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Strategies_for_Managing_Up-Public_Impact.pptx
1. 2019 | 1
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Reach Associates:
Strategies for Managing Up
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• What are the characteristics of an effective leader?
• What have you been able to accomplish when
you’ve worked with an effective leader?
• What have been some challenges when you’ve
worked with a developing leader?
Do Now
Time for this activity: 2 minutes
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Session Objectives
• Understand why it is important to manage up
• Learn to determine the appropriate strategies
for managing up
• Role play managing-up scenarios
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“Being the most effective employee you can be,
creating value for your boss and your company.”
“To build a successful working relationship with a
superior, manager, or employer”
How does this apply to your role as an RA?
What are some examples of managing up?
What does it mean to “manage up”?
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What about managing up is challenging?
• Management skills may be new territory
• Traditional hierarchy of role structures
• Giving feedback can be hard
• Fear of hurting feelings
• Differing work styles
The Challenges
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Why is managing up important?
• Mutual dependence
• Strong working relationships are needed
• Open lines of communication are critical
The Need
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Strategies for Managing Up
What other strategies should be added to the list?
Know the leader
Elevate the successes
Stay on the high road
Maintain clarity of vision and goals
Speak up and listen
Communicate
Be solutions-oriented
See
Handout
8. 2019 | 8
Directions:
• Select a partner
• Select a scenario to work on together
• Role play:
• Round 1: One partner play the role of the RA,
the other play the role of the leader (7 minutes)
• Round 2: Switch roles (7 minutes)
• Group debrief
Your Turn – Practice!
Time for this activity: 7 minutes each
See
Handout
9. 2019 | 9
Action Steps
Write down and share a few next steps you commit to incorporating into
your work based on your takeaways from this session.
Next Steps By Whom By When Notes/Resources
Meet with TRT/MCL to ask about their
preferred communication methods for
different types of information.
Meet with TRT/MCL to ask about what would
be “success” for your students at the end of
the year.
11. 2019 | 11
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Editor's Notes
Facilitator name:
Notes about this session: This session is intended to provide Reach Associates with strategies for managing up with their teaching partner.
Advance preparation for this session:
Please print out or make electronically available enough copies for each attendee:
Managing Up Strategies
Role Play Managing Up
Materials needed:
Sticky notes at each table
Facilitator:
Objective of this slide: Introduce the opening activity
Estimated time: 7 minutes (2 min – think, 5 min – discuss full group)
Facilitator says (throughout the slides, put this in your own words):
Before we dive in to the session, please take a few minutes to reflect on the questions on the screen.
[Bring the group back together to discuss responses—take notes on chart paper]
[click to animate] What are the characteristics of an effective leader? [facilitator should scribe responses on a flip chart]
[click to animate] What have you been able to accomplish when you’ve worked with an effective leader? [facilitator should scribe responses on another flip chart]
[click to animate] What have been some challenges when you’ve worked with a developing leader? [facilitator should scribe responses on a third flip chart]
[please leave the flip charts up—will refer back to them throughout the session]
Facilitator:
Objective of this slide: to provide the objectives for the session
Estimated time: 1 minute
Facilitator says:
During today’s session, participants will:
Understand why it is important to manage up
Learn to determine the appropriate strategies for managing up
Role play managing-up conversations
Facilitator:
Objective of this slide: to provide an understanding of managing up
Estimated time: 5 minutes
Facilitator says:
To get us started, what do you all think it means to “manage up”?
[facilitate a group discussion]
[click to animate one possible definition] One definition provided by Harvard Business Review is “it means being the most effective employee you can be, creating value for your boss and your company.”
In our context, “boss” could mean the MCL, the TRT, the school leader, or perhaps all of the above.
In our context, the “company” is our team, our school, and the students we serve.
What are your thoughts on this definition? Do you agree or disagree? Why? {facilitate discussion]
[click to animate] Here is another example.
[click to animate] So, how does this apply to your role as an RA? [facilitate discussion]
[click to animate] What are other examples you can think of about someone managing up?
[if participants are not able to provide an example, facilitator should provide an example from personal experience. ]
[An example that can be used to highlight the strategies later on, from a former PI consultant: It was February and I was working for a first-year, first-time superintendent whose annual review would be in August. In his strategic plan, he had set the goal of opening a “signature academy” at every traditional high school (11 total) in our district by August, and he assigned me the task of making it happen. To me, this was an impossible task. Student enrollment for high schools had already begun, budgets and school staffing were already being determined, and no work had begun to decide what the signature academy would be (and what if two schools wanted to do the same thing?), what courses would be taught, how students would apply or be selected, how students and parents would be informed of their choices, would transportation be provided if students applied and were accepted to an academy not at their neighborhood school, what materials needed to be ordered, if infrastructure changes needed to be made and what funding was available. However, this superintendent is not someone who will accept the “it can’t be done” or “no” response. Delivering on his strategic plan goals and getting a strong first review were critically important to him. He was also concerned that the governor would approve school vouchers and students would be able to take their dollars and attend private, parochial or charter schools more easily, leading to declining enrollment. I knew that I needed a plan, because going to him and saying “no” was not an option. I went to meet with him and acknowledged the importance of providing rigorous and engaging options with students, provided my data points on the challenges of the current timeline and the cost of doing it wrong versus taking more time to do it right, but also presented a new timeline and rollout plan that he could provide to the board of trustees. I also asked for monthly check-ins with him so that I could keep him in the loop of progress, so that he could provide the updates to the board as well.]
Facilitator:
Objective of this slide: Discuss some of the reasons that managing up can be challenging for reach associates
Estimated time: 7 minutes
Facilitator says:
Can I get a show of hands—how many of you feel that managing up is challenging?
[if there are participants who raise their hands] I’d like to hear from some of you who raised your hands—what about managing up has been challenging in your experience?
[scribe some of the responses and facilitate group discussion]
[then click to animate:]
Management skills may be new territory for Reach Associates. Many Reach Associates are not typically in a position of managing others, but are usually directed or delegated to.
That’s because of the traditional hierarchy of role structures. Information tends to flow from school principal to teacher-leaders to teachers to support staff. Now we’re asking you to reverse this flow. [can illustrate from PI consultant’s example if needed: How many people routinely give feedback to a superintendent? He was several steps up the ladder the consultant, who says it was terrifying.]
Giving feedback to anyone can be difficult. In managing up, you are giving feedback to a team or school leader or someone in a supervisory capacity, and this can be uncomfortable for many people.
One reason for this is the fear of hurting feelings. It can be challenging to hear that we have imperfections and developmental areas (we are not perfect!), but constructive and productive feedback can lead to growth.
Finally, remember the summer session we had on building effective working relationships, in which you each chose a direction—north, south, east or west? Not a single reach associate selected “north,” and in fact, many of you stated that those in the “north” are the types that you find the most “challenging to work with.” Managing up to such a person, described as “assertive, active and decisive” and “comfortable being in front of a room or crowd” can certainly be challenging.
So now that we have identified some of the challenges, why is it important that we do it?
Facilitator:
Objective of this slide: to explain why it is important for reach associates to be able to manage up
Estimated time: 6 minutes (3 minutes for turn and talk, 3 minutes for group discussion)
Facilitator says:
Why do you think it is important for reach associates to be able to manage up?
Turn and talk to your neighbor and then I’ll ask for some volunteers to share their thoughts.
[give about three minutes for discussion]
[select volunteers to share]
[click to animate look-fors after the discussion:]
Mutual dependence is one reason this is important:
The MCL/TRT/principal needs the RA’s help and cooperation to do his/her job effectively
But, the RA also needs the MCL/TRT/principal’s support and guidance to do his/her job effectively.
Strong working relationships are needed: there’s a need to share mutual expectations.
Open lines of communication are critical—the MCL/TRT/principal need to be informed when the RA needs support or clarification on a task.
Facilitator:
Objective of this slide: to discuss strategies for managing up
Estimated time: 15 minutes
Facilitator says:
[Refer participants to the handout and prompt them to take notes as you walk through the strategies in a group discussion]
Now that we’ve talked about some of the challenges and the need, what are some possible ways to actually do this?
[note to facilitator: illustrate with additional examples as appropriate]
[click to animate] Know the leader. What do you think this means? What types of challenges might you experience that would require you to use this strategy with your MCL, TRT, or school leader?
[Listen for: understand the leader’s priorities and motivations, understand their workstyle and communication preferences]
[can use PI consultant example to illustrate—the consultant knew that the superintendent was concerned about meeting the strategic plan goals, his review, and the governor’s vouchers, and that he did not like being told “no” or “it can’t be done”.]
[click to animate] Elevate the successes. What does this look/sound like?
[Listen for: Use the strengths of the leader, find opportunities to support the areas in which they are not as strong, where perhaps the RA is stronger]
[can continue with PI consultant’s example: the superintendent was highly visible in the community and very charismatic. I was new to the area and didn’t have a network. He had the ability to open doors and build connections for me to help me find and work with subject-matter experts to plan out the academies, university partners, and help get the media involved when it came time to publicize the academies]
[click to animate] Stay on the high road. How would you apply this strategy?
[Listen for: be dependable and reliable for the leader, stay positive, don’t speak ill of the leader to others]
[can continue with PI consultant’s example: I didn’t tell them it couldn’t be done. I told them it could—but on a different timeline than I was given.]
[click to animate] Maintain clarity of vision and goals. Why would this be an important strategy?
[Listen for: Be clear on your role and responsibilities and goals you have been asked to meet. Ask for clarification on how work aligns to goals or support toward reaching the goals.]
[can continue with PI consultant’s example: I reconfirmed that I was committed to providing rigorous and engaging choices for students and that it was important. I restated his goal of having at least one academy in every traditional high school. But I also made it clear what I needed—time—and why—enrollment, staffing, budget, processes and procedures.]
[click to animate] Speak up and listen. When is it appropriate to speak up? When should you listen?
[Listen for: speak up when asked for opinion or to give feedback and solutions. Speak up when clarification and support is needed. Listen when asking for clarification. Listen when the leader is asking for help and support.]
[can continue with PI consultant’s example: I didn’t let my fear of his anger—he was known to be explosive—stop me from speaking up. But I also paused to listen to his thoughts and ideas.]
[click to animate] Communicate. Why is this critical?
[Listen for: not working in silos, keeping team informed, no surprises, staying on the same page]
[can continue with PI consultant’s example: I offered to set up monthly check-ins to keep him informed of progress so there would be no surprises. This also gave him updates that he could provide to the board of trustees.]
[click to animate] Be solutions-oriented. What does this look/sound like?
[Listen for: be proactive, present solutions not problems, offer suggestions]
[can continue with PI consultant’s example: I provided an updated timeline and rollout plan on what could be done by when.]
Have you tried any of these strategies? What was the situation and what was the outcome?
[click to animate] What other strategies should be added to the list?
Facilitator:
Objective of this slide: to provide an opportunity for RAs to role play using the strategies
Estimated time: 15 minutes
Facilitator says:
Now that we’ve had an opportunity to discuss some strategies to manage up, let’s practice using them!
We’re going to role play a managing-up scenario.
[click to animate] Please select a partner.
[click to animate] Then please select one of the two scenarios to work on together, or if neither are applicable to your role next year, consider a different scenario that could happen and cause you to manage up.
[click to animate] After reading the scenario, you’ll each take turns playing the role of the RA in the managing-up conversation.
[click to animate] After 7 minutes we’ll switch. Any questions? [pause for clarifications]
[After 7 minutes] Please switch roles. (click to restart the onscreen timer)
[After 7 minutes] Thank you.
[click to animate]
[debrief questions]
What went well during the role play?
What was challenging in the role play?
Which strategy or strategies did you use? Why did you choose that strategy?
Facilitator:
Objective: Set action steps
Estimated Time: 3 minutes
Facilitator says:
At the end of each of our sessions together, we will encourage you to set some actions steps for yourselves based on what you learned during the session. We will always provide some examples. You will learn and experience a lot over the course of our training, so we want to help you ensure you take note of actionable next steps after each session so you have a plan of attack to prepare for the first day of school.
