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Core management skills sample


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).


  • 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.