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Leadership Development March 2015

Going for Great Airport Leadership Program

Facilitator Guide

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©2015 Leadership Development, American Airlines. All rights reserved. The material contained within this program is for the exclusive use of Emergenetics® trainers and individual clients and is protected by United States copyright and trademark laws. The name Emergenetics is a federally registered trademark of Emergenetics, LLC. No part of this material may be used, sold, or reproduced in any manner without the written permission of Emergenetics, LLC.

Contents

Contents .................................................................................................................................... 1

Program Overview ..................................................................................................................... 1

Preparation ................................................................................................................................ 5

Program Facilitation ..................................................................................................................11

Welcome and Introductions ...........................................................................................15

Getting Results ..............................................................................................................23

Playing by the Rules ......................................................................................................37

Staying Centered ...........................................................................................................41

Emergenetics: Meeting of the Minds ..............................................................................45

Being a Front-Line Leader .............................................................................................46

Building Relationships ...................................................................................................50

Leader as Coach: Conversations that Matter .................................................................66

Attitude is Everything .....................................................................................................67

The Value of Respect ....................................................................................................80

Conclusion ....................................................................................................................81

©2015 Leadership Development, American Airlines. All rights reserved. The material contained within this program is for the exclusive use of Emergenetics® trainers and individual clients and is protected by United States copyright and trademark laws. The name Emergenetics is a federally registered trademark of Emergenetics, LLC. No part of this material may be used, sold, or reproduced in any manner without the written permission of Emergenetics, LLC.


Leadership Development 1 Going for Great: Airport Leadership Program March 2015 Program Overview

Program Overview Description

Going for Great: Airport Leadership Program is designed to provide front-line leaders with knowledge, tools, and resources to be better leaders and unify our leadership team with a single purpose. We believe strong leaders are the key to restoring American Airlines as the greatest airline in the world. This three-day program sets clear expectations of what leaders must do to prepare their teams to be number one in core reliability operations. The “Are You Ready?” theme is used to drive home the simple steps airport leaders can do to attain core operational reliability. Leaders learn how to have powerful conversations and engage their teams to inspire them to provide above-and-beyond customer service and create a can-do, we-team attitude. Coming together with this single purpose builds the foundation to our success.

Target audience

The potential audience for this course includes front-line leaders and their management from airports worldwide, including Premium Services, Cargo, and wholly-owned regional partners. The audience size is up to 80 for Day One (when the two sections are combined) and up to 40 for the rest of the program.

Objectives

Upon completion of this program, participants will be able to:

• Confidently perform your role as a front-line leader• Help American achieve a number one ranking in operational reliability• Make sound decisions based on systems thinking• Explain the value that diversity and inclusion bring to the company• Coach employees• Engage your team members• Help to restore American as the greatest airline in the world

Imperatives supported

This program supports the following imperatives:

• Be an industry leader in safe and reliable airline operations• Engage our team members


Program outline

I Welcome and Introductions

Purpose: Congratulate participants, get comfortable, build camaraderie, and establish credibility of facilitators

50

Topics: • Welcome• Introductions• Housekeeping• Expectations

Activities: • Table introductions• Building block challenge

II Getting Results

Purpose: Set expectations regarding “Are You Ready?” strategy, understand the impact of failures in safety, compliance, and reliability

50

Topics: • Results matter• Impact of one delayed flight• The great ripple effect• 2015 Station Scorecard

Activities: • Delayed flight activity• Scorecard brainstorm

III Playing by the Rules

Purpose: Focus attention on following policies, procedures, and checklists to ensure safety, compliance, and reliability

35

Topics: • D0 timeline• SOPs, OJIs, and damages

Activity: • D0 lineup

IV Staying Centered

Purpose: Introduce critical role of the IOC and systems thinking

45

Topics: • IOC• New IOC

Activity: • IOC function map• A call for help


V Emergenetics

Purpose: A concise background on Emergenetics research and explanation of the three behavioral attributes and four thinking attributes provides a foundation for understanding how each person thinks and solves problems differently. Each participant receives his or her own Emergenetics profile and individualized narrative report. Reveal the preconceptions (sometimes misconceptions) developed about people of different behavioral types and thinking preferences. Participants learn to value the strengths of each individual. Perfectly creative and productive WE teams summarize their learning from the program.

4h

Topics:

• Warm-up• Understanding Emergenetics• Behavioral attributes• Thinking attributes• The Emergenetics profile• Applying Emergenetics• WE teams

Activities:

• Fortune teller• Feeling scratchy• Where shall we go to lunch?• Perfect vacation• Hand out profiles and reports• Expressiveness lineup• Walkabout• Recognition letter• Summary performances

VI Being a Front-Line Leader

Purpose: Offers a general outline of CSM responsibilities

20

Topics: • CSM responsibilities• A Day in the Life

Activities: • Best and most challenging• Best practices

VII Building Relationships

Purpose: Emphasize the importance of relationships and building influence, introduce concept of discretionary energy

85

Topics: • Playing as a team• Win/win scenarios• Fear as a motivator• Discretionary energy• Servant leadership• Tools

Activities: • Red and White Game• Discretionary energy bar chart• Appreciation cards


VIII Leader as Coach: Conversations that Matter 8h

IX Attitude is Everything

Purpose: Practice techniques that help maintain a positive attitude and build employee engagement

90

Topics: • Law of the garbage truck• Flipside technique• Emotional bank account

Activity: • Attitude self-assessment

X The Value of Respect

Purpose: Underscore the value of respect and creating a safe work environment where employees feel valued and included

60

XI Conclusion

Purpose: Summarize learning, plan future action, and celebrate completion of the program

60

Topics: • Summary• Next steps

Activities: • Leadership stations• Action planning• Reflection• Graduation

Leadership Development 5 Going for Great: Airport Leadership Program March 2015 Preparation

Preparation Plan ahead to make sure you are ready for the session, supplies are ready, the room is set up correctly, and everything is working as it should be.

Materials provided by facilitator

• Facilitator guide• Laptop computer, if used• Slide decks (MOTM.pptx)• Another laptop or iPod to play music

Materials provided by Dolce

DAY ONE

• 11 crescent-rounds of 7 plus 3 extra participant chairs• 2 projection screens and projector• 12 flipcharts and markers, 3 in each corner• Computer on wheels (COW)• Instructor table in front of room• Presentation table in front of facilitator’s position with power, display, and audio

connections• Observer table in back of room with CD player and power and audio connections• 2 lav mics• 2 handheld mics

DAY TWO/THREE

• 6 crescent-rounds of 6 plus 4 extra participant chairs• 1 projection screen and projector• 4 flipcharts and markers, one in each corner• Computer on wheels (COW)• Instructor table in front of room• Observer table in back of room with CD player and power and audio connections• 2 lav mics

Materials provided by FSU Production

DAY ONE

• Music CDs• Customer Cup• Table numbers• 80 ALP Participant Guides• 80 copies of “Vision” brochure


• 80 copies of Time article about IOC• 80 packs of leadership appreciation cards• ALP participant agendas• 12 boxes of building blocks with one tape measure in each bucket, one bucket for each

table and one box for the facilitator to demo• Painter’s tape• 12 large D0 Timeline posters• 12 orange and 12 green D0 small poster cards• Set of 12 gray cards for D0 lineup.• 12 IOC game boards, one per table and one for facilitator• 12 set of IOC playing cards, one per table and one for facilitator• 22 calculators• Emergenetics metaphor posters (4)• Chimes

DAY TWO/THREE

• Music CDs• Discretionary Energy posters• 2x2 sticky notes, at least 12 pads• Appreciation cards• Painter’s tape• 40 red and 40 white poker chips• Value of Respect maps• All Bluepoint materials:

o 40 coaching self-assessment card deckso 40 personal values card deckso 40 big questions brochureso One set of 15 laminated Leader As Coach cards

• Graduation materialso Certificateso Class photoso Gift pens

Materials provided by Emergenetics

DAY ONE

• Pre-printed name tents in thinking-spectrum order• One Emergenetics facilitator kit

o Purple numbers for lineupo Blue, Green, Red, and Yellow signso Where shall we go to lunch cardso Technical report

• Three extra sets of Where shall we go to lunch cards• Individual profile packets and narrative reports, in thinking-spectrum order• 80 job aid handouts• Spectrum report


• Most preferred attribute report • Roster • Blank releases

Participants with disabilities

Find out if there are any participants with disabilities and if so, determine what adjustments will need to be made to ensure they get the most possible out of the program. Be aware that not all disabilities are visible and you may discover that a participant will need an adaptation to be able to participate. Be sensitive to the situation and prepared to provide an alternative.

Setup checklist

DAY ONE

Starting at least one hour before the program begins:

Check the location of the break station and restrooms. Place an IOC game board face-down on each table. Place a D0 timeline face-down on each table. Place a table number (in a stand) at each table, starting from the front left corner and

ending in the front right corner of the room. Verify names on roster with Event Planning, removing any name tents sent by

Emergenetics but who are not attending. Set a participant guide at each place. Set out name tents in thinking-spectrum order counterclockwise around each table. It is

important to do this early to avoid having to move participants who arrive early and sit in the wrong seat.

Place a vision trifold brochure at each participant’s place. Place a participant agenda at each participant’s place. Set up audio and play music. Set up projector, laptop, slide advancing device, presentation, and mics. Check

everything, including deck and videos. Display title slide. Place building blocks, calculators, and IOC cards at each table. Display Customer Cup at the front of the room. Post the Blue, Green, Red, and Yellow signs on one flipchart in each corner. Display metaphor posters. Post the purple 0-100 percentile number signs. Set out pens and markers at each table, preferably in a bucket. Have Spectrum Report out and make a mental note general makeup of group, as well as

percentages in each thinking preference and in each third of the behaviors. Put Emergenetics profiles and narrative reports in thinking-spectrum order, separated in

sets by table group. Set out other items for use during the program, such as the “Where shall we go to lunch”

cards and job aids, so they are handy when you need them. Make sure there are 7 unique behavioral attributes cards in all 4 sets so each quadrant uses a complete set of 7.


Make sure you have two copies of the technical report available in case a participantwould like to see it.

DAY TWO


Check the location of the break station and restrooms. Set up audio and play music. Set up projector, laptop, slide advancing device, presentation, and mics. Check that deck and videos are displaying and advancing correctly. Display title slide of the deck. Place appreciation cards and poker chips at each table. Set out pens and markers at each table.

DAY THREE


Check the location of the break station and restrooms. Set up projector, laptop, slide advancing device, presentation, and mics. Check that deck and videos are displaying and advancing correctly. Display title slide of the deck. Set out pens and markers at each table. Set up projector, laptop, slide advancing device, presentation, and mics.

During lunch or during the last break:

Have participants clear the table tops and lay out supplies for the VOR map.

Before graduation:

Get certificates and photos from Production. Check names on certificates to ensure you have one for each participant in your section.


Logistical troubleshooting

If you have an issue you cannot resolve regarding: Contact this person for help:

• Course facilitation• Facilitator schedules

Kim Lang Bluepoint Leadership Development

• Room set up• Audio visual equipment• Room temperature

Steven Cooley Dolce Conference Ops 817 690-6587 or 817 683-5215

• Participant rosters and name badges• Meal tickets• Hotel accommodations• Shuttles

Valerie Hooks Event Planning 480 438-xxxx v

• Printed materials• Classroom supplies• Graduation certificates• Class photos

Donna Ellis FSU Production 817 956-xxxx

• Emergenetics assessment• Emergenetics profile• Emergenetics materials• Releases

Jared West Leadership Development 602 402-xxxx

• Contacting the photographer Wilfredo Torres 310 951-xxxx

Erica Espiritu 817 967-xxxx

• ALP curriculum• Overall program• Special exceptions• Participant emergencies

Jill Johnson Leadership Development 480 399-xxxx

• Anything else, or• If you cannot locate the designated person

Schartryce Mason Learning & Development 817 903-xxxx

mailto:[email protected]






Leadership Development 11 Going for Great: Airport Leadership Program March 2015 Program Facilitation

Program Facilitation This course is highly discussion- and experience-based. Your primary role as a facilitator will be to:

• Create a safe environment for participant idea sharing• Ask questions and facilitate discussions that:

o Allow participants to arrive at their own conclusionso Enable participants to link the concepts to their own personal experienceso Build learner confidenceo Minimize lecture and maximize peer-to-peer learning

• Support participants as they work through scenarios• Provide coaching and feedback to reinforce or adjust participant responses

As you facilitate the exercises, it’s very important that you:

• Ask for and receive several different responses• Record participant responses on flipchart paper and refer back to it as outlined in this

facilitator guide• Record participant responses exactly as stated; do not paraphrase• Allow participants to practice and participate in all opportunities as outlined in this

facilitator guide; this will allow for maximum learning transfer

Ideally, the scenarios will spark conversation and perhaps disagreement. The scenarios are intended to require training participants to think through the decisions they’ll need to make on the job.

As participants provide their responses, make sure to ask them why they arrived at a particular conclusion so you can provide the appropriate feedback.


How to use this guide

Detailed facilitator notes are provided in the following sections of this guide. The left side of the page shows media to reference during each section, such as slides, page numbers in the participant guide, flipcharts, posters, or other documents. The facilitator notes are on the right side of the page. Please note the following:

Steps to follow are numbered in the facilitator notes. 1. Step one.2. Step two.

Scripts are provided. It is usually not necessary to follow the scripts verbatim, but they are there to provide an example of how to present the material. These sections of the notes are shown in quotation marks. Underlined script indicates that you should say the scripted statement exactly as written. When a script is not provided, bulleted talking points will guide you.

“Scripts are shown in quotation marks.”

“Underlined passages should be read verbatim.”

• Talking point one.• Talking point two.

Notes in italics are tips for the facilitator (think of them as stage notes) and are not part of the content you are presenting to the participants.

Notes in italics are intended for the facilitator.

Notes in gray italics and enclosed in square brackets are extra background notes. Normally it is not necessary to include this material in your presentation. They are provided for your depth of knowledge as a facilitator and you may refer to it when a participant asks a question or needs further clarification.

[Extra information.]

Often you will seek to elicit responses from participants so that they may be more fully involved in their own learning. Suggested questions will be shown in the script. While there is often no right or wrong answer, some of the desired responses are shown in red under the heading Desired responses.

Desired responses:

• Response one.• Response two.

Some slides are animated and require extra clicks with the slide advancing device to display all the information. This will be indicated in the notes with a <> symbol.

<>

Indicates the amount of time it will take to complete a section.

(30) Indicates the amount of time it will take to complete a sub-section.The red line indicates the end of the section.Play music.

45


Personalize your guide

Each facilitator has varying styles and ideas. There is white space throughout this guide for you to record any personal notes you may want to make.

Leadership Development 15 Going for Great: Airport Leadership Program March 2015 Welcome and Introductions

Welcome and Introductions Welcome and facilitator introductions (5)

1. Welcome the participants to the program.

2. Congratulate participants on their role.

3. Briefly introduce yourself and explain, in your own words,

• Who you are• Why you are credible (one to two sentences maximum)

4. Acknowledge your co-facilitator and ask that he/she providea similar introduction.

5. Introduce the executive speaker.

Executive remarks (10)

Vision/imperatives

Segue from a remark the executive made straight to our vision of restoring American as the greatest airline in the world.

“Our vision is to restore American as the greatest airline in the world.”

The page number icons in the lower left corner of the slides indicate the corresponding page in the participant guide.

“We will accomplish this through five imperatives. Everything we will do over the next three days supports these five imperatives, especially:

• Be an industry leader in safe and reliable airline operations

• Engage our team members

50


Participant introductions and block challenge (30)

1. Invite participants to introduce themselves to each other.

“We recognize that to be most effective, you need to know who you are working with.

“Spend seven minutes chatting with the people at your table. Share your name, location, and years of service. Also, identify one personal fact that you all have in common.

“Please record first names and total years of experience on a flipchart.”

2. After three minutes, give a two minute warning.

“We’ll report out in a moment. But, first we have a challenge for you.”

3. Review the challenge.

“Each table group has a set of blocks. The blocks are labeled to represent various product and service enhancements. Your goal is to build the greatest airline; your success will be measured by customer satisfaction, which will be represented by height of your service elements. The tower must also be sturdy enough to remain standing.”

There is a tape measure in the bucket, but do not mention anything about it.

4. Provide instructions, using the animations on the slide to illustrate.

“Experience tells us that core reliability, safety and compliance are the foundation of any airline. <> <>

“Safety and compliance, represented by the blue and green blocks, must be on the bottom level of your tower. You may only have these two blocks touching the table surface and you may not stack your tower on top of any other items.

<>

“Then, core operational reliability, represented by the double red block, must form the next level of the tower.

<>


“Choose which product and service enhancements you want to add to the tower, adding as many as you can. Make sure the tower is sturdy enough to remain standing.

<>

“Speed counts. You have one minute to win it.”

5. Repeat the instructions using blocks to demonstrate.

6. Allow 60 seconds for the building process.

<Click twice to start timer and start music.>

7. During tower building, TFs monitor participants closely tomake sure they understand and are following theinstructions.

8. After tower completion, the other facilitator announces:

“We have just received word that every airline failed in either safety, compliance, or reliability.”

<Click to reveal step 7 on the slide.>

9. Explain the final step in the challenge.

“You have 15 seconds to think about removing one of the foundational measures you failed to meet and remove it from your tower. Rules:

• Only one person may touch the tower.

• Only one hand may be used to remove the block.

• Only one block may be removed.

• No other blocks may be moved or touched.

• The block must be removed in one quick motion.

• Every table must remove the block at the same time.

10. Repeat instructions.

<Click to start timer.>

11. After 15 seconds, say:

“On the count of three, remove your block. One! Two! Three!”

12. All the towers must fall. If a table’s tower does not fall, tellthem they failed another audit and have to remove anotherblock.


13. Debrief:

“What happened when you pulled the block? Why?”

Desired response:

The tower crumbled because it lacked support from the foundation

“How does this relate to real life?”

Desired response:

The core reliability measures are essential to our success.

“How much influence did your investment in product and service enhancements have in your success when you missed the foundational measure?

Desired response:

It made the fall even more painful.

14. Summarize.

“All our investments in programs and amenities are pointless it we can’t get passengers and their bags to their destination safely and on time.”

[About $2 billion is being spent on product and service enhancements, including many hundreds of millions of dollars on aircraft retrofits. The new IOC building is about $75 million. Expenditures on ground service equipment, which are usually about $20 million a year, will be $80 million in 2015. American will spend about $30 million on new kiosks.]

15. Request volunteer from each table group share the firstname and location for each person in their group, and thetotal years of combined service at the table.

The other facilitator should add the years of experience to share with the entire class and report it after the last table introduction.

“The number of years of experience in this room is amazing.”

Applause.

“Your experience is rich, so please be willing to compare notes and best practices with each other.”


The three Rs (5 min. to end of section)

“Over the next three days we will focus three Rs; results, rules and relationships. Most of our needs are met by others. In order to achieve the desired results you must be able to influence others to care about what they do and to follow the rules. Therefore, a majority of our time together will be spent on the third R, relationships.”

1. Refer participants to the paper copy of the three day agenda.

Do not review the topics on the agenda in detail.

2. Request participants check their section (A or B) which isnoted on their name tags.

3. Have participants record their section’s room numbers forDay Two and Day Three on their agendas.

4. Inform participants of the class photo at the end of Day One.

5. Invite participants to the Wednesday night reception.

At any time during the program, if participants ask if they can leave early on Day 3 to catch an earlier flight home, let them know that it is a three-day program and the expectation is that they stay until the end of the third day. Remind them that hotel rooms are provided for any participants who cannot travel home on the evening of Day 3 due to the flight schedule, sold-out flights, or off-schedule operations.

Exceptions will be made only in emergencies and must be approved by Bob Ciminelli or a VP.


Housekeeping

“We know that for adults to be able to learn effectively they have to be comfortable. Part of being comfortable is knowing when breaks and lunches are, where the food and snacks are, and where the restrooms are.”

1. Review slide:

• Refer to agenda for break specifics

• Location of beverage and snack station

• Location of the restrooms

2. Request participants turn off phones.

“Research tells us that even the vibration from a phone can disrupt the flow of concentration for 15 minutes.

“If you feel you absolutely need to be connected, we ask that you silence the notification functions. If a call requires immediate attention, please quietly leave the room and return as soon as possible.

“As front-line leaders, you are important to our success. Therefore, the company has chosen to make this investment in your development. We ask that you take advantage of the opportunity and truly focus on building your skills.

“Even though we want you to be comfortable here, this is an area where we ask you to move out of your comfort zone for your own benefit.

“Another exception is that when you speak to the larger group, we would like you to stand and (if necessary) use a microphone. This will make it easier for the rest of the group to hear you, know who is speaking, and it is good for your professional development to practice public speaking and follow professional etiquette by standing.”


Expectations

1. Review expectations on slide and make the following points:

Expectation Key Points

Be willing to learn from others

• Share experiences and ideas with eachother

• Actively listen and ask questions• Only one person speaks at a time• Be open to new ideas

Participant materials

• Write your name on the front of your guide• Personalize your participant guide

to create a resource after theprogram

Pledge “Place your left hand on your participant guide, raise your right hand, and repeat after me: On my honor, I promise not to share any of the games and activities from this program with my colleagues. Cross my heart hope to die, stick a needle in my eye. We want others to share the same learning experience as you, so please don’t give away the activities. We do invite you to share the content and concepts with others, just not the games.”

Leadership Development 23 Going for Great: Airport Leadership Program March 2015 Getting Results

Getting Results Are you ready? (10)

“As we just demonstrated, no matter how many resources we spend on product and service enhancements, if we don’t get customers and their bags safely to where they need to be when they need to be there, we won’t be successful.

“‘Are you ready?’ is all about making sure we are prepared to meet the core reliability needs of our customers.

“We asked Robert Isom, our COO, to share his thoughts about ‘are you ready’ and its ultimate impact on our success. As you watch Robert speak, please capture the top three insights that will help you generate a sense of urgency within your teams.”

1. Refer participants to note-taking space on the correspondingpage of the participant guide.

2. Play video

3. Allow five minutes for table groups to discuss the points theynoted from Robert’s video.

Do not debrief the discussions!

“As Robert said, we are on the edge of greatness. We have assembled all the right people, have built the best network and now it‘s time to focus on our core reliability.

“In the airline industry, when we factor in weather, ATC (air traffic control) and mechanical issues, achieving A14 one hundred percent of the time isn’t realistic.

“Our goals vary slightly from month to month to accommodate seasons and previous year performance.

“Customers don’t necessarily agree with these goals. They expect us to safely transport them and their bags to their destination on time one hundred percent of the time.

“Let’s take a minute to personalize quality expectations.”

50


3. Review 99% stats

“Consider this…is 99% good enough? If it were:

• 1.32 million new babies around the world would be senthome with the wrong parents annually

• Your cell phone would not work 3.65 days each year.

• 26,000 employee paychecks would wrong annually

• Even if our A14 was 99% we would still have 24,455 flightsdelayed annually.

“So, is 99% good enough?”

4. Summarize

“To be the greatest airline, the airline customers want to fly, we must strive for A14 most of the time. And, it all begins with being prepared for arriving flights, which in turn will make D0 much easier to achieve.

“Striving for D0 every time will soften the impact when we are forced to take a delay.”


One delayed flight (10)

“Delayed flights not only impact customer satisfaction, they are also very costly for the airline. Our partners with the IOC shared an actual delayed with us.

“I would like you to work in your groups to calculate the ripple effect that one flight had.”

1. Review activity guidelines.

2. Allow table groups six minutes to complete the calculation, provide a two minute warning.

Not all groups will complete the calculation before you need to call time.

3. Debrief:

“What was the total dollar impact of the delayed flight?

Desired response: $40,681

“Most likely you identified additional fees and expenses that weren’t accounted for in this activity, such as bag delivery fees.

4. Allow two minutes for participates to discuss the customer impacts.

“In what ways did we impact our customers?”

Allow for two or three responses.

Desired responses:

• A bereaved family may have to make different arrangements for the service.

• Added stress.

• Travel plans will need to be adjusted to accommodate the uncertain schedule.

• People will have to wait in a queue for rebooking.

• Freight will arrive at customer sites late, causing missed sales and poor service to their customers.

2. Inform participants of the blank delayed flight page in the

back of their book. Suggest they conduct the exercise with their own teams, if they think it would be effective.


The great ripple effect (10)

“Passenger satisfaction is driven by our ability to get customers and their bags safely to their destination when they want to get there. Who likes to arrive at their destination without their bags?”

Desired response:

Nobody. It is very frustrating.

“Our 2015 goal for MBR is 3.27. The current average is almost twice the goal. MBRs have a customer and financial impact.”

MBR stands for mishandled baggage ratio. It is the number of mishandled baggage claims per 1,000 enplanements.

[Participants may have noticed that the bag delivery fees were not included in the “One delayed flight” calculation.]

1. Review MBR per bag cost.

“Being ready for arriving flights, making D0 every time and using the bag scanning technology will all serve to reduce our MBR.”

2. Request participants take two minutes to share ideas forreducing the MBR.

3. Solicit three to four volunteers to share one idea.

“Great ideas, thank you for sharing. The downline impact of a delayed flight is extensive.

Customer satisfaction

“We know that 23% of our customers won’t be satisfied even if we get them to their destination on time with their bags. They may be disappointed about the inflight service, seat size, availability of snacks, or something else.

“The impact of a delayed flight has a major impact on satisfaction.”

4. Review the graphs.

“The longer the delay, the greater the rate of dissatisfaction, and the greater the opportunity for mishandled bags.”


Daily cumulative impact

“Social media has turned every consumer into a reporter. Therefore, it is difficult to truly calculate the total financial impact of delayed flights and mishandled bags.

We can calculate an estimated daily financial impact of delayed flights.”

“The estimated delay cost varies according to the situation. As we know from the One Delayed Flight activity the cost can be great. For the sake of this exercise we will use $2,000 as the average cost per flight.”

5. Walk the group through the cumulative impact formula. Priorto revealing the total cost, ask for an audience member toprovide the answer.

6. Suggest participants use this exercise with their teamsduring a briefing.

7. Reveal the answer.

8. Summarize.

“Just imagine what that total looks like on an annual basis. Late arrivals are extremely costly. One thing that we haven’t discussed yet, that must be considered, is the impact on our employees. Late departures have a negative effect on stress and morale.

The impact that missing D0 for a customer is priceless. Think about what they are missing, a funeral, a job interview, a vacation cruise…

It all starts with on-time departures. If we aren’t ready for incoming aircraft, making D0 is much more difficult.”


Recent performance lags peers

“Let’s look at how we stand against the competition.”

9. Review 2014 year end stats.

“Would you agree we need to get everyone focused on D0? As an airport leader you have the greatest opportunity to influence our future. That’s why your jobs are so important to your teams and the company.”

3. Ask for a volunteer to read the quote.


Station scorecard and incentives (20)

“How many of you are familiar with the Station Scorecard? What is it?”

Desired response: [Answers will vary.]

LUS has used the Scorecard for several years. It is new for LAA.

Let’s see what Kerry and Robert have to say about the Station Scorecard.”

What’s measured is managed

1. Play video.

“As you heard in the video, the Station Scorecard is the fundamental tool for you and your team to track station performance. Newly redesigned for 2015, there is increased focus and weighting on the categories of metrics that are most important for the company, and are the three aspects of our business that are fundamental and foundational to our success (just like we demonstrated in our building block activity):

• Safety

• Compliance

• Core operational reliability

“Specifics for each station can be found on the OPA site, which is accessed by typing the letters OPA into your web browser.”

[The Station Scorecard covers all mainline-managed stations. Regional-managed stations have a separate, but similar, scorecard. Cargo also has a separate scorecard.]


Scorecard metrics

“The Scorecard is still under revision so we have some recent changes to note today:

• The last sentence on page 16 should say, “It tracks 20performance metrics…”

• The last green donut slice (going clockwise) should be splitin two. Those newly formed donut slices should each have astar.

“The new 2015 Station Scorecard tracks 20 performance metrics in the three key categories of safety, compliance, and reliability. Seven of them are new and are marked with a star.

• The three safety items represent 11.6% of the total points.

• The 11 compliance items represent 46.5% of the total points.

• The six reliability items represent 41.9% of the total points.


Scorecard points

“Due to the recent changes to the Scorecard, there are two additional revisions:

• Change the point value for Bag Sortation to 2.5

• Add a new metric (in Compliance), Premium Bags, which is worth 2.5 points also

“These are the 20 metrics on the Station Scorecard for 2015. The highest priority items are worth 10 points. The second-highest are worth 5 points. The third-highest are worth 2.5 points. (Notice that I didn’t say ‘least important’ because every measure is very important to our success. Again, the ones marked with a star are new for 2015.”

Note that the total number of points is 107.5 because it represents total points not percentage.

New scorecard metrics for 2015

“The metrics are defined (in broad terms) in your participant guide. There are exceptions to these broad definitions, and the exact definitions can be found on the OPA website. To access the OPA website, simply type the letters OPA into your web browser on a computer that is connected to the corporate network.”

1. Review new metrics on slide.

Customer satisfaction is different from Customer Experience in that CE is an internal audit, CS is a customer survey

2. Advise participants the goals are different for each station and can be found on the OPA website.

3. Ask participants to fill in the “Goal” column of the table in the participant guide according to the information on the OPA website within 30 days of returning to their station.

The definition of the metric "Mail Accommodation” changed after the participant guide went to print. If anyone questions it, please let them know that the definition was changed as follows:

• “Percentage of mail planned for flights that is actually accommodated.”


LGB

These statistics can be found for any station for any month on the OPA site at http://opa/StationScorecard14.asp or just type the letters OPA into the browser URL address box on a work computer.

The 2015 Station Scorecard was not yet available at the time this program was finalized. This is a simplified mockup of what the screen is expected to look like for 2015.

“Let’s look at a few examples. (Feel free to use your sticky notes to capture your specific questions about the scorecard that you want to ask about when you get back to your station.)

• Aircraft damages are worth 5 points, goal is 0, LGB has no damages (100% of goal) so they get 5 points.

• Slide deployments are worth 2.5 points. The goal is 0. LGB has no blown slides so (0=100% of 0) so they get 2.5 points.

• OJIs are worth 2.5 points. The goal is 0. LGB has 73.36 injuries per 200,000 hours worked, so they get no points.

[In a station the size of LGB, 73.36 injuries per 200,000 hours worked equates to one injury for the month.]

“But look-- their total score is 4.8 on a scale from 0-5. That’s equivalent to 96%. How can that be? 7.5 out of 10 is only 75%! Why isn’t it 3.75?”

Desired response:

There are more metrics (in compliance and reliability) that roll up to the grand total. You have to scroll to see them. What LGB lost on the OJI metric was made up somewhere else.


JFK

“Now let’s look at another hypothetical example: JFK in September 2015.”

Start of boarding, Customer satisfaction, Ground ops, Bag sortation, and Premium bags are omitted in this example.

“Customer experience and Aircraft appearance are each worth 5 points. There were no audits so the goal is N/A and the station gets 0 out of 0 points.

“Not having an audit neither helps nor hurts your score. It just makes the other metrics more important.

“The goal for non-disability complaints is 42.53 per 100,000 enplanements. JFK got 31.19 …

“Is 31 complaints better or worse than 43?”

Desired response: Better.

“Their performance was 10% better (fewer) than the goal, so they get 110% of 5 points which is 5.5 points out of 5.

“Complaints: disability (5) The goal is 6.11 per 100,000 enplanements. JFK got 7.80 which is worse than 90% of goal (90% = 6.72) so they got zip.

“Financial controls (5) The goal is “Satisfactory.” There were no audits so they got 0 out of 0.

“Employee engagement (5) The goal is 5 meetings and the station reported having 5 meetings. That is exactly equal to the goal so they get 100% of the 5 points.

CUR

“How is Curacao doing in reliability?”

Desired response: Very well.

“How were they able to get 11 out of 10 points?”

Desired response:

They exceeded their goals and got the maximum extra points.

The numbers for mail accommodation and cargo accommodation are intentionally omitted in this example because goals and metrics are unknown at this time.


Impacting performance metrics

1. In table groups, have participants brainstorm ways to inspire employees to get excited about the scorecard, in general.

2. Have them also choose one specific type of metric (safety, compliance, or reliability) and list one to three actions they can take back individually to positively influence it at their stations.

3. Tell them the best ideas are those that come from or engage the front line.

4. Debrief by asking each table to report its best idea, without repeating a previously stated idea.

Station Incentive Program

1. Review Station Incentive Program.

Incentives

1. Review other incentive programs in place to help inspire employees.

• Sometimes pride is more effective than money as a motivator.

• In 2015, Customer Cup winners will be selected quarterly by the VPs on the basis of actual performance and performance relative to goal in MBR, T0, D0, Complaints, and CSS data.

• The following metrics will also be available for consideration:

o Aircraft Damages

o Customer Relations Compliments

o CSS Score


Customer Cup winners

2. Show most recent Customer cup winners.

3. [Cargo has a similar award, the Cargo Cup, which recognizes the most improved Cargo stations, year-over-year, within their station grouping. These winning stations not only receive a trophy and signage, they’re also recognized for outstanding teamwork since the metrics require great collaboration within not only their own team, including service partners, but with their ramp counterparts as well. 4Q14 winners were: Los Angeles, Honolulu, Beijing, Belize, Santiago (Dominican Republic) and Charlotte.”]


4. Advise the participants that they will be doing some action planning at the end of Day Three. One of the categories is, “What actions will you take at your station in the next 30 days to inspire your team to be ready?” and another one is, “What actions will you take at your station in the next 30 days to get your team excited about the Scorecard and the Customer Cup?” Show them the note-taking space on pages 142-145 which is intended for recording ideas for the action plan now, or whenever the participant thinks of them. Suggest they mark this page with a sticky note so they can continue to record ideas there.

5. Send participants on a break, displaying the graphic on screen.

6. Play music.

[If desired, play the “What do you see?” video at the end of the break.]

Leadership Development 37 Going for Great: Airport Leadership Program March 2015 Playing by the Rules

Playing by the Rules Countdown to D0 (25 minutes with 10 minute buffer)

1. Introduce the checklist.

“The D0 checklist and standard operating procedures are all designed to help you. If you follow the D0 checklist you will make D0 most of the time.

“The checklist is all about managing your time and making certain everything is prepared and aligned for arriving and departing flights. If you are prepared and ready, you will be able to turn the plane and make D0.

“Recently the D0 checklist was revised to incorporate both legacy US and legacy AA best practices. To help you become more familiar with the new checklist, we thought it might be fun to set up a competition. The goal is to be the first group to arrange the checklist in the proper order.

“We’ve created cards that represent several, but not all, of the steps. Your team will need to move the cards around to display the checklist in the correct order.”

2. Review game process.

The following instructions are for a standard room setup with 11 tables. If there are a different number of tables in the room, adjust accordingly.

“Now we are going to have a competition. This is an activity that will involve everybody getting up and out of their seats. Here’s how we’re going to play:

“First, notice on each of the four walls, there are cards that say Arrival, Pre-departure, Departure and Let’s Go. They will serve as a guide to your line up – some of you will be given cards that happen during the Arrival, Pre-departure, Departure and finally Let’s Go potion of the timeline.

3. Send 12 participants to each of the four walls, choosing the nearest tables to each wall.

4. Explain that teams at the right and left sides of the room represent above-the-wing steps. The teams at the front and back represent below-the-wing steps.

35


5. Pick one coach for each team and give them a stack ofcards to distribute to their teams in random order after youhave finished explaining the game. The orange cards are forthe above-the-wing teams in and the green cards are for thebelow-the-wing teams.

6. The coach will also offer guidance to her team if needed.

7. The signal that the team is finished is the whole teamholding their cards overhead.

8. Choose four judges who will each check the lineup using theanswer key. Discreetly inform the judges that the answersare on page 157.

Generally speaking, any tasks appearing on the D0 checklist under the same time heading may be performed in any order as operations require, within the parameters of the time frame. For example, under A-10, “Pull special service list…” and “Conduct FOD walk…” can occur at the same time or one can occur first followed by the other. Notable exceptions (for safety reasons) are as follows:

A-0 “Chock aircraft” must occur before any other activity in the A-0 timeframe

D-5 to D-0 “Remove chocks” must occur after “Retract jetbridge from aircraft”

9. After repeating the rules and ensuring there are noquestions, have each team stand in a line against the walland start the game by having the coaches pass out thecards. Allow six minutes to complete the task.

Choose four judges and have them check the lineups usingthe answers in the Appendix.

10. Debrief.

• Was the activity harder than you thought it would be?

• What questions came up?

• Why do you think these 24 steps were chosen for thisactivity?

Desired response:

They are the ones most often or most easily missed.


11. If time permits, have the lineup on the left side move to the front of the room and the lineup on the right side move to the back of the room and arrange themselves in the correct combined order.

12. Coaches are to assist teams as needed.

13. Judges check result based on slide answer key.

14. Announce a winning team and congratulate them. Award trophies.

15. Summarize:

“Remember it’s not just AA employees that need to be following the D0 checklist. Your vendors also need to understand how important it is for operational success.

“As a leader, it is your responsibility to monitor D0 progress. You can do it just by being out in the operation speaking with employees and observing equipment locations, crew chief visibility, container status, and so on. With experience, you should be able to look around and easily determine if D0 will happen.”

16. Ask:

“If you could prevent 100% of employee injuries and 100% of aircraft damages by doing just one thing, would you do it?”

Desired response: Yes.

“That one thing is following standard operating procedures. In 2014, 100% of employee injuries and 100% of aircraft damages were caused by a failure to follow SOPs. The policies and procedures are there to keep us safe.”


“As you know, it is very important to all of us that American be the industry leader in safe and reliable airline operations.”

“How the front-line manager will make it happen:

• Play by the rules. Do everything by the book and make sureyour team does too. Comply with all policies and proceduresand follow the D0 checklist.

• Let the scorecard guide you. Make the scorecard items yourpriority.

• Be enthusiastic and get your team excited about being theindustry leader in safe and reliable airline operations.

“If you do this, American Airlines will lead the industry in safety, compliance, and reliability.”

(There is some buffer time built in here. If you are on schedule you may offer a break or call for questions.)

Leadership Development 41 Going for Great: Airport Leadership Program March 2015 Staying Centered

Staying Centered IOC introduction (10)

“The IOC/OCC is major a resource for you. They know what is going on throughout the system; they are the nerve center of our operation.

“The Integrated Operations Center, also known as the IOC, is located across the street behind the museum. The Operations Control Center, also known as OCC, is located in PIT. Attaining a single operating certificate (SOC) will allow the OCC to merge with the IOC, which is projected to occur this summer.

“Over the next three days when I mention the IOC, it encompasses both the IOC and the OCC at the moment. Cargo has a similar facility, called the Cargo Operations Center (COC).

Welcome Matt and introduce him to the participants. Ask him how things are going at the IOC today.

“We recently had an opportunity to spend time with Kerry Philipovitch, our SVP of Customer Experience, to get her perspective on the IOC. As you watch this video, please jot down ideas about how the role of the IOC can help you in your daily operations and how you can communicate this to others.”

Play video.

45


“The IOC is the operations center of the entire airline, provides logistical coordination between workgroups, and serves as the command center for emergencies and security breaches. Because you cover the emergency functions extensively in your drills at your stations, we are going to focus today on the other day-to-day aspects of the IOC’s function today.”

The departments at the IOC include:

• Flight Dispatch

• Maintenance Operations Control (MOC)

• Crew Scheduling

• Social Media Customer Service (SMCS)

• Corporate Resolution Officer (CCRO)

• Load Planning

• System Customer Service Manager (SCSM)


IOC functions card-sort activity (10)

“As Kerry indicated, the IOC employees have the systems necessary to see what is happening all around the network at any given time. It is their role to consider the whole picture and make decisions that will minimize negative downline impact.

“Work in your table groups to match the IOC responsibilities with their departments.”

1. Review activity instructions.

2. Allow 5 minutes for groups to match departments andfunctions.

3. Review answers briefly by displaying the 7 answer slides.


A call for help activity (10)

“Next we would like to give you the opportunity to be an IOC coordinator. As a group you will work together to determine which departments of the IOC need to be involved in your delayed flight scenario from earlier this morning.”

1. Review the activity instructions.

2. Allow five minutes for activity

3. Review answers. An answer key is in the Appendix.

4. Summarize:

“Isn’t it amazing the number of departments that were involved in this scenario? The IOC is critical for managing the impact of any delay.

“One thing we should never forget is that everyone is a reporter these days, because of social media. We have to be on top of things and keep each other informed or it will make the news.”

Q and A with Matt (15)

1. Ask for questions.

2. Break for lunch.

Leadership Development 45 Going for Great: Airport Leadership Program March 2015 Emergenetics: Meeting of the Minds

Emergenetics: Meeting of the Minds

1. Please refer to the modified MOTM facilitator guide forinstructions on how to conduct the workshop.

2. Provide a 15-minute break no later than 2 hours into theafternoon program.

3. Advise the participants that one of the action-planningcategories is, “What actions will you take in the next 30 daysto use your knowledge of Emergenetics to meet a challengein your station?” and remind them they can use the note-taking space on pages 142-145 for recording ideas to use forthe action plan.

4. At the end of the day, remind participants to bring theirparticipant guides, name badge, and name tent back for Day2 and Day 3.

5. Ask participants to keep their meal ticket in the back of theirname badge.

6. Explain the process for the class photo and escort class tothe Atrium lobby and assemble them for the photo.

4hr

Leadership Development 46 Going for Great: Airport Leadership Program March 2015 Building Relationships

Being a Front-Line Leader Review and restart (5)

1. Play music.

2. Welcome participants back. Restate schedule for the day. Inform participants of break station and restroom locations for the new room. Reiterate “electronics-free zone” request.

3. Review previous day’s content and preview content for next two days. (For Tuesday cohorts, mention the Wednesday night reception time and location.)

4. Play video: Are you ready yet?

20


The role of a front-line leader (15)

Best and most challenging

Request table groups brainstorm and record the “Best” part of their job and the most “Challenging” part of their job.

1. Review directions

2. Allow 2 minutes for groups to share and record the best partof their jobs

3. Call time.

4. Allow 2 minutes for groups to share and record the mostchallenging part of their jobs

5. Quickly debrief:

“What trends did you see with the best part of your job?”

Desired response: People.

“What trends did you see with the most challenging part of your job?”

Desired response: People.

“What does this tell us?”

Desired response: People tend to be the best and most challenging aspects of our jobs.

“People tend to be the best and most challenging part of your job and most of your needs are met by others. Can you get your job done without the help of others?

Desired response: No.

“This means you have to plan and take deliberate actions on a daily basis to build relationships that allow you to influence positive results.”


You matter

Play video: You Matter

This slide may be skipped if you are behind schedule.

“In your guide you will find a generic outline of daily tasks. This is designed to give you a general idea of expectations. The task specifics may differ based on your station, shift, role and your leader’s expectations. You will need to take time when you get back to work to partner with you leader to determine how best to lay out your day.”

Inspiring others

“In your table groups, share leadership best practices for inspiring others.”

“One CSM from BOS is a very petite woman and was moved from above-the-wing to below-the-wing. The big guys (mainly) on the ramp did not exactly roll out the red carpet for her. She put a bowl of candy on her desk to get the rampers to come into her office and talk, but she found they would just take the candy and go away. Then she placed a jar of peanuts on her desk so they would use have to stand near the trash can to shell them and throw away the shells. This worked better but it was still not quite enough for her to breakthrough.”

<>

“Then she spent the entire weekend cooking a huge batch of meatballs according to her secret family recipe. When she brought them in and fed them all a delicious homemade lunch, finally they started to let down their defenses and she got to know them and was able to engage them.


“What will be your secret meatball?”

6. Begin table group work.

7. Debrief.

“Please mark the page with a sticky note flag so that you may continue to add to your list.”

Sound advice

“Let’s take a look at what some of your colleagues say about the job and how they set themselves up for success.”

[Play video.]

Unique challenges

“Your role requires you to own and act upon whatever is thrown your way. This is true even when you can’t control the situation.”

[Have participants read the quotes.]

Quote continues on next slide.

8. Advise the participants that one of the action-planning categories is, “What actions will you take at your station in the next 30 days to inspire your team to be safe, compliant, and reliable and be enthusiastic about doing so?” and remind them they can use the note-taking space on pages 142-145 for recording ideas for the action plan now or whenever the ideas occur to them.

[Segue…]

“Since most of your needs are met by others, relationships are critical for success.”


Building Relationships Playing as a team (10)

“We all have a tough goal, but without a doubt, if we work together we will reach it.

“Using the football analogy, let’s review our playbook.”

<> [O and line appear]

“In a football playbook diagram, a circle represents player on offense. The line is the goal line. What is the goal for the player and his team?”

Desired response:

The player’s goal is to cross the goal line with the ball.

“What is your goal at your stations?

Desired responses: (Many answers are correct)

D0, on-time performance, safety, compliance, and reliability, restore American as the greatest airline in the world

<> [arrow appears]

“Why does he not just walk across the line?”

Desired response:

Defense, obstacles, other players are in the way

<> [X’s appear]

“Do you have obstacles getting in the way of achieving your goal? What are they?”

Desired responses:

• Weather

• Delayed equipment

• Mechanical delays

• Unhappy customers

• Oversold flights

• Winter

85


“Are we just one little O against all those X's?”

Desired response: No. We have people on our team with us.

<> Three circles appear representing the CSM participants who work for the mainline airlines from the three primary workgroups: Customer Service, Cargo, and Premium Services.

“A major part of our team includes the CSMs in the station, along with the team of front-line agents they lead, the management team that leads the whole station, and those in administrative staff roles. We include Premium Services and Cargo here as well, because their goal is the same and they are all playing on our team. How many are here from Premium Services? Raise your hands. How many are here from Cargo? Raise your hands. We thought it would be best to bring you all here together, even though your jobs are different in the details, the generally speaking your function is much the same. The benefits of networking and learning about each other outweigh the disadvantages.”

<> “IOC” appears

“Back here with a better view of the whole field is the IOC, who we can also consider part of our team even if they are not at the station physically.”

<> “Regionals” appears

Our regional carriers are part of the team as well. How many are here from Envoy and Piedmont? Raise your hands. Again, there are some differences, but it is better to get us all in one room because we all are on the same team, have the same goal, and we can learn from each other and broaden our networks.

<> “Mx/GSE” appears

Aircraft Maintenance and Ground Service Equipment are part of the team as well. Will the flight be on time if the airplane can’t fly? Can we do our jobs without properly maintained ground equipment?”

<> “Crew” appears

“The flight attendants and pilots are part of the team as well. They have two whole columns on the D0 checklist! And if you have a domicile at your station, there is also a management team you can use as a resource.”


<> “Catering” appears

“Catering is part of the team as well.”

<> “Airport authority, Police, TSA, CBP” appears

“What about the airport authority? And the Airport Police? Do you want them on your side, or not on your side? TSA? Customs officers?

<> “Vendors/business owners” appears

“Even the vendors at the airport are part of the team. What if you have a delayed departure and need to ask the owner of the restaurant to stay open late to accommodate your passengers… do you think that will be more likely to happen if you have a relationship with her already or not?

<> “OA” appears

“Even other airlines can be part of the team. It will be a lot easier to borrow equipment if you have a good relationship with the CSMs from all the other airlines than if you never talked with them before.”

<> Arrow appears

“Now, with everybody pulling together and playing for our team, we have a chance of getting past all the obstacles and achieving our goal.”

[Segue…]

“When you are out on the field battling your opponents, how important is it for you to have everyone performing at 100% of their potential?”

Desired response: Very

[Have a participant read the quote.]

Advise the participants that one of the action-planning categories is, “What actions will you take at your station in the next 30 days to inspire a sense of urgency among the other workgroups and vendors?” and remind them they can use the note-taking space on pages 142-145 for recording ideas for the action plan.


Red and White Game (30)

Rules

Note: For the success of the game, it important that you describe and conduct this game exactly as directed here.

1. Ask if anyone has played the game before, and if so, askthem to sit it out and share their observations at the debrief.

2. Distribute one red and one white poker chip to eachparticipant.

3. Review rules:

• Win as much as you can

• Think before you play

• Everyone plays together, one round at a time

• Silent play

• Never ever forget rule #1

4. Explain how the game is played. It is played in pairs.

“The objective of this game is for you to win as much as you can win. You will earn points based upon the chips that you lay down. Identify a Player 1 and a Player 2.”

“The basic game process includes four rounds. Hold your chips in your hands so that no one knows which chip you have in each hand. When we're ready to play, decide what color you'll put on the table. Both players will put your chips on the table at the same time.”

5. Demonstrate how to play chips.

“This game calls for silent play; therefore, talking is not allowed unless I give permission.”

Note: You will need to continually reinforce this rule; this is a major success factor for this game. The more participants talk, the more likely they will figure out the game purpose.

6. “I may change the rules during the course of the game soyou must wait and play each round all at the same time.”

Note: If questions are asked; restate the goal as the answer and remain elusive about who “you” is, if you say team, partner or your group you may harm the activity’s success.


Point system

1. Restate premise of the game.

“When you are playing you will want to think about your goal to determine which chip you will play. Your goal is to win as much as you can!”

2. Explain the point system by referring to the slide.

“Now let’s talk about the point system. After each round you will record your points on the score card in your participant guide. You win points according to the chip color that you lay down. For example…”

<Click to animate chips on slide, one pair at a time, as you explain the points.>

“…if Player 1 lays down a red chip and Player 2 lays down a white chip, Player 1 will receive 5 points and Player 2 will receive 0 points.”

“If Player 1 lays down a white chip and Player 2 lays down a red chip, then Player 1 will receive 0 points and Player 2 will receive 5 points.”

“If Player 1 and Player 2 both lay down a red chip, they both receive 0 points.”

“If Player 1 and Player 2 both lay down a white chip, they both receive 3 points.”

3. Refer participants to the score card in the participant guide. Remind them that they only need to fill out the column on the right side with their own points, either a 0, 3, or 5, and that you will only be playing four rounds.

(If you are ahead of schedule you may increase the number of rounds up to six. Be sure to recalculate the maximum point score, which is the sum of the score of the two players if they both played white every time.)


Play the game

“Remember do not play until I say you can. No talking, unless I give permission. And, think about your goal, which is what?”

Desired response: Win as much as you can.

Note: Restate game objective “To win as much as you can” prior to each round of silent planning.

1. Lead the first round.

“OK, get ready to play your first round. Take 15 seconds to consider your goal to win as much as you can.

“Ready? Play your chip

“Record your score on your scorecard.”

2. Lead the second round, changing the rules a bit.

“This time, you can have 20 seconds to talk about anything you want. Go ahead and talk.”

“Stop talking! Take 10 seconds to consider your goal which is to win as much as you can.”

“Play your chip.”

“Record your score on your scorecard.”

3. Lead the third round, reverting to silent play and change the points.

Do not ask any questions at this stage of the game as the participants are expected to remain quiet.

“This round is silent play. I promised I might change things; I am going to raise the point values for this round. Points will be 3 times the value. So if you would have received 5 points, you will now receive 15 points; if you would have won 3 points, you will now receive 9 points; and if you would have earned 0 points, you will still earn 0 points.

“Consider your goal to win as much as you can. Play your chip and then record your score for this round.”

4. Lead the fourth round, changing the rules again.

“For the last round, you'll have 20 seconds to talk.”


“Stop talking! For this round let’s increase the point value by 10 times. If you would have received 5 points, you will now receive 50 points; if you would have won 3 points, you will now receive 30 points; and if you would have earned 0 points, you will still earn 0 points. Take 15 seconds to consider your goal to win as much as you can.

“Play your chip.”

Scoring and debriefing

1. Have a player from each pair record the individual scores foreach player on a flip chart.

2. Debrief the activity, having each pair explain what happenedin their game.

“Which pair scored x and x? What happened? Which pair scored 56 and 11? What happened with your group?

“How did you define “you”? Is it you as an individual? You and your partner? Your table group? Or the whole class?

“How did you define ‘winning’? Is it having the most points? That is what we are told from the time we are little.

“Did anyone view winning as having all team members feel good about the outcome?

“Did anyone renege on what they promised during your discussions?

“What happened as the stakes got higher?

“How did you feel about your partners when they didn’t do what was agreed?

Desired response: Lost trust.

“Which pair scored 45 and 45? What did you do different than the other pairs? Actually, they received the maximum number of points possible: 90.”

“How does this experience transfer to your work environment?

“Who is ‘you’ in your work environment? Is it your shift? Your station? Or the company as a whole? “What is ‘winning?’”

Note: The maximum points each pair can score is 90.

Player

1

Player

2

A

B

C

D

E

F

G

H


Round Player 1 Player 2 Total

1 3 3 6

2 3 3 6

3 9 9 18

4 30 30 60

Total 45 45 90

Even if one player beats the other player every time, the total score will be less than 90.

Win/Lose scenarios

1. Introduce table group activity:

“Please look in your participant guide. Let’s look at some common win/lose scenarios in the workplace.”

“In the first scenario the leader is only focused on meeting metrics. The good news or win is that she gets the positive results from meeting the goals. The bad news is that employees may feel like the leader doesn’t care that they are people with needs.”

“What would you recommend she do to find better balance?”

Desired response: Involve employees.

2. Assign two scenarios to each group of participants.

“In your group discuss your assigned scenarios to determine the Wins, Loses and Positive Alternative. Be prepared to share with the entire group.”

3. Walk around to ensure groups understand their task. Providetime reminders every five minutes.

4. Debrief the activity in a large group, soliciting positivealternatives from two to three groups.

“What did you determine the wins were for the second scenario? The losses? And, the alternative action would be?”

Desired responses on next page:


2. Staying in the back office, “heads-down” and focused on the task at handWin LoseSaves time. Low morale; low performance; lost potential; missed

opportunities to build support and head-off problems.

Positive alternative: Schedule one-on-one time monthly with each employee; eat lunch in the break room; plan time daily to walk around and talk to employees; work side-by-side with team members; don’t hide in your office; ask about home, vacations, and family. Schedule a regular connect time with vendors.

3. Striving to get mishandled bags off the station scorecard by shifting blame to other stations.Win LoseImproves station scorecard results.

The root cause of the mishandled bags will remain unresolved and be repeated.

Positive alternative: Reach out to the responsible station with situation and impact specifics in an effort to resolve the issue. Seek employee input regarding what they think caused the problem and how best to resolve it.

4. Failing to build a positive relationship with your shop steward.Win Lose Saves time. Lack of support from the union. An adversarial relationship with

union members

Positive alternative: Take time to get to know the Shop Stewart as a person. Communicate your respect for them and their role by keeping them informed and including them.

5. Opting not to communicate and emphasize the D0 checklistWin LoseSaves time. Less hassle with unhappy customers.

Unprepared for incoming flights. Low station performance. Dissatisfied customers due to misconnections.

Positive alternative: Communicate and enforce D0 guidelines. Be visible in the workplace to ensure the countdown is on target. Build relationships and educate vendors. Reach out to the IOC / OCC whenever an exception might need to be made.

6. Failure to thoroughly investigate an issue prior to making a decisionWin LoseSaves time. Reduces paperwork.

Loss of an employee; fear and low morale within the workforce

Positive alternative: Remain calm and fix the situation; investigate the entire situation, factor in equipment, experience, previous training, and ask questions of the actual employee. Lastly select the most appropriate method for correcting the root cause.


4. Advise the participants that one of the action-planningcategories is, “What actions will you take at your station inthe next 30 days that will inspire your team to produce long-term wins instead of short-term wins?” and remind them theycan use the note-taking space on pages 142-145 forrecording ideas for the action plan.


Fear (10)

Fear as a motivator

1. Facilitate group discussion on fear as a motivator.

“One option for improving performance is to use threats. Is that the best tack?”

Desired response:

Performance drops when you aren’t there or probation is over.

“Threats that invoke fear are communicated verbally, through our inter-personal skills, through body language, and through workplace change. Do you agree?”

“Has the merger generated any fear with you or your frontline employees?

“Do you really need to use threatening words or body language for employees to become fearful? What else might generate workplace fear?”

Desired responses:

• Past experience with authority figures• Your predecessor’s style• Perception that you are avoiding a person• Failing to say hello• Your approach to giving feedback, including always using

the same room to give corrective feedback• Lack of information• Threats• Embarrassment


Impact of Fear as a Motivator

1. “According to a study completed by the authors of the book Driving Fear Out of the Workplace there are five categories of responses that come from fear at work.”

2. <> <> <> <> <> <> Review each category.

3. “Which category do you think has the least impact?”

4. Desired response: Positive effects

5. <> Display survey results.

6. Summarize.

“In summary we know:

• People are the best and most challenging part of your jobs. • 90% of your needs are met by others. • Fear is the least desirable method for inspiring workers to do

their best.” “The good news is that you can create and environment in which people are self-motivated to succeed. That is exactly what we are going to talk about next.”


Discretionary energy and motivation (20)

Discretionary energy

“What is discretionary energy?”

• “Do you leave the minute your shift is over, or do you stayuntil your work is done?

• “Does anyone here work longer than 40 hours per week?• “Do you think about work when you are at home?• “Have you ever answered email while you are on vacation,

or received an answer from someone else who was onvacation?

“Every employee has discretionary energy and they choose whether or not they will exert it at work. It is the life-force behind an employee’s decision to go above and beyond basic job requirements.”

1. Explain the next activity.

“As you think about this, I’d like you to think of a time when you were excited about work and couldn’t wait to go. This does not have to be in your current job, it can be for any job.

<Click to advance slide.>

“Now consider a time when you dreaded going to work. Identify what drove those feelings.”

<Click to advance slide animations which illustrate each of the next steps.>

“Please take 5 minutes to complete page 2 in your participant guide. When you finish, count the number of boxes checked. Take one sticky note per driver checked. Write your first name on each sticky note. There is no need to write the driver, you just need to write your name.”

2. Have participants place their sticky notes next to the driversthey selected on each poster. They may want to bring theirparticipant guide with them to refer to.

3. Debrief the activity by referring to the poster, which has nowbecome a bar chart.

“What trends do you see?”

Frustrated

Energized

Pay and benefits Stimulating work Recognition Rapport Part of grand venture Stretching abilities Other

[Posters]


Expected trends to draw attention to:

• Pay and benefits have little to no impact on discretionaryenergy. If pay is mentioned as an issue and they employeeis able to pay the bills, they are in essence saying that theyaren’t getting paid enough to tolerate what they areexperiencing at work.

• Supervisor recognition is not the number one driver. It playsa role, but feeling in on things and relationships are the mostprominent drivers.

• The leader’s actions possess the ability to influence thediscretionary energy.

Take a few sticky notes off the “Other” category and ask particpants what energized you when you loved going to work.

“Which of these drivers do you have the most influence on as a CSM?”

“They say people don’t quit their jobs, they quit their bosses.”

“A recent Gallup poll found respect, role clarity, skill development and having the tools and information necessary to do the job at hand to have the highest priority. All of these link back to the drivers that you selected.”

Leave posters up for the rest of the program.


Motivation

Review slide and have the participants complete the donut chart in the participant guide if desired.

“Are you surprised about how much influence you actually have?”

People management

Review the “people management” activities, while participants take notes (if they desire.)

• Building a team culture • Communicating and motivating • Assessing and rewarding performance • Developing people

“What does all of this mean to you?

“Do you think all employees are giving 100% in their current role?

“The Gallup organizations surveyed members of the US workforce and found that a large percent feel they are not performing at their full potential.

“And, another survey conducted by the Corporate Executive Board found that low performance isn’t unique to any one organization.

“Does anyone have a guess regarding how many employees feel they’re functioning at 60% or less of their full potential?”

Answer: 5 out of 6.

<Click to display study results>

“Can you imagine how much easier your job would be if everyone was working at full potential?”


Servant leadership (10)

“We asked airport employees what they needed from their leaders; I would like to share their answers with you now.”

9. Play video

10. Debrief:

• Did any of their responses surprise you?

• Did they ask for anything that you feel is unreasonable?

11. Advise the participants that one of the action-planning categories is, “What actions will you take at your station in the next 30 days to stay positive and/or encourage a positive environment at your station?” and remind them they can use the note-taking space on pages 142-145 for recording ideas for the action plan.

Leadership success tools

To help you fulfill your role and build impactful relationship, we have identified a variety of tools. We started yesterday with D0, SOP, the IOC and Emergenetics.

<Click to animate slide.>

Next we will explore how coaching and powerful conversations can maximize discretionary energy.

Tomorrow we will look at how attitude makes a difference and how the scorecard can help you succeed.

Leadership appreciation cards (5)

(Same slide as above.)

1. Pass out and explain how to use the leadership appreciation cards:

Leadership Development 66 Going for Great: Airport Leadership Program March 2015 Attitude is Everything

Leader as Coach: Conversations that Matter 1. At some point in the LAC content, advise the participants

that one of the action-planning categories is, “What actions will you take at your station in the next 30 days to maintain your coaching perspective regardless of the demands of work and life?” and remind them they can use the note-taking space on pages 142-145 for recording ideas for the action plan.

8hr

Leadership Development 67 Engaging Your Team February 2014 Emotional Bank Account

Attitude is Everything Review and restart (5)

1. After finishing the Leader as Coach content and taking abreak, review previous days’ content and preview content forthe current day.

2. Play video: Are you ready now?

90


The law of the garbage truck (5)

3. Introduce activity.

“I would like to share a story with you and see what you think about it. As you listen to the story, see if you can define the Law of the Garbage Truck.”

2. Click the icon in the slide's lower right corner to play theaudio. If no speakers are available, ask participants to readaloud.

3. Conduct a large group debriefing.

“Are you ever the garbage truck?

“Could focusing on fault finding be considered a form of spewing garbage?

“If others are complaining and you join in, are you then spewing the garbage even further?

“If you smile and redirect to a positive, what might happen to the garbage spewing?

“Problems need to be addressed from a fix and learn perspective. If you don’t address them what might happen?

“What impact does your attitude have on your direct reports, peers and customers?

“As the leader, if you have a positive attitude what are the chances that your employees will share it?

4. Transition to next slide.

“Research confirms there is a direct correlation between attitude and performance.”

5. Review slide statistics.

<Click to animate slide for each bullet.>


Attitude self-assessment (10)

1. Introduce individual activity.

“Please take a few minutes to complete the Attitude Self-Assessment. Be honest. You do not have to share your results. Use this as an opportunity to identify areas you want to work on.”

2. Allow 10 minutes to complete.

There should be absolutely no further discussion or debriefing of the attitude self-assessment after the participants have finished it and self-scored it.

3. Ask for a volunteer to read quote.

“Another of my favorite quotes of Henry Ford is, ‘Whether you think you can or think you cannot, you’re right.’ What did he mean?

“What does finding fault accomplish besides invoking fear and creating a negative workplace?”


Flipside technique (30)

1. Introduce activity.

“In order to apply a fix-and-learn approach you will need to be able to redirect and see positives in any situation.

“To remove the negative emotions that can cloud your thinking when something negative happens, you can make a game of identifying all the positives no matter how crazy they seem.

“It is similar to ‘do you laugh or cry?’ Laughter helps you feel better and move forward without spewing garbage. Being positive increases everyone’s motivation to create a positive solution.

“Being negative can spur an unproductive pity party, shut down creativity and cause people to reject new ideas.

“There is a technique that is effective in helping turn around thought processes. It is called the flipside technique.”

2. Propose the following scenario:

“Someone just ran into your car and it’s totaled. Anger might be your first reaction, right? What will that get you?”

Desired responses: High blood pressure, heart burn, frustration

“What are some positives of your car being totaled?”

Desired responses: Get a new car, you have insurance, it wasn’t your fault, you’re not hurt…

“When bad things happen we are all wired to jump to the negative rather than the positive. The flipside technique helps us to adjust our thinking before addressing the situation.”


3. In the large group, review the first two Damaging Situations on page 15 of the participant guide.

Note: These reviews are important. Due to the way we are wired, this can be a difficult concept to learn.

1. You arrived home to find someone has broken in and taken your television.

Harmful response Impact

Anger

Feeling violated High blood pressure

Potential harm to important

relationships

Flipside

1. No one was hurt. 2. You’ll be able to get a new television. 3. You will finally get something in exchange for all the

homeowner’s insurance payments you’ve made. 4. The jewelry wasn’t taken. 2. Harry, a co-worker, is a “know-it-all.”


Stop listening to Harry’s

ideas

Avoid talking to Harry

Miss a great idea

Create conflict among

workgroups

Flipside

1. Harry is confident. 2. Harry really has some good ideas. 3. It is a great opportunity to build your tolerance level. 4. It is a great opportunity to practice giving feedback


4. Review the third situation and identify the additional natural responses, impacts of the harmful responses and some flipside examples.

5. 3. It is only three months into the year and Peter has just called in sick for the sixth time.


Anger

Write him off as a

potential candidate for a

supervisor position

Lost potential for the company

Morale decrease and workplace fear

Flipside

1. Coaching Peter will give you some one-on-one time.

2. You can practice your coaching and feedback skills.

3. Opportunity to have a career conversation with Peter

4. If you handle it well Peter may become a better employee


Divide audience into groups of three. Assign one Harmful Response scenario and one flipside-only scenario to each group. Some scenarios may be assigned to more than one group.

“Identify the natural harmful responses and their related impact. You will need to create three flipside responses for your scenario. Be prepared to share. You have 7 minutes.”

6. Walk around and listen to discussion to ensure groups understand the concept. They may require additional examples.

7. Ask all groups assigned to each scenario to share their results as you go through the scenarios in numerical order. Allow one minute per group to share. Ask the groups that were assigned the same scenarios to present consecutively.

Note: If a group provides a corrective action rather than a flipside, ask the rest of the group for suggestions.

“Remember the flipside is a way to adjust your attitude so that you can be more productive when addressing problems. When you remain positive the probability that your direct reports will stay productive and accepting increases tenfold.

“Yes, you have to be realistic about situations, but your attitude will make a world of difference to your success.

Desired responses for scenarios appear on the next pages.


4. Inclement weather is causing irregular ops. You are short staffed.


Start barking orders Jump in and start working without

communicating a plan

May cause employees to slow down May create chaos

Flipside

• Opportunity to impress your peers with your team’s performance• Opportunity to test your irregular ops plan• Opportunity to get the team to pull together in adversity• Opportunity to see your team’s talent in action

5. Your station failed a recent customer experience audit.


Punish employees Stress out employees

Even lower performance Health and family are hurt

Flipside

• Opportunity to get the team together to problem solve• The next audit couldn’t be any worse—nowhere to go but up• You know exactly what you need to do to get better• You can empathize and understand what other stations who always fail their audits feel like

6. Two employees had a disagreement and are refusing to speak to each other.


Ignore it Tell them to grow up

Problem could get worse and affect the rest ofthe team and customers

Disgruntled workers

Flipside

• You don’t have to worry about continuing verbal disagreements• Opportunity to grow your mediation skills• Peace and quiet


7. You have just walked up to a gate and found an agent texting and ignoring a customer.

Flipside

• The agent knows how to use a smartphone • The agent is at the gate • Opportunity to resolve unclear expectation and improve service • Agent might be texting someone for the customer

8. It looks like you are not going to meet your MBR goals for the second month in a row.

Flipside

• Opportunity for the team to problem-solve together • You can build awareness of MBR expectations • You can build awareness of baggage handling procedures • At least you aren’t having a problem with your D0 goal.

9. You have one person on vacation, one on medical leave, and another employee calls in sick.

Flipside

• Opportunity to prove the strength of your team • Opportunity to cross train • Team will see the value of cross training • Two less days of vacation and sick time liability to worry about

10. During a meeting, your direct reports are complaining about a co-worker that is not

present. Flipside

• Opportunity to communicate your beliefs about gossip • You can demonstrate that employees can trust you • Gives you a chance to see where you might be able to improve the absent employee’s

performance • They are not complaining about you

11. A lead has just refused to ask his friend, a frontline employee, to complete a key job task.

You need to have it done ASAP. Flipside

• You have discovered an opportunity to coach and clarify lead expectations • You have discovered the root cause of performance problems on the team • You can practice your skills of persuasion • You can practice not losing your temper


8. Remind the participants again that one of the action-planning categories is, “What actions will you take at your station in the next 30 days to stay positive and/or encourage a positive environment at your station?” and that they can use the note-taking space on pages 142-145 for recording ideas for the action plan.


Emotional bank account (45)

1. Request a volunteer read the quote aloud.

“Do you agree? Are there examples of this from your personal life experience?”

2. Review human needs.

3. Introduce concept of the emotional bank account.

“The first thing we are going to look at is the emotional bank account. Has anyone heard of it? What do you think it is?

“When a relationship is formed between an organization and an employee, an EBA is established. This account is similar to your checking account.”

“As with a checking account, you made an initial deposit to open the account and make deposits and withdrawals over time.

“What happens if you make withdrawals that exceed your account balance?”

Desired responses: Insufficient funds, negative balance.

“It’s not good, is it?”

“The EBA opening deposit consists of the agreed upon wages, benefits, schedule and other factors such as the environment, growth opportunities, etc.

“Deposits come as a result of things that you do within the relationship that make the other person feel good about things. If deposits become routine it tends to become an expectation that must be met.


“What are some examples of deposits?”

Desired responses:

• Making time• Being open• Asking for input• A kind word• Recognizing accomplishments• Letting an employee leave early to go to a child’s school

activity• Learning what Is important to a person

3. Remind participants about the leadership appreciation cards,and that they could be considered a deposit into someone’sEBA.

4. Direct participants to page 129 in the participant guide toreview the deposit categories.

5. Discuss withdrawals.


“Withdrawals occur when expectations are not met. Typically, they have a much higher value than deposits.

What are some examples of withdrawals?

Desired responses:

• Invoking fear• Embarrassment• Not making time• Being rigid• Dishonesty• Not recognizing an accomplishment• Taking away a privilege• Using negative communication• No communication• Not providing insight• Ignoring others’ opinions• Not listening, or multitasking when someone is talking

“Unintentional withdraws are easy to make.

“The best thing to do is to make conscious decisions to make deposits and avoid withdrawals. If your deposits are high enough a withdrawal is more likely to be forgiven.

Leadership Development 79 Going for Great: Airport Leadership Program March 2015 The Value of Respect

6. Facilitate a group activity by providing these instructions:

• Record a personal deposit on a sticky note.• Record a personal withdrawal on a second sticky note.• Take your sticky notes to the poster.• Place the deposit inside the heart.• Place the withdrawal outside of the heart.

7. Read participant deposits and withdraws out loud, noting thevariations and similarities.

8. Discuss differing values of providing an initial deposit andmaking withdrawals from it.

“Making additions to the initial opening deposit, adding a benefit, will make little to no impact unless it is something that meets a true need.”

Merger impact:

“Withdrawing an opening deposit will make a major impact on your balance. If specific hours are promised and then the person is required to change them to less desirable hours, a major withdrawal occurs.

“It will be important for you to have a high enough balance, because to your direct reports you are the company.

9. Facilitate an individual activity by referring participants topages 130-131 in the participant guide.

10. Read the example.

11. Have participants reflect on two frontline employees andrecord the recent deposits and withdrawals they have madewith each, deposits to plan on making in the future, andwithdrawals to avoid.

For the purposes of this exercise, it is best to choose a frontline employee with whom you do not have as good a relationship as you would like.

12. Do not debrief the exercise.

13. Invite the participants to use the extra space on page 131 torepeat the exercise later for another employee, if desired.

14. Remind participants of the formal recognition programsavailable and briefly review them.

Leadership Development 81 Going for Great: Airport Leadership Program March 2015 Conclusion

Conclusion Leadership stations (20)

1. Advise the participants that in about 20 minutes they will beformulating their personal action plans.

2. Let them review the categories on pages146-147 and reviewtheir action plan pre-planning notes on page 142-143.

3. Show them the eight leadership stations posted around theroom, which correspond to the eight categories of theiraction plans.

4. Have them choose the two they would like to visit, eitherbecause they are still not sure what actions to take in thatcategory, or because they are excited about their ideas inthat category and want to talk about them with others.

5. Refer them to page 144 in the participant guide, which is fornote taking at the leadership stations.

6. Invite them to go to their first leadership station. If anyone isalone, ask them to go to their second choice and try theirfirst choice again in round two. If any groups are too large,split them and ask half the group to come back for roundtwo.

7. Remind them after five minutes that their time is half up.

8. Give them a one-minute warning after nine minutes.

9. After ten minutes, ask everyone to move to another station.

10. Ensure there are at least two participants at every station.

11. Remind them after five minutes that their time is half up.

12. Give them a one-minute warning after nine minutes.

13. After ten minutes, end the activity.

60


Action planning (15)

1. Have the participants work individually to create an actionplan according to the instructions.

2. Tell them the items on the action plan are intended to be acommitment.

3. Participants should try to come up with at least one action ineach category, or a total of at least eight action items in anycategories.

4. Tell them to expect a survey after 60 days, on which theycan report whether or not they were able to put their actionplan items in place, and what the outcome was.

Reflections (5)

1. Facilitate this quiet activity to allow the participants to reflecton their experience.

2. Allow three minutes for the participants to reflect and write asentence about the program.

3. After writing the sentence they should continue is quietreflection without speaking.


4. At the end of the three minutes, have them circle the oneword in the sentence that has the most meaning.

5. Have them share their one-word reflections one at a time,without any further comment or discussion. Remindparticipants to speak loudly enough for others to hear (or usea microphone).

6. Do not debrief or make any comments of any kind about thereflections.


Summary and follow-up (5)

1. Summarize the key messages of the past three days.

2. Remind participants that the top three ways to be ready are to play by the rules (follow checklists, policies, and procedures), keep your eye on the prize (the scorecard), and give it everything you’ve got (be enthusiastic and own it).

3. Outline the post-program follow-up training that is available.

4. Introduce the Bluepoint website.

5. Ask participants to leave the plastic covers from their name badges on the tables so they can be recycled.


6. Ask a volunteer to read the quote.


Graduation (15)

1. Show video. Turn volume up loud.

2. Allow time for an executive or facilitator to make closingremarks.

3. Advise participants to come to the front of the room whencalled by name to receive a certificate, class photo, and gift.

4. Play music, conduct graduation, and congratulateparticipants individually.

going for great · a concise background on emergenetics research and explanation of the three...

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