The Accidental Manager
The Accidental ManagerThe Accidental Manager
The Voice of the StaffThe Voice of the Staff
My boss never pays any attention to me. He doesn’t care!
He favors another person than me. I have to do everything on my own, there’s never a
guidance. My boss is too busy with his own plaything. He is
absorbed with his BB almost all the time. She is clueless. She doesn’t know what she’s talking
about. She is so disorganized. She can’t manage her time. As
a result, I often have to work very late. Her mood swings from one extreme to another. She is
emotionally immature. She didn’t check my report for a week until it passed
the deadline and the client got upset. I got the blame!
My boss never pays any attention to me. He doesn’t care!
He favors another person than me. I have to do everything on my own, there’s never a
guidance. My boss is too busy with his own plaything. He is
absorbed with his BB almost all the time. She is clueless. She doesn’t know what she’s talking
about. She is so disorganized. She can’t manage her time. As
a result, I often have to work very late. Her mood swings from one extreme to another. She is
emotionally immature. She didn’t check my report for a week until it passed
the deadline and the client got upset. I got the blame!
The Worst ManagersThe Worst Managers
1. The Non-Communicator2. The Management Knocker3. The Best Friend4. The Limelight Taker5. The Braggart 6. The Deceiver7. The Exaggerator Congratulator
1. The Non-Communicator2. The Management Knocker3. The Best Friend4. The Limelight Taker5. The Braggart 6. The Deceiver7. The Exaggerator Congratulator
Productivity StagesProductivity Stages
1. Attention getting2. Flying Blind3. Steadiness4. On the Rise5. Doing effectively
1. Attention getting2. Flying Blind3. Steadiness4. On the Rise5. Doing effectively
1 2 3 4 5
Doing behavior
Productivity Stages
“Doing Nothing” Manager“Doing Nothing” Manager
Doing: working on specific goals on your own.
Managing: getting the work done through others by having them help you achieve the unit’s goal.
Leading: getting people to willingly do their job by providing the right type of environment for people to want to succeed.
The Manager’s goal is to “do nothing”. She must delegate the “doing” to the staffs.
Doing: working on specific goals on your own.
Managing: getting the work done through others by having them help you achieve the unit’s goal.
Leading: getting people to willingly do their job by providing the right type of environment for people to want to succeed.
The Manager’s goal is to “do nothing”. She must delegate the “doing” to the staffs.
Do – Manage - LeadDo – Manage - Lead
Doing
Managing
Leading
The technical side
The Strategic side
The Benefits of “Doing Nothing”The Benefits of “Doing Nothing”
The manager has more time. The staff has more opportunities for growth and
development. The organization strengthens the work unit.
The manager has more time. The staff has more opportunities for growth and
development. The organization strengthens the work unit.
Management and LeadershipManagement and Leadership
Managing Leading
Doing things right Doing the right thing
A science based on methodologies
An art based on philosophy
Processes and tactics
Strategy and Vision
Management and Leadership - 2Management and Leadership - 2
Managing Leading
Urgency, Speed Importance, Direction
Bottom line Top line
Efficiency
Purpose, PrinciplesMethods, Practices
Climbing the ladder last
Effectiveness
“Is the ladder leaningagainst the right wall?”
Trying to run an organization with only leadership or management is like trying to
cut a page with half a pair of scissors. Leadership and management are matched
set; both are needed to be effective.
Jim Clemmer - Pathways to Performance
Trying to run an organization with only leadership or management is like trying to
cut a page with half a pair of scissors. Leadership and management are matched
set; both are needed to be effective.
Jim Clemmer - Pathways to Performance
MANAGER’S ROLES MANAGER’S ROLES
DE
LE
GA
TIN
G
MO
TIVAT
ING
PERFORMANCE
APPRAISAL
COACHING
GOAL SETTING
Do you set specific goals?
How often do you coach your staff?
Do you use the Performance Appraisal as a constructive tool?
How do you motivate your staff?
How do you help your staff enhance their performance?
Management of people must begin with management of selfManagement of people must
begin with management of self
Peter DruckerPeter Drucker
GOAL SETTINGGOAL SETTING
GOAL SETTINGGOAL SETTING
PRINCIPLES OF GOAL SETTINGS PRINCIPLES OF GOAL SETTINGS
Target must be based on prescribed performance standards.
Personal target must be based on the Unit’s standards.
Participatory approach.
Target must be based on prescribed performance standards.
Personal target must be based on the Unit’s standards.
Participatory approach.
GOALS MUST BE S.M.A.R.TGOALS MUST BE S.M.A.R.T
Specific.
Measurable.
Actionable.
Realistic.
Time-bound.
Specific.
Measurable.
Actionable.
Realistic.
Time-bound.
GOAL SETTING PROCESS GOAL SETTING PROCESS
Explain to staff members. Explain the importance of achieving the goals. Obtain feedback. Secure commitment.
Explain to staff members. Explain the importance of achieving the goals. Obtain feedback. Secure commitment.
CoachingCoaching
Unlocking a person’s potential to maximise their own performance
On the job training
Giving Feedback
Helping to learn from examples
Coaching ModesCoaching Modes
Directive: As an Expert
Non-directive: As a Non-Expert
Telling and demonstrating
Questioning to raise aware- ness & give
responsibility
When staff are new When time is short For crisis management When the issue is technical
specific
Most situations… if time allows Best option; to let them learn
through own experience Has to be coupled with
feedback from the coach
Rules of Non-Expert Coaching (1)Rules of Non-Expert Coaching (1)
Questioning and granting responsibility
Raising awarenessHelp the coachee to focus on what is important and where developmental efforts should be
Giving responsibilityAllow the coachee to own and experience tasks
Rules of Non-Expert Coaching (2)Rules of Non-Expert Coaching (2)
Questioning and granting responsibility
Key is in the questions“WHAT did you notice the most in your presentation?”
“HOW clear are the recommendations in the report?”
“WHERE do you think the analysis is the strongest?”
“WHEN is the best time to monitor your draft?”
Coach identifies areas of focus
Coachee takes ownership for learning
himself/herself
IMPACT OF COACHINGIMPACT OF COACHING
Thr
eate
ning
Judg
ing
Pat
roni
zing
Con
veyi
ng I
nfor
mat
ion
Eli
citi
ng I
nfor
mat
ion
Cla
rify
ing/
Exp
lain
ing
Und
erst
andi
ng
Sup
port
ing
Exc
hang
ing
Idea
s
ENCOURAGING
DISCOURAGING
Giving FeedbackGiving Feedback
Types of Feedback:
1. Negative2. Silent or none3. Unrelated positive4. Positive5. Constructive
Types of Feedback:
1. Negative2. Silent or none3. Unrelated positive4. Positive5. Constructive
Giving FeedbackGiving Feedback
“Providing people information about how one’s behaviour is seen by others and its effects”
Developmental Feedback
(what should be better)
Motivational Feedback
(what was done well)
Builds the person’s confidence
Help the person’s development
Empowering and constructive feedbackEmpowering and constructive feedback
Best if within 15 minutes of action
Check that feedback is understood
Avoid BUT, use AND
Open questions rather than statement
Empowering and constructive feedbackEmpowering and constructive feedback
“You did well at A.....AND for B....do you think you could have done it differently ”
“You did well at A.....AND how did you feel about B.... ”
Only positive statement
Person receiving feedback has to think for him/herself
She/he is empowered to evaluate his/her performance
Training Staff MembersTraining Staff Members
1. Define and describe or demonstrate how to do the task or job.
2. Describe the importance or impact of the job and how it helps meet the goals.
3. Ascertain how much the individual already knows about how to perform the job or task.
4. Fill in the gaps or provide the necessary training.5. Allow staff to demonstrate that they have learned
the skill or behavior.6. Offer feedback – positive feedback if they have done
well, or constructive feedback if they need additional help.
1. Define and describe or demonstrate how to do the task or job.
2. Describe the importance or impact of the job and how it helps meet the goals.
3. Ascertain how much the individual already knows about how to perform the job or task.
4. Fill in the gaps or provide the necessary training.5. Allow staff to demonstrate that they have learned
the skill or behavior.6. Offer feedback – positive feedback if they have done
well, or constructive feedback if they need additional help.
Training Staff MembersTraining Staff Members
8. Give the staff the time and resources to perform the job well.
9. Describe the standards of performance.10. Actively engage the staff in the training.11. Give them a chance to apply what they have just
learned.12. Let them evaluate their own work.13. Make sure that the skill is one considered valuable
and useful.14. Incorporate all methods of learning: PowerPoint,
demonstration, visual, auditory, hands-on.15. Find the right person to do the training.
8. Give the staff the time and resources to perform the job well.
9. Describe the standards of performance.10. Actively engage the staff in the training.11. Give them a chance to apply what they have just
learned.12. Let them evaluate their own work.13. Make sure that the skill is one considered valuable
and useful.14. Incorporate all methods of learning: PowerPoint,
demonstration, visual, auditory, hands-on.15. Find the right person to do the training.
Actively ListeningActively Listening
Active Listenin
g
Maintain Congruen
ce
Clarifying
Acknowledging
Self- Disclosur
e
DelegatingDelegating
Developing staff’s competencies and abilities by providing them opportunities to take on more responsibilities.
The responsibility remains with the manager. You cannot blame others if the assignment does not go well.
Not the same as “doling out” work.
Developing staff’s competencies and abilities by providing them opportunities to take on more responsibilities.
The responsibility remains with the manager. You cannot blame others if the assignment does not go well.
Not the same as “doling out” work.
The Need for Delegation The Need for Delegation
Can people perform in the way you want?
Do they know what they need to do?
Do they know how to do it?
Do they want to do it?
Are they allowed to do it?
Teach
NO?
NO?
NO?
NO?
Inform
Coach
Motivate
Empower
NO?
DelegatingDelegating
Identify the needs
Specify what to do
Specify how to do it
Define results and outcome
Communicate
Effective DelegationEffective Delegation
Assume responsibility of the completion of the assignment or task.
Hold the team member accountable for completing on time and up to the standards set.
Give authority to the staff member. Give them the resources.
Communicate what you delegate: Be clear why you choose this individual and communicate. Meet him/her to give an overview of the task or assignment. Get the staff’s commitment. Describe the details: what, when, where, why, how? Set up periodic reviews. Give feedback throughout the process. Be available when they need your help.
Assume responsibility of the completion of the assignment or task.
Hold the team member accountable for completing on time and up to the standards set.
Give authority to the staff member. Give them the resources.
Communicate what you delegate: Be clear why you choose this individual and communicate. Meet him/her to give an overview of the task or assignment. Get the staff’s commitment. Describe the details: what, when, where, why, how? Set up periodic reviews. Give feedback throughout the process. Be available when they need your help.
Levels of EmpowermentLevels of Empowerment
Empowering leaders employ a flexible style that adapts to two variables:
Empowering leaders employ a flexible style that adapts to two variables:
1. The perceived risk of the situation (visibility, cost, importance, etc.)
2. The confidence in the person (his or her character and competence–knowledge, skills, experience, motivation, honesty, trustworthiness, etc.).The combination of the two determines how much supervisions is
required or freedom is allowed – depending on the people and the situation. The following levels can be a point of reference:
Level 1Wait until
told
Level 2Ask for
instructions
Level 3Bring
recommendation.
Level 4Do it and
report immediately
Level 5Do it and
report routinely
Level 6Do it
Problem Resolution Problem Resolution
1. What is the problem?2. Why is it a problem? Or: How do you know it’s a problem?
3. Why is it a problem to you, personally?4. What caused it?5. Who is responsible? Or Who is really responsible?
6. What stops you solving it?7. What would happen if you did nothing?8. So what do you want to do instead?
1. What is the problem?2. Why is it a problem? Or: How do you know it’s a problem?
3. Why is it a problem to you, personally?4. What caused it?5. Who is responsible? Or Who is really responsible?
6. What stops you solving it?7. What would happen if you did nothing?8. So what do you want to do instead?
ManageME AppraisalsManageME Appraisals
What is manageME appraisals?What is manageME appraisals?
Essentially, it’s an online version of our existing performance management tool. We are moving it online and making it part of manageME to give us:
Much stronger goal alignment employee and line manager collaboration for goal setting much more effective conversations for distributed teams greater focus on the meeting rather than the supporting
documents Less bureaucratic paper shuffling compliance and ability to audit quality of goal setting &
feedback Greater utility and visibility of business priorities and
supporting needs We will be using manageME Appraisals to set and record 2011
goals and then to manage performance from this point forward. 2010 performance can be reviewed either in manageME Appraisals or in the existing MS Word format.
Essentially, it’s an online version of our existing performance management tool. We are moving it online and making it part of manageME to give us:
Much stronger goal alignment employee and line manager collaboration for goal setting much more effective conversations for distributed teams greater focus on the meeting rather than the supporting
documents Less bureaucratic paper shuffling compliance and ability to audit quality of goal setting &
feedback Greater utility and visibility of business priorities and
supporting needs We will be using manageME Appraisals to set and record 2011
goals and then to manage performance from this point forward. 2010 performance can be reviewed either in manageME Appraisals or in the existing MS Word format.
How can my team gain access?How can my team gain access?
This week, the manageME team is sending out details to ALL staff. All Synovators will have access to manageME and manageME Appraisals by 14th January.
If your teams have access to manageME already, this will be a reminder, together with a note that manageME Appraisals is now live on their portal.
If your teams do not yet have access, their notification will also include login credentials for manageME, and they will receive access to manageME at the same time.
This week, the manageME team is sending out details to ALL staff. All Synovators will have access to manageME and manageME Appraisals by 14th January.
If your teams have access to manageME already, this will be a reminder, together with a note that manageME Appraisals is now live on their portal.
If your teams do not yet have access, their notification will also include login credentials for manageME, and they will receive access to manageME at the same time.
What do I need to do?What do I need to do?
Almost all the work has been done for you around the launch. Your principle responsibility as a business leader is to ensure that everyone in your team is aware that
manageME Appraisals is launching this week they should be using this tool for 2011 goal-setting they will be receiving notification from the manageME team by
14th January full training materials can be found in the tool itself on the
manageME website
Almost all the work has been done for you around the launch. Your principle responsibility as a business leader is to ensure that everyone in your team is aware that
manageME Appraisals is launching this week they should be using this tool for 2011 goal-setting they will be receiving notification from the manageME team by
14th January full training materials can be found in the tool itself on the
manageME website