Management Skills for New or Prospective Managers

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SEMINAR WORKBOOK

Management Skills for New or Prospective Managers

DISCLAIMER: The principles and suggestions in this workbook and seminar are presented to apply to diverse personal and company situations. These materials and the overall seminar are for general informational and educational purposes only. The materials and the seminar, in general, are presented with the understanding that Pryor Learning, Inc. is not engaged in rendering legal advice. You should always consult an attorney with any legal issues.

©2020, 2019, 2018, 2017, 2011, 2008 Pryor Learning, Inc. Registered U.S. Patent & Trademark Office and Canadian Trade-Marks office. Except for the inclusion of brief quotations in a review, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from Pryor Learning, Inc.

©Pryor Learning, Inc. • WM22010ES-DL ii

Table of Contents

1: Get Off to the Right Start

Start With Your People . . . . . . . . . . . . . . . . . . . . . . . . . . .1The Paperwork Mountain . . . . . . . . . . . . . . . . . . . . . . . .2Establish Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Your Boss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4The Three P’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

2: Assess Yourself and Your Team

The Eight Roles of Today’s Leader . . . . . . . . . . . . . . . .7What Is Your Behavioral Style? . . . . . . . . . . . . . . . . . . . .9Four Behavioral Styles . . . . . . . . . . . . . . . . . . . . . . . . . . .11Working Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Assess Your Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Plan Your Leadership Style . . . . . . . . . . . . . . . . . . . . . .16

3: Leadership Skills

Four Qualities of Leaders . . . . . . . . . . . . . . . . . . . . . . . . .17Correcting Leadership Errors . . . . . . . . . . . . . . . . . . . . .18Six Ways to Achieve Personal Excellence as a Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Coaching for Better Performance . . . . . . . . . . . . . . . 20Coaching Feedback Sheet . . . . . . . . . . . . . . . . . . . . . . . 22

4: Develop Your Staff

Hiring the “Top 10 Percent” . . . . . . . . . . . . . . . . . . . . . . 23Candidate Assessment Tool . . . . . . . . . . . . . . . . . . . . . .24Get Ready to Delegate . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Delegation Traps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26A Simulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Delegate Effectively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

5: Manage Change

Why Does Change Occur? . . . . . . . . . . . . . . . . . . . . . . . . 30Change at the Personal Level . . . . . . . . . . . . . . . . . . . . .32Minimize Resistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Create a Resilient Environment . . . . . . . . . . . . . . . . . . 34

6: Motivate Your People

Six Ways to Motivate Your Employees . . . . . . . . . . . . .35Administering Discipline . . . . . . . . . . . . . . . . . . . . . . . . .37

7: Communicate Effectively

What It Means to be a Good Communicator . . . . . 38Listening Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Written Communication . . . . . . . . . . . . . . . . . . . . . . . . 40Nonverbal Communication . . . . . . . . . . . . . . . . . . . . . .41Inanimate Objects and Their Messages . . . . . . . . . .42

8: The Power of a Positive Attitude

A Positive Mind-Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43The Real World of Supervision . . . . . . . . . . . . . . . . . 44Conclusion: A Blueprint for Success . . . . . . . . . . . . . .47

©Pryor Learning, Inc. • WM22010ES-DL 1

1 Get Off to the Right Start

Start with Your PeopleLearn About Your People

Here are five questions you should ask during the first week to get off to the right start and achieve your initial learning objectives:

1. What are the products produced and services rendered by my work group?

2. Who produces them?

3. How long does it take my work group to make one unit of the product or to render one service?

4. How many products are produced or services rendered in a day/week/month?

5. How many complaints per month does my unit get about our products and services?

Get Information from Organizational Sources Such as:

• Production statistics

• Service reports

• Product lists

• Payroll reports

• Staffing reports and assignment schedules

• Incident reports, customer complaint reports, defective product reports

• Reports from quality control

Get Information from Informed People:

• Team members • Clerical staff

• Peers • Support unit staff

• Predecessors • Suppliers

• Bosses • Customers and clients

Other Sources that Provide Information About Your People:

• Job descriptions • Salary and promotion histories

• Job applications • Personnel records

• Resumes • Performance appraisals

©Pryor Learning, Inc. • WM22010ES-DL2

1The Paperwork MountainManage Incoming Information EffectivelyThe paperwork mountain: Separate the “must see” from the “can wait”

Get Off to the Right Start

Other Tips for Minimizing Paper:

• Use an online calendar to stay organized

• Handle a piece of paper as few times as possible; once is optimum.

• Immediately throw away any paper you know you will not look at again or need.

• Keep only one active to-do list; include both business and personal tasks.

• Create a “slush file” for papers that aren’t important enough to file permanently but which you just can’t throw away yet. Go through it monthly and purge, file or act.

• Use a smart phone to make notes or capture ideas — wherever you are.

Must see Can wait

Glossy annual reports Production reports Sales reports Work schedules

Health benefit brochures Customer statistics Company newsletter Order/requisition forms

Complaint reports Trade journals Error reports Position descriptions

Picnic announcements Audit reports Position announcements Advertising brochures


1Establishing YourselfDeal with the Legacy Left by Your Predecessor

1. Saint

2. Tyrant

3. Just took up space


Build Your Credibility

• Start off firm — even tough — but fair.

• Be consistent.

• Deal directly with the employee who thinks he or she should have gotten the job instead of you.

• Talk about the future instead of the past.

ACTION


1Your BossEstablish a Good Working Relationship with Your New BossKeep your eye on your boss’s likes and dislikes.

My boss really loves:

My boss really hates:

The Reporting Formats Your Boss Prefers:

Mostly formal, written reports

Mostly brief notes to provide status of projects and activities

Mostly verbal reports

Your Boss’s Preference for Formal vs. Informal Conversations:

Informal notes

Quick verbal updates

Email messages

“Grabbing a minute” in the hall, cafeteria or parking lot

Sitting across the desk to report

Regular, formal meetings

Written reports



1Other Key Aspects to Learn About Your Boss:

• When to go see your boss and when to leave your boss alone

• How often your boss needs to meet with you

• Ask your boss about his or her preference in this matter

• If your boss is noncommittal, simply observe how your boss reacts to the frequency of your visits and adjust accordingly

• The pressures that affect your boss’s expectations of staff members

• Other executives, managers and supervisors

• Unions

• Government regulations

• Boards of directors

• Pressures from the community

• Customer demands and requests

•

•

•

Demonstrate Loyalty to Your Boss

• “Speak no evil” to others.

• Express disagreements in private.

• Support decisions down the line.


Your boss comes to you with a problem: The budget for your work group is being cut by 27 percent for next year. The two of you generate and examine seven options for ways that this cut can be implemented. You feel that the best solution is to lay off one employee who was hired three months ago and to make three other cutbacks, relatively minor, in supplies and “perks.” Your boss overrules you, choosing to keep the new employee and instead to place a moratorium on salary increases for the entire department for the next year.

How do you communicate this information to your people?


1The Three P’sTry to Prevent Unwelcome Surprises

1. Preparation• Keep an eye on your boss’s boss.• Be aware of industry trends through reading and networking.• Generate options when a crisis looms.

2. Poise• Learn to “paddle like a duck.”• Your confidence will inspire confidence in your people.

3. Prevention• Deal with problems while they are still small.• When you see a need, fill it.


Storm Clouds or Silver Linings?

In a meeting you attend with your boss and eight other managers and supervisors, the VP of operations mentions that she read a book recently that dealt with open management and that it really impressed her. You make note of the book and read it. The book’s premise is that a company that practices open management can eliminate 20 percent to 40 percent of its work force by using contractual workers instead of employees.

A. Is this a potential problem or a potential opportunity for you and your people? Explain.

B. How could you decide whether open management would be a positive or a negative policy for your organization?

C. How can you assess the chances that open management will really be implemented in your organization?

D. Using the “3 P’s” of preparation, poise and prevention, what steps would you take, in regard to both yourself and your people?


2 Assess Yourself and Your Team

The Eight Roles of Today’s Leader

Developer of people

Communicator

Coach

Barrier breaker

Bureaucracy smasher

Expediter

Facilitator

Advocate


2The Eight Roles of Today’s Leader

Barrier Breaking

Place a check mark by those barriers that need to be broken down (resolved) in your organization to increase productivity and improve employee morale. To the right of those you have checked, identify one example you are familiar with.

System _______________________________________________________________________________________________________________________________

Physical location ____________________________________________________________________________________________________________________

Working location __________________________________________________________________________________________________________________

Shortage of equipment/faulty equipment __________________________________________________________________________________

Lack of proper tools _______________________________________________________________________________________________________________

Lack of supplies _____________________________________________________________________________________________________________________

Organizational structure __________________________________________________________________________________________________________

Insufficient staff _____________________________________________________________________________________________________________________

Untrained staff _____________________________________________________________________________________________________________________

Other barriers (specify) ___________________________________________________________________________________________________________

Bureaucracy Smashing

Place a check mark by each example of bureaucracy that needs to be “smashed” in your organization because it decreases productivity or insults good employees. To the right of those you have checked, identify one example you are familiar with.

Policies ________________________________________________________________________________________________________________________________

Rules and regulations _____________________________________________________________________________________________________________

Procedures __________________________________________________________________________________________________________________________

Red tape _____________________________________________________________________________________________________________________________

Overly detailed employee manuals or handbooks _________________________________________________________________________

Other forms of bureaucracy (specify) _________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________

Assess Yourself and Your Team


2What Is Your Behavioral Style?People do not all act alike, see things the same way, or even react similarly to a situation. This is because we all tend to act in a manner that is in our comfort zone, defined by our heredity and personal experiences. None of the behavioral styles we will be discussing is “good” or “bad.” Each has strengths and weaknesses. The challenge is to identify our natural styles so as to capitalize on our strengths and work on our weaknesses to become more effective leaders.

Behavioral Style AssessmentPlease mark one of the numbers for each of the 40 characteristics to indicate how you perceive your own behavior. Work quickly and go with your first impression.


1. Random 1 2 3 4 Patterned

2. Ready 1 2 3 4 Hesitant

3. Spontaneous 1 2 3 4 Calculated

4. Unorganized 1 2 3 4 Organized

5. Challenging 1 2 3 4 Accepting

6. Warm 1 2 3 4 Cool

7. Communicative 1 2 3 4 Shy

8. Extrovert 1 2 3 4 Introvert

9. Loud 1 2 3 4 Quiet

10. Expressive 1 2 3 4 Withholding

11. People-oriented 1 2 3 4 Task-oriented

12. Initiator 1 2 3 4 Receiver

13. Leader 1 2 3 4 Follower

14. Impulsive 1 2 3 4 Discriminating

15. Outspoken 1 2 3 4 Withdrawn

16. Close 1 2 3 4 Distant

17. Exuberant 1 2 3 4 Reserved

18. Relaxed 1 2 3 4 Controlled

19. Talkative 1 2 3 4 Listening

20. Unstructured 1 2 3 4 Structured

21. Pushy 1 2 3 4 Reticent

22. Makes statements 1 2 3 4 Asks questions

23. Gregarious 1 2 3 4 Aloof

24. Overt 1 2 3 4 Covert

25. Argumentative 1 2 3 4 Agreeable

26. Takes charge 1 2 3 4 Goes along

27. Flexible 1 2 3 4 Rigid

28. Casual 1 2 3 4 Proper

29. Dominating 1 2 3 4 Submissive

30. Emotional 1 2 3 4 Practical


2What Is Your Behavioral Style?

Behavioral Style Assessment


1

1 2 2 4

3

4

Informal

Formal

PassiveAssertive

31. Eager 1 2 3 4 Restrained

32. Slack 1 2 3 4 Taut

33. Outgoing 1 2 3 4 Timid

34. Approaches 1 2 3 4 Avoids

35. Available 1 2 3 4 Closed

36. Unfocused 1 2 3 4 Focused

37. Expanding 1 2 3 4 Contracting

38. Scattered 1 2 3 4 Disciplined

39. Nonconformist 1 2 3 4 Conventional

40. Active 1 2 3 4 Retiring

Formality score = sum ÷ 20 = ___________

Assertiveness score = sum ÷ 20 = ___________



Strengths Weaknesses

• High-energy, exciting• Likes to be involved with others• Can make decisions rapidly• Aware of others’ feelings• Spontaneous• Imaginative• Highly competitive• Likes rapidly moving situations

• Loud or aggressive• Emotional or erratic• Lacks concern for details• Seeks approval• Disorganized• Too scattered to do top work• Tends to be a “yes” person• Bounces from activity to activity


• Warm and likable• Good listener• Eager to please and help others• Cooperative and easygoing• Able to see all sides of an issue• Loyal• Rarely tries to manipulate others• Highly intuitive

• Can be a pushover• Lets others take initiative• Sometimes “goes along”• Avoids conflict or confrontation• Unwilling to take a stand• Unable to say no• Weak in planning or leading• Values feelings above facts


• Good problem solver• Steady and deliberate• Intelligent and knowledgeable• Not distracted by emotion• Orderly and systematic• Unassuming• Good listener and adviser• Hates to be wrong

• Needs to accumulate many facts• Hesitates before making decisions• Little tolerance for ambiguity• Unwilling to offer opinions• Uncommunicative• Prefers staying in the background• Reluctant to approach others• Unable to “guesstimate”

The Companion

The Commander

The Cogitator

The Cheerleader


• Active and independent• Ambitious and self-confident• Has a take-charge attitude• Responds well to challenges• Needs personal success• Task-oriented• Sets high personal standards• Natural leader

• Lacks patience• Inadvertently inconsiderate• May resent not being in charge• Gets bored if things slow down• Dislikes long-term projects• Not people-oriented• Becomes depressed after setbacks• Has difficulty following

Four Behavior Styles



Adaptability—the Final IssueUnlike assertiveness and formality, adaptability is a learned skill. This is the ability to modify your behavior to fit the needs of others who have different style preferences, to fit a particular situation.

ACTION



Cheerleaders Companions Cogitators Commanders

How to recognize: They get excited. They want to be helpful.

They seek lots of data. Methodical.

They like their own way. Strong viewpoints.

Tends to ask:Who?

(personal dominant question)

Why? (personal

non-goal question)

How? (technical analytical

question)

What? (results oriented

question)

What they dislike:Boring explanations.

Wasting time with lots of facts.

Rejection, unfeeling attitudes.

Making an error.Being unprepared.

Spontaneity.

Someone wasting their time or trying to decide

for them.

Reacts to pressure and tension by:

“Selling” ideas.Becoming

argumentative.

Becoming silent.Withdrawing. Seeking more data. Taking charge.

Taking more control.

Best way to deal with:

Get excited with them. Show emotion.

Be supportive.Show you care.

Provide lots of data and information. Let them be in charge.

Likes to be measured by:

Applause, feedback, recognition.

Friends, close relationships.

Activity and busyness that lead to results. Results.

Must be allowed to: Get ahead quickly.Likes challenges.

Relax, feel, care.Know you care.

Make decisions at own pace. Not be cornered.

Get into a competitive situation.

Will improve with:Recognition and some structure within which

to reach the goal.

A structure of goals and methods for achieving

each goal.

Interpersonal and communication skills.

A position that requires cooperation

with others.

Likes to save:Effort:

They rely heavily on hunches.

Relationships:Friends mean a lot.

Face: They hate being caught without enough data.

Time: They like to be efficient.

An effective leader will:

Inspire them to bigger and better accomplishments.

Care and provide detail, specific plans and

activities.

Structure a framework to follow.

Allow them to do things their own way

Working Together



Assess Your Staff by Applying the Ben Franklin Technique

Using the Ben Franklin technique, list the employee’s strengths and weaknesses. Then determine the action necessary to convert each weakness to a strength. When the required action has been completed and the employee has acquired the desired skills, cross off what used to be a weakness and add it to the strengths column. As a manager, you should review each of your employees’ Ben Franklin sheets each week to ensure that you are constantly helping each of them improve. Remember that one of your primary leadership roles is to develop people — not just to make sure the work gets done.

_______ Training

_______ Cross-training

_______ Counseling

_______ Coaching

_______ Better systems or procedures

_______ A better match between the nature of the work and the employee’s style

_______ Other actions (specify) _____________________________________________________________________________

________________________________________________________________________________________________________________________________________________

Strengths Weaknesses *Action to be taken

*Actions to be Taken:

ACTION



Assess Your Work GroupChoose the appropriate answer for each question below. Then choose the corresponding letter to the right of each question.

1. The average age of my staff is _______

A. 20–25 B. 25–30 C. 30–35 D. 35–40 E. 40+A B C D E

2. My staff members average _______ years with the firm.

A. less than 1 B. 1–2 C. 2–5 D. 5–10 E. 10+A B C D E

3. The average employee has been in this department _______

A. less than 6 months B. 6–12 months C. 1–2 years D. 2–5 years E. 5+ yearsA B C D E

4. Years of job-related education (average for all employees)

A. 0 B. less than 1 C. 1–2 D. 2–3 E. 3+A B C D E

5. My company is _______ percent unionized.

A. 0 B. 20 C. 50 D. 75 E.100A B C D E

6. My employees work together on projects _______ percent of the time.

A. 0 B. 25 C. 50 D. 75 E. nearly 100A B C D E

7. My staff members see one another socially _______

A. never B. once each month C. twice a month D. weekly E. twice a week or moreA B C D E

8. The average job in my unit takes _______

A. less than 5 minutes B. 5–60 minutes C. 1-2 hours D. 2–7 hours E. 7+ hoursA B C D E

9. ______ percent of the work in my unit is done under tight deadlines or other crises.

A. 100 B. 75 C. 50 D. 25 E. almost 0A B C D E

10. _______ percent of my employees’ work is subject to quotas and quality checks.

A. 100 B. 75 C. 50 D. 25 E. almost 0A B C D E

Scoring the work group assessment: If you selected mostly A’s and B’s, your work group tends toward the characteristics of a “Type 1” group. On the other hand, if you chose mostly D’s and E’s, your group shows the characteristics usually associated with a “Type 6” work group.



Plan Your Leadership Style

Situational Leadership

For Which Type of Work Group Would You...

Type 1 Type 2 Type 3 Type 4 Type 5 Type 6

Type 1 Type 6

Communicate frequently?

Communicate formally?

Delegate by tasking?

Use the directive approach?

Communicate less frequently?

Communicate informally?

Delegate by objectives?

Use the participative approach?

Low maturityLow cohesion

High stress

High maturityHigh cohesion

Low stress


3 Leadership Skills

Four Qualities of LeadersDistinguishing Leadership from Management

• A passion for action

• The ability to remain focused

• A passion for helping others succeed

• A sensitivity to the moment to motivate

Areas of interest Areas of influence

Vision statement: As a leader, I will...

Mission statement:

What I would like to change at work:


3Correcting Leadership ErrorsHow to Recover When You Have Made a Mistake

• Rethink your leadership approach.

• Decide what has worked and what has not.

• Identify any external influences that affected your judgment.

• Get information.

• Have the courage to admit when you’re wrong.

• Change what needs to be changed.

• Focus on the future.

Leadership Skills

You realize that you have a problem brewing with Jerry, who is working on a project you thought would require about 25 hours. Jerry has put in 27 hours at this point and is nowhere near done. You realize that Jerry does not have the skills to be able to complete this project alone any time soon. How can you get the project done quickly without undermining Jerry’s confidence or self-esteem? What will you say to Jerry about this issue?


3Six Ways to Achieve Personal Excellence as a Leader1. Welcome change (even plan it!).

2. Be willing to say no, but look for ways to say yes.

3. Help others be right.

4. Check your humility quotient.

5. Deal effectively with blame and praise.

6. Avoid blowing your own horn.

Leadership Skills

Janice took over two months ago as supervisor of the PPP (Pot Pie and Pasta) line. To her surprise, she found that her staff of 12 was lethargic and difficult to motivate. Several of them said how sorry they were that “good old Joe” had retired. The message seemed to be that they wished Janice would get lost. In fact, Janice came in on her third day and found that Keri and Pearl had taken her new desk chair out of her cube, moved it to Keri’s workstation, and replaced it with a ratty old one from storage. Janice blew up!

As a group, they are sullen and clearly believe that they are always being blamed for slow production. And in fact, PPP is the slowest line in the entire factory. Janice held individual meetings with each staff member during her first week and heard almost nothing but complaints.

She wonders what she has gotten herself into, but she is determined to turn the situation around, motivate her people and speed up production.

Two weeks ago, production did take an upturn; in fact, the staff met its production quota for the first time in 14 months. Janice was delighted and called her boss from her cube. During the conversation, she made it clear that she was personally responsible for the volume and quality of work.

Yesterday at a department meeting her staff members asked Janice for additional equipment so they could perform their jobs faster. Janice temporized, but she knows the budget won’t allow the expenditure, and she feels that new equipment is not the answer; they have simply not been performing well overall. She thinks that meeting the quota proved that they are able to do better, though. What should she do and say to her staff at the next meeting?

CASE STUDY


3Coaching for Better PerformanceWhat Coaching Isn’t

•

•

•

•

•

•

What Coaching Is

•

•

•

•

•

•

Six Steps of Effective Coaching

1. Assess where the employee is now.

2. Determine the individual’s goals and expectations.

3. Develop a plan to achieve those goals.

4. Implement the plan.

5. Evaluate the performance.

6. Give feedback.

Leadership Skills


3Coaching for Better Performance

Leadership Skills

Practice the Six Steps of Effective Coaching

1. Francine: Retail clothing sales clerk; 18 years old; hired three weeks ago; good sense of style; nervous about approaching customers, especially those 30 years of age or older; can operate computerized cash register for normal transactions; excellent attention to detail on keeping store neat; very good at accessorizing outfits for display or for customers.

2. Would like to continue in retail; is earning money to attend community college and major in fashion design; thinks she would like to work as a fashion buyer for a department store someday.

3. What would your plan be for Francine?

4. How would you implement your plan to help Francine reach her goals?

5. How would you evaluate Francine’s performance?

6. How would you give Francine feedback about her job performance?


3Coaching Feedback SheetCoach’s Name ______________________________ Date ____________

Observer _________________ __

Leadership Skills

Done? How? Suggestions

1. Assess where the employee is now.

2. Determine the individual’s goals and expectations.

3. Develop a plan to achieve those goals.

4. Implement the plan.

5. Evaluate the performance.

6. Give feedback.


4 Develop Your Staff

Hiring the “Top 10 Percent”Start by Hiring the Best People You Can

1. Define the job accurately.

• Create a thorough job description, incorporating input from peers and subordinates as well as from managers.

• Include core responsibilities, performance expectations, reporting structure, experience and technical knowledge required, and personality strengths required.

• Determine the most important qualities required in the position.

• Provide the complete job description to candidates before the interview.

2. Review the resumes carefully.

• WDTM

• F/T

3. Ask the right questions—effectively.

• Create a comfortable interview environment.

• Prepare and ask each candidate the same questions.

• Ask—and then listen.

• Probe past the initial response.

4. Keep score and quantify the results.

• Use a quantifiable rating system to support your decisions.

• Hire the person who achieves the highest rating (top 10 percent).

Domino Questioning—an Example

1. Tell me about an accomplishment you are truly proud of.

2. Why does this mean so much to you?

3. What effect has this had on your overall performance?



Candidate Assessment Tool

Area Candidate Importance Notes

Adaptability

Competence

Experience

Manageability

Interpersonal skills

Attitude

Initiative

Maturity

Stability

Emotional

Control

Integrity

Values

Total score

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

(a)

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

(b)

Candidate score ÷ Importance score (a ÷b)

Name: Position:

Interview Date: Interviewed by:



Get Ready to DelegateWhy You Should Become a “Passionate” Delegator

1. One-person armies never win anything.

2. You’ve moved from doing to directing.

3. You are now responsible for the growth of others.

4. You can’t get everything done by yourself.

5. You don’t want to create indispensable people.

6. You need to get the best return on your “personnel investment.”

7. You can increase your control.

8. You’ll have more time to deal with other important matters you otherwise would rarely get to.

9. You must help your organization prepare for future opportunities and growth.

10. You must try to compensate for your physical limitations.

The Wrong Mind-Set for Delegation

• The staff is able to find enough work to do.

• No one should be sitting around doing nothing.

• Self-starters will self-start all the time.

• When I do it myself, I have more control.

• I can do it better or faster than my employees.

• By the time I explain what I want done, I could already have done it myself.

• If the task is fun or interesting, I’d rather do it myself.



Delegation TrapsWhen You Can’t Delegate

•

•

•

•

•

Plan What to Delegate

• Consider the employee’s needs.

• Consider the delegator’s needs.

• Consider the overall needs of the organization.

• Match the work with the employee’s style.

Assess an Individual’s Work Style

Name ___ _____________ _______ Date ___________________

1. Works (quickly) (slowly).

2. Needs (little) (much) direction.

3. (Does) (Does not) seek out new assignments.

4. Makes (few) (many) errors.

5. (Does) (Does not) handle large new assignments well.

6. Writes (well) (poorly).

7. Gives (clear, strong) (unclear, faltering) verbal reports.

8. (Likes) (Dislikes) getting things perfect.

9. Is (organized) (disorganized).

10. (Likes) (Dislikes) general office chores.

11. Enjoys working (alone) (with others).

12. Prefers (structured, predictable assignments) (opportunity for creativity).



A SimulationJack has been working 50 hours a week instead of 40. He is under extreme pressure to get everything done and as a result, his relationship with his six staff members is deteriorating. Jack knows he needs to delegate some of his responsibilities; the ones he is considering are:

A. A weekly report that takes 50 minutes to prepare. He could delegate this report to Jim but it would reveal departmental figures. The data does not need to be kept secret, but Jack is concerned that he might lose control if everyone knows the numbers.

B. A daily job that Jack enjoys doing. This job takes about an hour. Melanie would like to do the job and could probably do it better than Jack. However, Jack wants to keep it because it allows him to have frequent communication with his staff.

C. Meeting with one of the staff members regarding a disciplinary action. Jack needs to schedule another meeting with Carol because she continues to be late. This is the third month he’s needed to remind her. It is now time to place Carol on probation. Jack is considering asking another employee to do it.

D. A routine supply room inventory. This job takes about four hours a month. Jack has delegated this job before, but he ends up doing it himself because the employees complain about it and sometimes they don’t do a good job.

E. Preparing a one-page report and email it to Corporate each afternoon at 4 pm. Jack has always refused to let anyone else do this job because if it is not done correctly, he will be reprimanded by his boss. However, Stan could do this job very accurately.

F. Delivering a verbal update daily to top management. Jack has always delivered this report himself to have the opportunity to speak with the top people and play politics at the same time.

G. Planning and conducting a monthly meeting with his staff. Jack is a little afraid of what might happen if he is not in charge of these meetings. It takes him about two hours to plan each meeting and then the meeting itself takes 90 minutes. Many other managers have delegated the responsibility for planning and facilitating meetings, and this would be excellent experience for Curt or Paul.



A SimulationAs a Group, Decide Which Tasks Jack Should Delegate and Why

Answer the following questions:

1. Should Jack delegate all the tasks?

2. Should Jack keep any of the tasks for himself? If so, which ones and why?

3. Is there any overall advice you would offer to Jack to improve his performance as a supervisor and leader?

Also, consider the following points as you make your decisions:

• Try to give Jack more time to deal with other important matters.

• Help Jack avoid creating “one-person armies.”

• Remember to get Jack moving from doing to directing.

• Help the company prepare for future opportunities and growth.

• Attempt to relieve Jack of menial chores.

• Work on improving departmental productivity.

• Help Jack avoid creating indispensable people (himself ).

• Try to maintain Jack’s image as a manager.



Delegate Effectively

How to Delegate Effectively

• Clarify the task before you delegate it.

• Specify your expectations.

• Delegate the task to be done, but leave the “how” to the employee.

• Build in milestones and feedback dates instead of “abandoning” the employee.

• Allow the employee breathing space.

• Delegate interesting tasks, not just the grunt work.

• Give the employee the authority and resources needed to accomplish the task.

The Delegation Checklist

Set a clear objective.

Assign the project or task, identify milestones, and assign a completion date.

Provide necessary information and guidance.

Clearly state the level of authority assigned.

Provide feedback.

Give clear instructions

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5 Manage Change

Why Does Change Occur?Recognize the Triggers:

• Competitors

• Technology

• Market trends

• Government

• Mergers/buyouts

• Other?

What’s Happening in Your Own Workplace?

People in all kinds of jobs and industries are seeing changes caused by major trends. Check the items below that apply to your workplace:

Tougher standards of performance

Less employer and employee loyalty

More employee involvement in all levels of decision making

Mergers and acquisitions

Diminished job and career security

Re-engineering, downsizing, or restructuring

New technology

Need for doing work faster and better with fewer resources

Increased reliance on information systems and computers

Increased Internet usage in business

Increased desire for meaningful work

Increased emphasis on flextime, job sharing and contingency workers

Emphasis on customer service

Loss of administrative support

More responsibility and accountability for individual employees

Fewer managers and flatter organizations

Need for continuous self-improvement with retraining and new skill development


5 Manage Change

What’s Happening in Your Own Workplace?

Collaborative mergers and alliances, domestic and global

Movement away from entitlement and toward employee ownership

People taking responsibility for their own skill development

A need for greater personal initiative, both in job and career

Greater pressure to balance work/family issues

Pressure to work longer hours for the same pay

Shift to teams of all kinds

Greater focus on the “bottom line” than ever before

Greater diversity in the workplace—cultural, ethnic, and lifestyle

A growing need for workers with special skills or advanced education

What Other Changes Have You Observed in Your Workplace?

In your industry?

In your company/organization?

In your department/team/work group?


15Change at the Personal Level

SituationDescribe the situation. Explain what is happening.

ConcernsWhat are your major concerns about the situation?

AttitudeHow do you feel about the situation and what are your emotions about it?

NeedsWhat do you need right now?

Manage Change

Be Aware of Your Own Responses

High Medium Low

Need for stability Preference for the familiar Need to “play it safe” Dependence on tradition Need to control the situation Self-confidence Self-esteem Seeking security in the old ways Tendency to blindly resist change

What About You?SCAN your own reaction to one major change going on in your life right now.


5 Manage Change

Minimize ResistanceThe Nature of Change

Causes of Resistance to Change

Four Steps to Minimize Resistance to Change:

1. “Grease the skids” going in—explain why a change is needed.

2. Let employees help decide what change is needed and how to implement it.

3. Maximize information flow before and during the change.

4. “Close the loop” coming out—give lots of feedback.

Get Support for Change by:

• Talking about the triggers and trends

• Explaining the benefits of change and the consequences of not changing

• Having wide participation in fact-finding

• Openly acknowledging what is needed and why

Make Change Work by Bringing Everyone Together to:

• Build an awareness of the industry and benchmark best practices

• Study your competitors

• Identify your customers’ needs and expectations

1.Denial

Grease the Skids

3. Acceptance

Maximize information flow

2.Resistance

Let them help decide

4.Commitment to

Support

Close the loop


5 Manage Change

Create a Resilient EnvironmentOrganizational Values/Mission

Eliminate Resistance to Change Via:

Organizational values + Performance evaluations

Five Ways to Build Resilience:

• Self-awareness

• Expecting the best

• Communicating and collaborating

• Ownership

• Commitment to learning


6 Motivate Your People

Six Ways to Motivate Your Employees

1. Understand the “fear à knowledge à egoà fear” cycle.

2. Find out what would motivate your staff to increase productivity.

Motivator Rank

A sense of belonging

Job security

Opportunity for promotion

Opportunity for travel

Recognition from above

Challenging work

Money

Pleasant working conditions

Interesting work

An opportunity to learn

Loyalty from above

Being trusted

Contributing to society



Six Ways to Motivate Your Employees

3. Help them find meaning in and connection with their work. My positive, single-sentence, bottom-line description of the impact of my work:

4. Help them set and achieve goals. A well-stated individual goal should be:

• Specific • Compatible with organization’s goals/values• Measurable • Realistic

Examples: A. I will beat my second-quarter sales figures.

B. During the third quarter, I will average 14 sales calls per day, sell a total of $23,750 worth of product, and have no more than three complaint calls from customers.

A Caution:

5. Use proper techniques to correct unacceptable behavior. Set the stage.

• When? • Where? • How?

Plan your communication. Consider the seriousness of the matter.

• Specify standards and expectations• Select your objective: • Suggest • Demand • Persuade • Give an ultimatum

Let employees walk away with their dignity.

• Clarify your expectations. • Explain the consequences.• Specify what you want • Get commitment. changed and by when.

6. Motivate your employees through performance evaluations.

• When an employee’s performance is inadequate,

• When an employee disagrees with the performance evaluation,



Administering DisciplineThe Most Critical Factors

• Fairness

• Promptness

• Dispassionate approach

• Consistency

• The right mind-set

• Documentation

The Termination Interview

• Administrative details: coordinate with human resources beforehand

• When to schedule: in many cases, near the end of the workday

• Who should be present: a witness for the organization and, if required, one for the employee as well

• Consider the employee: allow ample time to deal with departure details

• Put rumors to rest: brief the employee’s co-workers but respect the terminated employee’s privacy

As a supervisor, always be tactful with your employees. Tact is the unsaid part of what you think, and it includes the ability to make a point without making an enemy.


7 Communicate Effectively

What It Means to be a Good CommunicatorA good communicator is someone who possesses the skills to cause others to communicate openly and freely—and to listen to their meanings as well as their words.

Choosing the Best Communication “Channel”

1. Lunch invitation A. Face-to-face

2. Budget data B. Over the phone

3. Disciplinary action C. By email

4. Request for time off D. With a scribbled note

5. Announcing the office is closing for the afternoon E. Using the office “grapevine”

6. Notification of salary increase F. With a typed memo

7. Announcing a pregnancy G. With a formal letter

8. Sales figures and analysis H. Over the public address system

9. Resignation I. In a report

Communication Guidelines

• Minimize written communication—but use it when needed.

• Write to the level of the receiver and KISS (keep it simple, silly).

• Don’t put anything in writing you aren’t willing to “eat.”

• Do put anything in writing you want “on the record.”

Two Techniques to Improve Your Verbal Communication Skills

• Open-ended questions

• Softeners

• Just out of curiosity • In your opinion

• By the way • Normally

• Just offhand • Approximately



Listening SkillsQuick Assessment

M B PBBB

Listening “Fixes” That Work

1. Listen to what is said—not to what you think will be said.

2. Don’t interrupt.

3. Minimize interruptions from others.

4. Give verbal and nonverbal feedback.

Written Communication

What kinds of communication must be written?

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Five Keys to Effective and Timely Written Communication

1. Clarify your purpose.

2. Know as much as you can about your reader.

3. Organize before you write.

4. Use a conversational tone.

5. Keep it as short as possible.



Written Communication

Dear Bill Samuelson:

I am in receipt of your invitation to attend that thing next month at CRTD. I put it on my calendar right away, and since I was planning to make a sales call in Tramville that morning anyhow, I initially thought I would be able to make it.

I am most annoyed to tell you that something more important has come up and I won t be able to attend after all. Unfortunately, I have to rush back to the office to meet with the contractor who is remodeling our building. I have to decide on the flooring and the paint colors. I tried to arrange this for another time, but he refused.

I also realize now that I am not very interested in CRTD. You deal with a completely different clientele than ours, and I doubt that we would have much in common. Please take me off your calling list.

Sincerely,



Nonverbal Communication

“Red flag” Signals

• The head and neck area

• Hands and arms

• Standing position

• Sitting position

• Nodding and squinting

• Territory



Inanimate Objects and Their MessagesWhat Are The Messages?

• The condition of work spaces, equipment and signs

• A constantly closed door to your office

• Decorative personal items

• Office furnishings

• Office arrangement


8 The Power of a Positive Attitude

A Positive Mind-SetThe Three Major Influences on Your Attitude

1. Understanding

• The origin of your attitude

• Forces working against you that can cause you to be negative

• How to program yourself to have a consistently positive attitude—your positive attitude baseline:

1. ________________________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________________________

3. ________________________________________________________________________________________________________________________________________________________

2. Dedication

• Paying the price to have the attitude you want

3. Self-perception

• Yours

• Your team’s

Assessing Your Team’s Attitude



Stephen is a brand-new manager at Smash-O Inc., with two whole days under his belt. He was recruited away from Smash-O’s main competitor, where he was a top technician. Stephen spent his first day in general orientation with his boss, Roxanne, and his second day getting his office organized and reading last quarter’s reports. He has met three of his eight team members.

So far, he knows that his team is middle-of-the-pack as far as seniority and productivity go. The biggest problem seems to be a lack of direction, which he’s guessing might be a result of the last manager, Pete. Roxanne, whom Stephen has sized up as a take-no-prisoners type, says Pete was fired because of “an inability to get things done.”

Questions

1. How would you recommend Stephen spend his time today, on his third day at Smash-O? Give reasons for your recommendations.

2. What issues should Stephen start thinking about now? What do you think his biggest concern should be? Why?

3. If you could give Stephen one piece of advice, what would it be?

CASE STUDY

The Real World of Supervision



Questions:

1. How would you characterize Stephen’s team? What seem to be its strengths? Its weaknesses?

2. How do you think Stephen should supervise and coach this group of people as a team? As individuals?

3. Stephen knows that a new computer network is to be installed soon, and that this will fundamentally change the way his team does its work. How can he best help team members adjust to this change?

Susie: 23, single, serious about her work and everything else

Carmen: 32, office social director, lots to learn

Frank: mid-40s, divorced, slow worker, needs lots of direction

Mario: 29, top worker but lacks self-confidence, quiet

Sun Sing: 24, married with baby, very ambitious, bright

Phillip: 33, hardly speaks, wanders around, is he working?

Diane: 24, just married, very bright, takes over when she can

Brandon: 30, the idea man, works in bursts, is upset when things don’t work right the first time

A month later, Stephen is doing pretty well. His team came up with an idea for a new product and Roxanne likes it. In addition, the team seems to be pulling together better now. Stephen made some notes about each of his people:



The new computer network has been up and running for two weeks. Most of the people on Stephen’s team have learned their way around it, but Carmen and Brandon are having trouble. Carmen doesn’t seem to be really trying to learn the new system. She asks the same questions repeatedly—of everyone. Sometimes she gets halfway through an operation, gets stuck and needs help to complete the task. None of this seems to bother her, although it’s driving those who work near her to distraction.

Brandon, on the other hand, is trying really hard to learn the new procedures but can’t seem to get the hang of it. At first he asked for help but now he’s just trying to manage on his own—but not very successfully. Stephen thinks he is deeply embarrassed not to be catching on.

Questions

1. What stage of the change process is Carmen probably in? Why do you think so? What stage might Brandon be in? Why do you think so?

2. How can Stephen best help each of these two team members? Create an action plan for coaching each of them through this change.

3. As their manager, how should Stephen communicate with and motivate Carmen? Brandon? What steps should he take and what steps should he avoid with each one?

4. How can Stephen help the entire team maintain a positive attitude in the face of this considerable change and the problems it is causing?

CASE STUDY

The Real World of Supervision



Conclusion: A Blueprint for Success

First, believe in your people.

Second, be humble.

Third, care about your people so that you will:

• Be demanding of them

• Be compassionate

• Discipline them

• Praise them

• Risk not being liked

Documents

Management Skills for New or Prospective Managers