www.stir.ac.uk middle management development 4-6 may 2010

www.stir.ac.uk

Middle Management Development4-6 May 2010

Welcome

Simon Smith University of Stirling

Adrian Egglestone University West of Scotland

Caroline Baynham University West of Scotland

Finding your own direction MMD ‘traffic lights’ action

plan framework STOP doing this... START doing this... Think about…?

an opportunity for honest self-reflection

capture any thoughts as they occur

ideas for realistic actions to take away

Middle Management Development 2010

Introductions

• Who you are

• Where you are from

• What you do

• 1 interesting fact…

Course Expectations

think about what you want to achieve over the next 2.5 days...

if the MMD course was a journey, what would be the signposts you’d like to see along the way ?

what would the landscape look like ?

create a team map to illustrate the places you’d like to visit

Learning Outcomes

• Provide some reflection on a changing Higher Education environment

• Develop your team working skills, and an understanding of your personal style

• Enhance your ability to operate as a manager• Broaden your experience through networking• Progress your own personal and professional

development plans

Issues Facing Higher Education

Steve BurtDeputy Principal (Strategy & Resources)

Middle Management Development Programme 4 May 2010

The Changing Environment

• “the modern-day manager’s mantra that we live in times of great and constant change”

• “we perceive our environment to be in constant flux because we only notice the things that do change”

• “the world continues to move ahead in small steps, punctuated by the occasional big one – just as it always has”

Huy & Mintzberg (2003)

Stakeholders

Scottish Government

Other Providers

Scottish Funding Council

Student Market(s)

Society & Organisations

Resource Base

Stakeholder Groups

Scottish Government

• Funding Priorities• independent review & spending review• impact of “emergency budget” post Westminster elections• inevitable cuts in public spending• Government funded students – nursing, education, social work

• Attitudes towards• student fees (and funding) – Browne review in England• direction of HE – sector & skills agenda• FE/HE relationship• four year degrees• number of universities

• Election(s) Approaching

Funding Council

• New Horizon• 7th sector & light touch – what has this meant ?• General Fund v Horizon Fund (88.5:11.5)

• Relationships • with Scottish Government• with Universities Scotland

• Resourcing• General Fund

• UTR – value, control (consolidation & tolerance), banding• REG – value, revision\updating, timing

• Horizon Fund• “effective institutions” (previously “sector wide capacity”)• part-time & widening access premia under review

Student Market(s)

• “Traditional” Students• domestic market(s)

• demographic downturn coming• expectations and demands (contacts hours, feedback, flexibility)

• international market(s)• long term sustainability• exchange rates\costs

• host or home market delivery• home and other international market competition

• visa systems & entry requirements

Student Market(s)

• CPD Students• economic climate & perceived “value” of CPD

• Student Expectations • students as customers• information search/digestion – student to student

• Policy Actions• quality assurance/enhancement• degree classifications• programme information

• Employability

Society & Organisations

• Research Agenda• research for all or a few institutions• sustainability of dual support system• REG and REF

• timing, composition (“impact”), conduct (citations), funding availability & disciplinary weightings

• Grant Funding• research councils

• projects v programmes• success rates falling• doctoral studentships

• other sources• FEC recovery & ability to fund in recession

Other Providers

• Intra-University Competition• collaboration (pooling) v competition• league tables• accreditation (professions etc)

• Alternative Providers• FE provision of HE• private HE providers (Overseas)

• Geographical Dimension• regional v national v international

Resource Base

• Staff• pay and pensions• succession in some subject areas• training and career development• performance management• number and type of staff

• Services• in house v third party• cost of regulatory compliance

• Infrastructure• funding – capital v recurrent• fitness for purpose• energy efficiency

The Future ?

• Is going to be:• interesting • different • challenging

• But it always has been !

Leadership and Management Thinking

Leadership

Transactional Leadership 1930’s to 1970’s

Based on the principles of creating order and maintaining the “status quo”

Focus on studying first line supervisor

1970s all change

Leadership

Transformational Leadership

New paradigm model of leadership Peter’s and Waterman’s “In Search of Excellence”

Heroic models dominated 1980s and 1990s

Leadership Boas Shamir 1995

Distant Charismatic leaders– rhetorical skills– an ideological orientation, sense of mission– Persistent and consistent– Non conforming to social pressure

Close or Nearby leaders– Sociable– Open and considerate of others– Sense of humour– High level of expertise– Intelligent– Setting high standards

Leadership

Toxic Leadership

Jim Collins “Good to Great” 2001

1400 organisations 11 CEO met criteria

1) Unflinching believe that their company would be the best.

2) Deep personal humility

Leadership

Leadership in the “post heroic” era, And the concept of engagementThe importance of “nearby” leadership

Leadership Models

• Action Centred Leadership– What a leader has to do - actions

• Engaging Leadership model– UK based research, focus on “nearby” manger

Team Exercise

What makes a great leader or manager ?

Leadership skills

Actions leaders need to take

ACHIEVE THE TASK BUILD THE TEAM

DEVELOP THE INDIVIDUAL

Action Centred Leadership

John Adair

Build the Team

Achieve the Task

Develop The

Individual

Action Centred LeadershipJohn Adair

Achieve the Task specifying and agreeing objectives reviewing progressallocating resources focusing effortevaluating performance

Build the Team

Achieve the Task

Develop The

Individual



Build the Team

Achieve the Task

Develop The

IndividualBuild the Team Structure the teambuild trust and inspire teamwork create a team identity facilitate and support team decisions deal with conflict positively make the most of team diversity expand team capabilities


Build the

Team

Achieve the Task

Develop the

IndividualIndividual NeedsKeep individuals informed Clarify objectivesProvide coaching and technical training Treat each team member as an individual Acknowledge differencesEncourage individual to contribute fully


Build the Team Structure the teambuild trust and inspire teamwork create a team identity facilitate and support team decisions deal with conflict positively make the most of team diversity expand team capabilities


Build the

Team

Achieve the Task

Develop the

Individual


Build the Team Structure the teambuild trust and inspire teamwork create a team identity facilitate and support team decisions deal with conflict positively make the most of team diversity expand team capabilities

Individual NeedsKeep individuals informed Clarify objectivesProvide coaching and technical training Treat each team member as an individual Acknowledge differencesEncourage individual to contribute fully

ACL Distortions

Action Centred Leadership John Adair

Task

Team Individual

Team

Individual

Task

Individual

Task

Team

The Engaging Transformational Leadership Questionnaire (TLQ)™

PERSONAL QUALITIES & CORE VALUES

Being Honest & Consistent

Acting with Integrity


ENGAGING INDIVIDUALS

PERSONAL QUALITIES & CORE

VALUES

Showing Genuine Concern

Being Accessible

Enabling

Encouraging Questioning




VALUESENGAGING THE ORGANISATION

Supporting a Developmental Culture

Inspiring Others

Focusing Team Effort

Being Decisive

MOVING FORWARD TOGETHER

Building Shared Vision

Networking

Resolving Complex ProblemsFacilitating Change

Sensitively




VALUES

ENGAGING THE ORGANISATION



Networking

Resolving Complex Problems

Facilitating Change Sensitively

The Engaging Transformational Leadership



VALUES

Being Honest & Consistent

Acting with Integrity

Showing Genuine Concern

Being Accessible

Enabling

Encouraging Questioning

ENGAGING THE ORGANISATION

Supporting a Developmental Culture

Inspiring Others

Focusing Team Effort

Being Decisive



Networking

Resolving Complex ProblemsFacilitating Change

Sensitively

Leadership Style

• Focus on what leaders do.• Importance of context

– Organisational or role demands– Experience of individuals– Commitment of individuals– Nature of the task

• Style Flexibility

Tannenbaum and Schmidt’s Continuum

a manager can have a significant impact on employee motivation & performance

you as a manager create the team climate in which individuals operate

your style of interaction will determine how your staff respond to you

...but how aware are you of your preferred ‘management style’ ?

please complete this short Hay MSW questionnaire (36 items)

...then total your responses for columns A-F

Managerial Styles

Managerial Styles Hay MSW measures your

perception of how you manage in terms of 6 styles

Coercive Authoritative Affiliative Democratic Pacesetting Coaching

Scoring the MSW Exercise 1: Managerial Style,

pages 4-5 Exercise 2: Your situation

demand, pages 6-7

Interpreting your profiles Complete grid on page 9

* Based on a sample of 16,916 managers from 16 industries

Coercive “Just do it the way I tell you to”

• Primary objective is immediate compliance

• Very controlling, directive style

• Focuses on what is being done wrong

• Motivates by stating consequences of non-compliance

Most effective: Crisis situations, problemstaff, compliance mattersLeast effective: self motivated staff, with complex tasks, or as a long term strategy

Authoritative“Let me tell you where we’re going as a team”

• Primary objective is long term direction and vision

• Concerned with how, what and why

• Solicits team members’ perspectives on a visionwithout losing authority

• Uses balanced feedback to enhance motivation

Most effective: in times of change, with new team members, when manager is perceived to be expert or source of authorityLease effective: with very knowledgeable staff,when trying to promote self-managed teams

Affiliative“People first, task second”

• Primary objective: creating harmony

• Promotes friendly atmosphere in team

• Less results driven, more emotionally tuned

• Thrives on + feedback, avoids confrontation

Most Effective: with routine tasks where team is performing okay, dealing with personal issues, getting conflicting groups to work in harmonyLeast effective: performance issues, in crisis situations, with task-orientated staff

Democratic“Let’s decide together”

• Primary objective: building commitment and consensus

• Invites team members to make decisions

• Trusts that team have capability to develop appropriate direction

Most Effective: with competent staff, whenwork must be coordinated togetherLease Effective: In crises, when staff not competent or lack crucial information

Pacesetting“If you can’t do it right ,I’ll do it myself”

• Primary objective: accomplishing tasks to a high standard

• Leads by example• Has high standards and

no time for poor performance

• Reluctant to delegate, works individually

Most effective: when staff also pacesetters,with poor performers who are not improvingLeast effective: when staff want access to manager for their development, when direction of the team is not clear

Coaching“What did you learn? What would you do

differently?”

• Primary Objective is long term development of team members

• Helps I.D. strengths and weaknesses

• Uses listening and questioning to help staff to solve their own work problems

Most effective: with motivated staff who are interested in development, when initiative required to solve problemsLeast required: with new staff or staff who do not have direction, in crisis situations

Impact of Hays Managerial Styles

Leaders who have mastered 4 or more styles create the best business performance

The most effective leaders can switch flexibly between leadership styles in response to the situation

Authoritative, Affiliative, Democratic & Coaching styles have a positive impact on organisational climate

Coercive & Pacesetting can have a negative impact on the working environment

Source: Goleman, D (2000) ‘Leadership that gets results’, Harvard Business Review

Group Discussion do you agree with your

own individual profiles ? any surprises within the

group ? how flexible are you at

varying your style in situations ?

what are the styles that typify your organisational culture ?

Coffee

Belbin Reports• Belbin Self Perception Inventory (SPI)

– Preferred Roles– Manageable Roles– Least Preferred Roles

• Any surprises?• What is the distribution within your

group?

http://www.belbin.com/rte.asp?id=1

PUBLIC

BLIND

PRIVATE

HIDDEN

FeedbackD

iscl

osur

e

Johari Window

Belbin Reports

SPI only part of the picture

Belbin feedback reports:

Assessment Results in rank order SPI vs Obs pie chart Counselling Report Character Profile Personal Work Style

Belbin NicknamesRI/SP Butterfly CollectorSH/CO BossME/SP CalculatorPL/TW Hidden TalentPL/SH MaverickRI/ME DetectiveTW/SP Technical SupportSH/ME InquisitorME/CF CorrectorTW/CF Employee of the monthPL/ME BrainsIMP/CF DoerCF/ SP RefinerSH/ TW Team CaptainIMP/ SP Mr/Ms Fix ItCO/ME JudgeRI/TW Communicator

CO/TW CounsellorME/IMP PlannerME/TW Team ConscienceCO/CF EditorSH/CF PursuerRI/SH DynamoCO/PL NavigatorCF/RI ContractorIMP/CO OrganiserPL/CF SculptorIMP/ TW ConformerSH/ IMP Task MasterSP/ CO Project LeaderIMP/ RI ScoutPL/RI ExplorerSP/ SH Field MarshallRI/CO FacilitatorPL/IMP Architect

Belbin Reports

• read your own feedback reports

• share results of full Belbin profile:

Are there any surprises in the pattern of the observations ?

What is the (revised) distribution of roles within the group ?

SP CF IMP TW ME SH CO RI

PL Wallace (Wallace and Gromit)

John Cleese

Lawrence Lleywyn Bowen

Michael Palin

Inspector Morse

Ian Hislop

John Harvey Jones

Richard Branson

RI Ainsley Harriot

Columbo Sgt Lewis Louis Theroux

Miss Marple

Ruby Wax

Tony Blair

CO Alan Titchmarsh

Andrew Lloyd Weber

Jeffrey Archer

Terry Wogan

Jonathon Dimbelby

Ken Clark

SH Alex Ferguson

Margaret Thatcher

Captain Manwaring

Nelson Mandela

Jeremy Paxman

ME Carol Vorderman

John Major

Gromit Sgt. Wilson

TW Jamie Oliver Gary Lineker

Carole Smilie

IMP Handy Andy Charlie Dimnock

CF Geoffrey Boycott

celebrity belbin

• work together to create a unique team identity

• logo should capture essence of how you want your team to be viewed by others this week

• select one team member to ‘model’ their tee-shirt for rest of group

Team Activity

• work together to create a unique team identity

• logo should capture essence of how you want your team to be viewed by others this week

• select one team member to ‘model’ their tee-shirt for rest of group

• Be ready to model in 30 minutes• All materials provided

Team Activity

Team Activity

• And the winner is….

• Belbin Team Cominations Report

?

Individual Action Planning

MMD ‘traffic lights’ framework STOP doing this... START doing this... Think about…?

take a few minutes to reflect on today

Dr Jim McGeorgeUniversity Secretary, University of Dundee

PLANNING & RESOURCESMiddle Manager Development Course: 5 May 2010

Session aims• Presentation

– Brief overview of planning and its challenges– Introduce some concepts (briefly)

• Project management• Risk management• Option appraisal

• Case study exercise– Planning and resources context– Continue teamworking– Reach decisions under pressure

What is planning?

Clarifying the goals you want to achieve and identifying the actions required to achieve them’

So it’s about

• Adapting to the environment• Deciding on priorities and setting objectives• Meeting those objectives

– In a co-ordinated way– Using resources efficiently and effectively

• Achieving change and competitive advantage• Everyone in the organisation• The process as much as the end product

But it’s not about

• Complying with the SFC• Creating blue prints to follow slavishly• Top-down edicts• Leaving it to others• Annual cycles• Doing it because you have to

An approach

• Identify mission and aims• Analyse current position

– SWOT or other analysis– Internal and external environments– Supporting data and information – What feedback do you obtain?

• Identify what you want to do and prioritise• Identify how, who and when• Implement and monitor progress

Importance of context

• External impacts– Uncertainty and complexity– Political, social and economic environments– How might changes affect us? – Benchmark data and league tables

• Internal issues– Qualitative information on ‘health’ – Staff data, student numbers, finance– How measure service performance?

Key external issues (some!)

• Scottish Government– Student funding– Westminster and Holyrood elections – Future public sector funding

• SFC itself– Horizon Fund– Teaching funding review– 10% cuts over three years..?

Key external issues (some more!)

• Outcomes of RAE 2008 and the new REF• Demographic change• Quality assurance and enhancement: ELIR• Collaboration, competition, globalisation• Funding infrastructure • International student markets • National Student Survey• League tables

Links to budgets

• Income– Inadequate unit of resource– Focus on diversification

• Expenditure– Staff and running costs (pensions, utilities etc)

• The challenge of investment in infrastructure• Plan-led approaches

– Align decision-making to institutional priorities– Resources follow priorities – incentives– Creates tensions– Implies withdrawal of resource from some

Scenario planning

• Imagining different futures• Realistic

– Based on internal/external context

• Enables prior thinking – What would we do if…?

• Encourages flexibility in strategy• Faster to respond to future change

Risk Management

• Must link effectively to strategies and plans• Risks associated with what we want to do

– Identify and quantify them– Assess their likelihood of occurring– Identify controls (and those responsible)

• Institutional risk appetite– Residual risk acceptable or need more controls?

Project management

• Many sophisticated techniques• Milestones and deadlines• What, by when, by who, how etc• Critical path analysis• Having (and aligning) resources• Importance of teamwork and the right team• Importance of leadership• Applicable to large and small• Many tasks are projects

An approach to decision-making

• Could do many things, but limited resources• Which best aligned with strategy?• Which might be most successful? • Option appraisal

– Can help ensure transparency– Can help eliminate bias– Generate options– Assess options against criteria

Assessment criteria (some!)

• Cheapest?• Highest quality?• Most leverage?• Highest profit?• Best written?• Likely to be popular?• Most straightforward to deliver?• Most strategically relevant?• Highest impact on reputation?• Most attractive to students?

Questions?

Case study

University of Braehead

Groupwork one

• University of Braehead• Minnie Fortune bequest of £10m• Review academic and administrative profile• Brief SWOT analysis – 15 minutes• Agree assessment criteria - 15 minutes• Report back• (Proposals afterwards)

Groupwork two

• Review each proposal• Score against assessment criteria• Prepare 5 minute presentation

• Which option(s) you have chosen• Why you have chosen them

Coffee

PERFORMANCE MANAGEMENT & DEVELOPING STAFF

Skills for Reviewers

Exercise

• Think of a manager that you have not enjoyed working for – what did they do – not do, that made it an unpleasant experience to work with them?

&

• Think of a manager that you have enjoyed working for – what did they do and not do that made working with them enjoyable?

Performance Management

• Staff Need to know from you– What is my role?– What is expected of me?– What are my priorities?– How am I doing?– Where can I go from here?– How do I get there?

• As a manager you must

– Define the job role– Specify standards of

performance– Establish SMART objectives– Know how to monitor,

measure and give feedback on performance

– Identify and resource staff development needs


Appraisals are a management tool which ignores the peculiar character of the academic world, with its penchant for peer review, collaborative decision making, the autonomy of the individual scholar, the precedence for subject over institutional loyalty, and the complexity of measuring performance.

To many outsiders, however, academia seems content to remain an unreformed and unaccountable bastion of privilege, out of tune with other public sector professionals, one in which the penchant for form filling takes precedence over genuine performance improvement, and in which underperformance is too frequently tolerated by managers, who themselves end up underperforming.

‘A process which contributes to the effective management of individuals and teams in order to achieve high levels of organisational performance. As such, it establishes shared understanding about what is to be achieved and an approach to leading and developing people which will ensure that it is achieved’.


Armstrong, Michael and Baron, Angela. Performance management: the new realities


The Dreaded Appraisals

An artificial implant grafted onto the existing order, that adds no value and involves filling in pointless forms for HR.

A Natural Process of Leading people

A way of managing performance throughout the year Appropriate for managers who have an open and honest style Its about providing support, helping people to be clear on their objectives

and taking their development serious.

What is it about?

• Sharing – expectations, what is expected both way• Interrelationships – improving the quality of relationship• Joint process – done together• Planning – and expressed as objectives, key results• Evidence – objective criteria for success• Developmental – recognises career aspirations• Continuous – not a one-off

Benefits• Alignment and focus • Fairness and equity • Focus on Development • Enhancing Performance• Preparing for the future• Helps build positive working relationships• Motivational• An opportunity to create a culture

– of constructive feedback and coaching

Colleagues Charter

• Can we agree what it is you require me to do?

• Can we be clear on what success looks like?

• Can we agree what it is you require me to do?

• Can we be clear on what success looks like?

• Give me feedback on how I am doing

• Give me the opportunity to develop

• Give me feedback on how I am doing

• Give me the opportunity to develop

Planning Strategic Plan

School/Dept PlanIndividual Activity Plan/Key Results

Individual ObjectivesPersonal Development Plan

Reviewing Performance

Review DiscussionsReward Recommendations

MonitorPerformance

Freedom to achieveCollect feedback

Supporting Leading and Coaching

One 2 OnesImplementing PDP


Planning - levels

SMART Objectives


• Continuing accountability which does not change significantly from one review period to the next i.e. Maintenance issues...complete the monthly return . Administrative jobs will have these.

– But do they define the performance standards? i.e ensure the monthly return is complete accurately and by the last Friday of each month.

• Objectives…describes something that has to be achieved over a period of time. SMART. Often improvement focused. Need to be agreed.

– Investigate the cost of purchasing a new software package to improve how we store data

Planning – setting objectives

S specificM measurableA achievable/agreedR realisticT time bound

Complete SMART exercise in pairs

Planning• As part of the strategic plan your team has been

given a specific objective that will involve all members of your team working hard over the next 12 months.

– What process would you follow to achieve your objective.

• Please discuss in your groups

planning – good practice

• Schedule an objective-setting session with the team• Identify measures and targets to help you all assess progress• With each individual agree objectives that are SMART, and

identify any development or support required• Plan one to one reviews to monitor progress• Report back at team meetings on progress• At year end review each individuals performance• Prepare for your own review• Celebrate success

Planning Strategic Plan

School/Dept PlanIndividual Activity Plan/Key Results

Individual ObjectivesPersonal Development Plan

Reviewing Performance

Review DiscussionsReward Recommendations

Supporting Leading and Coaching

One 2 OnesImplementing PDP


MonitorPerformance

Freedom to achieveCollect feedback

Reasons to give Feedback

• Likened to the guidance system on an aeroplane

• Requires constant re-adjustment

• Identifies impact of behaviour

• Where given effectively can be very beneficial to individual and the University

How to Give Feedback• Encourage self appraisal – ask them to give examples that

evidence their views

• Focus on their behaviour not personality

• Be helpful rather than critical - talk about “room for improvement” rather than “what’s gone wrong”.

• Be specific describe actual incidents or behaviour

• Concentrate on areas they can do something about

• Ensure employee completely understands what is expected of them

Video

Performance Matters

Criticism – 7 golden rules

• Do it quickly, face to face and in private

• Agree the facts

• Ask & listen

• Criticise the action

• Explain why it matters

• Agree a remedy

• End on a compliment

Receiving Feedback

• Don’t be afraid of it – welcome it

• Listen actively

• Don’t start to justify where feedback is for improvement

• Check your understanding

• Remember feedback is about what you do – not who you are

• Where constructive, accept and learn from it – don’t keep ‘chewing the cud’

• Choose how to best use the feedback

• Remember E/F & R =O

Skills

• Listening Skills

• Questioning Skills

• Coaching Skills

Active Listening

• Active Listening– Gives full attention to speaker– Notices body language, tone of voice etc– Clarifies their understanding of what is being said– Attempts to see from speakers shoes– Does not interject– Suspends personal bias, values etc– Paraphrases and summarises

Question!

What barriers may there be to listening actively?

Barriers to listening

• Lack of interest

• Our own beliefs and attitudes

• Our reactions to the speaker - what are the personal traits

• Our preconceptions as to how we value the speaker

• The words we hear - jargon, distinctive phrases

• Physical distractions - e.g. too much noise

• Worry, anxiety etc

• Slipping into personal dreams

Types of Question

• Closed

• Open

• Clarifying

• Hypothetical

• Probing

• Reflective

COACHING SKILLS FOR MANAGERS

Aims:By the end of this session you will;

• Have an understanding of what coaching is and how it fits with your role as a manager

• You will be able to apply a ‘FAST’ model to your coaching

• You will have a list of coaching type questions that you can apply confidently

What is your understanding of the term ‘coaching’?

LeeI've been worrying all week about the way the team meeting went last Friday. I know I made a reasonably good presentation and I was well prepared for the question and answer session, however, I was amazed when Jean and Peter ganged up on me. They had a real go at my plans for ….."

Jo (Jo was not at the meeting)."Something similar happened to me a few months ago.""I tackled it by …..""From my experience it's possible that Jean and Peter were ……""I guess the lesson that we both can learn from the experience is …..""Can I suggest that you ……""Alternatively you might like to consider …...“

On a scale of 1 (low) and 10 (high) how useful is Jo’s style?

Please record the things you like about Jo’s approach &

The things you think Jo could have done better

Score = 0

• Coaching is about enabling an individual to find solutions, however Jo’s style is disabling

• Coaching is about creating independence Jo’s style would cause Lee to become dependant (on Jo telling him / her what to do)

• Jo should have been finding out more about Lee’s issues and concerns around this and then using coaching questions to move forward.

Coaching: two definitions “Taking people comfortably from

where they are to where they want to be”

Insoo Kim Berg and Peter Szabo

“Two people working together for the benefit of one – through increasing awareness so that they can take action.”

John Leary Joyce

FAST Coaching

• Focussed

• Action oriented

• Solution building

• Timely and time efficient

First Coaching ExperienceOne person talks about something they would like to change in their life…

5 minutes coaching

1 minute debrief

Coach AOffers advice

Coach C

Asks the person Questions fromlist in worksheet

Coach B

Listens in silenceWith minimalinterruptions

Coacheediscusses

their issue

Listening with Intent

Type A Listening– Above the water line– Listening to Understand

Content

Type B Listening– Unearthing the

information below the water line


Type A ListeningEncouraging

Clarifying

Reflecting back

Summarising

Empathising


Type B ListeningEnergy level

Beliefs they have about themselves / situation

Emotions

Values

Body information

Quantum QuestionsQuantum Questions

What?

When?

Where?

How?

?

The Danger of the Question Why?The Danger of the Question Why?

Defensiveness

Magnification

Solution Focussed QuestionsWhat…

• are you most worried about?• do you know about patterns you see in what you

enjoy about the project / don’t enjoy about the project?

• are your strengths?• would make you feel the project was progressing

satisfactorily?• else you could try?• What else, and what else, and what else?

Solution Focussed Questions

How…

• …could you increase your confidence in this area?

• …could you raise your profile with Senior Manager?

• … do you need to develop your management skills?

• … can you validate your assessment?

Solution Focussed QuestionsWhen…

• ….do you feel totally engaged in your work?

• …have you managed to keep your life / work in balance?

• … will you make time to develop your skill in this area?

• … are you going to start making contacts outside the department?

Solution Focussed Questions

Where…

• …in this organisation have you felt most comfortable working?

• … can you find additional sources of work?

Coaching Practical

» Each person to think of an issue they would welcome coaching on from a colleague

• Briefly share your issue with your team so that the coach has time to prepare

• Coach for 20 mins using techniques from the workshop• 10 mins debrief and feedback from coachee/coach/

observer• Observer to manage time and use observation sheet• Coach to capture main learning points on worksheet

Turning round a limiting ‘belief’

What have you learned from this session?

How does this relate to your role?

Set yourself 3 action points for your return to work

PERSONAL LEARNING LOG

Team Building

• experiential learning (putting the theory into practice)• team roles, working together, problem-solving, handling

change• five facilitators, five group exercises• Kolb’s Learning Cycle

• doing, reviewing, concluding, planning/testing, …• an opportunity to try out roles (Hays and Belbin)• a chance to give each other feedback and accelerate

towards being a ‘performing’ team

Team Building

Colourblind 3 1 5 2 4

The Bomb 1 4 3 5 2

Reversal 5 3 2 4 1

Co-ordinate 4 2 1 3 5

Keypunch 2 5 4 1 3

teambuilding debriefing ‘scores on the doors’ self-feedback on team processes

co-operation & communication motivation & morale roles & responsibilities what behaviours/values characterised

your team ? were there any individual acts of

leadership ?

Individual Action Planning

MMD ‘traffic lights’ framework STOP doing this... START doing this... Think about…?

take a few minutes to reflect on today

Managing Change

Martin McCrindleDirector of HR and Organisation Development

University of Stirling

Thoughts…

"There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things."— Niccolo MachiavelliThe Prince (1532)

“It is not the strongest of the species that survive, nor the most intelligent, but the ones most responsive to change.”

Charles Darwin

“We’re celebrating our 500th year…we see Industry…as a transient

thing”

Change? What Change?

Thoughts…

“Faced with the choice between changing one's mind and proving that there is no need to do so, almost everyone gets busy on the proof."— John Kenneth Galbraith

Understanding Change

NumbnessShock

Anger

Fear

Moving on

Depression

Denial

Understanding

Acceptance

Time

Mor

ale

& C

ompe

tenc

eKubler Ross Change Curve

Response to Change

Change factors• Origin of Change• Reasons/Case for Change• Need for Change• Resource for Change• Resistance to Change• Responsibility for Change• Agents of Change• Symbolic Change

Thoughts…

“If you want to make enemies, try to change something” (Woodrow Wilson)

Burning Bridges…

Thoughts…

• "Keep in mind that you cannot control your own future. Your destiny is not in your hands; it is in the hands of the irrational consumer and society. The changes in their needs, desires, and demands will tell you where you must go. All this means that managers must themselves feel the pulse of change on a daily, continuous basis.... They should have intense curiosity, observe events, analyze trends, seek the clues of change, and translate those clues into opportunities."— Michael J. Kami

Cats and Dogs

“Universities and Businesses are different kinds of organisations.”

“the answer is not to be found in borrowing the attitudes and methods of the private sector, but…in finding new ways of reconciling academic and managerial values.”

Peter West, University Secretary, Strathclyde University, OECD paper, 2005

Change

• The goalposts• The structures• The systems, processes, procedures• The people• Yourself

Productivity differences created by

Job Design – 19%Increased job satisfaction – 16%

Improved employee welfare – 10%Research & Development – 8%

Quality Initiatives, New Technology, Competitive Strategy – 1%

‘Impact of People Management Practices on Business Performance’ CIPD (Sheffield University – London School of Economics) 1998

Thoughts…

"It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.”— J. W. Goethe

Motivation and Attitudes at Work

What is the difference between play and work?


• Group Discussion– What were the key messages for you from the film?– What influence does your attitude have on your

team? – What changes could you make for the better

(action planning framework)


individual action planning (1) MMD ‘traffic lights’

framework STOP doing this... START doing this... Think about…?

reflect on today review your notes &

observations define some SMART

objectives highlight 6 priority

commitments

individual action planning (2)

get together with other delegates from your own university

share your 6 Commitments…

identify any obstacles to success

any opportunities to help each other ?

course evaluation & close

thanks for participating ! complete the MMD evaluation

form if you have any follow-up

questions or feedback…

[email protected]

01786 466804

www.stir.ac.uk middle management development 4-6 may 2010

Documents

review slide

student fees

funding browne review

general fund v horizon

students nursing

funding council new

course expectations

changing environment