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RESPECT: THE SOURCE OF OUR STRENGTH ® PowerPoint Presentation
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RESPECT: THE SOURCE OF OUR STRENGTH ®

RESPECT: THE SOURCE OF OUR STRENGTH ®

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RESPECT: THE SOURCE OF OUR STRENGTH ®

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  1. RESPECT:THE SOURCEOF OUR STRENGTH® A Legacy Business Cultures Custom Curriculum Facilitators: FirstName LastName Date Location

  2. Why focus on respect? Because human beings are “open loop” systems

  3. PG: iv The Road to Respect

  4. PG: v • Respect: The Source of Our Strength® • Setting the Stage for Respect • Our Mind: Where it All Begins • Attitude: A Core Competency • Respect: Self Esteem • Implementation: Our Path Forward

  5. Let’s get started!

  6. Unit ISetting the Stagefor Respect

  7. PG 1-1 Icebreaker Activity • Get up and find a person you do not know well • Share your name, where are you from and what you do for DuPont • Share one person who has influenced your beliefs on how you [should] treat others

  8. PG: 1-2 “Respect” is…

  9. PG: 1-3 Respect≠Tolerance

  10. Respect Engagement Tolerance Avoidance Hostility PG: 1-3 Active+++++ Passive Active----- The Road to Respect

  11. PG: 1-3 “Respect” is… • an active process • of non-judgmentallyengaging people • from all backgrounds • to increasemyawareness & effectiveness • in a manner that esteems both myself and those with whom I interact.

  12. PG: 1-4 10 Rules of Engagement • Maintain a respectful tone and volume when sharing my opinion. • Take the point of view of others. • Value the many different sources of knowledge that exist. • Listen to the entire message without interrupting or editorializing. • Seek ways to agree, connect and support.

  13. PG: 1-4 10 Rules of Engagement (cont.) • Explain why I disagree when I do. • Be honest with myself where I need to grow or change. • Avoid having to “be right”. • Act in ways that build my group members’ self-esteem. • Be respectful of time when sharing my thoughts and opinions.

  14. PG: LJ1 Learning Journal

  15. Unit IIThe Mind: Where It All Begins

  16. PG: 2-1 What does RESPECTlook & feel like?

  17. Respect and the Brain “Social fairness and respect help employees learn. When we show interest in others, support them and praise them genuinely, we ‘squirt’ a chemical mix of serotonin and oxytocin into their brains. These neurotransmitters encourage trust, open others’ minds to our ideas, and create desire to get to know us better and to help with whatever we need done.” Ellen Weber, Ph.D.Director , MITA International Brain Based Center

  18. PG: 2-1 Benefits of Respect • Higher job satisfaction • Improved physical and emotional health of associates • Improved ability to attract, develop and retain talented employees • Improved information flow and organizational learning • Improved customer satisfaction • Higher organizational productivity, profitability and resilience

  19. PG: 2-1 What does DISRESPECTlook & feel like? 1

  20. Disrespect and the Brain “If we diminish someone, we ‘squirt’ cortisol into their brain that shuts down the prefrontal cortex and closes it off to new ideas and their willingness to help us.” Ellen Weber, Ph.D.Director , MITA International Brain Based Center

  21. Consequences of Disrespect • Low or no emotional engagement by employees • Increased stress-related illnesses • Increased absenteeism & accidents • Above average employee turnover • Information hording (or hiding) • Lower client satisfaction and higher customer “turn” • Below average organizational productivity, profitability and resilience

  22. The Anatomy of Respect

  23. Effectiveness PG: 2-2 Conscious Receives (Search engine) Perceive Decisions & Actions Associate Creative Subconscious (Anti-virus SW) Evaluate Subconscious (Hard drive) • Resolves Conflict • Makes Sure You “Act Like You” • Maintains Your Present Reality • Present “Truth And Reality” • Unbiased, Non-Judgmental • Stores Your Attitudes, Habits, Knowledge & Beliefs

  24. PG: 2-2 How it works – A look atAssociation and Evaluation • Data is perceived. • “This is a _______” • Data is associated and evaluated. • “The last time I ate a _________, I got really sick!” • A decision is made based on my evaluation. • “I am not going to eat this__________.”

  25. Knowledge vs. Beliefs

  26. PG: 2-3 Stereotypes • Standardized mental pictures that are held in common by members of a group. • Represent oversimplified opinions. • Reside in our subconscious and function as “truth” and “reality”.

  27. PG: 2-3 Prejudgments(Prejudice) PG: 2-3 • Decisions or actions made before (or without) full and sufficient examination. • Negative or positive • May become habitual

  28. Ineffective Conscious Receives(Search engine) Perceive valuable Impaired Decisions & Actions Faulty Associations Creative Subconscious (Anti-virus SW) Biased Evaluations • Resolves Conflict • Rationalizes our biases and stereotypes • Justifies our prejudices and disrespectful behaviors Subconscious (Hard drive) • Stereotypes & Prejudgments • Prior experiences and expectations • Attitudes, Habits & Unsupported Beliefs

  29. PG: 2-3 How it works – A look atStereotypes and Prejudgments • Data is perceived. • “That person was just rude to me!” • Data is associated and evaluated. • “Every time I see that person they are rude.” • “The last time I saw someone like that they were rude.” • “Come to think of it my _______ told me about ‘thosepeople’. They must all be rude!” • A decision is made based on my evaluation. • “She was rude to me because she is _______!”

  30. PG: 2-3 The “Data Challenge” • Presume that your conflict is a learning opportunity in disguise. • Seek out and consider other points of view. • Give people the benefit of the doubt. • Consider the source of your information. • Challenge your assumptions • Look for points of connection.

  31. PG: LJ1 Learning Journal

  32. Unit IIIAttitude: A Key to Respectful Workplaces

  33. PG: 3-1 Warm-up Activity: Qualities of People You Respect

  34. PG: 3-1 Skills Knowledge Habits Attitudes Demonstrating Respect Requires the Right Attitudes to Support Our Skills & Knowledge Base

  35. PG: 3-2 What is an attitude? • A “habit” of thinking that controls your reactions • Your “default” reaction or decision • Is there a “right” attitude? • Can my attitudes be changed?

  36. PG: 3-3 The Power of WORDS!

  37. PG: 3-3

  38. Self-directed Neuroplasticity “The brain changes as a function of where an individual focuses his or her attention. Every time I vent, I grow and link new brain cells for that purpose, and over time, I get better at it. But you can focus your attention on positive behavior and grow those connections as well. The basal ganglia can be wired for positive or toxic behavior. It’s up to each individual to decide which will become more predominant.” Ellen Weber, Ph.D.Director , MITA International Brain Based Center

  39. PG: 3-3 Attitude formation & maintenance “I’m usually a great listener!” • Proud • Connected • Respectful

  40. PG: 3-3 Words at work PG: 3-4 • What are examples of how we can use words to promote respect? • What are examples of how words can diminish respect?

  41. PG: LJ1 Learning Journal

  42. Unit IVRespect: Self-Esteem

  43. PG: 4-1 Self-esteem is… • The degree that you like and respect yourself AND feel confident to deal with yourself, others and life’s challenges • How warm, friendly and appreciative you feel toward yourself

  44. Effectiveness Conscious Receives (Judge) Perceive Decisions & Actions Associate Creative Subconscious (Controller) Evaluate Subconscious (Robot) • Resolves Conflict • Makes Sure You “Act Like You” • Maintains Your Present Reality • Present Truth And Reality • Unbiased, Non-Judgmental • Stores Your Attitudes, Habits, Knowledge & Beliefs

  45. PG: 4-2 Self-esteem at work • How does healthy self-esteem help us at work? • How does low self-esteem hinder our efforts at work?

  46. PG: 4-2 Healthy self-esteem supports… • Greater personal accountability for outcomes • Healthier relationships • Greater receptivity to new ideas and approaches • Greater empathy for others • Higher level of comfort with people from different backgrounds

  47. PG: 4-2 Low self-esteem damages relationships and productivity

  48. PG: 4-2 Low self-esteem often leads to: • Close-mindedness • Withholding • Attention • Praise • Information • Entering territorial boundaries • Attacking others at the subconscious level • Higher tendency to rationalize

  49. PG: 4-3 Self-Esteem Survey