Management Essentials Skills development for leaders and managers in the Schools of Arts and...
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![Page 1: Management Essentials Skills development for leaders and managers in the Schools of Arts and Humanities and the Humanities and Social Sciences Day 2 Personal.](https://reader035.fdocuments.net/reader035/viewer/2022062322/5697bf8e1a28abf838c8cb47/html5/thumbnails/1.jpg)
Management EssentialsSkills development for leaders and managers in the Schools of Arts and Humanities and the Humanities and Social Sciences
Day 2
Personal and Professional DevelopmentHuman Resources Division
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Jessie Monck, PPD, [email protected]
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Programme Content
• Role of the manager
• Management styles
• Feedback skills
• Handling challenging conversations
• Summary and next steps
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Day 2
Day 1
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End of day 1: reflect and build
• Put START/STOP/CONTINUE into practice
• Reflect on your own management style and preferences
• Monitor how and when you give (and receive) feedback
• Observe other managers around you:
• What do they do effectively?
• What could be done differently?
• Where can you build on relationships that will support your development in these areas?
• Any other observations or reflections to bring to day 2
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Giving corrective feedback using CEDAR
1. Clarify: “This is what I expect to see…” (the expected standard
of performance or behaviour)
2. Explain: “This is what I actually see…” (observed performance
or behaviour)
3. Discuss: to understand and clarify differences
between 1 and 2, and identify possible solutions
4. Agree and record plans for improvement
5. Review progress and evaluate changesCEDAR
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Managing challenging conversations
Personal and Professional DevelopmentHuman Resources Division
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Challenging conversations: Why act now?
• mislead employee by giving impression there’s no problem
• deny employee a chance to improve or put things right
• damage productivity and efficiency of department
• allow problem to get worse
• lower morale amongst team members Adapted from ACAS
If you do not act now then you could:
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Conversely, consider the benefits if you do act now
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3-step process
1. Prepare 2. Discuss 3. Action
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Preparation: questions to consider before
• Background to situation?
• Key problem? Is my view the same as others’?
• Any more information needed? Any assumptions?
• Desirable outcome?
• Possible options?
• Support needed to make any changes?
• Who can I speak to for support?
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Preparation: are there relevant University Policies & Procedures that may be helpful?
For example:
• Capability
• Disciplinary
• Sickness Absence
• Dignity at Work
• Mediation
• Occupational Health
• …
• HR website http://www.admin.cam.ac.uk/offices/hr/
Many of these include practical guidance and support
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Key stages for meeting/conversation
1 •Introduction – set the right tone
2 •State what the issues are and give evidence
3 •Discuss – explore to understand
4 •Agree a way forward
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During the meeting/conversation
• Approach it positively and calmly
• Be sensitive; individual may not know there is a problem
• Be constructive, anticipate/pre-empt reactions
• Give feedback using CEDAR: specific, factual, give examples
• Ask open questions to enable individual to self-review and identify possible future actions
• Listen to the individual and take what they say on board
• Be aware of own responses/feelings/emotions
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Use assertive behaviour: verbal and non-verbal
• Even, warm tone of voice• Communicate clearly and
concisely• Ask open questions & listen• Respond to questions• Apologise if in error• Show you’re keen to find a
solution• Don’t take it personally• Stay calm & professional
• Open position• Calm gestures• Watch personal space• Both sit down• Don’t appear hurried
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Using assertive behaviour
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Handling emotions
• Remain calm but show your concern
• Give the employee time to express themselves
• Actively listen to the employee with understanding
• Acknowledge emotions and show empathy as appropriate
• Clarify your understanding of their thoughts/feelings/wishes
• Try to be comfortable with silence
• Adjourn conversation if they are growing more agitated
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Concluding the discussion
• Check for understanding
• Manage expectations, don’t promise what you can’t give
• Record agreed actions and plan a progress review meeting
• Ask for feedback about the process
• Sum up, conclude and refer to next steps
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Your chance to practise
1. Read all 3
2. Prepare
3. Practise
4. Review
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If informal on-going management doesn’t work…
• Seek guidance and support from others, including HR
• Use appropriate University procedures to resolve. These:
are about problem-solving
are supportive not punitive
gradually increase in formality
allow a seamless progression from informal to formal
are still part of the working relationship
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Further development
• PPD website http://www.admin.cam.ac.uk/offices/hr/ppd/
• Courses – e.g. Managing Staff Performance
• Online courses – e.g. Communication skills, Communicating Assertively, Staff Review and Development, Roles and Responsibilities
• Reflective practice sessions – Counselling Service
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Summary and action planning
• Identify your key learning from the programme
• What can you:
• Start to do more of?
• Stop doing (or do less of)?
• Continue to do?
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Think it, ink it, do it, review it