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Chapter12_9thEd1.pptxChapter 12
Skills for Developing Others
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Lecture Script 6-1
Chapter Outline
Introduction
Setting goals
Providing constructive feedback
Team building for work teams
Building high-performance teams: the rocket model
Delegating
Coaching
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Characteristics of Goals
Goals should be:
Specific
Observable
Attainable
Challenging
Supported by actual commitment
Followed by feedback
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Providing Constructive Feedback, 1
Constructive feedback helps foster growth, and supervisory feedback can aid in building morale
Development of good feedback skills is an outgrowth of developing good communication, listening, and assertiveness skills
Provider must:
Be clear about the purpose
Choose an appropriate context and medium for giving feedback
Send proper nonverbal signals
Try to detect emotional signals from the recipient
Be somewhat assertive in providing feedback
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Providing Constructive Feedback, 2
Components of feedback skills
Knowledge component: Knowing when, where, and what feedback is to be given
Behavioral component: Concerns how feedback actually is delivered
Good feedback is specific, descriptive, direct, and helpful
Evaluative component
Leaders can improve their feedback skills by:
Making sure their feedback is helpful
Being direct, specific, and descriptive
Being timely and flexible
Providing positive as well as negative feedback
Avoiding blame or embarrassment
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Team Building for Work Teams, 1
Team-building interventions, at the team level, may help members understand why they struggle to achieve team objectives and can suggest coping strategies for an intolerable situation
Do not remove the root causes of team problems
Many organizations make top-down efforts to correct team-building problems
Other organizations are committed to teamwork and are willing to change structures and systems to support it but are not committed to the “bottom-up” work that is required
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Figure 12.1: A Rationale for Individual, Interpersonal, Team, and Organizational Training
Jump to Figure 12.1: A Rationale for Individual, Interpersonal, Team, and Organizational Training, Appendix
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Team Building for Work Teams, 2
A successful intervention at the team level should:
Raise awareness about how teams really work
Use diagnostic, instrument-based feedback so team members can have a valid map of where they and their teammates are currently located
Provide a practice field for each intervention so team members can test their new behaviors in a risk-free, protected environment
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Building High-Performance Teams: The Rocket Model, 1
Prescriptive model for building high-performing teams
Tells leaders what steps to take and when to take them when building new teams
Used as a diagnostic tool
Helps determine where existing teams are weak and what needs to be done to get them back on track
Based on extensive research with hundreds of teams in the healthcare, education, retail, manufacturing, service, software, telecommunications, energy, and financial service industries
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Figure 12.2: Building High-Performance Teams: The Rocket Model
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Building High-Performance Teams: The Rocket Model, 2
Context through morale components describe the “how” of team building
Tell team leaders what they specifically need to do to improve team mission, norms, and so forth
Results component describes the “what” of team building
Shows what the team actually accomplished
High-performing teams get superior results because they have attended to the other seven components
Teams achieving suboptimal results can improve their performance by focusing on problematic components of the Rocket Model
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Figure 12.3: Team Assessment Results for a Dysfunctional Construction Leadership Team
Jump to Figure 12.3: Team Assessment Results for a Dysfunctional Construction Leadership Team , Appendix
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Figure 12.4: Team Assessment Results for a High-Performing Leadership Development Team
Jump to Figure 12.4: Team Assessment Results for a High-Performing Leadership Development Team , Appendix
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Delegating
Gives the responsibility for decisions to those individuals most likely to be affected by or to implement the decision
Concerned with autonomy, responsibility, and follower development than with participation
Research has shown that:
Leaders who delegate authority more frequently often have higher-performing businesses
Followers are not necessarily happier when their leaders frequently delegate tasks
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Why Delegating Is Important
Frees time for the leader to perform other activities
Develops followers by providing them with practical experience in a controlled fashion
Strengthens the organization by signaling that subordinates are trusted and their development is important, which increases job satisfaction levels
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Common Reasons for Avoiding Delegation
Takes leaders too much time in the short run, although it saves time in the long run
Risky because it reduces the leader’s direct control over work that would affect his or her reputation
Leaders fear the job will not be done properly
Leaders may resist delegating tasks that are a source of power or prestige
Leaders may feel guilty about delegating because people are already too busy
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Principles of Effective Delegation
Decide what to delegate
Decide whom to delegate to
Make the assignment clear and specific
Assign an objective, not a procedure
Allow for autonomy while monitoring performance
Give credit, but do not blame
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Peterson and Hicks’ Model of Coaching, 1
Process of equipping people with the tools, knowledge, and opportunities they need to develop themselves and become more successful
Good coaches:
Orchestrate rather than dictate development
Help followers clarify career goals
Identify and prioritize development needs
Create and stick to development plans
Create environments that support learning and coaching
Have well-developed skills, determine where a follower is in the coaching process, and intervene as appropriate
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Peterson and Hicks’ Model of Coaching, 2
Model works particularly well for high performers
Steps of coaching
Forging a partnership built on mutual trust and respect with a follower
Inspiring commitment by conducting a GAPS analysis
Growing skills by creating development and coaching plans
Promoting persistence by helping followers stick to their plans
Transferring skills by creating a learning environment
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Development Plan Checklist
| Checklist |
| Objectives: One-year career objective identified? No more than a total of two or three development goals? Areas in which the employee is motivated and committed to change and develop? |
| Criteria for success: Is the new behavior clearly described? Can the behavior be measured or observed? |
| Action steps: Specific, attainable, and measurable steps? Mostly on-the-job activities? Includes a variety of types of activities? Are activities divided into small, doable steps? |
| Seek feedback and support: Involvement of a variety of others? Includes requests for management support? Are reassessment dates realistic? |
| Stretch assignments: Do the stretch assignments relate to the employee’s career objectives? |
| Resources: Uses a variety of books, seminars, and other resources? |
| Reflect with a partner: Includes periodic reviews of learning? |
Source: G. J. Curphy, The Leadership Development Process Manual (Minneapolis, MN: Personnel Decisions International, 1998).
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Coaching: Concluding Comments
Coaching takes little additional time
Good coaches are equally versatile at all five steps of coaching
Leaders need to assess and develop coaching skills
Coaching is a dynamic process
Good coaches assess where followers are in the coaching process and intervene appropriately
Good leaders are those who create successors, and coaching may be the best way to make this happen
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Summary
Goals should be specific and observable, attainable and challenging, based on top-to-bottom commitment, and designed to provide feedback
Getting helpful feedback is essential to a subordinate’s performance and development
Team-building interventions may help members understand why they face difficulty in achieving team objectives
Essence of leadership is achieving goals through others, not trying to accomplish them by oneself
Leaders who commit to the five steps of informal coaching will both create learning organizations and help to raise development to a new level
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Appendices
Figure 12.1: A Rationale for Individual, Interpersonal, Team, and Organizational Training, Appendix
The figure shows four boxes that are placed one below the other to denote levels. Ladders are used on the left side of each box to denote upward movement to the next level. Stop signs and downward arrows on the right side of each box denote obstruction of movement to the next level. Starting from the bottom, the first box is labeled individual: what do I bring to and need from the group. The second box is labeled interpersonal: what do you bring to and need from the group? The third box is labeled team: what will we do? The fourth box is labeled organization: how will we organize and create. The figure shows that when a team member accepts his or her team, he or she moves above the first level and gains trust. Gaining trust helps team members move above the second level to provide spontaneous feedback. This helps team members move above the third level, which leads to productivity and creativity. Productivity and creativity help team members move above the fourth level to establish synergy. If team members do not manage to build trust in the first level, it leads to fear and mistrust. If team members do not provide spontaneous feedback in the second level, it leads to caution and political façade. If team members do not improve productivity and creativity in the third level, it leads to competition and apathy. If team members do not establish synergy in the fourth level, it leads to dependence or counter dependence.
Jump Back to Figure 12.1: A Rationale for Individual, Interpersonal, Team, and Organizational Training
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Figure 12.2: Building High-Performance Teams: The Rocket Model, Appendix
Labels on either side of the rocket are labeled context. The body of the rocket comprises six blocks arranged in two rows. Starting from the bottom, the blocks in the first row are labeled mission and talent, the blocks in the second row are labeled norms and buy-in, and the blocks in the third row are labeled power and morale. The nose of the rocket is labeled results.
Jump Back to Figure 12.2: Building High-Performance Teams: The Rocket Model
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Figure 12.3: Team Assessment Results for a Dysfunctional Construction Leadership Team, Appendix
Parts of the rocket model have been labeled along with the assessment results. Labels on either side of the rocket read context, 3.4. The body of the rocket is divided into seven parts. Starting from the bottom, the scores are mission, 3.6; talent, 2.9; norms, 2.8; buy-in, 3.3; power, 3.2; morale, 3.1; and results, 3.3.
Jump Back to Figure 12.3: Team Assessment Results for a Dysfunctional Construction Leadership Team
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Figure 12.4: Team Assessment Results for a High-Performing Leadership Development Team, Appendix
Parts of the rocket model have been labeled along with the assessment results. Labels on either side of the rocket read context, 4.5. The body of the rocket is divided into seven parts. Starting from the bottom, the scores are mission, 4.7; talent, 4.0; norms, 4.4; buy-in, 4.4; power, 4.3; morale, 4.5; and results, 4.7.
Jump Back to Figure 12.4: Team Assessment Results for a High-Performing Leadership Development Team
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