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Skills for Developing Others 11 Chapter Skills for Developing Others

Introduction This chapter will concentrate on the following assortment of skills that are related to the leader’s relationship with followers. Setting goals Providing constructive feedback Team building for work teams Building high-performance teams—the Rocket Model Delegating Coaching

Setting Goals For goals to be achievable, they should have the following six characteristics. Specific Observable Attainable Challenging Supported by actual commitment Accompanied by feedback

Providing Constructive Feedback The development of good feedback skills is related to developing good communication, listening, and assertiveness skills. To give good feedback, the provider must: Be clear about the purpose. Choose an appropriate context and medium. Send proper nonverbal signals. Try to detect emotional signals from the recipient. Be somewhat assertive in providing it.

Providing Constructive Feedback (continued) Leaders can improve their feedback skills by: Providing clear, unemotional feedback about behaviors under the other person’s control. Identifying specific behaviors that are positive or negative. Providing descriptive feedback that avoids inferences. Giving timely feedback. Being flexible about when and how they give feedback. Giving both positive and negative feedback. Avoiding blame or embarrassment.

Team Building for Work Teams Team-building interventions, at the team level, may help members understand why they struggle to achieve team objectives but are unlikely to remove the root causes of team problems. Many organizations make top-down efforts to correct team-building problems. Other organizations are committed to teamwork and are willing to change structures and systems to support it but are not committed to the “bottom-up” work that is required.

Team Building for Work Teams (continued) Figure 11.1: A Rationale for Individual, Interpersonal, Team, and Organizational Training

Team Building for Work Teams (continued) A successful intervention at the team level should: Raise awareness about how teams really work. Use diagnostic, instrument-based feedback so team members can have a map of where they and their teammates are currently located. Provide a practice field for each intervention so team members can test their new behaviors in a risk-free, protected environment.

Building High-Performance Teams: The Rocket Model The Rocket Model of Team Effectiveness is a prescriptive model of team building: It tells leaders what steps to take and when to take them when building the new teams The Rocket Model is also a diagnostic model of team building: It helps determine where existing teams are weak and what needs to be done to get them back on track.

Building High-Performance Teams: The Rocket Model (continued)

Building High-Performance Teams: The Rocket Model (continued) The Rocket Model is comprised of 8 components: Context: What is the situation? The Mission: What are we trying to accomplish? Talent: Who is on the bus? Norms: What are the rules? Buy-In: Is everyone committed and engaged? Power: Do we have enough resources? Morale: Can’t we all just get along? Results: Are we winning?

Building High-Performance Teams: The Rocket Model (continued)

Building High-Performance Teams: The Rocket Model (continued)

Delegating Delegation gives the responsibility for decisions to those individuals most likely to be affected by or to implement the decision. Delegation is more concerned with autonomy, responsibility, and follower development than with participation. Research shows that leaders who delegate skillfully tend to have more satisfied and higher- performing work groups, teams, or committees.

Why Delegating is Important Delegation frees time for the leader to perform other activities. Delegation develops followers by providing them with practical experience in a controlled fashion. Delegation strengthens the organization by signaling that subordinates are trusted and their development is important, which increases job satisfaction levels.

Common Reasons Leaders Avoid Delegation Takes too much time in the short run, although it saves time in the long run. Is risky because it reduces the leader’s direct control over work that will be evaluated. Leaders fear the job will not be done properly. Leaders may resist delegating tasks that are a source of power or prestige. Leaders may feel guilty about delegating because people are already too busy.

Principles of Effective Delegation Decide what to delegate Decide whom to delegate to Make the assignment clear and specific Assign an objective, not a procedure Allow for autonomy while monitoring performance Give credit, but don’t blame

Coaching According to Peterson and Hicks, coaching is the “process of equipping people with the tools, knowledge, and opportunities they need to develop themselves and become more successful.” Good coaches: Orchestrate, rather than dictate development. Help followers clarify career goals. Identify and prioritize development needs. Create and stick to development plans. Create environments that support learning and coaching.

Coaching (continued) The coaching process of Peterson and Hicks involves five steps, and works particularly well for high performers: Forging a partnership built on trust Inspiring commitment by conducting a GAPS analysis Growing skills by creating development and coaching plans Promoting persistence by helping followers to stick to their plans Transferring skills by creating a learning environment

Coaching (continued)

Coaching (continued) Coaching really takes little additional time. Good coaches are equally versatile at all five steps of coaching. Leaders need to assess and develop coaching skills. Coaching is a dynamic process—good coaches assess where followers are in the coaching process and intervene appropriately. Good leaders are those who create successors, and coaching may be the best way to make this happen.