middle management effectiveness programme days 4 & 5 excellence in execution david white days 4...
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Middle Management Effectiveness Programme
Days 4 & 5
Excellence in Execution
David White
Days 4 & 5
Excellence in Execution
David White
Middle ManagementEffectiveness Programme
Middle ManagementEffectiveness Programme
Middle Management Effectiveness Programme
Welcome back• We last met in the winter
• And now we’re heading into autumn
• How have the seasons treated the industry?• The sun has shone on the markets
• But the recession is not over yet• A major challenge for management is to predict and
navigate the climate
The ProgrammeThe Programme
Leaders vs ManagersAction centred leadership
Mission & VisionPresentation skills
Day 1
Story-tellingPersonal Style
Assertiveness & Negotiating
Day 2
Managing Individual Performance
CoachingFeedback
Day 3
Day 4/5Leading project teamsChange Management
DelegationCoaching
Coaching high performance
ConclusionsAction Planning
The Menu
ReviewManaging
Remote or project teams & suppliers
Managing Change
Delegation & Empowerment
Day 1
Day 2
Morning Afternoon
Meal & Presentation
Evening
Middle Management Effectiveness Programme
Economist Trends• Three trends: globalisation, atomisation, and knowledge
management
• Each will impact on the structure, functioning and distribution of teams within and across businesses
• Multi-cultural and geographically dispersed teams will increase, as work gets broken down into smaller units to be managed by specialist teams linked by technology
• Future value of organisations will be more closely linked to the knowledge they can leverage; knowledge which is frequently an amalgam of individual experience, behaviour and understanding
Middle Management Effectiveness Programme
The rise of virtual teams• We looked at conventional teams last time - but
the more common rule is now the virtual team
• Co-workers with complementary skills committed to a common purpose and goals with accountability
• Geographically and organisationally dispersed
• Using various telecommunication and information technologies to accomplish goals
• What virtual teams do you manage or are part of?
Middle Management Effectiveness Programme
Pros/Cons of Virtual Teams• Benefits:
• allows organisations to draw from a large pool of qualified participants while minimising cliques and politics
• Drawbacks:• loss of social contact, feelings of isolation, lack of trust
(especially with new members)
Middle Management Effectiveness Programme
Success Factors in Virtual Teams
• High levels of trust among team members
• Effective use of technology
• Clear implementation of team concept
• Effective individual performance
Middle Management Effectiveness Programme
Cross location/home workersIsolation
• Lack of management support & guidance
• Lack of team support & guidance
• Lack of technical support & guidance
• Lack of administrative support & guidance
• Missing information for job performance
• Missing information for opportunities (jobs, development, social etc)
• Environment
• Blurred boundaries between working and leisure (time, focus, professionalism)
• Costs & logistics – space, technology & equipment, consumables
• Tax issues
• Cross location
Matrix management reporting conflicts
Lack of team cohesion and spirit
Problems with face-to-face communication
Problems of consistency
Middle Management Effectiveness Programme
Trust• Trust plays a critical role in influencing group
effectiveness
• Trust has been identified as the defining issue in understanding the effectiveness of virtual teams
• Handy, 1995
Middle Management Effectiveness Programme
Trust• Effective teamwork depends on trust
• In a virtual environment, trust is more ability/task based than interpersonal relationship based
• Level of member performance over time results in building or denial of trust
Middle Management Effectiveness Programme
Three Levels of TrustThree Levels of Trust
Identification-based TrustIdentification-based Trust
Knowledge-based TrustKnowledge-based Trust
Calculus-based TrustCalculus-based Trust
HighHigh
LowLow
Middle Management Effectiveness Programme
Three Levels of Trust Three Levels of Trust • Calculus-based trust
• We have more to gain than lose by and acting in good faith
• Easily broken by a violation of expectations
• Cannot sustain a team’s relationship
• Knowledge-based trust
• Knowing people well enough to be able to anticipate behaviour and avoid surprises
• More stable than calculus-based trust
• Develops over time
• Identification-based trust
• Based on social identity theory, ie we understand, appreciate, and even share each other's wants and needs.
• Tend to forgive transgression because team is part of our personal identityProfessors Roy J. Lewicki and Maura A. Stevenson of the Ohio State
University
Middle Management Effectiveness Programme
Trust in Virtual Teams• Cascio’s (2000) 3 traits to identify in high trust
teams:• They begin with some social interaction
• There are clear goals for each member
• Members are positive, enthusiastic, and focus on an action orientation in communications
Middle Management Effectiveness Programme
Building Trust Virtually• Establish trust through performance consistency
• Rapid response to team members (return emails, task completion)
• Set strong norms around communication
• Team leader role in reinforcing interactions
Middle Management Effectiveness Programme
Virtual Team Trust“Performance Consistency”
• When you are working with people you never see, you can develop trust, but you must respond to that person promptly & consistently
• Trust has been built through the task-based relationship that has evolved to other levels
• You gain the trust in people when they deliver what they promise, when all are contributing to the same idea and goal
• Source: Five Challenges to Virtual Team Success: Lessons From Sabre, Inc. Kirkman, Rosen, Gibson, McPherson. (2002) Academy of Management Executive, 16, 67-80.
Middle Management Effectiveness Programme
Swift Trust Meyerson, Weick, and Kramer(1996)
• Swift trust is a concept relating to temporary teams whose existence is formed around a clear purpose and common task with a finite life span.
• Its elements include a willingness to suspend doubt about whether others who are "strangers" can be counted on in order to get to work on the group's task...
• Has to be encouraged by the manager
Middle Management Effectiveness Programme
Implementation of Virtual Teams
• Must set out a clear business reason for the team
• Team must understand its mission/purpose
• Team members must develop a sense of interdependence
• Must have accountability and rewards for team members
• Sources: Attaran & Attaran, 2003; Kezsbom, 2000; Redman & Sankar, 2003
Middle Management Effectiveness Programme
Individual Performance• Potential for effort withholding behaviours (social
loafing); can be minimized by building strong team identity
• Members with high degree of centrality to the team and those that are information contributors are expected to be highest performers (Ahuja, Galletta, & Carley, 2003)
• Members able to commit more resources are likely to be higher performers (Ahuja et al., 2003)
Middle Management Effectiveness Programme
Dealing with Motivational Problems in Virtual Teams
• Share your experience of dealing with a motivational problem (social loafing, inequity, etc) in a virtual team.
• What was the nature of the problem?
• Was it corrected/resolved and how?
Middle Management Effectiveness Programme
Leadership challenges• Make personal contact to share information and
get to know each other
• understand individual roles
• establish clear objectives
• decide who does what
• agree on methods and levels of communication.• Establishing these rules for communication and
knowledge sharing at the outset is crucial for success," • Martin Galpin, managing psychologist at Pearn
Kandola.
Middle Management Effectiveness Programme
Leadership challenges• Trust individuals
• Measure outputs not processes
• Maximise lines of communication
• Maintain regular face-to-face contact
Middle Management Effectiveness Programme
Behavioural InvisibilityBehavioural Invisibility• A minimum of two weeks before CMC relationships are as
socially grounded as F2F relationships
• The use of richer media does help when establishing and building relationships
• Trust, a critical factor in influencing group effectiveness, is more readily generated in high-quality, media-rich forms of communication
• Effective communication tools and channels help team members to avoid misinterpreting
• ‘Silence’ – or non-response to communication (email, voice mail, etc.) can be very damaging to virtual team effectiveness as it leads individuals to misattribute explanations for this silence.
Middle Management Effectiveness Programme
Remote Management• Isolation
• Out of sight out of mind
• Regular phone calls (daily/weekly/conference)
• Give them reasons/excuses to call you e.g.:• To celebrate successes or get guidance
• To review an activity or have a moan (& plan future remedy)
• Ad hoc communication is harder
• Communication requires more structure and planning
• but do ad hoc meetings or calls too
• Face to face communications are less frequent
• Use the phone more
• Use other communication more (video conferencing, web, email, SMS)
• Have regular face-to-face meetings
Middle Management Effectiveness Programme
Remote ManagementRelationships are harder to build & maintain
Use phone, visits, emails etc to build rapport
Have regular social or team events
Meet for meals, drinks 1 to 1
Talk about the teleworking before talking about results…
Less team spirit
Have regular team-events
Have team newsletters/competitions etc
Create phone/email peer support groups
Team bonuses to encourage and reward team-working
Team web/intranet sites
Middle Management Effectiveness Programme
Remote ManagementHarder for staff to remain motivated
Need to clarify expectations for time, support & development more clearly
Pace of work is self-directed
Constant awareness of results (not “big brother”)
Use coaching calls & results-reporting
Productivity/quality decreases
Results-oriented delegation & management
Fun/competitions/prizes
Monitoring work-rate and process is difficult
Distance means you need to delegate more – especially results-oriented tasks (not task/process)
Middle Management Effectiveness Programme
Remote ManagementStaff development is harder, so retention is harder
Clear structured, development plans, including objectives & support
Regular review meetings (minimum quarterly)
Spend time with teams locally & regularly
Tax issues
What motivates you?What motivates you?
Middle Management Effectiveness Programme
What motivates...?
• Work in three groups
• Identify top motivators for...• Group 1: Front line staff
• Group 2: Middle management
• Group 3: Senior management
• Be prepared to share your thoughts
• 5 minutes
MotivationMaslow’s Hierarchy of needs
MotivationMaslow’s Hierarchy of needs
Pay
Job security
Team spirit
Recognition, influence
Empowerment, responsibility
Milestone achievementsPersonal growth,
career development, this job matters
Motivators
Hygiene factors
Selfactualisation
Self esteem
Esteem from others
Social belonging
Shelter & safety
Physiological needs (food & water)X
Y
Middle Management Effectiveness Programme
Expectancy Theory
Expectancy theory – Vroom• Valence (value I put on it)
• Is it worth doing?
• Expectancy (relationship between Effort I make and Performance achieved)
• Does hard work make a difference?
• Instrumentality (the extent to which my Performance determines the Reward I get)
• Do I get rewarded for going the extra mile?
Middle Management Effectiveness Programme
Problems of Inequity• Equity Theory:
• Am I being treated fairly in comparison with others? • People strive to maintain a ratio of their outcomes
(rewards) to their own inputs (contributions)
• equal to the outcomes/input ratio of others whom they compare themselves
• Beware of inequities in rewards among team members
Middle Management Effectiveness Programme
Equity Theory
OUTCOMEINPUTS
OUTCOMEINPUTS
?
the same,more or less
A person evaluates fairness by comparing his/her ratio with others
Pay, benefits,opportunities, etc.
effort, ability,experience etc.
< = >
Middle Management Effectiveness Programme
Overreward vs Underreward Overreward vs Underreward InequityInequity
YouComparison with
Others
OutcomesOutcomes
InputsInputs
OutcomesOutcomes
InputsInputs
OverrewardInequity
OutcomesOutcomes
InputsInputs
OutcomesOutcomes
InputsInputs
UnderrewardInequity
Middle Management Effectiveness Programme
Equity Sensitivity: Types• Benevolents
• Tolerant of being underrewarded
• Equity Sensitives• Want ratios to be equal
• Entitleds• Prefer receiving proportionately more than others
Middle Management Effectiveness Programme
Are there limits?• Qualitative capacity
• Work must be stretching but not intimidating
• Quantitative capacity• Too little can be as bad as too much
• Job satisfaction• The job must be seen as worthwhile
• Challenge• the job should provide interesting challenge
The customer is always.. the customerThe customer is always.. the customer
Rule No.1
The customer is always right
Rule No.2
If the customer is wrong…
refer to Rule No.1
Rule No.1
The customer is always right
Rule No.2
If the customer is wrong…
refer to Rule No.1
Middle Management Effectiveness Programme
Richer Sounds• 200 stores in UK and Western Europe
• Specialising in good value HIFI and Home Cinema
• Highest turnover per square metre of any shop in the world - Guinness Book of Records
• Shrinkage: half the industry average (1% is worth £1m pa)
• Absenteeism: 1-2% (UK average 4-5%)
• ‘Colleagues’ not staff
• ‘Colleague Support’ not Human Resources
Middle Management Effectiveness Programme
Richer Way Principles1. To provide second to none service and value for our
customers
2. To provide ourselves with secure, well paid jobs, working in a stimulating, equal opportunities environment
3. To be profitable to ensure our long term growth and survival
Middle Management Effectiveness Programme
Richer Sounds Stores• Bright environment
• Free vending machine for all
• Lollipops for children
• Photos of customers and staff on the walls
• Plain English advice posters and leaflets
• Not precious about the technology
Richer’s 10 Customer Service Commandments
Richer’s 10 Customer Service Commandments
1. Get the greeting right. Don’t ignore the customer but don’t make them feel hassled.
2. Don’t be pushy. If the customer is unsure, invite them to go and think about it.
3. Browsers are welcome.
4. If the item the customer wants is not in stock, suggest another retailer who has it.
5. Use the customer’s name - and smile
6. Acknowledge customers who are queuing and apologise for keeping them waiting
7. The last minute spent with the customer is very important. Ensure the customer leaves with a good impression.
8. Under promise and over deliver
9. Encourage complaints and be grateful for the complaints you receive. Learn from them.
10. Don’t be discouraged when you get it wrong.
Middle Management Effectiveness Programme
Motivating staff: FUN• Fun
• Every month the 3 winning branches in customer service win the use of Bentley (or similar) for a month, complete with petrol
• Holiday time• Holiday homes are available for staff and their families and also
used for team events
• Benefits & Incentives• Health care, product discounts, rewards
• Training• Induction is at the chairman’s home with a disco in the evening
• Working Hours• Hours are recorded, time & motion studies, training in time mgt
• Stress Management• Good communication and freedom
Middle Management Effectiveness Programme
Motivating staff: RECOGNITION
• Thank you notes
• Small tokens of appreciation• Chocolates, flowers, etc.
• Medals• Gold aeroplane badges for high flyers
• MBWA
• Five year club• Anniversary dinner• Weekend break together• 10 year cash gift• All staff get a birthday card and a cake
Middle Management Effectiveness Programme
Motivating staff: REWARDS
• Customer feedback forms earn £5 for every ‘excellent’
• Mystery shopper schemes earn £100 for each member of staff hitting the required number of correct procedures
• £100 post dated cheque for anyone who stops smoking for a year
• Sales staff are paid a low basic plus commission but without turnover targets
• Profit sharing• Contribution bonus based on share of profit generated by the
branch
• Calculated weekly and paid in cash on a Saturday
• Central functions paid quarterly
• Different size of reward by level but not within level
Middle Management Effectiveness Programme
Motivating staff: COMMUNICATION
• All central support staff spend one week per year working in retail on the shop floor
• And so do all the directors
• Richer House is not a glamorous Head Office - the branches are the heroes
• Video communication rather than emails or paper
• 1-to-1 chats with all staff
• Julian Richer spends half a day working in as many branches as he can in the run up to Christmas
Middle Management Effectiveness Programme
Motivating staff: LOYALTY• 1% of profits goes into a hardship fund for staff to
borrow - interest free
• Promotion from within
• Welcome back for those who left and want to return
Middle Management Effectiveness Programme
Measuring Motivation• Labour turnover
• Absenteeism
• Theft
• Customer Service
• Attitude Surveys
• Motivation is an investment that pays off!
Cultural Difference & team management
Middle Management Effectiveness Programme
Cultural DifferencesCultural Differences
Middle Management Effectiveness Programme
Cultural Difference• Work in three groups
• Each group to select one country/culture with which they have to interact
• Define how this culture differs from the UK
• How do you have to modify your approach?• Illustrate with a live practical roleplay example of a
typically challenging interaction in the workplace
• Marks will be given for good accents!
Value OrientationsValue Orientations
A series of bipolar scales useful for measuring cultural orientations
Cultures are like continents... slowly but always moving
The meaning for individual countries and individual people will change over time
developed by Hofstede and Trompenaar
A series of bipolar scales useful for measuring cultural orientations
Cultures are like continents... slowly but always moving
The meaning for individual countries and individual people will change over time
developed by Hofstede and Trompenaar
Value OrientationsValue Orientations
Low vs High Context
Individualistic vs Collective
Power Distance
Uncertainty Avoidance
Feminine vs Masculine
Short vs Long Term (time orientation)
Achieved vs Ascribed status
Universalism vs Particularism
Low vs High Context
Individualistic vs Collective
Power Distance
Uncertainty Avoidance
Feminine vs Masculine
Short vs Long Term (time orientation)
Achieved vs Ascribed status
Universalism vs Particularism
Low vs High Context CommunicationLow vs High Context Communication
Low Context
Individualistic values
• Self-face concern
• Linear logic
• Direct style
• Person-oriented style
• Speaker-oriented style
• verbal-based understanding• Germany, USA, UK, Scandinavia, Germany
• High Context• Group-oriented values
• Mutual-face concern
• Spiral logic
• Indirect style
• Status-oriented style
• Self-effacement style
• Context-based understanding• Middle east, Far East, Nigeria, Mexico
Low Context
Individualistic values
• Self-face concern
• Linear logic
• Direct style
• Person-oriented style
• Speaker-oriented style
• verbal-based understanding• Germany, USA, UK, Scandinavia, Germany
• High Context• Group-oriented values
• Mutual-face concern
• Spiral logic
• Indirect style
• Status-oriented style
• Self-effacement style
• Context-based understanding• Middle east, Far East, Nigeria, Mexico
Individual-CollectivismIndividual-Collectivism
Individualistic‘I’ identity, human rights
Autonomy, freedom
Individual goals,
Interindividual emphasis
New relations
Voluntary reciprocitye.g. USA, UK, Australia, Canada, Netherlands, New Zealand, Sweden, France, Germany
Collectivist‘We’ identity
Connection
Group goals
Intergroup emphasis
Stable relations
Obligatory reciprocitye.g. Japan, China, West/East Africa, Ecuador, Panama
Individualistic‘I’ identity, human rights
Autonomy, freedom
Individual goals,
Interindividual emphasis
New relations
Voluntary reciprocitye.g. USA, UK, Australia, Canada, Netherlands, New Zealand, Sweden, France, Germany
Collectivist‘We’ identity
Connection
Group goals
Intergroup emphasis
Stable relations
Obligatory reciprocitye.g. Japan, China, West/East Africa, Ecuador, Panama
Individual FreedomIndividual Freedom
Derived from: Fons Trompenaars
Power DistancePower Distance
Small Power DistanceEmphasise equal distance
Individual credibility
Symmetrical interaction
Emphasise informality
Subordinates expect consultatione.g. USA, Australia, Canada, New Zealand, Sweden, Norway, Germany, Israel, Denmark
Large Power DistanceEmphasise power distance
Seniority, age, rank title
Assymetrical interaction
Emphasise formality
Expect directionse.g. Japan, China, West/East Africa, Ecuador, Panama
Small Power DistanceEmphasise equal distance
Individual credibility
Symmetrical interaction
Emphasise informality
Subordinates expect consultatione.g. USA, Australia, Canada, New Zealand, Sweden, Norway, Germany, Israel, Denmark
Large Power DistanceEmphasise power distance
Seniority, age, rank title
Assymetrical interaction
Emphasise formality
Expect directionse.g. Japan, China, West/East Africa, Ecuador, Panama
Uncertainty avoidanceUncertainty avoidance
Low uncertainty avoidanceUncertainty is valued
Each case is different
Career changes
Encouragement of risk taking
Positive attitude to conflict
Expect and encourage innovatione.g. USA, Australia, Canada, New Hong Kong, Singapore, Sweden, Norway, Sweden, Denmark
High uncertainty avoidanceUncertainty is a threat
The rule is the rule
Career stability
Expect clear procedures
Conflict is negative
Preserve status quoe.g. Japan, Spain, france, Germany, Greece, Guatemala, Uruguay, Japan
Low uncertainty avoidanceUncertainty is valued
Each case is different
Career changes
Encouragement of risk taking
Positive attitude to conflict
Expect and encourage innovatione.g. USA, Australia, Canada, New Hong Kong, Singapore, Sweden, Norway, Sweden, Denmark
High uncertainty avoidanceUncertainty is a threat
The rule is the rule
Career stability
Expect clear procedures
Conflict is negative
Preserve status quoe.g. Japan, Spain, france, Germany, Greece, Guatemala, Uruguay, Japan
Feminine vs Masculine culturesFeminine vs Masculine cultures
Feminine culturesFlexible sex roles
Emphasising nurturing
Quality of work life
Work to live
Environmental emphasise.g. Sweden, Norway, Denmark, Netherlands, Finland, Costa Rica
Masculine culturesComplementary sex roles
Emphasising achievements
Economic growth
Live to work
Business performance emphasisede.g. US, Japan, Austria, Italy, Mexico, Philippines
Feminine culturesFlexible sex roles
Emphasising nurturing
Quality of work life
Work to live
Environmental emphasise.g. Sweden, Norway, Denmark, Netherlands, Finland, Costa Rica
Masculine culturesComplementary sex roles
Emphasising achievements
Economic growth
Live to work
Business performance emphasisede.g. US, Japan, Austria, Italy, Mexico, Philippines
Confucian Dynamism: short v long termConfucian Dynamism: short v long term
Short term orientationPersonal survival
Personal respect
Individual face-saving
Short - medium term planning
Spending centred
Short - medium term outcomese.g. UK, USA, Canada, Nigeria, Pakistan
Long term orientationSocial order
Hierarchical respect
Collective face-saving
Long-term planning
Thrift centred
Long-term outcomese.g. China, Japan, Taiwan, Singapore, Thailand, Brazil
Short term orientationPersonal survival
Personal respect
Individual face-saving
Short - medium term planning
Spending centred
Short - medium term outcomese.g. UK, USA, Canada, Nigeria, Pakistan
Long term orientationSocial order
Hierarchical respect
Collective face-saving
Long-term planning
Thrift centred
Long-term outcomese.g. China, Japan, Taiwan, Singapore, Thailand, Brazil
Time orientationTime orientation
Sequential timeTime is a race along a course
Chronos - the Greek god of clock timeTime waits for no man
Procrastination is the thief of time
Never put off till tomorrow what you can do today
Synchronous timeTime is a dance of fine coordinations
Kairos - the Greek god of time and opportunityThere is a tide in the affairs of men that taken in the flood leads on to fortune
Sequential timeTime is a race along a course
Chronos - the Greek god of clock timeTime waits for no man
Procrastination is the thief of time
Never put off till tomorrow what you can do today
Synchronous timeTime is a dance of fine coordinations
Kairos - the Greek god of time and opportunityThere is a tide in the affairs of men that taken in the flood leads on to fortune
Derived from: Fons Trompenaars
Monochronic ‘M-Time’ vs Polychronic ‘P-Time’Monochronic ‘M-Time’ vs Polychronic ‘P-Time’
M TimeClock time
Appointment concern
Segmented activities
Task-oriented
Achievement temp
Future-focused
Tangible outcomes
P TimeSituational time
Flexible timing
Simultaneous activities
Relationship-oriented
Experiential tempo
Past/present approach
Historical orientation
M TimeClock time
Appointment concern
Segmented activities
Task-oriented
Achievement temp
Future-focused
Tangible outcomes
P TimeSituational time
Flexible timing
Simultaneous activities
Relationship-oriented
Experiential tempo
Past/present approach
Historical orientation
Achieved - Ascribed StatusAchieved - Ascribed Status
AchievedWhat you’ve done
Actual achievements
Your track recordUSA, Canada
AscribedWho you are
Your potential
Your connections
Your ageChina, Japan
AchievedWhat you’ve done
Actual achievements
Your track recordUSA, Canada
AscribedWho you are
Your potential
Your connections
Your ageChina, Japan
Derived from: Fons Trompenaars
Inner direction - Outer directionInner direction - Outer direction
Inner directionConscience
Convictionsall internal
Outer directionExamples
Influenceall external
Inner directionConscience
Convictionsall internal
Outer directionExamples
Influenceall external
Derived from: Fons Trompenaars
Universalism - ParticularismUniversalism - Particularism
UniversalismRules
Codes
Laws
Generalisations
ParticularismExceptions
Special circumstances
Unique relations
UniversalismRules
Codes
Laws
Generalisations
ParticularismExceptions
Special circumstances
Unique relations
Derived from: Fons Trompenaars
Middle Management Effectiveness Programme
The accident dilemma• You were a passenger in a car driven by a close friend
• He hit a pedestrian who suddenly stepped off the curb
• Your friend was driving at 40mph in a 30mph zone
• You are the only witness - the lawyer points out your ability to save your friend from serious consequences
• What right has your friend to expect you to help him?
1.My friend has a definite right as a friend to expect me to testify that he was driving more slowly
2.My friend has some rights to expect me to testify to the lower speed
3.My friend has no right as a friend to expect me to testify to a lower speed
What would you vote for?
The accident dilemmaThe accident dilemma
Derived from: Fons Trompenaars
Middle Management Effectiveness Programme
Transcultural Competencies(Stella Ting-Toomey)
• Tolerance for ambiguity - in confusing situations
• Open mindedness - non judgmental responses
• Flexibility - ability to shift frame of reference
• Respectfulness - to others and their values
• Adaptability - willingness to try things out
• Sensitivity - verbal and non verbal sensitivity
• Creativity - ability to think outside the cultural box
ReviewManaging
Remote or project teams & suppliers
Coaching high performanceAction Planning
The Menu
Delegation & Empowerment
Day 1
Day 2
Morning Afternoon
Meal & Presentation
Evening
Managing Change
Middle Management Effectiveness Programme
Psychological challenge of
change
Change Project Planning &
Management
Embedding aChange culture
Managing Change
What is change?Causes, Types &
Scale
Middle Management Effectiveness Programme
If anything is certain,
it is that change is certain.
The world we are planning for today
will not exist in this form tomorrow
Philip CrosbyQuality guru
Middle Management Effectiveness Programme
This is a challenge
‘There is nothing more difficult to carry out,
nor more doubtful of success, nor more dangerous to handle,
than to initiate a new order of things’
Machiavelli
Middle Management Effectiveness Programme
Change Management defined‘the process of helping organisations to
introduce change successfully’
part of Organisational Development (OD)
A discipline
but not a business department
Middle Management Effectiveness Programme
Why change management matters...
remaining static is not an option
change is inevitable
poor management of change can destroy its effectiveness
70% of change management programmes fail to deliver promised benefits
Middle Management Effectiveness Programme
Change!We have lived through a year of great change. Against this backdrop...
Group 1
• What are the generic causes of change within organisations/industries?
• Group 2
• What types of change do organisations have to cope with?
Group 3
What are the stages in the reaction individuals/teams have to change?
Group 4
How can a manager help staff through the challenge of change?
Use JPM’s situation to provide examples in answer to your questions (Flipchart: 10 mins)
Middle Management Effectiveness Programme
Philip CrosbyQuality guru
Leadership produces change
That is its primary function
The role of the leaderThe role of the leader
Middle Management Effectiveness Programme
Causes of Change• Social & demographic change
• Ageing population
• Technological change• MP3 vs CD
• Economic• Credit crunch
• Environmental change• Global warming
• Political forces• Left vs right
• Legal changes• FSA, regulations
• Competitive forces• New entrants
• Ethical forces• CSR, BodyShop
Middle Management Effectiveness Programme
New organisational structuresFlatter organisational structures
networking
Virtual organisationsMatrix management, Outsourcing
DiversityCultural complexity
GlobalisationEverywhere simultaneously, offshoring
Types / Degrees of Changes
Adaptive changeAdaptive change Innovative changeInnovative change
Radical changeRadical change
lowlow highhigh
Kreitner, Kinicki, Buelens
Middle Management Effectiveness Programme
Leadership, Management & Change
Innovation
Low level creativityTransactional Management
Adaptation
High level creativityTransformational Leadership
Large scale cultural change
Changes toGroup Behaviour
Changes toGroup Task
Organisation wide cultural change
After Michael Kirton, 1989
Middle Management Effectiveness Programme
Leadership, Management & Change ll
Slow transformation
InnovationSlow change
Small-scale change, stable environmentLow level creativity
Transactional Management
Rapid transformation
AdaptationRapid change
Turbulent environment, Large scale transformationHigh level creativity
Transformational Leadership
Level: individual/groupFocus: attitudes/behaviourApproach: planned change
After Michael Kirton, 1989
Level: the organisationFocus: structures & processesApproach: bold stroke
Level: individual/groupFocus: tasks & proceduresApproach: Tayloristic/Kaizen
Level: the organisationFocus: cultureApproach: Emergent change
How do we react to change?
‘Just call me Cleopatra
I’m the Queen of Denial’
Middle Management Effectiveness Programme
The Parable of the Frog
Middle Management Effectiveness Programme
The Parable of the Frog
If you put a frog into a pot of boiling water...
It will leap out right away to escape the danger
But, if you put a frog in a kettle of cold water
and gradually heat the kettle until it starts boiling
the frog will not become aware of the threat until it is too late - and will die
Middle Management Effectiveness Programme
The Parable of the Frog
The frog's survival instincts are geared towards detecting sudden changes.
This parable is often used to illustrate how humans have to be careful to watch slowly changing trends in the environment
not just the sudden changes
Its a warning to keep us paying attention not just to obvious threats but to more slowly developing ones
Middle Management Effectiveness Programme
Responses to change
Those who let it happen
Those who make it happen
Those who try to stop it happening
Those who wonder ‘what happened?’
Middle Management Effectiveness Programme
Reaction to change
Identify the greatest change in your life - over which you had no control
How did you react?
What did you say?
What did you do?
Middle Management Effectiveness Programme
Psychodynamic approach
Recognition that our emotional responses go through a cycle as we cope with changes...
Elizabeth Kubler-Ross’ research
‘On Death and Dying’ (1969)
Five stage cycle of coping.
Middle Management Effectiveness Programme
Kubler-Ross model
Stage 1DENIAL
Stage 2ANGER
Stage 3BARGAINING
Stage 4DEPRESSION
Stage 5ACCEPTANCE
Middle Management Effectiveness Programme
Case study in change
Middle Management Effectiveness Programme
Case study in change• Royal Holloway College, founded 1886
• One of the first women’s higher education institutions
• Became part of the University of London in 1900
• Co-educational from 1945
• Merged with Bedford College in 1985 for financial and scale reasons with the former Bedford College site sold
• The identity that emerged tried to please everyone...
Case study: Managing identity changeCase study: Managing identity change
ROYAL HOLLOWAY AND
BEDFORD NEW COLLEGEUniversity of London
Middle Management Effectiveness Programme
Case study• By 1991, the two colleges had merged
successfully
• But the image was confused and the college was barely known
• A Surrey local government survey failed to notice it existed...
• The time was right to develop a new identity• Change the name
• Modernise the branding
Middle Management Effectiveness Programme
Reaction to organisational change
feel criticised
lose trust of our senior management
like the old ways
anxious about our ability to cope
insecure about the future.
Middle Management Effectiveness Programme
Cycle of copingCarnall, 1990
Stage 1DENIAL
Stage 2DEFENCE
Stage 3DISCARDING
Stage 4ADAPTATION
Stage 5INTERNALISATION
Middle Management Effectiveness Programme
Stage 1: Denial
shock
sense that change is unnecessary
belief that it will not actually happen
group cohesion increases
performance stable.
Middle Management Effectiveness Programme
Stage 2: Defence
As intentions become concrete, people act to defend themselves
defence of jobs and way they have carried them out, bargaining to retain status quo
sense of personal criticism
loss of self-esteem, motivation & performance.
Middle Management Effectiveness Programme
Stage 3: Discarding
Realisation that change is necessary
sense of inevitability
begin to assimilate the new situation
some improvement of self-esteem as people begin to get involved in the change
performance still declining.
Middle Management Effectiveness Programme
Stage 4: Adaptation
coming to terms with new systems & processes
getting involved in fine tuning change aids improving self-esteem
motivation improving
performance improvement lags.
Middle Management Effectiveness Programme
RBS Principles of Change
Compelling reason for change
Clear vision
Context
Stakeholder engagement
Emotional buy-in
Embedding of change
Middle Management Effectiveness Programme
Stage 5: internalisation
behaviour changes now habitualised
improved self-esteem
improved motivation
performance improvements begin to materialise.
Middle Management Effectiveness Programme
103
A lesson from Marketing:Adapter categories in the product diffusion process
2.5%Innovators
13.5%Early
Adopters
34%Early
Majority
34%Late
Majority
16%Laggards
Time adoption of innovations
Middle Management Effectiveness Programme
Other reasons for resistance
Loss of control
Too much is done to people, too little by them
Too much uncertainty
About next steps
Surprise, surprise!
Decisions spring full-blown without preparation
Costs of confusion
Too many simultaneous changes
Loss of face
Implied criticism of past performance/appoach.
Source: Kanter, 1985
Middle Management Effectiveness Programme
Other reasons for resistance
Concerns about competence
Anxiety about ability to perform with new systems
More work
Change requires more work, time, meetings, energy
Ripple effects
One change disrupts other, unrelated plans
Past resentments
Legacy of distrust
Real threats
Of job losses or other genuine pain.
Source: Kanter, 1985
Middle Management Effectiveness Programme
The Process of Transition
Middle Management Effectiveness Programme
+
Performance and Perceived Ability to Deal with Change
-
Current State Achieve Your Vision
“Hang-In” PointPersevere
Time
Change is not easy. Change Management’s purpose is to minimize the breadth and depth of the “performance dip”
#2 Loss
#1 Shock/Denial
#4 Rebuilding
#3 Hope/ Readjustment
Managing People During Change
“Announcement”
Managed Change
Unmanaged Change
Middle Management Effectiveness Programme
How does this apply to you?• Work in small groups
• Identify major work (or personal) changes in your life
• How did these change cycles manifest themselves for you personally
• Discuss examples
• Be prepared to share notable issues that may have arisen
Middle Management Effectiveness Programme
unconsciousincompetence
consciousincompetence
Learning and change
consciouscompetence
unconsciouscompetence
Pra
ctic
alex
per
imen
tati
on
PR
AG
MA
TIS
T Kolb’s learning
cycle
Concrete ExperienceACTIVIST
Theoreticalconcepts
THEORIST
Reflective
ob
servation
RE
FL
EC
TO
R
Middle Management Effectiveness Programme
Learning responses to changeA new piece of equipment or software has been installed.... do you....?
try it out activist
watch as others show you how to use it reflector
learn the background to it and similarities to other equipment
theorist
leave it alone until you can find a use for itpragmatist
Middle Management Effectiveness Programme
Behavioural approaches to change
Behaviour is the only thing that matters
Behaviour determines thinking
Condition behavioural change and you condition a change in thinking and attitude
Middle Management Effectiveness Programme
Managing Change• Against the background of continuous and often
unpredicted change...
• The variety of impacts it has
• And the psychological challenges involved
• How can management lead their teams through change?
Middle Management Effectiveness Programme
POWER
INTEREST
LOW
POWER/INTEREST Grid
HIGH
ManageClosely
Monitor Closely
KeepSatisfied
KeepInformed
Middle Management Effectiveness Programme
Communication Strategies
Imagine a change involving two departments from merging companies also being merged
How can you best communicate with the four categories?
Present in the form of a short dialogue
Middle Management Effectiveness Programme
Force Field Analysis Kurt Lewin
Opposing Forces
Driving Forces
Middle Management Effectiveness Programme
Attitude/Support Matrix
AttitudeAttitude
SupportSupport
CriticalCritical
ImportantImportant
UnnecessaryUnnecessary
Neutrals+/0
Neutrals+/0
Supporters+ve
Supporters+ve
Resistors-ve
Resistors-ve
Middle Management Effectiveness Programme
Key Questions• What are the goals of your key supporters and resistors?
• What is their current level of power and interest?
• How can the neutrals be mobilised and the resistors neutralised or assuaged?
• What does this do to the viability of the project in its current form?
• What are the contingency plans for failure?
• Is it possible to take the project in stages?
• Is it possible to attach the project to another better supported project?
Middle Management Effectiveness Programme
Reinforcement
Non financial
feedback
coaching
can be positive or negative
Social reinforcement
praise & compliment
vs
naming & shaming
Middle Management Effectiveness Programme
Cognitive approaches to change
Mental response is the only thing that matters
Thinking determines behaviour
Condition a change in thinking and attitude and you condition behavioural change
Cognitive approaches to change
Results
Behaviour
Feelings
Beliefs and attitudes
Self concept and values
Cognitive approaches to change
Results
Behaviour
Feelings
Beliefs and attitudes
Self concept and values Positive ‘can do’
Goals, Potential
Confidence
Goal focused
Achievementof goals
Victimof past
Grievances,Limits
Confidence
Conditioned by past
Repeating past failures
‘Better next time’
‘I knew that would happen’
Middle Management Effectiveness Programme
Cognitive change
Visualisations
imagining the achievement of goals rather than failures
Reframing
Reducing the size of a threat by seeing it smaller
Rational Analysis
Objective analysis of threats and how to deal with them
Anchoring
Recalling past successes and the positive emotions they invoked
Middle Management Effectiveness Programme
The great debate
You are leading a change management programme designed to create a culture of greater initiative, empowerment, customer service and innovation
Group 1: You believe the best strategy is to change staff’s views and beliefs - what would you do and why will it work?
Group 2: You believe the best strategy is to change processes - what would you do and why will it work?
10 mins preparations - 5 minute debate
Middle Management Effectiveness Programme
Implementing Change
Awareness
The difference between commitment and involvement is like a plate of bacon and eggs...The chicken is involvedBut the pig is committed....
Involvement Commitment
Middle Management Effectiveness Programme
Link between perceptions & communication
Inform Clarify Convince Involve
TIME
CO
MM
ITM
EN
T
ImplementationUNAWARE
AWARENESS
UNDERSTANDING
ACCEPTANCE
COMMITMENT
Middle Management Effectiveness Programme
But the reaction options are many
Positive
Acceptance
Involvement
Champion
Shock
Negative
Initiator
Resistance
Ignorance
Tolerance
Acquiesence
GroupThink
Middle Management Effectiveness Programme
Acceptance option
+ This approach suggests that you have understood the reasons for the change taking place and accept what is happening
- You are doing what you are told but not being actively involved in the process
+ You are safe but may need to be prepared to look out for the opportunities before they pass you by.
Middle Management Effectiveness Programme
Involvement option
+ You are part of the change process
+ You are actively involved in making the change happen as a result of the project team
+/-This may mean anything from full time membership of a project team to having an occasional part of play
+ The success of the change will be important to you personally.
Middle Management Effectiveness Programme
Champion option
+ One of the leaders of change
+ You devote a lot of your time to the change project and are an advocate of the process
- Danger that you are seen as a ‘company’ person and viewed with bemusement by colleagues less supportive of the change process
+ Benefit to be gained from involvement in a high profile change project – provided that it delivers.
Middle Management Effectiveness Programme
Initiator option
+ You are a source of the ideas and drive that has made the project happen
+ While this is usually the province of a more senior manager, it is valuable to be known as someone with ideas and initiative
- But while it may impress the management above you, your own team may find your approach intimidating.
Middle Management Effectiveness Programme
Shock option
- Rabbit in the headlights
- Transfixed by events
- But unable to understand, take action or continue functioning
- Forgivable as a momentary response, disastrous as a continuous position.
Middle Management Effectiveness Programme
Resistance option
- Machine smashing strategy of the luddites
- Trade unions protecting their members that they have damaged their organisations in the long term
- Politically dangerous as it puts the individual in a very exposed position
- You have to be prepared for the consequences and be sure it is worth the price.
Middle Management Effectiveness Programme
Ignorance option
- The strategy of the ostrich
- Just as some new technologies turn out to be blind alleys, so some change fail to take root
+ Avoid getting involved in something that turns out to be a mere distraction
- If the change does take hold, then ignorance is no defense against its potential impact.
Middle Management Effectiveness Programme
Tolerance option
+/- Tacit acceptance of change
+/- You work around the change, only responding to it when it affects you directly
+ Advantage is that you can continue to function well
- But lack of direct involvement may mean you miss out on some opportunities that the change may create.
Middle Management Effectiveness Programme
Aquiescence option
+/- A willingness to participate in the change but without any real wholehearted involvement
+/- You are a passenger in the process
+/- There is no danger of being left behind but no real commitment to what is going on.
Middle Management Effectiveness Programme
Groupthink option
+/- Allowing the overall group view to overcome your own
+ Useful if it is positive
- Less so if it is not.
Middle Management Effectiveness Programme
What are the typical pitfalls?Multiple transitions
Too much at the same time
Incomplete transitionsOvertaken by events, lost impetus
Uncertain future statesLack of confidence in or knowledge of the future
Mid transition bluesAll chaos and no benefit
Middle Management Effectiveness Programme
History of change management
Transformational change
Jack Welch leadership
Bottom up change
Labour-management partnerships, TQM
Reengineering
US quantum leaps vs Japanese kaizen
Externally induced change
Envronmental change: Competitors, legislation, etc.
Middle Management Effectiveness Programme
History of change managementLewin’s three phase model (1952)
Unfreeze – change - refreeze
Change agents (1960s)External/Internal consultants
Organisational culture (1980s)Cultural change
Socio-technical theoryBottom up change
Unplanned change garbage can theory
6 basics of changeD D Warwick
1.Identifying the reasons for change
2. Establishing the results required
3. Planning and management
4. Involving stakeholders
5. Monitor & feedback
6. Structure & support
Middle Management Effectiveness Programme
The reasons for change
Our morning session yesterday established the various drivers for change
So we know we have to change
but to what?
6 basics of changeD D Warwick
1.Identifying the reasons for change
2. Establishing the results required
3. Planning and management
4. Involving stakeholders
5. Monitor & feedback
6. Structure & support
Middle Management Effectiveness Programme
2. Establishing the results required
precise definition is very important
focus on outcomes not activities
review progress towards results at milestones
6 basics of changeD D Warwick
1.Identifying the reasons for change
2. Establishing the results required
3. Planning and management
4. Involving stakeholders
5. Monitor & feedback
6. Structure & support
Middle Management Effectiveness Programme
3. Planning & management of change
Identifying stages in change
Making the change a project
recognition of the principles of project management
6 basics of changeD D Warwick
1.Identifying the reasons for change
2. Establishing the results required
3. Planning and management
4. Involving stakeholders
5. Monitor & feedback
6. Structure & support
Middle Management Effectiveness Programme
4. Involving stakeholders
Building the change team
Involving and understanding people who are affected by or interested in the change
Using senior management to lead the charge
increasing understanding, commitment & ownership
Distribution of resistance
Individual Group Organisational
Overt
Covert
Manifestation of resistance
Demotivation, covert underperformance, lack
of commitment
Displacement, sabotage activity, other dysfunctional behaviour
Direct group resistance, projected group resistance, declared underperformance
Inter-group conflict, extreme in-group conformity pressures, groups actively
pursuing their own agendas
Industrial relations action, work to rule, strikes, inter-organisational resistance by
regional/national industrial action
Resistance types & levels
Overcoming Resistance
Communication Participation Facilitation Negotiation Manipulation Coercion
Potential Methods
•Provide information on the change
•Present a rationale for the proposals
•Educate employees of the benefits to allay fears
•Challenge misrepresentations of the change process
•Involvement of staff groups affected by the change
•Participation in decision-making either core or peripheral
•Gaining wider commitment to the change process
•Exploring areas of resistance
•Persuading for the commitment to change
•Facilitating attitude & behaviour change
•Use of position power to manipulate compliance
•Combination of actual and potential threats with actual and potential rewards for compliance
•Potential use of 3rd party arbitration
•Formal and informal negotiations to overcome resistance
•Explicit or implicit coercion
•Threat behaviour without compensating for rewards for compliance
•Written notice of termination of contract failing compliance
Increasing strength of approach
Change Leadership
Determine change agents and high potential/business critical employees- allocate key high profile roles to these people. Brief change agents on their role
Determine loose cannons and bystanders -look to move their position to champions with the help of the champions/change agents
Reaffirm to Managers their role through the change. Brief Managers on the leading through change guide
Provide leading through change 1-2 hour briefing sessions Create formal and informal communication forums to involve employees and get their feedback
Create mentoring relationships for key staff
Meet with top team to agree the push-pull messages to communicate
Reinforce performance expectations
6 basics of changeD D Warwick
1.Identifying the reasons for change
2. Establishing the results required
3. Planning and management
4. Involving stakeholders
5. Monitor & feedback
6. Structure & support
Middle Management Effectiveness Programme
5. Monitor & feedback
Checking on achievement of results
fine-tuning programme
celebration of successes
6 basics of changeD D Warwick
1.Identifying the reasons for change
2. Establishing the results required
3. Planning and management
4. Involving stakeholders
5. Monitor & feedback
6. Structure & support
Middle Management Effectiveness Programme
6. Structural support
mission statement
goals & values
organisation structure
reward systems
training
Middle Management Effectiveness Programme
Embedding change
Strong commitment and leadership
creating an environment conducive to change (the learning organisation)
change is painful and involves failures as well as successes
recognising the need to change is easier than making the change
Case study: Managing identity changeCase study: Managing identity change
ROYAL HOLLOWAY AND
BEDFORD NEW COLLEGEUniversity of London
Project principlesProject principles
A new identity for RHBNC
What were the project’s goals and objectives?
How would you obtain project sponsorship?
Which stakeholders are important?
Who should be on the project team?
What actually happenedWhat actually happened
sold concept to principal and key decisionmakers
created project group (headed by senior academic)
established budget & brief
identified suppliers (formal beauty parade)
research and initial designs
testing and acceptance (the petition!)
implementation (publications unit)
Case study: Managing identity changeCase study: Managing identity change
ROYAL HOLLOWAY AND
BEDFORD NEW COLLEGEUniversity of London
Middle Management Effectiveness Programme
Change as a constant
While discreet changes can be managed as projects
The long term development of any organisation must recognise that being able to cope with continuous change is vital
The holy grail of this approach?
The Learning Organisation
Middle Management Effectiveness Programme
The Learning Organisation
An organisation that learns and encourages learning among its people
It promotes exchange of information between employees hence creating a more knowledgable workforce
This produces a very flexible organisation where people will accept and adapt to new ideas and changes through a shared vision
Middle Management Effectiveness Programme
Golden rules
Avoid quick-fix short term solutions
Focus on a few, high impact changes
Expect and allow for resistance
Create alignment between systems, processes and values
You get what you measure and reward, you deserve what you tolerate
Middle Management Effectiveness Programme
• Gandhi• "You must be the change you wish to see in the
world"
• Jack Welch• "We have to get everybody in the organization
involved. If we do that, the best ideas rise to the top"
• American Proverb• "You can't jump a twenty-foot chasm in two ten-foot
leaps”
Thinking on change
Driving change
Awareness of current position
Desire to change
Knowing how
Reward
Shock
Change
ReviewManaging
Remote or project teams & suppliers
Coaching high performanceAction Planning
The Menu
Delegation & Empowerment
Day 1
Day 2
Morning Afternoon
Meal & Presentation
Evening
Managing Change
Middle Management Effectiveness Programme
Delegation
‘the process of hanging on tight with an open hand ... of sharing
leadership and developing solution-oriented people'
‘‘Giving up work you like but not Giving up work you like but not giving up accountability for its giving up accountability for its
completion’completion’
Middle Management Effectiveness Programme
But remember...
The best executive is one who has sense enough to pick good people to do what needs to be done & the self-restraint to keep from meddling with them.
adapted from Theodore Roosevelt
Middle Management Effectiveness Programme
Delegation as motivation
‘Leaders are remembered because they challenge their people.
Managers are often forgotten because they let their people get away with second
best.’
Middle Management Effectiveness Programme
Delegation according to Dilbert
Middle Management Effectiveness Programme
Delegation as Method
Delegation is not just assigning work, it should also include:
Transferring responsibility and authority
Coaching
Showing trust
Motivating the delegate
Monitoring
Follow up
Middle Management Effectiveness Programme
Deciding the levels of delegation
Different levels of delegation depending on:
Experience of delegate
Criticality of task
Time pressure
Middle Management Effectiveness Programme
Levels of Delegation
“Do exactly what I say”
No delegated freedom at all
“Look at this and tell me what you think. I’ll decide”
Delegate investigates and analyses, but does not recommend
“Tell me what the options are. I’ll let you know, whether you can continue”
Delegate gives recommendations, but delegator decides
Middle Management Effectiveness Programme
Levels of Delegation
You decide, but wait for my approval before you proceed
Delegate needs approval, but is trusted to judge the options
You decide and let me know your decision, then go ahead, unless I say ‘no’
Delegate begins to control action, but is still subject to the approval of the delegator
Middle Management Effectiveness Programme
Levels of Delegation
“You decide and take action, but let me know what you did”
Delegate controls action, but delegator is still holding on to control and responsibility
“You decide what actions need to be taken and manage the situation accordingly. It is your area of responsibility now”
Delegate is completely empowered and assumes responsibility for a specific area; delegator retains general responsibility
COMPLETE EMPOWERMENT
Middle Management Effectiveness Programme
Levels of Delegation
Do exactly what I say
Look at this and tell me what you think
Tell me what the options are. I’ll let you know, whether you can continue
You decide, but wait for my approval before you proceed
You decide and let me know your decision, then go ahead, unless I
say ‘no’
You decide and take action, but
let me knowwhat you did
CompleteEmpower-ment
QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.Delegation: Shackleton’s way
“In publicly turning over the reins, Shackleton left no doubt about his deputy’s authority.”
QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.Delegation: Shackleton’s way
Empower the team leaders so they have the authority to handle their own group, but keep an eye on the details. Never let yourself be surprised by problems down the road.
Give a show of confidence in those acting in your stead. It’s important that your support staff maintain in your absence the same level of competency you set.
Shackleton’s Way. Margot Morrell , Stephanie Capparell
Middle Management Effectiveness Programme
Middle Management Effectiveness Programme
To what degree did delegation/empowerment take place during this exercise?
Middle Management Effectiveness Programme
Monitor & control
Diarise receipt of deliverables
Review regularly
Provide coaching help
Be prepared to amend plans
Praise achievements
Be available
Be positive about mistakes
Never take the work away!
Middle Management Effectiveness Programme
7 Step Delegation Process
1.Identify the Task
2.Select the Delegate
3.Brief the Delegate
4.Assess the Delegate’s Response
5.Support, Monitor & Control
6.Delivery and De-Brief (Recognition)
7.Assessing Impact
Middle Management Effectiveness Programme
1. Identifying the Task
Delegator must:
Have a positive attitude towards delegation (not just getting rid of work)
Confirm that task is suitable for delegation
See delegation as a means of empowering people, motivating them and helping them improve
Think in terms of “What opportunities exist for delegating part or all of a task?
Take the time to delegate properly
Middle Management Effectiveness Programme
1. Identifying the Task
Identify the tasks to be delegated in terms of:
Complexity
Criticality
Confidentiality/security
Authority
Skills available
Time constraints
Development potential
Decide on the appropriate level of delegation
Middle Management Effectiveness Programme
What can you delegate?
3 groups:
1. Directors
2. Managers
3. Supervisors
Review the list of tasks
Let’s see which ones you can delegate – at least in part!
Middle Management Effectiveness Programme
What can you delegate, at least in part?1.Business Planning
2.Setting up Induction for a new Team member
3.Analysis of a major error involving a client
4.Attending an industry conference
5.Joining the board of a local school/college as a business representative
6.Analysing sickness records
7.Joining a project group on Performance Related Pay
8.Investigating and mproving a process
Middle Management Effectiveness Programme
2. Selecting the delegateCase study example: You are a manager with four team supervisors reporting directly to you.
Following a recent series of problems, you wish to produce a report analysing the process involved and recommending improvements
Rather than do this yourself, you decide to delegate it to a team member
All of these people are equally busy
Who would you give the work to?
Jane-Marie Kerr
Age: 38; joined company 10 years ago; in job 5 years
Understands industry very well; has become stale lately; elder statesperson of the Department; usual deputy when you are out of the office; adequate report writing skills
Gert Frobe
Age: 26; joined as graduate 4 years ago; in job 12 months;
Excellent writing skills; keen on projects; blue-eyed boy as always willing to have a go at new tasks and usually does them well; viewed by many as a future senior manager
Peter Venckman
Age: 30; joined at 18; in this job 3.5 years
Weaker written and PC skills; very good with people; high standards of accuracy and reliability; regarded as steady but unexceptional; already feels that he is being overtaken by others.. and events
Alison Hynde
• Age: 25; joined company 1.5 years ago from a competitor; in this job 12 months;
• Good analytical and written skills; very ambitious and prone to treading on colleague's toes; less good with detail; experience from elsewhere is proving valuable in improving processes in department
Middle Management Effectiveness Programme
2. Selecting the DelegateCriteria for selecting a delegate:
Existing skills/aptitude
Motivational value
Time/availability
Trust
Equality of opportunity
Strategic development relevance
Avoid always choosing the “superstars”
Give everyone a chance according to their levels of competence
To whom do we delegate?
Top
Weak
SatisfactoryDO? SHOULD?
Middle Management Effectiveness Programme
3. Briefing the Delegate• You have selected Peter Venckman to lead the analysis.
• Peter is primarily an analytical amiable. He is good at data analysis and problem solving but has some difficulty enthusing others.
• Group 1: You are the manager. How would you brief Peter to give him a fighting chance to make a good job of the task?
• Group 2 You are Peter. What would the briefing process need to cover to give you a fighting chance to make a good job of the task?
• Flipchart (10 mins)
Middle Management Effectiveness Programme
3. Briefing the DelegateGive the delegate sufficient, but not too much, detail
For complex tasks, provide a clear written description of the task and support documentation
Explain:
Context of task
Definition of the ‘problem’
Expected outcome
Preferred timescales
Scope & Quality
Levels of responsibility and authority
Benefit to the delegate
How you will measure job is being done well
Middle Management Effectiveness Programme
3. Briefing the delegateDelegator
Why task is needed
Required outcome
Preferred timescale
Scope & Quality
Level of personal responsibility
Benefit to delegate
Delegate
Understanding
Commitment
Method
Help needed
Middle Management Effectiveness Programme
4. Assess the Delegate’s Response
Verify that the delegate has understood the task
Ensure the delegate’s commitment
Offer your help
Use active listening and ask questions to test understanding
Agree your involvement in the task
Ask for an action plan
Middle Management Effectiveness Programme
Firming up the Action Plan
Clear deadlines
Establish review points
Get the delegate to summarise exactly what he or she is actually going to do
Confirm the support you will be providing (and the standards you expect)
Communicate the method of checking and control – failure to agree this in advance will make monitoring seem like lack of trust
Middle Management Effectiveness Programme
5. Support, Monitor & Control
Peter has begun work on the task
He has submitted a draft analysis and report to you for discussion
It is detailed but has only analysed the process and not produced any real solutions
You are meeting with him
How would you approach it?
Middle Management Effectiveness Programme
5. Support, Monitor & Control
Think about who else needs to know & inform them (other managers, peers)
Ensure that the delegate uses the authority given to him
Regular one-to-one reviews
Be available
Be positive about mistakes
Middle Management Effectiveness Programme
5. Support, Monitor & Control
• Amend plans, if necessary
• Praise achievements
• Provide coaching
• Warn about politics, protocol, sensitive issues
• Don’t take the work away!
Middle Management Effectiveness Programme
6. Delivery and De-Brief
Review task against plan prior to final delivery
Focus on the big issues, rather than criticising small details
Coach any final improvements to the work
When receiving the final deliverable, give the delegate:
Recognition for the positive parts
Constructive criticism for the parts that need improvement
Keep your feedback positive (“good job; next time you can do it even better by…”)
Middle Management Effectiveness Programme
Giving Critical Feedback
Timely (but avoiding the heat of the moment)
Specific (so they know what they’ve done)
Proportional (avoid the big dump)
Methods:
Sandwich effect: praise/criticism/praise
Empathy: ‘We all struggle with this’
Evidence based: When you… (specific example)
The effect is… (practical consequences)
The affect is… (how others feel about it)
Middle Management Effectiveness Programme
7. Assess Impact
After completing the delegation, analyze how the process was managed, specifically:
How effective was the delegation?
What did the delegate learn from the experience?
How well was the process managed?
What did the delegator learn from the experience?
What could be improved the next time?
Based on this assessment, the delegator may want to change approach in the future
Middle Management Effectiveness Programme
Managers are often delegates
Sometimes managers play role of delegator and delegate
Effective delegation is based on a dialogue, in which each side must play his part
Without the active participation and feedback of the delegate, the delegator cannot be successful
The delegate must provide honest feedback to the delegator and not just accept any delegated task, regardless of the conditions
Delegation must be based on mutual agreement
Middle Management Effectiveness Programme
Role of the Delegate
Delegates should see delegated work as an opportunity to prove and improve their skills
Delegate must:
Be willing to accept responsibility for the task
Understand the task being delegated
Commit to respect the agreed conditions of the delegation
Be open and honest about his abilities to perform the task (or not)
Listen actively and ask questions
Have sufficient authority to perform the task
Middle Management Effectiveness Programme
Empowerment
Middle Management Effectiveness Programme
Defining Empowerment
Cambridge dictionary:
To empower is...
To give someone official authority
or the freedom to do something
Middle Management Effectiveness Programme
Why empowerment can fail
Lip service only
No clear boundaries
Micromanagement
Abdication of responsibility and accountability
Barriers impeding empowered behaviour
Middle Management Effectiveness Programme
Advantages of Empowerment
Increases the involvement, motivation and commitment of staff
Increases a manager’s ability to accomplish tasks by ensuring the support and contributions of staff
Raises competence level among empowered staff
“Energizes” the organisation – commitment is contagious
Middle Management Effectiveness Programme
Preconditions for Empowerment
Reciprocal acceptance of empowerment:
Manager must be willing to delegate authority
Staff must be willing to accept being empowered
Empowerment is not binary; rather it is a question of degree - in how far is a person empowered?
Empowerment must be implemented gradually and within limits
Middle Management Effectiveness Programme
Levels of EmpowermentNo Discretion
Task is designed by someone other than the employee, who has no decision-making power in content or context, i.e., no empowerment
Task Setting
Employee is given a lot of responsibility for job content, but little for context; management defines the goals and the employee is empowered to find the best way to reach them
Participatory Empowerment
Team is given some decision-making power for content and context, e.g., problem identification, alternative search and recommending best alternative in content
Middle Management Effectiveness Programme
Levels of Empowerment
Mission Defining
Employees are empowered to decide on job context, but not content (e.g., changing supplier, whether to outsource or not)
Self-Management
Employees are given total decision-making authority for both job content and context
Ask delegate what level of authority they feel comfortable with
Remember people are often capable of doing more than you imagine!
Middle Management Effectiveness Programme
Empowerment Strategies vs. Levels of Delegation
Pro
blem
Iden
tific
atio
n
Alte
rnat
ive
Dis
cove
ry
Alte
rnat
ive
Eva
luat
ion
Mak
ing
Cho
ice
Impl
emen
ting
Cho
ice
Decision-MakingProcess:
EmpowermentStrategies:No Discretion
Task Setting
Participatory Empowerment
Mission Defining
Self-Management
Levels 1 - 2
Levels ofDelegation:
Level 3
Level 4
Levels 5 - 6
Level 7
Middle Management Effectiveness Programme
TELL SELL CONSULT JOINManager
makes
decision and
announces it
Manager
“sells”
decision
Manager
presents
ideas and
invites
questions
Manager
presents
tentative
decision
subject to
change
Manager
presents
problem,
gets
suggestions
makes
decision
Manager
defines
limits, asks
group to
make
decision
Manager
permits
subordinates
to function
within limits
defined by
superior
~
Tannenbaum, R. and Schmidt, W. How to Choose a Leadership Pattern.
Employee Involvement Model
Middle Management Effectiveness Programme
Competencies Required of the Empowering Manager*
Understanding of the skills and background of team members to match people and responsibilities
Listening actively to what your team says and does not say and showing your willingness to share power
Purposeful operating to ensure consistency between what you and your team do and the objectives of your organisation
F. Stone, The New Leadership – from Delegation to Empowerment (2005)
Middle Management Effectiveness Programme
Competencies Required of the Empowering Manager*
Emphasis on growth and opportunity, inviting team members to share leadership in a great organisation
Train team members to think critically about the way they and their organisation work
* F. Stone, The New Leadership – from Delegation to Empowerment (2005)
Middle Management Effectiveness Programme
Conclusions
To be effective, delegation and empowerment should follow a method, which must be learned and practiced – the 7 step method
Delegation and empowerment play a significant role in our jobs as managers and are needed to meet the challenges of the future
Although developing effective delegation and empowerment requires time and energy, the effort will be justified by the long-term results
ReviewManaging
Remote or project teams & suppliers
Coaching high performanceAction Planning
The Menu
Delegation & Empowerment
Day 1
Day 2
Morning Afternoon
Meal & Presentation
Evening
Managing Change
Coaching Skills for Managers
Well John, that’s great, how else could you improve the marketing strategy?
Well John, that’s great, how else could you improve the marketing strategy?
Middle Management Effectiveness Programme
Why coach?Is adequate performance enough?
As managers of others, it is essential that we can help them deliver their best - for their sake and ours
Coaching (and mentoring) ways to transform performance, or even lives
Focus on these types of intervention, but in the context of training, counselling….
understand the principles
practise techniques in planning exercises & role-plays
refresh perception and feel confident
Middle Management Effectiveness Programme
What are the performance management tools available to us?
Group 1
List the formal processes an organisation and its managers use to develop and manage the performance of staff (e.g. appraisal)
Rate out of 10 how well they work in your experie
Group 2
List the informal processes an organisation and its managers use to develop and manage the performance of staff (e.g. one-to-one meetings)
Rate out of 10 how well they work in your experience
Performance Management
Formal
Appraisal scheme
Performance Management Central
Career Planning/Job Connect/Mentoring scheme
Incentive Compensation
Pay review
Talent Review
Personal Development Roadmap
Training Central
Competency Framework
Professional qualifications – IAQ/IMC/CFA
Development programmes – OPEN/IMTP/MMEP
Manager Connect
Disciplinary/performance process
Employee Assistance Programme
Succession Planning
KPIs
Informal
Coaching/one-to-ones (10/10s)Team meetingsOn-the-job trainingDelegation & empowermentJob shadowingSecondmentsJob swapsSpecial projectsRecognition & rewardSelf studyInformal mentoringSocial eventsReporting against targetsAccompaniment/Feedback
Informal
Coaching/one-to-ones (10/10s)Team meetingsOn-the-job trainingDelegation & empowermentJob shadowingSecondmentsJob swapsSpecial projectsRecognition & rewardSelf studyInformal mentoringSocial eventsReporting against targetsAccompaniment/Feedback
A spectrum of optionsA spectrum of options
Discipline Counselling Coaching Mentoring Training
When is it the right answer?Specific skill and knowledge gaps exist
What is it?Courses, professional study or on-the-job training
Who does it? Training and education ‘professionals’
How is it carried out?formally planned, budgeted and delivered
Discipline Counselling Mentoring Coaching Training
When is it the right answer? work performance or behaviour does not meet minimum requirements
What is it? formal procedures involving setting specific mandatory targets and timescales for achieving them and providing support
Who does it?managers with the help of HR
How is it carried out?formally and with the aim of recovery, but with the clear communication of what will happen if this is not achieved
Discipline Counselling Mentoring Coaching Training
When is it the right answer? non-work related problems intrude on work performance
What is it? confidential one-to one discussion listening to the individual face the problem and encouraging them to find ways to solve it
Who does it?best carried out by HR or other professionals but may be initiated by the manager becoming aware of an issue
How is it carried out?a highly confidential and sensitive process
Discipline Counselling Mentoring Coaching Training
When is it the right answer? individuals need advice and encouragement in their long term career development and significant transitions in their work/life
What is it? informal one-to-one discussion designed to help individuals define their challenges & goals and create strategies for achieving them
Who does it?: a (more) senior manager within the organisation (but not the same department) or a respected external contact
How is it carried out? occasional, client driven and confidential
Discipline Counselling Mentoring Coaching Training
When is it the right answer? opportunities and potential exists for teams and individuals to further improve their performance in terms of both current and new challenges
What is it? helping people to develop additional skills or realise their potential in the ones they have
Who does it?the immediate manager or supervisor, and/or in specific skill areas, a subject matter expert
How is it carried out? a constant element in team management and part of one-to-one meetings and reviews
Discipline Counselling Mentoring Coaching Training
Middle Management Effectiveness Programme
The right tool for the job
Syndicate exercise
Select the best intervention(s) for the scenarios outlined - each is a different individual
Use any from the lists created earlier....
Be prepared to explain your choices
10 minutes
Middle Management Effectiveness Programme
Scenarios1. Habitual lateness
2. Graduate joiner
3. Shown strong expertise with systems
4. Lack of assertiveness
5. Mood swings
6. Your ideal successor in departmental succession plan
7. Maternity returner
8. Frequent sickness
9. Long term ‘average’ performer
10.Finished graduate development programme
ScenariosScenarios
1. Habitual lateness
2. Problems analysing data
3. Individual has shown unexpected expertise with a particular system
4. Lack of assertiveness
5. Misses deadlines (but working hard)
6. Mood swings (with behaviour to match)
7. Just finished a development programme (e.g. graduate/MBA)
8. Your successor in departmental succession plan
9. Maternity returner
10. New graduate joiner
11. Frequent sickness
12. Long term ‘average’ performer
Wheel of Life
Wealth
Health
Friends & family
Partner/love
Personalgrowth
Recreation
Environment
Career
Middle Management Effectiveness Programme
5 ‘C’s Discussion StructureChallenges
I want to develop my career and move to the next management level
Choices
I can either focus on moving up in my own area or look at opportunities elsewhere in the company
Consequences
If I stay in my area I can develop my expertise and become qualified. But I could end up pigeon-holed as a result
Creative solutions
I could look at opportunities in the regional offices overseas where my existing expertise could be useful
Conclusions
I’ll discuss options with my own managers, look at the the study options and then decide
Middle Management Effectiveness Programme
5 ‘C’s Discussion Structure
Mike Pegg
Challenges
encourage mentee to identify their challenges and reflect on what they mean. Mentor should challenge their views, and get the mentee to see the big picture
Choices
Discuss possible directions, goals, etc in relation to the challenges
Consequences
Stimulate the mentee to consider what are the possible results or consequences (plus and minus) of their choices
Creative solutions
Brainstorm how the mentee could achieve their chosen options
Conclusions
Encourage mentee to make choices and agree an action plan
Middle Management Effectiveness Programme
1. Establishing rapport
Ice-breaking
Goals of first meeting (intro and approach)
Exchange short personal histories
Confirm approach and subjects to be covered
Identify immediate goals and issues
Agree first steps
Answering mentee’s concerns
Middle Management Effectiveness Programme
What is coaching - in a phrase?
Bringing out the best in people
Which performers do we devote most management time to?
Top
Weak
SatisfactoryDO? SHOULD?
Who do you need to coach?
CoachCoach
ReportsReports
Kids!Kids!
SuppliersSuppliers
ColleaguesColleagues
BossBoss
PartnerPartner
External Clients
External Clients
Internal Clients
Internal Clients
Middle Management Effectiveness Programme
Why do we need to coach?
to share our skills and knowledge
to empower our staff
to influence others appropriately
to get the job done
Middle Management Effectiveness Programme
When should we coach?
When delegating new tasks
When reviewing delegated tasks in progress
When a team member/colleague/client comes to you with a problem
In advance of major events/challenges/changes
When mistakes are being made (feedback)
To share new ideas and methods
As the operating style in regular one-to-one review meetings and interim appraisals
Middle Management Effectiveness Programme
What skills or qualities does a coach need?Attentiveness - to the here and now
Discipline - in listening and responding
Warmth - and humanity
Curiosity - to find out more
Acceptance - non judgemental
Genuineness - trust
Empathy - ability to see the world their way
Humour - to lighten the mood
Two coaching styles
OUTPUTINPUT
Two coaching styles
OUTPUTSupportive
Facilitating problem solvingBuilding self confidenceEncouraging others to
learn on their own
INPUTDirective
Developing skillsProviding answers
Instructing
0
50
100
20
70
%performance
30
40
10
60
90
80
Total coaching
INPUT
OUTPUT
Middle Management Effectiveness Programme
Two coaching stylesINPUT
identification of a skill gap by coach or coachee
coach advising on technique and method
checking on effect
OUTPUT
joint identification of a challenge/issue
Joint analysis of current situation
• Focusing and encouraging coachee to identify own options for achieving them
monitoring & support
Reality is often a mixture of bothReality is often a mixture of both
Middle Management Effectiveness Programme
VESOS – a training model
V Value/Purpose– of task
E Explain – how to do the task
S Show - demonstrate
O Observe – coachee doing it
S Supervise – stand back but monitor
Teaching Effectiveness
70%
10% 32%
72%
65%
85%
Recallafter 3 weeks
Recallafter 3 months
Source:John Whitmore
ExplainedExplained &
shown
Explain, Shown & Observed
Middle Management Effectiveness Programme
7 stages of learning
1.Sensory perception
2.Personalisation
3.Logical sequence
4.Remembrance
5.Recall
6.Practise
7.Feedback
Middle Management Effectiveness Programme
Input Coaching
Break into groups, each to…
Identify a simple, physical task on which to coach a person (or persons) from the other group
Develop a short coaching session using VESOS
And then we reconvene as one group with…
One person from each group to conduct this coaching session with a member of the other group(s)
Middle Management Effectiveness Programme
What are the dangers of input coaching?
You need to know more than they do
They might not like you knowing more than they do
The coachee has minimal input of their own
They become dependent
Your views overwhelm theirs
Their performance can only ever be as good as yours
Keys to Competence
KnowledgeKnowledge SkillsSkills
AttitudeAttitude
OUTPUTOUTPUT
INPUTINPUT
Middle Management Effectiveness Programme
What are the key factors in attitude change?
Analysing own/coachee performance objectively
Focusing on self generated goals
Generating practical actions
Building confidence that it can be done
Middle Management Effectiveness Programme
How can we build rapport?
Show interest in the coachee as a person
Break the ice
Create a relaxed environment
Set a non threatening agenda
Middle Management Effectiveness Programme
Sources of Self-Confidence
Performance Accomplishments
doing a job well
Vicarious Experiences
seeing that it can be done
Verbal Persuasion
receiving feedback that you believe
Emotional Arousal
managing your emotional response
Albert Bandura Psychological Review Vol 84
Middle Management Effectiveness Programme
What are the barriers to output coaching?
‘I’ll lose my authority’
‘They won’t know the answer’
‘I’m supposed to have all the answers’
‘They’re used to me telling them’
‘It’ll take too long’
‘Why can’t I just get the job done?’
Middle Management Effectiveness Programme
What do we need?
An approach that:
Overcomes defensiveness
Focuses on future performance not past failure
Motivates and builds confidence
Empowers independent effort
Middle Management Effectiveness Programme
So what does an output coaching session have to cover?
What’s wrong with current performance/situation
Goals, aspirations, objectives
Possible solutions
Action plans for what actually needs to happen
We need to put this into a coherent model
But what comes first?
The GROW Model
O
GOAL Where do you want to get to?GR
W
REALITY
OPTIONS
WAY FORWARD
Where are you now?
What could you do?
What will you do?
Source:John Whitmore
Middle Management Effectiveness Programme
3 minute coaching exercise
Form into pairs
Everyone should identify a problem/challenge that you would like to address - keep it to yourself for now...
One member to face the screen, the other to face the back wall
The person facing the screen leads the interview asking the type of questions displayed
3 minutes...
Middle Management Effectiveness Programme
Coaching Guideline
1. So what is the problem?
2. When is it particularly bad?
3. What does it feel like for you?
4. What else is it affecting?
5. Why do you think it’s happening…?
6. Why haven’t you been able to solve it?
Stick with the basic nature of these questions but you can change order etc. Find out as much as you can about the problem
Middle Management Effectiveness Programme
Coaching Guideline 2
1.Rather than focus on the problem, tell me what you want to happen/want instead - what your ideal outcome or end point would be?
2.Let’s imagine that has happened – what would that look like, what would you see?
3.What would be the benefits of sorting this out/doing this?
4.When you’ve approached this kind of thing in the past what was the most help?
5.So what do you think your next step should be?
Middle Management Effectiveness Programme
Feedback
How well did the first interview move someone forwards from the problem they described?
How did the interviewee feel at the end of the first interview?
How did you the interviewer feel about the problem and the likelihood of resolving it?
How does this compare with the second interview?
Middle Management Effectiveness Programme
GoalsStarting with goals assumes everyone has clear goals they can articulate
hmmmm
But everyone has problems (reality)
All we have to do is turn the problems into goals
Talking about the problem without focusing on finding the solution won’t get anyone anywhere
Middle Management Effectiveness Programme
Putting it another way
I never look at the consequences of missing a big shot . . .
when you think about the consequences you always think of a negative result.
Michael Jordan
Basketball icon
Goals
‘Focus on the gap, not the obstacle’‘Focus on the gap, not the obstacle’
Not just any old goal - a BHAG
BIGBIGHAIRYHAIRY
AUDACIOUS AUDACIOUS GOALGOAL
BIGBIGHAIRYHAIRY
AUDACIOUS AUDACIOUS GOALGOAL
*James Collins and Jerry Porras
“I have a dream..”
Martin Luther King, Jnr
Goals and Motivation
Henry Ford
Obstacles are those frightful things you see when you take your eyes off your goal
Middle Management Effectiveness Programme
What are the key skills of the output coach?Being an expert on the topic?
not needed, you can’t know everything
Solving people’s problems?
no, that is their job
Telling them what they’re doing?
no, asking questions and listening actively
Listening skills
Use them in that ratioUse them in that ratio
2211
Middle Management Effectiveness Programme
What are the skills of active listening?
Focus on the speaker
Give listening signals
Take notes
Build rapport
Make eye contact
Encourage development/detail
Ask questions
Middle Management Effectiveness Programme
Open and closed questions
Open non-specific, general, encourages complete answers
How’s it going?
…but gets non-commital ones
Closed seeking a ‘yes’ or ‘no’
Any problems?
…but getting a false no (‘good news only syndrome’)
Semi-open specifically focused enquiry
How is the new project progressing?
Semi-closed probing for single facts
What’s put the project behind schedule?
Middle Management Effectiveness Programme
Two questions to avoid
Leading - suggests the desired answer:
‘Do you think a planning session would be a good idea?’
What could you say instead?
Loaded - a more charged version:
‘Are you sure you did enough planning?’
Both inclined to manipulate the responses
The GROW Model
O
GOAL Where do you want to get to?GR
W
REALITY
OPTIONS
WAY FORWARD
Where are you now?
What could you do?
What will you do?
Goal seeking questions
Performance GoalPerformance Goal
Goal for discussionGoal for
discussion
End GoalEnd Goal
Middle Management Effectiveness Programme
Turning problems into goals
1. My team is de-motivated and I need to do something
2. I’m a couch potato and need to get fit
Middle Management Effectiveness Programme
Goals for discussion
What would you like to get out of this discussion
What do you want to leave this meeting with?
What needs to happen for you to feel this discussion has been helpful?
A way to build team motivation & morale
A plan to get fit
Middle Management Effectiveness Programme
End Goals
Where do you want to end up? What specifically do you want to achieve? What would the ideal end result be? What makes this important? What would this enable you to do?
I’d like the team to hit their next quarter’s targetsHigh morale is not the real goal….
I want to take part in next year’s London MarathonBeing fit is not the real goal….
Digging for the end goal can flush out the real goal or problem the person needs to tackle
Middle Management Effectiveness Programme
Performance Goals
And what would that look like in detail? How would things be if you were achieving that goal? What does a good performance look like? What would be the observable signs of success?
‘The team socialising together, helping each other out, with individual and team targets and everyone getting together to celebrate success’
‘I’d be exercising at least five times a week, following a healthy diet, lost some weight, oh… and drinking less’
Middle Management Effectiveness Programme
Creating Compelling Outcomes
Think of something you really want
Is it within your control? Which parts are?
Imagine you have it – what’s it like?
In what contexts do you want to have this?
How is this a real benefit to the significant people in your life?
What are the costs of achieving this? Are you willing to pay them?
Turning problems into goals
Missed last month’s target
Problem
Goal for next month
End Goal
Project behind schedule
Don’t get on with colleague
Too much work
De-motivated
Creating a good relationship
Achieving your key tasks
Exciting work challenge
Hitting a realistic target date
Unwilling to make a presentation
Preparing a great presentation
The GROW Model
O
GOAL Where do you want to get to?GR
W
REALITY
OPTIONS
WAY FORWARD
Where are you now?
What could you do?
What will you do?
The Map is not the TerritorySo what is yours like?
Middle Management Effectiveness Programme
Reality questions
Help the coachee to rethink the false pattern they have created
One in which they are either the victim (it’s not my fault)
or the villain (it’s all my fault)
Replace interpretation with facts
Highlight success as well as failure
Open the door to feedback if needed
Middle Management Effectiveness Programme
RealityWhat question could you ask the coachee?
description not judgement
‘I just can’t do it’
what should you say?
‘Tell me which parts you find most difficult…’
causes not symptoms
‘The suppliers let us down’
what should you ask?
‘What dates did you agree with them?’
Middle Management Effectiveness Programme
Reality seeking questions
Talk me through what has happened…
Give me some recent specific examples
What have you tried?
Which people provide the greatest difficulties?
When did the problem start?
Who is involved?
Middle Management Effectiveness Programme
Getting to the root causeCritical incident interviewing
Ask the them to tell you exactly what happened:Who said what and when
What they thought, said and did at the time
Specific, detailed and without interpretation
Reliving the event or a, key moment from it, to unlock a fresh perception
Focus on behaviour then rather than feelings now
Middle Management Effectiveness Programme
Scaling progress
Using a scale of 1-10, and 10 is the place you’d like to be, where would you say you are now?
Good, what are the things you’re happy about
the mark you’ve given yourself
And what are the aspects you’re unhappy about?
the gap between the mark and ‘10’
Middle Management Effectiveness Programme
What have we achieved so far?Forced coachee to think strategically
Defined goals in terms of the discussion, end result and in detail
Established current reality – good and bad
Defined the gap between reality and goal
Modification of end goal by coachee if the gap is inappropriate (too small as well as too big)
The GROW Model
O
GOAL Where do you want to get to?GR
W
REALITY
OPTIONS
WAY FORWARD
Where are you now?
What could you do?
What will you do?
Source:John Whitmore
Options
Confirm the gap
Goal
Reality
Gap Way forward
Middle Management Effectiveness Programme
Whose ideas are the best?
THEIRS because they:
know the problem better than you
will be committed to their solutions
need to take ownership
must feel empowered and responsible
need to believe they can do it without you
Middle Management Effectiveness Programme
A two-person brainstorm
creative solutions come from…
new perceptions of the problem (GR)
quantity not quality of ideas
suspended judgement (ideas first, assess later)
a sense that there is a choice
Middle Management Effectiveness Programme
Options seeking questionsWhat are your ideas for dealing with this?
What tools could you use?
Who else can help you?
What could you do in regard to… (focused semi open questions)
If that didn’t work, what else could you do?
Go on… one more idea?
Something you said made me think… could you?
Don’t offer more resources/staff/time… you haven’t got them!
The GROW Model
O
GOAL Where do you want to get to?GR
W
REALITY
OPTIONS
WAY FORWARD
Where are you now?
What could you do?
What will you do?
Way forward
Middle Management Effectiveness Programme
Way forward
Summarising the options
Testing them for
Relevance
Practicality
Desirability
Creating a (very) shortlist of related actions
Turning them into SMARTER objectives
Middle Management Effectiveness Programme
Way forward seeking questions
Which options do you think would work best?
How well do they meet your criteria for success?
How will this option achieve your goal?
If you couldn’t do it all, what would you drop?
What could stop you?Talk me though the steps involved
When can you start/complete this?
Who else needs to be involved to do this?
Rate your commitment to this working - on a scale of 1 to 10
– …what could raise your commitment?
Middle Management Effectiveness Programme
Firming up the action plan
Define SMARTER objectives
Establish review points
Ask the coachee to summarise exactly what he or she is actually going to do
Confirm the support you will be providing
and the standards you expect
Middle Management Effectiveness Programme
Ending the session
Give the coachee positive feedback on the discussion:
I would just like to say how much I appreciated your honesty today - and what a good job you’re already doing to tackle the issues you raised
Hand responsibility for ending the session to the coachee:
Is there anything else we need to discuss before we finish today?
ReviewManaging
Remote or project teams & suppliers
Coaching high performanceAction Planning
Review
Delegation & Empowerment
Day 1
Day 2
Morning Afternoon
Meal & Presentation
Evening
Managing Change