Middle Management Development
4-6 May 2010
www.stir.ac.uk
Welcome
Simon Smith
University of Stirling
Adrian
Egglestone
University West of Scotland
Caroline
Baynham
University West of Scotland
Finding your own direction

MMD ‘traffic lights’ action
plan framework






STOP doing this...
START doing this...
Think about…?
an opportunity for honest
self-reflection
capture any thoughts as
they occur
ideas for realistic actions to
take away
Middle Management Development 2010
Introductions
Course Expectations
 think about what you want to
achieve over the next 2.5 days...
 if the MMD course was a journey,
what would be the signposts
you’d like to see along the way ?
 what would the landscape look
like ?
 create a team map to illustrate
the places you’d like to visit
Learning Outcomes
• Provide some reflection on a changing Higher
Education environment
• Develop your team working skills, and an
understanding of your personal style
• Enhance your ability to operate as a manager
• Broaden your experience through networking
• Progress your own personal and professional
development plans
Issues Facing Higher
Education
Steve Burt
Deputy Principal (Strategy & Resources)
Middle Management Development Programme
4 May 2010
The Changing Environment
•
“the modern-day manager’s mantra that we live in times of great and
constant change”
•
“we perceive our environment to be in constant flux because we only notice
the things that do change”
•
“the world continues to move ahead in small steps, punctuated by the
occasional big one – just as it always has”
Huy & Mintzberg (2003)
Stakeholder Groups
Scottish Government
Scottish
Funding Council
Stakeholders
Other Providers
Student Market(s)
Society
& Organisations
Resource Base
Scottish Government
•
Funding Priorities
•
•
•
•
•
Attitudes towards
•
•
•
•
•
•
independent review & spending review
impact of “emergency budget” post Westminster elections
inevitable cuts in public spending
Government funded students – nursing, education, social work
student fees (and funding) – Browne review in England
direction of HE – sector & skills agenda
FE/HE relationship
four year degrees
number of universities
Election(s) Approaching
Funding Council
•
New Horizon
•
•
•
Relationships
•
•
•
7th sector & light touch – what has this meant ?
General Fund v Horizon Fund (88.5:11.5)
with Scottish Government
with Universities Scotland
Resourcing
•
•
General Fund
• UTR – value, control (consolidation & tolerance), banding
• REG – value, revision\updating, timing
Horizon Fund
•
“effective institutions” (previously “sector wide capacity”)
•
part-time & widening access premia under review
Student Market(s)
•
“Traditional” Students
•
domestic market(s)
•
•
•
demographic downturn coming
expectations and demands (contacts hours, feedback,
flexibility)
international market(s)
•
•
•
long term sustainability
exchange rates\costs
• host or home market delivery
• home and other international market competition
visa systems & entry requirements
Student Market(s)
•
CPD Students
•
•
Student Expectations
•
•
•
students as customers
information search/digestion – student to student
Policy Actions
•
•
•
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economic climate & perceived “value” of CPD
quality assurance/enhancement
degree classifications
programme information
Employability
Society & Organisations
•
Research Agenda
•
•
•
•
research for all or a few institutions
sustainability of dual support system
REG and REF
• timing, composition (“impact”), conduct (citations),
funding availability & disciplinary weightings
Grant Funding
•
•
research councils
• projects v programmes
• success rates falling
• doctoral studentships
other sources
• FEC recovery & ability to fund in recession
Other Providers
•
Intra-University Competition
•
•
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Alternative Providers
•
•
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collaboration (pooling) v competition
league tables
accreditation (professions etc)
FE provision of HE
private HE providers (Overseas)
Geographical Dimension
•
regional v national v international
Resource Base
•
Staff
•
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Services
•
•
•
pay and pensions
succession in some subject areas
training and career development
performance management
number and type of staff
in house v third party
cost of regulatory compliance
Infrastructure
•
•
•
funding – capital v recurrent
fitness for purpose
energy efficiency
The Future ?
• Is going to be:
• interesting
• different
• challenging
• But it always has been !
Lunch
Leadership and Management
Thinking
Leadership
Transactional Leadership 1930’s to 1970’s
Based on the principles of creating order and maintaining
the “status quo”
Focus on studying first line supervisor
1970s all change
Leadership
Transformational Leadership
New paradigm model of leadership
Peter’s and Waterman’s “In Search of Excellence”
Heroic models dominated 1980s and 1990s
Leadership Boas Shamir 1995
Distant Charismatic leaders
– rhetorical skills
– an ideological orientation, sense of mission
– Persistent and consistent
– Non conforming to social pressure
Close or Nearby leaders
– Sociable
– Open and considerate of others
– Sense of humour
– High level of expertise
– Intelligent
– Setting high standards
Leadership
Toxic Leadership
Jim Collins “Good to Great” 2001
1400 organisations
11 CEO met criteria
1) Unflinching believe that their company
would be the best.
2) Deep personal humility
Leadership
Leadership in the “post heroic” era,
And the concept of engagement
The importance of “nearby” leadership
Leadership Models
• Action Centred Leadership
– What a leader has to do - actions
• Engaging Leadership model
– UK based research, focus on “nearby” manger
Team Exercise
What makes a great leader or manager ?
Leadership skills
Actions leaders need to take
ACHIEVE THE TASK
BUILD THE TEAM
DEVELOP THE INDIVIDUAL
Action Centred Leadership
Achieve the
Task
Build the
Team
Develop
The
Individual
John Adair
Action Centred Leadership
John Adair
Achieve the Task
specifying and agreeing objectives
reviewing progress
allocating resources
focusing effort
evaluating performance
Achieve the
Task
Build the
Team
Develop
The
Individual
Action Centred Leadership
John Adair
Achieve the Task
specifying and agreeing objectives
reviewing progress
allocating resources
focusing effort
evaluating performance
Build the Team
Structure the team
build trust and inspire teamwork
create a team identity
facilitate and support team decisions
deal with conflict positively
make the most of team diversity
expand team capabilities
Achieve the
Task
Build the
Team
Develop
The
Individual
Action Centred Leadership
John Adair
Achieve the Task
specifying and agreeing objectives
reviewing progress
allocating resources
focusing effort
evaluating performance
Build the Team
Structure the team
build trust and inspire teamwork
create a team identity
facilitate and support team decisions
deal with conflict positively
make the most of team diversity
expand team capabilities
Achieve the
Task
Build
the
Team
Develop
the
Individual
Individual Needs
Keep individuals informed
Clarify objectives
Provide coaching and
technical training
Treat each team member as
an individual
Acknowledge differences
Encourage individual to
contribute fully
Action Centred Leadership
John Adair
Achieve the Task
specifying and agreeing objectives
reviewing progress
allocating resources
focusing effort
evaluating performance
Build the Team
Structure the team
build trust and inspire teamwork
create a team identity
facilitate and support team decisions
deal with conflict positively
make the most of team diversity
expand team capabilities
Achieve the
Task
Build
the
Team
Develop
the
Individual
Individual Needs
Keep individuals informed
Clarify objectives
Provide coaching and
technical training
Treat each team member as
an individual
Acknowledge differences
Encourage individual to
contribute fully
ACL Distortions
Task
Task
Task
Team
Individual
Team
Individual
Team
Individual
Action Centred Leadership John Adair
The Engaging Transformational Leadership Questionnaire (TLQ)™
PERSONAL
QUALITIES &
CORE VALUES
Being Honest &
Consistent
Acting with
Integrity
The Engaging Transformational Leadership Questionnaire (TLQ)™
ENGAGING
INDIVIDUALS
Showing Genuine
Concern
Being Accessible
Enabling
Encouraging
Questioning
PERSONAL
QUALITIES & CORE
VALUES
The Engaging Transformational Leadership Questionnaire (TLQ)™
ENGAGING
INDIVIDUALS
ENGAGING THE
ORGANISATION
Supporting a
Developmental Culture
Inspiring Others
Focusing Team Effort
Being Decisive
PERSONAL
QUALITIES & CORE
VALUES
MOVING
FORWARD
TOGETHER
Building Shared Vision
Networking
Resolving Complex Problems
Facilitating Change
Sensitively
The Engaging Transformational Leadership Questionnaire (TLQ)™
ENGAGING
INDIVIDUALS
PERSONAL
QUALITIES & CORE
VALUES
ENGAGING THE
ORGANISATION
MOVING FORWARD
TOGETHER
Building Shared
Vision
Networking
Resolving Complex
Problems
Facilitating Change
Sensitively
The Engaging Transformational Leadership
ENGAGING
INDIVIDUALS
Showing Genuine
Concern
Being Accessible
Enabling
Encouraging
Questioning
PERSONAL
QUALITIES & CORE
VALUES
ENGAGING THE
ORGANISATION
Supporting a Developmental
Culture
Inspiring Others
Focusing Team Effort
Being Decisive
Being Honest &
Consistent
Acting with Integrity
MOVING
FORWARD
TOGETHER
Building Shared Vision
Networking
Resolving Complex Problems
Facilitating Change
Sensitively
Leadership Style
• Focus on what leaders do.
• Importance of context
– Organisational or role demands
– Experience of individuals
– Commitment of individuals
– Nature of the task
• Style Flexibility
Tannenbaum and Schmidt’s Continuum
Managerial Styles
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a manager can have a significant impact on employee
motivation & performance
you as a manager create the team climate in which
individuals operate
your style of interaction will determine how your staff
respond to you
...but how aware are you of your preferred ‘management
style’ ?
please complete this short Hay MSW questionnaire (36
items)
...then total your responses for columns A-F
Managerial Styles
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Hay MSW measures your
perception of how you manage
in terms of 6 styles
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Coercive
Authoritative
Affiliative
Democratic
Pacesetting
Coaching
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Scoring the MSW
Exercise 1: Managerial Style,
pages 4-5
Exercise 2: Your situation
demand, pages 6-7
Interpreting your profiles
Complete grid on page 9
* Based on a sample of 16,916
managers from 16 industries
Coercive
“Just do it the way I tell you to”
• Primary objective is
immediate compliance
• Very controlling, directive
style
• Focuses on what is being
done wrong
• Motivates by stating
consequences of noncompliance
Most effective: Crisis
situations, problem
staff, compliance
matters
Least effective: self
motivated staff, with
complex tasks, or as a
long term strategy
Authoritative
“Let me tell you where we’re going as a team”
• Primary objective is long
term direction and vision
• Concerned with how,
what and why
• Solicits team members’
perspectives on a vision
without losing authority
• Uses balanced feedback
to enhance motivation
Most effective: in times of
change, with new team
members, when manager
is perceived to be expert
or source of authority
Lease effective: with very
knowledgeable staff,
when trying to promote
self-managed teams
Affiliative
“People first, task second”
• Primary objective:
creating harmony
• Promotes friendly
atmosphere in team
• Less results driven, more
emotionally tuned
• Thrives on + feedback,
avoids confrontation
Most Effective: with routine
tasks where
team is performing okay,
dealing with personal issues,
getting conflicting groups to
work in harmony
Least effective: performance
issues, in crisis
situations, with taskorientated staff
Democratic
“Let’s decide together”
• Primary objective:
building commitment
and consensus
• Invites team members
to make decisions
• Trusts that team have
capability to develop
appropriate direction
Most Effective: with
competent staff, when
work must be coordinated
together
Lease Effective: In crises,
when staff not
competent or lack crucial
information
Pacesetting
“If you can’t do it right ,I’ll do it myself”
• Primary objective:
accomplishing tasks to a
high standard
• Leads by example
• Has high standards and
no time for poor
performance
• Reluctant to delegate,
works individually
Most effective: when
staff also pacesetters,
with poor performers
who are not improving
Least effective: when
staff want access to
manager for their
development, when
direction of
the team is not clear
Coaching
“What did you learn? What would you do
differently?”
• Primary Objective is
long term development
of team members
• Helps I.D. strengths and
weaknesses
• Uses listening and
questioning to help
staff to solve their own
work problems
Most effective: with
motivated staff who are
interested in development,
when initiative required to
solve problems
Least required: with new
staff or staff who do not
have direction, in crisis
situations
Impact of Hays Managerial Styles
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Leaders who have mastered 4 or more styles create
the best business performance
The most effective leaders can switch flexibly between
leadership styles in response to the situation
Authoritative, Affiliative, Democratic & Coaching
styles have a positive impact on organisational climate
Coercive & Pacesetting can have a negative impact on
the working environment
Source: Goleman, D (2000) ‘Leadership that gets results’, Harvard
Business Review
Group Discussion
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do you agree with your
own individual profiles ?
any surprises within the
group ?
how flexible are you at
varying your style in
situations ?
what are the styles that
typify your organisational
culture ?
Coffee
Belbin Reports
• Belbin Self Perception Inventory (SPI)
– Preferred Roles
– Manageable Roles
– Least Preferred Roles
• Any surprises?
• What is the distribution within your
group?
Johari Window
Disclosure
Feedback
PUBLIC
BLIND
PRIVATE
HIDDEN
Belbin Reports
 SPI only part of the picture
 Belbin feedback reports:

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Assessment Results in rank order
SPI vs Obs pie chart
Counselling Report
Character Profile
Personal Work Style
Belbin Nicknames
RI/SP
SH/CO
ME/SP
PL/TW
PL/SH
RI/ME
TW/SP
SH/ME
ME/CF
TW/CF
PL/ME
IMP/CF
CF/ SP
SH/ TW
IMP/ SP
CO/ME
RI/TW
Butterfly Collector
Boss
Calculator
Hidden Talent
Maverick
Detective
Technical Support
Inquisitor
Corrector
Employee of the month
Brains
Doer
Refiner
Team Captain
Mr/Ms Fix It
Judge
Communicator
CO/TW
ME/IMP
ME/TW
CO/CF
SH/CF
RI/SH
CO/PL
CF/RI
IMP/CO
PL/CF
IMP/ TW
SH/ IMP
SP/ CO
IMP/ RI
PL/RI
SP/ SH
RI/CO
PL/IMP
Counsellor
Planner
Team Conscience
Editor
Pursuer
Dynamo
Navigator
Contractor
Organiser
Sculptor
Conformer
Task Master
Project Leader
Scout
Explorer
Field Marshall
Facilitator
Architect
Belbin Reports
• read your own feedback
reports
• share results of full Belbin
profile:
 Are there any surprises in
the pattern of the
observations ?
 What is the (revised)
distribution of roles within
the group ?
celebrity belbin
SP
CF
IMP
TW
ME
SH
CO
RI
PL
Wallace
(Wallace and
Gromit)
John
Cleese
Lawrence
Lleywyn
Bowen
Michael
Palin
Inspector
Morse
Ian
Hislop
John
Harvey
Jones
Richard
Branson
RI
Ainsley
Harriot
Columbo
Sgt Lewis
Louis
Theroux
Miss
Marple
Ruby
Wax
Tony
Blair
CO
Alan
Titchmarsh
Andrew
Lloyd
Weber
Jeffrey
Archer
Terry
Wogan
Jonathon
Dimbelby
Ken
Clark
SH
Alex
Ferguson
Margaret
Thatcher
Captain
Manwaring
Nelson
Mandela
Jeremy
Paxman
ME
Carol
Vorderman
John
Major
Gromit
Sgt.
Wilson
TW
Jamie Oliver
Gary
Lineker
Carole
Smilie
IMP
Handy Andy
Charlie
Dimnock
CF
Geoffrey
Boycott
Team Activity
• work together to create a
unique team identity
• logo should capture essence of
how you want your team to be
viewed by others this week
• select one team member to
‘model’ their tee-shirt for rest of
group
Team Activity
• work together to create a
unique team identity
• logo should capture essence of
how you want your team to be
viewed by others this week
• select one team member to
‘model’ their tee-shirt for rest of
group
• Be ready to model in 30 minutes
• All materials provided
Team Activity
• And the winner is….
• Belbin Team
Cominations Report
?
Individual Action Planning


MMD ‘traffic lights’
framework
 STOP doing this...
 START doing this...
 Think about…?
take a few minutes to reflect
on today
PLANNING & RESOURCES
Middle Manager Development Course: 5 May 2010
Dr Jim McGeorge
University Secretary, University of Dundee
Session aims
• Presentation
– Brief overview of planning and its challenges
– Introduce some concepts (briefly)
• Project management
• Risk management
• Option appraisal
• Case study exercise
– Planning and resources context
– Continue teamworking
– Reach decisions under pressure
What is planning?
Clarifying the goals you want to
achieve and identifying the actions
required to achieve them’
So it’s about
• Adapting to the environment
• Deciding on priorities and setting objectives
• Meeting those objectives
– In a co-ordinated way
– Using resources efficiently and effectively
• Achieving change and competitive advantage
• Everyone in the organisation
• The process as much as the end product
But it’s not about
•
•
•
•
•
•
Complying with the SFC
Creating blue prints to follow slavishly
Top-down edicts
Leaving it to others
Annual cycles
Doing it because you have to
An approach
• Identify mission and aims
• Analyse current position
–
–
–
–
SWOT or other analysis
Internal and external environments
Supporting data and information
What feedback do you obtain?
• Identify what you want to do and prioritise
• Identify how, who and when
• Implement and monitor progress
Importance of context
• External impacts
– Uncertainty and complexity
– Political, social and economic environments
– How might changes affect us?
– Benchmark data and league tables
• Internal issues
– Qualitative information on ‘health’
– Staff data, student numbers, finance
– How measure service performance?
Key external issues (some!)
• Scottish Government
– Student funding
– Westminster and Holyrood elections
– Future public sector funding
• SFC itself
– Horizon Fund
– Teaching funding review
– 10% cuts over three years..?
Key external issues (some more!)
•
•
•
•
•
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•
•
Outcomes of RAE 2008 and the new REF
Demographic change
Quality assurance and enhancement: ELIR
Collaboration, competition, globalisation
Funding infrastructure
International student markets
National Student Survey
League tables
Links to budgets
• Income
– Inadequate unit of resource
– Focus on diversification
• Expenditure
– Staff and running costs (pensions, utilities etc)
• The challenge of investment in infrastructure
• Plan-led approaches
–
–
–
–
Align decision-making to institutional priorities
Resources follow priorities – incentives
Creates tensions
Implies withdrawal of resource from some
Scenario planning
• Imagining different futures
• Realistic
– Based on internal/external context
• Enables prior thinking
– What would we do if…?
• Encourages flexibility in strategy
• Faster to respond to future change
Risk Management
• Must link effectively to strategies and plans
• Risks associated with what we want to do
– Identify and quantify them
– Assess their likelihood of occurring
– Identify controls (and those responsible)
• Institutional risk appetite
– Residual risk acceptable or need more controls?
Project management
•
•
•
•
•
•
•
•
•
Many sophisticated techniques
Milestones and deadlines
What, by when, by who, how etc
Critical path analysis
Having (and aligning) resources
Importance of teamwork and the right team
Importance of leadership
Applicable to large and small
Many tasks are projects
An approach to decision-making
•
•
•
•
Could do many things, but limited resources
Which best aligned with strategy?
Which might be most successful?
Option appraisal
–
–
–
–
Can help ensure transparency
Can help eliminate bias
Generate options
Assess options against criteria
Assessment criteria (some!)
•
•
•
•
•
•
•
•
•
•
Cheapest?
Highest quality?
Most leverage?
Highest profit?
Best written?
Likely to be popular?
Most straightforward to deliver?
Most strategically relevant?
Highest impact on reputation?
Most attractive to students?
Questions?
Case study
University of Braehead
Groupwork one
•
•
•
•
•
•
•
University of Braehead
Minnie Fortune bequest of £10m
Review academic and administrative profile
Brief SWOT analysis – 15 minutes
Agree assessment criteria - 15 minutes
Report back
(Proposals afterwards)
Groupwork two
• Review each proposal
• Score against assessment criteria
• Prepare 5 minute presentation
• Which option(s) you have chosen
• Why you have chosen them
Coffee
PERFORMANCE MANAGEMENT &
DEVELOPING STAFF
Skills for Reviewers
Exercise
• Think of a manager that you have not enjoyed
working for – what did they do – not do, that made it
an unpleasant experience to work with them?
&
• Think of a manager that you have enjoyed working
for – what did they do and not do that made working
with them enjoyable?
Performance Management
• Staff Need to know from
you
–
–
–
–
–
–
What is my role?
What is expected of me?
What are my priorities?
How am I doing?
Where can I go from here?
How do I get there?
• As a manager you must
– Define the job role
– Specify standards of
performance
– Establish SMART objectives
– Know how to monitor,
measure and give feedback
on performance
– Identify and resource staff
development needs
Performance Management
Appraisals are a management tool which ignores the peculiar character of
the academic world, with its penchant for peer review, collaborative
decision making, the autonomy of the individual scholar, the precedence
for subject over institutional loyalty, and the complexity of measuring
performance.
To many outsiders, however, academia seems content to remain an
unreformed and unaccountable bastion of privilege, out of tune with
other public sector professionals, one in which the penchant for form
filling takes precedence over genuine performance improvement, and in
which underperformance is too frequently tolerated by managers, who
themselves end up underperforming.
Performance Management
‘A process which contributes to the effective
management of individuals and teams in order to
achieve high levels of organisational performance. As
such, it establishes shared understanding about what is
to be achieved and an approach to leading and
developing people which will ensure that it is achieved’.
Armstrong, Michael and Baron, Angela.
Performance management: the new realities
Performance Management
The Dreaded Appraisals
An artificial implant grafted onto the existing order, that adds no value and
involves filling in pointless forms for HR.
A Natural Process of Leading people
A way of managing performance throughout the year
Appropriate for managers who have an open and honest style
Its about providing support, helping people to be clear on their objectives
and taking their development serious.
What is it about?
•
•
•
•
•
•
•
Sharing – expectations, what is expected both way
Interrelationships – improving the quality of relationship
Joint process – done together
Planning – and expressed as objectives, key results
Evidence – objective criteria for success
Developmental – recognises career aspirations
Continuous – not a one-off
Benefits
•
•
•
•
•
•
•
•
Alignment and focus
Fairness and equity
Focus on Development
Enhancing Performance
Preparing for the future
Helps build positive working relationships
Motivational
An opportunity to create a culture
– of constructive feedback and coaching
Colleagues Charter
• Can we agree what it is
you require me to do?
• Can we be clear on what
success looks like?
• Give me feedback
on how I am doing
• Give me the
opportunity to
develop
Performance Management
Planning
Strategic Plan
School/Dept Plan
Individual Activity Plan/Key Results
Individual Objectives
Personal Development Plan
Reviewing
Performance
Supporting
Leading and Coaching
One 2 Ones
Implementing PDP
Review Discussions
Reward Recommendations
Monitor
Performance
Freedom to achieve
Collect feedback
Planning - levels
strategic/operational plans
team objectives
responsibilities (job roles) accountabilities
key result areas (KPIs)
performance standards
SMART Objectives
Performance Management
• Continuing accountability which does not change significantly from one
review period to the next i.e. Maintenance issues...complete the monthly
return . Administrative jobs will have these.
– But do they define the performance standards? i.e ensure the monthly return
is complete accurately and by the last Friday of each month.
• Objectives…describes something that has to be achieved over a period of
time. SMART. Often improvement focused. Need to be agreed.
– Investigate the cost of purchasing a new software package to improve how we
store data
Planning – setting objectives
S
M
A
R
T
specific
measurable
achievable/agreed
realistic
time bound
Complete SMART exercise in pairs
Planning
• As part of the strategic plan your team has been
given a specific objective that will involve all
members of your team working hard over the
next 12 months.
– What process would you follow to achieve your
objective.
• Please discuss in your groups
planning – good practice
• Schedule an objective-setting session with the team
• Identify measures and targets to help you all assess progress
• With each individual agree objectives that are SMART, and
identify any development or support required
• Plan one to one reviews to monitor progress
• Report back at team meetings on progress
• At year end review each individuals performance
• Prepare for your own review
• Celebrate success
Performance Management
Planning
Strategic Plan
School/Dept Plan
Individual Activity Plan/Key Results
Individual Objectives
Personal Development Plan
Supporting
Reviewing
Performance
Leading and Coaching
One 2 Ones
Implementing PDP
Review Discussions
Reward Recommendations
Monitor
Performance
Freedom to achieve
Collect feedback
Performance Management
Planning
Strategic Plan
School/Dept Plan
Individual Activity Plan/Key Results
Individual Objectives
Personal Development Plan
Supporting
Reviewing
Performance
Leading and Coaching
One 2 Ones
Implementing PDP
Review Discussions
Reward Recommendations
Monitor
Performance
Freedom to achieve
Collect feedback
Performance Management
Planning
Strategic Plan
School/Dept Plan
Individual Activity Plan/Key Results
Individual Objectives
Personal Development Plan
Supporting
Reviewing
Performance
Leading and Coaching
One 2 Ones
Implementing PDP
Review Discussions
Reward Recommendations
Monitor
Performance
Freedom to achieve
Collect feedback
Reasons to give Feedback
• Likened to the guidance system on an aeroplane
• Requires constant re-adjustment
• Identifies impact of behaviour
• Where given effectively can be very beneficial to
individual and the University
How to Give Feedback
• Encourage self appraisal – ask them to give examples that
evidence their views
• Focus on their behaviour not personality
• Be helpful rather than critical - talk about “room for
improvement” rather than “what’s gone wrong”.
• Be specific describe actual incidents or behaviour
• Concentrate on areas they can do something about
• Ensure employee completely understands what is expected
of them
Video
Performance Matters
Criticism – 7 golden rules
• Do it quickly, face to face and in private
• Agree the facts
• Ask & listen
• Criticise the action
• Explain why it matters
• Agree a remedy
• End on a compliment
Receiving Feedback
• Don’t be afraid of it – welcome it
• Listen actively
• Don’t start to justify where feedback is for improvement
• Check your understanding
• Remember feedback is about what you do – not who you are
• Where constructive, accept and learn from it – don’t keep
‘chewing the cud’
• Choose how to best use the feedback
• Remember E/F & R =O
Skills
• Listening Skills
• Questioning Skills
• Coaching Skills
Active Listening
• Active Listening
– Gives full attention to speaker
– Notices body language, tone of voice etc
– Clarifies their understanding of what is being said
– Attempts to see from speakers shoes
– Does not interject
– Suspends personal bias, values etc
– Paraphrases and summarises
Question!
What barriers may there be to listening
actively?
Barriers to listening
• Lack of interest
• Our own beliefs and attitudes
• Our reactions to the speaker - what are the personal traits
• Our preconceptions as to how we value the speaker
• The words we hear - jargon, distinctive phrases
• Physical distractions - e.g. too much noise
• Worry, anxiety etc
• Slipping into personal dreams
Types of Question
• Closed
• Open
• Clarifying
• Hypothetical
• Probing
• Reflective
Lunch
COACHING SKILLS FOR
MANAGERS
Aims:
By the end of this session you will;
• Have an understanding of what coaching is and how
it fits with your role as a manager
• You will be able to apply a ‘FAST’ model to your
coaching
• You will have a list of coaching type questions that
you can apply confidently
What is your understanding of the
term ‘coaching’?
Lee
I've been worrying all week about the way the team meeting went last Friday. I know I
made a reasonably good presentation and I was well prepared for the question and
answer session, however, I was amazed when Jean and Peter ganged up on me. They
had a real go at my plans for ….."
Jo (Jo was not at the meeting).
"Something similar happened to me a few months ago."
"I tackled it by ….."
"From my experience it's possible that Jean and Peter were ……"
"I guess the lesson that we both can learn from the experience is ….."
"Can I suggest that you ……"
"Alternatively you might like to consider …...“
On a scale of 1 (low) and 10 (high) how useful is Jo’s style?
Please record the things you like about Jo’s approach
&
The things you think Jo could have done better
Score = 0
• Coaching is about enabling an individual to
find solutions, however Jo’s style is disabling
• Coaching is about creating independence Jo’s
style would cause Lee to become dependant
(on Jo telling him / her what to do)
• Jo should have been finding out more about
Lee’s issues and concerns around this and
then using coaching questions to move
forward.
Coaching: two definitions
“Taking people comfortably from
where they are to where they
want to be”
Insoo Kim Berg and Peter Szabo
“Two people
working together for
the benefit of one – through
increasing awareness so that
they can take action.”
John Leary Joyce
FAST Coaching
• Focussed
• Action oriented
• Solution building
• Timely and time efficient
First Coaching Experience
One person talks about something they would like to change in their life…
Coach A
Offers advice
5 minutes coaching
1 minute debrief
Coach B
Listens in silence
With minimal
interruptions
Coachee
discusses
their issue
Coach C
Asks the person
Questions from
list in worksheet
Listening with Intent
Type A Listening
– Above the water line
– Listening to Understand
Content
Type B Listening
– Unearthing the
information below the
water line
Listening with Intent
Type A Listening
Encouraging
Clarifying
Reflecting back
Summarising
Empathising
Listening with Intent
Type B Listening
Energy level
Beliefs they have about
themselves / situation
Emotions
Values
Body information
Quantum Questions
What?
When?
?
Where?
How?
The Danger of the Question Why?
Defensiveness
Magnification
Solution Focussed Questions
What…
• are you most worried about?
• do you know about patterns you see in what you
enjoy about the project / don’t enjoy about the
project?
• are your strengths?
• would make you feel the project was progressing
satisfactorily?
• else you could try?
• What else, and what else, and what else?
Solution Focussed Questions
How…
• …could you increase your confidence in this area?
• …could you raise your profile with Senior Manager?
• … do you need to develop your management skills?
• … can you validate your assessment?
Solution Focussed Questions
When…
• ….do you feel totally engaged in your work?
• …have you managed to keep your life / work in
balance?
• … will you make time to develop your skill in this
area?
• … are you going to start making contacts outside the
department?
Solution Focussed Questions
Where…
• …in this organisation have you felt most
comfortable working?
• … can you find additional sources of work?
Coaching Practical
» Each person to think of an issue they would
welcome coaching on from a colleague
• Briefly share your issue with your team so that the
coach has time to prepare
• Coach for 20 mins using techniques from the workshop
• 10 mins debrief and feedback from coachee/coach/
observer
• Observer to manage time and use observation sheet
• Coach to capture main learning points on worksheet
Turning round a limiting ‘belief’
PERSONAL LEARNING LOG
What have you learned
from this session?
How does this relate to
your role?
Set yourself 3 action points
for your return to work
Team Building
• experiential learning (putting the theory into practice)
• team roles, working together, problem-solving, handling
change
• five facilitators, five group exercises
• Kolb’s Learning Cycle
• doing, reviewing, concluding, planning/testing, …
• an opportunity to try out roles (Hays and Belbin)
• a chance to give each other feedback and accelerate
towards being a ‘performing’ team
Team Building
Colourblind
3
1
5
2
4
The Bomb
1
4
3
5
2
Reversal
5
3
2
4
1
Co-ordinate
4
2
1
3
5
Keypunch
2
5
4
1
3
teambuilding debriefing
 ‘scores on the doors’
 self-feedback on team processes
 co-operation & communication
 motivation & morale
 roles & responsibilities
 what behaviours/values characterised
your team ?
 were there any individual acts of
leadership ?
Individual Action Planning


MMD ‘traffic lights’
framework
 STOP doing this...
 START doing this...
 Think about…?
take a few minutes to reflect
on today
Managing Change
Martin McCrindle
Director of HR and Organisation Development
University of Stirling
Thoughts…
"There is nothing more difficult to take in hand,
more perilous to conduct, or more uncertain
in its success, than to take the lead in the
introduction of a new order of things."
— Niccolo Machiavelli
The Prince (1532)
“It is not the strongest of the
species that survive, nor the most
intelligent, but the ones most
responsive to change.”
Charles Darwin
“We’re celebrating our 500th
year…we see Industry…as a
transient thing”
Change?
What Change?
Thoughts…
“Faced with the choice between changing one's
mind and proving that there is no need to do
so, almost everyone gets busy on the proof."
— John Kenneth Galbraith
Understanding Change
Morale & Competence
Kubler Ross Change Curve
Shock
Moving on
Numbness
Denial
Acceptance
Fear
Understanding
Anger
Depression
Time
Response to Change
Change factors
•
•
•
•
•
•
•
•
Origin of Change
Reasons/Case for Change
Need for Change
Resource for Change
Resistance to Change
Responsibility for Change
Agents of Change
Symbolic Change
Thoughts…
“If you want to make enemies, try to change
something” (Woodrow Wilson)
Burning Bridges…
Fram
Thoughts…
• "Keep in mind that you cannot control your own future. Your
destiny is not in your hands; it is in the hands of the
irrational consumer and society. The changes in their needs,
desires, and demands will tell you where you must go. All
this means that managers must themselves feel the pulse of
change on a daily, continuous basis.... They should have
intense curiosity, observe events, analyze trends, seek the
clues of change, and translate those clues into
opportunities."
— Michael J. Kami
Cats and Dogs
“Universities and Businesses are different kinds
of organisations.”
“the answer is not to be found in borrowing the
attitudes and methods of the private sector,
but…in finding new ways of reconciling
academic and managerial values.”
Peter West, University Secretary, Strathclyde University, OECD paper, 2005
Change
•
•
•
•
•
The goalposts
The structures
The systems, processes, procedures
The people
Yourself
Productivity differences created by
Job Design – 19%
Increased job satisfaction – 16%
Improved employee welfare – 10%
Research & Development – 8%
Quality Initiatives, New Technology,
Competitive Strategy – 1%
‘Impact of People Management Practices on Business Performance’
CIPD (Sheffield University – London School of Economics) 1998
Thoughts…
"It is my daily mood that makes the weather. I possess
tremendous power to make life miserable or joyous. I can be
a tool of torture or an instrument of inspiration, I can
humiliate or humour, hurt or heal. In all situations, it is my
response that decides whether a crisis is escalated or deescalated, and a person is humanized or de-humanized. If we
treat people as they are, we make them worse. If we treat
people as they ought to be, we help them become what they
are capable of becoming.”
— J. W. Goethe
Motivation and Attitudes at Work
Motivation and Attitudes at Work
What is the difference between play and work?
Fish!
Motivation and Attitudes at Work
• Group Discussion
– What were the key messages for you from the film?
– What influence does your attitude have on your
team?
– What changes could you make for the better
(action planning framework)
individual action planning (1)

MMD ‘traffic lights’
framework







STOP doing this...
START doing this...
Think about…?
reflect on today
review your notes &
observations
define some SMART
objectives
highlight 6 priority
commitments
individual action planning (2)




get together with other
delegates from your own
university
share your 6
Commitments…
identify any obstacles to
success
any opportunities to help
each other ?
course evaluation & close
 thanks for participating !
 complete the MMD evaluation
form
 if you have any follow-up
questions or feedback…
s.a.smith1@stir.ac.uk
01786 466804