Managerial Skills - Manual

8/2/2019 Managerial Skills - Manual

1/83

Study Material

Managerial Skills

(A Workshop for New Managers)

-Cube Training & Development Study Material New Managers

A-43/6, DLF City Phase-I, Gurgaon, Haryana 122002 www


2/83

C-Cube Training & Development Study Material New Managers A-43/6, DLF City Phase-I, Gurgaon, Haryana 122002 www.ccubet

Are Managers born or Can You Become One? is a common question askein the context of Managerial Skills

Noted management researchers James Kouzes and Barry Posner contenthat management is an observable, learnable set of practices. Given thopportunity for feedback and practice, those with desire and persistence leacan substantially improve their abilities to do so.

Although managerial skills can be learned and developed, no one formula wapply in all situations and with all people. There are no simple dos and dont

What will work is to gain knowledge about aspects of Management relevanto your goals and circumstances, experiment with them and then internalizthem.

The C-Cube Managerial Workshop is designed to help you explore some othe most fundamental and important aspects of Manager and to substantialimprove your skills in these areas in a systematic and practical manner.

This Study Material is not a substitute for the Workshop. It serves as reminder of some of the concepts covered in the workshop. However, i

purpose is more to provide additional, complementary learning in areas thcould not be covered because of time constraints.


3/83


Contents

Session Topic

1. First Time Manager-The Transition & its Implications

2. Goal Setting and Achievement Planning

3. Delegation and Empowerment

4. Developing People

5. Motivation

6. Building a Successful Team

7. Leadership Styles

8. Gaining Acceptance as a Leader

9. Communication Intelligence - Being Assertive

10 References


4/83


First Time Manager(The Transition and its Implications)

Why is your performance as FTM important?

Planning

Execution

Employees

Supervisors

Middle-level Management

Top-level

Management

FTM FTMFirst rung managers

(First step on the management ladder)

The pyramid gets narrower


5/83


Difference between schooland college

Greater freedom, greaterchoices

Non-structured situation,scope for creativity

Power to influence others Control over destiny

Circle ofConcern

Circle ofInfluence

Why is your performance as FTM important?

Changes in role Who am I?

FTM= Manager + leader + supervisor + team player

Managers get things accomplished with and through people by guiding and motivatingtheir efforts towards common objectives

Leaders are proactive in making systematic changes and developing people towardspursuing excellence and inspire the confidence of others, influencing and persuading themto give their very best

Management works in the system; leadership works on the system

Supervisors oversee; critically watch and direct activities

Team players constructively contributes his personal efforts towards team goals and helpsothers when required


6/83


What will I be doing?Escalating issues When

The problem is outside your capability or power You think a critical deadline is going to be missed You see trouble brewing and you want to pre-empt a disaster

Not when You want to pass the buck, not take responsibility of the decision You have not made sufficient effort to resolve it at your level You just want to complain about how bad things are

How Pro-actively With a proper understanding of the problem, generation of and analysis of

possible alternatives along with their implications

What will I be doing?

Activities directed towards team performance

Team goal-setting

Planning for goal achievement

Organizing resources and negotiating, networking for that

Staffing

Delegating, directing

Empowering, developing, motivating, guiding, helping team members

Appraising, disciplining, managing conflicts

Problem-solving, decision-making

Contributing meaningfully in meetings, encouraging others

Monitoring, controlling

Client handling

Reporting to seniors


7/83


What should be my approach, attitude, perspective?

Ownership (Willingness to own, identify, Belongingness) implies

Personal commitment, sense of responsibility The buck stops here Cant go on complaining, blaming the system or individuals Cant take the stance Ive done my bit Cant expect others to take decisions, resolve issues Cant postpone problems hoping someone else will handle them Cant give excuses Have to take decisions, resolve problems, take everyone with you, move ahead Have to perform and deliver results Have to take the flak when things go wrong

What should be my approach, attitude, perspective?

Ownership (Willingness to own, identify, Belongingness) is naturally accompanied with

Pro-activity

Initiative and Resourcefulness

Energy, enthusiasm, cheer,

Achievement Orientation, Quality consciousness Persistence

Loyalty

Flexibility


8/83


New Competency Set Required

Executive

Managerial

Supervisory

Workers

ConceptualHuman

Technical

Technical skills are not toreduce, but to widen

Administrative jobs of a routinenature should be automatized ordelegated

You need to developcommunication and interpersonalskills, competencies related todelegating work and developingpeople, influencing, assertivenessand handling difficult people andsituations

Also, problem-solving, decision-making, goal-setting andachievement planning

The biggest opportunity and challenge

The chance to make a difference Gaining Acceptability


9/83


Your perceptions of the changes?

1. What change do you see in your new role?

2. What are the biggest changes you see in your responsibility?

3. The approach, attitude, and perspective you will need in your new job?

4. The new activities and functions you expect to be doing now?

5. The activities and functions you expect to be relieved of?

6. The new set of competencies & attitude you will need to acquire?

7. Do you feel the technical part of your job is going to decrease and theadministrative workload increase?

8. The opportunities you see in your new position?

9. The biggest challenge you see in your new position?

10. Tough situations you are apprehensive about?

11. Do you feel honored or overburdened with additional responsibility?

What will I be doing?

Activities directed towards adding to the value chain

Finding innovative ways of increasing revenues and productivity, cutting costsand wastages

Ensuring a transparent and open environment in which information, issues,feedback is shared

Seeking, initiating, and implementing innovative improvements in systems,processes and methods

Developing and inspiring people to exceed expectations


10/83


Functions of a Manager

Organizing

Monitoring

And

Controlling

Planning

Staffing

Leading

Organizing

Monitoring

And

Controlling

Planning

Staffing

Leading

New activities, efforts

Exchanging information Paperwork Planning Decision making Problem solving Controlling Interacting with outsiders Socializing / Politicking Motivating Disciplining Managing conflict Training and developing

Communication

TraditionalManagement

Networking

Human resourceManagement


11/83


Action Centered Leadership/ Management

Key Actions of a Leader/ Managers Action Misconstrued

1 Setting Goals

2 Planning & Organizing

3 Delegation & Empowerment

4 Inspire, Influence, Motivate

5 Tackle non-performance

6 Problem solving & decision making

7 Creating positive Team Climate


12/83


Learning from the session

......

.....................

...................

...........

.........


13/83


Goal - Setting and Achievement Planning

Success is the progressive realization of worthwhile, predetermined goalsGoal setting - supported by careful planning - is the most powerful procesavailable to improve the productivity of your team and to ensure its success.

Goals are usually stated in terms of what is to be accomplished and when.

A departments what by when statements are generally more specific thathe broadly stated objectives of the organization. While the higher-level gomay be to provide quality maintenance services for the entire organizationthe departments objective may be to reduce machine downtime by 12% byear end.

Even if your goals are set mostly by your bosses, it helps to do your ow

thinking about it. You can then give concrete reasons for why certain goaare not acceptable or need modification.

Goals must be SMART i.e., they must have the following characteristics:

Stretch Measurable Agreed / Acceptable

Realistic Time-bound

Goals are important as they give direction arid set context. Without cleanon-conflicting goals your team will be in a state of chaos and the variouteam members will be working at cross purposes.

Goals state what is to be achieved while plans indicate how. Goals give thedestination, plans chart out the path.

Planning promotes efficiency and reduces waste and costs. Througthorough planning, haphazard approaches can be minimized and duplicatio

avoided.

The minimum time for completion of activities can be planned and scheduledand facilities and human resources can be used to optimum advantage.

Contingencies can be anticipated or estimated and suitable provisions orbuffers can be made for the same.


14/83


Good planning requires:

the ability to assess situations and peoples capabilities Correctly a good understanding of the tasks involved the ability to foresee contingencies and possible obstacles the ability to be realistic-not overambitious or overcautious

Power of Written Goals and Plans

Written goals add to clarity both your own and that of your team memberThe process of goal-setting allows you to consider your current situation anmake a realistic assessment of what can be achieved.

Writing your goals and plans forces you to clarify and crystallize youthinking. It also gives a greater sense of sanctity as compared to just a verba

understanding. Definite plans produce definite results. Indefinite plans, contrast, produce little or no results.

The manager and the various team members always know what to do nexgoals and plans are committed to writing. Written goal setting and planninprovides a strong sense of direction to keep you focused on the mosimportant activities. It serves as a filter to eliminate extraneous demands.

Conflict between your stated priorities and real use of time by team member

becomes obvious more easily.

Written goals and plans bring to life order, meaning, and purpose that sustainterest and motivation over a long period of time.

Everyone can visualize future results more easily and clearly. The teammembers believe more strongly in the possibility of success and becommore motivated to reach the goals.

Stated goals and plans also provide the basis for measuring progress.

However, stating the goals and plans in writing is not the end of the story.

Written plans are the foundation of success, but action is the springboard tactual success and increased productivity. So, plans must be implementevigorously, monitored regularly. Controls must be exercised if there are andeviations.


15/83


As circumstances change or more information comes to light, the managmay need to modify, revise and alter the goals and plans.

Conflicting Goals

There is some level of inherent conflict in some goals.

Quantity Quality Costs Time Team size Safety Employee satisfaction

When goals are set without realistically assessing the inherent trade-offs, thmanager is sowing the seeds of conflict, chaos and frustration. Problems arbound to arise if you want something but are not willing to pay the price for iIn real life situations, you cannot have your cake and eat it too.

So, while, setting goals and planning, the manager must be acutely aware ofthe trade-offs involved and take decisions based on current organizationalpriorities.

Real Potential and Goals

A boy found an eagles egg and put it into the nest of a chicken. The eaghatched with the brood of chicks and grew up with them. All his life, thchangeling eagle - thinking he was a chicken - did what the other chicken didHe scratched in the dirt for seeds and insects to eat He clucked and cackled

And he flew in a brief thrashing of wings no more than a few feet off thground. After all, that is how ordinary chicken were supposed to fly.

Years passed. And the changeling eagle grew very old. One day, he saw magnificent bird far above him in the cloudless sky. Hanging with gracefumajesty on the powerful wind currents, it soared with scarcely a beat of itstrong golden wings.

What a beautiful bird! What is it? he exclaimed.


16/83


Thats the golden eagle, the chief of all the birds, his chicken brotheclucked but dont give it a second thought. You could never be like him Sthe changeling eagle never gave it another thought. And it died thinking was an ordinary chicken.

Creativity and Futuring in

Goal setting and Planning

Some people see things that are, and ask Why?

I see things that never were, and ask Why not?

- George Bernard Shaw

Mediocrity is self-inflicted. Genius is self bestowed.

- Walter Russel

One of the most fundamental human cravings is a search formeaning.

- Victor Frank!

The best way to predict the future is to invent it now.

- Arthur Costa

$1.9 billion retailer Nordstrom gets by with a one sentence policy manual:Use your own best judgment at all times

Key Steps in Planning

1. List down steps to be taken

2. Milestones and time line

3. People responsible

4. Resource required

5. Expected bottlenecks

6. Counter measures

7. Communications


17/83


Key Learning from this session


18/83


Delegation & Empowerment

The Time of a Manager or Leader:

The time of a manager or leader, productivity spent, is a valuable commodityInitially you are hired for particular knowledge or expertise in a field accounting, engineering, marketing etc. However, as you move up in thorganization, a larger percentage of time must be spent managing anleading rather than pursuing operating tasks.

The following chart suggests an appropriate division of time for those avarious levels in the organization.

No matter how ambitious, talented, or self-disciplined you are, as you rise the hierarchy you have to achieve results through others. You have to fre

yourself from many jobs that you earlier used to do or jobs you can do budont need to do yourself anymore.

To get quantum benefits from synergy, you have to leverage the use of youtime.

To make substantial value additions in your new role you need to take unew high-payoff activities and to get more think-time in proportion to do-

IDEAL TIME STRUCTURE

Chief Executive Officer

Executive manager

Middle Manager

First Line Supervisor

90% 10%

Managing

Operating

30% 70%


19/83


time. For all this to be possible you have to develop the fine art of delegatioand empowerment.

As a manager or a leader earns more responsibility, careful judgment mube used regarding hands-on activities versus those that he turns over throug

delegation and empowerment. The degree of required control depends othe particular area of responsibility.

Investment of the leaders time in many instances is perfectly appropriate aneven necessary. Like the conscientious parent who constantly .faces thdilemma of encouraging children to take initiative, while still providinappropriate safety guards, the effective team leader faces the need tbalance managing and operating.

The two extremes, excessive delegation and crippling control, can bavoided by applying sensitivity and balance - often a tricky task.

One needs to recognize the requirement to free adequate time for managinhigh payoff activities, yet never completely lose touch with operationaactivities.

Direct involvement and support from managers communicates to team

members that their work is valued and significant to the overall organization.

The most successful, powerful managers / leaders in any organization arthose who learn to delegate effectively, who surround themselves witcompetent people and then allow those people freedom to do the job.


20/83


Appropriate Attitudes for Delegation effectiveness

1. Flexibility: Delegation must be accompanied by flexibility. Allow people ttest new ideas, and you will enjoy the rewards of unexpected, innovativresults. People will respond to situations and clients in ways mor

effective than you could have dreamed.

A flexible work environment enables workers to eliminate unnecessasteps and spend time only on activities that add value. This is one of thmost effective strategies for increasing productivity.

2. Self-confidence: Self-confidence is the foundation for delegatiowithout fear. Self-confidence gives you the freedom to share necessarinformation and resources to empower others through delegation.

One common reason managers / leaders withhold authority anresponsibility from other team members is the fear of being replaced ounneeded. This attitude sacrifices progress of the whole group. manager who has a deep need for personal power and the dependencof others often expects or demands unquestioning obedience - aexpectation fatal to effective team work and maximum productivity

Actually, when your team members become capable of doing your wor

you are available for promotion.

By delegating in all suitable opportunities to delegate you reinforce thability and worth of your team members and build a reputation as aenergetic person who focuses effort and time on maximum payoactivities.

Find contributions you can make that no one else has the ability tperform. Delegate the rest. In this way, you maximize your strengths an

also meet the needs of those to whom you report. A person consumewith the passion for finding new, creative, measurable ways to contributto the organization will always be a vital, valuable team member.

3. Believe in others: Develop consistent thought habits of believing thaothers are competent, intelligent, and capable of achievement. Believthat different is not necessarily undesirable. People to whom yodelegate tasks are unlikely to use the methods you would, but their wor


21/83


is not necessarily inferior. Judge results rather than methods when yodelegate.

Some people are conditioned to believe that their work and that of thepeople is valuable only if it is perfect. With these often unreasonabexpectations, they hinder their own performance and quench much othe creativity and enthusiasm of other members. You should seappropriate standards of excellence for yourself and your teammembers.

4. Team Commitment: True heroes are team members who earn respecinvolvement, and results through behind -the-scenes, consistendedication to group goals.

Taking credit for work of others, not listening to their ideas, working so- these are all symptoms of a mistaken belief that effective leaders managers not release control. Eliminate activities that minimizeundermine, or second-guess the work of other team members. Alloothers to succeed and excel.

In addition the attitudes described above work on developing these: -

Think and talk in terms of ewe, not just me

Recognize that mistakes are part of the learning process

Replace the word failure with- other words in your vocabulary:mistake, learning experience, or test.

Know your personal strength and limits.

Set healthy boundaries for your time and involvement based on you

goals. Rotate leadership responsibility for meetings and projects when

appropriate

Include the names of all contributors on reports, memos, etc.

Constantly communicate and repeat your reason for working togethe


22/83


Be available for others, but at the same time, encourageresourcefulness and creativity

Effective delegation gives the message: 9)o whatever it takes; youhave the talent!

If you have not previously developed the habit of delegation, youwill probably experience some discomfort as you delegate tasks yopersonally handled in the past. Remember, the biggest threat to habchange is the habit itself.. Resist the temptation not todelegate just because it feels uncomfortable initially. The more yodelegate, the easier delegation becomes.

Five Steps in Delegation

D .

G .

R .

A .

C


23/83


Empowerment

Empowerment is the art of enabling others to take action.

Empowerment is the creation of a motivational climate that releases powe

resources, and responsibility to each team member to foster maximuminvolvement, commitment, and desired results. Allow others to make mordecisions, and they bring more commitment to any corporate endeavoimpart a degree of ownership to others, and they become involved in youvision and action plan.

Empowerment is also about helping team members understand the spirit anmission of their work. The story is told of a traveler who visited a stone quarrand asked three of the workers what they were doing.

Cant you see? said the first one irritably. Im cutting a stone The seconreplied, I am earning a living. But the third put down his pick and thrust ouhis chest proudly. Im building a cathedral, he said.

How people view their work makes a significant impact on long-termproductivity. All workers perform and respond to change best when they areaccomplishing goals that matter to them. A synergistic, empowered, and

productive team consists of individuals who envision their input as meaningfuand significant.

The Benefits of Empowerment

High quality service is one of the significant results of an empowered teamBecause empowered team members are well - informed, well -trained, anvested with the necessary authority, they are able to seek ways to satisfcustomers without being forced to wade through mountains of bureaucrac

and red tape.

Empowerment can be the spark of progress, with many tangible anintangible benefits, including

Retention of creative, skilled people as they participate and sharin the success of the group


24/83


High-caliber information flow as people know their ideas arsolicited, respected, and acted upon

Unique competitive advantages derived from maximizing thtalents of all individuals in the organization,

Increased high payoff time for upper management

Improved morale as group members enjoy belonging anbecoming emotionally and intellectually involved in projects.

Initiating the process of achievement through empowerment may take longethan imposing an agenda upon others. But strict, top- down control fails tfully use the potential of individuals. Team members show only short-liveeffectiveness, along with little or no responsiveness or adaptability. Icontrast, once people experience the fulfillment that comes througempowerment and involvement, they are eager to adapt and make full use otheir potential.

Ten Rules for Being an Effective Delegate

1. Be a good listener

2. Summarize what you have heard periodically

3. If you are not sure about the time, say so.

4. Add your comments and input to the work assignment

5. Try to confirm your bosss objective for the assignment

6. Show your plan. If possible, on receiving the assignment

7. Identify any potential problems and possible solutions

8. Set priorities together

9. After a meeting, summarize the key points of the assignment as youunderstand them.

10. Agree with your boss on method of reporting progress orally or byemail, leaving a message with the secretary


25/83


List down some practical actions you can take for empowering people



26/83


Managing Monkeys_________________________________________________________

One of the most useful and practical concepts in time management is thadeveloped by William Oncken and Donald Wass and published first in th

Harvard Business Review01 December 1974.This handout takes the monkey concept and translates it into tools foreveryday management.

What Are Monkeys?

Monkeys are tasks which have to be completed. They may be in the form of

problem, or they may simply be part of someones job but one thing they ahave in common is that they are always trying to jump from the back of thelegitimate owner on to someone elses back.

In their original article, Oncken and Wass were specifically relating monkeyto the boss/ staff member relationship and showing how easily teammembers pass on their monkeys to their bosses. They referred to the timconsumed by this as staff imposed time. In this handout we shall extend thconcept to all work relationships, whether manager/staff member, peer/pee

or inter-team.The following example helps illustrate what monkeys are and how they canleap from staff to boss:

Imagine that a manager is walking down the hallway and that she notices onof her staff, Bruce, coming up the hallway. As their paths meet, Bruce greethis boss with Hi Kathy. Oh, by the way, have a little problem. You see.

As Bruce continues, the manager notices the same awful similarbetween this and the many other problems her staff gratuitously bring ther attention in the course of a week. Namely, the manager knows (aenough to get involved, but (b) not enough to make the instant decisioexpected of her at this moment. Eventually she says Thanks for lettinme know Bruce. Look, Im in a rush right now. Let me think about it anIll get back to you. Then she and Bruce part company.


27/83


Lets analyze what actually happened in our little scene. Before the two ofthem met, on whose back was the monkey? The staff members. After theyparted, on whose back was it? The managers!

Staff imposed time begins the moment a monkey successfully executea leap from the back of a staff member to the back of his/ her boss andoes not end until the monkey is returned to its owner for care anfeeding.

In accepting the monkey, the manager has voluntarily assumed position subordinate to her staff. She has done this by doing two thinga staff member is generally expected to do for his/ her manager - thmanager has accepted a responsibility from her staff member and haalso promised him a progress report.

The staff member, to make sure the manager does not miss this poinwill later stick his head in the managers office and cheerily queryHows it coming? (This is called supervision.)

As we said, monkeys dont only leap from staff to bosses. Here is anotherexample:

Mark and Jenny work in the same marketing team. They are both bran

managers and have similar levels of experience. Just as Jenny waabout to go home last Monday night, her boss asked her if she woumind doing a special project on competitor X for him by the end of thweek. Jenny accepted the task happily.

The next morning, Jenny bumps into Mark outside his office anstrikes up a conversation. During the conversation Jenny happens tmention that she is trying to dig up some information on competitor Xand asks Mark what he knows. Mark enthusiastically responds with

know someone who used to work there. Give me a couple of days andshould be able to get all the information you need. Jenny responds witthat would be great Mark, but are you sure you can afford the time? twhich Mark

says No worries Jenny. Im happy to be of some help and it wont taktoo long.


28/83


If we analyze what happened in this example, the monkey was witJenny until Mark offered to get the information she needed. It then tooa fast leap to Mark and will stay there until he has obtained thpromised information for Jenny.

Why Do We Accept Monkeys?

Because people accept monkeys so easily it is worth asking the question whdo they do it? There seem to be many reasons, but one of the most commonis the feeling of wanting to help the other person. This feeling of wanting tohelp is not in itself bad - in fact it is to be applauded. The question whichreally needs to be asked is whether this form of help is really helpful.

Let us explain. In the short term, accepting the monkey may help the othe

person as it will get them out of a spot. However, in the long term it will not bhelpful as they will not have learned how to do the task or solve the problemfor themselves. This means that they will once again need your help the nextime, and the time after, and the time after that etc.

To be able to recognize this point is paramount for managing monkeyparticularly if they are from staff members. The focus on managing monkeytherefore becomes an issue of how to get people caring for their owmonkeys. Lets look at how Oncken and Wass recommend you should dea

with monkeys.


29/83


Eliminating Monkeys

The first step in the successful management of monkeys is ensuring that yodont collect any more. In their article, Oncken and Wass described manager who had driven into work on Saturday morning to catch up on a

the work he hadnt had time to do during the week (because of all thmonkeys he had collected) and how he had looked out at the golf coursover the road from the office and seen his staff playing a round of golf. At thpoint he realized something was dreadfully wrong with the way he wamanaging his lob and his staff. The question in his mind was who is workinfor whom?

The first thing he does on Monday morning is to call his staff into his officeone by one and, announce some new ground rules:

At no time while l am helping you with this or any other problem will youproblem become my problem. The instant your problem becomes mine, yowill no longer have a problem and I cannot help someone who hasnt got

problem.

Monkey Deflectors

In the above example, the manager has established with his team some neexpectations about their work relationship. Often though, monkeys can beffectively and positively handled by asking the right sort of questions. Foexample, a staff member comes to his/ her manager with a problem, seekintheir help. Here are some possible responses:

What would you suggest?

If you were me, how would you do it?

What do you think we should do?

What solutions do you see?


30/83


The questions are all excellent for getting the staff member to come up witsome solutions for themselves. We have found that even in very toughtraditionally autocratic; situations where supervisors/managers have tried thapproach have been very successful. Typically managers have more time tdo their high priority tasks, staff members are learning more and they ar

more highly motivated. The consequent higher level of staff memberconfidence means that few monkeys get brought to the manager.

The above responses are suitable and effective where the main problem witthe staff member is a lack of confidence and/ or motivation. Where thproblem is a lack of knowledge or skills (competence), the manager mutake a different approach-one of coaching.

Rules for the Care and Feeding of Monkeys

Rule 1: Monkeys should be fed orshot. Otherwise, they will starve todeath and the manager will wastevaluable time on postmortems orattempted resurrections

Translation: tasks/ problemsshould be properly managed.Dont allocate a task withoutshowing the person how to goabout the job. If you are not

prepared to do this, do it yourself.Rule 2: The monkey populationshould be kept below themaximum number the managerhas time to feed. His staffmembers will find time to work asmany monkeys as he has time tofeed but no more. It should nottake more than 5 to 15 minutes tofeed a properly prepared monkey.

Translation: Do not allocate anynew tasks to staff membersunless you have time to properlycoach them. Each coachingsession should take no more thanabout 15 minutes


31/83


Rule 4: Monkeys should be fed faceto face or by telephone, but neverby mail. Documentation may add tothe feeding process but it cannottake the place of feeding

Translation: Coaching shouldbe an interactive process toallow the manager and staffmember to each give andreceive feedback. This cannot

happen with written instructions.

Rule 5: Every monkey should havean assigned next feeding time: anddegree of initiative. These may berevised at any time by mutualconsent but never allowed to

become vague or indefinite.Otherwise, the monkey will eitherstarve to death or wind up on themanagers back

Translation: For every task youdelegate, your staff membersneed to know when you willnext discuss it and how far theycan go in the meantime. If this

doesnt happen the staffmember may go beyond theircurrent level of competence forthe task, or may lose interest.

Conclusions: The monkey concept is an excellent way of highlighting thepower of effective delegation. As well, it helps to alert us to the everpresent potential of monkeys to hop from the backs of others on to ourshoulders. This handout is not suggesting that we should avoid monkeys all

the time. Sometimes they provide a learning opportunity for us, at othertimes, by taking on someone elses monkey; we may be strengtheningwork relationships which will help us in the future.

The most important hint is firstly to recognize a monkey when you see it,ask yourself what is the most appropriate to take, and then take that actionwithout feeling guilty.

Rule 3: Monkeys should be fed byappointment only. The managershould not have to be hunting downstarving monkeys and catching

them on a catch-as-catch-can basis.

Translation: Control thecoaching process. Set times fordiscussing progress with staffmembers.


32/83


Save Time and Get Result

A number of years ago, Dale Carnegie interviewed a business executive whstated that he had eliminated 75 percent of the time he had formerly spentrying to solve business problems.

The man, Leon Shimkin was Chairman of the Board of Directors for the welknown New York publishing company, Simon & Schuster. Here is MShimkins account of the impact of the Four ProblemSolving Questions ohis life:

Todays businesses require people to spend an enormous amount of time inmeetings.

As organizations encourage teamwork and more decision making at levels, meetings continue to increase on importance as a communicationforum. Yet, surveys have estimated as much as one-third of the time spent imeetings is unproductive and results annually in billions in lost revenue. .

Just as most new parents are given no handbook and little instruction on howto raise a new baby, businesses often give little or no guidance to even thmost experienced associate on how to conduct and/or participate effectivein meetings.

Meetings are generally conducted for planning, communicating informatioand/or arriving at decisions. This booklet focuses specifically on a commotype of meeting the problem-solving meeting. Problem-solving meetingprovide an open forum for sharing ideas and a process by which groups cacollectively benefit by communicating ideas based on the thinking anexperiences of the whole, resulting in a synergistic effect.

For fifteen years, I spent almost half of every business day holdinconferences, discussing problems. Should we do this or that do nothing aall? We would get tense: twist in our chairs: walk the floors: argue and garound in circles. When night came, I would be utterly exhausted. I fulexpected to go on doing this sort of thing for the rest of my life. I had beedoing it for fifteen years and it never occurred to me there was a better way odoing it. If anyone had told me I could eliminate three-fourths of all the timespent in those worried conferences, and three-fourths of my nervous strain,


33/83


would have thought he was a wide-eyed, slaphappy, armchair optimist. Yet,devised a plan that did just that. I have been using this plan for eight years. has performed wonders for my efficiency, my health and my happiness.

It sounds like magic but like all magic, it is extremely simple.

Here is the secret: First; I immediately stopped the procedure I had beeusing in my conferences for fifteen years a procedure that began with mtroubled associates reciting all the details of what had gone wrong, anended up by asking, What shall we do? Second, I made a new rule thrule is that any prepare and submit a memorandum answering these fouquestions:

Question 1: What is the problem?

In the old days we used to spend an hour or two in a worried conferencwithout anyone knowing specifically and concretely what the real problemwas. We used to work ourselves into a lather discussing our troubles withouever bothering to write out specifically what our problem was.

Question 2: What are the causes of the problem?

As I look back over my career, I am appalled at the wasted hours I have

spent in worried conferences without ever trying to find out clearly theconditions which lay at the root of the problem.

Question 3: What are the possible solutions?

In the old days, one person in the conference would suggest one solutionSomeone else would argue. Tempers would flare. We would often get cleaoff the subject and at the end of the conference, no one Much less time now consumed in the house of Simon & Schuster in worrying and talkinabout what s wrong; and a lot more action is obtained toward making thosthings right.

The Four Problem-Solving Questions

The Four Problem - Solving Questions can be used in multiple ways. Besidebeing used as an outline for a meeting, they can be utilized in a


34/83


memorandum or letter as well as over the telephone.

Lets see how we might use these four questions in a problem-solvingmeeting.

Suppose, for example, that we are members of a corporate team that isholding a meeting because our profits are declining. So, we proceed.like this

Step 1. What is the problem?

Answer: Sales are declining.

Step 2. What are the causes of the problem?

Answer: Members of the team have various ideas as to causes, amongthem:

Noncompetitive pricing.

Ineffective advertising.

Slow response to customer need.

Discourteous salespeople.

Changing market.

Step 3. What are the possible solutions?

Answer:

Reduce pricing.

Change advertising.Identify ways to respond more rapidly to customers.

Offer sales associates incentives. Provide sales staff with customersatisfaction training.

Survey customers and identify market.


35/83


Step 4. What is the best possible solution?

Answer: -

Lets assume that the team agrees that the best solution is to provide sale

associates with more customer relations training.Note: Sometimes the best solution may be a combination of two or more othe possible solutions offered by the group.

Most of us will at some point find ourselves conducting a meeting. We shouldknow some guidelines for leading a meeting and for taking part in a meeting


36/83



____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


37/83


Developing People

Effective Leadership is full time people development

Leaders as teachers

They set an example: To your team, you are your enacted priorities, nmore and no less. The mundane, minute-to-minute choices you make as yodo your own job are the most powerful teachers. Your people wont miss beat. Like it or not; on and off the field you set the example others will followDo you walk your talk?

They excel whether in finance, production or marketing, these managerwere the best in some aspect of their business.

They provide the environment for growth: They gave exposure. Theopened doors for them. They made sure that the work and accomplishmentof young managers were seen.

They provided latitude. They gave young managers the freedom to try, thcourage to fail. They involved them in important tasks. They were tougtaskmasters. They challenged; they demanded excellence. They gavyounger managers constructive advice and feedback. They used younge

managers as sounding boards

Aspects of Developing People

Performance Appraisal: A systematic assessment of how well employeeare performing their jobs, and the communication of that assessment to themPerformance appraisal includes comparing the employees performance wit

the standards.

Regular feedback on performance is essential to improve employeperformance and to provide recognition that will motivate employees tsustain satisfactory performance.


38/83


Coaching: Think back on your career, starting as far back as elementarschool. Almost all of us can name a handful (but only a handful) of superiocoaches teachers, sports or non-sports activity leaders, bosses - whhave contributed disproportionately to our development, almost as if they halaid a magic hand on you.. They drew from within you a best that you couldn

have conceived of.In business, as in sports, employees benefit from coaching. The coacobserves the employees current performance and communicates what wenwell and what specifically needs to be improved and then allows time tpractice the skills before giving further instructions. The coach must providconstructive feedback on an ongoing basis.

A coach knows his stuff was technically commanding. But much mo

important, he instinctively knows his players limits: He pulls you to thoslimits and beyond, but never pushes you to discouragement. And, above ayou can know he cares, cares in4ividually about what was going on in youhead as you faced tiny (and not so tiny) defeats and exhaustion, as well aoccasional victory.

He is a demanding taskmaster, but he was demanding because he caredYou can feel it and smell it because he was hell-bent on cajoling the besfrom you, a best you didnt even know you had. He pushed and nudged, anoccasionally raved and ranted. But just as zealously he guarded you againsa big fall and religiously avoided pushing you too far.

He had the gift of being around when you needed his help the most annot around when you needed to go it on your own.

Counseling: Counseling is an effort to deal with on-the-job-performancproblems that are the result of an employees personal problems.

counseling interview is the essentially non-directive process of askinglistening, reflecting and encouraging the employee to discuss his problemfrankly and to develop solutions.

Counseling may be necessary when a staff member is not performing as weas expected, seems to be troubled by something, is showing signs odisinterest, has breached or ignored company policy or rules, seems to bdc-motivated, is disregarding safety requirements etc.


39/83


There are two basic pre-conditions that need to be satisfied for counseling tbe successful. Firstly, the employee must be fully aware of what is expecteof him in his job. Secondly, you should have isolated exactly what behavioror actions of the person you are finding unacceptable or of concern becausif the person feels that he. is being criticized or attacked on a personal bas

they will probably react emotionally and, almost certainly negatively.Sponsoring: Sponsoring makes it possible for people to take charge of theenvironments after theyve received a full complement of training anencouragement. Sponsors grant practical autonomy by removing obstacles tperformance. The key to sponsoring successfully is not to grant too mucautonomy too soon and thereby invite failure rather than pride in steadachievement.

There are subtle differences between coaching and sponsoring. Coachingteaches people how to contribute and participate as active, full partners -sponsoring begins when outstanding skill has begun to speak for itself.

Confrontation: Confrontation does not mean a tough battle, clash opersonal attack, an unplanned hostile discussion, browbeating or threateningIt never means treating people badly.

Confronting is a form of counseling in which the alternatives an

consequences are clear and close at hand. Provided the individuunderstands performance expectations (i.e. you performed your educatorrole well), and provided you have done everything you can (effectivecoached and counseled) to foster improvement, confronting can be constructive, caring response to an individuals chronic low performance- face-to-face meeting where you bring an individuals attention to thconsequences of unacceptable performance, which include reassignment otermination. Confronting recognizes that a change is imperative.

It doesnt take an extroverted personality, or special flair or a flashy style tocoach well it only takes consistent attention and vigilant action:


40/83


Criticizing YourSubordinate.

By J. Stephen Morris

Criticizing a subordinate can be a real test for even the most seasone

manager. Too often what is supposed to be a constructive session turns inta futile confrontation, with mutual gripes and bard feelings, but no solution othe problem.

Five simple suggestions can help the manager make criticism sessions morproductive and problem-solving.

Step 1. Get to the point. Dont evade the issue. Skip the small talk and gstraight to the target: Bob, I want to talk to you about your late reports; oBarbara, I called you in to discuss your personality conflict with the directoof sales

This advice appears cold and heartless. You probably feel that a warm anfriendly opening, such as, Bob, how are the kids? or Barbara, hows thatraining for the marathon coming along? will relax your subordinate and easthe path to solving the problem.

But it rarely works out that way. Stalling and beating around the bush usualonly increase the anxieties on both sides.

Step 2. Describe the situation. Use a descriptive opening that is specific, notgeneral. Avoid evaluative openings at all costs.

Evaluative: Bob, I can no longer deal with your late, sloppy reportsDescriptive: Bob, youve been late on three reports in the last two weeksThat caused us two shipping delays and cost US $ 5,OOO

Evaluative: Barbara, youre nasty and abrasive: Descriptive: Barbara, thsales director has just informed me that you refuse to communicate with him

Evaluative opening are damaging because they prejudge your subordinatepoint of view. This can only pave the way to a confrontation. By beindescriptive you set the tone for, a factual recounting of the situation withou


41/83


prejudging. The subordinate will feel much less threatened, and more willinto cooperate.

Step3. Use active listening techniques. Encourage the subordinate to tell hside of the story. It will reduce defensiveness; clarify the situation and providboth parties with an opportunity to think the problem through.

It helps to ask open-ended questions that invite discussion, and cannot banswered with a simple yes or no. Begin questions with whatorhow, osometimes tell me ordescribe.

Bad: Do you like our new computer system?Good: How do you feel about our new computer system?

Nodding the bead, restating the subordinates statement in your own wordsencouraging more information through silence are other examples of activlistening techniques. They invite your subordinate to open up, and reassurhim you are interested in and sensitive to his viewpoint.

Step 4. Agree on the source of the problem and its solution. Its essential thathe subordinate agree that there is in fact a problem. If he doesnt, therelittle likelihood the problem will be solved.

Once you and the subordinate have identified and agreed on the problemwork together to identify the source, and let the subordinate get involved icoming up with a potential solution.

For example, if the problem stems from lack of knowledge, a training programmight be the answer. A lack of motivation might be resolved by explorinways to make the subordinates job more meaningful or stimulating. If therea personality conflict between subordinates, you might want to transfer one othem, or get them to work out their difficulties between themselves. You ma

discover that the subordinate youre criticizing isnt the cause of the problemat all; in that case, you may want to look elsewhere in the chain of command

No one likes to be ordered around. But by allowing the subordinate tparticipate in your decisions about resolving a problem, you can be betteassured of his active cooperation.


42/83


Step 5. Summarize the meeting. Have the subordinate synopsize thdiscussion and the agreed-upon solution. Both subordinate and manageshould leave the session with the same understanding of what was decidedEstablish a follow-up date which allows the sub ordinate reasonable time tcorrect the situation.

In closing the session, you should reassure the subordinate that yourealways available to discuss his progress.

The ultimate measure of your success will be whether the problem thaworries you is solved. Thats not always possible. But constructive criticism a skill that can and must be mastered by the manager who is dedicated timproving employee performance, productivity and morale


43/83


Keeping Favoritism and Prejudice Out of Employee Evaluations

By Andrew S. Grove

In my book, High Output Management, I characterized performancreviews as the single most important form of task-relevant feedback witwhich we supervisors can provide our employees.

What I said has not been enthusiastically received in all quarters. A teachefriend of mine heatedly insisted that performance reviewsancompensation and promotional practices based on those reviewswould noelicit better work but only favoritism in her school system. Another objectiowas raised by a lawyer I know who haughtily announced that nobody, simp

nobody, could judge the quality of his work. Comments of this type havreached me from other quarters as well.

In spite of the criticisms, I remain steadfast in my conviction that if we wanperformance in the workplace, somebody has to have the courage anconfidence to determine whether we are getting it or not. We must also finways to enhance what we are getting.

But lets examine these criticisms carefully, taking the lawyers position first.

am quite sure that in any sizable law firm, an experienced and senior partnecan make a meaningful evaluation of my friends work, no matter how arcanthe work might seem. After all, professionals go through intensive series oevaluations during their education. And during their internship, ansubsequent professional practice, professionals acquire and share basfacts and values that provide a good basis for meaningful dialogue anmutual evaluation.

This is not to say that when professionals are faced with a complex problemthere is only one way to handle it. Assessing performance is not an actbut process, even if the opening barrage is off the mark, the resulting exchangis likely to tune and perfect the work performed. In fact, the more obscure anintangible the nature of the work in question, the in ore such an exchange likely to contribute toils quality


44/83


For example, some years ago when I was supervising a number osemiconductor engineers, one of them discovered a technique that turned outo be extremely useful in solving an important problem. This solution broughrecognition, praise and a lot of satisfaction to my subordinate.

However, as time went on, he fell into the pattern of attempting to solve aproblems with this same technique, even though it had no relevance to themThis led to wasted effort and a lot of frustration. When I pointed out thpattern to my subordinate, he got defensive at first. He thought I was trying tminimize the importance of his earlier achievement. As we talked about mobservation some more, I eventually succeeded in convincing him that hinsistence on using the same technique over and over wa

counterproductive. Eventually, he managed to break his thinking pattern anaddress his new problems with a fresh approach each time, thus regaininhis earlier effectiveness.

The very idea of non-reviewability of professional work means that only thmost monstrous errors get evaluated after the worst has been perpetratedand then frequently during the course of malpractice litigation. I think we careduce the waste and damage caused by this practice in our society bagreeing on a basic principle; namely that all

work can and must be subjected to review by somebody. As for the teacherfear of favoritism, obviously power and the right to evaluate is powercacorrupt. What we as managers have to do is build enough checks anbalances into the system to minimize the influence of personal bias andistortion. At Intel, we use three safeguards.

Once an employee review is written up by a supervisor, the supervisors bosoversees and approves the written evaluation. This manager is the seconmost qualified judge of the employees performancesecond, that is, to themployees immediate supervisor. Being one level removed, he can put themployees performance in broader perspective; he is in a position tcompare it with the work of other people in a larger organization.

Our second check of the evaluation process stipulates that the personnrepresentative assigned to the employees department approve the review


45/83


Although someone from personnel probably cant judge the quality of hightechnical endeavors, he is likely to catch signs of favoritism and prejudiceand call it to the attention of the immediate supervisors manager. For this thave real effect, we must endow the personnel department with enoug

status and clout to make its opinions and comments count.

The third check comes from setting up ranking sessions, where thsupervisor meets with his peers and, together as a group, they compare anrank all of their subordinates. Of course, no one supervisor can assess thwork of all subordinates of his peers. But collectively, enough will be knowabout each employee to provide additional - and frequently conflictingpoints of view to the assessment process, resulting in a fair outcome fo

everybody.Do such checks and balances weed out all bad evaluations? They do not. Nsystem is foolproof, especially one that is necessarily laden with huma

judgment. Furthermore, such an evaluation process takes much more timand effort than simply listing a group of employees by date of hire and lettinit go at that (the basis of a seniority approach to evaluating performance). AIntel, we estimated that a supervisor probably spends five to eight hours oeach employees review, about one-quarter to one-third of 1% of th

supervisors work year. If the effort expended contributes to an employeeperformance even to a small extent over the course of a year, isnt that highly worthwhile expenditure of a supervisors time?

We are paid to manage our originations. To manage means to elicit betterperformance from members of our organization. We managers need to stoprationalizing, and to stiffen our resolve and do what we are paid to do.


46/83



____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


47/83


Motivation

Understanding Motivation

Too often motivation is viewed as something that one person can give to odo for another. Managers sometimes talk in terms of giving a worker a sho

of motivation or of having to motivate their employees.

However, motivating employees is not that easily accomplished since thconcept of human motivation really refers to an inner drive or an impulseMotivation cannot be poured down anothers throat or injected intravenously

Motive is the purpose underlying goal directed behavior. An inner state thaenergizes activities and directs behavior towards a goal.

Motivation is a willingness to exert effort toward achieving a goal stimulateby the efforts ability to fulfill an individual need.

In other words, employees are more willing to do what the organization wantif they believe that doing so will result in a meaningful reward.

The managers challenge is to stimulate the willingness by making the workesee the relationship between the effort and the satisfaction of the workerown needs through the achievement of team goals.

The rewards need not always be money; even praise and recognition can bpowerful motivators.

They can be anything that employees value. Different rewards motivatdifferent people. So, a key aspect of motivating is to know the various needof the employees that are important for them; the expectation of these arewards will stimulate them to act willingly and enthusiastically.

The essence of motivation is what individuals feel and do in relation to theown particular needs. Ultimately, all motivation is self-motivation.

A good manager structures the work situation and reward systems in such manner that employees are motivated to perform well because good worperformance leads to satisfaction of their particular needs. The slogaDifferent strokes for different folks should be a part of every managermanagement practice.


48/83


Hierarchy of Needs

Most psychologists who study human behavior and personality generally arconvinced that all behavior is caused, goal oriented, and motivated.

There is a reason for everything that a sane person does. People constantare striving to attain something that has meaning to them. Often we may nobe aware of why we behave in a certain manner but we all havsubconscious motives that govern the way we behave in different situations.

One of the most widely accepted theories of human behavior is that peopare motivated to satisfy certain well-defined and more or less predictabneeds.

Abraham H. Maslow formulated the concept of hierarchy of needs. Hmaintained that these needs range from lower-level needs to higher-leveneeds in an ascending priority.

These needs actually overlap and are interrelated, and it may be preferablto consider them as existing along a continuum rather than as being separatand distinct from one another.

Maslows theory implies that people attempt to satisfy these needs in th

order in which they are arranged. As one level of needs is satisfied to somextent, the individual focuses on the next level, which then becomes thstronger motivator of behavior. Once a lower level of needs is reasonabsatisfied, it no longer motivates behavior, at least in the short term.


49/83


At the first level are the biological (or physiological) needs such as food, resshelter and recreation. The paycheck enables a person to purchase thnecessities vital to survival as well some of the comforts of life.

Security needs include the need to protect ourselves against danger and tguard against the uncertainties of life. Job security, medical, retiremendisability and life insurance plans are benefits designed to satisfy safet

needs of employees.

Social needs are those that people have for attention, for being part of group, for being accepted by their peers, and for love. Many studies havshown that group motivation can be powerful influence on employee behavioat work in either a negative or a positive direction. Some employers providoff-the-job social opportunities for their employees as a means of helpinthem satisfy their social needs.

Self-esteem or ego needs are needs that people have for recognitionachievement, status and a sense of accomplishment. They relate to personafeelings of self-worth and importance. Managers should look for ways osatisfying these internal needs by providing variety and challenge in wortasks and recognizing good performance if possible publicly.

Self-fulfillment (or self-realization) needs the desire to use onecapabilities to the fullest. Managers can try to assign tasks that challenge

Self

Self-respect

Esteem

Social (Belonging)

Security (Safety)

Biological (Physiological)


50/83


employees to use their abilities more fully or allow them to use their creativitand resourcefulness.

The key for the manager is to recognize where each employee is in thhierarchy, what needs are currently driving the employee; and then to desig

formal and informal rewards to motivate him.

It is normal for employees to expect good wages, generous benefit plansand job security. For many employees (for example those who see otheemployment option as being available in the market), these items may play secondary role in day-to-day motivation. The key to longer-term, positivmotivation of employees lies in better satisfying their higher level need(social, self-respect, and self-fulfillment).

For some time now, employee surveys have been saying that money is noeverything. According to a recent survey, one third of the respondents placa positive work environment at the top of a list of factors for keepinemployees satisfied.


51/83


Exercise

What Do People Want From Their Jobs

_________________________________________________________

_____ Freedom to do my job

_____ Managers and coworkers who care about me

_____ Environment where others listen and act on my ideas

_____ Opportunity to learn new skills

_____ Material and equipment to do job right the first time

_____ Good compensation and benefits

_____ Opportunity to make work-related decisions

_____ Job security

_____ Praise and recognition for a job well done

_____ Interesting and challenging work

_____ Opportunity to use a variety of skills

_____ Knowing what is expected of me_________________________________________________


..


52/83


Building a Successful Team

What is a Team?

A group of people do not make a team.

Working groups arent necessarily a bad thing. In fact, for somorganizations, they are entirely appropriate. People participate in a burkingroup to share information, to make decisions and to co-ordinate practicesThe difference between these and the team is that the emphasis is always oenabling each individual to undertake their own area of responsibility. Theris no shared responsibility and no particular need to establish it.

A real team, by contrast, is a small group of people who are all joincommitted to a common purpose or goal and are actively cooperating tachieve that same goal or purpose.

Team members work with one another to achieve their goals: they dont jusget on with their own jobs and leave other people to get on with theirs. Alsothey co-operate they dont try to interfere with other people, or make difficult for them to work efficiently. Instead, they direct their activities towardhelping the other team members, to work towards the teams goal.

They have come together because they cannot achieve the goal alone, owhat they are able to achieve by working together is far more than what thecan achieve if they operate on an individual, on a working-group basis.

They have shared goals and consider each member of the team to be equalaccountable for what the team achieves, as well as for the general workin

approach that the team adopts.That doesnt mean, though, that everyone in the group is regarded as beinthe same. A real team of this kind, will consists of people who havcomplimentary skills and who are also ready to learn new ones if the tasdemands it. Rather than insist that everyone should be the same, goo


53/83


working teams take pride in the very different but complementary, knowledgand skills of their members.

So, the characteristics of a team are:

> Each team has a common purpose.

> The members are interdependent> They agree that they must work together effectively to reach their

goal

Signs of a high performance team

The high performance team is the realization of the ultimate in teampotential. These teams have extremely high performance achievements anoften achieve goals which appear at the outset to the impossible. Katzenbacand Smith have identified a set of distinctive signs which show a higperformance team:

1. Performance results:

The most obvious and vital sign of a positively functioning teams is the teamis achieving results.

A real team, is task-oriented: it is all about performance. This focus, togethewith the shared approach adopted by real and high-performance teamsmakes it almost inevitable that the team will out - perform working groups osets of individuals engaged in similar tasks.

The most distinctive feature of an effective team always is, that it is producinspecific tangible results.

2. Enthusiasm and energyTeams that are working well are also teams which are positive and energeticabout their work.

It is a deeply rooted aspect of human nature that we like to feel that ouactions are effective. A positively functioning team is therefore able to tap int


54/83


deep levels of motivation, which manifests in the energy that people put inttheir work, and in other signs of enthusiasm such as voluntarily staying late tfinish a task, offering to help other team members and being enthusiastabout their tasks.

3. Event-driven histories

Another sign of positive team-functioning is the way that a team evolves ahistory of its own.

Events happen: setbacks, obstacles and difficulties; and as the teamovercomes them, it also gains in strength and techniques. Each evencontributes to a shared understanding within the team and to greateawareness of the teams possibilities and potential.

The anecdotes which emerge from them act as cautionary tales, or asinspirational stories which help to further stimulate the teams performance.

4. Personal commitment

Positive teams also develop a high degree of personal commitment betweethe teams members. The amount of close interaction and shared experiencwhich team members go through would probably be enough to establish th

in itself, since working together so closely helps people to get to know onanother very well.

But in addition this working together occurs in a positive sphere oachievement and of practicality; where weaknesses not seen as a source ocondemnation but as a signifier of a training need, and difficulties are mewith co-operative and constructive suggestions.

High performance teams have members who are deeply committed, not on

to the teams success, but also to one anothers personal growth andevelopment.

5. Themes and identity


55/83


By themes and identity we mean the way that a fully -developed team whave a number of recurrent ideas or patterns which, to the-team memberexpress their basic purpose and the nature of the team itself.

These themes may be expressed indirectly, as images, logos, mottoes o

catch-phrases, or they may be a patterned form of activity, like a regulagathering in the pub after work on Friday - afternoon where the teamappraises the weeks developments


56/83


Elements in building a Successful Team

Shared goals

Alignment of individual goals and team goals affects cohesiveness andperformance of the team. The vision and mission must be inspiring.

Appropriate members

Team members who are selected to the team must have the requisiteknowledge, skills and attitude.

Clear roles

Each team member must be clear about his specific role, job profile,associated tasks, responsibilities and performance expectations.

Effective processes

Processes for staffing, performance monitoring, appraisals, formalcommunication, grievance handling, escalating issues etc. must be inplace and information about them should be readily available.

Excellent communication

Open, transparent, productive communication must be fostered boththrough formal and informal channels of communication.

Solid relationships

Relationships based on a spirit of co-operation, trust and sincerity mustbe fostered between team members and with the manager.

Accepted Leadership

The managers leadership must be acceptable to all the team members


57/83


58/83


Informal Building and Maintenance Roles

Encourager

Harmonizer

Compromiser Gatekeeper

Expediter/ Encourager

Standard Setter

Group Observer

Follower

Negative Informal Roles

Aggressor

Blocker

Recognition Seeker

Self confessor

Hard to get

Help SeekerSpecial interest pleader

Withdrawer

Dominator

Criticizer


59/83


Managerial Roles

Interpersonal

- Figurehead

- Leader- Liaison

Informational

- Monitor- Disseminator- Spokesperson

Decisional Roles

- Entrepreneur- Disturbance handler- Resource allocator- Negotiator

Unhealthy Conditions

Team Effectiveness would be low if the following conditions exist:

Conflicting interests Unclear or unachievable task Group is too small or too big Key members are missing New members are regularly added without proper orientation

Lack of resources Infrequent or ineffective Meetings Too much pressure for results Decisions are adhoc rather than based on pre-set processes Weak or Domineering Leadership


60/83



__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


61/83


Leadership Styles

The four Leadership Styles

There is no one best way to manage people. The most effective leader

exhibit a degree of versatility and flexibility that enables them to adapt thebehavior to the changing and contradictory demands made on them:

Leadership Style is behavior by the leader as perceived by followers.

In the Situational Leadership model, behavior of leaders is classified into foubroad styles S1, S2, S3 and S4 based on extent of task behavior (directivbehavior) and relationship behavior exhibited by the manager.

S1 (Telling) refers to high-task and low-relationship behavior where thmanager provides specific instructions and closely supervises performance.

S2 (Selling) refers to high-task and high-relationship behavior where thmanager explains decisions and provides opportunity for clarifications.

S3 (Participating) refers to high-relation ship and low-task behavior where thmanager shares ideas and facilitates in decision making.

S4 (Delegating) refers to low-relationship and low-task behavior where thmanager turns over responsibility for decisions and implementation to thsubordinates.

No one style is effective in all situations. Each style is appropriate aneffective depending on the situation. One of the crucial factors in ansituation that determines leader effectiveness is the readiness of thfollowers.

There is no leadership without someone following.


62/83


Readiness levels of followers

Readiness in Sit

Managerial Skills - Manual

Documents

Transcript of Managerial Skills - Manual