when you ’ re going to be back. If I think you need a break and you ’ re not taking it, I will bring you water or ask you to take a break. What ’ s important about this is that you are safe and healthy because no matter what, if we finish at 7:00 and somebody gets hurt, it wasn ’ t worth it. So no matter what, we need to make sure we ’ re all going home feeling good. ( Purpose ) My role is to be here for whatever you need. So to make sure that we ' re communicating properly, if there ’ s any question or any doubt about what you need, I ’ m here. If there ’ s anything that you notice is going on that shouldn ’ t be, I ’ m here. Please don ’ t assume something has been communicated - if you ’ re worried about saying something twice, please don ’ t - I ’ d rather hear it twice than not at all. ( Role of the Leader, Uncertainty ) The only failure here is if we get hurt and are not communicating. If we ’ re able to support each other, we can deal with any issue as it comes up. Let ’ s get to it. ( Failure ) FRAME THE WORK FRAMING THE WORK EXAMPLE: THINK OF A SITUATION WHERE YOU WILL NEED TO DEMONSTRATE YOUR SKILLS AS A LEADER What did you do in this exercise that was new and / or different from what you currently do? Take 3 minutes to prepare a framing statement for a project that you are currently leading or will lead in the near future. Be sure to include the items in the checklist. Share your framing statement with your group. Group members will listen and share their feedback with one appreciation and one recommendation. FRAME THE WORK EXCERCISE What skills and concepts will you apply to your work? TAKE A MOMENT TO REFLECT ON YOUR LEARNING TODAY. REFLECTION What is one behavior that you will stop doing? What is the “ one big thing ” that you will apply to your work immediately? What is one behavior that you will start doing? www.mckinsey.com/business- functions/organization/our-insights/psychological- safety-and-the-critical-role-of-leadership- development LEADERSHIP DEVELOPMENT & PSYCHOLOGICAL SAFETY https://hbr.org/2017/01/the-neuroscience-of-trust THE IMPLICATIONS OF TRUST AND PSYCHOLOGICAL SAFETY RESOURCE LIBRARY PRESENTED BY: THE LEADER'S TOOLKIT PARTICIPANT GUIDE " Psychological Safety is the soil, not the seed " Dr. Amy C. Edmondson SESSION TWO 1 2 3 4 5 MODULE MODULE MODULE MODULE THE CORE CONCEPTS What are the foundations, research, realities and misconceptions? SETTING THE STAGE Framing the work. Emphasizing purpose to create shared expectation and meaning while reframing the role of the leader. INTIVING PARTICIPATION Situational humility, practicing inquiry, and setting up structures and processes to ensure voice is welcome. RESPONDING PRODUCTIVELY Expressing appreciation, setting boundaries and destigmatizing failure to orient towards continuous learning. RESOURCES Links to articles and videos to expand your knowledge. THE LEARNING JOURNEY SESSION ONE: SESSION TWO INVITE PARTICIPATION Inviting participation is a set of behaviors, structures, and processes that give team members confidence that their voice is welcome and necessary. Demonstrate Situational Humility acknowledge gaps Practice Inquiry ask good questions model intense listening Set up structures and processes create forums for input provide guidelines for discussion