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