Management training


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Management training

  1. 1. Manager Training An introduction John Salina JES Consultants
  2. 2. Welcome <ul><li>What we will cover today: </li></ul><ul><li>Challenges </li></ul><ul><li>Vision, Objectives and Goals </li></ul><ul><li>Communications </li></ul><ul><li>Leading, supervising and coaching </li></ul><ul><li>Functions of a supervisor </li></ul><ul><li>Performance Management </li></ul><ul><li>Success and security </li></ul><ul><li>Supplement: time management </li></ul>
  3. 3. Challenges <ul><li>Break into pairs </li></ul><ul><li>Introduce each other: </li></ul><ul><ul><li>What do you do? </li></ul></ul><ul><ul><li>Vision and Mission of Kioti? </li></ul></ul><ul><ul><li>Two key management challenges? </li></ul></ul><ul><ul><li>Something no one knows about you? </li></ul></ul>
  4. 4. Vision, Objectives and Goals <ul><li>Do we all agree? </li></ul><ul><li>Goals, objectives and alignment? </li></ul><ul><li>Communication? </li></ul>
  5. 5. <ul><li>Maximum Employee Productivity </li></ul><ul><li>Employees to Focus on Organization’s Objectives </li></ul><ul><li>Employees to Take Responsibility for Their Performance </li></ul><ul><li>Management to Understand How to Manage Performance Effectively </li></ul><ul><li>Coaching, Counseling and/or Discipline for Poor Performers </li></ul><ul><li>Protection From Legal Liability </li></ul><ul><li>An Objective Basis for Development, Compensation and Rewards </li></ul>THE COMPANY WANTS...
  6. 6. Supervisor’s Unifying Position in the Organizational Structure Achieving Higher Management Levels Operating Employees Supervisors
  7. 7. The Supervisor is the Link Between Top Management and Employees Supervisor’s success is measured by employee success Collaboration is the key
  8. 8. SUPERVISORS’ ACCOUNTABILITY FOR EMPLOYEE PERFORMANCE <ul><li>Supervisors’ Job Description - Supervise the Work of Other Employees: </li></ul><ul><ul><li>Set Objectives </li></ul></ul><ul><ul><li>Hire Employees </li></ul></ul><ul><ul><li>Train Employees </li></ul></ul><ul><ul><li>Assign Tasks to Employees (Delegate) </li></ul></ul><ul><ul><li>Manage behavior </li></ul></ul><ul><ul><li>Motivate Employees </li></ul></ul>
  9. 9. Keeping Employee Communications “up front” and honest helps to build employee morale, contribute to company loyalty, and increase productivity
  10. 10. Organizational Communication
  11. 11. Information Loss in Downward Communication
  12. 12. Managing Upward Communication <ul><li>Upward communication (promote ~ feedback) </li></ul><ul><ul><li>Information that flows from lower to higher levels in the organization’s hierarchy </li></ul></ul><ul><li>Horizontal communication (good and bad) </li></ul><ul><ul><li>Information shared among people on the same hierarchical level </li></ul></ul><ul><li>Informal communication (a result of poor formal communication) </li></ul><ul><ul><li>The grapevine is the informal communication network </li></ul></ul><ul><li>Boundaryless organizations (is this where you want to be?) </li></ul><ul><ul><li>Organizations in which there are no barriers to information flow </li></ul></ul>
  13. 13. Managers: Exercise Break into pairs: Answer: 1. The company uses the manager to…… 2. The manger’s job is to………? Follow up: pg. 10
  14. 14. BREAK
  15. 15. Relationships Among Supervisory Functions Means to Achieve Goals Planning Organizing Staffing Leading Controlling Determine Goals and How to Achieve Them Set up Groups, Allocate Resources, and Assign Work Identify, Hire, and Develop the Right Number of Quality Employees Influence People’s Behavior Monitor Performance and Make Required Corrections to Assure Goal Achievement
  16. 16. Making the Transition From Employee to Supervisor <ul><li>Employees Supervisors </li></ul><ul><li>Told what to do Tell others what to do Focus on their job only Oversee many jobs </li></ul><ul><li>Paid by the hour Paid salary </li></ul><ul><li>Not paid for time off Paid for time off (beyond benefits) </li></ul><ul><li>Don’t expect to take Sometimes take work work home home </li></ul><ul><li>One of the gang Not “one of the gang” </li></ul><ul><li>Seldom worry about Must please upper pleasing upper management management </li></ul>
  17. 17. LEADERSHIP ROLES Supervising ~ uses authority in relationship to performance of supervisee. Direct productivity, oversight and evaluting performance. Coaching ~ suportive and motivational. Focus on participates skills towards maximum performance. Training ~ development of competence, job knowledge, procedures, etc. Mentoring ~ socialize the mentee into their role. Nuances of the culture, norms, etc.
  18. 18. Leadership Exercise ~ individual Identify difference between the four role of leadership as applied to your current managerial role See page 3
  19. 19. Leadership (cont.) Exercise ~ individual Current versus what should be See page 4
  20. 20. Supervisors Become Coaches When They Use Feedback on a Continuous Basis to Reinforce Positive Behavior or Counsel Employees to Correct Actions That Do Not Further the Organization’s Goals Coaching , Instead of “Managing” or “Supervising” Is a Key Concept for Achieving Top Performance (Management is often one-way; coaching is two-way, with the coach and the employee constantly giving and receiving feedback)
  21. 21. DYNAMICS OF COACHING Be There For Them Give Them What They Really Want Reward Them With Ownership
  22. 22. INCREASE EMPLOYEE ENVOLVEMENT! <ul><li>Encourage activities that make employees feel more participative in the business. </li></ul><ul><li>Reward people who learn more about their jobs, new trends, solve problems, and are willing to make changes. </li></ul><ul><li>Employees who feel empowered are far less likely to become chronically absent or quit. </li></ul>
  23. 23. GIVE EMPLOYEES WHAT THEY REALLY WANT Exercise/role play:
  24. 24. Exercise: (pairs) List the Kinds of Things Employees Need to Know* <ul><li>__________________________________ </li></ul><ul><li>__________________________________ </li></ul><ul><li>__________________________________ </li></ul><ul><li>__________________________________ </li></ul><ul><li>__________________________________ </li></ul><ul><li>__________________________________ </li></ul><ul><li>__________________________________ </li></ul>*In the context of coaching
  25. 25. What Do Employees Want From the Employment Relationship?
  26. 26. For All Employees, Most Important is TRUST …even more than money or title
  27. 27. HOW DO EMPLOYEES DEFINE SUCCESS IN THE WORKPLACE? <ul><li>Being Trusted to Get the Job Done </li></ul><ul><li>Opportunity to Do the Type of Work I Want </li></ul><ul><li>Power to Make Decisions That Affect Their Own Work </li></ul><ul><li>Finding a Company Where I Want to Work a Long Time </li></ul><ul><li>Getting Raises </li></ul><ul><li>Having Flexibility </li></ul><ul><li>Many Different Job Options & Opportunities </li></ul><ul><li>Getting Promotions </li></ul><ul><li>Getting Praise & Recognition </li></ul><ul><li>Managing (Leading) Other People </li></ul><ul><li>Gaining Seniority </li></ul><ul><li>Having Power to Make Decisions That Affect the Whole Organization </li></ul>
  28. 28. BREAK
  30. 30. Problems With Performance Appraisal Programs Inadequately Defined Standards of Performance Sketchy or Ambiguous Performance Documentation Inadequate Time Allotment for the Discussion Supervisor Bias in Judging Performance Reliance on Gut Feelings; Lack of Objectivity Lack of Timeliness of Performance Reviews Lack of Employee Involvement
  31. 31. OPPORTUNITY TO BELONG Make them feel like members of the “Club” Ask for their ideas, suggestions for problem-solving Challenge them with new tasks, assignments, projects Involve them in setting performance criteria Encourage self-evaluation of their performance Work together to set performance objectives
  32. 32. Why Do Performance Appraisals? To Let Employees Know Where They Stand And To Give Them Feedback As A Basis For Compensation And Rewards As A Basis For Individual Training And Performance Improvement As A Basis For Career Planning As A Basis For Business Planning To Document HR Decisions, Placement, Promotions And Discipline
  33. 33. SET GOALS WITH THE EMPLOYEE <ul><li>Set S.M.A.R.T. Objectives & Clear Standards of performance </li></ul><ul><li>Remember - Timing is Everything! </li></ul>
  34. 34. SMART OBJECTIVES <ul><li>S PECIFIC </li></ul><ul><li>M EASURABLE </li></ul><ul><li>A TTAINABLE (Yet Stretching) </li></ul><ul><li>R EALISTIC </li></ul><ul><li>T IMELY </li></ul>
  35. 35. S PECIFIC The objective is written in words, which are Precise in their meaning, not ambiguous. <ul><ul><ul><li>EXAMPLE: </li></ul></ul></ul><ul><ul><ul><li>Poor - &quot;[Employee] will learn to use the PC.” </li></ul></ul></ul><ul><ul><ul><li>Better - &quot;[Employee] will learn EXCEL to the extent that he/she can format, input data, enter formulas, save and print an error-free spreadsheet showing monthly expense analysis over one fiscal year.&quot; </li></ul></ul></ul>
  36. 36. M EASURABLE The objective is quantified and qualified. It answers the questions: How Many? How Well? <ul><ul><ul><li>EXAMPLE: </li></ul></ul></ul><ul><ul><ul><li>Poor - &quot;[Employee] will attend department meetings and present a report.” </li></ul></ul></ul><ul><ul><ul><li>Better - &quot;[Employee] will attend each monthly department meeting and present at least two separate one-hour presentations, designed to inform department members of new developments in his or her specialty, during the 2004 fiscal year.&quot; </li></ul></ul></ul>
  37. 37. A TTAINABLE, YET STRETCHING The employee can meet the objective, but he/she MUST exceed past performance level. <ul><ul><ul><li>EXAMPLE: </li></ul></ul></ul><ul><ul><ul><li>Poor - &quot;[Employee] will generate no less than his/her 1998 quarterly average of contacts by April 1, 2004.&quot; </li></ul></ul></ul><ul><ul><ul><li>Better - &quot;[Employee] will exceed his/ her 2003 average monthly new doner contact volume of 15 by 5% with an interview rate of at least 10% during the six months period ending July 1, 2004. </li></ul></ul></ul>
  38. 38. R EALISTIC The objective is not too hard, not too easy. It is renegotiable should conditions change. <ul><ul><ul><li>EXAMPLE: </li></ul></ul></ul><ul><ul><ul><li>Poor - &quot;[Employee] will not be absent from work for any reason during the next 12 month performance period.&quot; </li></ul></ul></ul><ul><ul><ul><li>Better - &quot;[Employee] will not exceed 5 absences for illness over the 12 month calendar year ending December 31, 2004. All absences over 3 must be verified by a physician's written statement.&quot; </li></ul></ul></ul>
  39. 39. T IMELY The objective is created with a definite time span identified. It is self-liquidating. <ul><ul><ul><li>EXAMPLE: </li></ul></ul></ul><ul><ul><ul><li>Poor - &quot;[Employee] will complete a market analysis. </li></ul></ul></ul><ul><ul><ul><li>Better - &quot;[Employee] will perform a six-month market analysis by September 30, 2003, culminating in a written report of findings. </li></ul></ul></ul>
  40. 40. Exercise: Write a S.M.A.R.T. Objective <ul><li>________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ </li></ul>
  41. 41. Determining Performance Criteria What are our organization’s goals? What are the key indicators of our success? How are these measured? What duties do you (the employee) perform to assure that our goals are met? How well must you perform them for the organization to meet its goals? What knowledge or skills must you have in order to accomplish your tasks? What goals should you set for the next performance period?
  42. 42. Managing behavior <ul><li>What does a manager manage? </li></ul><ul><li>Group exercise: </li></ul>
  43. 43. It’s the Job of the Supervisor to Help Employees Eliminate these Obstacles to Performance
  44. 44. MONITOR EMPLOYEE PERFORMANCE Base Performance Measures on S.M.A.R.T. Objectives and Clearly Defined Standards Be Sure Measures are behavior related, not just goal related! Personally and Publicly Praise Good Work Personally and Privately Criticize Mistakes Keep a Written Record of Each Performance event in Your File or Log
  45. 45. Document ~ you can’t change what you do not measure: <ul><li>THE EVENT FILE OR LOG - A confidential file folder or notebook locked in your desk containing notes documenting each performance event (both positive & negative) during the performance period. </li></ul><ul><li>Following discussion with the employee , each note should include: Date, Time, Brief Description and Results of Event; signed by you. </li></ul>
  46. 46. PERFORMANCE PROBLEMS <ul><li>Provide Guidance and Counseling for Poor Performers </li></ul><ul><li>Show Employees Examples of How Their Work Does Not Meet the Standards </li></ul><ul><li>Have Measurement Documentation Available </li></ul><ul><li>Make Sure You Have Documented Each Time You Have Spoken to Employees About Their Performance in Your Event File or Log </li></ul>
  47. 47. Most Employees Want To Perform Well, But... <ul><li>They may not know the rules </li></ul><ul><li>They may not have clear goals </li></ul><ul><li>They may lack confidence </li></ul><ul><li>They may have limited ability </li></ul><ul><li>They may be poorly trained </li></ul><ul><li>They may not have the right equipment </li></ul><ul><li>They may have limited communication </li></ul><ul><li>They may be distracted by personal problems </li></ul>
  48. 48. Reward/correct <ul><li>Recommend Appropriate Pay Increase Based on Salary Guidelines </li></ul><ul><li>Promote the Employee to a New Position in the Career Path </li></ul><ul><li>Invoke the Company’s Progressive Discipline Procedures </li></ul>
  49. 49. SET NEW GOALS Set S.M.A.R.T. Objectives Establish New Performance Objectives Set New Personal Development Objectives to Improve Performance Remember: Then...
  50. 50. THE RESULT? <ul><li>The employee will know what he/she must: </li></ul>Continue Doing Stop Doing Start Doing
  51. 51. Success and security
  52. 52. Organizational Success Factors <ul><li>Top-level Executive Support </li></ul><ul><li>Involvement at All Levels in the Organization </li></ul><ul><li>Flexibility to Meet Changing Market and Strategic Objectives </li></ul><ul><li>Training of Managers and Supervisors </li></ul><ul><li>Clear Communication to Employees </li></ul><ul><li>Defined Accountability for Program Administration and Maintenance </li></ul>
  53. 53. Exercise ~ a typical day How do you spend your time each time? If your time effectively managed? How do you know?
  54. 54. Time Management Effective time management doesn't mean doing more things or doing them more quickly.  Effective time management means getting more of the important work done in a day.  In fact, effective time management is even more important than efficient use of our time.  Of course, the best time managers are both effective and efficient..
  55. 55. Time Management The Time Management Matrix Every activity we do during the day can be put in one of four quadrants: QUADRANT I - urgent and important: Crises, pressing problems, deadline-driven projects QUADRANT II- not urgent and important: prevention, development activities, relationship building, recognizing new opportunities, planning, recreation. QUADRANT III - urgent and not important: Interruptions, some calls, some mail, some reports, some meetings, popular activities. QUADRANT IV - not urgent and not important  trivia, busy work, some mail, some phone calls time wasters, pleasant activities Answer this question: What one thing could you do in your personal and professional life that, if you did on a regular basis, would make a tremendous positive difference in your life? Chances are whatever you name; it is a Quadrant II activity. Effective, proactive people spend most of their time in Quadrant II.
  56. 56. Time Management Keys to the best use of your time: • set priorities • distinguish short-from long-term goals • schedule activities • analyze time • streamline paperwork • minimize interruptions • manage travel time • conquer procrastination Avoid time traps. Try to stay away from situations that eat up time unnecessarily. Say “no” graciously if you don’t have time for a project, curb social time if it gets out of hand, and delegate if you find yourself overloaded. In addition, monitor and limit the time you spend surfing the Internet, chatting online, emails, etc.