In
today's economy, more and more organizations are choosing to promote from within instead of
hiring from the outside. Often organizations promote an individual because of
his or her outstanding technical skills into a supervisory or management role.
Sometimes
this change is made easily and without difficulty.
The individual may have an innate ability to effectively lead and manage
others. More often this transition
is not as smooth as organizations hoped.
In fact, a recent study by Manchester Inc found that 40% of all new
executives fail within 18 months of being promoted to that position.
A
lack of management and leadership skills can result in slumps in productivity,
morale and other business initiatives. This
program is designed to give these supervisors and managers the skills they need
to effectively make the transition from doing to leading.
Learning
Objectives
- Explore
ways to make the transition from doing the work to managing the
people.
- Discover
methods for effectively managing peers.
- Review
the essentials for managing- performance appraisals, goal setting
and coaching.
- Gain
an understanding of the interpersonal skills necessary to succeed in
their positions as supervisors and coaches.
- Learn
how to maximize their effectiveness as a supervisor through the
development of their communication skills.
- Learn
how to get the most out of those that work for and with them.
- Understand
the importance of and practice such skills as coaching, listening,
dealing with conflict, giving constructive criticism, problem
solving and the art of persuasion.
Audience
This
course is appropriate for any newly promoted manager or supervisor.
Especially those with many technical skills, but lacking in managerial or
supervisory training.
Course
Outline
Making
the Transition from Doing to Leading
 |
Managing
peers |
|
|
Overcoming
a history |
|
|
Managing
people v. doing the work |
The
Essentials of Managing People
|
|
Performance
appraisals |
|
|
Goal
setting |
|
|
Coaching |
|
|
Employee
Critical Assessment Matrix™ |
A
Human Relations Style
|
|
Styles
of behaving towards others |
|
|
The
aggressive, passive and human relations styles |
|
|
The
behavioral style continuum |
|
|
Small
group exercises: Identifying styles |
Creating
a Positive Work Environment
|
|
Three
lessons about positive actions |
|
|
Why
employees don't praise each other at work |
|
|
Giving
praise to employees |
|
|
Videotaped
role play exercise: practice, taping, feedback |
Listening
for Effectiveness
|
|
Characteristics
of poor listeners |
|
|
Poor
listening habits |
|
|
Barriers
to listening |
|
|
Techniques
to overcome listening barriers |
|
|
Three
rules for listening |
|
|
Showing
understanding |
|
|
Small
group exercises: Changing listening habits |
Dealing
with Conflict and Criticism
|
|
Two
skills for taking criticism from others |
|
|
Absorbing
criticism |
|
|
Examples
of "fogging" |
|
|
Clarifying
criticism |
|
|
Videotaped
exercise role play: practice, taping, feedback |
|
|
Typical
reactions when employees are criticized |
|
|
What
is criticism? |
|
|
The
Problem Solving Style instead of criticism |
|
|
Videotaped
role play exercise: practice, taping, feedback |
Planning
Your Time Investments
|
|
Identifying
how you spend your time |
|
|
Identifying
how you should spend your time |
|
|
Reviewing
your manager's feedback |
|
|
Identifying
time wasters |
|
|
How
to manage your time wasters |
|
|
Identifying
good time investments |
|
|
How
to better invest your time |
|
|
Practical
time management and priority tools |
|
|
Finalizing
your Priority Plan™ |
|
|
Planning
a Priority Plan™ discussion with your manager |
Program
Format- 3 Days
This
course is not a theoretical course -- it is built around practical skills that
make the difference between effective and dysfunctional work groups.
In teaching each skill, we present the learning point, illustrate its
advantages and give examples of demonstrations.
Each participant then practices and gains confidence in using the skills. We use videotaped role-play, exercises and case studies to
give participants “hands-on” skills practice.
Participants receive instructor and peer feedback and develop a plan for
on-the-job reinforcement of the skills. The
maximum class size is 20 participants. The optimum class size is 12-16. |
