Middle Management Effectiveness Programme Days 4 & 5 Excellence in Execution David White Days 4 & 5 Excellence in Execution David White Middle Management.

Middle Management Effectiveness Programme Days 4 & 5 Excellence in Execution David White Days 4 & 5 Excellence in Execution David White Middle Management Effectiveness Programme Middle Management Effectiveness Programme

Middle Management Effectiveness Programme Welcome back We last met in the winter And now we’re heading into autumn How have the seasons treated the industry? The sun has shone on the markets But the recession is not over yet A major challenge for management is to predict and navigate the climate

The Programme Leaders vs Managers Action centred leadership Mission & Vision Presentation skills Day 1 Story-telling Personal Style Assertiveness & Negotiating Day 2 Managing Individual Performance Coaching Feedback Day 3 Day 4/5 Leading project teams Change Management Delegation Coaching

high performance Conclusions Action Planning The Menu Review Managing Remote or project teams & suppliers Managing Change Delegation & Empowerment Day 1 Day 2 MorningAfternoon Meal & Presentation Evening

Middle Management Effectiveness Programme Economist Trends Three trends: globalisation, atomisation, and knowledge management Each will impact on the structure, functioning and distribution of teams within and across businesses Multi-cultural and geographically dispersed teams will increase, as work gets broken down into smaller units to be managed by specialist teams linked by technology Future value of organisations will be more closely linked to the knowledge they can leverage; knowledge which is frequently an amalgam of individual experience, behaviour and understanding

Middle Management Effectiveness Programme The rise of virtual teams We looked at conventional teams last time - but the more common rule is now the virtual team Co-workers with complementary skills committed to a common purpose and goals with accountability Geographically and organisationally dispersed Using various telecommunication and information technologies to accomplish goals What virtual teams do you manage or are part of?

Middle Management Effectiveness Programme Pros/Cons of Virtual Teams Benefits: allows organisations to draw from a large pool of qualified participants while minimising cliques and politics Drawbacks: loss of social contact, feelings of isolation, lack of trust (especially with new members)

Middle Management Effectiveness Programme Success Factors in Virtual Teams High levels of trust among team members Effective use of technology Clear implementation of team concept Effective individual performance

Middle Management Effectiveness Programme Cross location/home workers Isolation Lack of management support & guidance Lack of team support & guidance Lack of technical support & guidance Lack of administrative support & guidance Missing information for job performance Missing information for opportunities (jobs, development, social etc) Environment Blurred boundaries between working and leisure (time, focus, professionalism) Costs & logistics – space, technology & equipment, consumables Tax issues Cross location Matrix management reporting conflicts Lack of team cohesion and spirit Problems with face-to-face communication Problems of consistency

Middle Management Effectiveness Programme Trust Trust plays a critical role in influencing group effectiveness Trust has been identified as the defining issue in understanding the effectiveness of virtual teams Handy, 1995

Middle Management Effectiveness Programme Trust Effective teamwork depends on trust In a virtual environment, trust is more ability/task based than interpersonal relationship based Level of member performance over time results in building or denial of trust

Middle Management Effectiveness Programme Three Levels of Trust Identification-based Trust Knowledge-based Trust Calculus-based Trust High Low

Middle Management Effectiveness Programme Three Levels of Trust Calculus-based trust We have more to gain than lose by and acting in good faith Easily broken by a violation of expectations Cannot sustain a team’s relationship Knowledge-based trust Knowing people well enough to be able to anticipate behaviour and avoid surprises More stable than calculus-based trust Develops over time Identification-based trust Based on social identity theory, ie we understand, appreciate, and even share each other's wants and needs. Tend to forgive transgression because team is part of our personal identity Professors Roy J. Lewicki and Maura A. Stevenson of the Ohio State University

Middle Management Effectiveness Programme Trust in Virtual Teams Cascio’s (2000) 3 traits to identify in high trust teams: They begin with some social interaction There are clear goals for each member Members are positive, enthusiastic, and focus on an action orientation in communications

Middle Management Effectiveness Programme Building Trust Virtually Establish trust through performance consistency Rapid response to team members (return emails, task completion) Set strong norms around communication Team leader role in reinforcing interactions

Middle Management Effectiveness Programme Virtual Team Trust “Performance Consistency” When you are working with people you never see, you can develop trust, but you must respond to that person promptly & consistently Trust has been built through the task-based relationship that has evolved to other levels You gain the trust in people when they deliver what they promise, when all are contributing to the same idea and goal Source: Five Challenges to Virtual Team Success: Lessons From Sabre, Inc. Kirkman, Rosen, Gibson, McPherson. (2002) Academy of Management Executive, 16, 67-80.

Middle Management Effectiveness Programme Swift Trust Meyerson, Weick, and Kramer(1996) Swift trust is a concept relating to temporary teams whose existence is formed around a clear purpose and common task with a finite life span. Its elements include a willingness to suspend doubt about whether others who are "strangers" can be counted on in order to get to work on the group's task... Has to be encouraged by the manager

Middle Management Effectiveness Programme Implementation of Virtual Teams Must set out a clear business reason for the team Team must understand its mission/purpose Team members must develop a sense of interdependence Must have accountability and rewards for team members Sources: Attaran & Attaran, 2003; Kezsbom, 2000; Redman & Sankar, 2003

Middle Management Effectiveness Programme Individual Performance Potential for effort withholding behaviours (social loafing); can be minimized by building strong team identity Members with high degree of centrality to the team and those that are information contributors are expected to be highest performers (Ahuja, Galletta, & Carley, 2003) Members able to commit more resources are likely to be higher performers (Ahuja et al., 2003)

Middle Management Effectiveness Programme Dealing with Motivational Problems in Virtual Teams Share your experience of dealing with a motivational problem (social loafing, inequity, etc) in a virtual team. What was the nature of the problem? Was it corrected/resolved and how?

Middle Management Effectiveness Programme Leadership challenges Make personal contact to share information and get to know each other understand individual roles establish clear objectives decide who does what agree on methods and levels of communication. Establishing these rules for communication and knowledge sharing at the outset is crucial for success," Martin Galpin, managing psychologist at Pearn Kandola.

Middle Management Effectiveness Programme Leadership challenges Trust individuals Measure outputs not processes Maximise lines of communication Maintain regular face-to-face contact

Middle Management Effectiveness Programme Behavioural Invisibility A minimum of two weeks before CMC relationships are as socially grounded as F2F relationships The use of richer media does help when establishing and building relationships Trust, a critical factor in influencing group effectiveness, is more readily generated in high-quality, media-rich forms of communication Effective communication tools and channels help team members to avoid misinterpreting ‘Silence’ – or non-response to communication (email, voice mail, etc.) can be very damaging to virtual team effectiveness as it leads individuals to misattribute explanations for this silence.

Middle Management Effectiveness Programme Remote Management Isolation Out of sight out of mind Regular phone calls (daily/weekly/conference) Give them reasons/excuses to call you e.g.: To celebrate successes or get guidance To review an activity or have a moan (& plan future remedy) Ad hoc communication is harder Communication requires more structure and planning but do ad hoc meetings or calls too Face to face communications are less frequent Use the phone more Use other communication more (video conferencing, web, email, SMS) Have regular face-to-face meetings

Middle Management Effectiveness Programme Remote Management Relationships are harder to build & maintain Use phone, visits, emails etc to build rapport Have regular social or team events Meet for meals, drinks 1 to 1 Talk about the teleworking before talking about results… Less team spirit Have regular team-events Have team newsletters/competitions etc Create phone/email peer support groups Team bonuses to encourage and reward team-working Team web/intranet sites

Middle Management Effectiveness Programme Remote Management Harder for staff to remain motivated Need to clarify expectations for time, support & development more clearly Pace of work is self-directed Constant awareness of results (not “big brother”) Use coaching calls & results-reporting Productivity/quality decreases Results-oriented delegation & management Fun/competitions/prizes Monitoring work-rate and process is difficult Distance means you need to delegate more – especially results-oriented tasks (not task/process)

Middle Management Effectiveness Programme Remote Management Staff development is harder, so retention is harder Clear structured, development plans, including objectives & support Regular review meetings (minimum quarterly) Spend time with teams locally & regularly Tax issues

What motivates you?

Middle Management Effectiveness Programme What motivates...? Work in three groups Identify top motivators for... Group 1: Front line staff Group 2: Middle management Group 3: Senior management Be prepared to share your thoughts 5 minutes

Motivation Maslow’s Hierarchy of needs Pay Job security Team spirit Recognition, influence Empowerment, responsibility Milestone achievements Personal growth, career development, this job matters Motivators Hygiene factors Self actualisation Self esteem Esteem from others Social belonging Shelter & safety Physiological needs (food & water) X Y

Middle Management Effectiveness Programme Expectancy Theory Expectancy theory – Vroom Valence (value I put on it) Is it worth doing? Expectancy (relationship between Effort I make and Performance achieved) Does hard work make a difference? Instrumentality (the extent to which my Performance determines the Reward I get) Do I get rewarded for going the extra mile?

Middle Management Effectiveness Programme Problems of Inequity Equity Theory: Am I being treated fairly in comparison with others? People strive to maintain a ratio of their outcomes (rewards) to their own inputs (contributions) equal to the outcomes/input ratio of others whom they compare themselves Beware of inequities in rewards among team members

Middle Management Effectiveness Programme Equity Theory OUTCOME INPUTS OUTCOME INPUTS ? the same, more or less A person evaluates fairness by comparing his/her ratio with others Pay, benefits, opportunities, etc. effort, ability, experience etc.

Middle Management Effectiveness Programme Overreward vs Underreward Inequity You Comparison with Others Outcomes Inputs Outcomes Inputs Overreward Inequity Outcomes Inputs Outcomes Inputs Underreward Inequity

Middle Management Effectiveness Programme Equity Sensitivity: Types Benevolents Tolerant of being underrewarded Equity Sensitives Want ratios to be equal Entitleds Prefer receiving proportionately more than others

Middle Management Effectiveness Programme Are there limits? Qualitative capacity Work must be stretching but not intimidating Quantitative capacity Too little can be as bad as too much Job satisfaction The job must be seen as worthwhile Challenge the job should provide interesting challenge

The customer is always.. the customer Rule No.1 The customer is always right Rule No.2 If the customer is wrong… refer to Rule No.1 Rule No.1 The customer is always right Rule No.2 If the customer is wrong… refer to Rule No.1

Middle Management Effectiveness Programme Richer Sounds 200 stores in UK and Western Europe Specialising in good value HIFI and Home Cinema Highest turnover per square metre of any shop in the world - Guinness Book of Records Shrinkage: half the industry average (1% is worth £1m pa) Absenteeism: 1-2% (UK average 4-5%) ‘Colleagues’ not staff ‘Colleague Support’ not Human Resources

Middle Management Effectiveness Programme Richer Way Principles 1. To provide second to none service and value for our customers 2. To provide ourselves with secure, well paid jobs, working in a stimulating, equal opportunities environment 3. To be profitable to ensure our long term growth and survival

Middle Management Effectiveness Programme Richer Sounds Stores Bright environment Free vending machine for all Lollipops for children Photos of customers and staff on the walls Plain English advice posters and leaflets Not precious about the technology

Richer’s 10 Customer Service Commandments 1. Get the greeting right. Don’t ignore the customer but don’t make them feel hassled. 2. Don’t be pushy. If the customer is unsure, invite them to go and think about it. 3. Browsers are welcome. 4. If the item the customer wants is not in stock, suggest another retailer who has it. 5. Use the customer’s name - and smile 6. Acknowledge customers who are queuing and apologise for keeping them waiting 7. The last minute spent with the customer is very important. Ensure the customer leaves with a good impression. 8. Under promise and over deliver 9. Encourage complaints and be grateful for the complaints you receive. Learn from them. 10. Don’t be discouraged when you get it wrong.

Middle Management Effectiveness Programme Motivating staff: FUN Fun Every month the 3 winning branches in customer service win the use of Bentley (or similar) for a month, complete with petrol Holiday time Holiday homes are available for staff and their families and also used for team events Benefits & Incentives Health care, product discounts, rewards Training Induction is at the chairman’s home with a disco in the evening Working Hours Hours are recorded, time & motion studies, training in time mgt Stress Management Good communication and freedom

Middle Management Effectiveness Programme Motivating staff: RECOGNITION Thank you notes Small tokens of appreciation Chocolates, flowers, etc. Medals Gold aeroplane badges for high flyers MBWA Five year club Anniversary dinner Weekend break together 10 year cash gift All staff get a birthday card and a cake

Middle Management Effectiveness Programme Motivating staff: REWARDS Customer feedback forms earn £5 for every ‘excellent’ Mystery shopper schemes earn £100 for each member of staff hitting the required number of correct procedures £100 post dated cheque for anyone who stops smoking for a year Sales staff are paid a low basic plus commission but without turnover targets Profit sharing Contribution bonus based on share of profit generated by the branch Calculated weekly and paid in cash on a Saturday Central functions paid quarterly Different size of reward by level but not within level

Middle Management Effectiveness Programme Motivating staff: COMMUNICATION All central support staff spend one week per year working in retail on the shop floor And so do all the directors Richer House is not a glamorous Head Office - the branches are the heroes Video communication rather than emails or paper 1-to-1 chats with all staff Julian Richer spends half a day working in as many branches as he can in the run up to Christmas

Middle Management Effectiveness Programme Motivating staff: LOYALTY 1% of profits goes into a hardship fund for staff to borrow - interest free Promotion from within Welcome back for those who left and want to return

Middle Management Effectiveness Programme Measuring Motivation Labour turnover Absenteeism Theft Customer Service Attitude Surveys Motivation is an investment that pays off!

Cultural Difference & team management

Middle Management Effectiveness Programme

Cultural Differences

Middle Management Effectiveness Programme Cultural Difference Work in three groups Each group to select one country/culture with which they have to interact Define how this culture differs from the UK How do you have to modify your approach? Illustrate with a live practical roleplay example of a typically challenging interaction in the workplace Marks will be given for good accents!

Value Orientations A series of bipolar scales useful for measuring cultural orientations Cultures are like continents... slowly but always moving The meaning for individual countries and individual people will change over time developed by Hofstede and Trompenaar A series of bipolar scales useful for measuring cultural orientations Cultures are like continents... slowly but always moving The meaning for individual countries and individual people will change over time developed by Hofstede and Trompenaar

Value Orientations Low vs High Context Individualistic vs Collective Power Distance Uncertainty Avoidance Feminine vs Masculine Short vs Long Term (time orientation) Achieved vs Ascribed status Universalism vs Particularism Low vs High Context Individualistic vs Collective Power Distance Uncertainty Avoidance Feminine vs Masculine Short vs Long Term (time orientation) Achieved vs Ascribed status Universalism vs Particularism

Low vs High Context Communication Low Context Individualistic values Self-face concern Linear logic Direct style Person-oriented style Speaker-oriented style verbal-based understanding Germany, USA, UK, Scandinavia, Germany High Context Group-oriented values Mutual-face concern Spiral logic Indirect style Status-oriented style Self-effacement style Context-based understanding Middle east, Far East, Nigeria, Mexico Low Context Individualistic values Self-face concern Linear logic Direct style Person-oriented style Speaker-oriented style verbal-based understanding Germany, USA, UK, Scandinavia, Germany High Context Group-oriented values Mutual-face concern Spiral logic Indirect style Status-oriented style Self-effacement style Context-based understanding Middle east, Far East, Nigeria, Mexico

Individual-Collectivism Individualistic ‘I’ identity, human rights Autonomy, freedom Individual goals, Interindividual emphasis New relations Voluntary reciprocity e.g. USA, UK, Australia, Canada, Netherlands, New Zealand, Sweden, France, Germany Collectivist ‘We’ identity Connection Group goals Intergroup emphasis Stable relations Obligatory reciprocity e.g. Japan, China, West/East Africa, Ecuador, Panama Individualistic ‘I’ identity, human rights Autonomy, freedom Individual goals, Interindividual emphasis New relations Voluntary reciprocity e.g. USA, UK, Australia, Canada, Netherlands, New Zealand, Sweden, France, Germany Collectivist ‘We’ identity Connection Group goals Intergroup emphasis Stable relations Obligatory reciprocity e.g. Japan, China, West/East Africa, Ecuador, Panama

Individual Freedom Derived from: Fons Trompenaars

Power Distance Small Power Distance Emphasise equal distance Individual credibility Symmetrical interaction Emphasise informality Subordinates expect consultation e.g. USA, Australia, Canada, New Zealand, Sweden, Norway, Germany, Israel, Denmark Large Power Distance Emphasise power distance Seniority, age, rank title Assymetrical interaction Emphasise formality Expect directions e.g. Japan, China, West/East Africa, Ecuador, Panama Small Power Distance Emphasise equal distance Individual credibility Symmetrical interaction Emphasise informality Subordinates expect consultation e.g. USA, Australia, Canada, New Zealand, Sweden, Norway, Germany, Israel, Denmark Large Power Distance Emphasise power distance Seniority, age, rank title Assymetrical interaction Emphasise formality Expect directions e.g. Japan, China, West/East Africa, Ecuador, Panama

Uncertainty avoidance Low uncertainty avoidance Uncertainty is valued Each case is different Career changes Encouragement of risk taking Positive attitude to conflict Expect and encourage innovation e.g. USA, Australia, Canada, New Hong Kong, Singapore, Sweden, Norway, Sweden, Denmark High uncertainty avoidance Uncertainty is a threat The rule is the rule Career stability Expect clear procedures Conflict is negative Preserve status quo e.g. Japan, Spain, france, Germany, Greece, Guatemala, Uruguay, Japan Low uncertainty avoidance Uncertainty is valued Each case is different Career changes Encouragement of risk taking Positive attitude to conflict Expect and encourage innovation e.g. USA, Australia, Canada, New Hong Kong, Singapore, Sweden, Norway, Sweden, Denmark High uncertainty avoidance Uncertainty is a threat The rule is the rule Career stability Expect clear procedures Conflict is negative Preserve status quo e.g. Japan, Spain, france, Germany, Greece, Guatemala, Uruguay, Japan

Feminine vs Masculine cultures Feminine cultures Flexible sex roles Emphasising nurturing Quality of work life Work to live Environmental emphasis e.g. Sweden, Norway, Denmark, Netherlands, Finland, Costa Rica Masculine cultures Complementary sex roles Emphasising achievements Economic growth Live to work Business performance emphasised e.g. US, Japan, Austria, Italy, Mexico, Philippines Feminine cultures Flexible sex roles Emphasising nurturing Quality of work life Work to live Environmental emphasis e.g. Sweden, Norway, Denmark, Netherlands, Finland, Costa Rica Masculine cultures Complementary sex roles Emphasising achievements Economic growth Live to work Business performance emphasised e.g. US, Japan, Austria, Italy, Mexico, Philippines

Confucian Dynamism: short v long term Short term orientation Personal survival Personal respect Individual face-saving Short - medium term planning Spending centred Short - medium term outcomes e.g. UK, USA, Canada, Nigeria, Pakistan Long term orientation Social order Hierarchical respect Collective face-saving Long-term planning Thrift centred Long-term outcomes e.g. China, Japan, Taiwan, Singapore, Thailand, Brazil Short term orientation Personal survival Personal respect Individual face-saving Short - medium term planning Spending centred Short - medium term outcomes e.g. UK, USA, Canada, Nigeria, Pakistan Long term orientation Social order Hierarchical respect Collective face-saving Long-term planning Thrift centred Long-term outcomes e.g. China, Japan, Taiwan, Singapore, Thailand, Brazil

Time orientation Sequential time Time is a race along a course Chronos - the Greek god of clock time Time waits for no man Procrastination is the thief of time Never put off till tomorrow what you can do today Synchronous time Time is a dance of fine coordinations Kairos - the Greek god of time and opportunity There is a tide in the affairs of men that taken in the flood leads on to fortune Sequential time Time is a race along a course Chronos - the Greek god of clock time Time waits for no man Procrastination is the thief of time Never put off till tomorrow what you can do today Synchronous time Time is a dance of fine coordinations Kairos - the Greek god of time and opportunity There is a tide in the affairs of men that taken in the flood leads on to fortune Derived from: Fons Trompenaars

Monochronic ‘M-Time’ vs Polychronic ‘P-Time’ M Time Clock time Appointment concern Segmented activities Task-oriented Achievement temp Future-focused Tangible outcomes P Time Situational time Flexible timing Simultaneous activities Relationship-oriented Experiential tempo Past/present approach Historical orientation M Time Clock time Appointment concern Segmented activities Task-oriented Achievement temp Future-focused Tangible outcomes P Time Situational time Flexible timing Simultaneous activities Relationship-oriented Experiential tempo Past/present approach Historical orientation

Achieved - Ascribed Status Achieved What you’ve done Actual achievements Your track record USA, Canada Ascribed Who you are Your potential Your connections Your age China, Japan Achieved What you’ve done Actual achievements Your track record USA, Canada Ascribed Who you are Your potential Your connections Your age China, Japan Derived from: Fons Trompenaars

Inner direction - Outer direction Inner direction Conscience Convictions all internal Outer direction Examples Influence all external Inner direction Conscience Convictions all internal Outer direction Examples Influence all external Derived from: Fons Trompenaars

Universalism - Particularism Universalism Rules Codes Laws Generalisations Particularism Exceptions Special circumstances Unique relations Universalism Rules Codes Laws Generalisations Particularism Exceptions Special circumstances Unique relations Derived from: Fons Trompenaars

Middle Management Effectiveness Programme The accident dilemma You were a passenger in a car driven by a close friend He hit a pedestrian who suddenly stepped off the curb Your friend was driving at 40mph in a 30mph zone You are the only witness - the lawyer points out your ability to save your friend from serious consequences What right has your friend to expect you to help him? 1. My friend has a definite right as a friend to expect me to testify that he was driving more slowly 2. My friend has some rights to expect me to testify to the lower speed 3. My friend has no right as a friend to expect me to testify to a lower speed What would you vote for?

The accident dilemma Derived from: Fons Trompenaars

Middle Management Effectiveness Programme Transcultural Competencies (Stella Ting-Toomey) Tolerance for ambiguity - in confusing situations Open mindedness - non judgmental responses Flexibility - ability to shift frame of reference Respectfulness - to others and their values Adaptability - willingness to try things out Sensitivity - verbal and non verbal sensitivity Creativity - ability to think outside the cultural box

Review Managing Remote or project teams & suppliers Coaching high performance Action Planning The Menu Delegation & Empowerment Day 1 Day 2 MorningAfternoon Meal & Presentation Evening Managing Change

Middle Management Effectiveness Programme Psychological challenge of change Change Project Planning & Management Embedding a Change culture Managing Change What is change?Causes, Types & Scale

Middle Management Effectiveness Programme If anything is certain, it is that change is certain. The world we are planning for today will not exist in this form tomorrow Philip Crosby Quality guru

Middle Management Effectiveness Programme This is a challenge ‘There is nothing more difficult to carry out, nor more doubtful of success, nor more dangerous to handle, than to initiate a new order of things’ Machiavelli

Middle Management Effectiveness Programme Change Management defined ‘ the process of helping organisations to introduce change successfully’ part of Organisational Development (OD) A discipline but not a business department

Middle Management Effectiveness Programme Why change management matters... remaining static is not an option change is inevitable poor management of change can destroy its effectiveness 70% of change management programmes fail to deliver promised benefits

Middle Management Effectiveness Programme Change! We have lived through a year of great change. Against this backdrop... Group 1 What are the generic causes of change within organisations/industries? Group 2 What types of change do organisations have to cope with? Group 3 What are the stages in the reaction individuals/teams have to change? Group 4 How can a manager help staff through the challenge of change? Use JPM’s situation to provide examples in answer to your questions (Flipchart: 10 mins)

Middle Management Effectiveness Programme Philip Crosby Quality guru Leadership produces change That is its primary function The role of the leader

Middle Management Effectiveness Programme Causes of Change Social & demographic change Ageing population Technological change MP3 vs CD Economic Credit crunch Environmental change Global warming Political forces Left vs right Legal changes FSA, regulations Competitive forces New entrants Ethical forces CSR, BodyShop

Middle Management Effectiveness Programme New organisational structures Flatter organisational structures networking Virtual organisations Matrix management, Outsourcing Diversity Cultural complexity Globalisation Everywhere simultaneously, offshoring

Types / Degrees of Changes Adaptive change Innovative change Radical change low high Kreitner, Kinicki, Buelens

Middle Management Effectiveness Programme Leadership, Management & Change Innovation Low level creativity Transactional Management Adaptation High level creativity Transformational Leadership Large scale cultural change Changes to Group Behaviour Changes to Group Task Organisation wide cultural change After Michael Kirton, 1989

Middle Management Effectiveness Programme Leadership, Management & Change ll Slow transformation Innovation Slow change Small-scale change, stable environment Low level creativity Transactional Management Rapid transformation Adaptation Rapid change Turbulent environment, Large scale transformation High level creativity Transformational Leadership Level: individual/group Focus: attitudes/behaviour Approach: planned change After Michael Kirton, 1989 Level: the organisation Focus: structures & processes Approach: bold stroke Level: individual/group Focus: tasks & procedures Approach: Tayloristic/Kaizen Level: the organisation Focus: culture Approach: Emergent change

How do we react to change? ‘Just call me Cleopatra I’m the Queen of Denial’

Middle Management Effectiveness Programme The Parable of the Frog

Middle Management Effectiveness Programme The Parable of the Frog If you put a frog into a pot of boiling water... It will leap out right away to escape the danger But, if you put a frog in a kettle of cold water and gradually heat the kettle until it starts boiling the frog will not become aware of the threat until it is too late - and will die

Middle Management Effectiveness Programme The Parable of the Frog The frog's survival instincts are geared towards detecting sudden changes. This parable is often used to illustrate how humans have to be careful to watch slowly changing trends in the environment not just the sudden changes Its a warning to keep us paying attention not just to obvious threats but to more slowly developing ones

Middle Management Effectiveness Programme Responses to change Those who let it happen Those who make it happen Those who try to stop it happening Those who wonder ‘what happened?’

Middle Management Effectiveness Programme Reaction to change Identify the greatest change in your life - over which you had no control How did you react? What did you say? What did you do?

Middle Management Effectiveness Programme Psychodynamic approach Recognition that our emotional responses go through a cycle as we cope with changes... Elizabeth Kubler-Ross’ research ‘On Death and Dying’ (1969) Five stage cycle of coping.

Middle Management Effectiveness Programme Kubler-Ross model Stage 1 DENIAL Stage 2 ANGER Stage 3 BARGAINING Stage 4 DEPRESSION Stage 5 ACCEPTANCE

Middle Management Effectiveness Programme Case study in change

Middle Management Effectiveness Programme Case study in change Royal Holloway College, founded 1886 One of the first women’s higher education institutions Became part of the University of London in 1900 Co-educational from 1945 Merged with Bedford College in 1985 for financial and scale reasons with the former Bedford College site sold The identity that emerged tried to please everyone...

Case study: Managing identity change ROYAL HOLLOWAY AND BEDFORD NEW COLLEGE University of London

Middle Management Effectiveness Programme Case study By 1991, the two colleges had merged successfully But the image was confused and the college was barely known A Surrey local government survey failed to notice it existed... The time was right to develop a new identity Change the name Modernise the branding

Middle Management Effectiveness Programme Reaction to organisational change feel criticised lose trust of our senior management like the old ways anxious about our ability to cope insecure about the future.

Middle Management Effectiveness Programme Cycle of coping Carnall, 1990 Stage 1 DENIAL Stage 2 DEFENCE Stage 3 DISCARDING Stage 4 ADAPTATION Stage 5 INTERNALISATION

Middle Management Effectiveness Programme Stage 1: Denial shock sense that change is unnecessary belief that it will not actually happen group cohesion increases performance stable.

Middle Management Effectiveness Programme Stage 2: Defence As intentions become concrete, people act to defend themselves defence of jobs and way they have carried them out, bargaining to retain status quo sense of personal criticism loss of self-esteem, motivation & performance.

Middle Management Effectiveness Programme Stage 3: Discarding Realisation that change is necessary sense of inevitability begin to assimilate the new situation some improvement of self-esteem as people begin to get involved in the change performance still declining.

Middle Management Effectiveness Programme Stage 4: Adaptation coming to terms with new systems & processes getting involved in fine tuning change aids improving self-esteem motivation improving performance improvement lags.

Middle Management Effectiveness Programme RBS Principles of Change Compelling reason for change Clear vision Context Stakeholder engagement Emotional buy-in Embedding of change

Middle Management Effectiveness Programme Stage 5: internalisation behaviour changes now habitualised improved self-esteem improved motivation performance improvements begin to materialise.

Middle Management Effectiveness Programme 103 A lesson from Marketing: Adapter categories in the product diffusion process 2.5% Innovators 13.5% Early Adopters 34% Early Majority 34% Late Majority 16% Laggards Time adoption of innovations

Middle Management Effectiveness Programme Other reasons for resistance Loss of control Too much is done to people, too little by them Too much uncertainty About next steps Surprise, surprise! Decisions spring full-blown without preparation Costs of confusion Too many simultaneous changes Loss of face Implied criticism of past performance/appoach. Source: Kanter, 1985

Middle Management Effectiveness Programme Other reasons for resistance Concerns about competence Anxiety about ability to perform with new systems More work Change requires more work, time, meetings, energy Ripple effects One change disrupts other, unrelated plans Past resentments Legacy of distrust Real threats Of job losses or other genuine pain. Source: Kanter, 1985

Middle Management Effectiveness Programme The Process of Transition

Middle Management Effectiveness Programme + Performance and Perceived Ability to Deal with Change - Current State Achieve Your Vision “Hang-In” Point Persevere Time Change is not easy. Change Management’s purpose is to minimize the breadth and depth of the “performance dip” #2 Loss #1 Shock/Denial #4 Rebuilding #3 Hope/ Readjustment Managing People During Change “Announcement” Managed Change Unmanaged Change

Middle Management Effectiveness Programme How does this apply to you? Work in small groups Identify major work (or personal) changes in your life How did these change cycles manifest themselves for you personally Discuss examples Be prepared to share notable issues that may have arisen

Middle Management Effectiveness Programme unconscious incompetence conscious incompetence Learning and change conscious competence unconscious competence

Practical experimentation PRAGMATIST Kolb’s learning cycle Concrete Experience ACTIVIST Theoretical concepts THEORIST Reflective observation REFLECTOR

Middle Management Effectiveness Programme Learning responses to change A new piece of equipment or software has been installed.... do you....? try it out activist watch as others show you how to use it reflector learn the background to it and similarities to other equipment theorist leave it alone until you can find a use for it pragmatist

Middle Management Effectiveness Programme Behavioural approaches to change Behaviour is the only thing that matters Behaviour determines thinking Condition behavioural change and you condition a change in thinking and attitude

Middle Management Effectiveness Programme Managing Change Against the background of continuous and often unpredicted change... The variety of impacts it has And the psychological challenges involved How can management lead their teams through change?

Middle Management Effectiveness Programme POWER INTEREST LOW POWER/INTEREST Grid HIGH Manage Closely Monitor Closely Keep Satisfied Keep Informed

Middle Management Effectiveness Programme Communication Strategies Imagine a change involving two departments from merging companies also being merged How can you best communicate with the four categories? Present in the form of a short dialogue

Middle Management Effectiveness Programme Force Field Analysis Kurt Lewin Opposing Forces Driving Forces

Middle Management Effectiveness Programme Attitude/Support Matrix Attitude Support Critical Important Unnecessary Neutrals +/0 Neutrals +/0 Supporters +ve Supporters +ve Resistors -ve Resistors -ve

Middle Management Effectiveness Programme Key Questions What are the goals of your key supporters and resistors? What is their current level of power and interest? How can the neutrals be mobilised and the resistors neutralised or assuaged? What does this do to the viability of the project in its current form? What are the contingency plans for failure? Is it possible to take the project in stages? Is it possible to attach the project to another better supported project?

Middle Management Effectiveness Programme Reinforcement Non financial feedback coaching can be positive or negative Social reinforcement praise & compliment vs naming & shaming

Middle Management Effectiveness Programme Cognitive approaches to change Mental response is the only thing that matters Thinking determines behaviour Condition a change in thinking and attitude and you condition behavioural change

Cognitive approaches to change Results Behaviour Feelings Beliefs and attitudes Self concept and values

Cognitive approaches to change Results Behaviour Feelings Beliefs and attitudes Self concept and values Positive ‘can do’ Goals, Potential Confidence Goal focused Achievement of goals Victim of past Grievances, Limits Confidence Conditioned by past Repeating past failures ‘Better next time’ ‘I knew that would happen’

Middle Management Effectiveness Programme Cognitive change Visualisations imagining the achievement of goals rather than failures Reframing Reducing the size of a threat by seeing it smaller Rational Analysis Objective analysis of threats and how to deal with them Anchoring Recalling past successes and the positive emotions they invoked

Middle Management Effectiveness Programme The great debate You are leading a change management programme designed to create a culture of greater initiative, empowerment, customer service and innovation Group 1: You believe the best strategy is to change staff’s views and beliefs - what would you do and why will it work? Group 2: You believe the best strategy is to change processes - what would you do and why will it work? 10 mins preparations - 5 minute debate

Middle Management Effectiveness Programme Implementing Change Awareness The difference between commitment and involvement is like a plate of bacon and eggs... The chicken is involved But the pig is committed.... InvolvementCommitment

Middle Management Effectiveness Programme Link between perceptions & communication InformClarify Convince Involve TIME COMMITMENT Implementation UNAWARE AWARENESS UNDERSTANDING ACCEPTANCE COMMITMENT

Middle Management Effectiveness Programme But the reaction options are many Positive Acceptance Involvement Champion Shock Negative Initiator Resistance Ignorance Tolerance Acquiesence GroupThink

Middle Management Effectiveness Programme Acceptance option + This approach suggests that you have understood the reasons for the change taking place and accept what is happening - You are doing what you are told but not being actively involved in the process + You are safe but may need to be prepared to look out for the opportunities before they pass you by.

Middle Management Effectiveness Programme Involvement option + You are part of the change process + You are actively involved in making the change happen as a result of the project team +/-This may mean anything from full time membership of a project team to having an occasional part of play + The success of the change will be important to you personally.

Middle Management Effectiveness Programme Champion option + One of the leaders of change + You devote a lot of your time to the change project and are an advocate of the process - Danger that you are seen as a ‘company’ person and viewed with bemusement by colleagues less supportive of the change process + Benefit to be gained from involvement in a high profile change project – provided that it delivers.

Middle Management Effectiveness Programme Initiator option + You are a source of the ideas and drive that has made the project happen + While this is usually the province of a more senior manager, it is valuable to be known as someone with ideas and initiative - But while it may impress the management above you, your own team may find your approach intimidating.

Middle Management Effectiveness Programme Shock option - Rabbit in the headlights - Transfixed by events - But unable to understand, take action or continue functioning - Forgivable as a momentary response, disastrous as a continuous position.

Middle Management Effectiveness Programme Resistance option - Machine smashing strategy of the luddites - Trade unions protecting their members that they have damaged their organisations in the long term - Politically dangerous as it puts the individual in a very exposed position - You have to be prepared for the consequences and be sure it is worth the price.

Middle Management Effectiveness Programme Ignorance option - The strategy of the ostrich - Just as some new technologies turn out to be blind alleys, so some change fail to take root + Avoid getting involved in something that turns out to be a mere distraction - If the change does take hold, then ignorance is no defense against its potential impact.

Middle Management Effectiveness Programme Tolerance option +/- Tacit acceptance of change +/- You work around the change, only responding to it when it affects you directly + Advantage is that you can continue to function well - But lack of direct involvement may mean you miss out on some opportunities that the change may create.

Middle Management Effectiveness Programme Aquiescence option +/- A willingness to participate in the change but without any real wholehearted involvement +/- You are a passenger in the process +/- There is no danger of being left behind but no real commitment to what is going on.

Middle Management Effectiveness Programme Groupthink option +/- Allowing the overall group view to overcome your own + Useful if it is positive - Less so if it is not.

Middle Management Effectiveness Programme What are the typical pitfalls? Multiple transitions Too much at the same time Incomplete transitions Overtaken by events, lost impetus Uncertain future states Lack of confidence in or knowledge of the future Mid transition blues All chaos and no benefit

Middle Management Effectiveness Programme History of change management Transformational change Jack Welch leadership Bottom up change Labour-management partnerships, TQM Reengineering US quantum leaps vs Japanese kaizen Externally induced change Envronmental change: Competitors, legislation, etc.

Middle Management Effectiveness Programme History of change management Lewin’s three phase model (1952) Unfreeze – change - refreeze Change agents (1960s) External/Internal consultants Organisational culture (1980s) Cultural change Socio-technical theory Bottom up change Unplanned change garbage can theory

6 basics of change D D Warwick 1.Identifying the reasons for change 2. Establishing the results required 3. Planning and management 4. Involving stakeholders 5. Monitor & feedback 6. Structure & support

Middle Management Effectiveness Programme The reasons for change Our morning session yesterday established the various drivers for change So we know we have to change but to what?

Middle Management Effectiveness Programme 2. Establishing the results required precise definition is very important focus on outcomes not activities review progress towards results at milestones

Middle Management Effectiveness Programme 3. Planning & management of change Identifying stages in change Making the change a project recognition of the principles of project management

Middle Management Effectiveness Programme 4. Involving stakeholders Building the change team Involving and understanding people who are affected by or interested in the change Using senior management to lead the charge increasing understanding, commitment & ownership

Distribution of resistance IndividualGroupOrganisational Overt Covert Manifestation of resistance Demotivation, covert underperformance, lack of commitment Displacement, sabotage activity, other dysfunctional behaviour Direct group resistance, projected group resistance, declared underperformance Inter-group conflict, extreme in-group conformity pressures, groups actively pursuing their own agendas Industrial relations action, work to rule, strikes, inter-organisational resistance by regional/national industrial action Resistance types & levels

Overcoming Resistance CommunicationParticipationFacilitationNegotiationManipulationCoercion Potential Methods Provide information on the change Present a rationale for the proposals Educate employees of the benefits to allay fears Challenge misrepresentations of the change process Involvement of staff groups affected by the change Participation in decision-making either core or peripheral Gaining wider commitment to the change process Exploring areas of resistance Persuading for the commitment to change Facilitating attitude & behaviour change Use of position power to manipulate compliance Combination of actual and potential threats with actual and potential rewards for compliance Potential use of 3 rd party arbitration Formal and informal negotiations to overcome resistance Explicit or implicit coercion Threat behaviour without compensating for rewards for compliance Written notice of termination of contract failing compliance Increasing strength of approach

Change Leadership Determine change agents and high potential/business critical employees- allocate key high profile roles to these people. Brief change agents on their role Determine loose cannons and bystanders -look to move their position to champions with the help of the champions/change agents Reaffirm to Managers their role through the change. Brief Managers on the leading through change guide Provide leading through change 1-2 hour briefing sessions Create formal and informal communication forums to involve employees and get their feedback Create mentoring relationships for key staff Meet with top team to agree the push-pull messages to communicate Reinforce performance expectations

Middle Management Effectiveness Programme 5. Monitor & feedback Checking on achievement of results fine-tuning programme celebration of successes

Middle Management Effectiveness Programme 6. Structural support mission statement goals & values organisation structure reward systems training

Middle Management Effectiveness Programme Embedding change Strong commitment and leadership creating an environment conducive to change (the learning organisation) change is painful and involves failures as well as successes recognising the need to change is easier than making the change

Project principles A new identity for RHBNC What were the project’s goals and objectives? How would you obtain project sponsorship? Which stakeholders are important? Who should be on the project team?

What actually happened sold concept to principal and key decisionmakers created project group (headed by senior academic) established budget & brief identified suppliers (formal beauty parade) research and initial designs testing and acceptance (the petition!) implementation (publications unit)

Middle Management Effectiveness Programme Change as a constant While discreet changes can be managed as projects The long term development of any organisation must recognise that being able to cope with continuous change is vital The holy grail of this approach? The Learning Organisation

Middle Management Effectiveness Programme The Learning Organisation An organisation that learns and encourages learning among its people It promotes exchange of information between employees hence creating a more knowledgable workforce This produces a very flexible organisation where people will accept and adapt to new ideas and changes through a shared vision

Middle Management Effectiveness Programme Golden rules Avoid quick-fix short term solutions Focus on a few, high impact changes Expect and allow for resistance Create alignment between systems, processes and values You get what you measure and reward, you deserve what you tolerate

Middle Management Effectiveness Programme Gandhi "You must be the change you wish to see in the world" Jack Welch "We have to get everybody in the organization involved. If we do that, the best ideas rise to the top" American Proverb "You can't jump a twenty-foot chasm in two ten-foot leaps” Thinking on change

Driving change Awareness of current position Desire to change Knowing how Reward Shock Change

Middle Management Effectiveness Programme Delegation ‘the process of hanging on tight with an open hand... of sharing leadership and developing solution-oriented people' ‘Giving up work you like but not giving up accountability for its completion’

Middle Management Effectiveness Programme But remember... The best executive is one who has sense enough to pick good people to do what needs to be done & the self-restraint to keep from meddling with them. adapted from Theodore Roosevelt

Middle Management Effectiveness Programme Delegation as motivation ‘Leaders are remembered because they challenge their people. Managers are often forgotten because they let their people get away with second best.’

Middle Management Effectiveness Programme Delegation according to Dilbert

Middle Management Effectiveness Programme Delegation as Method Delegation is not just assigning work, it should also include: Transferring responsibility and authority Coaching Showing trust Motivating the delegate Monitoring Follow up

Middle Management Effectiveness Programme Deciding the levels of delegation Different levels of delegation depending on: Experience of delegate Criticality of task Time pressure

Middle Management Effectiveness Programme Levels of Delegation “Do exactly what I say” No delegated freedom at all “Look at this and tell me what you think. I’ll decide” Delegate investigates and analyses, but does not recommend “Tell me what the options are. I’ll let you know, whether you can continue” Delegate gives recommendations, but delegator decides

Middle Management Effectiveness Programme Levels of Delegation You decide, but wait for my approval before you proceed Delegate needs approval, but is trusted to judge the options You decide and let me know your decision, then go ahead, unless I say ‘no’ Delegate begins to control action, but is still subject to the approval of the delegator

Middle Management Effectiveness Programme Levels of Delegation “You decide and take action, but let me know what you did” Delegate controls action, but delegator is still holding on to control and responsibility “You decide what actions need to be taken and manage the situation accordingly. It is your area of responsibility now” Delegate is completely empowered and assumes responsibility for a specific area; delegator retains general responsibility COMPLETE EMPOWERMENT

Middle Management Effectiveness Programme Levels of Delegation Do exactly what I say Look at this and tell me what you think Tell me what the options are. I’ll let you know, whether you can continue You decide, but wait for my approval before you proceed You decide and let me know your decision, then go ahead, unless I say ‘no’ You decide and take action, but let me know what you did Complete Empower- ment

Delegation: Shackleton’s way “In publicly turning over the reins, Shackleton left no doubt about his deputy’s authority.”

Delegation: Shackleton’s way Empower the team leaders so they have the authority to handle their own group, but keep an eye on the details. Never let yourself be surprised by problems down the road. Give a show of confidence in those acting in your stead. It’s important that your support staff maintain in your absence the same level of competency you set. Shackleton’s Way. Margot Morrell, Stephanie Capparell

Middle Management Effectiveness Programme

Middle Management Effectiveness Programme To what degree did delegation/empowerment take place during this exercise?

Middle Management Effectiveness Programme Monitor & control Diarise receipt of deliverables Review regularly Provide coaching help Be prepared to amend plans Praise achievements Be available Be positive about mistakes Never take the work away!

Middle Management Effectiveness Programme 7 Step Delegation Process 1. Identify the Task 2. Select the Delegate 3. Brief the Delegate 4. Assess the Delegate’s Response 5. Support, Monitor & Control 6. Delivery and De-Brief (Recognition) 7. Assessing Impact

Middle Management Effectiveness Programme 1. Identifying the Task Delegator must: Have a positive attitude towards delegation (not just getting rid of work) Confirm that task is suitable for delegation See delegation as a means of empowering people, motivating them and helping them improve Think in terms of “What opportunities exist for delegating part or all of a task? Take the time to delegate properly

Middle Management Effectiveness Programme 1. Identifying the Task Identify the tasks to be delegated in terms of: Complexity Criticality Confidentiality/security Authority Skills available Time constraints Development potential Decide on the appropriate level of delegation

Middle Management Effectiveness Programme What can you delegate? 3 groups: 1. Directors 2. Managers 3. Supervisors Review the list of tasks Let’s see which ones you can delegate – at least in part!

Middle Management Effectiveness Programme What can you delegate, at least in part? 1. Business Planning 2. Setting up Induction for a new Team member 3. Analysis of a major error involving a client 4. Attending an industry conference 5. Joining the board of a local school/college as a business representative 6. Analysing sickness records 7. Joining a project group on Performance Related Pay 8. Investigating and mproving a process

Middle Management Effectiveness Programme 2. Selecting the delegate Case study example: You are a manager with four team supervisors reporting directly to you. Following a recent series of problems, you wish to produce a report analysing the process involved and recommending improvements Rather than do this yourself, you decide to delegate it to a team member All of these people are equally busy Who would you give the work to?

Jane-Marie Kerr Age: 38; joined company 10 years ago; in job 5 years Understands industry very well; has become stale lately; elder statesperson of the Department; usual deputy when you are out of the office; adequate report writing skills Gert Frobe Age: 26; joined as graduate 4 years ago; in job 12 months; Excellent writing skills; keen on projects; blue-eyed boy as always willing to have a go at new tasks and usually does them well; viewed by many as a future senior manager Peter Venckman Age: 30; joined at 18; in this job 3.5 years Weaker written and PC skills; very good with people; high standards of accuracy and reliability; regarded as steady but unexceptional; already feels that he is being overtaken by others.. and events Alison Hynde Age: 25; joined company 1.5 years ago from a competitor; in this job 12 months; Good analytical and written skills; very ambitious and prone to treading on colleague's toes; less good with detail; experience from elsewhere is proving valuable in improving processes in department

Middle Management Effectiveness Programme 2. Selecting the Delegate Criteria for selecting a delegate: Existing skills/aptitude Motivational value Time/availability Trust Equality of opportunity Strategic development relevance Avoid always choosing the “superstars” Give everyone a chance according to their levels of competence

To whom do we delegate? Top Weak Satisfactory DO? SHOULD?

Middle Management Effectiveness Programme 3. Briefing the Delegate You have selected Peter Venckman to lead the analysis. Peter is primarily an analytical amiable. He is good at data analysis and problem solving but has some difficulty enthusing others. Group 1: You are the manager. How would you brief Peter to give him a fighting chance to make a good job of the task? Group 2 You are Peter. What would the briefing process need to cover to give you a fighting chance to make a good job of the task? Flipchart (10 mins)

Middle Management Effectiveness Programme 3. Briefing the Delegate Give the delegate sufficient, but not too much, detail For complex tasks, provide a clear written description of the task and support documentation Explain: Context of task Definition of the ‘problem’ Expected outcome Preferred timescales Scope & Quality Levels of responsibility and authority Benefit to the delegate How you will measure job is being done well

Middle Management Effectiveness Programme 3. Briefing the delegate Delegator Why task is needed Required outcome Preferred timescale Scope & Quality Level of personal responsibility Benefit to delegate Delegate Understanding Commitment Method Help needed

Middle Management Effectiveness Programme 4. Assess the Delegate’s Response Verify that the delegate has understood the task Ensure the delegate’s commitment Offer your help Use active listening and ask questions to test understanding Agree your involvement in the task Ask for an action plan

Middle Management Effectiveness Programme Firming up the Action Plan Clear deadlines Establish review points Get the delegate to summarise exactly what he or she is actually going to do Confirm the support you will be providing (and the standards you expect) Communicate the method of checking and control – failure to agree this in advance will make monitoring seem like lack of trust

Middle Management Effectiveness Programme 5. Support, Monitor & Control Peter has begun work on the task He has submitted a draft analysis and report to you for discussion It is detailed but has only analysed the process and not produced any real solutions You are meeting with him How would you approach it?

Middle Management Effectiveness Programme 5. Support, Monitor & Control Think about who else needs to know & inform them (other managers, peers) Ensure that the delegate uses the authority given to him Regular one-to-one reviews Be available Be positive about mistakes

Middle Management Effectiveness Programme 5. Support, Monitor & Control Amend plans, if necessary Praise achievements Provide coaching Warn about politics, protocol, sensitive issues Don’t take the work away!

Middle Management Effectiveness Programme 6. Delivery and De-Brief Review task against plan prior to final delivery Focus on the big issues, rather than criticising small details Coach any final improvements to the work When receiving the final deliverable, give the delegate: Recognition for the positive parts Constructive criticism for the parts that need improvement Keep your feedback positive (“good job; next time you can do it even better by…”)

Middle Management Effectiveness Programme Giving Critical Feedback Timely (but avoiding the heat of the moment) Specific (so they know what they’ve done) Proportional (avoid the big dump) Methods: Sandwich effect: praise/criticism/praise Empathy: ‘We all struggle with this’ Evidence based: When you… (specific example) The effect is… (practical consequences) The affect is… (how others feel about it)

Middle Management Effectiveness Programme 7. Assess Impact After completing the delegation, analyze how the process was managed, specifically: How effective was the delegation? What did the delegate learn from the experience? How well was the process managed? What did the delegator learn from the experience? What could be improved the next time? Based on this assessment, the delegator may want to change approach in the future

Middle Management Effectiveness Programme Managers are often delegates Sometimes managers play role of delegator and delegate Effective delegation is based on a dialogue, in which each side must play his part Without the active participation and feedback of the delegate, the delegator cannot be successful The delegate must provide honest feedback to the delegator and not just accept any delegated task, regardless of the conditions Delegation must be based on mutual agreement

Middle Management Effectiveness Programme Role of the Delegate Delegates should see delegated work as an opportunity to prove and improve their skills Delegate must: Be willing to accept responsibility for the task Understand the task being delegated Commit to respect the agreed conditions of the delegation Be open and honest about his abilities to perform the task (or not) Listen actively and ask questions Have sufficient authority to perform the task

Middle Management Effectiveness Programme Empowerment

Middle Management Effectiveness Programme Defining Empowerment Cambridge dictionary: To empower is... To give someone official authority or the freedom to do something

Middle Management Effectiveness Programme Why empowerment can fail Lip service only No clear boundaries Micromanagement Abdication of responsibility and accountability Barriers impeding empowered behaviour

Middle Management Effectiveness Programme Advantages of Empowerment Increases the involvement, motivation and commitment of staff Increases a manager’s ability to accomplish tasks by ensuring the support and contributions of staff Raises competence level among empowered staff “Energizes” the organisation – commitment is contagious

Middle Management Effectiveness Programme Preconditions for Empowerment Reciprocal acceptance of empowerment: Manager must be willing to delegate authority Staff must be willing to accept being empowered Empowerment is not binary; rather it is a question of degree - in how far is a person empowered? Empowerment must be implemented gradually and within limits

Middle Management Effectiveness Programme Levels of Empowerment No Discretion Task is designed by someone other than the employee, who has no decision-making power in content or context, i.e., no empowerment Task Setting Employee is given a lot of responsibility for job content, but little for context; management defines the goals and the employee is empowered to find the best way to reach them Participatory Empowerment Team is given some decision-making power for content and context, e.g., problem identification, alternative search and recommending best alternative in content

Middle Management Effectiveness Programme Levels of Empowerment Mission Defining Employees are empowered to decide on job context, but not content (e.g., changing supplier, whether to outsource or not) Self-Management Employees are given total decision-making authority for both job content and context Ask delegate what level of authority they feel comfortable with Remember people are often capable of doing more than you imagine!

Middle Management Effectiveness Programme Empowerment Strategies vs. Levels of Delegation Problem Identification Alternative Discovery Alternative Evaluation Making Choice Implementing Choice Decision- Making Process: Empowerment Strategies: No Discretion Task Setting Participatory Empowerment Mission Defining Self-Management Levels 1 - 2 Levels of Delegation: Level 3 Level 4 Levels 5 - 6 Level 7

Middle Management Effectiveness Programme TELLSELLCONSULTJOIN Manager makes decision and announces it Manager “sells” decision Manager presents ideas and invites questions Manager presents tentative decision subject to change Manager presents problem, gets suggestions makes decision Manager defines limits, asks group to make decision Manager permits subordinates to function within limits defined by superior ~ Tannenbaum, R. and Schmidt, W. How to Choose a Leadership Pattern. Employee Involvement Model

Middle Management Effectiveness Programme Competencies Required of the Empowering Manager* Understanding of the skills and background of team members to match people and responsibilities Listening actively to what your team says and does not say and showing your willingness to share power Purposeful operating to ensure consistency between what you and your team do and the objectives of your organisation F. Stone, The New Leadership – from Delegation to Empowerment (2005)

Middle Management Effectiveness Programme Competencies Required of the Empowering Manager* Emphasis on growth and opportunity, inviting team members to share leadership in a great organisation Train team members to think critically about the way they and their organisation work * F. Stone, The New Leadership – from Delegation to Empowerment (2005)

Middle Management Effectiveness Programme Conclusions To be effective, delegation and empowerment should follow a method, which must be learned and practiced – the 7 step method Delegation and empowerment play a significant role in our jobs as managers and are needed to meet the challenges of the future Although developing effective delegation and empowerment requires time and energy, the effort will be justified by the long-term results

Coaching Skills for Managers Well John, that’s great, how else could you improve the marketing strategy? Well John, that’s great, how else could you improve the marketing strategy?

Middle Management Effectiveness Programme Why coach? Is adequate performance enough? As managers of others, it is essential that we can help them deliver their best - for their sake and ours Coaching (and mentoring) ways to transform performance, or even lives Focus on these types of intervention, but in the context of training, counselling…. understand the principles practise techniques in planning exercises & role-plays refresh perception and feel confident

Middle Management Effectiveness Programme What are the performance management tools available to us? Group 1 List the formal processes an organisation and its managers use to develop and manage the performance of staff (e.g. appraisal) Rate out of 10 how well they work in your experie Group 2 List the informal processes an organisation and its managers use to develop and manage the performance of staff (e.g. one-to-one meetings) Rate out of 10 how well they work in your experience

Performance Management Formal Appraisal scheme Performance Management Central Career Planning/Job Connect/Mentoring scheme Incentive Compensation Pay review Talent Review Personal Development Roadmap Training Central Competency Framework Professional qualifications – IAQ/IMC/CFA Development programmes – OPEN/IMTP/MMEP Manager Connect Disciplinary/performance process Employee Assistance Programme Succession Planning KPIs Informal Coaching/one-to-ones (10/10s) Team meetings On-the-job training Delegation & empowerment Job shadowing Secondments Job swaps Special projects Recognition & reward Self study Informal mentoring Social events Reporting against targets Accompaniment/Feedback Informal Coaching/one-to-ones (10/10s) Team meetings On-the-job training Delegation & empowerment Job shadowing Secondments Job swaps Special projects Recognition & reward Self study Informal mentoring Social events Reporting against targets Accompaniment/Feedback

A spectrum of options Discipline Counselling Coaching Mentoring Training

When is it the right answer? Specific skill and knowledge gaps exist What is it? Courses, professional study or on-the-job training Who does it? Training and education ‘professionals’ How is it carried out? formally planned, budgeted and delivered Discipline CounsellingMentoring Coaching Training

When is it the right answer? work performance or behaviour does not meet minimum requirements What is it? formal procedures involving setting specific mandatory targets and timescales for achieving them and providing support Who does it? managers with the help of HR How is it carried out? formally and with the aim of recovery, but with the clear communication of what will happen if this is not achieved Discipline CounsellingMentoring Coaching Training

When is it the right answer? non-work related problems intrude on work performance What is it? confidential one-to one discussion listening to the individual face the problem and encouraging them to find ways to solve it Who does it? best carried out by HR or other professionals but may be initiated by the manager becoming aware of an issue How is it carried out? a highly confidential and sensitive process Discipline CounsellingMentoringCoaching Training

When is it the right answer? individuals need advice and encouragement in their long term career development and significant transitions in their work/life What is it? informal one-to-one discussion designed to help individuals define their challenges & goals and create strategies for achieving them Who does it?: a (more) senior manager within the organisation (but not the same department) or a respected external contact How is it carried out? occasional, client driven and confidential Discipline CounsellingMentoringCoaching Training

When is it the right answer? opportunities and potential exists for teams and individuals to further improve their performance in terms of both current and new challenges What is it? helping people to develop additional skills or realise their potential in the ones they have Who does it? the immediate manager or supervisor, and/or in specific skill areas, a subject matter expert How is it carried out? a constant element in team management and part of one-to-one meetings and reviews Discipline CounsellingMentoringCoaching Training

Middle Management Effectiveness Programme The right tool for the job Syndicate exercise Select the best intervention(s) for the scenarios outlined - each is a different individual Use any from the lists created earlier.... Be prepared to explain your choices 10 minutes

Middle Management Effectiveness Programme Scenarios 1. Habitual lateness 2. Graduate joiner 3. Shown strong expertise with systems 4. Lack of assertiveness 5. Mood swings 6. Your ideal successor in departmental succession plan 7. Maternity returner 8. Frequent sickness 9. Long term ‘average’ performer 10. Finished graduate development programme

Scenarios 1. Habitual lateness 2. Problems analysing data 3. Individual has shown unexpected expertise with a particular system 4. Lack of assertiveness 5. Misses deadlines (but working hard) 6. Mood swings (with behaviour to match) 7. Just finished a development programme (e.g. graduate/MBA) 8. Your successor in departmental succession plan 9. Maternity returner 10. New graduate joiner 11. Frequent sickness 12. Long term ‘average’ performer

Wheel of Life Wealth Health Friends & family Partner /love Personal growth Recreation Environment Career

Middle Management Effectiveness Programme 5 ‘C’s Discussion Structure Challenges I want to develop my career and move to the next management level Choices I can either focus on moving up in my own area or look at opportunities elsewhere in the company Consequences If I stay in my area I can develop my expertise and become qualified. But I could end up pigeon-holed as a result Creative solutions I could look at opportunities in the regional offices overseas where my existing expertise could be useful Conclusions I’ll discuss options with my own managers, look at the the study options and then decide

Middle Management Effectiveness Programme 5 ‘C’s Discussion Structure Mike Pegg Challenges encourage mentee to identify their challenges and reflect on what they mean. Mentor should challenge their views, and get the mentee to see the big picture Choices Discuss possible directions, goals, etc in relation to the challenges Consequences Stimulate the mentee to consider what are the possible results or consequences (plus and minus) of their choices Creative solutions Brainstorm how the mentee could achieve their chosen options Conclusions Encourage mentee to make choices and agree an action plan

Middle Management Effectiveness Programme 1. Establishing rapport Ice-breaking Goals of first meeting (intro and approach) Exchange short personal histories Confirm approach and subjects to be covered Identify immediate goals and issues Agree first steps Answering mentee’s concerns

Middle Management Effectiveness Programme What is coaching - in a phrase? Bringing out the best in people

Which performers do we devote most management time to? Top Weak SatisfactoryDO?SHOULD?

Who do you need to coach? Coach Reports Kids! Suppliers Colleagues Boss Partner External Clients External Clients Internal Clients Internal Clients

Middle Management Effectiveness Programme Why do we need to coach? to share our skills and knowledge to empower our staff to influence others appropriately to get the job done

Middle Management Effectiveness Programme When should we coach? When delegating new tasks When reviewing delegated tasks in progress When a team member/colleague/client comes to you with a problem In advance of major events/challenges/changes When mistakes are being made (feedback) To share new ideas and methods As the operating style in regular one-to-one review meetings and interim appraisals

Middle Management Effectiveness Programme What skills or qualities does a coach need? Attentiveness - to the here and now Discipline - in listening and responding Warmth - and humanity Curiosity - to find out more Acceptance - non judgemental Genuineness - trust Empathy - ability to see the world their way Humour - to lighten the mood

Two coaching styles OUTPUT INPUT

Two coaching styles OUTPUT Supportive Facilitating problem solving Building self confidence Encouraging others to learn on their own INPUT Directive Developing skills Providing answers Instructing

0 50 100 20 70 % performance 30 40 10 60 90 80 Total coaching INPUT OUTPUT

Middle Management Effectiveness Programme Two coaching styles INPUT identification of a skill gap by coach or coachee coach advising on technique and method checking on effect OUTPUT joint identification of a challenge/issue Joint analysis of current situation Focusing and encouraging coachee to identify own options for achieving them monitoring & support Reality is often a mixture of both

Middle Management Effectiveness Programme VESOS – a training model VValue/Purpose– of task EExplain – how to do the task SShow - demonstrate OObserve – coachee doing it SSupervise – stand back but monitor

Teaching Effectiveness 70%10%32%72%65%85% Recall after 3 weeks Recall after 3 months Source:John Whitmore Explained Explained & shown Explain, Shown & Observed

Middle Management Effectiveness Programme 7 stages of learning 1. Sensory perception 2. Personalisation 3. Logical sequence 4. Remembrance 5. Recall 6. Practise 7. Feedback

Middle Management Effectiveness Programme Input Coaching Break into groups, each to… Identify a simple, physical task on which to coach a person (or persons) from the other group Develop a short coaching session using VESOS And then we reconvene as one group with… One person from each group to conduct this coaching session with a member of the other group(s)

Middle Management Effectiveness Programme What are the dangers of input coaching? You need to know more than they do They might not like you knowing more than they do The coachee has minimal input of their own They become dependent Your views overwhelm theirs Their performance can only ever be as good as yours

Keys to Competence Knowledge Skills Attitude OUTPUT INPUT

Middle Management Effectiveness Programme What are the key factors in attitude change? Analysing own/coachee performance objectively Focusing on self generated goals Generating practical actions Building confidence that it can be done

Middle Management Effectiveness Programme How can we build rapport? Show interest in the coachee as a person Break the ice Create a relaxed environment Set a non threatening agenda

Middle Management Effectiveness Programme Sources of Self-Confidence Performance Accomplishments doing a job well Vicarious Experiences seeing that it can be done Verbal Persuasion receiving feedback that you believe Emotional Arousal managing your emotional response Albert Bandura Psychological Review Vol 84

Middle Management Effectiveness Programme What are the barriers to output coaching? ‘I’ll lose my authority’ ‘They won’t know the answer’ ‘I’m supposed to have all the answers’ ‘They’re used to me telling them’ ‘It’ll take too long’ ‘Why can’t I just get the job done?’

Middle Management Effectiveness Programme What do we need? An approach that: Overcomes defensiveness Focuses on future performance not past failure Motivates and builds confidence Empowers independent effort

Middle Management Effectiveness Programme So what does an output coaching session have to cover? What’s wrong with current performance/situation Goals, aspirations, objectives Possible solutions Action plans for what actually needs to happen We need to put this into a coherent model But what comes first?

The GROW Model O GOAL Where do you want to get to? G R W REALITY OPTIONS WAY FORWARD Where are you now? What could you do? What will you do? Source:John Whitmore

Middle Management Effectiveness Programme 3 minute coaching exercise Form into pairs Everyone should identify a problem/challenge that you would like to address - keep it to yourself for now... One member to face the screen, the other to face the back wall The person facing the screen leads the interview asking the type of questions displayed 3 minutes...

Middle Management Effectiveness Programme Coaching Guideline 1. So what is the problem? 2. When is it particularly bad? 3. What does it feel like for you? 4. What else is it affecting? 5. Why do you think it’s happening…? 6. Why haven’t you been able to solve it? Stick with the basic nature of these questions but you can change order etc. Find out as much as you can about the problem

Middle Management Effectiveness Programme Coaching Guideline 2 1. Rather than focus on the problem, tell me what you want to happen/want instead - what your ideal outcome or end point would be? 2. Let’s imagine that has happened – what would that look like, what would you see? 3. What would be the benefits of sorting this out/doing this? 4. When you’ve approached this kind of thing in the past what was the most help? 5. So what do you think your next step should be?

Middle Management Effectiveness Programme Feedback How well did the first interview move someone forwards from the problem they described? How did the interviewee feel at the end of the first interview? How did you the interviewer feel about the problem and the likelihood of resolving it? How does this compare with the second interview?

Middle Management Effectiveness Programme Goals Starting with goals assumes everyone has clear goals they can articulate hmmmm But everyone has problems (reality) All we have to do is turn the problems into goals Talking about the problem without focusing on finding the solution won’t get anyone anywhere

Middle Management Effectiveness Programme Putting it another way I never look at the consequences of missing a big shot... when you think about the consequences you always think of a negative result. Michael Jordan Basketball icon

Goals ‘Focus on the gap, not the obstacle’

Not just any old goal - a BHAGBIGHAIRYAUDACIOUSGOALBIGHAIRYAUDACIOUSGOAL *James Collins and Jerry Porras

“I have a dream..” Martin Luther King, Jnr

Goals and Motivation

Henry Ford Obstacles are those frightful things you see when you take your eyes off your goal

Middle Management Effectiveness Programme What are the key skills of the output coach? Being an expert on the topic? not needed, you can’t know everything Solving people’s problems? no, that is their job Telling them what they’re doing? no, asking questions and listening actively

Listening skills Use them in that ratio 2 2 1 1

Middle Management Effectiveness Programme What are the skills of active listening? Focus on the speaker Give listening signals Take notes Build rapport Make eye contact Encourage development/detail Ask questions

Middle Management Effectiveness Programme Open and closed questions Opennon-specific, general, encourages complete answers How’s it going? … but gets non-commital ones Closedseeking a ‘yes’ or ‘no’ Any problems? … but getting a false no (‘good news only syndrome’) Semi-openspecifically focused enquiry How is the new project progressing? Semi-closedprobing for single facts What’s put the project behind schedule?

Middle Management Effectiveness Programme Two questions to avoid Leading - suggests the desired answer: ‘Do you think a planning session would be a good idea?’ What could you say instead? Loaded - a more charged version: ‘Are you sure you did enough planning?’ Both inclined to manipulate the responses

The GROW Model O GOAL Where do you want to get to? G R W REALITY OPTIONS WAY FORWARD Where are you now? What could you do? What will you do?

Goal seeking questions Performance Goal Goal for discussion Goal for discussion End Goal

Middle Management Effectiveness Programme Turning problems into goals 1. My team is de-motivated and I need to do something 2. I’m a couch potato and need to get fit

Middle Management Effectiveness Programme Goals for discussion What would you like to get out of this discussion What do you want to leave this meeting with? What needs to happen for you to feel this discussion has been helpful? A way to build team motivation & morale A plan to get fit

Middle Management Effectiveness Programme End Goals Where do you want to end up? What specifically do you want to achieve? What would the ideal end result be? What makes this important? What would this enable you to do? I’d like the team to hit their next quarter’s targets High morale is not the real goal…. I want to take part in next year’s London Marathon Being fit is not the real goal…. Digging for the end goal can flush out the real goal or problem the person needs to tackle

Middle Management Effectiveness Programme Performance Goals And what would that look like in detail? How would things be if you were achieving that goal? What does a good performance look like? What would be the observable signs of success? ‘The team socialising together, helping each other out, with individual and team targets and everyone getting together to celebrate success’ ‘I’d be exercising at least five times a week, following a healthy diet, lost some weight, oh… and drinking less’

Middle Management Effectiveness Programme Creating Compelling Outcomes Think of something you really want Is it within your control? Which parts are? Imagine you have it – what’s it like? In what contexts do you want to have this? How is this a real benefit to the significant people in your life? What are the costs of achieving this? Are you willing to pay them?

Turning problems into goals Missed last month’s target Problem Goal for next month End Goal Project behind schedule Don’t get on with colleague Too much work De-motivated Creating a good relationship Achieving your key tasks Exciting work challenge Hitting a realistic target date Unwilling to make a presentation Preparing a great presentation

The Map is not the Territory So what is yours like?

Middle Management Effectiveness Programme Reality questions Help the coachee to rethink the false pattern they have created One in which they are either the victim (it’s not my fault) or the villain (it’s all my fault) Replace interpretation with facts Highlight success as well as failure Open the door to feedback if needed

Middle Management Effectiveness Programme Reality What question could you ask the coachee? description not judgement ‘I just can’t do it’ what should you say? ‘Tell me which parts you find most difficult…’ causes not symptoms ‘The suppliers let us down’ what should you ask? ‘What dates did you agree with them?’

Middle Management Effectiveness Programme Reality seeking questions Talk me through what has happened… Give me some recent specific examples What have you tried? Which people provide the greatest difficulties? When did the problem start? Who is involved?

Middle Management Effectiveness Programme Getting to the root cause Critical incident interviewing Ask the them to tell you exactly what happened: Who said what and when What they thought, said and did at the time Specific, detailed and without interpretation Reliving the event or a, key moment from it, to unlock a fresh perception Focus on behaviour then rather than feelings now

Middle Management Effectiveness Programme Scaling progress Using a scale of 1-10, and 10 is the place you’d like to be, where would you say you are now? Good, what are the things you’re happy about the mark you’ve given yourself And what are the aspects you’re unhappy about? the gap between the mark and ‘10’

Middle Management Effectiveness Programme What have we achieved so far? Forced coachee to think strategically Defined goals in terms of the discussion, end result and in detail Established current reality – good and bad Defined the gap between reality and goal Modification of end goal by coachee if the gap is inappropriate (too small as well as too big)

The GROW Model O GOAL Where do you want to get to? G R W REALITY OPTIONS WAY FORWARD Where are you now? What could you do? What will you do? Source:John Whitmore

Options

Confirm the gap Goal Reality Gap Way forward

Middle Management Effectiveness Programme Whose ideas are the best? THEIRS because they: know the problem better than you will be committed to their solutions need to take ownership must feel empowered and responsible need to believe they can do it without you

Middle Management Effectiveness Programme A two-person brainstorm creative solutions come from… new perceptions of the problem (GR) quantity not quality of ideas suspended judgement (ideas first, assess later) a sense that there is a choice

Middle Management Effectiveness Programme Options seeking questions What are your ideas for dealing with this? What tools could you use? Who else can help you? What could you do in regard to… (focused semi open questions) If that didn’t work, what else could you do? Go on… one more idea? Something you said made me think… could you? Don’t offer more resources/staff/time… you haven’t got them!

Way forward

Middle Management Effectiveness Programme Way forward Summarising the options Testing them for Relevance Practicality Desirability Creating a (very) shortlist of related actions Turning them into SMARTER objectives

Middle Management Effectiveness Programme Way forward seeking questions Which options do you think would work best? How well do they meet your criteria for success? How will this option achieve your goal? If you couldn’t do it all, what would you drop? What could stop you?Talk me though the steps involved When can you start/complete this? Who else needs to be involved to do this? Rate your commitment to this working - on a scale of 1 to 10 –…what could raise your commitment?

Middle Management Effectiveness Programme Firming up the action plan Define SMARTER objectives Establish review points Ask the coachee to summarise exactly what he or she is actually going to do Confirm the support you will be providing and the standards you expect

Middle Management Effectiveness Programme Ending the session Give the coachee positive feedback on the discussion: I would just like to say how much I appreciated your honesty today - and what a good job you’re already doing to tackle the issues you raised Hand responsibility for ending the session to the coachee: Is there anything else we need to discuss before we finish today?

Review Managing Remote or project teams & suppliers Coaching high performance Action Planning Review Delegation & Empowerment Day 1 Day 2 MorningAfternoon Meal & Presentation Evening Managing Change

Middle Management Effectiveness Programme Days 4 & 5 Excellence in Execution David White Days 4 & 5 Excellence in Execution David White Middle Management.

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Middle Management Effectiveness Programme Days 4 & 5 Excellence in Execution David White Days 4 & 5 Excellence in Execution David White Middle Management.

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Presentation on theme: "Middle Management Effectiveness Programme Days 4 & 5 Excellence in Execution David White Days 4 & 5 Excellence in Execution David White Middle Management."— Presentation transcript:

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