Managing for success February 2011

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One day interactive open workshop for newly-promoted managers in Toronto.

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Managing for success February 2011

  1. 1. Managing for success<br />by Toronto Training and HR <br />February 2011<br />
  2. 2. Contents<br /> 3-4 Introduction to Toronto Training and HR<br /> 5-9 History of management<br /> 10-11 Defining a management model<br />12-13 Responsibilities & training provision<br /> 14-16 Managers v leaders-resilience<br /> 17-19 Managers and quality<br />20-25 Consistency and fairness<br />26-28 Going back to the floor and civility<br />29-36 It’s becoming a habit<br />37-38 Engaging and managing others<br />39-44 Cause of problems<br />45-47 Appreciative inquiry and systems<br />48-50 Negative feedback for subordinates<br />51-52 Harnessing the power of mid-level managers<br />53-56 Career development<br />57-61 Influencing skills<br />62-64 Managing fears and agile managers<br />65-66 Re-inventing management<br />67-68 Case study<br />69-70 Conclusion and questions<br />
  3. 3. Page 3<br />Introduction<br />
  4. 4. Page 4<br />Introduction to Toronto Training and HR<br />Toronto Training and HRis a specialist training and human resources consultancy headed by Timothy Holden <br />10 years in banking<br />10 years in training and human resources<br />Freelance practitioner since 2006<br />The core services provided by Toronto Training and HR are:<br /><ul><li>Training course design
  5. 5. Training course delivery</li></ul>- Reducing costs<br /><ul><li>Saving time
  6. 6. Improving employee engagement & morale
  7. 7. Services for job seekers</li></li></ul><li>Page 5<br />History of management<br />
  8. 8. Page 6<br />History of management 1 of 4<br />Scientific management<br />Bureaucratic organizations<br />Administrative principles<br />
  9. 9. Page 7<br />History of management 2 of 4<br />SCIENTIFIC MANAGEMENT<br />General approach<br />Contributions<br />Criticisms <br />
  10. 10. Page 8<br />History of management 3 of 4<br />BUREAUCRATIC ORGANIZATIONS-Weber<br />Division of labour with clear definitions of authority and responsibility<br />Positions organized in a hierarchy of authority<br />Personnel selected and promoted based on their technical qualifications<br />Administrative acts and decisions recorded in writing<br />Management separate from the ownership of the organization<br />Managers subject to rules and procedures that will ensure reliable and predictable behaviour<br />
  11. 11. Page 9<br />History of management 4 of 4<br />Humanistic perspective<br />Management science perspective<br />Recent historical trends<br />New management thinking for turbulent times<br />
  12. 12. Page 10<br />Defining a management model<br />
  13. 13. Page 11<br />Defining a management model<br />Understanding<br />Evaluating<br />Envisioning<br />Experimenting<br />
  14. 14. Page 12<br />Responsibilities & training provision<br />
  15. 15. Page 13<br />Responsibilities & training provision<br />Appraisal and performance management<br />Recruitment and selection<br />Employee development<br />Absence management<br />Dealing with grievances<br />Disciplinary procedures<br />Coaching of direct reports<br />Pay decisions and/or communicating about pay<br />
  16. 16. Page 14<br />Managers v leaders-resilience<br />
  17. 17. Page 15<br />Managers v leaders-resilience 1 of 2<br />Managers spend energy as they fight through tough realities; leaders generate energy by creating new realities. <br />Managers control to avoid crisis; leaders thrive in the game-changing, mind-changing and system-changing potentiality of crisis.<br />Managers become mired in have-to-dos, thereby depleting energy; leaders seek want-to-dos, thereby restoring energy.<br />Managers try to manage time, to get more out of people; leaders seek to foster energy by investing more in people.<br />
  18. 18. Page 16<br />Managers v leaders-resilience 2 of 2<br />Managers hope to find life balance; leaders discover their own resilience formula for generating sustainable energy.<br />Managers control to minimize risk and maximize results; leaders trust to multiply opportunity and optimize long-term sustainability.<br />Managers tend to focus on goals; leaders try to focus on purpose.<br />Managers tend to focus on limited resources (time, money) while leaders tend to focus on investing in unlimited<br />resources of energy, purpose, engagement, vision and contribution.<br />
  19. 19. Page 17<br />Managers and quality<br />
  20. 20. Page 18<br />Managers and quality 1 of 2<br />In the workplace, who must benefit?<br />Why am I important?<br />How can I positively influence others?<br />Quality in an era of change<br />Applying management skills<br />Reflections on quality<br />
  21. 21. Page 19<br />Managers and quality 2 of 2<br />Avoiding frustrations<br />Failure to communicate clearly and clarify messages<br />Inability to understand the concept of quality<br />Lack of or poor training practices<br />Lack of clearly identified and understood objectives<br />Avoid unrealistic, vague and confusing expectations<br />
  22. 22. Page 20<br />Consistency v fairness<br />
  23. 23. Page 21<br />Consistency v fairness 1 of 5<br />First, think back to a time you were treated unfairly in order to maintain consistency, and then consider the effect it had on your motivation. It'll be the same feeling for those you now manage.<br />Establish clear targets and rewards, and be crystal clear about your expectations.<br />Carefully articulate what constitutes outstanding<br />performance, and the rewards that await all who achieve it.<br />Those who perform receive the reward, those who don't receive coaching and encouragement to achieve it next time.<br />
  24. 24. Page 22<br />Consistency v fairness 2 of 5<br />Develop a well-thought-out system that allows you the flexibility to give spontaneous "spot rewards" when you see a deserving performance, and keep<br />an element of fun in your reward system. Employees are motivated by the expectation of, but not entitlement to, frequent small rewards for valuable performance. <br />
  25. 25. Page 23<br />Consistency v fairness 3 of 5<br />Account for differences in personal circumstances, especially in the short term, and those beyond the employee's control. If an employee experiences the loss of a close family member, cut them some slack for a reasonable period. Go the extra mile for your employees in these situations, and you'll have their full attention when you talk about going the<br />extra mile for your customers. Offer help if their slump lingers for more than a few weeks.<br />
  26. 26. Page 24<br />Consistency v fairness 4 of 5<br />When an employee complains that you've treated him unfairly, listen because he may have a point.<br />Ask what he would consider fair, and engage in a dialogue that gets both perspectives on the table. Be reasonable, and ask for the same from the other party. Be willing to compromise reach a mutual agreement. Then move on.<br />Develop and maintain an effective Alternative Dispute Resolution (ADR) process in your organization. If the situation rises to such a level, engage the ADR process to resolve the issue without involving lawyers and the courts.<br />
  27. 27. Page 25<br />Consistency v fairness 5 of 5<br />Mediation, and other ADR interventions can be<br />extremely effective in restoring a sense of fairness to all parties, and maintaining productive working<br />relationships. Be consistent in yourself. Don't change your tune with every change of mood, and don't maintain different standards for different people, or different groups, without reasons everyone feels good about. Keep your promises, and follow through.<br />
  28. 28. Page 26<br />Going back to the floor and civility<br />
  29. 29. Page 27<br />Going back to the floor and civility 1 of 2<br />GOING BACK TO THE FLOOR<br />It’s not about PR<br />Undercover or not?<br />Arrive without warning<br />Roll up your sleeves<br />Ground rules<br />It’s just one tool<br />Make it part of your business<br />Be sure to deliver<br />Come with humility<br />
  30. 30. Page 28<br />Going back to the floor and civility 2 of 2<br />CIVILITY<br />Pursue understanding first<br />Listen and respect other opinions<br />Seek common ground, even if it’s to agree to disagree<br />Tune into what’s happening around you; observe the climate<br />Accept responsibility for your actions and the consequences of those actions<br />Offer and willingly accept constructive feedback<br />
  31. 31. Page 29<br />It’s becoming a habit<br />
  32. 32. Page 30<br />It’s becoming a habit 1 of 7<br />WORK PRODUCTIVITY<br />work efficiently in getting the job done<br />set high standards for themselves<br />demonstrate proper motivation at work<br />show initiative and are pro-active in decision-making<br />are flexible and quick to adapt<br />
  33. 33. Page 31<br />It’s becoming a habit 2 of 7<br />WORK COLLABORATION & PEOPLE RELATIONS<br />demonstrate civility, courtesy and decency<br />show concern for the personal well being of others<br />demonstrate a caring attitude toward others<br />contribute their "fair share" on collaborative tasks<br />work effectively with other managers and supervisors<br />seek the input of those affected by decisions<br />listen to others' views before making any judgments<br />
  34. 34. Page 32<br />It’s becoming a habit 3 of 7<br />ETHICS<br />take a stand where issues of ethics are at stake<br />safeguard confidential information<br />refuse to comply with unethical requests<br />consider the rights of others in making decisions<br />avoid conflicts of interest<br />
  35. 35. Page 33<br />It’s becoming a habit 4 of 7<br />WORK PASSIVITY<br />passive and unwilling to take needed action<br />unable to complete work on time<br />repeatedly late for work or meetings<br />indecisive and unwilling to take a stand<br />
  36. 36. Page 34<br />It’s becoming a habit 5 of 7<br />COLLABORATION<br />overly judgmental of the shortcoming of others<br />overly aggressive and intimidating to others<br />willing to blame their failures on others<br />willing to claim credit for the accomplishments<br />of others<br />distrustful of the motives of other team members<br />a source of unnecessary conflict with<br />team members<br />unwilling to compromise with others<br />
  37. 37. Page 35<br />It’s becoming a habit 6 of 7<br />IDEAS AND INFORMATION<br />defensive and unable to accept criticism<br />closed to new ways of doing things<br />prone to make hasty decisions without due<br />deliberation<br />unwilling or unable to listen attentively<br />
  38. 38. Page 36<br />It’s becoming a habit 7 of 7<br />SELF-MANAGEMENT<br />perform their job well some days but poorly on<br />other days<br />unable to keep promises<br />unable to control his/her temper<br />knowingly make unreasonable demands<br />does not recognize the impact of their feelings<br />on their actions<br />
  39. 39. Page 37<br />Engaging and managing others<br />
  40. 40. Page 38<br />Engaging and managing others<br />They focus on the individual<br />They have an empowering managerial style<br />They are honest, authentic and competent-which drives high levels of trust <br />
  41. 41. Page 39<br />Cause of problems<br />
  42. 42. Page 40<br />Cause of problems 1 of 5<br />MANAGERS SOMETIMES CREATE ISSUES<br />Does every member of your management team know the company’s mission, purpose, and vision?<br />Can they describe the values—and give examples of how they’re demonstrated daily?<br />Do they have the skills, resources, and knowledge to lead to the ideal future state?<br />Do you have a succession plan—an approach for developing high-potential candidates?<br />
  43. 43. Page 41<br />Cause of problems 2 of 5<br />MANAGERS SOMETIMES CREATE ISSUES<br />Do people who are promoted to or hired for a management position clearly demonstrate company values?<br />Do you have an effective way to transition new managers into their positions? <br />Do you remove poor and ineffective managers quickly?<br />
  44. 44. Page 42<br />Cause of problems 3 of 5<br />ENSURE SOUND MANAGEMENT FIRST<br />Get managers to function as an aligned team and to translate the mission, vision and values to subordinates to promote (by example not exhortation) the way business will be done<br />Carefully select people for management positions <br />Support the transition into management<br />
  45. 45. Page 43<br />Cause of problems 4 of 5<br />ENSURE SOUND MANAGEMENT FIRST<br />Define standards of performance for all managers<br />Be responsible for performance management<br />and for instilling accountability<br />
  46. 46. Page 44<br />Cause of problems 5 of 5<br />PEOPLE-CENTRIC MANAGEMENT<br />Internal service quality is a key driver <br />Internal service quality leads to employee satisfaction, resulting in employee retention and productivity<br />Employee satisfaction leads to customer satisfaction<br />Customer satisfaction leads to customer loyalty, which results in retention, repeat business, and referrals<br />Customer loyalty leads to revenue growth and profitability <br />
  47. 47. Page 45<br />Appreciative inquiry and systems<br />
  48. 48. Page 46<br />Appreciative inquiry and systems 1 of 2<br />APPRECIATIVE INQUIRY<br />Know your audience<br />Customize your solution<br />Transfer theory into practice<br />Checklist<br />
  49. 49. Page 47<br />Appreciative inquiry and systems 2 of 2<br />SYSTEMS<br />Systems can’t provide satisfaction in domains that require a unique and personal human solution<br />A strength of systems and institutions is the ability to suppress the personal and commodify through<br />replication <br />Automated human functions affect relationships and our capacity to associate closely with others <br />Systems are designed to make relationships instrumental<br />Systems do make an effort to compensate for their utilitarian nature<br />
  50. 50. Page 48<br />Negative feedback for subordinates<br />
  51. 51. Page 49<br />Negative feedback for subordinates 1 of 2<br />WHY NOT?<br />The manager wants the protégé he is grooming to be his successor to thrive, and fears that a rebuke will derail him. <br />The manager operates from the perspective<br />that you catch more flies with honey than with vinegar. <br />The manager believes that in a PC culture, being known as hostile or aggressive has negative long-term consequences, such as not being invited to sit on boards. <br />
  52. 52. Page 50<br />Negative feedback for subordinates 2 of 2<br />GUIDELINES TO FOLLOW<br />Before being angry with an employee, map out the issue you wish to discuss to rule-out extraneous influences.<br />When possible, condemn behaviours—not the person. <br />Honesty is the best policy. <br />
  53. 53. Page 51<br />Harnessing the power of mid-level managers<br />
  54. 54. Page 52<br />Harnessing the power of mid-level managers<br />Start with the end in mind<br />Specify talent qualities that ensure quality results<br />Develop the right skills in the right way<br />Support the transition into, up, through and onto new levels of management with a sound succession plan<br />Engage mid-level managers and inspire them to meet business needs<br />
  55. 55. Page 53<br />Career development<br />
  56. 56. Page 54<br />Career development 1 of 3<br />ENGAGEMENT/SATISFACTION<br />The manager’s role is to manage for career development<br />BEYOND DISENGAGEMENT<br />What’s the cost of disengagement?<br />What’s the solution? <br />
  57. 57. Page 55<br />Career development 2 of 3<br />FROZEN CAREER PIPELINES<br />Slower career advancement/promotions for people below the blockage producing “stuck” disgruntled workers<br />Less hiring at a time when we most need open positions to reverse the downturn in the job market<br />Pressure from older workers for special accommodations like changes in assignments or less working hours<br />Organizations will be forced to confront under-performing, older workers who are coasting to retirement<br />Increased health care costs<br />More law suits from older workers who feel they were unfairly pushed out or not promoted<br />
  58. 58. Page 56<br />Career development 3 of 3<br />WHAT SHOULD MANAGERS DO?<br />Audit the retirement plans of people at or near retirement age<br />Maximize the contribution of those who will stay on<br />Make accommodations, where possible, for the special physical needs of older workers<br />Confront older people whose performance is marginal or poor<br />Train and develop people whose promotional opportunities are put on hold <br />
  59. 59. Page 57<br />Influencing skills<br />
  60. 60. Page 58<br />Influencing skills 1 of 4<br />Environment scanning<br />Resource allocation and intervention<br />Diplomacy and conflict resolution<br />
  61. 61. Page 59<br />Influencing skills 2 of 4<br />BUILDING INFLUENCE AND INCLUSION<br />Fundamental techniques for strengthening relationships<br />How to win people to your way of thinking<br />How to change people without giving offense or<br />arousing resentment <br />
  62. 62. Page 60<br />Influencing skills 3 of 4<br />GLOBAL PERSPECTIVES ON INFLUENCE AND INCLUSION<br />Team leaders’ involvement<br />Team members’ involvement<br />Team members’ responses<br />
  63. 63. Page 61<br />Influencing skills 4 of 4<br />SEVEN PRINCIPLES FOR EFFECTIVE INFLUENCE<br />1.Remember that a person’s name is to that person the sweetest and most important sound in any language<br />2.Make the other person feel important—and do it sincerely.<br />3.The only way to get the best of an argument is to avoid it<br />4.Begin in a friendly way<br />5.Let the other person feel that the idea is his or hers<br />6.Ask questions instead of giving direct orders<br />7.Make the other person happy about doing the thing you suggest<br />
  64. 64. Page 62<br />Managing fears and agile managers<br />
  65. 65. Page 63<br />Managing fears and agile managers 1 of 2<br />Acknowledge and examine the fears<br />Face you fear; prepare yourself to take action<br />Come from love-establish a purpose that is greater than the fear<br />Stay in the present moment<br />
  66. 66. Page 64<br />Managing fears and agile managers 2 of 2<br />Managing employees<br />Rewarding employees<br />Planning<br />Technological agility<br />Political skills<br />Problem-solving<br />Doing more with less<br />
  67. 67. Page 65<br />Re-inventing management<br />
  68. 68. Page 66<br />Re-inventing management<br />FIVE FUNDAMENTAL SHIFTS<br />Goal shift<br />Role shift<br />Mode shift<br />Value shift<br />Means shift<br />
  69. 69. Page 67<br />Case study<br />
  70. 70. Page 68<br />Case study<br />
  71. 71. Page 69<br />Conclusion & Questions<br />
  72. 72. Page 70<br />Conclusion<br />Summary<br />Questions<br />

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