In addition to time-management challenges that arise, dual roles are difficult to handle for both the new manager and the direct reports because the roles are blurred.. > Acknowledge the
Trang 1contributor role working alongside their peers They are also expected to assume the role of manager of these current peers In addition to time-management challenges that arise, dual roles are difficult to handle for both the new manager and the direct reports because the roles are blurred It is unclear when the manager wears the peer hat and when she wears the manager hat.
When you are given the new management duties, the first thing to
do is to meet with your manager Do you have a title and/or grade-level change? How and when will your manager announce your new role to the team? Get clarity on your manager’s expectations and your level of authority for each of your responsibilities What percent of your time
is to be spent on these new managerial responsibilities? What are your manager’s suggestions for making the new arrangement work well for the team? Who is responsible for evaluating performance of your team-mates—you or your manager? Set a plan with your new manager Be sure you and your boss are clear on his expectations of you.
How to Strike a Balance Between Functioning as a Manager and as
an Individual Contributor
1 Issues:
> Time management.
> Defining roles and expectations—confusion about separating roles.
> Prioritization (individual versus team needs).
> Friction with teammates and managing friends (see Chapter 7).
> How to get teammates to do the work without micromanaging.
> Defining boundaries of delegation.
2 Action Steps:
> Clearly define goals and objectives and job responsibilities for self and for reports Ask for clarification from your manager and com-municate that to your entire team Ask your boss to make the formal announcement of your new role.
Trang 2APPENDIXB: COMMUNICAT IONISSUESUNIQUE TOFIR ST-TIMEMANA GERS
> Identify all tasks for each role Classify tasks based on individual, team, and organizational needs Prioritize each task.
> Evaluate all the work processes Streamline processes and work-flow with input from peers.
> Acknowledge the new role to the team and ask for their input on how to make the new relationships and work assignments work for everyone Redefine roles if necessary.
> Adapt to the demands of each team members’ needs.
> Schedule one-on-one meetings with peers to discuss how you will handle the dual role Set expectations with your direct reports.
> Assign equal or greater priority to new management role while continuing in individual role Allow time as necessary to be acces-sible to your team.
> Discuss the change with peers Understand and address your peers’ feelings Accommodate their needs as much as possible.
> Lead from the front—pull the team, rather than push them Con-tribute as part of the team in the new managerial role—not aloof and not apart.
> Assign work and follow up to ensure it gets done If workload is
unrealistic, clarify what your team is able to accomplish You may
need to reset your boss’s expectations or request resources.
> Define the need to hire an individual contributor to fill your old position, if necessary Present detailed workload information to your boss and prioritize.
> Clearly define your new role and transition your former roles over
to someone else or distribute them among several others Learn
to delegate and trust (define authority level for tasks) Train team members to pick up some of your previous tasks Don’t take back the assignment once delegated.
> Know your direct reports’ strengths and work preferences.
> Plan for the future.
How to Handle a Problem Managing a Peer with Greater Seniority and Experience
1 Issues:
> Peer doesn’t meet established deadlines.
> Peer resets already established priorities.
Trang 3> Peer’s general performance level has decreased The quality of her work is lower For example, she deviated from the standard operating procedures and that led to poor software installation The result was higher cost.
> Peer goes over the manager’s head to higher-level management.
2 Action Steps:
> Gain your manager’s support for the priorities and deadlines Clarify that he agrees with your plan to meet with the nonper-forming direct report.
> Hold face-to-face meeting Clarify goals and rules Emphasize the priorities and deadlines and why they are important Compare expectations to observed performance to recue the gap issues.
> Discuss how to better capitalize on the peer’s experience Does she need more independence or more challenging tasks?
> Discuss what the peer will do from here on in to meet agreed expectations What help does she need? State consequences of not meeting priorities and deadlines.
> Tell your manager your plan and ask him to send the peer back
to you if she goes over your head again Gain your manager’s sup-port for the priorities and deadlines.
Time Management (Balancing Time for Direct Reports and
Managerial Work)
1 Issue: How to prevent people problems by organizing your time
to do both jobs.
2 Action Steps:
> Organize time for managerial work.
• Plan and schedule your work.
• Review your progress daily and plan the next day.
• Close the door occasionally, or specify a ‘‘quiet hour.’’
• Set time in morning and afternoon for dialogue.
• Manage your boss’s expectations.
> Organize time for direct reports.
• Have a weekly or biweekly pulse check one-on-one meeting
Trang 4APPENDIXB: COMMUNICAT IONISSUESUNIQUE TOFIR ST-TIMEMANA GERS
with direct reports Each person saves up nonurgent items for the meetings.
• When delegating, communicate performance standards, objec-tives, timelines, and checkpoints.
• Ensure direct reports understand what to do.
• Assign nonurgent work direct reports can do when they have downtime.
• Expect that newer employees or lower-performing employees will require more feedback and coaching time.
• Understand each person’s strengths, limitations, and talents.
Transition to Being a Manager
Transitioning to a management role is an exciting challenge It offers opportunities for growth and development of communication skills Your skills now need to be broader and deeper There will be roles and tasks you will need to let go of What a first-time manager lets go of when ceasing to be an individual contributor depends on the situation Be sure
to clarify your specific responsibilities and levels of authority (see Chap-ter 2, ‘‘Setting Expectations with Turbocharged Clarity’’) It is important
to know precisely what your boss expects Most managers also do indi-vidual work, although at a higher level If you are still expected to do some detailed technical work, you need to clarify to what extent In gen-eral, here are some things to consider as you move forward.
Transitioning from an Individual Contributor to a Manager Role
1 Issue: Changing roles from doing the work to managing the
indi-vidual contributors.
2 Action Steps:
> Define new roles for yourself and your direct reports Get buy-in from your manager Find out your manager’s expectations and set expectations for your staff Adapt and adjust.
> Clearly communicate your expectations to staff and ask them to clarify their understanding.
Trang 5> Set up a transition plan for delegating work Execute and monitor the plan.
> Communicate continually with your manager and direct reports.
Be approachable so staff feel comfortable approaching you (what
is important is that they perceive an open door, not just that you
tell them you have an open door) Be inclusive and understanding
so direct reports are able to ask questions Demonstrate your in-tention to preserve relationships and help them succeed on the job.
> Behave as you would have other staff behave The manager is a mirror, so the behaviors you demonstrate are the behaviors you are likely to see in your staff (honesty, consistency, meeting dead-lines, keeping commitments, listening, not judging, not gossip-ing, and being positive).
> Act confident in your own abilities so the employees will be con-fident in your ability to steer the group.
> Know your information before you explain to staff Be consistent
in decisions.
> Continually develop expertise in your job Grow skills and learn
as much as you can.
> Possibly let go of some aspects of your individual contributor role that you enjoyed This is your decision, based on the needs of your new management role Some managers find they need to let
go of their perception of self as a technical expert, certain friend-ships, detail work, projects and tasks, gossip, and avoiding people they didn’t like to work with These depend on the situation and people involved.
How to Prove Capable in a New Role
1 Issue: Want to be capable and viewed by others as a capable
man-ager.
2 Action Steps:
> Continue learning the new job quickly.
> Attend management training programs as soon as possible.
> Read management books and articles ASAP.
> Find a mentor inside or outside the organization.
Trang 6APPENDIXB: COMMUNICAT IONISSUESUNIQUE TOFIR ST-TIMEMANA GERS
> Develop a plan with your boss to increase your skills Ask for coaching.
> Make new peer relationships with other managers.
> Read everything you can find on the subject of your new job to
be fully competent in the industry and functional areas.
> Demonstrate confidence and knowledge.
> Make decisions and trust yourself If you make mistakes, ac-knowledge them and try a new tactic.
> Manage the relationships with your direct reports, your manager, and your new peers, and maintain previous relationships.
> Treat each person with respect, listen thoroughly, and communi-cate well.
> Resist the temptation to make changes right away.
How to Get Comfortable Managing People
1 Issue: New management role is uncomfortable because of the
people aspects of the job.
2 Action Steps:
> Talk to your manager and get a comprehensive understanding of job requirements and level of authority for each Get advice Role-play feedback and coaching situations with your manager.
> Develop a thorough knowledge of direct reports’ responsibilities and levels of authority Be completely familiar with their job de-scriptions.
> Get complete knowledge of all company policies, standard opera-ting procedures, workflow and processes, legalities, safety proce-dures, and HR requirements.
> Ask HR what support is available for new managers Learn how delegation, feedback, coaching, performance evaluations, and counseling are done in your organization.
> Go to management classes Read communication and manage-ment books and periodicals.
> Set and meet goals for your group Assign tasks and follow-through decisively.
Trang 7> Take communication training courses to develop knowledge of how to talk to direct reports, give feedback, and coach.
> Know your direct reports and their work backgrounds and full range of expertise.
> Develop direct reports’ skills and knowledge through appropriate assignments Give direct reports opportunities for visibility Coach them to help them succeed.
> Give positive and redirective feedback regularly.
> Hold team meetings to cross-fertilize the ideas, goals, and accom-plishments of the entire group This also builds camaraderie and teamwork.
> Get a mentor and new peers who are managers.
> Keep a professional journal of what works and what you need to rethink and improve.
Trang 8absence, communicating with, 13–14
age differential of employees, 156–157
Amack, Craig, 14–15
American Association of Advertising
Agencies, 53
analysis of judging, 108–109
asking coaching, 209, 211–212
process, 214–216
when to use, 213–214
assumptions, 45
authority levels, 31–33
for delegated task, 234
availability, communicating with, 13–14
‘‘bad blood,’’ 133–134
Balboa Bay Club & Resort, 26–30, 178–180
behavioral questions, 92–94
blame, 105
body language, 241
judging with, 126–128
Bogdan, Marilyn, 254
boss
clarifying expectations of, 33–34, 40–41
direct reports going around you to get
to, 146–148
employees’ relationships with, 251–252
meeting for communicating
expecta-tions, 40–41
overdelegating by, 236–238
problems with relationship, 164–165
relationship with, 162–165
burnout, 238
business coaching, see coaching
business strategy meetings, 76
buy-in, opportunity for, 48–49
career plans, 55
Carroll, Chuck, 72–73
Carroll, Danielle, 67 change, 84–85, 141 feedback to gain, 185–186 employee acceptance of, 155–156 leading with communication, 260–262
in performance, 151 Clarifying Expectations worksheet, 35–40 clarity, 2
in expectations, 22–23 phrases for, 189–190 Clarity Coverdale Fury, 53–55 closed questions, 90–92 coaching, 23, 77–79 asking type, 209, 211–212 asking type, when to use, 213–214 behaviors, 208–209
benefits, 205–208 definition and purpose, 196–199
vs feedback, 199–204 and generational differences, 204–205 for manager, 216–218
performance expectations and, 42–43 relationship to feedback, 199 telling type, 209–211 telling type, when to use, 212–213 collaboration, 258
increasing when delegating, 222–223 collaborative conversation, 170, 184, 199–204
collaborative listening, 241–242 comments, restating, 242 communication
first-time manager issues, 271–278 interdepartmental, 10
judging and, 105 leading change with, 260–262 meetings for optimizing, 76–77 practicing, 250–251
Trang 9communication (continued )
process and, 70–72
removing barriers, 257–259
with status reports, 77
see also feedback
communication problems, xi, 57–63
clarifying management priorities, 58–59
lack of clarity in information delivery,
58
lack of management follow-up, 61–62
management timing, 61
organization communication issues,
62–63
organizational obstacles, 59–61
surprises and, 10–12
complaining, as communication style,
258
conflict, 9, 108
between departments, 78
between employees, 160–162
interpersonal, see people problems
negative judging and, 102–103
constructive feedback, 185
see also redirective feedback
context, providing for questions, 85
‘‘controlling’’ example of judging,
119–121
corporate culture, and delegating, 232
corrective feedback, 185
see also redirective feedback
credibility of manager
building, 172–173
questioning techniques and, 83
critical path diagram, 78
decision-making process
including others, 173
questions for, 96–98
delegating
benefits of, 223–225
challenges, 228–229
deciding on tasks for, 234–236
DREAM process, 233–234
employee refusal of assignment,
229–231
excessive by boss, 236–238
hallway or process, 231–233
increasing collaboration when, 222–223
managers’ reluctance, 225–228
performance expectations and, 42–43
timing, 221–222
and trust, 221–222
what it is, 220–221
desk barriers, 257–258 direct reports benefits of delegating, 225 feedback from, 193–194 friends as, 138–140 going around you to boss, 146–148 lateness by good performers, 151–152 personal activities on work time, 149–151
problems with, 143–152 task completion issues, 148–149
see also coaching
directive coaching, 210 discovery coaching, 210 diversity in workforce, 261 downsizing, 238
effects of, 134 DREAM process for delegating, 233–234 Drucker, Peter, 138, 265
e-mail avoiding for feedback, 181, 192 for meeting agenda distribution, 163
to share expectations, 56–57
‘‘employee milks assignment’’ example of judging, 123–124
employees coaching benefits for, 207–208 conflict between, 160–162 decision options for task completion, 51–52
and delegating, 228 environment for, 252–253 gaining acceptance of change, 155–156 help for communication problems, 156–162
refusal of delegated assignment, 229–231
relationships with boss, 251–252 task ownership, 50
treatment of, 183
see also direct reports; feedback
end results, vs process, 51–52 expectations, 2, 261
across organization, 57
of boss, 165 communication problems from unmet, 57–63
connecting to feedback, 178–180 for delegated task, 234
e-mailing, 56–57 and feedback, 176, 192–193 follow-up on, 41
Trang 10how much to say, 52–56
impact of unclear, 23–26, 47–48
importance of, 63–64
linking with delegating, feedback and
coaching, 42–43
listening and, 241
meeting with boss on, 40–41
model for setting, 26–30
purpose of clear, 22–23
for remote workers, 153
setting, 77–79
setting turborcharged for staff, 42
stating, and partnering, 55–56
stating for performance, 45–46, 49–51
of supervisor, clarifying, 33–34, 40–41
unmet, 105
unrealistic, and feedback absence,
177–178
see also job expectations
expectations communication, 20, 21–22
importance of, 44–45
experience, supervising someone with
more, 145–146
exploring coaching, 210
eye contact, 241
face-to-face communication, lack of,
152–153
facts
closed questions to learn, 90–92
examining, vs judging, 106–107
gathering, 200, 202
familiarity, 130–131
favoritism, former peer management and,
141
favors, delegating and, 222–223
feedback, 23, 27, 77–79, 165
absence, and unrealistic expectations,
177–178
benefits, 192–193
vs coaching, 199–204
collaborative conversation and, 171
definition of term, 175–176
expectations and, 178–180
from former peers, 141
guidelines, 181–182
impact of absence, 190–191
inviting and receiving, 193–194
noncollaborative, 191–192
performance expectations and, 42–43
relationship to coaching, 199
timing of, 176
trust and, 17
word choice in, 125–126
see also positive reinforcement
feed-back; redirective feedback first-time manager, communication is-sues, 271–278
follow-up by management, lack of, 61–62 friends, supervising, 136, 138–140 friendship, 4
Gallup Management Journal, 251–252
generational differences and coaching, 204–205
in communication, 156–157 globalization, 261
goals, 265–266
in coaching, 200 personal vs organization, 7 shared with boss, 162 Goins, Cynthia, 26, 29, 31, 178–180 Goldberg, Irene, 257–258
groups, leftover problems with new, 154–155
Haas, Bernie, 252–253 hallway delegation, 231–233 Hiring Batting Average (HBA), 29 hiring practices, 27, 54
‘‘hostile’’ example of judging, 121–122 hostile work environment, 161–162 Human Resources (HR) department, 163, 231
in-person contact, absence of, 131–132 influence, 262–263
information delivery, lack of clarity in, 58 interdepartmental communication, 10 interpersonal conflict
negative judging and, 102–103
see also people problems
intuition, 259–260
in delegating, 222 role of, 68 job descriptions, 21, 141, 266–268 job expectations
goals, 265–266 performance standards, 268–270 judging
with body language, 126–128 dislike of, 106–107
negative, 102–103 typical, 103–106 untangling, 108–109