Class4 Developing Management Skills

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This is the fourth class of the internet course, "Developing Management Skills

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  • The correct answer is “B” – behavioral. See next slide.
  • The correct answer is “C” – see slide 5-36.
  • There is no one best answer. All are important to feedback.
  • The correct answer is “C” – conformity. See next slide.
  • The correct answer is “B” – political skills. See next slide
  • There is no one best answer. See slides 6-14 – 6-19.
  • Class4 Developing Management Skills

    1. 1. Developing Management Skills Class 4 May 7, 2012 Coaching, Power and Influence Barbara Fowler bfowler@chiefoutsiders.comMcGraw-Hill/Irwin Copyright © 2008 The McGraw-Hill Companies, Inc. All rights reserved.
    2. 2. Motivation challenges• Did anyone reach out this week?• Any Ah-Ha moments? 5-2
    3. 3. Management1. What do managers get rewarded for?2. Do we need them more or do they need us more ?3. What is the critical difference between a manager and an individual performer? 5-3
    4. 4. Mentoring• Mentoring – What is mentoring? – Have you had an effective mentor? – If so, what was their biggest contribution? 5-4
    5. 5. Mentoring• Goal of mentor is focused solely on employee’s development• Mentors are not necessarily the employee’s direct supervisor 5-5
    6. 6. What are some of the differencesbetween mentoring and coaching? 5-6
    7. 7. Coaching• About day-to-day work• Focused directly on job developmentThe Challenge to good coaching lies in our inherent discomfort in judging others 5-7
    8. 8. Effective Coaching1. Are we naturally good observers of behavior?2. Do the most effective coaches use their Personal Style?3. Is Feedback effective?4. How about coaching your stars? 5-8
    9. 9. What is under-management?1. How does it manifest itself?2. What are some results?3. How do people feel when they only get feedback once a year? 5-9
    10. 10. Distribute Rewards and Resources Fairly• Equity rule• Equality rule• Need rule 5-10
    11. 11. The Performance Management Cycle (PMC) 5-11
    12. 12. Selection is PredictionSelection targets:• Future job performance• Future person-organization fit 5-12
    13. 13. Question• What is the most important component of selection??? 5-13
    14. 14. Selection Essentials• What is in the job description?• What legal requirements are there?• Do you have a process?• What methods do you use?• What about the interview process? 5-14
    15. 15. Getting the Most From Interviews• Interview is highly effective method for measuring: – Job knowledge – Interpersonal skills 5-15
    16. 16. Types of Interviews• Unstructured – interviewer and applicant have a conversation that is unscripted• Structured – interviewer follows an interview script designed specifically to target certain KSAs required for the job 5-16
    17. 17. Question?Which type of structured interview asks candidates to recount actual instances from their past work?A. SituationalB. BehavioralC. ConditionalD. Circumstantial 5-17
    18. 18. Structured Interviews• Situational – hypothetical scenario questions that ask candidates to describe in detail how they would likely behave in such a situation• Behavioral – questions that ask candidates to recount actual instances from their past work 5-18
    19. 19. Conducting Interviews• What are the advantages of panel interviews?• What are the disadvantages of panel interviews? 5-19
    20. 20. Other Effective Assessment Options• Performance tests – tests specifically designed to measure “hands-on” skills – Highly predictive of job performance – Assessment Centers/Job Samples 5-20
    21. 21. Performance Tests• Work sample 1. Select the sample 2. Define performance 3. Create a realistic environment Do you have a work sample? How do you conduct it? 5-21
    22. 22. Cognitive Ability and Personality• Cognitive Ability tests – measure a person’s ability to learn and acquire cognitive skills including verbal, mathematical, spatial and memory-based skills 5-22
    23. 23. Ensure Goal Commitment• Make it public• Be supportive• Tie to vision/mission• Set goals, not actions• Track and feedback progress• Ensure resources, remove obstacles 5-23
    24. 24. Defining Performance CriteriaAsk the questions:• If this employee performs poorly, what would suffer greatly?• What will this employee’s performance make possible and for whom?• What will I do if the performance is poor? 5-24
    25. 25. Question?Which type of behavioral assessment involves comparing an employee’s performance to that of a “model” described in the performance statement?A. Objective assessmentB. Subjective assessmentC. Absolute subjectiveD. Relative subjective 5-25
    26. 26. Use Multiple Methods to Assess Behavior and Results• Objective assessment – methods based on results or impartial performance outcomes – represent employee output that is visible and countable• Subjective assessment – methods that involve human judgments of performance 5-26
    27. 27. Use Multiple Methods to Assess Behavior and Results• Absolute subjective – assessments involve comparing an employee’s performance to that of a “model” described in the performance statement – Graphic rating scale – Behaviorally anchored rating scales 5-27
    28. 28. Use Multiple Methods to Assess Behavior and Results• Relative subjective – assessments compare an employee’s performance with another employee’s performance – Ranking – Forced distribution 5-28
    29. 29. Use Multiple Sources of Data/People• Observe behavior over time• Take notes• Ask for customer feedback• Allow for a self-evaluation• Monitor common errors 5-29
    30. 30. Provide Consistent and Constructive Feedback• What is the purpose of feedback?• Is it motivational?• Does it guide behavior? 5-30
    31. 31. Critical Elements of Good Feedback• Specific feedback is more effective than vague feedback• A focus on the problem is more effective than on the person• Maximize absolute feedback, minimize relative feedback• Avoid absolutes 5-31
    32. 32. Critical Elements of Good Feedback• Be timely• Focus on the future• Include information for improvement 5-32
    33. 33. Discussion Question?Which element of feedback is the most critical?A. Focus on the futureB. Include information for improvementC. Maximize absolute feedback, minimize relative feedbackD. Avoid absolutes 5-33
    34. 34. Feedback• Take a moment and think about the best feedback you ever received.• What was it?• What about the worst?• Care to share? 5-34
    35. 35. Dealing with the Problem Employee• Diagnose the problem first• Hold a performance improvement discussion• Train employees, when appropriate 5-35
    36. 36. Performance Improvement Discussion1. Agree on the problem2. Mutually discuss problem solutions3. Create an action plan4. Provide ongoing feedback – reinforce improvement 5-36
    37. 37. Coaching the Star1. Do they value difficult feedback?2. Do stars usually thank you?3. Why do managers spend more time with problem employees? 5-37
    38. 38. Understanding Star Performers• Learning orientation• Selective hiring• Reward and recognition• Challenging job assignments 5-38
    39. 39. Engaging the Star Performer• Do they value autonomy?•• Do they take more risks?• Do they like authority figures?• Are they more loners? 5-39
    40. 40. Coaching for Employee Growth• What is a self-reliant achiever?• How do you develop self-reliance?• Why is it hard? 5-40
    41. 41. Power and Influence• Authority – type of power that a person possesses due to his position• Influence – use of power 6-41
    42. 42. Myths of Power and Influence• Power and influence are inherently “slimy”• “Rationality” is the best form of influence• Power stems solely from one’s position• Involving others and sharing power weakens your own position• First impressions and good manners are overrated 6-42
    43. 43. The Sources of Power and InfluenceBases of Power• Reward• Legitimate• Referent• Expert• Coercive 6-43
    44. 44. Bases of Power• Reward power – ability to provide others with rewards they desire in exchange for work you need accomplished• Legitimate power – that which is invested in a role or job position 6-44
    45. 45. Bases of Power• Referent power – stems from another person either admiring you or wanting to be like you• Expert power – person possesses knowledge and skill that someone else requires• Coercive power – power to force someone to do something against their will 6-45
    46. 46. Question?What is the tendency to believe, behave and perceive in ways that are consistent with group norms?A. Normative justiceB. Conventional observationC. ConformityD. Traditionalism 6-46
    47. 47. Norms and Conformity• Norms – a code of conduct about what constitutes acceptable behavior• Conformity – tendency to believe, behave and perceive in ways that are consistent with group norms 6-47
    48. 48. The Range of Influence Tactics 6-48
    49. 49. Relative Effectiveness of Tactics• Resistance• Compliance• CommitmentWhy do we do the things we do? 6-49
    50. 50. Question?What is the combination of the most effective influence tactics that results in behavior that is “disarmingly charming and engaging manner that inspires confidence, trust, and sincerity”?A. Legalistic skillsB. Political skillsC. ProfessionalismD. Authority skills 6-50
    51. 51. Influence Tactics• Political skills – combination of the most effective influence tactics that results in behavior that is “disarmingly charming and engaging manner that inspires confidence, trust, and sincerity” 6-51
    52. 52. Social Influence Weapons• Principle 1: Friendship/Liking – Ingratiation – Self-enhancement – Enhancing the other 6-52
    53. 53. Social Influence Weapons• Principle 2: Commitment and Consistency – Foot-in-the-door – Lowballing – Bait-and-switch 6-53
    54. 54. Social Influence Weapons• Principle 3: Scarcity – Hard to get – Deadline – One-of-a-kind 6-54
    55. 55. Social Influence Weapons• Principle 4: Reciprocity – Door-in-the-face – That’s not all – Foot-in-mouth 6-55
    56. 56. Social Influence Weapons• Principle 5: Social proof – Repeated affirmations – Vivid examples – Name-dropping 6-56
    57. 57. Social Influence Weapons• Principle 6: Appeals to authority – Snob appeal – Appeal to tradition – Appeal to novelty 6-57
    58. 58. Discussion Question?Which social influence weapon is the most effective?A. Appeals to authorityB. Social proofC. ReciprocityD. Scarcity 6-58
    59. 59. Managing Your Boss1. Important to understand your boss’s mindset and see the world through her lens2. Communicate in your boss’s preferred style3. Understand yourself 6-59
    60. 60. Communication Strategies• Have a clear vision of your recommendation• Outline both costs and benefits• Ask for input 6-60
    61. 61. How do you build positive realtionships• Write down your best tip. 5-61
    62. 62. Building Positive Relationships• Get to know your people – show genuine interest in others• Practice MBWA – Management by Walking Around• Get your hands dirty• Arrive early to work and meetings• Regularly talk a little about yourself• Be authentic• Show appreciation• Under promise and over deliver 6-62
    63. 63. Building Your Social Network• What od you do to build connections?• Takes superior persistence, organization, and follow-up 6-63
    64. 64. Building Your Social Network1. Important to have a positive outlook on needing help and about soliciting support2. Get beyond your organization and become active in industry or other professional events3. Use an organizer to manage the contacts you have made 6-64
    65. 65. Frequent Relationship Mistakes Managers Make• Keeping Monkeys on your back• Taking credit for the work of others• Failing to follow-up on commitments quickly• Trying to show everyone who’s in charge• Refusing to ask for help• Over reliance on title 6-65
    66. 66. Test Your Influence Quotient• Test your Influence Quotient at www.workingpsychology.com 6-66

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