Four Core Skills

of a Manager
Four Core Skills

Table of Contents

Objectives ............................................................................................................. 1
CWD’s Management Model .................................................................................. 2
Motivating Others .................................................................................................. 3
Understanding Motivation ..................................................................................... 4
Effective Delegation .............................................................................................. 6
What can be delegated to others? ........................................................................ 7
The Delegation Process ........................................................................................ 8
The Delegation Conversation ............................................................................... 9
Giving and Receiving Feedback ......................................................................... 11
The Feedback Process ....................................................................................... 14
Coaching............................................................................................................. 18
Performance Coaching: Characteristics.............................................................. 19
Performance Coaching: Questioning .................................................................. 20
Learning Points and Action Plan ......................................................................... 25
Sources:.............................................................................................................. 26
Instructor Recommendations .............................................................................. 27
Appendix ............................................................................................................. 28

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Objectives

 Learn the elements to create a motivating environment

 Practice effective delegation

 Apply a practical model for giving feedback

 Develop skills to coach for productive performance

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CWD’s Management Model

“…assume that everyone who (you work with) is a volunteer…in fact they really
are…they can choose where they lend their talent and gifts.”

Jim Kouzes and Larry Posner, 1995

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Motivating Others

A model of motivation that we like is Tim Butler’s (HBS) Iceberg Model:

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Understanding Motivation

Consider your motivations for a moment:

1. What two core job activities drive you?

_____________________________________________________
_____________________________________________________
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2. One year from now, what will you feel most proud of accomplishing?
_____________________________________________________
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_____________________________________________________

3. What do you need from your manager to achieve #2?

_____________________________________________________
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4. Who are the most important people around you – those who might
help/hinder the accomplishment of #2?
_____________________________________________________
_____________________________________________________
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Understanding Motivation

Consider a specific team member:

1. What two core job activities drive him/her?

_____________________________________________________
_____________________________________________________
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_____________________________________________________

2. One year from now, what will s/he feel most proud of accomplishing?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

3. What does s/he need from you to achieve #2?

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

4. Who are the most important people around him/her – those who might
help/hinder the accomplishment of #2?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

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Effective Delegation

Delegation, when it is done well, has three important components.

1. It assigns responsibility. You make clear that the team member to whom
you are delegating is now responsible for the outcome of this effort. It is
not them “doing something for you”. It is them gaining a new (even if
temporary) duty. Remember that you assigning them responsibility for the
task doesn’t take away your own responsibility. Ultimately, it is your
responsibility to get the work done.

2. It provides authority. The team member to whom you are delegating must
have or be explicitly given the power to accomplish the task/project. In
many cases, a manager is already doing what a team member should be
doing. That means it won’t be too difficult for both parties to know that the
team member has the requisite power or authority in the eyes of others
within the organization to do the job.

3. It requires accountability. Hold the team member accountable for success

or failure. This is not a role-play or comfortable training exercise where no
real result is achieved. This also means that the team member will get the
rewards if there are any individual ones. Feedback and accountability go
hand in hand – if you delegate, be prepared to give feedback!

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What can be delegated to others?

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The Delegation Process

Delegation should always follow an organized sequence or step-by-step plan,

rather than be done spontaneously or rushed. This sequence doesn’t need to be
a fixed or a standard process, but is likely to include the ten steps outlined in the
box below:

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The Delegation Conversation

Additional factors to include in the conversation may be reporting

standards (how often and for what should you get updates), any
training, resources, or networking you could provide to assist
completion, and finally the milestones/deadlines and quality
expectations you have for the delegated task.

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Delegation Exercise Planning Sheet

Describe the task and why it’s important

Make the request

Explain why you’ve chosen him or her

Check for understanding

Check for agreement

Estimated date of completion (if applicable):

Additional Notes:

Date for follow-up/update:

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Giving and Receiving Feedback

Goal of feedback:

 Positive feedback = reinforcing preferred behaviors

 Constructive feedback = change/improve behavior

Give Feedback When:

 Recognizing good work

 Project completion
 Effective behavior observed
 Demonstrating new skill

 Immediate correction is necessary

 Problem cannot be ignored
 Safety, security

 Privacy can be achieved

Regular feedback can improve 3 aspects of work:

 Relationships—How well you/others interact with people

 Process—How you/others get the work done

 Results—Your/others measurable, on-the-job achievements

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Giving Feedback

The Behavior A clear picture of the

+ behaviors and
The Impact of the Behavior = impact and the
outcome of the person’s
(+ Alternative Positive actions
Behavior)

Feedback Examples

Positive

In addition to saying “That was a great job.” Say…

“John, great customer service! You saw that that student was unfamiliar
Behavior: with the process and you took time to explain it and the options to her in
a friendly way.”
“…Your approach made her feel welcome and sets a great customer
Impact:
example to the rest of our team.”

In addition to saying “Thanks!” Say…

“Sophia, getting that information to me when I needed it was helpful.”

Behavior:

“… I was able to fully respond to the client’s request by his/her deadline.

Impact: I really appreciate it!”

Constructive

Instead of saying “You’re doing it the wrong way!” Say…

“Victoria, we recently changed our procedures. I notice that you continue

Behavior:
to work the old way, and that’s inconsistent with what is now needed.”
“This hinders our Department’s ability to get the work done. That means
Impact: that we are behind in meeting our goal, and the rest of the Department
staff has to pick up the rest of the workload.”
Alternative “Moving forward, you will be expected to follow the new procedures.”
Positive
Behavior:

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Giving Feedback, continued

Constructive

Instead of saying “That meeting was terrible!” Say…

Behavior: “Charlie, the meeting went 30 minutes past the scheduled end time.”
The long meeting time meant that I could not finish a project for my
Impact:
manager.”
Alternative “From now on, if the meeting time needs to be extended, please let
Positive everyone know as far in advance as possible. That will help us to
Behavior: manage our time and work better.”

The more you practice using this formula, the more it will feel natural to you when
giving feedback.

Like many things, there are times that are less than ideal to give feedback, they
include times when:
- Emotions are high
- Purpose is to vent rather than build/maintain relationship
- Setting or time allowed is not adequate for a meaningful exchange
- You are not prepared to receive feedback in exchange for giving it
- In public, in front of others

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The Feedback Process

Prepare Conduct Feedback Discussion Agree on an Action Plan Follow-Up

1. Prepare
 Examine your motives
 Be prepared with specific examples
 Script and role play before the actual delivery
 Be ready to be uncomfortable
 Give individual time to prepare
- Schedule time with individual (when possible)
- “I’d like to speak with you this afternoon about the accuracy of the
numbers for the budget. Please come prepared to discuss how we can
have accurate numbers by next Wednesday’s meeting”.
- “I’d like to speak with you this afternoon about the budget summary
you prepared for our budget review next week. It looks great.”

2. Conduct the Feedback Discussion

 Direct feedback toward behavior that can be changed
 Keep feedback simple and focused (1-2 points per discussion)
 Avoid extreme characterizations (e.g., “You always…”)
 Use the Behavior + Impact (+Alternative Positive Behavior) Formula to
prepare and deliver the feedback

3. Agree on an Action Plan

 Include individual in the action planning process

Example
“We have our next budget review in 90 days. What approach do you
propose for getting the final numbers, with back-up, in on time?”

4. Follow Up
 Send a summary email
 Check in regularly to provide feedback on progress
 Reinforce positive improvement

Example
“I’m here to support your efforts. I can make myself regularly available to
answer questions and review work along the way. How can I best help
you?”

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Giving Feedback-Practice

Behavior + Impact Statements + Alternative Positive Behavior

Scenario A
One of your staff members (the employee across from you) has done
a terrific job of streamlining internal department procedures that are
used to accomplish <XYZ task> (fill in an everyday action here). This
has been a long term project that they have handled from start to
finish in addition to their normal workload. Everyone is happy and
satisfied with the final product.

Behavior:

Impact:

Alternatives
(optional):

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Scenario B
Normally you don’t mind if your staff comes in a few minutes late
now-and-again – as long as the work gets done, it’s all good.

Lately though, one of your direct reports (the person across from you)
has been coming in late almost every day. What bothers you the
most is that they are sneaky about it – while others normally call/text
when they are running late, this person just slides into work and
doesn’t address why they were late with you…

Behavior:

Impact:

Alternatives
(optional):

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Scenario C
Earlier in the day, you were in a cross-unit/school project meeting that
did not go the way you expected it to. The meeting was on the ABC
project and you expected it to be a quick, 30 minute meeting as it was
a high-level update on current actions and next steps – no big
decisions or items to discuss. One of your staff members ran the
meeting (the person across from you that you need to provide with
this feedback).

Unfortunately, the meeting lasted—wandered for—nearly an hour.

With your workload and busy schedule, it’s important that meetings
are finished when scheduled (as much as possible). You did not want
to leave, as you play a significant project role and you want to be
supportive of your colleagues and partners on the project.

Behavior:

Impact:

Alternatives
(optional):

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Coaching

Everyone can benefit from coaching, regardless of position and years of

experience. The topics, skills, or behaviors that are addressed through coaching
vary depending on the individual.

Coaching is defined as, “an ongoing conversation between a manager and a staff
member, which focuses on using and improving an individual’s skills, knowledge,
and abilities to achieve goals. “ The process conveys interest in employee
development while maintaining a focus on job-related issues.

Effective managers coach continually and strive to motivate employees to

improve their performance and develop competencies through understanding,
support, direction and feedback. The coaching process can be conducted
formally or informally.

It’s a practice that supports achieving results, and ensures responsibility and
accountability. For managers and staff members alike, coaching provides an
opportunity to “check in” on a regular basis.

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Performance Coaching: Characteristics

 Formal and/or informal

 Vary in length of time and topics covered

 Timely

 Positive

 Inquisitive

 Reflective

 Sustain strengths and address performance issues

“The best coaches set in motion a continuing learning process that helps people
develop a tolerance for their own struggles and accelerates the unfolding of skill
and contributions that would not have been possible without the magic attention
of a dedicated coach.”

- Tom Peters and Nancy Austen,

A Passion for Excellence

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Performance Coaching: Questioning

The following open-ended questions are useful when engaging in coaching

discussions with employees. Remember that effective coaches enable
employees to maximize their discovery and learning process.

The answers to these questions indicate to the coach what other questions to
ask and enable the coach to determine whether the employee is on track to
achieve his or her goals.

 What did you do well?

 What would you do differently if you could do it again?

 How did you prepare for the meeting, event, etc.?

 What do you feel are your areas to work on?

 What was your greatest success?

 What was the most interesting aspect of this assignment?

 What contributed to your success in that area?

 What area of the project required the most attention?

 What were the most difficult problems you faced? How did you overcome
them?

 What area(s) would you like to develop?

 What would help you develop them?

 Where do you see yourself in the next year or two?

 What do you consider your key strengths? How do you think you could
bring that strength to the next level?

Always ask, how can I support you as your manager?

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Coaching: Preparation

When preparing to coach an individual, consider the following preparation

questions:

 How will you approach the person?

 When?

 Where?

 What questions will you ask?

 What reaction do you expect from the person?

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Coaching Exercise: Sally

Among the goals for your staff member, Sally, are to provide client service to those
that contact her for support via phone or email. You received a call from a client
telling you that she received very good service from Sally. The person mentioned
that she had a complex problem that required repeated phone calls and emails with
Sally and that, through it all, Sally showed great empathy, was patient with
questions, and really took ownership in resolving the issue.

After you hang up, you wonder what do you know about Sally and would like to use
this as an opportunity to learn more about what motivates Sally. How will you
approach her? When? Where? What questions will you ask?

Notes:

Once your notes are prepared, meet with Sally.

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Coaching Exercise: Bill

Your staff is a very diverse set of individuals. You’ve heard that Bill, who is
typically productive and positive, has been stressed lately. Today, you observe Bill
in a very tense, difficult conversation with his co-worker Steve. Bill’s voice is loud
and shaky and you can tell that Steve is troubled by how Bill is behaving. Both
men part and walk away before you can intervene.

Over the next few hours, several staff members tell you how uncomfortable the
interaction made them. Many mentioned Bill’s tone of voice. You want to talk with
Bill about his recent behavior. How will you approach Bill? When? Where? What
questions will you ask?

Notes:

Once your notes are prepared, meet with Bill.

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Coaching Exercise: Your Staff Member

How will you approach _________? When? Where? What questions will you ask?

Notes:

Once your notes are prepared, meet with ________.

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“The conventional definition of management is getting work done

through people, but real management is developing people through
work.”

-- Agha Hasan Abedi

Founder, Bank of Credit & Commerce International

Learning Points and Action Plan

List 3 things you have learned in this workshop:

1.

2.

3.

Note one thing you will stop doing as a result of this course:

Note one thing you will do differently as a result of this course:

Note one thing you will continue to do as a result of this course:

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Sources:

Harvard ManageMentor

HRD Press

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Instructor Recommendations

The Four Core Skills explores these key activities that impact the job of every
manager:

• Motivation: getting to know the people that report to you and focusing on
their strengths
• Feedback: providing objective information intended to make corrections
when needed or to recognize good performance
• Delegation: assigning tasks that meet both the needs of the organization
and the individual
• Managing performance: encouraging the free flow of information,
openness and support

Websites:

For great information and templates, visit the Delegation module within Harvard’s
ManageMentor resource.
http://harvie.harvard.edu/docroot/ManageMentor/index.html#

Books:

The Successful Manager’s Handbook is a comprehensive, easy-to-use

resource for managers; you can order it from this website.
http://www.personneldecisions.com/

Execution, by Larry Bossidy and Ram Charan, offers a practical approach to

managing teams.

The Seven Habits of Highly Effective People for Managers, by Stephen R.

Covey; this audio resource explores the manager’s responsibility in leading and
managing performance, including motivation, feedback, and delegation.

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Appendix

 Harvard ManageMentor Delegation Resources:

 Delegation Skills Checklist
 Task Delegation Analysis Worksheet
 Task Tracking Form

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Harvard ManageMentor — DELEGATING TOOLS

Delegation Skills Checklist
Use this checklist to learn how well you delegate. Answer all the following questions.
Question Yes No
1. Do you spend most of your time completing tasks that require your specific
level of skill and authority?
2. Do you assign tasks that can be done by others to the lowest possible staff
level?
3. Do you have trust and confidence in the ability of your staff members to
complete job assignments successfully?
4. Do your staff members know what you expect of them?
5. Do you take the time to carefully select the right person for the right job?
6. Do you clearly brief staff members on all aspects of an assignment when
you delegate?
7. Do you allow employees sufficient time to solve their own problems before
interceding with advice?
8. Do you use delegation as a way to help employees develop new skills and
provide challenging work assignments?
9. Do you focus on results achieved versus the methods used to achieve
them?
10. Do you provide staff members with the necessary authority needed to
complete assigned tasks?
11. Do you realize that mistakes may be made and are an important part of
the learning process for your staff?
12. Do you clearly outline expected results and hold your staff accountable for
achieving these results?
13. Do you support your staff with an appropriate level of feedback and follow-
up?
14. Do you feel comfortable sharing control with your staff?
15. Do you recognize that, as the delegator, you retain the ultimate
responsibility for the outcome of the delegated assignment?
TOTALS
If you answer “yes” to at least twelve questions, you are doing a good job of delegating.
If you answer “no” to three or more questions, you may want to enhance your delegation
skills. For those questions which you answer “no” to, you may want to identify how to change
the behavior and practice it the next time you delegate an assignment.

Reprinted by permission of Harvard Business School Publishing

© 1998 by the Harvard Business School Publishing Corporation. All rights reserved.

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Harvard ManageMentor — DELEGATING TOOLS

Task Delegation Analysis Worksheet

Once you have determined the tasks to delegate, use this form to help you plan each delegation
and select the appropriate person for the job.
Task to Expected Established Skills Possible Training
Delegate Results Standards Deadline Needed Resource Needed

Reprinted by permission of Harvard Business School Publishing

© 1998 by the Harvard Business School Publishing Corporation. All rights reserved.

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Harvard ManageMentor — DELEGATING TOOLS

Task Tracking Form
Use this form to track an assignment you have delegated and to monitor progress toward
an established goal.

Assignment: Target Due

Date:

Assigned To: Date

Assigned:
Check-in Task Description Current Action/Support
Date /Milestone Status (if needed)

Reprinted by permission of Harvard Business School Publishing

© 1998 by the Harvard Business School Publishing Corporation. All rights reserved.

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Harvard University
Center for Workplace Development
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Cambridge, MA 02138
Tel: (617) 495-4895