core management skills sample
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THis is a sample of the Core Management SKills Programme slides offered by Learningcogs.com.TRANSCRIPT
Core Management Skills
This is about half of the slides from the Learning Cogs Core Management Skills Programme
which you can purchase at Learningcogs.net
Overall objective
Enable participants to improve their
leadership skills and
achieve more effective
results as a
Manager.
Experiential Learning Cycle Experience
Reflection &
reaction
General-isation &
Conclusions
Action/ New
Behaviour
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 draw conclusions:-What conclusions can I draw from that? What rules/beliefs/assumptions does it challenge about me, others, the world?
I experiment with new behaviour:- What do I need to change/do differently or continue doing etc.
EI : 2 Basic principles
BROADEN & BUILD THE POSITIVE
CONTAIN & REDUCE THE NEGATIVE
+_
Build trustEncourage & enable othersPraiseDevelop strengthsAttend to right behavioursDemonstrate warmthActively create positive experiences
Reduce psychological threatsAvoid disempowermentKeep criticism to a minimumContain/Manage weaknessesContain or ignore wrong behavioursHave a process for managing the negative
Some examples
Flourishing mode, exploring, learning, creating, rational, mature self
Low road
Emotional brain
High road
Fight/ flight mode, Fight, flight, freeze, flock
2 Brain modes
Emotional Self
Awareness
Emotional Intelligence
Emotional Literacy
Emotional Control
Empathy & Social
Awareness
Emotional Self
Expression
Social Influence
DominanceDirectness
Decisive
InfluenceInteractiveIdea driven
SteadinessStabilitySecurity
Conscientious
ComplianceCautious
D I
SC
Prefers a fast pace
Prefers a slower, steady pace
Tends to focus on people & relationships
Tends to focus on
data & tasks
Direct, decisive, dominant
D types are typically
Want results now Seeks to be in authority or control Are driven & ambitious Can think their way is best May be insensitive to others May sometimes be too forceful or impatient Focuses on tasks 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
Stability, steadiness, security
S types are typically ,
• Steady and reliable • Supportive• Pragmatic• Harmony seeking• Warm and empathetic• Can be too easy going• Reactive rather than
proactive• Loyal and trusting • May be slow to adapt to
change
Compliant, Conscientious, Cautious
C types are typically
• Quality driven• Risk avoiding• Task oriented• Perfectionistic• Logical and analytical• Prefer to work to standards• Can be very detail oriented• May be overly critical and • evaluating
Planning & Time Management
1.
Clarify Your
Priorities
2.
Set Clear Goals
3.
Chunk Goals into
Tasks
4. Schedule
Tasks
5.
Use Task Lists
6.
Focus & Execute
Decide what your priorities are and how much time you'll spend on
them. If you don't, someone else
will.
Brainstorm: What are the top 5 or 6 priorities or key result areas of your role for the next 6 months to a
year?
1. Priority2. Priority3. Priority4. Priority5. Priority6. Priority
Control the F.L.A.B.
Information/PaperEmailEtc.
File
List
Action
Bin
Task list
Daily/Monthly
Planner/Organiser/ Filing system
Do it or delegate it
Delete, bin, recycle
• 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
5 step planning process
1. Where are we now?
2. Where do we need to get to & by what time?
3. How will we get there?
4. What resources will we need?
5. How will we know when we have arrived?
Communication Skills
The Interpersonal Trust Account
Investments build trust
Withdrawals lower trust
When trust is high things work faster, problems get solved easier.
T+T-
T+T-
T+T-
T+T-
T+T-
T+T-
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 + 10Put the initials of a person beside each circle and then score where you think your trust account balance is with them.
Pick one person.What investments or deposits do you need to make with them?
What do you need to avoid doing?
The Interpersonal Trust Account
Getting a good
balance
Other
Self
Directing, Suggesting,
Talking, Advocating,
Offering opinions &
ways forward, Advising
Listening, Inquiring, Clarifying understanding, Questioning, Encouraging
The three mind warps
• Deletion• Distortion• Generalization
"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.
Oncein a
a lifetime
Parisin the
the spring
A bird in thethe hand
Deletion
How We Communicate
7%
Words We Use
38%
How We Say Words, Tone
55%
Nonverbals,Body Language
What does any of this mean?
Listening happens as much through the eyes
as the ears
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?
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?
Delivering your message
Delivering your message - PROSE
• Purpose
• Rapport
• Ownership
• Sensitivity/Strength
• Enthusiasm
Purpose
Why are you there? What is your end in mind for this communication? Be clear about your intent Reasons and results Understand yours and theirs
Rapport
What tells you you have good rapport
with another person?
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
• Personality
• Values/Beliefs/Likes/Dislikes
• Sense of what matters
• Sense of what matters most
Balance Strength with sensitivity
Low
High
Strength
High
Sen
sit
ivit
y
Low
YOU LOSE THEY WIN
YOU WIN THEY WIN
YOU LOSE THEY LOSE
YOU WIN THEY LOSE
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?
Enthusiasm/Energy
Your Enthusias
m
Your energy
Their enthusias
m & energy
P.R.O.S.E. – Inspiring messages
• Purpose• Rapport• Ownership• Sensitivity/Strength• Enthusiasm/Energy
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?)
Giving feedback
My need
s
Your need
sAss
ert
ive
Aggressive Passive
Positive Assertion
1. 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
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.”
Part 3: Statement of need
• What I need is…..• I wish you
would………• I would like it if
you……• I prefer……
DominanceDirectness
Decisive
InfluenceInteractiveIdea driven
SteadinessStabilitySecurity
Conscientious
ComplianceCautious
D I
SC
Influence and innovate
Get results now
Promote harmonyGet quality
results
How might these intents create conflict with one another?
Pause & think
Take a step back
Take a breath
Act don’t react
Dealing with conflict
Pause & think
Win/win thinking
• Think in terms of mutual gain
• Try to have an enabling mindset
• Believe that you need to understand the other person
• Realise that a better solution can be achieved through understanding and negotiation
Pause & think
Win/win thinking
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
Listen actively
Seek first to understand……………
Pause & think
Win/win thinking
Listen actively
Describe the issue
Describe using evidence and impact
what you see and hear
If possible write it down on a flipchart in order to brainstorm solutions
Any general issues or challenges should be
chunked down into the specific behaviours or
actions that can be pinpointed and
addressed.
Pause & think
Win/win thinking
Listen actively
Describe the issue
Chunk down from general to
specific
ListenQuestio
nClarif
yPin
point
Pause & think
Win/win thinking
Listen actively
Describe the issue
Chunk down from general to
specific
Use joint problem solving
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?
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?
Negotiating
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?
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?
Prepare
• Know your interests & options, objectives & priorities
• Know how to start
Initiate
•provide structure
•Build rapport•Listen actively•be professional
Propose
•Know when you will offer
•Be clear about what you will and will not accept
Negotiate
•Use objective criteria
•Focus on interests and needs
•Remain open and objective
•Ask questions
Close
•Know your BATNA
•Summarize what has been agreed
•Set clear parameters
Negotiation Process
Managing individuals
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.
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 Incompeten
ce
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 Incompeten
ce
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 competenc
e
I am now adept at doing the task. I can manage it on my own.
Unconscious
competence
Management StylesHigh Control, Risk
Low Control, Risk
Teach & tell Observ
e & Coach
Facilitate & Encourage
Release & Give
Autonomy
Low initiative, creativity
High initiative, creativity
4 stages of managing performance
• Discuss and decide the style of management
• Provide appropriate feedback
• Define, discuss and delegate goals
• Clarify why and articulate why the goals are important
Why What
HowNow
10 steps
Delegating
Look at the 10 steps in your notes, which
steps do you do and which ones do you not do?
5 Essential coaching skills
Goal setting
Active Listening
Active Questioning
Confronting and challenging
Praising and providing feedback
What
• Do they know what they should do?• If not tell them
Why
• Do they know why it is important?• If not tell them.
How
• Do they know how to do the task?• Train them or get training for them
Reward
• Is there a consequence to poor performance?• What should the consequence be?
Reward
• Is there a greater reward for not doing the task or doing it poorly?
• Identify and eliminate
Resources
• Do they have the tools and resources do perform effectively?• If not get them
Other
issues
• What other issues have you come across? • Discuss in groups of three
Passionately
engagedEngaged & committed
Cooperative
Compliant
Unconscious saboteurs
Conscious saboteurs
How engaged are your team?
Disengaged
How can we create conditions where teams will thrive
and flourish?
Key ratio in teams
• Observed behaviour in high performing teams
• Ratio of positive to negative emotions expressions
3:1 or greaterBased on research by Losada & Frederickson
Self Other
AdvocacyInquiry
NegativePositive
More effective teams show a good balance between these
More effective teams show a 3:1 bias towards the positive
Remember: 2 Basic principles
BROADEN & BUILD THE POSITIVE
CONTAIN & REDUCE THE NEGATIVE
+_
Understand your role
and context
Engage the team
structure, systems & processes
Build an enabling culture
Coaching & feedback Balance
Management & Leadership
Planning & Organising
Where are your strengths and weaknesses?
What kind of structures, processes and leadership behaviours facilitate
a group moving through these stages effectively?
Forming
Storming
Norming
Dysfunctional Norms
If storming is mismanaged
Performing
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?
Change
Transition
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
William Bridges Model of Transition & change
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