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Core management skills sample


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THis is a sample of the Core Management SKills Programme slides offered by

THis is a sample of the Core Management SKills Programme slides offered by

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  • BATNA means best alternative to a negotiated agreement – from Getting to Yes
  • The Complex Dynamics of high performing teams – Losada, M (1999). Positive affect and the complex dynamics of human flourishing,Fredrickson, B. L., & Losada, M. F. (2005).
  • Transcript

    • 1. Core Management Skills
    • 2. This is about half of the slides from the Learning Cogs Core Management Skills Programmewhich you can purchase at
    • 3. Overall objective
      Enable participants to improve their leadership skills and
      achieve more effective
      results as a
    • 4. Experiential Learning Cycle
      Something happens:- An interaction/ A work goal/ I don’t get a result I want etc.
      I reflect on the experience – How do I feel/ Why did I react that way?
      I experiment with new behaviour:- What do I need to change/do differently or continue doing etc.
      I draw conclusions:-What conclusions can I draw from that? What rules/beliefs/assumptions does it challenge about me, others, the world?
    • 5. EI : 2 Basic principles
    • 6. Some examples
    • 7. Flourishing mode, exploring, learning, creating, rational, mature self
      High road
      Emotional brain
      Low road
      Fight/ flight mode, Fight, flight, freeze, flock
      2 Brain modes
    • 8. Emotional Self Awareness
      Social Influence
      Emotional Literacy
      Emotional Intelligence
      Emotional Self Expression
      Emotional Control
      Empathy & Social Awareness
    • 9. Prefers a fast pace
      Tends to focus on data & tasks
      Tends to focus on people & relationships
      Prefers a slower, steady pace
    • 10. Direct, decisive, dominant
      D types are typically
      • Want results now
      • 11. Seeks to be in authority or control
      • 12. Are driven & ambitious
      • 13. Can think their way is best
      • 14. May be insensitive to others
      • 15. May sometimes be too forceful or
      • 16. impatient
      • 17. Focuses on tasks
      • 18. Assertive and may be aggressive
    • Ideas, Influence, Inspiration
      I types are typically
      Intuitive and creative
      Sensitive to others feelings
      Inspiring and innovative
      Amusing and fun to be with
      Good at selling and influencing
      Willing to help others
      A bit disorganised
      Quite talkative
    • 19. Stability, steadiness, security
      S types are typically ,
      • Steady and reliable
      • 20. Supportive
      • 21. Pragmatic
      • 22. Harmony seeking
      • 23. Warm and empathetic
      • 24. Can be too easy going
      • 25. Reactive rather than proactive
      • 26. Loyal and trusting
      • 27. May be slow to adapt to change
    • Compliant, Conscientious, Cautious
      C types are typically
      Quality driven
      Risk avoiding
      Task oriented
      Logical and analytical
      Prefer to work to standards
      Can be very detail oriented
      May be overly critical and
    • 28. Planning & Time Management
    • 29. 2.
      Set Clear Goals
      Chunk Goals into Tasks
      Focus & Execute
      Clarify Your Priorities
      Schedule Tasks
      Use Task Lists
    • 30. Decide what your priorities areand how much time you'll spend on them. If you don't, someone else will.
    • 31. Brainstorm: What are the top 5 or 6 priorities or key result areas of your role for the next 6 months to a year?
    • 32. Control the F.L.A.B.
      Planner/Organiser/ Filing system
      Task list
      Do it or delegate it
      Delete, bin, recycle
    • 33. Ensure you have the right resources allocated – time, people, planning tools etc.
      Construct your daily task list
      Prioritise the list – A, B, C
      Focus on one thing at a time
      One task at a time
      One conversation at a time
      Tick off as you complete
      Carry forward any tasks undone
      Deal with interruptions
      Continuously draw your attention back to the highest priority
      Stay focused
    • 34. 5 step planning process
    • 35. Communication Skills
    • 36. The Interpersonal Trust Account
      When trust is high things work faster, problems get solved easier.
    • 37. Thinking about the trust account and the investments and withdrawals you have made. How healthy is your balance with your team or key stakeholders?
      Score it from – 10 to + 10
      Put the initials of a person beside each circle and then score where you think your trust account balance is with them.
      The Interpersonal Trust Account
      Pick one person.
      What investments or deposits do you need to make with them?
      What do you need to avoid doing?
    • 38. Getting a good balance
      Directing, Suggesting, Talking, Advocating, Offering opinions & ways forward, Advising
      Listening, Inquiring, Clarifying understanding, Questioning, Encouraging
    • 39. The three mind warps
      "When two people have the same stimulus, why don't they have the same response?" the answer is: because we delete, distort, and generalize the information from the outside in different ways.
    • 40. Deletion
      in the
      the spring
      in a
      a lifetime
      bird in the
      the hand
    • 41. Words We Use
      Nonverbals,Body Language
      How We Say Words, Tone
      How We Communicate
      What does any of this mean?
    • 42. Listening happens as much through the eyes as the ears
    • 43. Listening Skills
      What kind of mindset do you need to have in order to listen effectively?
      What are the skills and behaviours involved in effective listening?
      What is the difference between passive and active listening?
    • 44. Active Questioning – general examples
      How do you mean?
      Could you give me a sense of what is important…..?
      Can you walk me through the problem
      How specifically…….? What tells you that?
      Can you help me to get a better understanding….?
      Is there anything else?
      What things are not being said that need to be?
    • 45. Delivering your message
    • 46. Delivering your message - PROSE
    • 47. Purpose
      • Why are you there?
      • 48. What is your end in mind for this communication?
      • 49. Be clear about your intent
      • 50. Reasons and results
      • 51. Understand yours and theirs
    • Rapport
      What tells you you have good rapport with another person?
    • 52. Rapport at many levels
      Physical presence
      Physical action Gestures, Posture, activity, breathing.
      Tone of voice, Pace of talk, Volume.
      Language used
      Mental processing Visual, Auditory, Kinaesthetic
      Feelings sensed
      Sense of what matters
      Sense of what matters most
    • 53. Balance Strength with sensitivity
    • 54. Sensitivity/Strength
      How do you deliver a strong message while making it safe?
      Safe to challenge?
      Safe to give feedback?
      Safe to appear a bit silly?
      Safe to be creative?
    • 55. Enthusiasm/Energy
    • 56. P.R.O.S.E.– Inspiring messages
    • 57. Giving feedback
      Sensory feedback model
      What I saw/heard, see/hear (in terms of behaviour or output)
      My interpretation of the impact
      How I feel about that
      My expectation
      (What do you think?)
    • 58. Assertive
    • 59. Positive Assertion
      Empathy/validation: Say something that demonstrates your understanding of the other person’s feelings and/or point of view.
      Example: I understand the traffic is really bad in the City
    • 60. Part 2: Statement of problem
      describe your difficulty /dissatisfaction, say why you need something to change.
      For example: “I have a problem with you turning up to meetings late all the time.”
    • 61. Part 3: Statement of need
      What I need is…..
      I wish you would………
      I would like it if you……
      I prefer……
    • 62. D
      Influence and innovate
      Get results now
      How might these intents create conflict with one another?
      Promote harmony
      Get quality results
    • 63. Dealing with conflict
      Take a step back
      Take a breath
      Act don’t react
    • 64.
      • Think in terms of mutual gain
      • 65. Try to have an enabling mindset
      • 66. Believe that you need to understand the other person
      • 67. Realise that a better solution can be achieved through understanding and negotiation
    • Listen actively
      Set aside your own agenda
      Try to understand the other person’s frame of reference
      “So, from your point of view…..”
      “So, as you see it……..”
      Listen so as to understand not so as to reply
      Rephrase and reflect
      Acknowledge the feeling
      Seek first to understand……………
    • 68. Describe using evidence and impact
      what you see and hear
      If possible write it down on a flipchart in order to brainstorm solutions
    • 69. Any general issues or challenges should be chunked down into the specific behaviours or actions that can be pinpointed and addressed.
    • 70. Use joint problem solving.
      How can we influence this?
      Let’s see if we can brainstorm and come up with some solutions
      How do you think we will solve this?
    • 71. On a flipchart in groups of 3/4
      What typical conflicts will you come across as a manager?
      How should you respond to these conflicts?
      What should you avoid doing?
    • 72. Negotiating
    • 73. Competitive negotiation
      Competitive negotiation or confrontational negotiation is often seen as a zero sum game in which there is a limited amount be won. Once a competitive negotiator wins the other party is often likely to walk away feeling dissatisfied.
      When might this
      be useful?
    • 74. Collaborative negotiation
      Collaborative or cooperative negotiation sees negotiation as a way to create value for all. The collaborative negotiator understands the importance of long term mutually beneficial relationships.
      When will this be useful?
    • 75. Negotiation Process
    • 76. Managing individuals
    • 77. Pair up with someone. 1. Reflect back on the last ten to twenty years. Identify two people who have encouraged your development, coached or mentored you. Discuss what it was they did for you.2. Imagine you are fifteen years from now and tuning in (unnoticed) to a conversation between two of your current team members who have moved on. What would you like them to be saying about you and your coaching skills.
    • 78. I am unaware of what I don’t know or can’t do.
      Because I have never tried it, I don’t know what it takes to do it or to learn how. Ignorance is bliss therefore if I am interested I am enthusiastic.
      Unconscious Incompetence
    • 79. I am now aware of what I don’t know or can’t do.
      Because I have now tried it, I now know how much it will take to do it or to learn how. The complexity of the challenge creates disillusionment.
      Conscious Incompetence
    • 80. I am now able to do the task if I think about it.
      I have learned how but I am not yet adept. Because of this I need to practise to become expert.
      Conscious competence
    • 81. I am now adept at doing the task.
      I can manage it on my own.
      Unconscious competence
    • 82. Management Styles
      High Control, Risk
      Low Control, Risk
      Teach & tell
      Facilitate & Encourage
      Observe & Coach
      Release & Give Autonomy
      Low initiative, creativity
      High initiative, creativity
    • 83. 4 stages of managing performance
    • 84. 10 steps Delegating
      Look at the 10 steps in your notes, which steps do you do and which ones do you not do?
    • 85. Why delegate
      To develop another team member
      Because you need help
      To develop the team
      Because the task is not your job
      Because others are faster or more experienced
    • 86. 5 Essential coaching skills
      Goal setting
      Active Listening
      Active Questioning
      Confronting and challenging
      Praising and providing feedback
    • 87.
    • 88. Passionately engaged
      How engaged are your team?
      Engaged & committed
      Unconscious saboteurs
      Conscious saboteurs
    • 89. How can we create conditions where teams will thrive and flourish?
    • 90. Key ratio in teams
      Observed behaviour in high performing teams
      Ratio of positive to negative emotions expressions
      3:1 or greater
      Based on research by Losada & Frederickson
    • 91. More effective teams show a good balance between these
      More effective teams show a 3:1 bias towards the positive
    • 92. Remember: 2 Basic principles
    • 93. Where are your strengths and weaknesses?
      Understand your role and context
      Engage the team
      Coaching & feedback
      Balance Management & Leadership
      Planning & Organising
      Build an enabling culture
      structure, systems & processes
    • 94. What kind of structures, processes and leadership behaviours facilitate a group moving through these stages effectively?
      If storming is mismanaged
      Dysfunctional Norms
    • 95. What is your typical reaction to change in the work place?
      Identify a recent change you have experienced.
      Discuss what changed physically, culturally, mentally and emotionally?
      What was your immediate response and your longer term response?
    • 96. The events that take place
      Outcome and results focused
      Context dependent
      Usually physical and environmental
      Usually fairly quick
      How you experience the changing circumstance
      Emotional, mental, social, cultural
      Tends to be slower
      Harder to predict and control
    • 97. William Bridges Model of Transition & change
      Neutral Zone
    • 98.