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Five Tools & Techniques for Performance Improvement

Five Tools & Techniques for Performance Improvement If you are witnessing unhappy customers, uninformed employees, and mounting chaos in your company, you are experiencing a performance gap—the difference between the outcomes you expect and what you are getting. With today’s pressure for results, you’ll need fast, simple tools to close your performance gap. By applying such tools, you can reap big paybacks in the form of steady gains.

By performance improvement, I mean more revenue, lower costs, and more done in less time with fewer resources. Flexibility is needed to adapt to changing demands and to devise innovative methods for improving productivity and service quality. Customers who get more than they expect then tell their friends, and keep coming back.

Key to performance improvement are people who produce more with better information, greater clarity, and less interference. A performance improvement project is a related group of tasks resulting in measurable improvement. Most successful changes “bubble up” from the bottom. Building one by one may be more effective than a large-scale, top-down strategy. Investing in employee education is an important signal that the organization is committed to the personal growth of everyone on the team.

Already energetic characters on any large scale are becoming merely traditional. Improvement in the means of communication promotes it, by bringing the inhabitants of distant places into personal contact, and keeping up a rapid flow of changes of residence between one place and another. Not only that, but the best answer often changes over time.

Five Tools to Improve Employee Engagement and Performance

So here are five tips for how to accelerate your performance and reach your own peak sooner. Five tools will lead to desirable results and help you get to the right place:

  1. Measurable outcomes. This involves reliable measures such as revenue, cost, time, quality, and customer satisfaction. By documenting measures before, during, and after the project, you can gauge success. Qualitative measures must translate into observable behavior. Develop clear statements of what that measure means and specific actions needed to attain the goal. Know who will be affected and how, as well as what will improve, and by how much.
  2. Your plan. Write an airtight description of your project’s boundaries, benefits, costs, and risks—then name those accountable for results. For each task, you’ll perform five actions: complete, approve, support, consult with, and inform. Specify the person associated with each action. The faster you produce your desired outcome, the easier you will build momentum.

Measurable outcomes Improve Employee Engagement and Performance

  • Effective problem analysis of the selected performance. Break the problem down into smaller, simpler pieces, looking for a pattern. Formulate and test theories. Observe and collect data until you figure out what is going on and why. Don’t throw resources at your problem in a vain attempt to solve it by sheer luck. Avoid wasteful spending on training, software, and experts—the three sinkholes. A problem well defined is 75 percent solved! In some cases you are not dealing with a problem, but an unrealized opportunity to impact the organization.
  1. A reliable feedback system. People want to know what and how well they are doing. You could set up simple charts, one for each success indicator. Depict progress and downplay minor setbacks. Cumulative measures, for instance, may be better than daily, weekly, or monthly ones. Exchange feedback during one-on-one conversations, informal chats, and small-group meetings. Inspire confidence early and adjust as you go along.
  2. A system for collecting and applying what you learn about performance improvement. Know-how (in-house talent) is far better than “show-how” (pricey experts). Conduct an after-action review to convert real-time learning into practical knowledge. Work through answers to questions about what should and did happen during an event.

Techniques Used to Improve Employee Performance

Tips for Employee Performance Improvement Quickly build and transfer skills, so participants can see benefits right away. The tasks that find their way to the bottom are the ones that you should eliminate altogether. But too often we say it with a sigh, like it’s a sentence—or we’re a victim. It can easily become pessimistic, and nothing will kill your creativity, job performance, or relationships like going negative.

If the diagnosis of performance anxiety is correct, it’s astonishing how often paradoxical intervention works. This, even knowing as most of us do that facts and figures about past performance are often flawed indicators of future performance. With that kind of visibility and transparency in performance, it’s easy to call it the way you see it. Again, the combination of competitive insight and cost understanding drives efforts to reduce costs.

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John Paul Kotter and Psychological Contract

The celebrated leadership authority and educator John Paul Kotter argued in opposition to the anthropomorphizing of the organization, insisting that it was not organizations which embraced perceptions but rather individuals within those organizations.

'Leading Change' by John Kotter (ISBN 1422186431) Kotter discussed the psychological contract as a coordinating of expectations, where matched expectations lead to higher employee contentment and less turnover. He explained misaligned expectations in terms of a “psychological contract.” He described this as “an implicit contract between an individual and the organization which specifies what each expects to give and receive from each other in a relationship.”

The notion of the psychological contract refers to the perceptions of reciprocal obligations to each other held by the two parties in the employment relationship—the organization and the employee. Such discernments may be the result of proper contracts, or they may be suggested by the hopes and beliefs which each holds of the other and which are communicated in a variety of subtle or not-so-subtle ways.

Allstate Insurance’s Written ‘Psychological Contract’

Allstate Insurance's Psychological Contract for Employment Relationship Some employers, such as Allstate Insurance have created official statements delineating what employee and employer can expect from each other. They believe employee loyalty develops when the company and employees unambiguously know what is expected.

Terms of from Allstate’s Psychological Contract to the Employee

  • Offer work that is meaningful and challenging.
  • Promote an environment that encourages open and constructive dialogue.
  • Advise the employee of performance through regular feedback.
  • Create learning opportunities through education and job assignments.

Terms of from the Employee’s Psychological Contract to Allstate

  • Perform at levels that significantly increase the company’s ability to outperform the competition.
  • Take on assignments critical to meeting business objectives.
  • Willingly listen to and act upon feedback.
  • Take personal responsibility for each transaction with customers and for fostering their trust.

Psychological Contract and Open Communication

The psychological contract changes over time as the expectations of the employee and the organization change. With each change in expectations, open communication assists to keep both parties in alignment, or may lead to a common concurrence to renegotiate or break the contract.

The concept of the psychological contract has lately achieved significant notoriety in popular managerial texts in human resources discourse. This is for the reason that it offers an narrative of the reasons for the difficulties in the employment relationship presently being experienced by many organizations.

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Six Attitudes of Change

To let an old identity die requires clarity about what has to change, candor about the need for change, and courage to make the change happen. When people internalize a new change, they take ownership for it. It becomes part of who they are. To make the shift from actions to patterns, from actions to individuality, or from checklists to leadership transformation, you need to learn and apply six attitudes:

  1. Focus,
  2. Explore,
  3. Claim,
  4. Decide,
  5. Act, and
  6. Learn.

Leaders observe events, see patterns, think critically and creatively about problems, are self-aware about strengths and weaknesses, try new things, and adjust and improve what they do and how they do it. These six leadership attitudes help you move from the tyranny of to-do lists, events, and programs to the absorption of a new identity.

Culture’s Critical Role in Change Management

Culture's Critical Role in Change Management In recent years, I have lost a lot of weight. People ask me how. Most assume that the weight loss, or change, is tied to a diet and that I will return to my former size. In addition, it means choosing to embark on an enormously costly venture, before a crisis makes it necessary.

Most changes, even those that we know are good and right, do not endure. Best intentions to change performance fall short when diets or programs that we depend on to cause change are not assimilated. Persistent change requires a new identity.

Leaders bow to an innumerable of short-term pressures: intense demands for quarterly earnings, risk aversion, discomfort with ambiguity, and resistance to change, linear extrapolation from experience, and leadership unwillingness to cannibalize established businesses.

We need to change the way we think about change. Sustained change may begin with actions, checklists, and tools, but must evolve to adopting a different identity and assimilating a new way of thinking and acting. Assimilation requires a shift in thoughts and behaving. It becomes a new identity where being and acting occur without thinking.

Making change, an identity shift is simple but not easy. It is simple to say “we have to lose weight” and we need to eat less, eat right, and exercise more. However, it is not easy to do it. To assure sustained change, weight loss must come from a change in identity-letting go of an old identity, admitting personal ownership for the new identity, and turning the actions into patterns, routines, and habits.

To let an old identity die requires leadership clarity about what has to change, candor about the need for change, and courage to make the change happen. When people internalize a new change, they take ownership for it. It becomes part of who they are. Identity shift means that we internalize new attitudes and associated practices so that actions come naturally. Back in 2009, Jim Collins warned in How the Mighty Fall that the greatest risk to companies was no longer complacency but overreach; frenetic, undisciplined change that goes beyond what leaders can manage effectively.

To make the shift from events to patterns, from actions to identity, or from checklists to leadership transformation, you need to learn and apply six attitudes. Each one aligns with a question you need to ask of yourself and your team:

Attitude #1: Focus—Question 1: What do I want?

Focus on Change Management Focus on the desired new identity. A focus sorts, prioritizes, and highlights what matters most. In change, not everything worth doing is worth doing well. Some things that are important to do may simply not be priorities. Some things are so important to do they are worth doing poorly. Having a focus requires that a leader may only have limited priorities that they personally champion; they can sponsor others, but can only own one or two. The key is training. The key understands how to think and look for solutions. It is better to do a few things well than try to do too many things and do them poorly. Good is the enemy of great. Leaders need to address conundrums; they will not always make hard decisions correctly. Moving up in leadership denotes moving on, trusting others to do the detail leadership work, culling the right priorities, and fixating on what distributes the most value.

To determine the focus or priority, ask the simple question, “What do I want?” Knowing what is wanted requires reflecting on what could be done, but then getting clear about what is wanted in the situation. You pass the focus test by reflecting on these questions: Do I know what matters most to: investors, customers, and employees? Can I define what matters most to me? Do I communicate the same priorities in leadership public presentations and my private conversations? Do the agendas I follow for meetings reflect those priorities? Am I clear about what I can do that no one else can do? Am I clear about what I want to be known for? What percent of my time do I spend on things that matter most? Am I easily distracted? Without focus, you try to be all things to all people. Then what matters most happens least.

Attitude #2: Explore—Question #2: What are my options?

Once you know what is wanted, you need to figure out options to get it done. Exploring options means looking for alternatives; seeking people who have counter-intuitive ideas; having forums for dialogue, innovation, and breakthrough thinking; not being locked into conventional ways; exploring what others have done; and investigating with new ideas and learning from those experiments.

Adopt the mantra: Cerebrate sizably voluminous, start minuscule, fail expeditious, learn always. Explore the options for engendering that incipient leadership identity and examining each option.

These questions will help you to explore options: Have I looked inside and outside my industry for best practices and new ideas? Have I tapped into the expertise to accomplish what I desire? Have I assigned creative and talented people to explore leadership options that might work and given them resources and support to generate ideas?

With focus and exploration, you know what you want and explore alternative paths to make it happen.

Attitude #3: Claim—Question #3: What do I think?

Some leaders get lost in the options game. They can see so many ways to do a project that they never get around to doing it. They do not claim a choice or decide on a solution. At some point, leaders need to claim the option that will achieve the focus. Leaders stake, claim, own, and are accountable for their culls. They agnize things that could be done, but claim the unique amalgamation that works best. They take a stand and become kenned for something. The way inhibiting credences kept sales clerks in one industry from engendering incipient leads. They talk publicly and privately about the direction they are headed and the path to get there; they put energy and passion into these paths; they monitor leadership progress; and they gain or lose credibility by the extent to which they accomplish their claim. With a focus, options, and ownership, leaders pass a calendar test of their time, an emotional test of their passion and energy, and a resource test of the investments required to deliver on the option.

To pass these tests, leaders should ensure that the option is congruent with personal values. They must explain not only why the company wants to do something, but also why they personally want to do it.

To claim an option requires personalizing the change and answering the question, “What do I think?” This leadership question internalizes an identity. It makes the identity something that the leader petitions and claims. Ponder these questions: Am I dear about the path I will take to reach my goals? Have I passed the calendar test? Have I dedicated 20 percent of my time in the next 90 days on the option I have chosen? Have I passed the rhetoric test? In every speech, do I find ways to talk about the option and imbue the message with new metaphors, symbols, and images? Have I passed the passion test? Do I put my energy into the path I have chosen? Is my leadership direction and path consistent with what I believe? Do I feel passion for it?

When leaders assert their desires with a focus, explore their options with insight, and claim their path with boldness, they lead. They set an agenda, define a path, and engage others. They forge a new identity for themselves and their organization.

Attitude #4: Decide—Question #4: What decisions do I need to make?

Clarity of Decisions The leader must now decide to make things happen. Clarity of decisions leads to lucent actions, while ambiguity leads to delayed or random acts.

In the absence of decision, clarity, and rigor, actions may be delayed or misguided. A pattern of decisions shapes an identity. A leader chooses how to spend time, who to spend time with, what information to process, what meetings to hold, and what issues to address. Through this pattern of decisions, she creates an identity.

Being clear about decisions and protocols enables leaders to shape an identity. Decisions protocols also turn a direction and path into a set of choices. Just as leadership is a choice, so is the identity that follows from what and how leaders make decisions.

Not all the transmutation that you estimated turned out to be great—meaning every vicissitude did not result in an ecstatic ending. Thoughtful bellwethers ask four questions:

  1. What decisions do I need to make? Leaders focus on the few key decisions they need to make.
  2. Who will make the decision—and who is accountable for the decision?
  3. When will the decision be made? Work expands to fill the time provided. Deadlines generate commitment to action.
  4. How will we make a good decision? This involves knowing the quality level the decision requires, accessing the right information, asking the right people for input, finding out what others have done, testing alternatives, and involving key people.

When people feel heard, they more likely accept the decision. When people know the why they accept the what. However, most other changes later in life had external dependencies. Discretion is an imperative.

As you follow this protocol, you pass the decisiveness and decision test. You not only know what you want, you know the options, which leadership option works best, and the key decisions that will move the change along and shape a new pattern or identity.

Attitude #5: Act—Question #5: What actions do I need to take?

An incipient identity requires incipient actions. We often judge ourselves by our intent, but others judge our identity by our actions. Make actions part of the new identity.

  • Start small. Seek small, first steps. Look for lead customers who might engage in a new project. Look for early adopters of a new idea. Seek many people making small changes.
  • Let go. New identity requires letting go of old actions consistent with an old identity. As old actions are replaced with new ones, others begin to expect the new identity and its actions. As actions accumulate, they become patterns, and a new identity is forged.
  • Involve others. Change requires a social support network. Leaders who act to sustain change will need to surround themselves with those who model the desired changes.

Sustained Change Takes Time

Sustained Change Takes Time Once new directions and opportunities make sense, have the team participate in creating or revising their vision, goals, and milestones, so everyone knows how they connect to the mission. Try this “four 3s” methodology:

  1. 3 hours: What can I do in the next three hours to make progress?
  2. 3 days: What can I do in the next three days to make progress?
  3. 3 weeks: What can I do in the next three weeks to sustain progress?
  4. 3 months: What can I do in the next three months to show progress?

In three months, old patterns may be replaced by new patterns.

Attitude #6: Learn—Question #6: How will I know and grow?

Sustained change requires follow-up, monitoring, and learning. Without indicators to track progress, learning cannot occur. You must weigh in and figure out what helps or hinders your goal. In change, you should probe for early denotements of prosperity by identifying lead designators of what is or is not working. The tracking indicators should lead to insights, improvements, and upgrades.

Leaders observe events, see patterns, think critically and creatively about problems, are self-aware about strengths and weaknesses, try new things, and adapt and improve what they do and how they do it.

Thorough cultural diagnostics can assess organizational readiness to change, bring major problems to the surface, identify conflicts, and define factors that can recognize and influence sources of leadership and resistance.

Six Attitudes of Change

Six Attitudes of Change Management These six attitudes and questions help you move from the tyranny of to-do lists, events, and programs to the leadership assimilation of a new identity.

Trying to execute faster and struggling with the reality that change takes time. Our techniques are too often informed by what worked in the engineering age. We treat humans like machines and expect things to work properly if we just engineer the change properly. The problem, of course, is that people are not machines. More of what you have suggested is necessary for helping people move through the very human process of change.

A worthwhile challenge can be prodigiously incentivizing, as long as it is a veracious description of the leadership situation.

Make use of management techniques that have been shown to reduce threats during tough times, when boardroom conflicts are more likely to arise because of differing perspectives.

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Turn Conflict to Collaboration

Turn Conflict to Collaboration

I’m often asked to perform a quick fix on two or more people who are not getting along. Usually, I’m summoned to help them work out their differences. As a conflict mediator, I happy to help resolve disputes; however, I find that happy endings are rare. Often the conflicts that arise are symptomatic of bigger problems, system errors, things like poor leadership, dysfunctional work groups, inadequate performance management, and a lack of soft skills training and resources.

It is a mistake to limit the scope of conflict mediation to the immediate players in the dispute. You also need to look at the system. Without such an assessment, managers can easily get into the habit of treating the symptom while ignoring the problem.

Four Checkpoints

To assess the system factors that add to conflicts, I use four checkpoints:

  • Checkpoint 1: Is leadership being demonstrated? First check the leader to assess whether the conflict is a symptom of a bigger problem. Look for efforts made by the leader to address the conflict. Is the leader modeling effective conflict resolution skills? What has the leader done to create a supportive environment? Does the leader address conflicts? Is the leader held accountable for resolving conflicts? Are effective conflict resolution skills being practiced? If leaders are ineffective in handling conflict, are they are receiving any coaching or guidance?
  • Checkpoint 2: Do co-workers or team members foster a supportive environment for conflict resolution? Coworkers and team members (including those involved in the conflict) share responsibility for the interpersonal dynamics within their group. Look for group norms around conflict, who is impacted by the conflict, what isn’t happening that needs to happen to resolve conflict, how the group sees the role of the leader, what guidance and support does the group need from the leader.

Accountability that supports teamwork and communication skills

  • Checkpoint 3: Is there an accountability that supports teamwork and communication skills? Define appropriate behaviors. What gets reinforced is the behavior that gets exhibited. Are conflict resolution skills part of the criteria in performance reviews? Are core values reflected in the review process? Are team norms identified around conflict resolution and followed consistently? Is peer input part of the performance review process? Is the disciplinary process ever used for employees who exhibit poor communication or cooperation skills? The performance review process must reflect the desired skill sets required for effective conflict resolution. These include teaming skills, communication and problem-solving, collaborative and listening skills. Create accountability around these skills to foster effective communication and conflict resolution.
  • Checkpoint 4: Is the organization providing skill training and resources to maintain effective working relationships? It takes a proactive philosophy when it comes to effective communication and conflict resolution skills. Proficiency in the soft skills area requires time, effort and practice. By helping their people to grow in these areas, managers can’t empower them to resolve their own conflicts.

If any one of these four “checkpoints” are suspect, the conflicts that arise will likely be of a system error. If two or more of the are lacking, the system is faulty.

So, the next time there is a conflict, investigate whether or not the conflict is an isolated event or a system error. You might be surprised by what you find.

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Create Partners, Not Employees or Followers

People want to succeed. The vast majority want to feel good about themselves and their work. Nevertheless, sometimes, it is tremendously difficult to balance day-to-day duties with the emotional needs of your employees.

There are no quick fixes or simple formulas for generating a culture that unleashes the competency of people. It occasionally requires intervention into a number of dimensions of organizational life: challenging management philosophy and practices, communicating and aligning everyone to the business strategy, cultivating processes and systems, providing training in social and business skills, etc.

Whom would you rather have at your side in a tough spot? A partner who shares full responsibility for decisions and their outcomes? Alternatively, a subordinate who does just what you say and shuts up about ideas he has that may be better.

Rationally, you want the former; emotionally, you may choose the latter. Leaders bow to a multitude of short-term pressures: severe demands for quarterly earnings, risk aversion, distress with uncertainty, resistance to change, linear extrapolation from past experience, and reluctance to cannibalize established businesses.

'It's Okay to Be the Boss' by Bruce Tulgan (ISBN 0061121363) Reflect on your career. Have you ever kept quiet when superiors were creating problems? What caused you to withhold your counsel?

I guarantee you they were being “the boss.” Everything about their tone, body language, verbal language, and behavior was indicating you that they were the boss and you were the subordinate. Chances are you learned from them what a boss looks and sounds like. Whether you admired their style or not, some of it rubbed off on you.

When you act as a superior, you will have subordinates. Act as a partner, and you will have partners. Yes, you may be the senior partner, but they are still partners, not underlings, or subordinates.

One key dissimilarity between the behavior of a “boss” and a “partner” is the way you talk. You talk differently to partners. It is not just what you say, but how you say it. To a subordinate, you might say, “This client wants his order fulfilled now. Make it happen.”

What is the message? It is not just “Get the order done now,” but it is also “I’m the boss; this is what I want—and there could be outcomes if I don’t get it.” It does not require a dramatic act to make the point that the receiver is your subordinate. Are you aware of how often and in how many ways you send similar messages?

This is not how you would talk to a partner. You might be just as clear about what you want and when; however, your delivery would create partnership, not subservience. You might ask, “How can we do that?” Alternatively, “Can you make it happen?” You would seek the individual’s knowledge, responsibility, and mutual obligation. When employees are seen as partners, they will understand that their leaders do not simply see them as the means to achieve their own personal targets.

You talk differently to folks below you than to folks across from or above you. So what? The higher you go, the less direct experience you have of customers, stakeholders, and problems. It is harder to get a real feel for what is happening. You become more reliant on on good information and insight from those who are in touch. So, they need to feel invited to tell you the reality they see, especially when it differs from the one you believe is out there.

You likely think that you already extend this encouragement, but you may discourage people from giving you inconvenient information. Unless you make an effort to discover in what ways you do this, you will continue to do so.

Create Partners with Your Subordinates

Create Partners with Your Subordinates

To create partners and have your employees’ best interests in mind, try this exercise:

  • Start every meeting with a question: “Is there anything I’m not getting about this issue that you think I should?”
  • Whatever the answer, respond with interest and ask, “Can you tell me more about that or give an example to help me understand it better?”
  • Ask questions until you have clarity on the points. Do not argue. Do not cross-examine—just clarify.
  • Thank the individual or group making these points.
  • Incorporate what makes sense into the decisions.
  • If no one spoke up, after the meeting ask the individual who is likely to be forthright, “What am I doing that keeps everyone from talking?”
  • If this individual gives you insight into how you dissuade feedback, convey your gratefulness. Find a way to reward the honesty.
  • Invite this truth-teller to sit in on more meetings and after each one gives you feedback on anything you did that made others act as subordinates.

Simple Ways to Build Trust With Your Employees

Build Trust with Your Employees

Trust is established when even the newest rookie, a part-timer, or the lowest paid employee feels important and part of the team. This begins with management not being reserved, as well as getting out and meeting the troops.

'The 27 Challenges Managers Face' by Bruce Tulgan (ISBN 111872559X) By doing this you will have the self-awareness to create partners. You will also have earned their trust. They will give you their best advice and devotedly support decisions that are based on reality.

By creating this environment where your employees are treated as partners working toward a shared purpose, you will foster in your employees a sense of ownership not simply to their job, but to the whole process. This will inspire not only partnership between the company’s divisions/teams, but it will also help nurture innovation as employees are stimulated to look beyond what they usually work on or how they approach their job.

Good partners invest time and energy in making cognizant judgments about who their leaders are and what they espouse. Then they take the appropriate action.

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Use Facilitative Leadership to Transform Your Organization

Facilitative Leadership Style

'The Facilitative Leadership That Makes the Difference' by Priscilla H. Wilson (ISBN 097297640X) Facilitative leadership is not about leading by committee or getting everyone together and asking, “What do you and you think?” Committee can decide not everything. The front lines are not the place to take a straw poll. Even so, there are times when a leader can, and should, get people together to talk about how to improve operations and ask for input. That is facilitative leadership.

For this process to work, leaders must create a culture where people not only feel comfortable contributing ideas and suggestions, but where leaders act on those inputs.

Facilitative Leadership Theory

Acting on input does not mean doing everything the group tells you to do. It means making it clear to the group that their input is valued by defining how that input will be used. Many times a leader gives the impression that if the team members give honest input, they will be punished. This is why the leader must clarify how the input will be used before asking for input.

For instance, let the group know if you are:

  • Just asking for ideas and you, the leader, will make the final decision,
  • Asking for ideas and you, the leader, will discuss options with the group before making the final decision,
  • Requesting input so the final decision will be made together as a team,
  • Requiring input, and the team will make the final decision after reviewing it with you, and,
  • Giving input to the team and the team will tell you what the final decision is.

Facilitative Leadership Style

Facilitative Leadership Style

These are examples of how to explain your intentions when involving direct reports in decision-making. Clarity builds respect, trust, and rapport.

'The Practice of Facilitative Leadership' by Ken Todd Williams (ISBN 1523693908) The role of the leader is changing. Once, the leader stood in the middle of everything and directed the team with one-way communication. The leader would say, “Jump,” and followers would only ask, “How high?” As leaders progress, they allow for two- way communication, but they are still in the middle directing the activities. Then, as leaders continue to progress, they step out of the middle and become a part of the team. The leaders are still responsible, but they do not push their people—they tend to pull, to get people to follow them—not to push and micro-manage them.

As leaders progress even more, they can step away from the day-to-day management. This affords even more communication among the members of the team. Again, you cannot do this until you help the team members interact with each other on a level playing field. You can then be free to work on the strategic elements of your job.

These skills are becoming more critical because the leader’s span at control is expanding!

Now, when you step away, you do not disengage! You cannot expect what you do not inspect. So you must be accessible, continue to coach, and have the courage to hold people accountable and not fold under pressure. Suppose, for example, that you have been coaching a direct report on an important project. The project does not reach its target. Your boss calls you in and asks, “What happened?” You might explain how you have been coaching a member of your team who let you down; but you need the courage to also say, “I am responsible, and I will make sure that it doesn’t happen again.” You are ultimately responsible for your group’s performance!

Now, you will want to talk with that direct report about what happened. Clearly, you need to revisit the miscues. It is the employee’s responsibility to achieve the goals, but you need to ensure your people are on-track.

Characteristics of Facilitative Leaders

Characteristics of Facilitative Leaders

Facilitative leaders listen to multiple points of view, including those they do not agree with. This enables them to make better decisions. Facilitative leaders capture the key kernels of information, build bridges between people, and create an atmosphere where people share information.

When you master these skills, you become a facilitative leader. The need for greater collaboration comes at a time when the diversity of perspectives, talents, and cultures present in the workplace is increasing. Achieving better results by tapping into this mix is a goal that can be accomplished through effective application of facilitative leadership fundamentals.

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The Wonderful Benefits Intergenerational Coaching

The Wonderful Benefits Intergenerational Coaching

All generations have similar values. Many deliberate that there are such differences between generations but in reality, all feel that family is the value chosen most commonly by people of all generations. Others embrace truthfulness, love, aptitude, happiness, self-respect, knowledge, etc. So why do people at work think the ethics between generations are so different?

'Unlocking Generational Codes' by Anna Liotta (ISBN 1935586424) The public declaration of these hymns reveals how applause, pain, and politics interface within a historical setting of Roman oppression. Because even though the values are the same, the behaviors that go along with those values may be different. In addition to the standing of not snubbing the supposed stereotypes of employees, we should also not overlook undercurrents that occur in work groups. The diverse knowledge base that junior employees can present is a benefit that can be taken advantage of.

  • Give More Feedback: Animators at Disney generously pronounce how painful it can be to have directors plussing their ideas until the tiniest details, say a sliver of hair, seems just precise. We are probably unaware that people would like to know how to improve, and they merit to know it. It is their right. Besides the rewards of intergenerational learning for individuals, benefits of this learning process can also be found for corporations. Intergenerational learning leads to a higher level of social capital. This increased level of social capital has in turn the potential to enhance knowledge flows between workers in an organizational context. The negative feedback is often buried and not very specific.
  • Boost Flexibility: Literature provides a choice of concepts that are directly related to those of familiarity demand and supply. Employees working in the service sector, salaried employees, employees in executive positions, and employees with higher wages have better access to conventional flextime than other groups. The Cleveland Clinic hiring as many as two millennial doctors to replenish each retiree, as young MOs demand more work life balance. Business is concerned with productivity and profits. People are an progressively valuable resource, which management is becoming more affected to manage effectively. Attaining operative knowledge management integration is an eminent challenge facing both general management and project managers.
  • Lavish Praise for Intergenerational Workplace Lavish Praise: After considering the observations in light of extant research, we present a multi-stage process model that describes the central dynamics at work in the business experience. Over the following decade, the centers presented new communication and educational tools and maintained a wide variety of cultural events including exhibitions, forums, exchanges, and publications. The support provided to individuals and organizations proved instrumental and contributed to an added visibility of the region. The results of the analysis are deduced in the business context in order to show how communication research may impact to the analysis of intergenerational learning in a specific business. The company’s polished performances balance cheery explorations of humanity with serious concerns ranging from death, aging, and solitude to immigration, beauty, and fairy tales.
  • Adorn the Office: Apple plans to spend $1 billion to revamp a chief corporate campus with a focus on new technology and shared spaces. Foster abilities that cannot be automated away: timeless talents like critical thinking, playing nice and effective writing. Moreover, do not be afraid to skip around to understand relevant skills. This assertion also resonates with the experience of the Watsons of I.B.M. fame. In his 1990 autobiography, Tom Watson Jr. recollects how his early years were overwhelmed by a sense of inadequacy vis-à-vis his father’s expectations that he take over IBM. Obfuscating the mix further were what amounted to ‘staged’ career achievements, such as when young Tom was assigned a coveted sales territory in downtown Manhattan that allowed him to meet his sales quota in just one day.

'When Generations Collide' by Lynne Lancaster, David Stillman (ISBN 0066621070) While generational issues do need to be discussed and resolved, I am troubled about making too big an issue out of them. We do not want to draw a line between two generations of managers and involuntarily disaffect them from each other. Instead, we need to learn to work together as we seek to help librarianship advance with the times to serve the needs of the public. Each manager, new or experienced, old or young, brings respected experiences, perceptions, skills, and ideas to the profession. We need to find a way to concede those assets and put them to trustworthy use.

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Four Layers of Bureaucracy at IBM

'Sam Walton: Made In America' by Sam Walton (ISBN 0553562835) Here’s a quote from David Glass, former CEO of Walmart, about bureaucracy:

If you don’t zero in on your bureaucracy every so often, you will naturally build in layers. You never set out to add bureaucracy. You just get it. Period. Without even knowing it. So you always have to be looking to eliminate it. You know when Tom Watson, Sr., was running IBM, he decided they would never have more than four layers from the chairman of the board to the lowest level in the company. That may have been one of the greatest single reasons why IBM was successful.

Source: Sam Walton’s autobiography, Made In America

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How to Reduce Conflict at Work

Fierce battles over decisions, finances, resources, power, and authority are fought daily, and combatants often inflict lasting damage, when the personal interests of ambitious managers take precedence over organizational goals.

Competition can cause managers to backstab one another, hoard information, focus on personal needs, and ignore facts that don’t support their views.

Functions that operate as silos create turf wars. And the costs are high. Creativity is lost, reputations damaged. Frustrated, some executives leave for more collegial settings. Here are ways to reduce conflict:

  • Hold retreats to build camaraderie. Put people through a process to build conflict resolution and interpersonal skills co-operationely to achieve goals.
  • Reward cooperative behavior. If you talk about collaboration yet reward individual achievement, you get the behavior you positively reinforce.
  • Encourage innovation. Process routine may minimize errors and cut costs, but it can close people’s eyes and ears to better ways to do things. Innovation can increase efficiencies.
  • Create a culture of collaboration. Open communications in person, on paper, and online can lead to shared information, trust across disciplines, and reduced turf battles.
  • Clarify responsibilities. Help your people know their roles and the roles of others. Everyone’s key task is to delight customers and gain market share.
  • Seek cross-functional initiatives. Encourage teams from different areas to work together in cross functional initiatives. Invite managers from other areas to visit your team meetings when working together.
  • Enter white spaces cautiously. Certain open areas represent opportunities for revenue generation, but rather than enter them without notifying others, meet with them to gain their buy-in or agree to leverage the space together.
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If You Want to Inspire People, Build and Earn Their Trust

Interdependent relationships in which leadership and power are shared broadly

Most leaders agree that rigid hierarchy is dying because it runs on position power, instead of relationship power or people power.

Leaders are becoming increasingly divorced from formal authority because organizations are becoming decentralized webs instead of hierarchical entities and from power because the few people can coerce or control much of anything.

One reason for this major shift is a change in the way people are willing to be managed and led. Today’s employees want to have a voice and make a difference—they no longer want to follow blindly what the boss asks them to do.

We also see a new generation of leaders who operate on the relationship power and who believe that every individual counts and needs to be valued and treated as an unique person. We see more personal and professional relationships that are forged irrespective of positions. The public accomplishes now comes from the ability to develop trust and honesty, to build collaborative teams, and to empower every team member to participate fully.

For example, a generation ago, a father might have asked, “you’re lucky even to have a job, so stick with it and play by the rules.” Since no organization today provides guaranteed lifetime employment, doing what one is stored don’t pay off in complete security as it once did. Now with more options, people want to live by values and principles that they believe in, not just once but are imposed upon them.

The message we hear from leaders is this: if you want to inspire people, build and earn their trust, so they want to be with you and support you. But then people today, there is a desire to amount for something, to be one’s own person, to feel empowered, and to make a difference. Effectiveness and leadership can no longer be centered in positions within a rigid hierarchical structure, but must be centered in interdependent relationships in which leadership and power are shared broadly.

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