3. LET’S GET TO KNOW EACH OTHER
INTRODUCE YOURSELF(NAME, DESIGNATION) AND SHARE ONE OF YOUR STRENGTHS AS A
MANAGER, SOMETHING THAT YOU ARE PROUD OF.
4. 4 CORE
THIS WORKSHOP COVERS 4 CORE MANAGEMENT SKILLS REQUIRED
TO EFFECTIVELY MANAGE PEOPLE IN THE ORGANIZATION.
DURATION: 1 DAY WITH TWO TEA BREAKS AND 1 LUNCH BREAK
BATCH SIZE: 23
5. “Leaders in a company, namely the team lead, department heads, and managers, leverage people
management practices to oversee the flow of tasks and increase the performance of employees on a daily
basis. The process looks into how employees work, engage, behave, and attain growth in the business. It is
the job of a people manager to provide continual support and lead the way for employees towards success.”
WORKSHOP OBJECTIVE & METHODOLOGY
This training program brings this definition to life and applies a well researched framework to help managers and senior
executives lead, coach, develop and work with their people. Utilizing a combination of discussion sessions, case studies,
and group activities, the workshop will invite participants to examine their own people management skills and improve them.
7. SESSION OUTCOMES
MANAGERS WILL LEARN TO APPLY CORE SKILLS THAT WILL RESULT IN :
• INCREASED TEAM MORALE
• TRUST THAT IS EARNED
• ENHANCED TEAM PERFORMANCE
• EMPLOYEE RETENTION
• GREATER TEAM ENGAGEMENT
• POSITIVE ENVIRONMENT
• DEVELOPMENT OF FUTURE LEADERS
8. Cellphones – off or on silent mode
Respect Time
A day to mingle
Get out of your comfort zones.
Respect diverse Opinions
Great Answers and participation
will be rewarded with Saudi
delights !
10. BEFORE WE START THIS
LETS HEAR FROM YOU
Activity time: 5 minutes
◼ What in your understanding is Coaching?
◼ How is a mentor different from a Coach?
11. DEFINE COACHING
Coaching is apart of the day-to-day interaction between a
manager and an employee who reports to them
Coaching is unlocking a person's potential to maximize their own
performance. It is helping them to learn rather than teaching them.
12. COACHING
◼ A systematic process focused on improving job
performance task related
◼ Has specific agenda / goal / task plan
◼ Every line manager should coach their team
◼ Coaching generates the solution
13. COACHING AS A CONVERSATION
◼ Performance management, it is changing for most employees.
◼ Era of the “annual performance review discussion” is in the
rearview mirror.
◼ In many organizations, including Harvard, managers are
encouraged to provide regular input to employees through
ongoing coaching conversations. While early signs indicate that
this is a better approach, some help may be needed on how to
approach this new normal.
14. BENEFITS OF COACHING
◼ The benefits of coaching depend on the effectiveness of the
coaching process.
◼ With the assistance of an effective coach and through having a
coaching conversation, the coachee typically takes more action,
considers more opportunities and completes the job or task at the
required level/standard due to the mutual accountability
established through the coaching conversation.
◼ Effective means achieving the desired coaching result. The
coaching process was effective because the individual or team
performance has improved as required by the specific job key
performance /s and indicator/s-
15.
16.
17.
18. REMEMBER
◼ Set the stage for this “new normal.” Let your employee know that you would like to use some of your
regular time together to coach them on performance. Be transparent about this so they are aware
19. REMEMBER
◼ Coaching conversations increase productivity and engagement. Research indicates that having regular
coaching conversations increases employee productivity and overall development.
20. REMEMBER
◼ Regular conversations are part of the annual
performance management process. Ongoing
conversations help to align employees and managers
regarding the employee’s performance.
22. APPROACHING THE CONVERSATION
◼ Set aside time and keep to it
◼ Be on time
◼ Be intentional
◼ Be fully present.
◼ Listen
◼ Discuss what’s happening now
◼ Focus on guidance
23. DISCUSS DEVELOPMENT
◼ Acknowledge success.
◼ Be specific when praising.
◼ Talk about your employee’s career
growth
◼ Find what is needed
◼ Contemplate new challenges
◼ Connect development with goals
24. PROVIDING CONSTRUCTIVE CRITICISM
◼ Frame your guidance
◼ Start from a positive place
◼ Be timely
◼ Be brief and specific
◼ Don’t make it personal
◼ Think of yourself as a GPS
25. LET’S ROLE PLAY
During this activity you will work in 4 groups.
◼ Consider what has been discussed.
◼ One person acts as a coach and the other as a coachee
◼ Pick a situation from the coming slides and plan a coaching conversation
following the process discussed.
◼ Groups will come and present to the larger audience while the other participants
shall observe and record, provide feedback in the end.
Time: 1 hour
Each group gets 15 minutes to prepare and 10 to present
26. SHORT CASE WITH A COACH AND A COACHEE - ACTIVITY
Lets practice
◼ Case 1: A person is habitual in late coming
◼ Case 2: Someone has to be groomed on body odor
◼ Case 3 : A team member is aggressive and always react on small things and critic
◼ Case 4: A person never takes responsibility of his / mistakes actions, always blame others
◼ Case 5: Team member needs to improve his presentation skills
31. REFLECTION TOOL FOR EFFECTIVE COACHING
style and SWOT analysis
Draw up a personal development plan to develop your coaching skills
What do you do well?
What could you improve on?
What should you focus on in future to enhance your effectiveness as a coach?
34. DELEGATION IS NOT ABDICATION
• You share accountability for the assignment, which is why you establish checkpoints to
monitor overall progress. Just as the outcomes of your entire department are your
responsibility, you are also responsible for the ultimate success of the delegation
process.
• Leaders cannot accomplish goals alone. Others may need to act on the leader’s
behalf.
• A leader relies on others to do some of the necessary work. There’s only a limited
amount that you can do, however hard you work, the number of people you can help is
limited, your success is limited.
35. BARRIERS TO DELEGATION
Sometimes leaders may feel uncomfortable about delegating, for
several reasons:
◼ Lack of confidence
◼ Control
◼ Selfishness
◼ Insecurity
◼ Reluctance.
36.
37. This is the story of Ahmad, a Team Leader who
has been recently promoted and has a tight
deadline to meet. With no prior experience in
leading a team, he has been facing a lot of
difficulty and went wrong with his delegation task.
ATIKA IMTIAZ
STORY BRIEF
AHMAD’S DILEMMA
38. MEET OMAR AND RANIA
1. Experience: 3 Years in Business
Development
2. Repute: Clients & Consultants like to work
with her
3. Strengths: Good PR with Clients, Excellent
interpersonal skills.
4. Interests: Wants to become a facilitator in
future
1. Experience: 1.5 years in Business
Development, 2 years prior experience in
Event Management
2. Repute: Is known to negotiate great deals
3. Strengths: Event Logistics, Negotiation
skills
4. Interests: Likes to manage the operational
side
39. DELEGATION
CHALLENGE
Omar and Rania have been tasked to complete an urgent assignment by
Ahmad.
They have two days to organize a mental health webinar for a major client,
the client requires highly qualified and experienced mental health experts
who have prior experience with corporate webinars. This client is very
important for Biz group and Ahmad’s repute with the client is at stake, this
will be a first of its kind event for Biz group, a big opportunity that can’t be
missed.
Let’s help Ahmad delegate
40. • Confused as to where to begin,Ahmad calls
Omar and Rania to an urgent team meeting.
At the meeting Ahmad brief’s them about the
assignment and the date of the event, he also
explains the requirement to both.
• He gives them a day to work out between
them and find suitable mental health experts
and ensure all logistics.
• Since this is an urgent project, he has also
given them a budget and a range to work out
with potential consultants, highlighting that
they have the authority to close the deal if it’s
within budget, provided he approves the
consultant.
• This meeting has left Omar and Rania
extremely stressed out, they are trying to
figure out who does what to align everything
by day end.
My Team seems
clueless, What did I
miss? Can you help?
41. IDENTIFY THREE KEY POINTS THAT AHMAD MISSED
WHILE DELEGATING
Task Distribution
as per KSA
Explain the
objective in detail
Offer support if
necessary
Clarify
expectations
Check on Current
work load
Clarify Level of
Authority
45. THINK AND REFLECT
◼ Think of a task that you have to delegate to one of your team members.
◼ Choose a delegation level from the “6 Levels of Delegation” that is suitable for the task and
the delegatee. Describe how you approach the delegation task and record it.
◼ What strategies would you use to gradually increase the level of delegation in order to save
more time and increase the efficiency of your team and organization? Record your strategy
in your notebook so you can discuss it later with the class.
49. LEVELS OF EMOTIONAL INTELLIGENCE
1. Perceiving emotions: The first step in understanding emotions is to perceive them
accurately. In many cases, this might involve understanding nonverbal signals such
as body language and facial expressions.
2. Reasoning with emotions: The next step involves using emotions to promote
thinking and cognitive activity. Emotions help prioritize what we pay attention and react
to; we respond emotionally to things that garner our attention.
3. Understanding emotions: The emotions that we perceive can carry a wide variety of
meanings. If someone is expressing angry emotions, the observer must interpret the
cause of the person's anger and what it could mean. For example, if your boss is
acting angry, it might mean that they are dissatisfied with your work, or it could be
because they got a speeding ticket on their way to work that morning or that they've
been fighting with their partner.
4. Managing emotions: The ability to manage emotions effectively is a crucial part of
emotional intelligence and the highest level. Regulating emotions and responding
appropriately as well as responding to the emotions of others are all important aspects
of emotional management.
54. READ AND REFLECT
◼ Take five minutes to read about each competency
◼ Think of an event which required you to use EQ.
◼ Take ten minutes to think and list down the competencies you did not apply or should have applied to
create a more emotionally intelligent response based on the 4 steps of emotional agility.
◼ Any volunteers can share their thoughts.
58. THINK AND REFLECT
Consider a time where you felt recognized by your manager
How did you feel?
Consider a time where you felt you were not rewarded for your hard
work.
How did you feel?
62. IMPORTANCE OF INTRINSIC REWARDS
The dynamics of keeping employees engaged and motivated have changed significantly over the
past several years. One of the biggest changes in this context has been the growth in
the importance of intrinsic rewards, which are increasingly replacing material and monetary
rewards.
Keeping employees engaged and committed to the business objectives is quite challenging
especially in the workplaces of modern times. An effective way for organizations to create and
sustain a healthy, flourishing, and engaging work culture is to tap into intrinsic employee
rewards.
Organizations are increasingly becoming aware of the fact that traditional rewards such as salary
increments, bonuses, and other monetary incentives are no longer enough to keep employees
motivated.
66. EMPOWERING LEADERS
• Encourage autonomous thinking,
• Support novel ideas,
• Increase communication - and encourage their direct reports to do the same.
67. ADVANTAGES OF EMPOWERING
Empowering leadership increases trust among your employees
Empowering Leadership increases creativity
Empowered employees take more ownership under
68. DISADVANTAGES OF MISUSING EMPOWERMENT
Over delegation can lead to employee stress which can have a negative impact on productivity and
motivation
Set aside time and keep to it. Regular, recurring meetings provide continuity to your conversations.
Be on time. This signals to your employee that this conversation is important to you.
Be intentional. Think in advance about what “coaching” you want to provide. Focus on these topics.
Be fully present. Think of these meetings as an important time to really connect with your employees. Avoid the temptation to check your devices or pick up a phone call.
Listen. Active listening is essential for building trust and solidifying your relationship with your employee. Listen with the intent to understand, not to “defend” when your employee responds to your coaching.
Discuss what’s happening now. Find out what the employee is working on and what the challenges they’re facing.
Focus on guidance. Don’t let the fact that you might not be able to provide a solution make you reluctant to offer your perspective on a problem.
Acknowledge success. Recognize your employees’ accomplishments and help them to identify their strengths, based on your perspective and observations.
Be specific when praising. Take the time to understand what your employee did and why it was so great. Be as specific and as thorough as possible.
Talk about your employee’s career growth. When possible, give employees the opportunity to discuss long-term goals.
Find what is needed. Talk with your employees about relevant trainings and other learning opportunities that might help them grow their skills and/or take the next step in their career.
Contemplate new challenges. Discuss “stretch” opportunities with your employee in an effort to identify areas in which they can “stretch” their skills.
Connect development with goals. When possible, help your employee to identify those areas they need to develop in order to accomplish their stated goals.
Frame your guidance. Begin by sharing your intent: to help your employee to improve and/or grow.
Start from a positive place. Set the tone by beginning with something positive.
Be timely. Try to provide feedback in a timely way, so an employee can directly connect the feedback to recent behavior or actions.
Be brief and specific. Describe the situation, give specific examples of the employee’s actions, and/or behavior and discuss impact. Offer suggestions for different approaches so your employee understands how they might approach similar situations differently next time.
Don’t make it personal. Keep your guidance focused on the work, not the person. Discuss changes that would be helpful within the context of behaviors and actions.
Think of yourself as a GPS. If you guide your employee on an ongoing basis with some frequency, any issues that arise will be easier to solve. Less time “off road” makes it easier to get back on track.
I have some thoughts to share on the work you just completed on X project. Is this a good time to do that?
Next time you work on X project or with Y person, what might you keep in mind? Is there anything you might approach differently?
What went well regarding the project you worked on?
What have you tried so far on X project? What might be some other options?
What did you learn on this project? Were certain skills required you felt you needed but didn’t have?
I’m going to describe a problem I see. I may be wrong and, if so, I hope you’ll tell me. If I’m not, let’s discuss ways to address it.
What do you need to do next, and is any of this unclear to you? If so, can you say more?
What’s one thing I can do to help you?
What are your favorite aspects of our department/group/team?
What might you change and why?
How can I support you in X project? In your long-term goals?
What are some things you’d like to see more of from me?
Do you have the chance to work on projects that use your skills and expertise in the best way? Are there projects or areas you’d like to work on if you had the chance?
Given the opportunity, which skills and/or competencies would you most like to develop?
What is most important to you in your work?
What are your key priorities as you think about your career? How does that connect to your current work?
Are there things you’d like to accomplish that you don’t yet feel prepared to do? If so, what’s the nature of the ‘gap?’
I have some feedback that might be difficult to hear. Are you open to hearing these thoughts?
Based on my own observations, you may be engaging in some behaviors that are getting in your way. Can we discuss this?
What do you think worked with X assignment, and what could have gone better?
How might you do things differently next time?
Sometimes leaders may feel uncomfortable about delegating, for several reasons: Lack of confidence. Some leaders simply do not believe team members have the ability to do the necessary tasks. Control. Sometimes leaders are afraid of losing authority and control. Selfishness. Some leaders don’t want to share credit. Insecurity. Leaders fear that a team member may do so well that the team member may take their job. Reluctance. A few leaders are reluctant to ask others to take on additional responsibility. These individuals end up doing all of the work themselves
Also explain importance of Trust . Lack of Trust. This is when you do not trust that staff in your team can do a good job.
If you work with a team though, you have to be able to trust other people. It may be that you do not trust them because you had previous bad experiences. Instead of letting those experiences put you off though, you should learn from them. Analyze what you did, any mistakes you made (for example, choosing the wrong people or not communicating clearly), and try to do better the next time.
If delegation is not done properly, it can create more problems than it solves. For example, employees will become frustrated if the manager is perceived as lazy; if s/he does not communicate tasks clearly; if s/he does not offer any support or if s/he is unable to let go and is always on the employees’ back.
Understand and control your own emotions to deal effectively with yourself and others
Emotional intelligence refers to the ability to identify and manage one’s own emotions, as well as the emotions of others. Imagine a world in which you could not understand when a friend was feeling sad or when a co-worker was angry.
How EI is believed to influence behavioral changes and contribute to workplace results
References: Peter Salovey and John D. Mayer,
How developing EI saved a career
Emotionally intelligent people know that emotions can be powerful, but also temporary. When a highly charged emotional event happens, such as becoming angry with a co-worker, the emotionally intelligent response would be to take some time before responding. This allows everyone to calm their emotions and think more rationally about all the factors surrounding the argument.
Influence of EI on team performance, leading to career advancement
1. Self Awareness
Emotional Self-Awareness, the ability to know yourself and understand your feelings.
Accurate Self-Assessment, understanding your strengths and weaknesses and their effects.
Self-Confidence, having faith in yourself and being willing to put yourself forward.
2. Self-Management
Emotional Self-Control, an important part of emotional maturity, controlling your feelings and/or expressing them in the appropriate settings is a key skill.
Achievement, i.e. being goal-oriented and being able to work toward your goals.
Initiative, being self-motivated, and having the ability to keep working despite setbacks.
Transparency, being honest and open, interacting with integrity and being trustworthy.
Adaptability, showing resilience and the ability to change course when necessary.
Optimism, having a positive outlook, hoping for the best and preparing for success.
3. Social Awareness
Empathy, one of the pillars of the ability to form connections with others, understanding and acknowledging others’ emotions.
Service Orientation, being helpful, contributing to the group effort, and displaying good listening skills.
Organizational Awareness, the ability to explain yourself well and be aware of how you are being understood, as well as sensing the level of comprehension of your audience.
4. Social Skills - Relationship Management
Inspirational Leadership, like being a good mentor, role model, and authority figure.
Influence, articulating points in persuasive, clear ways that effectively motivate others.
Conflict Management, having the skills to improve relationships, negotiate, and lead. The ability to settle disputes, differences of opinion, and misunderstandings.
Change Catalyst, recognizing and supporting the need for change, and making it happen.
Developing others, helping others build their skills and knowledge.
Teamwork and Collaboration, working with others in an effective manner.
Clearly show your regard so they will feel important and empower
Respect, encourage even if they are not working 100% correct
Guide
Support
Share your thoughts – ask from participants
Divide participants in group
Ask participants to think what should can be the reward / ideas without investing money / Without taking investment from company
Ask them to share 1 by 1 and share their point of you
First ask from participants about Intangible reward
Intangible rewards include autonomy in choosing work problems, having talented colleagues, group solidarity, a shared sense of purpose, and job satisfaction.
Types of intangible rewards
• Praise
• Thanks
• Public acknowledgment/recognition
• Lunches and dinners out
• Encouragement to pursue ideas
• Personal development opportunities
Everybody needs to be recognized for their individual accomplishments by the people around them, and especially above them. Since your team members are intrinsically motivated, it is the anticipation of the recognition they will receive for the completion of a task that motivates them internally to “go the extra mile.”
Freedom – Give your employees a bit of leeway and ownership of independent projects.
Flexibility – Similarly, no one wants to feel like they’re caged in, lacking room for growth and creativity. Simple accommodation of schedules can breathe air into an otherwise stuffy organization.
Challenge – Instill trust and confidence in your employees by giving them challenging and satisfying tasks.
Job title-Not that job titles are everything but even a simple switch from “associate” to “manager” can help establish power and clarify boundaries.
Here are some things you can implement today and why they work.
Empowerment means to facilitate developments that maintain distinctions and result from differences, instead of uniformity.
Empowering Leadership is made up of 1) Sharing Power 2) Sharing Responsibility and 3) Delegation (in depth). Practically, this means that empowering leadership behavior is likely to encourage autonomous thinking, support novel ideas, increase communication - and encourage their direct reports to do the same.
The leadership behavior behind empowerment does NOT make you the team cheerleader.
Yes, you are on the sidelines. Yes, you encourage them. And yes, sometimes you'll do things that make onlookers do a double-take. But you're not a cheerleader.
According to the Harvard Business Review, Empowered leadership behaviors lead to an increase of trust from employees towards leaders. This is because empowerment cannot exist without trust. If you don't believe me, try this experiment.
Science Direct pointed out that, "...there is a burdening process in which specific empowering behaviors of the leader increase followers' job induced tension, which in turn diminishes the positive influence of empowering leadership on followers' work role performance."
Offer Recognition
Whether this is public praise via an Intranet announcement, a shout out during a team meeting or a private, personal ‘thank you’ note, the fact that you’re taking time out of your day to recognize their efforts will fuel their determination to be acknowledged again.
Be Open to Social Interaction
If your employees don’t feel like they are being recognized (especially those who are more inclined towards recognition on their personality profile), you will eventually lose them.
