The Communication Problem Solver 30 pot

A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS contributor role working alongside their peers. They are also expected to assume the role of manager of these current peers. In addition to time- management challenges that arise, dual roles are difficult to handle for both the new manager and the direct reports because the roles are blurred. It is unclear when the manager wears the peer hat and when she wears the manager hat. When you are given the new management duties, the first thing to do is to meet with your manager. Do you have a title and/or grade-level change? How and when will your manager announce your new role to the team? Get clarity on your manager’s expectations and your level of authority for each of your responsibilities. What percent of your time is to be spent on these new managerial responsibilities? What are your manager’s suggestions for making the new arrangement work well for the team? Who is responsible for evaluating performance of your team- mates—you or your manager? Set a plan with your new manager. Be sure you and your boss are clear on his expectations of you. How to Strike a Balance Between Functioning as a Manager and as an Individual Contributor 1. Issues: > Time management. > Defining roles and expectations—confusion about separating roles. > Prioritization (individual versus team needs). > Friction with teammates and managing friends (see Chapter 7). > How to get teammates to do the work without micromanaging. > Defining boundaries of delegation. 2. Action Steps: > Clearly define goals and objectives and job responsibilities for self and for reports. Ask for clarification from your manager and com- municate that to your entire team. Ask your boss to make the formal announcement of your new role. 272— A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS > Identify all tasks for each role. Classify tasks based on individual, team, and organizational needs. Prioritize each task. > Evaluate all the work processes. Streamline processes and work- flow with input from peers. > Acknowledge the new role to the team and ask for their input on how to make the new relationships and work assignments work for everyone. Redefine roles if necessary. > Adapt to the demands of each team members’ needs. > Schedule one-on-one meetings with peers to discuss how you will handle the dual role. Set expectations with your direct reports. > Assign equal or greater priority to new management role while continuing in individual role. Allow time as necessary to be acces- sible to your team. > Discuss the change with peers. Understand and address your peers’ feelings. Accommodate their needs as much as possible. > Lead from the front—pull the team, rather than push them. Con- tribute as part of the team in the new managerial role—not aloof and not apart. > Assign work and follow up to ensure it gets done. If workload is unrealistic, clarify what your team is able to accomplish. You may need to reset your boss’s expectations or request resources. > Define the need to hire an individual contributor to fill your old position, if necessary. Present detailed workload information to your boss and prioritize. > Clearly define your new role and transition your former roles over to someone else or distribute them among several others. Learn to delegate and trust (define authority level for tasks). Train team members to pick up some of your previous tasks. Don’t take back the assignment once delegated. > Know your direct reports’ strengths and work preferences. > Plan for the future. How to Handle a Problem Managing a Peer with Greater Seniority and Experience 1. Issues: > Peer doesn’t meet established deadlines. > Peer resets already established priorities. —273 A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS > Peer’s general performance level has decreased. The quality of her work is lower. For example, she deviated from the standard operating procedures and that led to poor software installation. The result was higher cost. > Peer goes over the manager’s head to higher-level management. 2. Action Steps: > Gain your manager’s support for the priorities and deadlines. Clarify that he agrees with your plan to meet with the nonper- forming direct report. > Hold face-to-face meeting. Clarify goals and rules. Emphasize the priorities and deadlines and why they are important. Compare expectations to observed performance to recue the gap issues. > Discuss how to better capitalize on the peer’s experience. Does she need more independence or more challenging tasks? > Discuss what the peer will do from here on in to meet agreed expectations. What help does she need? State consequences of not meeting priorities and deadlines. > Tell your manager your plan and ask him to send the peer back to you if she goes over your head again. Gain your manager’s sup- port for the priorities and deadlines. Time Management (Balancing Time for Direct Reports and Managerial Work) 1. Issue: How to prevent people problems by organizing your time to do both jobs. 2. Action Steps: > Organize time for managerial work. • Plan and schedule your work. • Review your progress daily and plan the next day. • Close the door occasionally, or specify a ‘‘quiet hour.’’ • Set time in morning and afternoon for dialogue. • Manage your boss’s expectations. > Organize time for direct reports. • Have a weekly or biweekly pulse check one-on-one meeting 274— A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS with direct reports. Each person saves up nonurgent items for the meetings. • When delegating, communicate performance standards, objec- tives, timelines, and checkpoints. • Ensure direct reports understand what to do. • Assign nonurgent work direct reports can do when they have downtime. • Expect that newer employees or lower-performing employees will require more feedback and coaching time. • Understand each person’s strengths, limitations, and talents. Transition to Being a Manager Transitioning to a management role is an exciting challenge. It offers opportunities for growth and development of communication skills. Your skills now need to be broader and deeper. There will be roles and tasks you will need to let go of. What a first-time manager lets go of when ceasing to be an individual contributor depends on the situation. Be sure to clarify your specific responsibilities and levels of authority (see Chap- ter 2, ‘‘Setting Expectations with Turbocharged Clarity’’). It is important to know precisely what your boss expects. Most managers also do indi- vidual work, although at a higher level. If you are still expected to do some detailed technical work, you need to clarify to what extent. In gen- eral, here are some things to consider as you move forward. Transitioning from an Individual Contributor to a Manager Role 1. Issue: Changing roles from doing the work to managing the indi- vidual contributors. 2. Action Steps: > Define new roles for yourself and your direct reports. Get buy-in from your manager. Find out your manager’s expectations and set expectations for your staff. Adapt and adjust. > Clearly communicate your expectations to staff and ask them to clarify their understanding. —275 A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS > Set up a transition plan for delegating work. Execute and monitor the plan. > Communicate continually with your manager and direct reports. Be approachable so staff feel comfortable approaching you (what is important is that they perceive an open door, not just that you tell them you have an open door). Be inclusive and understanding so direct reports are able to ask questions. Demonstrate your in- tention to preserve relationships and help them succeed on the job. > Behave as you would have other staff behave. The manager is a mirror, so the behaviors you demonstrate are the behaviors you are likely to see in your staff (honesty, consistency, meeting dead- lines, keeping commitments, listening, not judging, not gossip- ing, and being positive). > Act confident in your own abilities so the employees will be con- fident in your ability to steer the group. > Know your information before you explain to staff. Be consistent in decisions. > Continually develop expertise in your job. Grow skills and learn as much as you can. > Possibly let go of some aspects of your individual contributor role that you enjoyed. This is your decision, based on the needs of your new management role. Some managers find they need to let go of their perception of self as a technical expert, certain friend- ships, detail work, projects and tasks, gossip, and avoiding people they didn’t like to work with. These depend on the situation and people involved. How to Prove Capable in a New Role 1. Issue: Want to be capable and viewed by others as a capable man- ager. 2. Action Steps: > Continue learning the new job quickly. > Attend management training programs as soon as possible. > Read management books and articles ASAP. > Find a mentor inside or outside the organization. 276— A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS > Develop a plan with your boss to increase your skills. Ask for coaching. > Make new peer relationships with other managers. > Read everything you can find on the subject of your new job to be fully competent in the industry and functional areas. > Demonstrate confidence and knowledge. > Make decisions and trust yourself. If you make mistakes, ac- knowledge them and try a new tactic. > Manage the relationships with your direct reports, your manager, and your new peers, and maintain previous relationships. > Treat each person with respect, listen thoroughly, and communi- cate well. > Resist the temptation to make changes right away. How to Get Comfortable Managing People 1. Issue: New management role is uncomfortable because of the people aspects of the job. 2. Action Steps: > Talk to your manager and get a comprehensive understanding of job requirements and level of authority for each. Get advice. Role- play feedback and coaching situations with your manager. > Develop a thorough knowledge of direct reports’ responsibilities and levels of authority. Be completely familiar with their job de- scriptions. > Get complete knowledge of all company policies, standard opera- ting procedures, workflow and processes, legalities, safety proce- dures, and HR requirements. > Ask HR what support is available for new managers. Learn how delegation, feedback, coaching, performance evaluations, and counseling are done in your organization. > Go to management classes. Read communication and manage- ment books and periodicals. > Set and meet goals for your group. Assign tasks and follow- through decisively. —277 A PPENDIX B: C OMMUNICATION I SSUES U NIQUE TO F IRST -T IME M ANAGERS > Take communication training courses to develop knowledge of how to talk to direct reports, give feedback, and coach. > Know your direct reports and their work backgrounds and full range of expertise. > Develop direct reports’ skills and knowledge through appropriate assignments. Give direct reports opportunities for visibility. Coach them to help them succeed. > Give positive and redirective feedback regularly. > Hold team meetings to cross-fertilize the ideas, goals, and accom- plishments of the entire group. This also builds camaraderie and teamwork. > Get a mentor and new peers who are managers. > Keep a professional journal of what works and what you need to rethink and improve. 278— Index absence, communicating with, 13–14 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 —279 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 I NDEX communication (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, 220–221 280— 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 I NDEX how 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 —281 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 [...]... management treatment, 14 standardized process, 71 status reports, 165 to maximize communication, 77 stress feedback and, 176 and people problems, 134 subordinates, see direct reports; employees suggestions, vs coaching, 210 surprises, and communication problems, 10–12 tasks employee ownership of, 50 problems completing, 148–149 when there is only one way to complete, 51 team training meetings, behavioral questions... five-step process, 183–185 priorities, 135 clarifying, 58–59 project management and, 75 problem- solving, questions for, 96–98 process for asking coaching, 214–216 and collaborative conversation, 170–171 and communication, 70–72 for delegating, 231–233 for solving people problems, 135–136 standardized, 71 standardized for communication, 77–79 see also workflow process process for untangling judgments, 108–109... see also boss mathematics, 67–68 meeting with boss, for communicating expectations, 40–41 meetings, 54 for optimizing communication, 76–77 scheduling with remote workers, 153 milestone reporting, 234 miscommunication, preventing, 135 mistakes, manager’s response to, 177 282— ‘‘negative feedback,’’ 186 negative judging, 102–103 new employees, orientation, 27–28 new groups, leftover problems with, 154–155... first-time managers, 274–275 timing of information flow, 61 management, 61 togetherness absence of, 131–132 problems from too much, 130 131 Torchiana, William C., 256–257 Torok, Scott, 244 training, in meeting participation, 76 trust, 2, 62 building, 172–173 in coaching, 201 and delegating, 221–222, 225 and feedback, 17 power of, 30 31 unclear expectations, impact of, 47–48 upper management, support from,... process and communication, 70–72 workflow process, 66 definition of term, 72 example, 72–73 management, 75–77 working virtually, 152–153 workload levels, 237–238 worksheets, Clarifying Expectations, 35–40 NANNETTE RUNDLE CARROLL is a popular speaker, management trainer, and communications consultant She is also a top-rated faculty member with the American Management Association She lives in the San Francisco... behavioral questions, 92–94 closed questions, 90–92 open questions, 86–90 situational questions, 94–96 questioning techniques, 81–100 in asking coaching, 211 barrage or communication, 85 benefits, 83–84 to prevent and solve people problems, 98–100 for problem- solving and decisionmaking processes, 96–98 purpose of, 81–82 when listening, 242–243 Rankin, Rob, 53–55 redirective feedback, 175, 180–181, 185–186 direct... expectations and, 55–56 partnership behaviors, 171–172 Paulin, Kenneth W., 55–56 peers with greater seniority and experience, 273–274 managing, 272 managing former, 136, 140–143 people problems causes, 130 135 defining, 129– 130 preventing, 135 questioning to prevent and solve, 98–100 solution process, 135–136 solution process, examples, 137–166 typical examples, 136–137 performance absence of redirective... 241, 245–246 with person who wanted your job, 143–144 personal at work, 16 and process, 67 questioning techniques and, 83 types, 4–6 working, 3–4 remote workers, 152–153 delegating to, 228 requests of other groups, 134 research, 84–85 resources for delegated task, 233 response, to someone you don’t like, 18 responsibilities, 360-degree view of, 31–33 Ritz, H Pat, 10 roles of first-time managers, 271–272... is, 101–102 word choice in, 124–126 judgmental attitude, 18 kindness, 253–254 Koehler-Pentacoff, Elizabeth, 103 labeling, 101 see also judging ‘‘lame duck’’ example of judging, 116–118 language, use in communication, 247–249 lateness by good performers, 151–152 laughing moments, 14–16 Lawrence, Sharon, 259 ‘‘lazy’’ example of judging, 110–112 Leadership Performance Report Cards, 29 listening, 85 clarifying . 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. 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. 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