paople and team management

7/28/2019 Paople and Team Management

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People and TeamManagement 1

People and Team Management

Martin Allen

21st to 23rd November 2011


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Housekeeping

Peoplegrowers2006

People and Team

Management

Delegate Slides
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Introductions

Professional Information:

Which department do you work for?

What do you do there?

Personal Information:

What gives you a buzz...?

What / who inspires you?

Purpose:

Why are you on this course?

What do you want to get out of it?


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Agenda

Introductions Understanding Ourselves and Others

Management and Leadership

Emotional Intelligence

Team Building

Goal and Objective Setting

Customer and Stakeholder Management

Delivering Change Delegation & Feedback

Coaching

Handling Conflict


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Understanding Ourselves and Others


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The Iceberg Model (1)

Do

Motivational Value System

Are

Behaviour

Personality


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BehaviourNon-verbal Verbal

KnowledgeExperience

Attitudes

OpinionsValues

Beliefs

Personality

Character

The Iceberg Model (2)


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Understanding Behaviour

EVENT

Belief System

Thoughts

Feelings

Behaviour

STIMULUS

RESPONSE REINFORCING


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Learning and Development

Temporary incompetence is a pre-requisite foreffective development

UnconsciousIncompetence

ConsciousIncompetence

Conscious

Competence

UnconsciousCompetence


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Effective Communication

-10%55%

20%70%38%

80%20%7%

Body

Language

Tone

Words

WrittenAudioFace-to-Face

What is EffectiveCommunication?

A two-way process to

create an understanding of

information or ideas insomeone elses mind to

influence an action or a

desired outcome.

OrGetting the messageacross!


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All that I want to say

All that I am able to say

All that I do say

All that my customer / member of staff expects to hear

All that my customer / member of staff hears

All that my customer / member of staff understands

All that my customer / member of staff remembers

100%

70%

50%

10-30%

The Communication Funnel


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Visual Auditory Kinaesthetic

Influencing, Inspiring andCommunicating

Code experiences in graphical

form

Tend to be relatively fast talkers

and may be impatient wheninterrupted

Use their hands freely to

complement verbal

communication

Pace the floor while talking

E.g. I see what you mean,looks good to me, show me

more

Interact with others through

sounds, especially through

words

Often need to verbalise theirthoughts to clarify their own

ideas

Strong need for working in

quiet space to help as

become easily distracted

Tend to have a clear ,

resonant tonality

E.g. I hear what you say,

sounds good to me, tell

me more

Use feelings both physical and

emotional to communicate

Attach great importance to

feelings and therefore find itdifficult to make a decision

based on logical reasoning

Speak in slow tempo long

pauses in between words

E.g. I get what youre saying,

I feel good about that, fill me

in on the details

Profiles of Preferred Thinking Styles


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Management 14


Anyone can become angry thatseasy. But to be angry with the right

person, to the right degree, at the righttime, for the right purpose, and in theright waythis isnt easy.

AristotleThe Nichomachean Ethics


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What is Emotional Intelligence?

Emotional Intelligence is:

The ability to recognise ones own and othersemotions, understand them and make use of them in

socially adaptable ways

It is therefore the ability to read social cues and thento respond to them in a way that demonstrates an

understanding of others perspectives


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Why Does Emotional Intelligence Matter?

Intellectual intelligence is said to contributeapproximately 1-20% of the factors that determinelife success. That leaves approximately 80-99% toother forces, many of which relate to how we

manage our emotional intelligence.

Studies indicate that emotional intelligence is twiceas important as pure cognitive or technical abilities.For success at the highest levels, in leadershippositions, emotional competence accounts forvirtually the entire advantage

Goleman 1998


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Emotions and Their Consequences

= Leaving, revenge

= Desire to perform well, persistence

= Getting even, withdrawal of effort

= Staying, wanting to help

= Reduced effort, withdrawing

= Focus on the fear, reduced focus on otherthings

= Increased effort, sense of belonging

Robert BrinnerPeople Management 2002

Anger

Enthusiasm

Resentment

Affection

Sadness

Fear

Appreciation


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Emotional Intelligence:Golemans 5 Competencies

Step 1Self Awareness

Step 2Self Regulation

Step 3- Motivation

Step 4- Empathy

Step 5Social Skills

Step 1Self Awareness

Step 2Self Regulation

Step 3- Motivation

Step 4- Empathy

Step 5Social Skills

Step 1 Self Awareness

Step 2 Self Regulation

Step 3 Motivation

Step 4 Empathy

Step 5 Social Skills


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Self-Awareness

Self-awareness is:

The ability to recognise and understand your moods, emotionsand drivers, and appreciate their effect on others

Hallmarks:

Self-confidence

Realistic self-assessment

Self-deprecating sense of humour


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Self-Regulation (Self-Management) is:

The ability to control or redirect disruptive impulses and moods

The propensity to suspend judgment: to think before acting

Hallmarks:

Trustworthiness and integrity

Comfort with ambiguity

Openness to change

Self-Regulation (Self-Management)


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Motivation (1)

Motivation is:

A passion to work for reasons that go beyond money or status

A propensity to pursue goals with energy and persistence

Hallmarks:

Strong drive to achieve

Optimism, even in the face of failure

Organisational commitment


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Motivation (2)

The MazlowHierarchy

PHYSIOLOGICAL NEEDSWarmth; shelter; food; a human beings animal needs

SAFETY NEEDSA sense of security; absence of fear

SOCIAL NEEDSInteraction with other people;

having friends

ESTEEM NEEDSBeing well regarded by other

people; appreciation

-SELFACTUALISATIONRealisingindividual

potential; winning;

achieving


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Motivation (3)Hertzbergs Theory

BRAKES

(Hygiene Factors)

Poor Working Conditions

Lack of Skills

Low Basic Pay

Inappropriate Supervision

Cumbersome Processes

Recognise Achievements

Delegate Responsibility

Develop Skills

Provide Challenge

Enable Participation

ACCELERATORS(Satisfiers)

Remove the Brakes Hit the Accelerator

Create Owners not Victims


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Empathy

Empathy is:

The ability to understand other peoples emotional make-up

Skill in treating people according to their emotional reactions

Hallmarks:

Expertise in building and retaining talent

Cross-cultural sensitivity

Service to clients and customers


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Social Skill(Relationship Management)

Social Skill (Relationship Management) is:

Proficiency in managing relationships and building networks

An ability to find common ground and build rapport

Hallmarks:

Effectiveness in leading change

Persuasiveness

Expertise in building and leading teams


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Management Styles andOrganisational Climate


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27People and Team

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Manager: I can seethe mountain

Leader: I cansee all the

mountains

Even Leaders on the same level asManagers strive to ensure that theycan see beyond the mountain.

What can you see?

Leadership v Management


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Management Styles

Coercive

Authoritative

Affiliative

Democratic

Pacesetting

Coaching

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Coercive

The Coercive Management Style:

Ensures immediate compliance

Provides clear directives without soliciting input or listening

to reactions

Close monitoring, corrective/negative feedback, outlinesconsequences

Is most effective in crises; when rules must be followed toavoid danger; with problem employees

Is least effective with self-motivated, talented employees

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Authoritative

TheAuthoritative Management Style:

Provides long-term direction and vision

Articulates a clear vision and expected behaviour butemployees are listened to

Explains whys

Sets standards and controls with Motivational andDevelopmental Feedback

Is most effective when new vision to be communicated;with new workgroups; when manager is expert

Is least effective with experienced employees and withteams who can self-manage

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Affiliative

TheAffiliative Management Style:

Creates harmony and promotes friendly interactions

Demotes tasks, directions and goals behind emotional needs

Accounts for needs of whole person

Uses positive feedback positively. Avoids conflict

Is most effectivewhen tasks are routine; when employeeseffectiveness is affecting work; with diverse groups

Is least effective when constructive feedback needed; withtask-focused employees

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Democratic

The Democratic Management Style:

Builds commitment and ensures employees fully participate indirection of team

Relies on consensus in decision-making. Many meetings

Involves the manager listening and rewarding group performance

Is most effective with knowledgeable employees; when there is

ample time; common interests and goals

Is least effective when there is risk that ideas are notacceptable to manager; when employees are not skilled indemocratic decision-making

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Pacesetting

The Pacesetting Management Style:

Accomplishes tasks to high standards

Leads by example. Anticipates others will watch and understand

Delegates to top performers and tightly controls poor performers

Rewards individual performance

Is most effective with independent employees; when manager

also a pair of hands; with poor performers who will leave

Is least effective with employees who need to develop throughfeedback; unclear direction

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Coaching

The Coaching Management Style:

Professional develops employees

Helps identify goals, strengths, weaknesses

Encourages self-reliant problem-solving

Has a developmental culture

Is most effective with employees interested in developingcareer; encourages initiative

Is least effective with new employees; when direction needed

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Climate Factors

Flexibility

Responsibility

Standards

Reward and Recognition

Clarity

Team Commitment

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Climate Factors

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Flexibility

How easy is it to get new ideas introduced into the organisation?

To what extent are we constrained by procedure and rules?

Responsibility

Do people feel their role is integral to the organisations success or failure?

Do we care?

Standards

Are we working to achieve well defined targets, goals and personalstandards?


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Climate Factors

Reward and Recognition Is this a well done! sort of place or a blame culture intent on

punishing the guilty?

Clarity

Do people know what theyre doing and why theyre doing it?

Do we understand the corporate vision and ambition?

Team Commitment Is this a place where people genuinely feel success can only be

achieved by everyone pulling together or do we prefer to relyon our own personal performance as the only way forward?

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Linking Management Style to Climate

Climate Factors

Management

Style

Flexibility Responsibility Standards Reward &Recognition

Clarity TeamCommitment

Co-ercive

Authoritative

Affiliative

Democratic

Pacesetting

Coaching


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Flexibility Responsibility Standards Reward &Recognition

Clarity TeamCommitment

Co-ercive Task Longterm

Authoritative

Affiliative

Democratic

Pacesetting With aGood team

Coaching

Shortterm

Shortterm

Longterm

Shortterm

Longterm

Shortterm

Longterm

Linking Management Style to Climate

Climate Factors

Management

Style


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Transactional Analysis


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Whenever you communicate you are entering into atransaction

Transactional Analysis is a pragmatic way to

categorise and understand these interactions

It provides a tool to keep transactions, orcommunications, on a productive track


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Responds emotionally

Fun, creative Is spontaneousAdapts to authority


Sets Limits

Makes Judgements Gives Permission Takes Care

PARENT

Collects Data Computes Estimates probabilities Makes rational decisions

CHILD

ADULT


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Why might team members, peers or bosses react in aParent / Adult / Child way? Reasons could include:

Pressure of work

Personal pressures: relationship, financial, domestic

Health issues: temporary or diagnosed

Previous interactions: the legacy of a good / bad interaction

Preferred (Instinctive) Management Style

Managed (Deliberate) Management Style

Recognising Ego States at Work


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The Rapport Model

Ritual and Clich Formal greetings and How are you?

Information and Facts What we know about the situation

Beliefs and Values The standards by which we live

Emotions and Feelings How we react to a situation

True Rapport When our clients / staff fully trust us always to dothe best for them and when they automaticallyturn to us first for advice and guidance

INFORMATION AND FACTS

BELIEFS AND VALUES

EMOTIONS ANDFEELINGS

TRUERAPPORT

RITUAL AND CLICHE

Where the relationship starts totake on more of a personal feel


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The Communications Model

25%

25%

50%

Generally we have:

25% of our contacts for whom progress up the scale beyond Information andFacts is impossible

50% of our contacts for whom some progress is possible

25% of our contacts who are already at True Rapport or progressing towards it

and our challenge is to increase this final 25% towhatever.


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Team Building


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The Stages of Team Building

Forming

Storming

Norming

Performing

Dorming

Mourning

Disbanding / Adjourning


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Team Development Process

Time

Performance Levels

FORM STORM NORM /RE-FORM

PERFORM

Working Out

Autocratic /Acquiescent

Hidden Feelings

Poor Listening

Bureaucratic

Submissive

AttentionInward

Emotive

Volatile

Rebellious

Confusion

BoundariesPushed

Insecurity

RelationshipsRebuilt

Listening Better

AssertivenessGrows

BoundariesEstablished

Objectivity

AdultBehaviours

Clear Direction

Common Goals

Success

Creativity

High Energy

Flexibility

Commitment

Pride & TeamSpirit


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Goal and Objective Setting


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Performance Management

Goal Setting:

Strategic Goals

Long term goals

Tactical Objectives

Bite -size chunks andresponsibilities

Operational Objectives

Daily & weekly targets

Objectives

Tasks

Goals


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Objectives

Objectives must be SMART

S Specific

M Measurable

A Achievable / Attainable

R Relevant / Realistic / Reasonable

T Time-related

E Exciting / Enjoyable / Entertaining

R Recorded

or even SMARTER


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Types of Objectives

Quantitative

Numbers

Dates

Volumes

Turnaround times

Accuracy rates

Error rates Proportion of Time

Budget Expenditure

Qualitative

Reaction of Customers

Satisfaction

Procedural

Judgement

Professional Standard

Degree of Fit

Behaviour

Appearances

Presence

Demonstrate by Example

Style

Compliance


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Defining Objectives

Success Criteria

We are succeeding if

What does Success look / feel like?

What will be happening if we areachieving / exceeding our objectives?

Shortfall Criteria

We are not succeeding if

What does shortfall look / feel like?

What will be happening (or will not behappening!) if we are missing ourobjectives?

Always use absolute measures no ambiguity

Do not use measures which compare with other teams

Use measures that are fair and are seen to be fair


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Performance Appraisal

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Set / AgreeObjectives

ObservePerformance

ReviewAgainstObjectives

ContinuousFeedback &

Coaching

ReviseObjectives

Performance Management is a continuous process throughoutand not just confined to the formal sign-off meeting.

There should never be any surprises at any appraisal meeting


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Performance Discussions

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Agree date

GAININVOLVEMENT

FIND OUTCAUSE

DISCUSSSOLUTIONS

ACTION PLAN

FOLLOW-UP

SET THE SCENE Give specific facts

Ask open questions

Listen have empathy

Both parties put forward solutions

Obtain buy in, set objectives


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High Employee Skill & Motivation

High (Right) Customer Retention

Return on Capital Employed (ROCE)Operating Profit Margin (OPM)

High Customer Satisfaction

Good CustomerManagement

Good EmployeeManagement

People and The Service Profit Chain


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Satisfying Customers

Implicit

Unquestioned bythe customer

Assumed to be present

by the customer

Maintenance level ofservice

Things you shouldalways do

Explicit

Precisely expressed bythe customer noambiguity

Specifically requestedby the customer

Specific level ofservice

Things you should doto deliver againstspecific requirements

Attractive

Appealing andinteresting to thecustomer

Accepted by thecustomer if presented

Extended level ofservice

Things you should doto take service levelsfurther


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Satisfying Customers

Adapted from: Kano, N. (1984), Attractive qualityand must-be quality, The J ournal of the J apaneseSociety for Quality Control, April, pp. 39-48

Golden Rule

Degree ofsatisfaction

Implicit

AttractiveLevel of quality

ExplicitJ

L

-- ++


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Stakeholder Map

E

YOU Stakeholder

Others

Boss

Clients

BA

C

D

Legend:

A

Normal

B Good (2 way)

C Over-committed

D Conflict

E Hidden conflict


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Delivering Change


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The Challenge of Change

At every crossroads on the path

that leads to the future,tradition has placed 10,000

men to guard the past

Maeterlinck


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The 9 Change Principles

Compelling Reason to Change

The need for change must be understood by all those impactedso that the status quo is not seen as the best option

Clear Vision and Objectives for Change

To capture interest and support, those effected by change needto know the objectives and the advantages of achieving them

Context for Change

To understand fully the context the change is taking place inand ensure all elements are considered to ensure its long-termsustainability and success


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Momentum

To ensure momentum is created and maintained throughoutthe projects lifecycle to keep energy and focus high tocontribute to delivering great change

Stakeholder Engagement Key stakeholders need to be identified and their support

secured through communication and engagement

Alignment

Ensuring that the operational and organisational frameworksand processes which support the planned change are carefullyconsidered and aligned e.g. training, reward, facilities etc



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Embedding Change

To ensure the change delivers its true business value in theshortest possible time by becoming part of the way we work

Great Sponsorship

The right sponsor plays a critical role in the success of changeinitiatives

Emotional Responses to Change To understand and appreciate the emotional responses to

change and to support and lead people through these to lessenthe negative impacts on both staff and performance


f


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Context for Change

Stakeholders

Time

Continuity

Scope

Risk

Complexity

Capability

Customer

Capacity

Readiness

CHANGECONTEXT

The Change Kaleidoscope


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B fi f R i


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Benefits of Resistance

Potentially a better outcome:

People who resist may be highlighting things that have beenmissed in the planning, particularly around the details

Resistance is a critical source of innovation and can allow morepossibilities to be considered and evaluated

When people resist change at least there is some energyinvolved. Surely apathy would be worse?

Resistance is what keeps us from attaching ourselves toevery bonehead idea that comes along Maurer 1996

D l ti


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Delegation

The best Managers / Leaders have sense

enough to pick good people to do whatneeds to be done and the self-restraint

to keep from meddling with them


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D l ti d St t h


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Delegation and Stretch

Delegation goes from Comfort to Stretch

but may create panic

COMFORT

STRETCH

PANIC


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Delegation Exercise Debrief (2)


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Delegation might create difficult situations by:

Delegating to the wrong people: those unable to absorbthe extra work

Delegating at the wrong time: when everyone is fullyoccupied or deadlines are too short

Delegating inappropriately: where a piece of workbelongs to one person and no explanation is given

Delegating work that should not be delegated: personaltasks; performance management; confidential information

Delegation Exercise Debrief(2)

Delegation Exercise Debrief


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The consequences of bad delegation could be:

A perception of passing the buck

A lack of clarity and a consequent lack of motivation

The creation of unnecessary time pressures

Frustration through allocating the wrong task to the personwith the wrong skill-set

Unnecessary increase in workload for certain people

Delegation Exercise Debrief(3)

Delegation Summary


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Delegation Summary

Delegation must go alongside planning:The lack of planning on your part does notconstitute a reason for passing me an emergency!

The stages of Delegation are:

SHOW METHEN GO

GO BUT LETME KNOW

GO

NO GO


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Feedback Do and Dont


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FeedbackDo and Don t

Planning Feedback Do:

Concentrate on AID:

Action Impact Do

Be specific

Consider the venue

Privacy

Timing

Listen actively

Achieve Buy-in

Action Plan & Follow up

When giving Feedback Do Not:

Make judgements state specific facts

Reel off endless lists

Give developmental feedback in public

Focus on the individual focus insteadon performance

Make the other person feel threatenedor defensive

Nature of Feedback:


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Johari Window

Feedback

Disclosure

Open

everyoneknows

Concealed I know:

you dont!

Blind

everyoneknows but me!

Unknown nobody

knows


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What is Coaching ?


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What is Coaching ?

Coaching is helping someone move from wherethey are to where they want to be......

......and to do this more quickly and effectivelythan if they acted alone.

The Skill / Will Model


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The Skill / Will Model

HIGH WILL

LOW WILL

LOW SKILL HIGH SKILL

GUIDE EMPOWER

EXCITEDIRECT

SKILL

TrainingRole PerceptionUnderstandingExperience

WILL

Desire to AchieveIncentiveSecurityConfidence


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Using the GROW Model


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GOAL REALITY OPTIONS Will

Agree topic fordiscussion

Agree specificobjective ofsession

Set long-termaim, ifappropriate

Invite self-assessment

Offer specificexamples offeedback

Avoid or checkassumptions

Cover full range ofoptions

Invite suggestionsfrom learner

Offer suggestionscarefully

Ensure choices aremade

Commit to action

Identify possibleobstacles

Make steps specific& define timing

Agree support

ParametersWhere we need to be

Current situation &Assessment of needs

How we couldMove forward

Action and dualcommitment

Where are we now?Where are we going? How do we get there?

How do we measure progress?8

Using the GROW Model


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Aggressive / Assertive / Passive


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Aggressive


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Aggressive

Im OK I win Youre not OK You lose

Expressing feelings / opinions in threatening, punishing or putdown way

Disregarding others rights and needs

Aiming to get your own wayno matter what

Creating bad feeling making future relationships difficult


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Conflict


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Conflict is:

Any situation in which your concerns or

desires differ from those of another person


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Understanding Conflict


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g

Principal causes of conflict at work are:

Misunderstandings

Personality clashes

Differences in goals

Substandard performance

Differences over methods to be used

Problems relating to areas

of responsibility

Lack of co-operation

Problems with areas of authority

Frustration

Competition for limited resources

Non-compliance with rules and policies

The Five Conflict-Handling Modes


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The Five Conflict Handling Modes

From Thomas-Kilmann Conflict Mode

Instrument by K. W. Thomas and R. H. Kilmann,

1974, 2000. Palo Alto, CA: Xicom, Incorporated,

subsidiary of CPP, Inc. Copyright 1974, 2000 by

CPP, Inc. Used with permission.


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Avoiding


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Ill think about it tomorrow

Leaving unimportant issues alone

Reducing tensions

Buying time

Knowing your limitations

Allowing others ownership

Recognising issues assymptoms


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Compromising


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p g

Lets make a deal

Resolving issues of moderateimportance

Reaching resolution with equalpower and strong commitment

Creating temporary solutions

Dealing with time constraints

Backing up competing/collaborating


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Thank you and good luck!

paople and team management

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