PMDP - WordPress.com · PMDP Fostering employee engagement in the Practice of management . 2 Flow ... Your Best Bosses, teachers! Why do you say they are best? Training Well

Innovation and Strategic Management

PMDP

Fostering employee engagement

in the

Practice of management

2

Flow

Strategy Deployment Management

You are good! Otherwise, you would not have gotten to where you are now.

HOW DID YOU LEARN HOW TO

MANAGE?

3

WORK Technical Work –

• Getting things done

– Interviewing

– Designing a reporting form

– Delivering a product

– Etc.

Managerial Work –

• Getting things done through other people

– Planning

– Leading

– Organizing

– Controlling

Senior Executive

Mid Managerial

Supervisory

Workforce

CEO

© Copyright 2004 McGraw-Hill. All rights reserved .

8

Relative Amount of Time That Managers Spend on the Four Managerial Functions

Figure 1.4

Supervisory Style for Each Level

LOW Commitment HIGH

HIGH Competence LOW

D-3

D-2

D-4

D-1

Enthusiastic Beginner DIRECTING

Peak Performer DELEGATING

Reluctant Contributor SUPPORTING

Disillusioned Learner COACHING

In Your Present or Previous Jobs or schools…

Your Best Bosses, teachers!

Why do you say they are best?

Training Well

Objectives

To learn four guidelines on actual work behavior (beyond theories) you can use on a daily basis to:

Build and sustain a results-oriented work climate

Avoid or handle negative situations

Create a high-performance workplace

Be a Model to others

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15

Framework

Task, results, output orientation

People orientation Foundation

16

HIGH LOW

HIGH

LOW

TASK

ORIENTATION

PEOPLE ORIENTATION

17

HIGH LOW

HIGH

LOW Country Club Mgr

TASK

ORIENTATION

PEOPLE ORIENTATION

18

HIGH LOW

HIGH

LOW Country

Club Mgr

Absentee

Mgr

TASK

ORIENTATION

PEOPLE ORIENTATION

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HIGH LOW

HIGH TOB

LOW Country

Club Mgr

Absentee

Mgr

TASK

ORIENTATION

PEOPLE ORIENTATION

20

HIGH LOW

HIGH Good Boss TOB

LOW Country

Club Mgr

Absentee

Mgr

TASK

ORIENTATION

PEOPLE ORIENTATION

BASIC GUIDELINES

Handling People

28

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The Basic Guidelines Timawa

“Trabaho lang, walang personalan.”

“Igalang ang karangalan ng iyong tauhan.”

“Maging huwaran.”

“Walang Siraan.”

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1. Trabaho lang, walang personalan.” 2.“Igalang ang karangalan ng iyong tauhan.”

3. “Maging huwaran.”

4.“Walang Siraan.”

Personalan

“Ang tamad mo!”

“Ang galing mo!”

Trabaho lang

“We agreed on ten units per hour. You are doing 7. This is not acceptable.”

“You handled that customer’s complaint quickly. He left smiling. Good job.”

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The problem, behaviour or

issue, not the person Why?

negative comments or feedback vs personal attacks.

When people feel attacked, they fight back or run away. Work suffers.

Positive feedback without specifics = “plastic”

32

The problem or issue, not

the person

How?

Give the facts based on your observation

Be specific and avoid generalizations

Apply to both positive and negative situations

Say “your work….” and avoid “you are …”

34

1.”Trabaho lang, walang personalan.”

2.“Igalang ang karangalan ng iyong

tauhan.” 3. “Maging huwaran.”


Have you seen this?

“Ayan ka na naman. Wala ka bang makausap na nagrerehistro na hindi umaalis na galit?”

Better approach

“Joe, we are supposed to serve our constituents. Meroon ka bang ideas para makuha mo ang kiliti ng mga iyan?”

35

Preserve the self-esteem of

your subordinate Why?

You are a leader. People want to feel that you value them

Pygmalion effect: treat people as unimportant, have low potential, or are problematic and they will live up to that expectation.

One “angry” subordinate can affect a whole team

36

Preserve the self-esteem of

your subordinate How?

Ask for their ideas and contributions

Show them you believe in their capabilities

Don’t miss a chance to commend a job well done.

Look for ways to let them shine

38

1.”Trabaho lang, walang personalan.”

2.“Igalang ang karangalan ng iyong tauhan.”

3.“Maging huwaran.”


Bad model

“People in that department are lazy.”

Better model

“I know we all are having a hard time coordinating with people in that department. But we have to work with mutual respect. Let’s start by not making it difficult for them.

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Model the behavior

Why?

“Little things” to you = “big things” in the eyes of your people.

What you do, how you do them = major messages to your people,

whether you are aware of it or not.

“Spontaneous remarks” = more powerful examples than “grand gestures.”

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Model the behavior

How?

Consistency in your messages - You cannot talk about honesty if you take home office supplied pencils.

Be clear about your own values and priorities.

Look for opportunities to show commitment to those priorities.

42

1.Trabaho lang, walang personalan.”

2.“Igalang ang karangalan ng iyong tauhan.”

3.“Maging huwaran.”


“I know. People in that department are either stupid or lazy.”

“Send someone else to that meeting. Wala namang mangyayari doon.”

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Walang siraan

Why?

Work is difficult enough. Strained relations can make productive work virtually impossible.

Healthy relationships reduce stress, build trust.

44

Walang siraan

How?

Deal with today’s problems in a way that will make working with those concerned, easier, in the future.

Don’t let small conflicts grow.

Treat today’s situations as opportunities to build future successes.

46

The best way to start living

“The Basic Guidelines”

consciously look for opportunities

to apply them

47

Self-Assessment

How well are you actually applying the basic principles at work?

Training Well

49

The Basic Guidelines

“Glue” that holds everything together.

Not just “nice to have.” They are “must have.”

Training Well

50

Giving Assignments and

instructions

Training Well

52

Setting our Baseline

Describe the last time you set performance

expectations with a subordinate.

What was the occasion?

How could you do it better if you were to do

it again?

Training Well

53

Occasions for Setting

Expectations

Orienting someone to a new job

Giving a new assignment

Adding new dimensions to an existing job

Revising an employee’s priorities

Others ...

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The Performance

Management Model

Antecedents

Behavior or

Performance

Consequences

55

Agree?

80% of the time, when a subordinate

does not live up to your expectations,

the reason is not in the subordinate.

56

Process Steps

1. Describe the job, its major outcomes and how it fits

into the larger picture

2. Agree on measurable performance criteria

3. Mutually identify needed skills, resources

4. Determine priorities

5. Check for understanding and commitment

6. Set a date for early progress review

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What is the Consequence ...

If you skip step 1?

Your subordinate will not know …

– how this assignment fits in with his other

assignments

– if this assignment is important, or just exploratory

(1. Describe the job, its major outcomes and how it fits into the larger picture)

58


If you skip step 2?

Your subordinate will – have to guess whether he is doing well or not

(High achievers cannot stand this)

– probably argue with you when you give your evaluation of his performance later

(2. Agree on measurable performance criteria)

Training Well

59


If you skip step 3?

Your subordinate – may have better ideas than yours, and you will never

know

– will not know when to make decisions and when to refer matters up to you. (Specially, in areas where he feels he knows more than you)

(3. Mutually identify needed skills, resources)

Training Well

60


If you skip step 4?

Your subordinate will not know

– how to handle conflicting demands on his time

(4. Determine priorities)

Training Well

61


If you skip step 5?

Your subordinate

– may just be too shy to admit that he did not understand what you said

(Remember, the Filipino optimism and his “bahala na, kaya natin yan.”)

(5. Check for understanding and commitment)

Training Well

62


If you skip step 6?

Your subordinate will not know – when a progress check is due

– when you do check, what you expect

(6. Set a date for early progress review)

Training Well

63

Your Current Situation

Name 2 situations that you believe will

require you to set performance

expectations with a subordinate soon.

Training Well

64

Preparing for the Meeting

For step 1

– How can you describe the big picture to get his commitment?

– Pick out key phrases from the job description

– Write down your own understanding of the desired main outcome and big picture

For step 2

– How can you help your subordinate visualize what success will look like?

– Write down at least one major criterion

– Have a question ready to check agreement

Training Well

65


For step 3

– How can you draw out your subordinate to pour his talents

to this assignment

– List resources, skills etc, that you know will be needed

– Have a question ready to check agreement

For step 4

– What are your subordinates’ existing priorities? And where

does this assignment fit in?

– Write down the main priorities

Training Well

66


For step 5 – How does your subordinate communicate his

commitment?

– Have a question ready to verify commitment

For step 6 – How closely do you need to oversee?

– Select suitable date for early check up meeting

Training Well

67

Practice Pair

Describe the situation

Describe how you expect your subordinate

will react

Role play

Feedback

Training Well

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PSP - Process Steps Practice

Roles 1. PSP Person - will practice the steps

2. Receiver/reactor - the person with whom PSP Person will communicate

3. Practice Manager - monitors time and commands start and end of practice

4. Observer/feedback provider - takes notes and gives feedback to the PSP person on his practice

Training Well

69

Practice Schedule

Preparation - 2 minutes – PSP person tells receiver/reactor of the

situation and possible reactions he expects

Practice Proper - 5 minutes

Feedback - 3 minutes

70

First Round

10 minutes

71

Sharing

Insights from the practice sessions?

What will you do differently now when you

talk to your people?

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On the Job application

planning

HANDLING

FEEDBACK

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OBJECTIVES

At the end of this module, we will be able to:

Describe the value of feedback as a managerial tool

Recognize opportunities and provide feedback when

they arise

Practice and give/receive feedback on the process

steps

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AGREE?

Withholding feedback is like putting

somebody in the middle of a dense jungle

without a compass

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WHO AMONG US HERE ENJOY

GIVING FEEDBACK?

WORK SETTING

For poor performance

For repeated failure

to meet expectations

FAMILY/FRIENDS

For causing hurt on a

friend

78

FOOD FOR THOUGHT

Giving feedback is one of the most frequently required

management actions.

Many times, it is not given when it is required.

Sometimes, when it is given, it is out of proportion

“I do a million things right, walang imik. I do one thing

wrong, he screams at me.”

79

CURRENT SITUATIONS YOU HAVE

THAT CALL FOR FEEDBACK

List at least 5

1.

2.

3.

4.

5.

80

CURRENT PRACTICE

Volunteers

Describe what happened at your most

recent feedback session with a

subordinate

How did you feel before the session?

How did you feel after the session?

81

Training Well

CYBERNETICS

adapted from a Greek word meaning "steersman"

Refers to the rich interaction of goals, predictions,

actions, feedback and response in systems of all kinds

(the term "governor" derives from the same root)

Intelligent bombs use cybernetics

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Training Well

SIMULTANEOUS ROLE

PLAYS

Background: You saw him/her eating

peanuts while walking along the

corridor. (S)he would toss the shells

on to the floor as (s)he proceeded

In pairs

3-5 minutes

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Training Well

PROCESS STEPS

1. State the constructive purpose of your feedback.

2. Describe specifically what you observed

3. Describe your reactions.

4. Give the other person an opportunity to respond.

5. Offer specific suggestions.

6. Summarize and express your support.

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Training Well

A COMMON MISTAKE

Jumping to step 3 immediately

•“Hindi ko nagustuhan yung ginawa mo.”

What is likely to happen when you do this?

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1. State the constructive purpose of your feedback. 2. Describe specifically what you observed 3. Describe your reactions. 4. Give the other person an opportunity to respond. 5. Offer specific suggestions. 6. Summarize and express your support.

Training Well

RULE OF THUMB # 1

If you can’t think of a constructive

purpose for giving feedback, don’t give it

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Training Well

RULE OF THUMB #2

Get to step #4 in about a minute.

More than that, you are talking too much. Let the other person talk, so you are having a dialogue, not a sermon

Less than that, and you do 1 and 2 poorly, can get you into a fight.

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Training Well

ILLUSTRATION

Volunteer: choose a situation

Go through from step 1 to 4 in a minute or less

Feedback?

88


Training Well

PREPARATION FOR

PRACTICE

Pick a situation from your notes

Go through these questions:

•What is your purpose in giving this feedback?

•What specific actions do you want to reinforce or correct?

What are the consequences of these actions

•What are your reactions

•What suggestions might be helpful?

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Training Well

PSP - PROCESS STEPS

PRACTICE

Roles

1. PSP Person - will practice the steps

2. Receiver/reactor - the person with whom PSP Person will communicate

3. Practice Manager - monitors time and commands start and end of practice

4. Observer/feedback provider - takes notes and gives feedback to the PSP person on his practice

90

Training Well

PRACTICE SCHEDULE

Preparation - 2 minutes

•PSP person tells receiver/reactor of the

situation and possible reactions he

expects

Practice Proper - 5 minutes

Feedback - 3 minutes

91

Training Well

FIRST ROUND

10 MINUTES

92

Training Well

SHARING

Insights from the practice sessions?

What will you do differently now when

you talk to your people?

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99

What do I do if a direct report

fails to measure up even after

repeated feedback?

100

When daily feedback or coaching

fails…

Direct

Firm yet

Encouraging

Supportive

101

Related Actions

Daily feedback

Coaching

– “asking”

Correcting

performance

problems

102

Steps for Taking Corrective Action

When Performance falls 1. Prepare for a focused discussion of the

problem

2. State the need for improved performance

3. Mutually assess the situation

4. Explain steps you plan to take and why, if any

5. Help the person work out possible actions

6. Agree on a plan and a date for follow up

7. Offer your support

103

Do Step #1

Define the problem

– List all indicators of the problem

– What are the standards; what are the deviations?

– What is the impact on the unit, dept., whole

organization?

104

Identify Reasons of the Problem Information Resources Motivation

Antecedents

and Conse-

quences

Are

expectations

clear? Does

he get

feedback?

Does he have

needed tools /

resources?

Are there

rewards for

doing well?

For doing

badly?

Behavior of

the Performer

Does he know

how to do the

job?

Can he learn

what he

needs to

know?

Does he care

about the job

and

incentives?

105

An Effective Opening

Short

Firm

Without blame

Why not long-winded?

What if it lacks firmness?

What happens if there is a

blaming tone?

106

An Effective Opening step 2

Formulate

Write

Practice / rehearse

Individual work – Time: 4 minutes

107

What is the added

value of “Mutual”

assessment?

After this, what can

happen to the rest of

your “game plan” for

steps 4 – 7?

New information,

better acceptance and

understanding

1. End the discussion, or

2. Summarize in light of

any new information,

or

3. Continue

108

Practice?

109

Planning for Steps 3-7

Material To Work With

1. Notes from steps 1-2

2. Prepare a personal script for steps 3-7

3. Anticipated reactions – angry, withdraw, etc. (for you: better preparation)

(for your partner: how he will react to you)

12 minutes

110

Who is responsible for

turning around a

performance problem?

What is your role?

Using the suggested steps will help you strike the right balance between being firm and being supportive

111

Remember Our Premise?

The annual appraisal meeting

productive and

non-threatening

If, there is prior, regular

feedback,

coaching,

corrective actions

during the period under review.

Skills Enhancement for MLM: Management Skills for Supervisors

How Conflict Can be Managed

Effectively and Consistently

112

Key Factor Overview 113

Action Guides

1. Establish mutual involvement

2. Seek to understand the other person’s point of

view

3. Present your perspective of the problem and its

impact

4. Decide on an appropriate plan of action

5. Express your appreciation for the other person’s

efforts

When The Other Person Becomes Emotional

Start She raises her

voice You describe the

observed behavior

Share how the behavior is

affecting you

Behavior changed?

Express appreciation and support for the

changed behavior

Yes

End the session

No

Continue where you left off

A

Set a date/time to resume

Leave B

ENJOY THE REST OF THE DAY (AND NIGHT)

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PMDP - WordPress.com · PMDP Fostering employee engagement in the Practice of management . 2 Flow ... Your Best Bosses, teachers! Why do you say they are best? Training Well