middle management effectiveness programme days 4 & 5 excellence in execution david white days 4...

Middle Management Effectiveness Programme

Days 4 & 5

Excellence in Execution

David White

Days 4 & 5

Excellence in Execution

David White

Middle ManagementEffectiveness Programme

Middle ManagementEffectiveness Programme


Welcome back• We last met in the winter

• And now we’re heading into autumn

• How have the seasons treated the industry?• The sun has shone on the markets

• But the recession is not over yet• A major challenge for management is to predict and

navigate the climate

The ProgrammeThe Programme

Leaders vs ManagersAction centred leadership

Mission & VisionPresentation skills

Day 1

Story-tellingPersonal Style

Assertiveness & Negotiating

Day 2

Managing Individual Performance

CoachingFeedback

Day 3

Day 4/5Leading project teamsChange Management

DelegationCoaching

Coaching high performance

ConclusionsAction Planning

The Menu

ReviewManaging

Remote or project teams & suppliers

Managing Change

Delegation & Empowerment

Day 1

Day 2

Morning Afternoon

Meal & Presentation

Evening


Economist Trends• Three trends: globalisation, atomisation, and knowledge

management

• Each will impact on the structure, functioning and distribution of teams within and across businesses

• Multi-cultural and geographically dispersed teams will increase, as work gets broken down into smaller units to be managed by specialist teams linked by technology

• Future value of organisations will be more closely linked to the knowledge they can leverage; knowledge which is frequently an amalgam of individual experience, behaviour and understanding


The rise of virtual teams• We looked at conventional teams last time - but

the more common rule is now the virtual team

• Co-workers with complementary skills committed to a common purpose and goals with accountability

• Geographically and organisationally dispersed

• Using various telecommunication and information technologies to accomplish goals

• What virtual teams do you manage or are part of?


Pros/Cons of Virtual Teams• Benefits:

• allows organisations to draw from a large pool of qualified participants while minimising cliques and politics

• Drawbacks:• loss of social contact, feelings of isolation, lack of trust

(especially with new members)


Success Factors in Virtual Teams

• High levels of trust among team members

• Effective use of technology

• Clear implementation of team concept

• Effective individual performance


Cross location/home workersIsolation

• Lack of management support & guidance

• Lack of team support & guidance

• Lack of technical support & guidance

• Lack of administrative support & guidance

• Missing information for job performance

• Missing information for opportunities (jobs, development, social etc)

• Environment

• Blurred boundaries between working and leisure (time, focus, professionalism)

• Costs & logistics – space, technology & equipment, consumables

• Tax issues

• Cross location

Matrix management reporting conflicts

Lack of team cohesion and spirit

Problems with face-to-face communication

Problems of consistency


Trust• Trust plays a critical role in influencing group

effectiveness

• Trust has been identified as the defining issue in understanding the effectiveness of virtual teams

• Handy, 1995


Trust• Effective teamwork depends on trust

• In a virtual environment, trust is more ability/task based than interpersonal relationship based

• Level of member performance over time results in building or denial of trust


Three Levels of TrustThree Levels of Trust

Identification-based TrustIdentification-based Trust

Knowledge-based TrustKnowledge-based Trust

Calculus-based TrustCalculus-based Trust

HighHigh

LowLow


Three Levels of Trust Three Levels of Trust • Calculus-based trust

• We have more to gain than lose by and acting in good faith

• Easily broken by a violation of expectations

• Cannot sustain a team’s relationship

• Knowledge-based trust

• Knowing people well enough to be able to anticipate behaviour and avoid surprises

• More stable than calculus-based trust

• Develops over time

• Identification-based trust

• Based on social identity theory, ie we understand, appreciate, and even share each other's wants and needs.

• Tend to forgive transgression because team is part of our personal identityProfessors Roy J. Lewicki and Maura A. Stevenson of the Ohio State

University


Trust in Virtual Teams• Cascio’s (2000) 3 traits to identify in high trust

teams:• They begin with some social interaction

• There are clear goals for each member

• Members are positive, enthusiastic, and focus on an action orientation in communications


Building Trust Virtually• Establish trust through performance consistency

• Rapid response to team members (return emails, task completion)

• Set strong norms around communication

• Team leader role in reinforcing interactions


Virtual Team Trust“Performance Consistency”

• When you are working with people you never see, you can develop trust, but you must respond to that person promptly & consistently

• Trust has been built through the task-based relationship that has evolved to other levels

• You gain the trust in people when they deliver what they promise, when all are contributing to the same idea and goal

• Source: Five Challenges to Virtual Team Success: Lessons From Sabre, Inc. Kirkman, Rosen, Gibson, McPherson. (2002) Academy of Management Executive, 16, 67-80.


Swift Trust Meyerson, Weick, and Kramer(1996)

• Swift trust is a concept relating to temporary teams whose existence is formed around a clear purpose and common task with a finite life span.

• Its elements include a willingness to suspend doubt about whether others who are "strangers" can be counted on in order to get to work on the group's task...

• Has to be encouraged by the manager


Implementation of Virtual Teams

• Must set out a clear business reason for the team

• Team must understand its mission/purpose

• Team members must develop a sense of interdependence

• Must have accountability and rewards for team members

• Sources: Attaran & Attaran, 2003; Kezsbom, 2000; Redman & Sankar, 2003


Individual Performance• Potential for effort withholding behaviours (social

loafing); can be minimized by building strong team identity

• Members with high degree of centrality to the team and those that are information contributors are expected to be highest performers (Ahuja, Galletta, & Carley, 2003)

• Members able to commit more resources are likely to be higher performers (Ahuja et al., 2003)


Dealing with Motivational Problems in Virtual Teams

• Share your experience of dealing with a motivational problem (social loafing, inequity, etc) in a virtual team.

• What was the nature of the problem?

• Was it corrected/resolved and how?


Leadership challenges• Make personal contact to share information and

get to know each other

• understand individual roles

• establish clear objectives

• decide who does what

• agree on methods and levels of communication.• Establishing these rules for communication and

knowledge sharing at the outset is crucial for success," • Martin Galpin, managing psychologist at Pearn

Kandola.


Leadership challenges• Trust individuals

• Measure outputs not processes

• Maximise lines of communication

• Maintain regular face-to-face contact


Behavioural InvisibilityBehavioural Invisibility• A minimum of two weeks before CMC relationships are as

socially grounded as F2F relationships

• The use of richer media does help when establishing and building relationships

• Trust, a critical factor in influencing group effectiveness, is more readily generated in high-quality, media-rich forms of communication

• Effective communication tools and channels help team members to avoid misinterpreting

• ‘Silence’ – or non-response to communication (email, voice mail, etc.) can be very damaging to virtual team effectiveness as it leads individuals to misattribute explanations for this silence.


Remote Management• Isolation

• Out of sight out of mind

• Regular phone calls (daily/weekly/conference)

• Give them reasons/excuses to call you e.g.:• To celebrate successes or get guidance

• To review an activity or have a moan (& plan future remedy)

• Ad hoc communication is harder

• Communication requires more structure and planning

• but do ad hoc meetings or calls too

• Face to face communications are less frequent

• Use the phone more

• Use other communication more (video conferencing, web, email, SMS)

• Have regular face-to-face meetings


Remote ManagementRelationships are harder to build & maintain

Use phone, visits, emails etc to build rapport

Have regular social or team events

Meet for meals, drinks 1 to 1

Talk about the teleworking before talking about results…

Less team spirit

Have regular team-events

Have team newsletters/competitions etc

Create phone/email peer support groups

Team bonuses to encourage and reward team-working

Team web/intranet sites


Remote ManagementHarder for staff to remain motivated

Need to clarify expectations for time, support & development more clearly

Pace of work is self-directed

Constant awareness of results (not “big brother”)

Use coaching calls & results-reporting

Productivity/quality decreases

Results-oriented delegation & management

Fun/competitions/prizes

Monitoring work-rate and process is difficult

Distance means you need to delegate more – especially results-oriented tasks (not task/process)


Remote ManagementStaff development is harder, so retention is harder

Clear structured, development plans, including objectives & support

Regular review meetings (minimum quarterly)

Spend time with teams locally & regularly

Tax issues

What motivates you?What motivates you?


What motivates...?

• Work in three groups

• Identify top motivators for...• Group 1: Front line staff

• Group 2: Middle management

• Group 3: Senior management

• Be prepared to share your thoughts

• 5 minutes

MotivationMaslow’s Hierarchy of needs

MotivationMaslow’s Hierarchy of needs

Pay

Job security

Team spirit

Recognition, influence

Empowerment, responsibility

Milestone achievementsPersonal growth,

career development, this job matters

Motivators

Hygiene factors

Selfactualisation

Self esteem

Esteem from others

Social belonging

Shelter & safety

Physiological needs (food & water)X

Y


Expectancy Theory

Expectancy theory – Vroom• Valence (value I put on it)

• Is it worth doing?

• Expectancy (relationship between Effort I make and Performance achieved)

• Does hard work make a difference?

• Instrumentality (the extent to which my Performance determines the Reward I get)

• Do I get rewarded for going the extra mile?


Problems of Inequity• Equity Theory:

• Am I being treated fairly in comparison with others? • People strive to maintain a ratio of their outcomes

(rewards) to their own inputs (contributions)

• equal to the outcomes/input ratio of others whom they compare themselves

• Beware of inequities in rewards among team members


Equity Theory

OUTCOMEINPUTS

OUTCOMEINPUTS

?

the same,more or less

A person evaluates fairness by comparing his/her ratio with others

Pay, benefits,opportunities, etc.

effort, ability,experience etc.

< = >


Overreward vs Underreward Overreward vs Underreward InequityInequity

YouComparison with

Others

OutcomesOutcomes

InputsInputs

OutcomesOutcomes

InputsInputs

OverrewardInequity

OutcomesOutcomes

InputsInputs

OutcomesOutcomes

InputsInputs

UnderrewardInequity


Equity Sensitivity: Types• Benevolents

• Tolerant of being underrewarded

• Equity Sensitives• Want ratios to be equal

• Entitleds• Prefer receiving proportionately more than others


Are there limits?• Qualitative capacity

• Work must be stretching but not intimidating

• Quantitative capacity• Too little can be as bad as too much

• Job satisfaction• The job must be seen as worthwhile

• Challenge• the job should provide interesting challenge

The customer is always.. the customerThe customer is always.. the customer

Rule No.1

The customer is always right

Rule No.2

If the customer is wrong…

refer to Rule No.1

Rule No.1

The customer is always right

Rule No.2

If the customer is wrong…

refer to Rule No.1


Richer Sounds• 200 stores in UK and Western Europe

• Specialising in good value HIFI and Home Cinema

• Highest turnover per square metre of any shop in the world - Guinness Book of Records

• Shrinkage: half the industry average (1% is worth £1m pa)

• Absenteeism: 1-2% (UK average 4-5%)

• ‘Colleagues’ not staff

• ‘Colleague Support’ not Human Resources


Richer Way Principles1. To provide second to none service and value for our

customers

2. To provide ourselves with secure, well paid jobs, working in a stimulating, equal opportunities environment

3. To be profitable to ensure our long term growth and survival


Richer Sounds Stores• Bright environment

• Free vending machine for all

• Lollipops for children

• Photos of customers and staff on the walls

• Plain English advice posters and leaflets

• Not precious about the technology

Richer’s 10 Customer Service Commandments

Richer’s 10 Customer Service Commandments

1. Get the greeting right. Don’t ignore the customer but don’t make them feel hassled.

2. Don’t be pushy. If the customer is unsure, invite them to go and think about it.

3. Browsers are welcome.

4. If the item the customer wants is not in stock, suggest another retailer who has it.

5. Use the customer’s name - and smile

6. Acknowledge customers who are queuing and apologise for keeping them waiting

7. The last minute spent with the customer is very important. Ensure the customer leaves with a good impression.

8. Under promise and over deliver

9. Encourage complaints and be grateful for the complaints you receive. Learn from them.

10. Don’t be discouraged when you get it wrong.


Motivating staff: FUN• Fun

• Every month the 3 winning branches in customer service win the use of Bentley (or similar) for a month, complete with petrol

• Holiday time• Holiday homes are available for staff and their families and also

used for team events

• Benefits & Incentives• Health care, product discounts, rewards

• Training• Induction is at the chairman’s home with a disco in the evening

• Working Hours• Hours are recorded, time & motion studies, training in time mgt

• Stress Management• Good communication and freedom


Motivating staff: RECOGNITION

• Thank you notes

• Small tokens of appreciation• Chocolates, flowers, etc.

• Medals• Gold aeroplane badges for high flyers

• MBWA

• Five year club• Anniversary dinner• Weekend break together• 10 year cash gift• All staff get a birthday card and a cake


Motivating staff: REWARDS

• Customer feedback forms earn £5 for every ‘excellent’

• Mystery shopper schemes earn £100 for each member of staff hitting the required number of correct procedures

• £100 post dated cheque for anyone who stops smoking for a year

• Sales staff are paid a low basic plus commission but without turnover targets

• Profit sharing• Contribution bonus based on share of profit generated by the

branch

• Calculated weekly and paid in cash on a Saturday

• Central functions paid quarterly

• Different size of reward by level but not within level


Motivating staff: COMMUNICATION

• All central support staff spend one week per year working in retail on the shop floor

• And so do all the directors

• Richer House is not a glamorous Head Office - the branches are the heroes

• Video communication rather than emails or paper

• 1-to-1 chats with all staff

• Julian Richer spends half a day working in as many branches as he can in the run up to Christmas


Motivating staff: LOYALTY• 1% of profits goes into a hardship fund for staff to

borrow - interest free

• Promotion from within

• Welcome back for those who left and want to return


Measuring Motivation• Labour turnover

• Absenteeism

• Theft

• Customer Service

• Attitude Surveys

• Motivation is an investment that pays off!

Cultural Difference & team management

Cultural DifferencesCultural Differences


Cultural Difference• Work in three groups

• Each group to select one country/culture with which they have to interact

• Define how this culture differs from the UK

• How do you have to modify your approach?• Illustrate with a live practical roleplay example of a

typically challenging interaction in the workplace

• Marks will be given for good accents!

Value OrientationsValue Orientations

A series of bipolar scales useful for measuring cultural orientations

Cultures are like continents... slowly but always moving

The meaning for individual countries and individual people will change over time

developed by Hofstede and Trompenaar

A series of bipolar scales useful for measuring cultural orientations

Cultures are like continents... slowly but always moving

The meaning for individual countries and individual people will change over time

developed by Hofstede and Trompenaar

Value OrientationsValue Orientations

Low vs High Context

Individualistic vs Collective

Power Distance

Uncertainty Avoidance

Feminine vs Masculine

Short vs Long Term (time orientation)

Achieved vs Ascribed status

Universalism vs Particularism

Low vs High Context

Individualistic vs Collective

Power Distance

Uncertainty Avoidance

Feminine vs Masculine

Short vs Long Term (time orientation)

Achieved vs Ascribed status

Universalism vs Particularism

Low vs High Context CommunicationLow vs High Context Communication

Low Context

Individualistic values

• Self-face concern

• Linear logic

• Direct style

• Person-oriented style

• Speaker-oriented style

• verbal-based understanding• Germany, USA, UK, Scandinavia, Germany

• High Context• Group-oriented values

• Mutual-face concern

• Spiral logic

• Indirect style

• Status-oriented style

• Self-effacement style

• Context-based understanding• Middle east, Far East, Nigeria, Mexico

Low Context

Individualistic values

• Self-face concern

• Linear logic

• Direct style

• Person-oriented style

• Speaker-oriented style

• verbal-based understanding• Germany, USA, UK, Scandinavia, Germany

• High Context• Group-oriented values

• Mutual-face concern

• Spiral logic

• Indirect style

• Status-oriented style

• Self-effacement style

• Context-based understanding• Middle east, Far East, Nigeria, Mexico

Individual-CollectivismIndividual-Collectivism

Individualistic‘I’ identity, human rights

Autonomy, freedom

Individual goals,

Interindividual emphasis

New relations

Voluntary reciprocitye.g. USA, UK, Australia, Canada, Netherlands, New Zealand, Sweden, France, Germany

Collectivist‘We’ identity

Connection

Group goals

Intergroup emphasis

Stable relations

Obligatory reciprocitye.g. Japan, China, West/East Africa, Ecuador, Panama

Individualistic‘I’ identity, human rights

Autonomy, freedom

Individual goals,

Interindividual emphasis

New relations

Voluntary reciprocitye.g. USA, UK, Australia, Canada, Netherlands, New Zealand, Sweden, France, Germany

Collectivist‘We’ identity

Connection

Group goals

Intergroup emphasis

Stable relations

Obligatory reciprocitye.g. Japan, China, West/East Africa, Ecuador, Panama

Individual FreedomIndividual Freedom

Derived from: Fons Trompenaars

Power DistancePower Distance

Small Power DistanceEmphasise equal distance

Individual credibility

Symmetrical interaction

Emphasise informality

Subordinates expect consultatione.g. USA, Australia, Canada, New Zealand, Sweden, Norway, Germany, Israel, Denmark

Large Power DistanceEmphasise power distance

Seniority, age, rank title

Assymetrical interaction

Emphasise formality

Expect directionse.g. Japan, China, West/East Africa, Ecuador, Panama

Small Power DistanceEmphasise equal distance

Individual credibility

Symmetrical interaction

Emphasise informality

Subordinates expect consultatione.g. USA, Australia, Canada, New Zealand, Sweden, Norway, Germany, Israel, Denmark

Large Power DistanceEmphasise power distance

Seniority, age, rank title

Assymetrical interaction

Emphasise formality

Expect directionse.g. Japan, China, West/East Africa, Ecuador, Panama

Uncertainty avoidanceUncertainty avoidance

Low uncertainty avoidanceUncertainty is valued

Each case is different

Career changes

Encouragement of risk taking

Positive attitude to conflict

Expect and encourage innovatione.g. USA, Australia, Canada, New Hong Kong, Singapore, Sweden, Norway, Sweden, Denmark

High uncertainty avoidanceUncertainty is a threat

The rule is the rule

Career stability

Expect clear procedures

Conflict is negative

Preserve status quoe.g. Japan, Spain, france, Germany, Greece, Guatemala, Uruguay, Japan

Low uncertainty avoidanceUncertainty is valued

Each case is different

Career changes

Encouragement of risk taking

Positive attitude to conflict

Expect and encourage innovatione.g. USA, Australia, Canada, New Hong Kong, Singapore, Sweden, Norway, Sweden, Denmark

High uncertainty avoidanceUncertainty is a threat

The rule is the rule

Career stability

Expect clear procedures

Conflict is negative

Preserve status quoe.g. Japan, Spain, france, Germany, Greece, Guatemala, Uruguay, Japan

Feminine vs Masculine culturesFeminine vs Masculine cultures

Feminine culturesFlexible sex roles

Emphasising nurturing

Quality of work life

Work to live

Environmental emphasise.g. Sweden, Norway, Denmark, Netherlands, Finland, Costa Rica

Masculine culturesComplementary sex roles

Emphasising achievements

Economic growth

Live to work

Business performance emphasisede.g. US, Japan, Austria, Italy, Mexico, Philippines

Feminine culturesFlexible sex roles

Emphasising nurturing

Quality of work life

Work to live

Environmental emphasise.g. Sweden, Norway, Denmark, Netherlands, Finland, Costa Rica

Masculine culturesComplementary sex roles

Emphasising achievements

Economic growth

Live to work

Business performance emphasisede.g. US, Japan, Austria, Italy, Mexico, Philippines

Confucian Dynamism: short v long termConfucian Dynamism: short v long term

Short term orientationPersonal survival

Personal respect

Individual face-saving

Short - medium term planning

Spending centred

Short - medium term outcomese.g. UK, USA, Canada, Nigeria, Pakistan

Long term orientationSocial order

Hierarchical respect

Collective face-saving

Long-term planning

Thrift centred

Long-term outcomese.g. China, Japan, Taiwan, Singapore, Thailand, Brazil

Short term orientationPersonal survival

Personal respect

Individual face-saving

Short - medium term planning

Spending centred

Short - medium term outcomese.g. UK, USA, Canada, Nigeria, Pakistan

Long term orientationSocial order

Hierarchical respect

Collective face-saving

Long-term planning

Thrift centred

Long-term outcomese.g. China, Japan, Taiwan, Singapore, Thailand, Brazil

Time orientationTime orientation

Sequential timeTime is a race along a course

Chronos - the Greek god of clock timeTime waits for no man

Procrastination is the thief of time

Never put off till tomorrow what you can do today

Synchronous timeTime is a dance of fine coordinations

Kairos - the Greek god of time and opportunityThere is a tide in the affairs of men that taken in the flood leads on to fortune

Sequential timeTime is a race along a course

Chronos - the Greek god of clock timeTime waits for no man

Procrastination is the thief of time

Never put off till tomorrow what you can do today

Synchronous timeTime is a dance of fine coordinations

Kairos - the Greek god of time and opportunityThere is a tide in the affairs of men that taken in the flood leads on to fortune


Monochronic ‘M-Time’ vs Polychronic ‘P-Time’Monochronic ‘M-Time’ vs Polychronic ‘P-Time’

M TimeClock time

Appointment concern

Segmented activities

Task-oriented

Achievement temp

Future-focused

Tangible outcomes

P TimeSituational time

Flexible timing

Simultaneous activities

Relationship-oriented

Experiential tempo

Past/present approach

Historical orientation

M TimeClock time

Appointment concern

Segmented activities

Task-oriented

Achievement temp

Future-focused

Tangible outcomes

P TimeSituational time

Flexible timing

Simultaneous activities

Relationship-oriented

Experiential tempo

Past/present approach

Historical orientation

Achieved - Ascribed StatusAchieved - Ascribed Status

AchievedWhat you’ve done

Actual achievements

Your track recordUSA, Canada

AscribedWho you are

Your potential

Your connections

Your ageChina, Japan

AchievedWhat you’ve done

Actual achievements

Your track recordUSA, Canada

AscribedWho you are

Your potential

Your connections

Your ageChina, Japan


Inner direction - Outer directionInner direction - Outer direction

Inner directionConscience

Convictionsall internal

Outer directionExamples

Influenceall external

Inner directionConscience

Convictionsall internal

Outer directionExamples

Influenceall external


Universalism - ParticularismUniversalism - Particularism

UniversalismRules

Codes

Laws

Generalisations

ParticularismExceptions

Special circumstances

Unique relations

UniversalismRules

Codes

Laws

Generalisations

ParticularismExceptions

Special circumstances

Unique relations



The accident dilemma• You were a passenger in a car driven by a close friend

• He hit a pedestrian who suddenly stepped off the curb

• Your friend was driving at 40mph in a 30mph zone

• You are the only witness - the lawyer points out your ability to save your friend from serious consequences

• What right has your friend to expect you to help him?

1.My friend has a definite right as a friend to expect me to testify that he was driving more slowly

2.My friend has some rights to expect me to testify to the lower speed

3.My friend has no right as a friend to expect me to testify to a lower speed

What would you vote for?

The accident dilemmaThe accident dilemma



Transcultural Competencies(Stella Ting-Toomey)

• Tolerance for ambiguity - in confusing situations

• Open mindedness - non judgmental responses

• Flexibility - ability to shift frame of reference

• Respectfulness - to others and their values

• Adaptability - willingness to try things out

• Sensitivity - verbal and non verbal sensitivity

• Creativity - ability to think outside the cultural box

ReviewManaging


Coaching high performanceAction Planning

The Menu


Day 1

Day 2

Morning Afternoon

Meal & Presentation

Evening

Managing Change


Psychological challenge of

change

Change Project Planning &

Management

Embedding aChange culture

Managing Change

What is change?Causes, Types &

Scale


If anything is certain,

it is that change is certain.

The world we are planning for today

will not exist in this form tomorrow

Philip CrosbyQuality guru


This is a challenge

‘There is nothing more difficult to carry out,

nor more doubtful of success, nor more dangerous to handle,

than to initiate a new order of things’

Machiavelli


Change Management defined‘the process of helping organisations to

introduce change successfully’

part of Organisational Development (OD)

A discipline

but not a business department


Why change management matters...

remaining static is not an option

change is inevitable

poor management of change can destroy its effectiveness

70% of change management programmes fail to deliver promised benefits


Change!We have lived through a year of great change. Against this backdrop...

Group 1

• What are the generic causes of change within organisations/industries?

• Group 2

• What types of change do organisations have to cope with?

Group 3

What are the stages in the reaction individuals/teams have to change?

Group 4

How can a manager help staff through the challenge of change?

Use JPM’s situation to provide examples in answer to your questions (Flipchart: 10 mins)


Philip CrosbyQuality guru

Leadership produces change

That is its primary function

The role of the leaderThe role of the leader


Causes of Change• Social & demographic change

• Ageing population

• Technological change• MP3 vs CD

• Economic• Credit crunch

• Environmental change• Global warming

• Political forces• Left vs right

• Legal changes• FSA, regulations

• Competitive forces• New entrants

• Ethical forces• CSR, BodyShop


New organisational structuresFlatter organisational structures

networking

Virtual organisationsMatrix management, Outsourcing

DiversityCultural complexity

GlobalisationEverywhere simultaneously, offshoring

Types / Degrees of Changes

Adaptive changeAdaptive change Innovative changeInnovative change

Radical changeRadical change

lowlow highhigh

Kreitner, Kinicki, Buelens


Leadership, Management & Change

Innovation

Low level creativityTransactional Management

Adaptation

High level creativityTransformational Leadership

Large scale cultural change

Changes toGroup Behaviour

Changes toGroup Task

Organisation wide cultural change

After Michael Kirton, 1989


Leadership, Management & Change ll

Slow transformation

InnovationSlow change

Small-scale change, stable environmentLow level creativity

Transactional Management

Rapid transformation

AdaptationRapid change

Turbulent environment, Large scale transformationHigh level creativity

Transformational Leadership

Level: individual/groupFocus: attitudes/behaviourApproach: planned change

After Michael Kirton, 1989

Level: the organisationFocus: structures & processesApproach: bold stroke

Level: individual/groupFocus: tasks & proceduresApproach: Tayloristic/Kaizen

Level: the organisationFocus: cultureApproach: Emergent change

How do we react to change?

‘Just call me Cleopatra

I’m the Queen of Denial’

http://www3.nationalgeographic.com/animals/images/primary/black-spider-monkey.jpg


The Parable of the Frog



If you put a frog into a pot of boiling water...

It will leap out right away to escape the danger

But, if you put a frog in a kettle of cold water

and gradually heat the kettle until it starts boiling

the frog will not become aware of the threat until it is too late - and will die



The frog's survival instincts are geared towards detecting sudden changes.

This parable is often used to illustrate how humans have to be careful to watch slowly changing trends in the environment

not just the sudden changes

Its a warning to keep us paying attention not just to obvious threats but to more slowly developing ones


Responses to change

Those who let it happen

Those who make it happen

Those who try to stop it happening

Those who wonder ‘what happened?’


Reaction to change

Identify the greatest change in your life - over which you had no control

How did you react?

What did you say?

What did you do?


Psychodynamic approach

Recognition that our emotional responses go through a cycle as we cope with changes...

Elizabeth Kubler-Ross’ research

‘On Death and Dying’ (1969)

Five stage cycle of coping.


Kubler-Ross model

Stage 1DENIAL

Stage 2ANGER

Stage 3BARGAINING

Stage 4DEPRESSION

Stage 5ACCEPTANCE


Case study in change


Case study in change• Royal Holloway College, founded 1886

• One of the first women’s higher education institutions

• Became part of the University of London in 1900

• Co-educational from 1945

• Merged with Bedford College in 1985 for financial and scale reasons with the former Bedford College site sold

• The identity that emerged tried to please everyone...

Case study: Managing identity changeCase study: Managing identity change

ROYAL HOLLOWAY AND

BEDFORD NEW COLLEGEUniversity of London


Case study• By 1991, the two colleges had merged

successfully

• But the image was confused and the college was barely known

• A Surrey local government survey failed to notice it existed...

• The time was right to develop a new identity• Change the name

• Modernise the branding


Reaction to organisational change

feel criticised

lose trust of our senior management

like the old ways

anxious about our ability to cope

insecure about the future.


Cycle of copingCarnall, 1990

Stage 1DENIAL

Stage 2DEFENCE

Stage 3DISCARDING

Stage 4ADAPTATION

Stage 5INTERNALISATION


Stage 1: Denial

shock

sense that change is unnecessary

belief that it will not actually happen

group cohesion increases

performance stable.


Stage 2: Defence

As intentions become concrete, people act to defend themselves

defence of jobs and way they have carried them out, bargaining to retain status quo

sense of personal criticism

loss of self-esteem, motivation & performance.


Stage 3: Discarding

Realisation that change is necessary

sense of inevitability

begin to assimilate the new situation

some improvement of self-esteem as people begin to get involved in the change

performance still declining.


Stage 4: Adaptation

coming to terms with new systems & processes

getting involved in fine tuning change aids improving self-esteem

motivation improving

performance improvement lags.


RBS Principles of Change

Compelling reason for change

Clear vision

Context

Stakeholder engagement

Emotional buy-in

Embedding of change


Stage 5: internalisation

behaviour changes now habitualised

improved self-esteem

improved motivation

performance improvements begin to materialise.


103

A lesson from Marketing:Adapter categories in the product diffusion process

2.5%Innovators

13.5%Early

Adopters

34%Early

Majority

34%Late

Majority

16%Laggards

Time adoption of innovations


Other reasons for resistance

Loss of control

Too much is done to people, too little by them

Too much uncertainty

About next steps

Surprise, surprise!

Decisions spring full-blown without preparation

Costs of confusion

Too many simultaneous changes

Loss of face

Implied criticism of past performance/appoach.

Source: Kanter, 1985


Other reasons for resistance

Concerns about competence

Anxiety about ability to perform with new systems

More work

Change requires more work, time, meetings, energy

Ripple effects

One change disrupts other, unrelated plans

Past resentments

Legacy of distrust

Real threats

Of job losses or other genuine pain.

Source: Kanter, 1985


The Process of Transition


+

Performance and Perceived Ability to Deal with Change

-

Current State Achieve Your Vision

“Hang-In” PointPersevere

Time

Change is not easy. Change Management’s purpose is to minimize the breadth and depth of the “performance dip”

#2 Loss

#1 Shock/Denial

#4 Rebuilding

#3 Hope/ Readjustment

Managing People During Change

“Announcement”

Managed Change

Unmanaged Change


How does this apply to you?• Work in small groups

• Identify major work (or personal) changes in your life

• How did these change cycles manifest themselves for you personally

• Discuss examples

• Be prepared to share notable issues that may have arisen


unconsciousincompetence

consciousincompetence

Learning and change

consciouscompetence

unconsciouscompetence

Pra

ctic

alex

per

imen

tati

on

PR

AG

MA

TIS

T Kolb’s learning

cycle

Concrete ExperienceACTIVIST

Theoreticalconcepts

THEORIST

Reflective

ob

servation

RE

FL

EC

TO

R


Learning responses to changeA new piece of equipment or software has been installed.... do you....?

try it out activist

watch as others show you how to use it reflector

learn the background to it and similarities to other equipment

theorist

leave it alone until you can find a use for itpragmatist


Behavioural approaches to change

Behaviour is the only thing that matters

Behaviour determines thinking

Condition behavioural change and you condition a change in thinking and attitude


Managing Change• Against the background of continuous and often

unpredicted change...

• The variety of impacts it has

• And the psychological challenges involved

• How can management lead their teams through change?


POWER

INTEREST

LOW

POWER/INTEREST Grid

HIGH

ManageClosely

Monitor Closely

KeepSatisfied

KeepInformed


Communication Strategies

Imagine a change involving two departments from merging companies also being merged

How can you best communicate with the four categories?

Present in the form of a short dialogue


Force Field Analysis Kurt Lewin

Opposing Forces

Driving Forces


Attitude/Support Matrix

AttitudeAttitude

SupportSupport

CriticalCritical

ImportantImportant

UnnecessaryUnnecessary

Neutrals+/0

Neutrals+/0

Supporters+ve

Supporters+ve

Resistors-ve

Resistors-ve


Key Questions• What are the goals of your key supporters and resistors?

• What is their current level of power and interest?

• How can the neutrals be mobilised and the resistors neutralised or assuaged?

• What does this do to the viability of the project in its current form?

• What are the contingency plans for failure?

• Is it possible to take the project in stages?

• Is it possible to attach the project to another better supported project?


Reinforcement

Non financial

feedback

coaching

can be positive or negative

Social reinforcement

praise & compliment

vs

naming & shaming


Cognitive approaches to change

Mental response is the only thing that matters

Thinking determines behaviour

Condition a change in thinking and attitude and you condition behavioural change


Results

Behaviour

Feelings

Beliefs and attitudes

Self concept and values


Results

Behaviour

Feelings

Beliefs and attitudes

Self concept and values Positive ‘can do’

Goals, Potential

Confidence

Goal focused

Achievementof goals

Victimof past

Grievances,Limits

Confidence

Conditioned by past

Repeating past failures

‘Better next time’

‘I knew that would happen’


Cognitive change

Visualisations

imagining the achievement of goals rather than failures

Reframing

Reducing the size of a threat by seeing it smaller

Rational Analysis

Objective analysis of threats and how to deal with them

Anchoring

Recalling past successes and the positive emotions they invoked


The great debate

You are leading a change management programme designed to create a culture of greater initiative, empowerment, customer service and innovation

Group 1: You believe the best strategy is to change staff’s views and beliefs - what would you do and why will it work?

Group 2: You believe the best strategy is to change processes - what would you do and why will it work?

10 mins preparations - 5 minute debate


Implementing Change

Awareness

The difference between commitment and involvement is like a plate of bacon and eggs...The chicken is involvedBut the pig is committed....

Involvement Commitment


Link between perceptions & communication

Inform Clarify Convince Involve

TIME

CO

MM

ITM

EN

T

ImplementationUNAWARE

AWARENESS

UNDERSTANDING

ACCEPTANCE

COMMITMENT


But the reaction options are many

Positive

Acceptance

Involvement

Champion

Shock

Negative

Initiator

Resistance

Ignorance

Tolerance

Acquiesence

GroupThink


Acceptance option

+ This approach suggests that you have understood the reasons for the change taking place and accept what is happening

- You are doing what you are told but not being actively involved in the process

+ You are safe but may need to be prepared to look out for the opportunities before they pass you by.


Involvement option

+ You are part of the change process

+ You are actively involved in making the change happen as a result of the project team

+/-This may mean anything from full time membership of a project team to having an occasional part of play

+ The success of the change will be important to you personally.


Champion option

+ One of the leaders of change

+ You devote a lot of your time to the change project and are an advocate of the process

- Danger that you are seen as a ‘company’ person and viewed with bemusement by colleagues less supportive of the change process

+ Benefit to be gained from involvement in a high profile change project – provided that it delivers.


Initiator option

+ You are a source of the ideas and drive that has made the project happen

+ While this is usually the province of a more senior manager, it is valuable to be known as someone with ideas and initiative

- But while it may impress the management above you, your own team may find your approach intimidating.


Shock option

- Rabbit in the headlights

- Transfixed by events

- But unable to understand, take action or continue functioning

- Forgivable as a momentary response, disastrous as a continuous position.


Resistance option

- Machine smashing strategy of the luddites

- Trade unions protecting their members that they have damaged their organisations in the long term

- Politically dangerous as it puts the individual in a very exposed position

- You have to be prepared for the consequences and be sure it is worth the price.


Ignorance option

- The strategy of the ostrich

- Just as some new technologies turn out to be blind alleys, so some change fail to take root

+ Avoid getting involved in something that turns out to be a mere distraction

- If the change does take hold, then ignorance is no defense against its potential impact.


Tolerance option

+/- Tacit acceptance of change

+/- You work around the change, only responding to it when it affects you directly

+ Advantage is that you can continue to function well

- But lack of direct involvement may mean you miss out on some opportunities that the change may create.


Aquiescence option

+/- A willingness to participate in the change but without any real wholehearted involvement

+/- You are a passenger in the process

+/- There is no danger of being left behind but no real commitment to what is going on.


Groupthink option

+/- Allowing the overall group view to overcome your own

+ Useful if it is positive

- Less so if it is not.


What are the typical pitfalls?Multiple transitions

Too much at the same time

Incomplete transitionsOvertaken by events, lost impetus

Uncertain future statesLack of confidence in or knowledge of the future

Mid transition bluesAll chaos and no benefit


History of change management

Transformational change

Jack Welch leadership

Bottom up change

Labour-management partnerships, TQM

Reengineering

US quantum leaps vs Japanese kaizen

Externally induced change

Envronmental change: Competitors, legislation, etc.


History of change managementLewin’s three phase model (1952)

Unfreeze – change - refreeze

Change agents (1960s)External/Internal consultants

Organisational culture (1980s)Cultural change

Socio-technical theoryBottom up change

Unplanned change garbage can theory

6 basics of changeD D Warwick

1.Identifying the reasons for change

2. Establishing the results required

3. Planning and management

4. Involving stakeholders

5. Monitor & feedback

6. Structure & support


The reasons for change

Our morning session yesterday established the various drivers for change

So we know we have to change

but to what?



precise definition is very important

focus on outcomes not activities

review progress towards results at milestones


3. Planning & management of change

Identifying stages in change

Making the change a project

recognition of the principles of project management



Building the change team

Involving and understanding people who are affected by or interested in the change

Using senior management to lead the charge

increasing understanding, commitment & ownership

Distribution of resistance

Individual Group Organisational

Overt

Covert

Manifestation of resistance

Demotivation, covert underperformance, lack

of commitment

Displacement, sabotage activity, other dysfunctional behaviour

Direct group resistance, projected group resistance, declared underperformance

Inter-group conflict, extreme in-group conformity pressures, groups actively

pursuing their own agendas

Industrial relations action, work to rule, strikes, inter-organisational resistance by

regional/national industrial action

Resistance types & levels

Overcoming Resistance

Communication Participation Facilitation Negotiation Manipulation Coercion

Potential Methods

•Provide information on the change

•Present a rationale for the proposals

•Educate employees of the benefits to allay fears

•Challenge misrepresentations of the change process

•Involvement of staff groups affected by the change

•Participation in decision-making either core or peripheral

•Gaining wider commitment to the change process

•Exploring areas of resistance

•Persuading for the commitment to change

•Facilitating attitude & behaviour change

•Use of position power to manipulate compliance

•Combination of actual and potential threats with actual and potential rewards for compliance

•Potential use of 3rd party arbitration

•Formal and informal negotiations to overcome resistance

•Explicit or implicit coercion

•Threat behaviour without compensating for rewards for compliance

•Written notice of termination of contract failing compliance

Increasing strength of approach

Change Leadership

Determine change agents and high potential/business critical employees- allocate key high profile roles to these people. Brief change agents on their role

Determine loose cannons and bystanders -look to move their position to champions with the help of the champions/change agents

Reaffirm to Managers their role through the change. Brief Managers on the leading through change guide

Provide leading through change 1-2 hour briefing sessions Create formal and informal communication forums to involve employees and get their feedback

Create mentoring relationships for key staff

Meet with top team to agree the push-pull messages to communicate

Reinforce performance expectations



Checking on achievement of results

fine-tuning programme

celebration of successes


6. Structural support

mission statement

goals & values

organisation structure

reward systems

training


Embedding change

Strong commitment and leadership

creating an environment conducive to change (the learning organisation)

change is painful and involves failures as well as successes

recognising the need to change is easier than making the change


ROYAL HOLLOWAY AND


Project principlesProject principles

A new identity for RHBNC

What were the project’s goals and objectives?

How would you obtain project sponsorship?

Which stakeholders are important?

Who should be on the project team?

What actually happenedWhat actually happened

sold concept to principal and key decisionmakers

created project group (headed by senior academic)

established budget & brief

identified suppliers (formal beauty parade)

research and initial designs

testing and acceptance (the petition!)

implementation (publications unit)


ROYAL HOLLOWAY AND



Change as a constant

While discreet changes can be managed as projects

The long term development of any organisation must recognise that being able to cope with continuous change is vital

The holy grail of this approach?

The Learning Organisation


The Learning Organisation

An organisation that learns and encourages learning among its people

It promotes exchange of information between employees hence creating a more knowledgable workforce

This produces a very flexible organisation where people will accept and adapt to new ideas and changes through a shared vision


Golden rules

Avoid quick-fix short term solutions

Focus on a few, high impact changes

Expect and allow for resistance

Create alignment between systems, processes and values

You get what you measure and reward, you deserve what you tolerate


• Gandhi• "You must be the change you wish to see in the

world"

• Jack Welch• "We have to get everybody in the organization

involved. If we do that, the best ideas rise to the top"

• American Proverb• "You can't jump a twenty-foot chasm in two ten-foot

leaps”

Thinking on change

http://www.corpchange.com/archives/cq_archives/cq_gandhi/cq_gandhi.html

http://www.corpchange.com/archives/cq_archives/cq_welch/cq_welch.html

http://www.corpchange.com/archives/cq_archives/cq_american_proverb_01/cq_american_proverb_01.html

Driving change

Awareness of current position

Desire to change

Knowing how

Reward

Shock

Change

ReviewManaging



The Menu


Day 1

Day 2

Morning Afternoon

Meal & Presentation

Evening

Managing Change


Delegation

‘the process of hanging on tight with an open hand ... of sharing

leadership and developing solution-oriented people'

‘‘Giving up work you like but not Giving up work you like but not giving up accountability for its giving up accountability for its

completion’completion’


But remember...

The best executive is one who has sense enough to pick good people to do what needs to be done & the self-restraint to keep from meddling with them.

adapted from Theodore Roosevelt


Delegation as motivation

‘Leaders are remembered because they challenge their people.

Managers are often forgotten because they let their people get away with second

best.’


Delegation according to Dilbert


Delegation as Method

Delegation is not just assigning work, it should also include:

Transferring responsibility and authority

Coaching

Showing trust

Motivating the delegate

Monitoring

Follow up


Deciding the levels of delegation

Different levels of delegation depending on:

Experience of delegate

Criticality of task

Time pressure


Levels of Delegation

“Do exactly what I say”

No delegated freedom at all

“Look at this and tell me what you think. I’ll decide”

Delegate investigates and analyses, but does not recommend

“Tell me what the options are. I’ll let you know, whether you can continue”

Delegate gives recommendations, but delegator decides



You decide, but wait for my approval before you proceed

Delegate needs approval, but is trusted to judge the options

You decide and let me know your decision, then go ahead, unless I say ‘no’

Delegate begins to control action, but is still subject to the approval of the delegator



“You decide and take action, but let me know what you did”

Delegate controls action, but delegator is still holding on to control and responsibility

“You decide what actions need to be taken and manage the situation accordingly. It is your area of responsibility now”

Delegate is completely empowered and assumes responsibility for a specific area; delegator retains general responsibility

COMPLETE EMPOWERMENT



Do exactly what I say

Look at this and tell me what you think

Tell me what the options are. I’ll let you know, whether you can continue

You decide, but wait for my approval before you proceed

You decide and let me know your decision, then go ahead, unless I

say ‘no’

You decide and take action, but

let me knowwhat you did

CompleteEmpower-ment

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.Delegation: Shackleton’s way

“In publicly turning over the reins, Shackleton left no doubt about his deputy’s authority.”

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.Delegation: Shackleton’s way

Empower the team leaders so they have the authority to handle their own group, but keep an eye on the details. Never let yourself be surprised by problems down the road.

Give a show of confidence in those acting in your stead. It’s important that your support staff maintain in your absence the same level of competency you set.

Shackleton’s Way. Margot Morrell , Stephanie Capparell


To what degree did delegation/empowerment take place during this exercise?


Monitor & control

Diarise receipt of deliverables

Review regularly

Provide coaching help

Be prepared to amend plans

Praise achievements

Be available

Be positive about mistakes

Never take the work away!


7 Step Delegation Process

1.Identify the Task

2.Select the Delegate

3.Brief the Delegate

4.Assess the Delegate’s Response

5.Support, Monitor & Control

6.Delivery and De-Brief (Recognition)

7.Assessing Impact


1. Identifying the Task

Delegator must:

Have a positive attitude towards delegation (not just getting rid of work)

Confirm that task is suitable for delegation

See delegation as a means of empowering people, motivating them and helping them improve

Think in terms of “What opportunities exist for delegating part or all of a task?

Take the time to delegate properly


1. Identifying the Task

Identify the tasks to be delegated in terms of:

Complexity

Criticality

Confidentiality/security

Authority

Skills available

Time constraints

Development potential

Decide on the appropriate level of delegation


What can you delegate?

3 groups:

1. Directors

2. Managers

3. Supervisors

Review the list of tasks

Let’s see which ones you can delegate – at least in part!


What can you delegate, at least in part?1.Business Planning

2.Setting up Induction for a new Team member

3.Analysis of a major error involving a client

4.Attending an industry conference

5.Joining the board of a local school/college as a business representative

6.Analysing sickness records

7.Joining a project group on Performance Related Pay

8.Investigating and mproving a process


2. Selecting the delegateCase study example: You are a manager with four team supervisors reporting directly to you.

Following a recent series of problems, you wish to produce a report analysing the process involved and recommending improvements

Rather than do this yourself, you decide to delegate it to a team member

All of these people are equally busy

Who would you give the work to?

Jane-Marie Kerr

Age: 38; joined company 10 years ago; in job 5 years

Understands industry very well; has become stale lately; elder statesperson of the Department; usual deputy when you are out of the office; adequate report writing skills

Gert Frobe

Age: 26; joined as graduate 4 years ago; in job 12 months;

Excellent writing skills; keen on projects; blue-eyed boy as always willing to have a go at new tasks and usually does them well; viewed by many as a future senior manager

Peter Venckman

Age: 30; joined at 18; in this job 3.5 years

Weaker written and PC skills; very good with people; high standards of accuracy and reliability; regarded as steady but unexceptional; already feels that he is being overtaken by others.. and events

Alison Hynde

• Age: 25; joined company 1.5 years ago from a competitor; in this job 12 months;

• Good analytical and written skills; very ambitious and prone to treading on colleague's toes; less good with detail; experience from elsewhere is proving valuable in improving processes in department


2. Selecting the DelegateCriteria for selecting a delegate:

Existing skills/aptitude

Motivational value

Time/availability

Trust

Equality of opportunity

Strategic development relevance

Avoid always choosing the “superstars”

Give everyone a chance according to their levels of competence

To whom do we delegate?

Top

Weak

SatisfactoryDO? SHOULD?


3. Briefing the Delegate• You have selected Peter Venckman to lead the analysis.

• Peter is primarily an analytical amiable. He is good at data analysis and problem solving but has some difficulty enthusing others.

• Group 1: You are the manager. How would you brief Peter to give him a fighting chance to make a good job of the task?

• Group 2 You are Peter. What would the briefing process need to cover to give you a fighting chance to make a good job of the task?

• Flipchart (10 mins)


3. Briefing the DelegateGive the delegate sufficient, but not too much, detail

For complex tasks, provide a clear written description of the task and support documentation

Explain:

Context of task

Definition of the ‘problem’

Expected outcome

Preferred timescales

Scope & Quality

Levels of responsibility and authority

Benefit to the delegate

How you will measure job is being done well


3. Briefing the delegateDelegator

Why task is needed

Required outcome

Preferred timescale

Scope & Quality

Level of personal responsibility

Benefit to delegate

Delegate

Understanding

Commitment

Method

Help needed


4. Assess the Delegate’s Response

Verify that the delegate has understood the task

Ensure the delegate’s commitment

Offer your help

Use active listening and ask questions to test understanding

Agree your involvement in the task

Ask for an action plan


Firming up the Action Plan

Clear deadlines

Establish review points

Get the delegate to summarise exactly what he or she is actually going to do

Confirm the support you will be providing (and the standards you expect)

Communicate the method of checking and control – failure to agree this in advance will make monitoring seem like lack of trust


5. Support, Monitor & Control

Peter has begun work on the task

He has submitted a draft analysis and report to you for discussion

It is detailed but has only analysed the process and not produced any real solutions

You are meeting with him

How would you approach it?



Think about who else needs to know & inform them (other managers, peers)

Ensure that the delegate uses the authority given to him

Regular one-to-one reviews

Be available

Be positive about mistakes



• Amend plans, if necessary

• Praise achievements

• Provide coaching

• Warn about politics, protocol, sensitive issues

• Don’t take the work away!


6. Delivery and De-Brief

Review task against plan prior to final delivery

Focus on the big issues, rather than criticising small details

Coach any final improvements to the work

When receiving the final deliverable, give the delegate:

Recognition for the positive parts

Constructive criticism for the parts that need improvement

Keep your feedback positive (“good job; next time you can do it even better by…”)


Giving Critical Feedback

Timely (but avoiding the heat of the moment)

Specific (so they know what they’ve done)

Proportional (avoid the big dump)

Methods:

Sandwich effect: praise/criticism/praise

Empathy: ‘We all struggle with this’

Evidence based: When you… (specific example)

The effect is… (practical consequences)

The affect is… (how others feel about it)


7. Assess Impact

After completing the delegation, analyze how the process was managed, specifically:

How effective was the delegation?

What did the delegate learn from the experience?

How well was the process managed?

What did the delegator learn from the experience?

What could be improved the next time?

Based on this assessment, the delegator may want to change approach in the future


Managers are often delegates

Sometimes managers play role of delegator and delegate

Effective delegation is based on a dialogue, in which each side must play his part

Without the active participation and feedback of the delegate, the delegator cannot be successful

The delegate must provide honest feedback to the delegator and not just accept any delegated task, regardless of the conditions

Delegation must be based on mutual agreement


Role of the Delegate

Delegates should see delegated work as an opportunity to prove and improve their skills

Delegate must:

Be willing to accept responsibility for the task

Understand the task being delegated

Commit to respect the agreed conditions of the delegation

Be open and honest about his abilities to perform the task (or not)

Listen actively and ask questions

Have sufficient authority to perform the task


Empowerment


Defining Empowerment

Cambridge dictionary:

To empower is...

To give someone official authority

or the freedom to do something

http://www.cambridge.org/elt/elt_projectpage.asp?id=2501082


Why empowerment can fail

Lip service only

No clear boundaries

Micromanagement

Abdication of responsibility and accountability

Barriers impeding empowered behaviour


Advantages of Empowerment

Increases the involvement, motivation and commitment of staff

Increases a manager’s ability to accomplish tasks by ensuring the support and contributions of staff

Raises competence level among empowered staff

“Energizes” the organisation – commitment is contagious


Preconditions for Empowerment

Reciprocal acceptance of empowerment:

Manager must be willing to delegate authority

Staff must be willing to accept being empowered

Empowerment is not binary; rather it is a question of degree - in how far is a person empowered?

Empowerment must be implemented gradually and within limits


Levels of EmpowermentNo Discretion

Task is designed by someone other than the employee, who has no decision-making power in content or context, i.e., no empowerment

Task Setting

Employee is given a lot of responsibility for job content, but little for context; management defines the goals and the employee is empowered to find the best way to reach them

Participatory Empowerment

Team is given some decision-making power for content and context, e.g., problem identification, alternative search and recommending best alternative in content


Levels of Empowerment

Mission Defining

Employees are empowered to decide on job context, but not content (e.g., changing supplier, whether to outsource or not)

Self-Management

Employees are given total decision-making authority for both job content and context

Ask delegate what level of authority they feel comfortable with

Remember people are often capable of doing more than you imagine!


Empowerment Strategies vs. Levels of Delegation

Pro

blem

Iden

tific

atio

n

Alte

rnat

ive

Dis

cove

ry

Alte

rnat

ive

Eva

luat

ion

Mak

ing

Cho

ice

Impl

emen

ting

Cho

ice

Decision-MakingProcess:

EmpowermentStrategies:No Discretion

Task Setting

Participatory Empowerment

Mission Defining

Self-Management

Levels 1 - 2

Levels ofDelegation:

Level 3

Level 4

Levels 5 - 6

Level 7


TELL SELL CONSULT JOINManager

makes

decision and

announces it

Manager

“sells”

decision

Manager

presents

ideas and

invites

questions

Manager

presents

tentative

decision

subject to

change

Manager

presents

problem,

gets

suggestions

makes

decision

Manager

defines

limits, asks

group to

make

decision

Manager

permits

subordinates

to function

within limits

defined by

superior

~

Tannenbaum, R. and Schmidt, W. How to Choose a Leadership Pattern.

Employee Involvement Model


Competencies Required of the Empowering Manager*

Understanding of the skills and background of team members to match people and responsibilities

Listening actively to what your team says and does not say and showing your willingness to share power

Purposeful operating to ensure consistency between what you and your team do and the objectives of your organisation

F. Stone, The New Leadership – from Delegation to Empowerment (2005)


Competencies Required of the Empowering Manager*

Emphasis on growth and opportunity, inviting team members to share leadership in a great organisation

Train team members to think critically about the way they and their organisation work

* F. Stone, The New Leadership – from Delegation to Empowerment (2005)


Conclusions

To be effective, delegation and empowerment should follow a method, which must be learned and practiced – the 7 step method

Delegation and empowerment play a significant role in our jobs as managers and are needed to meet the challenges of the future

Although developing effective delegation and empowerment requires time and energy, the effort will be justified by the long-term results

ReviewManaging



The Menu


Day 1

Day 2

Morning Afternoon

Meal & Presentation

Evening

Managing Change

Coaching Skills for Managers

Well John, that’s great, how else could you improve the marketing strategy?

Well John, that’s great, how else could you improve the marketing strategy?


Why coach?Is adequate performance enough?

As managers of others, it is essential that we can help them deliver their best - for their sake and ours

Coaching (and mentoring) ways to transform performance, or even lives

Focus on these types of intervention, but in the context of training, counselling….

understand the principles

practise techniques in planning exercises & role-plays

refresh perception and feel confident


What are the performance management tools available to us?

Group 1

List the formal processes an organisation and its managers use to develop and manage the performance of staff (e.g. appraisal)

Rate out of 10 how well they work in your experie

Group 2

List the informal processes an organisation and its managers use to develop and manage the performance of staff (e.g. one-to-one meetings)

Rate out of 10 how well they work in your experience

Performance Management

Formal

Appraisal scheme

Performance Management Central

Career Planning/Job Connect/Mentoring scheme

Incentive Compensation

Pay review

Talent Review

Personal Development Roadmap

Training Central

Competency Framework

Professional qualifications – IAQ/IMC/CFA

Development programmes – OPEN/IMTP/MMEP

Manager Connect

Disciplinary/performance process

Employee Assistance Programme

Succession Planning

KPIs

Informal

Coaching/one-to-ones (10/10s)Team meetingsOn-the-job trainingDelegation & empowermentJob shadowingSecondmentsJob swapsSpecial projectsRecognition & rewardSelf studyInformal mentoringSocial eventsReporting against targetsAccompaniment/Feedback

Informal

Coaching/one-to-ones (10/10s)Team meetingsOn-the-job trainingDelegation & empowermentJob shadowingSecondmentsJob swapsSpecial projectsRecognition & rewardSelf studyInformal mentoringSocial eventsReporting against targetsAccompaniment/Feedback

A spectrum of optionsA spectrum of options

Discipline Counselling Coaching Mentoring Training

When is it the right answer?Specific skill and knowledge gaps exist

What is it?Courses, professional study or on-the-job training

Who does it? Training and education ‘professionals’

How is it carried out?formally planned, budgeted and delivered

Discipline Counselling Mentoring Coaching Training

When is it the right answer? work performance or behaviour does not meet minimum requirements

What is it? formal procedures involving setting specific mandatory targets and timescales for achieving them and providing support

Who does it?managers with the help of HR

How is it carried out?formally and with the aim of recovery, but with the clear communication of what will happen if this is not achieved


When is it the right answer? non-work related problems intrude on work performance

What is it? confidential one-to one discussion listening to the individual face the problem and encouraging them to find ways to solve it

Who does it?best carried out by HR or other professionals but may be initiated by the manager becoming aware of an issue

How is it carried out?a highly confidential and sensitive process


When is it the right answer? individuals need advice and encouragement in their long term career development and significant transitions in their work/life

What is it? informal one-to-one discussion designed to help individuals define their challenges & goals and create strategies for achieving them

Who does it?: a (more) senior manager within the organisation (but not the same department) or a respected external contact

How is it carried out? occasional, client driven and confidential


When is it the right answer? opportunities and potential exists for teams and individuals to further improve their performance in terms of both current and new challenges

What is it? helping people to develop additional skills or realise their potential in the ones they have

Who does it?the immediate manager or supervisor, and/or in specific skill areas, a subject matter expert

How is it carried out? a constant element in team management and part of one-to-one meetings and reviews



The right tool for the job

Syndicate exercise

Select the best intervention(s) for the scenarios outlined - each is a different individual

Use any from the lists created earlier....

Be prepared to explain your choices

10 minutes


Scenarios1. Habitual lateness

2. Graduate joiner

3. Shown strong expertise with systems

4. Lack of assertiveness

5. Mood swings

6. Your ideal successor in departmental succession plan

7. Maternity returner

8. Frequent sickness

9. Long term ‘average’ performer

10.Finished graduate development programme

ScenariosScenarios

1. Habitual lateness

2. Problems analysing data

3. Individual has shown unexpected expertise with a particular system

4. Lack of assertiveness

5. Misses deadlines (but working hard)

6. Mood swings (with behaviour to match)

7. Just finished a development programme (e.g. graduate/MBA)

8. Your successor in departmental succession plan

9. Maternity returner

10. New graduate joiner

11. Frequent sickness

12. Long term ‘average’ performer

Wheel of Life

Wealth

Health

Friends & family

Partner/love

Personalgrowth

Recreation

Environment

Career


5 ‘C’s Discussion StructureChallenges

I want to develop my career and move to the next management level

Choices

I can either focus on moving up in my own area or look at opportunities elsewhere in the company

Consequences

If I stay in my area I can develop my expertise and become qualified. But I could end up pigeon-holed as a result

Creative solutions

I could look at opportunities in the regional offices overseas where my existing expertise could be useful

Conclusions

I’ll discuss options with my own managers, look at the the study options and then decide


5 ‘C’s Discussion Structure

Mike Pegg

Challenges

encourage mentee to identify their challenges and reflect on what they mean. Mentor should challenge their views, and get the mentee to see the big picture

Choices

Discuss possible directions, goals, etc in relation to the challenges

Consequences

Stimulate the mentee to consider what are the possible results or consequences (plus and minus) of their choices

Creative solutions

Brainstorm how the mentee could achieve their chosen options

Conclusions

Encourage mentee to make choices and agree an action plan


1. Establishing rapport

Ice-breaking

Goals of first meeting (intro and approach)

Exchange short personal histories

Confirm approach and subjects to be covered

Identify immediate goals and issues

Agree first steps

Answering mentee’s concerns


What is coaching - in a phrase?

Bringing out the best in people

Which performers do we devote most management time to?

Top

Weak

SatisfactoryDO? SHOULD?

Who do you need to coach?

CoachCoach

ReportsReports

Kids!Kids!

SuppliersSuppliers

ColleaguesColleagues

BossBoss

PartnerPartner

External Clients

External Clients

Internal Clients

Internal Clients


Why do we need to coach?

to share our skills and knowledge

to empower our staff

to influence others appropriately

to get the job done


When should we coach?

When delegating new tasks

When reviewing delegated tasks in progress

When a team member/colleague/client comes to you with a problem

In advance of major events/challenges/changes

When mistakes are being made (feedback)

To share new ideas and methods

As the operating style in regular one-to-one review meetings and interim appraisals


What skills or qualities does a coach need?Attentiveness - to the here and now

Discipline - in listening and responding

Warmth - and humanity

Curiosity - to find out more

Acceptance - non judgemental

Genuineness - trust

Empathy - ability to see the world their way

Humour - to lighten the mood

Two coaching styles

OUTPUTINPUT

Two coaching styles

OUTPUTSupportive

Facilitating problem solvingBuilding self confidenceEncouraging others to

learn on their own

INPUTDirective

Developing skillsProviding answers

Instructing

0

50

100

20

70

%performance

30

40

10

60

90

80

Total coaching

INPUT

OUTPUT


Two coaching stylesINPUT

identification of a skill gap by coach or coachee

coach advising on technique and method

checking on effect

OUTPUT

joint identification of a challenge/issue

Joint analysis of current situation

• Focusing and encouraging coachee to identify own options for achieving them

monitoring & support

Reality is often a mixture of bothReality is often a mixture of both


VESOS – a training model

V Value/Purpose– of task

E Explain – how to do the task

S Show - demonstrate

O Observe – coachee doing it

S Supervise – stand back but monitor

Teaching Effectiveness

70%

10% 32%

72%

65%

85%

Recallafter 3 weeks

Recallafter 3 months

Source:John Whitmore

ExplainedExplained &

shown

Explain, Shown & Observed


7 stages of learning

1.Sensory perception

2.Personalisation

3.Logical sequence

4.Remembrance

5.Recall

6.Practise

7.Feedback


Input Coaching

Break into groups, each to…

Identify a simple, physical task on which to coach a person (or persons) from the other group

Develop a short coaching session using VESOS

And then we reconvene as one group with…

One person from each group to conduct this coaching session with a member of the other group(s)


What are the dangers of input coaching?

You need to know more than they do

They might not like you knowing more than they do

The coachee has minimal input of their own

They become dependent

Your views overwhelm theirs

Their performance can only ever be as good as yours

Keys to Competence

KnowledgeKnowledge SkillsSkills

AttitudeAttitude

OUTPUTOUTPUT

INPUTINPUT


What are the key factors in attitude change?

Analysing own/coachee performance objectively

Focusing on self generated goals

Generating practical actions

Building confidence that it can be done


How can we build rapport?

Show interest in the coachee as a person

Break the ice

Create a relaxed environment

Set a non threatening agenda


Sources of Self-Confidence

Performance Accomplishments

doing a job well

Vicarious Experiences

seeing that it can be done

Verbal Persuasion

receiving feedback that you believe

Emotional Arousal

managing your emotional response

Albert Bandura Psychological Review Vol 84


What are the barriers to output coaching?

‘I’ll lose my authority’

‘They won’t know the answer’

‘I’m supposed to have all the answers’

‘They’re used to me telling them’

‘It’ll take too long’

‘Why can’t I just get the job done?’


What do we need?

An approach that:

Overcomes defensiveness

Focuses on future performance not past failure

Motivates and builds confidence

Empowers independent effort


So what does an output coaching session have to cover?

What’s wrong with current performance/situation

Goals, aspirations, objectives

Possible solutions

Action plans for what actually needs to happen

We need to put this into a coherent model

But what comes first?

The GROW Model

O

GOAL Where do you want to get to?GR

W

REALITY

OPTIONS

WAY FORWARD

Where are you now?

What could you do?

What will you do?



3 minute coaching exercise

Form into pairs

Everyone should identify a problem/challenge that you would like to address - keep it to yourself for now...

One member to face the screen, the other to face the back wall

The person facing the screen leads the interview asking the type of questions displayed

3 minutes...


Coaching Guideline

1. So what is the problem?

2. When is it particularly bad?

3. What does it feel like for you?

4. What else is it affecting?

5. Why do you think it’s happening…?

6. Why haven’t you been able to solve it?

Stick with the basic nature of these questions but you can change order etc. Find out as much as you can about the problem


Coaching Guideline 2

1.Rather than focus on the problem, tell me what you want to happen/want instead - what your ideal outcome or end point would be?

2.Let’s imagine that has happened – what would that look like, what would you see?

3.What would be the benefits of sorting this out/doing this?

4.When you’ve approached this kind of thing in the past what was the most help?

5.So what do you think your next step should be?


Feedback

How well did the first interview move someone forwards from the problem they described?

How did the interviewee feel at the end of the first interview?

How did you the interviewer feel about the problem and the likelihood of resolving it?

How does this compare with the second interview?


GoalsStarting with goals assumes everyone has clear goals they can articulate

hmmmm

But everyone has problems (reality)

All we have to do is turn the problems into goals

Talking about the problem without focusing on finding the solution won’t get anyone anywhere


Putting it another way

I never look at the consequences of missing a big shot . . .

when you think about the consequences you always think of a negative result.

Michael Jordan

Basketball icon

Goals

‘Focus on the gap, not the obstacle’‘Focus on the gap, not the obstacle’

Not just any old goal - a BHAG

BIGBIGHAIRYHAIRY

AUDACIOUS AUDACIOUS GOALGOAL

BIGBIGHAIRYHAIRY

AUDACIOUS AUDACIOUS GOALGOAL

*James Collins and Jerry Porras

“I have a dream..”

Martin Luther King, Jnr

Goals and Motivation

Henry Ford

Obstacles are those frightful things you see when you take your eyes off your goal


What are the key skills of the output coach?Being an expert on the topic?

not needed, you can’t know everything

Solving people’s problems?

no, that is their job

Telling them what they’re doing?

no, asking questions and listening actively

Listening skills

Use them in that ratioUse them in that ratio

2211


What are the skills of active listening?

Focus on the speaker

Give listening signals

Take notes

Build rapport

Make eye contact

Encourage development/detail

Ask questions


Open and closed questions

Open non-specific, general, encourages complete answers

How’s it going?

…but gets non-commital ones

Closed seeking a ‘yes’ or ‘no’

Any problems?

…but getting a false no (‘good news only syndrome’)

Semi-open specifically focused enquiry

How is the new project progressing?

Semi-closed probing for single facts

What’s put the project behind schedule?


Two questions to avoid

Leading - suggests the desired answer:

‘Do you think a planning session would be a good idea?’

What could you say instead?

Loaded - a more charged version:

‘Are you sure you did enough planning?’

Both inclined to manipulate the responses

The GROW Model

O


W

REALITY

OPTIONS

WAY FORWARD

Where are you now?

What could you do?

What will you do?

Goal seeking questions

Performance GoalPerformance Goal

Goal for discussionGoal for

discussion

End GoalEnd Goal


Turning problems into goals

1. My team is de-motivated and I need to do something

2. I’m a couch potato and need to get fit


Goals for discussion

What would you like to get out of this discussion

What do you want to leave this meeting with?

What needs to happen for you to feel this discussion has been helpful?

A way to build team motivation & morale

A plan to get fit


End Goals

Where do you want to end up? What specifically do you want to achieve? What would the ideal end result be? What makes this important? What would this enable you to do?

I’d like the team to hit their next quarter’s targetsHigh morale is not the real goal….

I want to take part in next year’s London MarathonBeing fit is not the real goal….

Digging for the end goal can flush out the real goal or problem the person needs to tackle


Performance Goals

And what would that look like in detail? How would things be if you were achieving that goal? What does a good performance look like? What would be the observable signs of success?

‘The team socialising together, helping each other out, with individual and team targets and everyone getting together to celebrate success’

‘I’d be exercising at least five times a week, following a healthy diet, lost some weight, oh… and drinking less’


Creating Compelling Outcomes

Think of something you really want

Is it within your control? Which parts are?

Imagine you have it – what’s it like?

In what contexts do you want to have this?

How is this a real benefit to the significant people in your life?

What are the costs of achieving this? Are you willing to pay them?

Turning problems into goals

Missed last month’s target

Problem

Goal for next month

End Goal

Project behind schedule

Don’t get on with colleague

Too much work

De-motivated

Creating a good relationship

Achieving your key tasks

Exciting work challenge

Hitting a realistic target date

Unwilling to make a presentation

Preparing a great presentation

The GROW Model

O


W

REALITY

OPTIONS

WAY FORWARD

Where are you now?

What could you do?

What will you do?

The Map is not the TerritorySo what is yours like?


Reality questions

Help the coachee to rethink the false pattern they have created

One in which they are either the victim (it’s not my fault)

or the villain (it’s all my fault)

Replace interpretation with facts

Highlight success as well as failure

Open the door to feedback if needed


RealityWhat question could you ask the coachee?

description not judgement

‘I just can’t do it’

what should you say?

‘Tell me which parts you find most difficult…’

causes not symptoms

‘The suppliers let us down’

what should you ask?

‘What dates did you agree with them?’


Reality seeking questions

Talk me through what has happened…

Give me some recent specific examples

What have you tried?

Which people provide the greatest difficulties?

When did the problem start?

Who is involved?


Getting to the root causeCritical incident interviewing

Ask the them to tell you exactly what happened:Who said what and when

What they thought, said and did at the time

Specific, detailed and without interpretation

Reliving the event or a, key moment from it, to unlock a fresh perception

Focus on behaviour then rather than feelings now


Scaling progress

Using a scale of 1-10, and 10 is the place you’d like to be, where would you say you are now?

Good, what are the things you’re happy about

the mark you’ve given yourself

And what are the aspects you’re unhappy about?

the gap between the mark and ‘10’


What have we achieved so far?Forced coachee to think strategically

Defined goals in terms of the discussion, end result and in detail

Established current reality – good and bad

Defined the gap between reality and goal

Modification of end goal by coachee if the gap is inappropriate (too small as well as too big)

The GROW Model

O


W

REALITY

OPTIONS

WAY FORWARD

Where are you now?

What could you do?

What will you do?


Options

Confirm the gap

Goal

Reality

Gap Way forward


Whose ideas are the best?

THEIRS because they:

know the problem better than you

will be committed to their solutions

need to take ownership

must feel empowered and responsible

need to believe they can do it without you


A two-person brainstorm

creative solutions come from…

new perceptions of the problem (GR)

quantity not quality of ideas

suspended judgement (ideas first, assess later)

a sense that there is a choice


Options seeking questionsWhat are your ideas for dealing with this?

What tools could you use?

Who else can help you?

What could you do in regard to… (focused semi open questions)

If that didn’t work, what else could you do?

Go on… one more idea?

Something you said made me think… could you?

Don’t offer more resources/staff/time… you haven’t got them!

The GROW Model

O


W

REALITY

OPTIONS

WAY FORWARD

Where are you now?

What could you do?

What will you do?

Way forward


Way forward

Summarising the options

Testing them for

Relevance

Practicality

Desirability

Creating a (very) shortlist of related actions

Turning them into SMARTER objectives


Way forward seeking questions

Which options do you think would work best?

How well do they meet your criteria for success?

How will this option achieve your goal?

If you couldn’t do it all, what would you drop?

What could stop you?Talk me though the steps involved

When can you start/complete this?

Who else needs to be involved to do this?

Rate your commitment to this working - on a scale of 1 to 10

– …what could raise your commitment?


Firming up the action plan

Define SMARTER objectives

Establish review points

Ask the coachee to summarise exactly what he or she is actually going to do

Confirm the support you will be providing

and the standards you expect


Ending the session

Give the coachee positive feedback on the discussion:

I would just like to say how much I appreciated your honesty today - and what a good job you’re already doing to tackle the issues you raised

Hand responsibility for ending the session to the coachee:

Is there anything else we need to discuss before we finish today?

ReviewManaging



Review


Day 1

Day 2

Morning Afternoon

Meal & Presentation

Evening

Managing Change

middle management effectiveness programme days 4 & 5 excellence in execution david white days 4...

Documents

knowledge management

dispersed teams

specialist teams

conventional teams

distribution of teams

rise of virtual teams

climate slide

leading project teams