It's Okay to Be the Boss: Participant Workbook

IT’S OKAY TO BE THE BOSS

THE MANAGEMENT WORKSHOP PARTICIPANT WORKBOOK

BRUCE TULGAN

Copyright © 2010 by Bruce Tulgan. All Rights Reserved. Published by Pfeiffer An Imprint of Wiley 989 Market Street, San Francisco, CA 94103-1741 www.pfeiffer.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet websites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read. For additional copies/bulk purchases of this book in the U.S. please contact 800-274-4434. Pfeiffer books and products are available through most bookstores. To contact Pfeiffer directly call our Customer Care Department within the U.S. at 800-274-4434, outside the U.S. at 317-572-3985, fax 317-572-4002, or visit www.pfeiffer.com. Pfeiffer also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. ISBN: 978-0-470-40534-5 Acquiring Editor: Lisa Shannon Developmental Editor: Janis Fisher Chan Editor: Rebecca Taff Composition: Leigh McLellan Design Printed in the United States of America Printing 10 9 8 7 6 5 4 3 2 1

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CONTENTS WHAT IS HARD ABOUT MANAGING? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 YOUR OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 WORKSHOP OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 THE BASICS OF MANAGING PEOPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

The Consequences of Under-Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Fight the Under-Management Epidemic: Be a Great Boss! . . . . . . . . . . . . . . . . . .7 Real-World Obstacles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 The Top Seven Management Myths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 BACK-TO-BASICS TECHNIQUE 1 GET IN THE HABIT OF MANAGING EVERY DAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

One-on-One Conversations with the People You Manage . . . . . . . . . . . . . . . . .12 Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 How to Make Time Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Worksheet: Making Time for Managing Every Day . . . . . . . . . . . . . . . . . . . . . .15 BACK-TO-BASICS TECHNIQUE 2 LEARN TO TALK LIKE A PERFORMANCE COACH . . . . . . . . . . . . . . . . . . . . . . . . . . .17

How a Coach Talks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Discussion Questions for Coaching Conversations . . . . . . . . . . . . . . . . . . . . . .19 Coaching Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Questions to Ask During a Coaching Conversation . . . . . . . . . . . . . . . . . . . . .22 For Useful Coaching Conversations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Worksheet: Coaching Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

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BACK-TO-BASICS TECHNIQUE 3 TAKE IT ONE PERSON AT A TIME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Six Questions for Tuning In to Each Person You Manage . . . . . . . . . . . . . . . . . .26 Tuning-In Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Worksheet: Manager’s Landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 BACK-TO-BASICS TECHNIQUE 4 MAKE ACCOUNTABILITY A PROCESS, NOT A SLOGAN . . . . . . . . . . . . . . . . . . . . . . .31

Top Seven Complications to Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Key Actions for Holding People Accountable . . . . . . . . . . . . . . . . . . . . . . . . . .33 Worksheet: Strategies for Holding People Accountable . . . . . . . . . . . . . . . . . . .34 BACK-TO-BASICS TECHNIQUE 5 MAKE EXPECTATIONS CLEAR EVERY STEP OF THE WAY . . . . . . . . . . . . . . . . . . . . . .35

Make Expectations Clear Every Step of the Way . . . . . . . . . . . . . . . . . . . . . . . .36 Turn Best Practices into Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 To Delegate Successfully . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Circles of Empowerment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 BACK-TO-BASICS TECHNIQUE 6 TRACK PERFORMANCE IN WRITING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

To Evaluate Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Reasons for Writing Things Down . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Systems for Tracking Performance in Writing . . . . . . . . . . . . . . . . . . . . . . . . . .44 Describe, Describe, Describe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Worksheet: Tracking Performance in Writing . . . . . . . . . . . . . . . . . . . . . . . . . .46

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BACK-TO-BASICS TECHNIQUE 7 SOLVE SMALL PROBLEMS EARLY BEFORE THEY TURN INTO BIG ONES . . . . . . . . . . .47

Diagnosing Performance Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Worksheet: Diagnosing a Persistent Performance Problem . . . . . . . . . . . . . . . .49 BACK-TO-BASICS TECHNIQUE 8 DO MORE FOR SOME PEOPLE, LESS FOR OTHERS . . . . . . . . . . . . . . . . . . . . . . . . .51

Three Trends in Rewards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Using Rewards as Incentives and Quid Pro Quos . . . . . . . . . . . . . . . . . . . . . . .53 Worksheet: “What Can You Do to Earn That?” . . . . . . . . . . . . . . . . . . . . . . . .54 MANAGER’S CHECKLIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 ACTIONS FOR BECOMING A BETTER BOSS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 WORKSHEET: ACTION PLANNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

Coaching Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 Tuning-In Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Manager’s Landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 “What Can You Do to Earn That?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 ABOUT THE AUTHOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

WHAT’S HARD ABOUT MANAGING? What do you find most challenging about managing people?

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I T ’ S O K AY T O B E T H E B O S S

“If you manage people, you already have management habits that feel right— good habits feel right, and bad habits feel right. The goal today is to figure out whether there is room to improve.”

T H E M A N A G E M E N T WO R K S H O P

YOUR OBJECTIVES What would you like to accomplish in this workshop?

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BE THE BOSS IT’S OKAY TO BE THE BOSS IT’S OKAY T IT’S OKAY TO BE THE BOSS IT’S OKAY TO BE THE BOS 4

I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

WORKSHOP OBJECTIVES WHAT DO YOU WANT TO ACCOMPLISH? WHEN YOU COMPLETE THIS WORKSHOP, YOU WILL BE ABLE TO:

• Explain the importance to yourself, your employees, and your organization of being a strong, highly engaged manager • Describe common obstacles to being an engaged manager, explain which obstacles you can control and how to control them, and describe strategies for working around obstacles you cannot control • Describe eight back-to-basics techniques for helping your employees succeed • Develop an action plan for applying the eight techniques to improve your ability to be a great boss

What do you need from your boss? What can your boss do to help you succeed at your job?

What do you need from your boss? What do you need from y boss? What do you need from your boss? What do you need your boss? What do you need from your boss? What do you from your boss? What do you need from your boss? What do you need from your boss? What do you need from your boss

THE BASICS OF MANAGING PEOPLE

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

THE CONSEQUENCES OF UNDER-MANAGEMENT

• Fires start that should never have started. • Fires get out of control that could have been put out easily. • Resources are squandered. • People go in the wrong direction for days, weeks, and months on end before anyone notices. • Low performers hide out and collect their paychecks. • Mediocre performers convince themselves that they are the high performers. • High performers become frustrated and think about leaving. • Leaders and managers do tasks that should have been delegated to someone else—or they may be delegated to someone else, and then delegated back up to you. • Other:

THE BASICS OF MANAGING PEOPLE

FIGHT THE UNDER-MANAGEMENT EPIDEMIC: BE A GREAT BOSS!

You don’t need permission to . . . 1. Get in the habit of managing every day.

2. Learn to talk like a performance coach.

3. Take it one person at a time.

4. Make accountability a real process, not a slogan.

5. Make expectations clear; tell people what to do and how to do it.

6. Track performance in writing every step of the way.

7. Solve small problems before they turn into big ones.

8. Do more for some people and less for others.

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REAL-WORLD OBSTACLES

What real-world obstacles make it hard for you to be a strong, highly engaged manager?

THE BASICS OF MANAGING PEOPLE

THE TOP SEVEN MANAGEMENT MYTHS MYTH 1: EMPOWERMENT

MYTH 2: FAIRNESS

MYTH 3: JERK BOSS

MYTH 4: CONFRONTATION

MYTH 5: RED TAPE

MYTH 6: NATURAL LEADER

MYTH 7: TIME

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NOTES

BACK-TO-BASICS TECHNIQUE 1 GET IN THE HABIT OF MANAGING EVERY DAY

Managers who are positively convinced that they don’t have any time, spend more time managing them anyone else. They just spend all their management time in crisis mode. If you don’t spend time managing up-front, in advance, before anything goes wrong, you will spend all of your management time solving problems that never should have happened in the first place and doing work that other people should be doing. You don’t have time not to manage.

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ONE-ON-ONE CONVERSATIONS WITH THE PEOPLE YOU MANAGE

Focus on the work— expectations, goals, deadlines, problems.

Ask for concrete details about how things are going

Talk through the work that needs to be done. Ask, “What steps are you going to follow?”

Tell them how to avoid unnecessary pitfalls.

Tell employees what you need from them.

Ask what they need from you.

BACK-TO-BASICS TECHNIQUE 1

GETTING STARTED

Focus on three to five people a day.

Keep the meetings short, no more than fifteen minutes.

Consider having stand-up meetings, with a clipboard in hand for taking notes.

Meet with everyone at least once every two weeks.

If any of your employees work on other shifts, stay late or come in early to meet with them.

If you manage people in different locations, use phone and e-mail regularly when you can’t have oneon-one meetings.

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HOW TO MAKE TIME AVAILABLE. HOW TO MAKE TIME HOW TO MAKE TIME AVAILABLE. HOW TO MAK AVAILA

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HOW TO MAKE TIME AVAILABLE

Make a commitment and stick with it.

Block out the time on your schedule.

Try different schedules, different days and times, and see what works best.

Make appointments with each individual for each one-on-one and keep them.

Endow the time for one-on-ones with the same characteristics as other things you do routinely.

Figure out what information can be communicated at brief team meetings and set up some one-onones after those meetings.

What will you do to make the time available for regular onemeetings with the people you manage? What will you do to the time available for regular one-on-one will you do to make time available for regular one-on-one will you do to make the available for regular one-on-one What you do to make the ti available for regular one-on-one

BACK-TO-BASICS TECHNIQUE 1

WORKSHEET: MAKING TIME FOR MANAGING EVERY DAY

1. What will you do to make the time available for regular one-on-one meetings with the people you manage? • • • •

2. Look at your schedule for the next four weeks and block out an hour a day for one-on-one conversations with your employees. Sunday

Monday 1 2

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KAY

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Thursday

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Friday 5 6

Saturday 6 7

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BACK-TO-BASICS TECHNIQUE 2 LEARN TO TALK LIKE A PERFORMANCE COACH

The best performance coaches talk like teachers—people who care enough about the other person’s success to spend time guiding and directing. They have lots of one-on-one conversations with direct reports about the work, and they break things down, using specific, concrete language that spells things out. A coach . . .

• Tells people what they are supposed to do and how to do it • Helps people build their skills • Monitors performance and gives feedback • Provides encouragement and support • Helps people solve problems NOTES

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

HOW A COACH TALKS NOT THIS (NAMING)

BUT THIS (DESCRIPTION)

You’re working too slowly.

It was due Tuesday at 2:00 and you turned it in Thursday at 3:00.

Your work is too sloppy.

You made serious mistakes in three of the last five orders you processed.

You’ve got a bad attitude.

You’re walking around this place with a grimace on your face and you keep growling at people.

Your work is very professional.

Your last three reports were well written, polished, and turned in on time.

BACK-TO-BASICS TECHNIQUE 2

DISCUSSION QUESTIONS FOR COACHING CONVERSATIONS

How should you approach this person?

What is your goal?

What is your message?

How will you begin the conversation?

How will you get the information on the table?

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What points do you need to make?

What broad performance standards do you want to reinforce?

What concrete next steps do you want to suggest/require?

What kind of follow-up conversation will you schedule? When? Where?

BACK-TO-BASICS TECHNIQUE 2

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COACHING SCRIPT

Make a script with bullet points for what you want to say during the coaching conversation. 1. The beginning: What will you say to get the conversation started?

2. The information: What will you say to get the information on the table?

3. The direction: What will you say to give the person concrete next steps?

4. The timing: When will you have this conversation?

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

QUESTIONS TO ASK DURING A COACHING CONVERSATION

What did you do?

How did you do it?

What are you going to do next?

How are you going to do it?

What steps are you going to follow?

What step are you on now?

How long is that going to take?

BACK-TO-BASICS TECHNIQUE 2

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FOR USEFUL COACHING CONVERSATIONS Step One: Prepare for the conversation in writing. Step Two: Conduct the conversation. Describe performance, break it down, and spell it

out. “Here’s what I know. Tell me what I don’t know. Here’s what I want you to do next.” Set goals and deadlines. Step Three: Follow up, follow up, follow up.

SCRIPT COACHING SCRIPT COACHING SCRIPT COACHI COACHING SCRIPT COACHING SCRIPT COACHING SCR

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WORKSHEET: COACHING SCRIPT

Make a script with bullet points for what you want to say during the coaching conversation. Name (or Code Name): When you will have this conversation: 1. The beginning: What will you say to get the conversation started?

2. The information: What will you say to get the information on the table?

3. The direction: What will you say to give the person concrete next steps?

4. The timing: When will you have this conversation?

TAKE IT ONE PERSON AT A TIME

In what ways do the people you manage differ from one another? What makes it easier for you to manage one, and more challenging to manage another? •

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In what ways do the people you manage differ from one ano What makes it easier for you to manage one, and more to manage another? In what ways do the people you manage d from one another? What makes it easier for you to manage and more challenging to manage another? In what ways do

OSS BACK-TO-BASICS TECHNIQUE 3

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

SIX QUESTIONS FOR TUNING IN TO EACH PERSON YOU MANAGE: WHO is this person at work?

High performer, low performer, or somewhere in the middle? High productivity, low productivity, or somewhere in the middle? High-quality work, low-quality work, or somewhere in the middle? Irritating behaviors that you want him or her to stop? Positive behaviors you want others to emulate?

WHY do you need to manage this person?

What is your goal with this person? Work faster or slower? Improve quality? Stop dotting the i’s and get on with it? Adopt a new behavior?

WHAT should you be saying to this person during a one-on-one?

What do you want the person to focus on between now and the next time you talk?

BACK-TO-BASICS TECHNIQUE 3

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HOW should you talk to this person?

Direct questions? Indirect questions? Send an e-mail first?

WHERE should you talk to this person?

At the person’s desk? At your desk? In a stairwell? In the cafeteria?

WHEN should you talk to this person?

On his or her way in the door? Out the door? During the day? How often should you talk to the person? How much guidance and direction does the person need?

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

TUNING-IN TOOL

Answer these questions about one of the people you manage. Name (or Code Name): WHO is this person at work?

WHY do you need to manage this person? What is your goal with this person?

WHAT should you be saying to this person during a one-on-one?

HOW should you talk to this person?

WHERE should you talk to this person?

WHEN should you talk to this person? How often?

WHO

WHY

WORKSHEET: MANAGER’S LANDSCAPE WHAT

HOW

WHERE

WHEN

BACK-TO-BASICS TECHNIQUE 3 29

BACK-TO-BASICS TECHNIQUE 4 MAKE ACCOUNTABILITY A PROCESS, NOT A SLOGAN

Accountability means: • Having to explain your actions to another person. • Understanding that actions have consequences.

To hold people accountable: • Tell then what you want them to do—spell it out. • Monitor their performance closely and accurately and write things down. • Make sure there are real consequences to meeting or not meeting the expectations.

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TOP SEVEN COMPLICATIONS TO ACCOUNTABILITY

“I’m waiting for so-and-so or such-and-such.”

“Some other work obligations got in the way.”

You’ve been accepting mediocrity for a long time.

You’re a brand-new manager or new to the team.

Some of the people you are managing are your friends.

You don’t have direct authority over someone you manage.

You manage people doing work in areas in which you don’t have knowledge or experience.

BACK-TO-BASICS TECHNIQUE 4

KEY ACTIONS FOR HOLDING PEOPLE ACCOUNTABLE

Get them in the habit of explaining their actions.

Spell out what they are expected to do and make sure they have the resources to do it.

Make sure that people know there will be real consequences to their performance.

Keep the focus on concrete actions that the person can control.

Monitor the person’s performance fairly and accurately.

Put things in writing.

Separate your role as a friend from your role as the boss. If you don’t have direct authority, use influence and persuasion.

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WORKSHEET: STRATEGIES FOR HOLDING PEOPLE ACCOUNTABLE

What strategies will you use to hold someone you manage accountable? Name (or Code Name): Strategies:

BACK-TO-BASICS TECHNIQUE 5 MAKE EXPECTATIONS CLEAR EVERY STEP OF THE WAY

1. Think of someone you manage who is about to start a new task, is having trouble with a process or procedure, has a performance problem, or needs to improve some element of his or her performance. Name (or Code Name): 2. Describe exactly what you want the person to do.

3. Read the description to a partner and ask for feedback: “If you were this person, what would be clear, and what would not be clear? What other information would you need?” 4. Use the space below to revise the description so it clearly spells out what you want the person to do.

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STEP OF THE WAY. MAKE EXPECTATION CLEAR EVERY WAY. MAKE EXPECTATION CLEAR EVERY STEP OF THE

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

MAKE EXPECTATIONS CLEAR EVERY STEP OF THE WAY

Managers commonly complain that they shouldn’t have to tell people how to do things. But the same managers complain that too many people fail to meet their expectations. Telling people what to do and telling them how to do it is the essence of real accountability and setting people up for success.

Tell people what to do and how to do it— the essence of real accountability and setting people up for success.

Checklists make things go better. Checklists make things better. Checklists make things go better. Checklists make things go better. Checklists make things go better. Checkli make things go better. Checklists make things go better. Checklists make things go better. Checklists make things better.

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BACK-TO-BASICS TECHNIQUE 5

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TURN BEST PRACTICES INTO CHECKLISTS

Checklists make things go better. If you want to make sure your one-on-ones are about guiding and directing someone in the work he or she is doing, the last step in the conversation is to go over what you’ve agreed on and make a checklist. Say to the person, “Tell me what you’re going to do. Tell me how you’re going to get started. Tell me what steps you’re going to follow.” Then help the person make a checklist: “Let’s write down what we’ve agreed about what you are going to do between now and the next time we meet.” NOTES

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TO DELEGATE SUCCESSFULLY

Make the expectation clear; give person a clear goal, a timeline, guidelines, and parameters.

Help the person make a plan; use a checklist.

Meet with the person one-on-one as often as needed. Did the person accomplish everything on the checklist? If not, why not? Is there something the person needs from you?

BACK-TO-BASICS TECHNIQUE 5

CIRCLES OF EMPOWERMENT

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BACK-TO-BASICS TECHNIQUE 6 TRACK PERFORMANCE IN WRITING

If you’re going to be able to talk to people about their performance, you need to monitor that performance. Here are five ways to do that: 1. Watch people work.

2. Check their work in progress.

3. Give them self-monitoring tools (the checklist).

4. Get information from others.

5. Ask the person for an account on a regular basis.

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TO EVALUATE PERFORMANCE

The only fair way to evaluate a person’s performance is to compare that performance against the checklist and ask these questions: • Did the person achieve the goals you had established in advance? • Did he or she do the tasks, and do them the way they were supposed to be done? • Did he or she meet the deadlines you had agreed on? NOTES

BACK-TO-BASICS TECHNIQUE 6

REASONS FOR WRITING THINGS DOWN

• It’s easy to lose track unless you write things down. • Keeping track in writing sends a powerful message that you are taking this very seriously. • A written record trumps differing recollections. • If you need help from HR, they need written documentation. NOTES

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

SYSTEMS FOR TRACKING PERFORMANCE IN WRITING

You need a system for documenting performance that works for you, that is easy for you, that you know you can stick with. What are some systems you could use to track performance in writing? •

•

•

•

•

•

•

•

BACK-TO-BASICS TECHNIQUE 6

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DESCRIBE, DESCRIBE, DESCRIBE

Never name behavior or write down assumptions about a person’s motivations or thoughts. Instead, describe . . . • The expectations and what the employee will do to meet those expectations. • The employee’s actual performance—what you observe, what the employee says, the observable results of the employee’s work, and what other people say about the employee’s work. NOTES

TRACKING PERFORMANCE IN WRITING. TRACKING PE WRITING. TRACKING PERFORMANCE IN WRITING. TRA PERFORMANCE IN WRITING. 46

I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

WORKSHEET: TRACKING PERFORMANCE IN WRITING

Select one employee and do the following: 1. Write the person’s name (or code name): 2. Think of some performance you observed recently. Describe the expectation:

3. Describe your observations of the person’s concrete actions and how they measured up to the expectations:

NOTES:

Because they dislike giving negative feedback, too manager off dealing directly with performance problems until they ha grown too large to ignore. Because they dislike giving negati feedback, too many managers put off dealing directly with performance problems until they have grown too large to ig Because they dislike giving negative feedback, too many managers put off dealing directly with performy

BACK-TO-BASICS TECHNIQUE 7

SOLVE SMALL PROBLEMS EARLY BEFORE THEY TURN INTO BIG ONES

KAY

Because they dislike giving negative feedback, too many managers put off dealing directly with performance problems until they have grown too large to ignore. The best way to keep small problems from becoming huge ones is to be a strong, highly engaged manager who spends time one-on-one with each person, talks to the person directly and candidly, customizes an approach to managing that person, makes expectations clear, and tracks performance every step of the way. Instead of having to confront massive problems once in a while, deal with one small problem at a time in the course of your regular one-on-one conversations. Instead of meeting with the employee under stress to confront a problem that you both know has been going on for a while, let the employee know that you are paying close attention so that you can help him or her be successful.

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

DIAGNOSING PERFORMANCE PROBLEMS

Ability: Are the person’s natural

strengths a poor match for the job?

Skill: Does the employee lack

knowledge, information, skills, tools, or other resources to do the job?

Will: Is the employee motivated

to do the job?

BACK-TO-BASICS TECHNIQUE 7

WORKSHEET: DIAGNOSING A PERSISTENT PERFORMANCE PROBLEM

Describe a persistent performance problem with a current employee. Name (or Code Name): 1. What is the problem?

2. How long has the problem been going on?

3. Use the Ability/Skill/Will model to diagnose the problem. Into which category does this problem appear to fall? Ability

Skill

Will

4. Describe any efforts you have made to help the employee solve the problem:

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5. Write a script for talking to the employee about the problem that includes the concrete actions you want the person to take: • How will you get the conversation started?

• How will you get the information on the table?

• What concrete next steps will you give the person?

“Managers have an obligation to be strong and highly engaged, hands-on and transactional—to help people earn what they want and what they need, and to set them up for success.”

BACK-TO-BASICS TECHNIQUE 8 DO MORE FOR SOME PEOPLE, LESS FOR OTHERS

Being fair does not mean treating everyone the same because: • People perform differently. • People need different things from you. • High-performing employees are worth more than low-performing employees. • High-performing employees deserve more than low-performing employees. Give all employees the chance to meet the basic expectations of their jobs and then the chance to go above and beyond—and to be rewarded accordingly. When your employees deliver on their commitments for you, you deliver on promised rewards for them. If they fail to meet commitments, call them on that failure immediately and withhold the reward. EXAMPLES OF WHAT MANAGERS DO TO TREAT EVERYONE FAIRLY:

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THREE TRENDS IN REWARDS Control: Ask people to tell

you what they want and then tell them how to earn it.

Timing: Rewards are more

effective when they are given in close proximity to an event.

Customization: Except for

money, people want different things, so customize rewards for each individual.

What are some non-monetary rewards people care about that you can control?

BACK-TO-BASICS TECHNIQUE 8

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USING REWARDS AS INCENTIVES AND QUID PRO QUOS

What are some ways in which you can use rewards to drive performance and retain valuable employees?

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

WORKSHEET: “WHAT CAN YOU DO TO EARN THAT?”

Person’s Name (or Code Name): 1. Describe this person’s performance: A high performer

A low performer

Somewhere in-between

2. What does this person care about that you can control? Schedule: Change in working hours? Flexible hours? Four-day work week?

Other?

Relationships: Which colleagues, customers, vendors, and others would the

person like or prefer not to work with?

Tasks: What tasks and responsibilities would the employee like or not like to

work on?

Learning opportunities: Are there special learning opportunities the employee

would like to have?

Location: Where would the employee like to work? Degree of control the person

would like to have over the workspace? Opportunities to travel or not to travel?

Other:

BACK-TO-BASICS TECHNIQUE 8

3. What could the person do to earn what he or she wants or needs?

4. Write a script for talking with the person: • How will you get the conversation started?

• How will you get the information on the table?

• What concrete next steps will you give the person?

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TO EARN THAT? WHAT CAN YOU DO TO EARN THAT? DO TO EARN THAT? WHAT CAN YOU DO TO EARN THA

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

WORKSHEET: “WHAT CAN YOU DO TO EARN THAT?”

Person’s Name (or Code Name): 1. Describe this person’s performance: A high performer

A low performer

Somewhere in-between

2. What does this person care about that you can control? Schedule: Change in working hours? Flexible hours? Four-day work week?

Other?

Relationships: Which colleagues, customers, vendors, and others would the

person like or prefer not to work with?

Tasks: What tasks and responsibilities would the employee like or not like to

work on?

Learning opportunities: Are there special learning opportunities the employee

would like to have?

Location: Where would the employee like to work? Degree of control the person

would like to have over the workspace? Opportunities to travel or not to travel?

Other:

3. What could the person do to earn what he or she wants or needs?

4. Write a script for talking with the person: • How will you get the conversation started?

What could the person do to earn what he or she wants or needs? What could the person do to earn what he or she wa or needs? What could the person do to earn what he or she wants or needs? What could the person do to earn what he she wants or needs? What could the person do to earn what or she wants or needs? What could the person do to e

OSS BACK-TO-BASICS TECHNIQUE 8

• How will you get the information on the table?

• What concrete next steps will you give the person?

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MANAGER’S CHECKLIST Set aside one hour a day to manage your employees, and—at first—use that time to prepare. As you talk with your employees about the work, practice talking like a performance coach. Create your manager’s landscape. Lay out the six key questions at the top of a piece of paper and answer them about each employee: Who, Why, What, How, Where, and When. Make a preliminary schedule for coaching. Create your own tracking system. Reach out to key people [such as your boss and others who manage this person] and discuss your coaching plans. Start a regular schedule of ongoing one-on-one coaching conversations. Stay flexible. Revise and adjust every step of the way.

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ACTIONS FOR BECOMING A BETTER BOSS

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WORKSHEET: ACTION PLANNING What concrete actions can you take to apply what you have learned in this workshop? ACTIONS

DEADLINE

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APPENDIX

COACHING SCRIPT

TUNING-IN TOOL

MANAGER’S LANDSCAPE

“WHAT CAN YOU DO TO EARN THAT?”

APPENDIX

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COACHING SCRIPT

Make a script with bullet points for what you want to say during the coaching conversation. Name (or Code Name): When you will have this conversation: 1. The beginning: What will you say to get the conversation started?

2. The information: What will you say to get the information on the table?

3. The direction: What will you say to give the person concrete next steps?

4. The timing: When will you have this conversation?

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I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

TUNING-IN TOOL

Name (or Code Name): WHO is this person at work?

WHY do you need to manage this person? What is your goal with this person?

WHAT should you be saying to this person during a one-on-one?

HOW should you talk to this person?

WHERE should you talk to this person?

WHEN should you talk to this person? How often?

WHO

WHY

WORKSHEET: MANAGER’S LANDSCAPE WHAT

HOW

WHERE

WHEN

APPENDIX 67

TO EARN THAT? WHAT CAN YOU DO TO EARN THAT? DO TO EARN THAT? WHAT CAN YOU DO TO EARN THA IRILIQUAM NOS AUTATIO NULLANDIAT 68

I T ’ S O K AY T O B E T H E B O S S : PA R T I C I PA N T WO R K B O O K

“WHAT CAN YOU DO TO EARN THAT?”

Person’s Name (or Code Name): 1. Describe this person’s performance: A high performer

A low performer

Somewhere in-between

2. What does this person care about that you can control? Schedule: Change in working hours? Flexible hours? Four-day work week?

Other?

Relationships: Which colleagues, customers, vendors, and others would the

person like or prefer not to work with?

Tasks: What tasks and responsibilities would the employee like or not like to work on?

Learning opportunities: Are there special learning opportunities the employee

would like to have?

Location: Where would the employee like to work? Degree of control the person

would like to have over the workspace? Opportunities to travel or not to travel?

Other:

4. Write a script for talking with the person: • How will you get the conversation started?

What could the person do to earn what he or she wants or needs? What could the person do to earn what he or she wa or needs? What could the person do to earn what he or she wants or needs? What could the person do to earn what he she wants or needs? What could the person do to earn what or she wants or needs? What could the person do to earn w he or she wants or needs?

KAY 3. What could the person do to earn what he or she wants or needs?

• How will you get the information on the table?

• What concrete next steps will you give the person?

APPENDIX 69

ABOUT THE AUTHOR BRUCE TULGAN (New Haven, CT) is internationally recognized as a leading expert on leadership and management. He is an advisor to business leaders all over the world, the author or coauthor of numerous books, most recently Not Everyone Gets a Trophy: How to Manage Generation Y ( Jossey-Bass, 2009), the classic Managing Generation X (1995), and the recent best-seller It’s Okay to Be the Boss (2007). Since founding the management training firm RainmakerThinking in 1993, he has been a sought-after keynote speaker and seminar leader. Tulgan has personally trained tens of thousands of managers in a wide range of industries. His work has been the subject of thousands of news stories around the world, and he has written for dozens of publications, including The New York Times, USA Today, Human Resources magazine, and The Harvard Business Review. He also holds a fourth degree black belt in Okinawan Karate and is married to Debby Applegate, who won the 2007 Pulitzer Prize for Biography. Tulgan’s weekly v-log (video newsletter) is available for free at www.rainmakerthinking.com.

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An Essential Tools Resource

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Build relationships of trust and confidence with employees

•

Delegate tasks, responsibilities, and projects

•

Keep employees focused and moving in the right direction

•

Increase productivity, quality, retention of high-performers, and turnover among low-performers

•

Sharply reduce waste, inefficiency, errors, down-time, and conflict among employees

It’s Okay to Be the Boss:The Management Workshop will help you incorporate into your daily routine the time-tested management techniques that spell success—tracking employee performance, correcting failure, and rewarding success. Bruce Tulgan is the founder of Rainmaker Thinking Inc., a research and management training company based in New Haven, Connecticut. He is internationally recognized as a leading expert on leadership and performance management. He is an advisor to business leaders all over the world, the author or coauthor of seventeen different books including the classic Managing Generation X and the recent best-seller It’s Okay to Be the Boss. He is a sought-after keynote speaker and seminar leader.

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