Team Accountability – Workshop 6 (Eagle Part 2)
The Appleton Greene Corporate Training Program (CTP) for Team Accountability is provided by Mr. Teschner MBA BA Certified Learning Provider (CLP). Program Specifications: Monthly cost USD$2,500.00; Monthly Workshops 6 hours; Monthly Support 4 hours; Program Duration 12 months; Program orders subject to ongoing availability.
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Learning Provider Profile
Mr. Teschner is a transformational Leadership Coach and Trainer and Founder & CEO of VMax Group. VMax Group is a St Louis-based Leadership Development company specializing in teaching accountable leadership and high-performing teamwork to businesses across the globe. VMax Group has centered much of its signature training around the proper practice of Accountability. Real Accountability—positive, forward-focused Accountability centered around the process of taking Absolute Ownership for the outcomes the team achieves—is something Mr. Teschner and his team lived during their collective time as member of high-performance military teams. Now they’ve made it their mission to teach what they know to those who need to learn it.
A decorated graduate of the U.S. Air Force Academy, Air University, and the National War College, Mr. Teschner is also both a Distinguished Graduate and former F-15 Instructor at the USAF Weapons School – the Air Force version of “TOP GUN”. It was there that he honed his craft of teaching accountable leadership to the top practitioners in the world. Additionally, Mr. Teschner was privileged to command an operational F-22 “Raptor” squadron, flying America’s most advanced air supremacy platform. Mr. Teschner was ultimately honored to be promoted to the rank of full Colonel but retired early as a result of a battle with colon-rectal cancer. Mr. Teschner has over 20 years of hands-on leadership experience in High-Performance, High-Reliability Organizations and brings all of that experience with him wherever he speaks, teaches or coaches.
Mr. Teschner has a special way of connecting with his audiences, blending high-impact stories of fighter aviation and personal humility to achieve the intended outcome. In addition, his story of his personal fight with cancer serves as the launch pad for talks about humility, growth, motivation, and constant improvement. Mr. Teschner is the author of the #1 bestselling book, Debrief to Win: How High-Performing Leaders Practice Accountable Leadership, and released his newest bestselling book Aiming Higher: A Journey Through Military Aviation Leadership, a book co-authored with 4 other former Air Force pilots, in May of 2022. His next book, Building Resilience, is due out in the Spring of 2023.
MOST Analysis
Mission Statement
This will be an EAGLE planning practicum, an opportunity for the team to plan and provide feedback to one another. Outcome: the team is comfortable with tactical planning IAW EAGLE. Desired Learning Objectives. We are able to apply the EAGLE Planning Process to a practical example. We are able to provide meaningful feedback on how EAGLE was applied.
Objectives
01. Importance Of Feedback: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
02. Feedback In Planning: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
03. Feedback System: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
04. Employee Feedback: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
05. Customer Feedback: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
06. Continuous Feedback: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
07. Outcomes of Tactical Planning: departmental SWOT analysis; strategy research & development. 1 Month
08. Formal Review: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
09. Feedback Culture: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
Strategies
01. Importance Of Feedback: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
02. Feedback In Planning: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
03. Feedback System: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
04. Employee Feedback: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
05. Customer Feedback: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
06. Continuous Feedback: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
07. Outcomes of Tactical Planning: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
08. Formal Review: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
09. Feedback Culture: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
Tasks
01. Create a task on your calendar, to be completed within the next month, to analyze Importance Of Feedback.
02. Create a task on your calendar, to be completed within the next month, to analyze Feedback In Planning.
03. Create a task on your calendar, to be completed within the next month, to analyze Feedback System.
04. Create a task on your calendar, to be completed within the next month, to analyze Employee Feedback.
05. Create a task on your calendar, to be completed within the next month, to analyze Customer Feedback.
06. Create a task on your calendar, to be completed within the next month, to analyze Continuous Feedback.
07. Create a task on your calendar, to be completed within the next month, to analyze Outcomes of Tactical Plannings.
08. Create a task on your calendar, to be completed within the next month, to analyze Formal Review.
09. Create a task on your calendar, to be completed within the next month, to analyze Feedback Culture.
Introduction
Since at least the mid-twentieth century, the subject of how to motivate employees to develop has sparked considerable debate and research. Nonetheless, the debate has recently become more heated. Bridgewater Associates’ ongoing experiment in “radical transparency” and Netflix’s culture, which the Wall Street Journal recently described as “encouraging harsh feedback” and subjecting workers to “intense and awkward” real-time 360s, are just two examples of the overarching belief that the way to increase performance in companies is through rigorous, frequent, candid, pervasive, and often critical feedback.
How should feedback be given and received? We are perplexed. How much, how frequently, and with which new app? And, given the uproar over Bridgewater’s and Netflix’s methods, how hard-edged and fearlessly open should we be? Yet, there is another question that we are ignoring, and it is a critical one. The pursuit of better ways to give and receive feedback assumes that feedback is always beneficial. But we’re just interested in it because we want to help people achieve better. And when we investigate it, asking ourselves, “How can we help each person thrive and excel?” we discover that the answers lead us in a different route.
To be clear, instruction—telling people what steps to take or what facts they lack—can be quite beneficial: That is why checklists are used in airplane cockpits and, more lately, operating rooms. There is a proper manner for a nurse to safely administer an injection, and if you, as a new nurse, miss one of the steps or are uninformed of key data regarding a patient’s condition, someone should notify you. However, the instances in which the actions or knowledge required to accomplish a job can be objectively stated in advance are few and increasing rarer. What we mean by “feedback” differs greatly. Feedback is about telling individuals what we think of their performance and how they may improve it, whether it’s giving an effective presentation, leading a team, or developing a strategy. Yet the evidence is unambiguous on this point: telling individuals what we think of their performance does not help them grow and excel, and telling people how they should better actually hampers learning.
The Influence Of Feedback
With organizations under pressure and budgets even more so, picking someone to grow and advance has never been more difficult, vital, or financially scrutinized. Human resources departments are responsible for delivering focused and accountable training programs, developing up-to-date succession plans, and managing talent pools, and they are increasingly being challenged to perform more, faster, and for less money.
Feedback is a very successful and surprisingly low-cost method of assessing and developing individuals, teams, and the organization as a whole. Cost-effective ‘talent’ technologies are now available for businesses of all sizes, and the broader benefits can be realized without the requirement for full-fledged enterprise systems. When used properly, these technologies enable employees to receive organized and relevant feedback on their performance, create focused training plans and work experience opportunities, and set realistic career goals. Collecting outcomes for the organization can assist inform the overall skills development plan, training, and succession planning. This article investigates the role and contribution of feedback to the development of individual and organizational capabilities.
Without feedback, the individual is unaware of the impact of their decisions and actions on their organization and relationships – it is the key to self-awareness. Feedback can originate from a variety of formal and unstructured sources, such as financial, business process, or HR data (staff turnover, for example), as well as subjective sources such as comments or ratings from managers, colleagues, or consumers. Because of the relationship and potential damage to their self-identity, senior personnel frequently fear receiving feedback. Yet, feedback can include both good and negative features, and it is increasingly being sought and used for purposes other than developing self-awareness.
Feedback Collection And Reporting
Aside from seeking feedback for personal learning and development plans, common causes for launching a feedback program include HR activities such as:
• selection for progression and promotion
• performance evaluation
• selection for leadership and management development programs
These feedback programs involve the collection of structured and unstructured input (usually utilizing a questionnaire as a diagnostic) from colleagues who work with and around the individual, hence the phrases ‘360° reviews’ or, in the United States,’multi-rater feedback’. Gathering feedback from individuals with whom an individual works can be particularly cost-effective when compared to other evaluation approaches, such as assessment centers.
A 360° evaluation often results in a personal report that compiles comments from these sources into a single document for the individual. The report’s analysis emphasizes important strengths and development areas, frequently pointing to accessible development options. The worth of such a report is determined by the measures taken as a result of its investigation. It is best practice (though unfortunately not consistently practiced) for a trusted person to assist an individual in interpreting the data, framing the feedback to suit their own perspective, and identifying development solutions that can contribute to the individual’s overall development plan.
Giving Useful Feedback
As managers, HR experts, and psychologists, we should be used to providing feedback on a