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© Gabrielle Consulting, Inc. [email protected] . Page 1 of 12 Roles and Responsibilities of Managers Factors That Make a Great Leader Character Relationships Knowledge Intuition Experience Ability Maxwell’s 5 Levels of Leadership Notes on roles and responsibilities _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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  • Gabrielle Consulting, Inc. [email protected] Page 1 of 12

    Roles and Responsibilities of Managers

    Factors That Make a Great Leader

    Character Relationships Knowledge Intuition Experience Ability

    Maxwells 5 Levels of Leadership

    Notes on roles and responsibilities

    _____________________________________________________________________

    _____________________________________________________________________

    _____________________________________________________________________

    _____________________________________________________________________

    _____________________________________________________________________

  • Gabrielle Consulting, Inc. [email protected] Page 2 of 12

    Team Trust Assessment Gabrielle K. Gabrielli, Ph.D.

    YES NO 1. Do team leaders stand by the goals and objectives that the team sets for

    itself?

    2. Do team members feel that others on the team work just as hard as they do?

    3. Are team members sure that all other team members are qualified to

    adequately perform their jobs?

    4. Are team members willing to ask for help from others to complete a task if needed?

    5. Do team members have strong, agreed upon beliefs about how to

    achieve success?

    6. Do team members avoid writing a lot of emails to each other? 7. Do team members feel that the team leader and other team members

    adequately share information with them?

    8. During discussions and meetings, do team members contribute fairly equally rather than having one or two people dominate?

    9. Are team members comfortable sharing opinions that differ from the

    ideas of other team members?

    10. Do team members put team interests ahead of their own interests? 11. Are team members aware of how their behavior impacts other team

    members and the organization as a whole?

    12. Do team members follow through with their commitments including meeting attendance and tasks?

    13. Is there a great deal of support for other team members when there is a

    crisis?

    14. If team members were each asked to list team priorities, would the lists be very similar?

    15. Do team members have roles that are clearly defined and accepted by

    all team members?

    THE TRUST QUIZ - HOW DOES YOUR TEAM RATE? SCORING KEY: ! Add the number of checkmarks you placed in the NO column. If you answered

    no to 3 or less of the questions, then the team you selected is probably functioning well and achieving a fairly high level of results. However, there are still areas where it could use some development.

    ! If you answered no to between 4 and 6 of the questions, your team is likely achieving its potential performance but needs more work in trust building. Further assessment is needed to specifically identify areas in need of improvement.

    ! If you answered no to more that 7 of the questions, your team may be in need of help. This type of low trust level left unchecked will lead to frustration, decreased levels of performance, and wasted resources.

  • Gabrielle Consulting, Inc. [email protected] Page 3 of 12

    How to Build Trust in the Workplace Gabrielle K. Gabrielli, Ph.D.

    1. Give trust to gain trust. 2. Communicate effectively. 3. Respect others. 4. Be competent and confident. 5. Listen to others and seek their input. 6. Show gratitude. 7. Encourage others to reach their potential. 8. Continually strive to improve. 9. Take responsibility for your actions.

    10. Give credit to others who have achieved success. 11. Be enthusiastic about work opportunities and challenges. 12. Be self-motivated as well as motivate others. 13. Mean what you say and say what you do; be dependable. 14. Have a positive and optimistic attitude.

    At the core of every high performing team is: Trust Enthusiasm Accountability Motivation

    Coming together is a beginning. Keeping together is progress. Working together is success.

    - Henry Ford Talent wins games, but teamwork and intelligence wins championships.

    - Michael Jordan

  • Gabrielle Consulting, Inc. [email protected] Page 4 of 12

    Tuckman's Team Development Stages Model

    forming

    storming norming

    performing

    1

    2 3

    4

    telling

    selling participating

    delegating

    1

    2 3

    4 Hersey and Blanchard's Situational Leadership Model

  • Gabrielle Consulting, Inc. [email protected] Page 5 of 12

    High Performing Team Assessment Gabrielle K. Gabrielli, Ph.D.

    1 = Disagree Strongly 2 = Disagree 3 = Neutral 4 = Agree 5 = Agree Strongly Using the scale, please check the number that honestly describes your assessment of each statement.

    1. Members are clear about group goals. 1 " 2 " 3 " 4 " 5 "

    2. Members agree with group goals. 1 " 2 " 3 " 4 " 5 "

    3. Group tasks require members to work together. 1 " 2 " 3 " 4 " 5 "

    4. Members are clear about their roles. 1 " 2 " 3 " 4 " 5 "

    5. Members accept their roles. 1 " 2 " 3 " 4 " 5 "

    6. Member assignments match their abilities. 1 " 2 " 3 " 4 " 5 "

    7. The group leaders style changes when necessary to meet emerging group needs.

    1 " 2 " 3 " 4 " 5 "

    8. There is an open communication structure that allows all members to contribute and participate.

    1 " 2 " 3 " 4 " 5 "

    9. The group receives regular feedback about its productivity. 1 " 2 " 3 " 4 " 5 "

    10. Members give each other constructive feedback. 1 " 2 " 3 " 4 " 5 "

    11. The group uses feedback about its effectiveness to make improvements in how it is performing.

    1 " 2 " 3 " 4 " 5 "

    12. The group spends time defining and discussing problems it must solve.

    1 " 2 " 3 " 4 " 5 "

    13. Members spend time planning how they will solve problems and make decisions.

    1 " 2 " 3 " 4 " 5 "

    14. The group implements its solutions and decisions. 1 " 2 " 3 " 4 " 5 "

    15. The group develops methods to evaluate its solutions and decisions.

    1 " 2 " 3 " 4 " 5 "

    16. The group accepts members who behave differently, as long as their behavior is perceived as helpful to task accomplishment.

    1 " 2 " 3 " 4 " 5 "

    17. Group norms encourage high performance, quality, and success. 1 " 2 " 3 " 4 " 5 "

    18. Everyone feels like an equally valued member of the team. 1 " 2 " 3 " 4 " 5 "

    19. The group is highly cohesive and cooperative. 1 " 2 " 3 " 4 " 5 "

    20. Periods of conflict, even when frequent, are brief. 1 " 2 " 3 " 4 " 5 "

    Adapted from Wheelan (2010). Creating effective teams: a guide for members and leaders.

  • Gabrielle Consulting, Inc. [email protected] Page 6 of 12

    Performance Management Gabrielle K. Gabrielli, Ph.D.

    Performance management includes activities that ensure goals are consistently effectively and efficiently being met. It involves measurement, feedback and positive reinforcement.

    Factors that Affect Performance Motivation

    Assessing

    Planning

    Monitoring

    Developing

    Evaluating

    Rewarding

  • Gabrielle Consulting, Inc. [email protected] Page 7 of 12

    Performance Management through 5 Key Conversations

    Kung and Minor, 1999

    Orienting to new work Familiarize new employees or employees beginning

    new work assignments with the information needed for them to succeed in their jobs.

    Establishing direction Set the context for work. Coaching for results Guide employees toward intelligent, self-directed

    performance. Reviewing performance

    Focus on assessing performance against agreed upon results.

    Developing others Focus on building performance to exceed expectations and/or to develop new skill sets.

    Increasing skill in each conversation should include these 3 levels:

    Assignments on the job Coaching from others Training (formal and informal)

    Outcomes of each conversation should include:

    Enhanced trust Agreement on an action plan Employee ownership of the plan Increased productivity

  • Gabrielle Consulting, Inc. [email protected] Page 8 of 12

    Motivation

    Motivators and Demotivators Everyone is motivated by something. Remember, motivation is the psychological

    process that gives direction and purpose to a persons behavior. It is the state of

    mind that compels people to achieve organizational and personal goals. This

    means that when you are motivated, your desire and energy is directed toward

    achieving a goal. As a supervisor, it is necessary to understand the needs of your

    staff, thus understanding what motivates or demotivates them.

    Activity: Motivators and Demotivators Addressing both motivators and demotivators is extremely important to any

    performance improvement strategy. When motivation levels are high, enthusiasm

    for the task at hand improves, turnover is reduced, and productivity increases.

    1. Classify each item as a motivator or a demotivator by marking a motivator with an M and a demotivator with a D.

    _____ Immediate feedback _____ Freedom to make mistakes

    _____ Job insecurity _____ Appreciation

    _____ Underutilization of skills _____ Repetitive tasks

    _____ Lack of benefits _____ Empowerment

    _____ Lack of feedback _____ Access to training

    _____ Challenging work _____ Being taken for granted

    _____ Celebrations _____ Cynicism

  • Gabrielle Consulting, Inc. [email protected] Page 9 of 12

    Activity: Motivators and Demotivators 2. List the motivators and demotivators that are present in your workplace.

    How can you overcome the demotivators?

    Motivators

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    Demotivators

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    Growing, Coaching, and Delegating Dr. Gabrielle K. Gabrielli

    Questions Every Supervisor Should Ask His or Her Direct Reports Every supervisor should have open conversations with employees. Ask: What motivates you? What is the one thing you would like to learn the most in your

    current role? If they have more than one thing, thats okay. If they dont have something, encourage them to think about it.

    What are your long-term goals? Where would you like to be in one year? Five years? As a supervisor, how can I you better support you? What is one thing youd like to improve about our workplace? What is one thing you would like to improve in yourself? What is one suggestion you have for what would help me improve

    to make me a more effective supervisor? Use the information you learn to work on being an even more effective leader as well to as provide any training for them.

  • Gabrielle Consulting, Inc. [email protected] Page 10 of 12

    Activity: Coaching Coaching is a strategy that will help you bring out the best in your employees. Just like a football coach coaches his team, you as a supervisor must coach your staff. Coaching plays a major role in developing your employees in order to successfully complete essential tasks and ultimately take on greater responsibilities.

    In a work organization, coaching is defined as working closely with an employee or team to improve skills and meet performance goals. One of the greatest benefits of coaching is its ability to improve performance results through feedback and recognition.

    Describe a time when you experienced the coaching process, either as a coach or as an employee being coached. a. Was it successful? If so, why?

    _____________________________________________________________________

    _____________________________________________________________________

    _____________________________________________________________________

    _____________________________________________________________________

    b. If not, what do you think could have happened differently for coaching to be more successful?

    _____________________________________________________________________

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  • Gabrielle Consulting, Inc. [email protected] Page 11 of 12

    Activity: Delegating Similar to coaching, delegating is motivating and equipping others to accomplish goals and tasks. Some characteristics of delegation are management responsibility, role relationships, transfer of authority, and accountability of results.

    Have you experienced a time when you either delegated a task or had a task delegated to you that went wrong? What could have been done differently?

    _____________________________________________________________________

    _____________________________________________________________________

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    Top Excuses for Not Delegating Quality - Theres one way of doing it and Im the only one who

    understands it. Compulsion-Perfectionism - If I dont take the time to do this right,

    nobody will. Need - Ive got to appear really busy to others. Insecurity - Ill lose control and the reason for having my job Lack of Teaching Ability - I cant explain all that. Aversion to Risk - But what if they mess it up? Time Consuming - I cant take the time to talk others into doing this. Im

    too busy. Fear - Ill be the one punished when things dont work out. Timidity - It may upset them when I ask them to do something Overload - My people are working too hard and are not paid enough to

    take this on.

    Action Plan for Coaching and Delegating:

    _____________________________________________________________________

    _____________________________________________________________________

    _____________________________________________________________________

    _____________________________________________________________________

  • Gabrielle Consulting, Inc. [email protected] Page 12 of 12

    Giving Beneficial Feedback

    Positive Feedback Four components of positive feedback (praise):

    1. Specific 2. Immediate 3. Earned 4. Individualized

    Corrective Feedback Four components of corrective feedback:

    1. Behavior 2. Effect 3. Expectation 4. Result or Consequence

    Remember with corrective feedback: Avoid never or always. Give feedback in private. Follow up to either provide positive feedback if the

    performance has changed or more corrective feedback if it has not changed.

    Activity: Corrective Feedback Practice Think of a scenario where you needed to correct an employees behavior (or

    make up a scenario). Use the BEER method to plan how to address the issue. Get with a partner. Be prepared to role play.

    Notes

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    _____________________________________________________________________

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