Xem mẫu
- A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS
contributor role working alongside their peers. They are also expected to
assume the role of manager of these current peers. In addition to time-
management challenges that arise, dual roles are difficult to handle for
both the new manager and the direct reports because the roles are
blurred. It is unclear when the manager wears the peer hat and when
she wears the manager hat.
When you are given the new management duties, the first thing to
do is to meet with your manager. Do you have a title and/or grade-level
change? How and when will your manager announce your new role to
the team? Get clarity on your manager’s expectations and your level of
authority for each of your responsibilities. What percent of your time
is to be spent on these new managerial responsibilities? What are your
manager’s suggestions for making the new arrangement work well for
the team? Who is responsible for evaluating performance of your team-
mates—you or your manager? Set a plan with your new manager. Be
sure you and your boss are clear on his expectations of you.
How to Strike a Balance Between Functioning as a Manager and as
an Individual Contributor
1. Issues:
> Time management.
> Defining roles and expectations—confusion about separating
roles.
> Prioritization (individual versus team needs).
> Friction with teammates and managing friends (see Chapter 7).
> How to get teammates to do the work without micromanaging.
> Defining boundaries of delegation.
2. Action Steps:
> Clearly define goals and objectives and job responsibilities for self
and for reports. Ask for clarification from your manager and com-
municate that to your entire team. Ask your boss to make the
formal announcement of your new role.
272—
- A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS
> Identify all tasks for each role. Classify tasks based on individual,
team, and organizational needs. Prioritize each task.
> Evaluate all the work processes. Streamline processes and work-
flow with input from peers.
> Acknowledge the new role to the team and ask for their input on
how to make the new relationships and work assignments work
for everyone. Redefine roles if necessary.
> Adapt to the demands of each team members’ needs.
> Schedule one-on-one meetings with peers to discuss how you will
handle the dual role. Set expectations with your direct reports.
> Assign equal or greater priority to new management role while
continuing in individual role. Allow time as necessary to be acces-
sible to your team.
> Discuss the change with peers. Understand and address your
peers’ feelings. Accommodate their needs as much as possible.
> Lead from the front—pull the team, rather than push them. Con-
tribute as part of the team in the new managerial role—not aloof
and not apart.
> Assign work and follow up to ensure it gets done. If workload is
unrealistic, clarify what your team is able to accomplish. You may
need to reset your boss’s expectations or request resources.
> Define the need to hire an individual contributor to fill your old
position, if necessary. Present detailed workload information to
your boss and prioritize.
> Clearly define your new role and transition your former roles over
to someone else or distribute them among several others. Learn
to delegate and trust (define authority level for tasks). Train team
members to pick up some of your previous tasks. Don’t take back
the assignment once delegated.
> Know your direct reports’ strengths and work preferences.
> Plan for the future.
How to Handle a Problem Managing a Peer with Greater Seniority
and Experience
1. Issues:
> Peer doesn’t meet established deadlines.
> Peer resets already established priorities.
—273
- A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS
> Peer’s general performance level has decreased. The quality of
her work is lower. For example, she deviated from the standard
operating procedures and that led to poor software installation.
The result was higher cost.
> Peer goes over the manager’s head to higher-level management.
2. Action Steps:
> Gain your manager’s support for the priorities and deadlines.
Clarify that he agrees with your plan to meet with the nonper-
forming direct report.
> Hold face-to-face meeting. Clarify goals and rules. Emphasize the
priorities and deadlines and why they are important. Compare
expectations to observed performance to recue the gap issues.
> Discuss how to better capitalize on the peer’s experience. Does
she need more independence or more challenging tasks?
> Discuss what the peer will do from here on in to meet agreed
expectations. What help does she need? State consequences of
not meeting priorities and deadlines.
> Tell your manager your plan and ask him to send the peer back
to you if she goes over your head again. Gain your manager’s sup-
port for the priorities and deadlines.
Time Management (Balancing Time for Direct Reports and
Managerial Work)
1. Issue: How to prevent people problems by organizing your time
to do both jobs.
2. Action Steps:
> Organize time for managerial work.
• Plan and schedule your work.
• Review your progress daily and plan the next day.
• Close the door occasionally, or specify a ‘‘quiet hour.’’
• Set time in morning and afternoon for dialogue.
• Manage your boss’s expectations.
> Organize time for direct reports.
• Have a weekly or biweekly pulse check one-on-one meeting
274—
- A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS
with direct reports. Each person saves up nonurgent items for
the meetings.
• When delegating, communicate performance standards, objec-
tives, timelines, and checkpoints.
• Ensure direct reports understand what to do.
• Assign nonurgent work direct reports can do when they have
downtime.
• Expect that newer employees or lower-performing employees
will require more feedback and coaching time.
• Understand each person’s strengths, limitations, and talents.
Transition to Being a Manager
Transitioning to a management role is an exciting challenge. It offers
opportunities for growth and development of communication skills.
Your skills now need to be broader and deeper. There will be roles and
tasks you will need to let go of. What a first-time manager lets go of when
ceasing to be an individual contributor depends on the situation. Be sure
to clarify your specific responsibilities and levels of authority (see Chap-
ter 2, ‘‘Setting Expectations with Turbocharged Clarity’’). It is important
to know precisely what your boss expects. Most managers also do indi-
vidual work, although at a higher level. If you are still expected to do
some detailed technical work, you need to clarify to what extent. In gen-
eral, here are some things to consider as you move forward.
Transitioning from an Individual Contributor to a Manager Role
1. Issue: Changing roles from doing the work to managing the indi-
vidual contributors.
2. Action Steps:
> Define new roles for yourself and your direct reports. Get buy-in
from your manager. Find out your manager’s expectations and
set expectations for your staff. Adapt and adjust.
> Clearly communicate your expectations to staff and ask them to
clarify their understanding.
—275
- A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS
> Set up a transition plan for delegating work. Execute and monitor
the plan.
> Communicate continually with your manager and direct reports.
Be approachable so staff feel comfortable approaching you (what
is important is that they perceive an open door, not just that you
tell them you have an open door). Be inclusive and understanding
so direct reports are able to ask questions. Demonstrate your in-
tention to preserve relationships and help them succeed on the
job.
> Behave as you would have other staff behave. The manager is a
mirror, so the behaviors you demonstrate are the behaviors you
are likely to see in your staff (honesty, consistency, meeting dead-
lines, keeping commitments, listening, not judging, not gossip-
ing, and being positive).
> Act confident in your own abilities so the employees will be con-
fident in your ability to steer the group.
> Know your information before you explain to staff. Be consistent
in decisions.
> Continually develop expertise in your job. Grow skills and learn
as much as you can.
> Possibly let go of some aspects of your individual contributor role
that you enjoyed. This is your decision, based on the needs of
your new management role. Some managers find they need to let
go of their perception of self as a technical expert, certain friend-
ships, detail work, projects and tasks, gossip, and avoiding people
they didn’t like to work with. These depend on the situation and
people involved.
How to Prove Capable in a New Role
1. Issue: Want to be capable and viewed by others as a capable man-
ager.
2. Action Steps:
> Continue learning the new job quickly.
> Attend management training programs as soon as possible.
> Read management books and articles ASAP.
> Find a mentor inside or outside the organization.
276—
- A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS
> Develop a plan with your boss to increase your skills. Ask for
coaching.
> Make new peer relationships with other managers.
> Read everything you can find on the subject of your new job to
be fully competent in the industry and functional areas.
> Demonstrate confidence and knowledge.
> Make decisions and trust yourself. If you make mistakes, ac-
knowledge them and try a new tactic.
> Manage the relationships with your direct reports, your manager,
and your new peers, and maintain previous relationships.
> Treat each person with respect, listen thoroughly, and communi-
cate well.
> Resist the temptation to make changes right away.
How to Get Comfortable Managing People
1. Issue: New management role is uncomfortable because of the
people aspects of the job.
2. Action Steps:
> Talk to your manager and get a comprehensive understanding of
job requirements and level of authority for each. Get advice. Role-
play feedback and coaching situations with your manager.
> Develop a thorough knowledge of direct reports’ responsibilities
and levels of authority. Be completely familiar with their job de-
scriptions.
> Get complete knowledge of all company policies, standard opera-
ting procedures, workflow and processes, legalities, safety proce-
dures, and HR requirements.
> Ask HR what support is available for new managers. Learn how
delegation, feedback, coaching, performance evaluations, and
counseling are done in your organization.
> Go to management classes. Read communication and manage-
ment books and periodicals.
> Set and meet goals for your group. Assign tasks and follow-
through decisively.
—277
- A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS
> Take communication training courses to develop knowledge of
how to talk to direct reports, give feedback, and coach.
> Know your direct reports and their work backgrounds and full
range of expertise.
> Develop direct reports’ skills and knowledge through appropriate
assignments. Give direct reports opportunities for visibility.
Coach them to help them succeed.
> Give positive and redirective feedback regularly.
> Hold team meetings to cross-fertilize the ideas, goals, and accom-
plishments of the entire group. This also builds camaraderie and
teamwork.
> Get a mentor and new peers who are managers.
> Keep a professional journal of what works and what you need to
rethink and improve.
278—
- Index
absence, communicating with, 13–14 Carroll, Danielle, 67
age differential of employees, 156–157 change, 84–85, 141
Amack, Craig, 14–15 feedback to gain, 185–186
American Association of Advertising employee acceptance of, 155–156
Agencies, 53 leading with communication, 260–262
analysis of judging, 108–109 in performance, 151
asking coaching, 209, 211–212 Clarifying Expectations worksheet, 35–40
process, 214–216 clarity, 2
when to use, 213–214 in expectations, 22–23
assumptions, 45 phrases for, 189–190
authority levels, 31–33 Clarity Coverdale Fury, 53–55
for delegated task, 234 closed questions, 90–92
availability, communicating with, 13–14 coaching, 23, 77–79
asking type, 209, 211–212
‘‘bad blood,’’ 133–134 asking type, when to use, 213–214
Balboa Bay Club & Resort, 26–30, 178–180 behaviors, 208–209
behavioral questions, 92–94 benefits, 205–208
blame, 105 definition and purpose, 196–199
body language, 241 vs. feedback, 199–204
judging with, 126–128 and generational differences, 204–205
Bogdan, Marilyn, 254 for manager, 216–218
boss performance expectations and, 42–43
clarifying expectations of, 33–34, 40–41 relationship to feedback, 199
direct reports going around you to get telling type, 209–211
to, 146–148 telling type, when to use, 212–213
employees’ relationships with, 251–252 collaboration, 258
meeting for communicating expecta- increasing when delegating, 222–223
tions, 40–41 collaborative conversation, 170, 184,
overdelegating by, 236–238 199–204
problems with relationship, 164–165 collaborative listening, 241–242
relationship with, 162–165 comments, restating, 242
burnout, 238 communication
business coaching, see coaching first-time manager issues, 271–278
business strategy meetings, 76 interdepartmental, 10
buy-in, opportunity for, 48–49 judging and, 105
leading change with, 260–262
career plans, 55 meetings for optimizing, 76–77
Carroll, Chuck, 72–73 practicing, 250–251
—279
- I NDEX
communication (continued ) desk barriers, 257–258
process and, 70–72 direct reports
removing barriers, 257–259 benefits of delegating, 225
with status reports, 77 feedback from, 193–194
see also feedback friends as, 138–140
communication problems, xi, 57–63 going around you to boss, 146–148
clarifying management priorities, 58–59 lateness by good performers, 151–152
lack of clarity in information delivery, personal activities on work time,
58 149–151
lack of management follow-up, 61–62 problems with, 143–152
management timing, 61 task completion issues, 148–149
organization communication issues, see also coaching
62–63 directive coaching, 210
organizational obstacles, 59–61 discovery coaching, 210
surprises and, 10–12 diversity in workforce, 261
complaining, as communication style, downsizing, 238
258 effects of, 134
conflict, 9, 108 DREAM process for delegating, 233–234
between departments, 78 Drucker, Peter, 138, 265
between employees, 160–162
interpersonal, see people problems e-mail
negative judging and, 102–103 avoiding for feedback, 181, 192
constructive feedback, 185 for meeting agenda distribution, 163
see also redirective feedback to share expectations, 56–57
context, providing for questions, 85 ‘‘employee milks assignment’’ example of
‘‘controlling’’ example of judging, judging, 123–124
119–121 employees
corporate culture, and delegating, 232 coaching benefits for, 207–208
corrective feedback, 185 conflict between, 160–162
see also redirective feedback decision options for task completion,
credibility of manager 51–52
building, 172–173 and delegating, 228
questioning techniques and, 83 environment for, 252–253
critical path diagram, 78 gaining acceptance of change, 155–156
help for communication problems,
decision-making process 156–162
including others, 173 refusal of delegated assignment,
questions for, 96–98 229–231
delegating relationships with boss, 251–252
benefits of, 223–225 task ownership, 50
challenges, 228–229 treatment of, 183
deciding on tasks for, 234–236 see also direct reports; feedback
DREAM process, 233–234 end results, vs. process, 51–52
employee refusal of assignment, expectations, 2, 261
229–231 across organization, 57
excessive by boss, 236–238 of boss, 165
hallway or process, 231–233 communication problems from unmet,
increasing collaboration when, 222–223 57–63
managers’ reluctance, 225–228 connecting to feedback, 178–180
performance expectations and, 42–43 for delegated task, 234
timing, 221–222 e-mailing, 56–57
and trust, 221–222 and feedback, 176, 192–193
what it is, 220–221 follow-up on, 41
280—
- I NDEX
how much to say, 52–56 word choice in, 125–126
impact of unclear, 23–26, 47–48 see also positive reinforcement feed-
importance of, 63–64 back; redirective feedback
linking with delegating, feedback and first-time manager, communication is-
coaching, 42–43 sues, 271–278
listening and, 241 follow-up by management, lack of, 61–62
meeting with boss on, 40–41 friends, supervising, 136, 138–140
model for setting, 26–30 friendship, 4
purpose of clear, 22–23
for remote workers, 153 Gallup Management Journal, 251–252
setting, 77–79 generational differences
setting turborcharged for staff, 42 and coaching, 204–205
stating, and partnering, 55–56 in communication, 156–157
stating for performance, 45–46, 49–51 globalization, 261
of supervisor, clarifying, 33–34, 40–41 goals, 265–266
unmet, 105 in coaching, 200
unrealistic, and feedback absence, personal vs. organization, 7
177–178 shared with boss, 162
see also job expectations Goins, Cynthia, 26, 29, 31, 178–180
expectations communication, 20, 21–22 Goldberg, Irene, 257–258
importance of, 44–45 groups, leftover problems with new,
experience, supervising someone with 154–155
more, 145–146
exploring coaching, 210 Haas, Bernie, 252–253
eye contact, 241 hallway delegation, 231–233
Hiring Batting Average (HBA), 29
face-to-face communication, lack of, hiring practices, 27, 54
152–153 ‘‘hostile’’ example of judging, 121–122
facts hostile work environment, 161–162
closed questions to learn, 90–92 Human Resources (HR) department, 163,
examining, vs. judging, 106–107 231
gathering, 200, 202
familiarity, 130–131 in-person contact, absence of, 131–132
favoritism, former peer management and, influence, 262–263
141 information delivery, lack of clarity in, 58
favors, delegating and, 222–223 interdepartmental communication, 10
feedback, 23, 27, 77–79, 165 interpersonal conflict
absence, and unrealistic expectations, negative judging and, 102–103
177–178 see also people problems
benefits, 192–193 intuition, 259–260
vs. coaching, 199–204 in delegating, 222
collaborative conversation and, 171 role of, 68
definition of term, 175–176
expectations and, 178–180 job descriptions, 21, 141, 266–268
from former peers, 141 job expectations
guidelines, 181–182 goals, 265–266
impact of absence, 190–191 performance standards, 268–270
inviting and receiving, 193–194 judging
noncollaborative, 191–192 with body language, 126–128
performance expectations and, 42–43 dislike of, 106–107
relationship to coaching, 199 negative, 102–103
timing of, 176 typical, 103–106
trust and, 17 untangling, 108–109
—281
- I NDEX
judging (continued ) ‘‘negative feedback,’’ 186
what it is, 101–102 negative judging, 102–103
word choice in, 124–126 new employees, orientation, 27–28
judgmental attitude, 18 new groups, leftover problems with,
154–155
kindness, 253–254 news TV channels, and judging, 107
Koehler-Pentacoff, Elizabeth, 103 Nielsen, Eric, 251
‘‘nitpicky and insensitive boss’’ example
labeling, 101 of judging, 114–116
see also judging noncollaborative feedback, 191–192
‘‘lame duck’’ example of judging, 116–118
language, use in communication, 247–249 office politics, 157–158
lateness by good performers, 151–152 ‘‘old dog’’ example of judging, 112–114
laughing moments, 14–16 one-way feedback, 191
Lawrence, Sharon, 259 open questions, 86–90
‘‘lazy’’ example of judging, 110–112 benefits, 87–88
Leadership Performance Report Cards, 29 downside, 88
listening, 85 examples, 88–90
clarifying message when, 242–244 when to use, 87
collaborative, 241–242 organization
to feedback, 193–194 coaching benefits for, 206–207
impact on relationships, 245–246 expectations across, 57
importance of, 244–245 organizational obstacles, 59–61, 165–166
process, 246–247
reasons for, 240–241 paraphrasing, 243
with your heart, 247–249 in coaching, 216
partnering, stating expectations and,
M&T Bank, 55–56 55–56
management timing, 61 partnership behaviors, 171–172
management workflow processes, 75–77 Paulin, Kenneth W., 55–56
managers peers
benefits of delegating, 223–225 with greater seniority and experience,
building credibility, 172–173 273–274
coaching benefits for, 205–206 managing, 272
coaching for, 216–218 managing former, 136, 140–143
direction from, 24 people problems
lack of follow-up, 61–62 causes, 130–135
lack of training, 177 defining, 129–130
priorities, 58–59 preventing, 135
reluctance to delegate, 225–228 questioning to prevent and solve,
team feedback to, 193–194 98–100
training of, 28–29 solution process, 135–136
transition to, 275–278 solution process, examples, 137–166
see also boss typical examples, 136–137
mathematics, 67–68 performance
meeting with boss, for communicating absence of redirective feedback and,
expectations, 40–41 190–191
meetings, 54 change in, 151
for optimizing communication, 76–77 coaching and, 198
scheduling with remote workers, 153 employees’ self-assessment, 215
milestone reporting, 234 expectations, see expectations
miscommunication, preventing, 135 performance appraisals, 22, 269
mistakes, manager’s response to, 177 surprises in, 190–191
282—
- I NDEX
performance standards, 268–270 quality, 237
personal activities on work time, 149–151 quality time, 14
personal relationship question types, 86–96
at work, 16 behavioral questions, 92–94
vs. work relationship, 4, 6 closed questions, 90–92
‘‘personality conflict,’’ 133–134, 159 open questions, 86–90
personality types, 63 situational questions, 94–96
completing work while interacting with questioning techniques, 81–100
different, 159–160 in asking coaching, 211
persuasion, 262–263 barrage or communication, 85
phone calls with remote workers, sched- benefits, 83–84
uling, 153 to prevent and solve people problems,
phrases for clarity and direction, 189–190 98–100
politics in office, 157–158 for problem-solving and decision-
positive reinforcement feedback, 175, making processes, 96–98
180–183 purpose of, 81–82
five-step process, 183–185 when listening, 242–243
priorities, 135
clarifying, 58–59 Rankin, Rob, 53–55
project management and, 75 redirective feedback, 175, 180–181,
problem-solving, questions for, 96–98 185–186
process direct and clear phrases for, 189–190
for asking coaching, 214–216 five-step process, 186–189
and collaborative conversation, impact of absence, 190–191
170–171 relationships, 66
and communication, 70–72 with boss, 162–165
for delegating, 231–233 building and preserving, 13–16
for solving people problems, 135–136 coaching and, 200
standardized, 71 and collaborative conversation, 170
standardized for communication, 77–79 developing with someone you don’t
see also workflow process like, 18
process for untangling judgments, importance, 2, 6–9
108–109 listening and, 241, 245–246
‘‘controlling’’ example, 119–121 with person who wanted your job,
‘‘employee milks assignment’’ example, 143–144
123–124 personal at work, 16
‘‘hostile’’ example, 121–122 and process, 67
‘‘lame duck’’ example, 116–118 questioning techniques and, 83
‘‘lazy’’ example, 110–112 types, 4–6
‘‘nitpicky and insensitive boss’’ exam- working, 3–4
ple, 114–116 remote workers, 152–153
‘‘old dog’’ example, 112–114 delegating to, 228
‘‘weak link’’ example, 118–119 requests of other groups, 134
project management, 78–79 research, 84–85
benefits, 74–75 resources for delegated task, 233
definition of term, 72 response, to someone you don’t like, 18
overview, 73–74 responsibilities, 360-degree view of, 31–33
project plan, 78 Ritz, H. Pat, 10
project strategy meetings, 76 roles of first-time managers, 271–272
projects, follow-up on progress, 61–62 Rundle, Jane, 247–249
public service, 257–259
pulling coaching, 210 sales process, 72–73
pushing coaching, 210 scheduling, 78
—283
- I NDEX
Schielein, Henry, 27 time management, by first-time manag-
scope definition, in project management, ers, 274–275
78 timing
self-fulfilling prophesies, 104–105 of information flow, 61
shared vision, with boss, 162 management, 61
silence, communicating with, 13–14 togetherness
situational questions, 94–96 absence of, 131–132
SMART goals, 265–266 problems from too much, 130–131
social networking, on work time, 150 Torchiana, William C., 256–257
staff Torok, Scott, 244
collaborating with, 138 training, in meeting participation, 76
management treatment, 14 trust, 2, 62
standardized process, 71 building, 172–173
status reports, 165 in coaching, 201
to maximize communication, 77 and delegating, 221–222, 225
stress and feedback, 17
power of, 30–31
feedback and, 176
and people problems, 134 unclear expectations, impact of, 47–48
subordinates, see direct reports; em- upper management, support from, 31–32
ployees
suggestions, vs. coaching, 210 ‘‘weak link’’ example of judging, 118–119
surprises, and communication problems, weekly status meetings, 76
10–12 word choice, in judging, 124–126
words, communicating with, 13–14
work assignments, to former peers, 143
tasks
work environment, 252–253
employee ownership of, 50 work hours, 151–152
problems completing, 148–149 work relationship, 66
when there is only one way to com- with someone not liked, 16–19
plete, 51 what it is, 3–4
team training meetings, behavioral ques- workflow management
tions in, 93 getting work done, 69–70
teams process and communication, 70–72
impact of delegating, 224 workflow process, 66
strategic planning, 53 definition of term, 72
technical skills, retention vs. delegating example, 72–73
task, 226 management, 75–77
telecommuting, 152–153 working virtually, 152–153
television, 107 workload levels, 237–238
telling coaching, 209–211 worksheets, Clarifying Expectations,
when to use, 212–213 35–40
284—
- NANNETTE RUNDLE CARROLL is a popular speaker, management
trainer, and communications consultant. She is also a top-rated faculty
member with the American Management Association. She lives in the
San Francisco Bay Area.
Photo by Rachel Capil Photography, www.rachelcapil.com
nguon tai.lieu . vn