貝恩職業(yè)生涯 (2)ppt課件

1、Author:Reviewer: bcDevelop the IndividualsDecember 1998Copyright 1998 Bain & Company, Inc. Jacintha PeerisDianna Magnani.Key Elements of Effective Leadership Create a sharedvisionMobilize and inspireManage forresultsDevelop the individualsEffective leadership encompasses four core elements.Understan

2、d the big picturePlan in advanceAlign the teamMaintain directionBuild enthusiasm Motivate the teamEnable the individualsStick to a rigorous upfront planManage aggressivelyTroubleshootChange behavior in response to feedbackDevelop an exciting plan for growthBe the coachMeasure and communicate perform

3、ance.OverviewHow to Develop the IndividualsDevelop an Exciting Plan for GrowthBe the CoachMeasure and Communicate PerformanceKey TakeawaysAgenda.The Importance of Developing PeopleSource: Bain Worldwide Employee Satisfaction SurveyOpportunities for professional and personal development are critical

4、elements of overall employee satisfaction.Importance“How important is each of the following?.BenefitsDeveloping people has some obvious benefits.Enhance Ongoing Team ProcessStrengthen Quality of Results for ClientsContribute to Long-term Growth in the Business Through RetentionSatisfied Employees.Ag

5、endaOverviewHow to Develop the IndividualsDevelop an Exciting Plan for GrowthBe the CoachMeasure and Communicate PerformanceKey Takeaways.How to Develop People Excellence in developing people can be achieved through three major activities.Be the CoachDevelop an Exciting Plan for GrowthMeasure and Co

6、mmunicate PerformanceReassess.AgendaOverviewHow to Develop the IndividualsDevelop an Exciting Plan for GrowthBe the CoachMeasure and Communicate PerformanceKey Takeaways.Plan for Growth Review capabilities required for a person at their levelSolicit input from the individual Read previous performanc

7、e reviews (with the individuals permission)Talk to the persons other managersReview allocated workstream against capabilities and development needs and adjust as necessaryAt the beginning of a case, the caseteam leader should develop a case-specific skill plan for each team member.Write a skill plan

8、 with the individuals helpDiscuss the plan in a one-on-one conversation with the individual to ensure buy-in and enthusiasm for it.Skill Plan Myths The following are some common myths and realities about skill plans.The skill plan found on the consensus review form is sufficient for helping people d

9、evelopSkill plans are disruptive because workplans rarely match development needsSkill plan discussions are very time consumingSkill plans should be filed away at the beginning of a case for review at the end of the case The consensus review form highlights a generic list of development needs for an

10、 individual. A case-specific skill plan focused on the individuals workstreams for a particular case is an important supplement.There are usually a number of ways to meet a generic development need regardless of the case - e.g., a client experience need on a market overview stream could be accomplis

11、hed through expert and competitor interviews.Once the workplan has been described, individuals should be asked to draft skill plans. A skill plan should focus only on the two or three most important needs. Reviewing and discussing the plan typically takes less than an hour.The whole point of a skill

12、 plan is to provide an ongoing focus for development needs. Skill plans should be referred to during coaching meetings and regularly reviewed and revised during the case.MythReality.Skill Plan Imperatives To get the most out of skill plans:Everyone should have oneSkill plans should be specific and a

13、ctionableEnsure that the skill plan includes specific HLAs that tie to the major developmental needs identified in the individuals latest review.Test HLAs for reasonableness. Unrealistic goals set people up for failure and disappointment. The end of case review should show achievement on many of the

14、 HLAs.Skill plans should drive regular PD discussionsClearly identify your expectations for the content, frequency, and method of updates. Review progress against their skill plan periodically with each team member.Everyone should have a skill plan that you review and discuss. This is your opportuni

15、ty to ensure that team members expectations are in alignment with yours.For new people, you should take the first cut at the plan and review it with the individual. For experienced team members, they should take the first cut, and then review it with you.Skill Plan FormTeam Member:Caseteam leader/Ma

16、nager:Case Code:Date:Scheduled Updates: Value AdditionClientTeamGeneric Skills Specific HLAs for This CaseMust be specific to workstream activities Value AdditionClientTeam.AgendaOverviewHow to Develop the IndividualsDevelop an Exciting Plan for GrowthBe the CoachMeasure and Communicate PerformanceK

17、ey Takeaways.How to Be a Coach “Tell me and Ill forget, show me and Ill remember, let me do it and Ill really learn.Chinese Proverb.Be the Coach“Coaching is unlocking a persons potential to maximize their own performance. It is helping them to learn rather than teaching them.Timothy Galwey, The Inne

18、r Game of Tennis“Effective coaching challenges peoples beliefs and changes their behavior.Dean Berry, Founding Father of INSEAD .Effective Coaching Where you say itWhen you say itHow you say itCoaching involves attention to both content and process.What you sayContentProcess.Coaching Content Effecti

19、ve coaching leaves the individual clear about the changes needed and motivated to make them.Specific - give examples, describe specific behaviors and reactions, use quotes or written examplesFactual - do not make it personal; discuss facts, events, examplesObjective - do not be influenced by previou

20、s performance or hearsay from other cases; base feedback on direct experience Descriptive - be descriptive, not judgmentalBalanced - always give both positives and areas for improvementActionable - discuss specific action steps for improvementFrom your perspective - speak for yourself, not for other

21、sOpen/honest - do not pull punches, do not sugarcoat, and do not overstateSensitive of feelings - criticize actions, not the person; use careful languagePositive - express confidence that the person can succeedNon-discriminatory - avoid any language that suggests racial/gender or other biasesTentati

22、ve - be mindful that you are presenting perceptions, not absolute truthSincere - understand that change is difficult; be tolerant and willing to helpClearMotivated.Coaching Process Where you say itWhen you say itHow you say itThe process of coaching is as critical as the content.Appropriate location

23、give negative feedback in private, not in front of caseteam or clientgive positive feedback in public, whenever possible In person - avoid voicemail, especially for negative feedback Coaching is an ongoing process; day-to-day feedback is criticalFeedback must be timelySchedule sufficient time and do

24、 not allow interruptionsPrepare - keep a journal of specific examplesSeparate positive from negative, and give positive feedback firstMake it a discussion, not a speechListen/questionunderstand their perspectiveprobe for background issues/concernsgive them opportunity to ask questions and respondChe

25、ck for understanding - summarize and agree on key points.Positive Feedback Regular positive feedback is a big part of successful coaching.Why is positive feedback important?Motivational: increases individual satisfaction, willingness to continue contributingReinforcing: explicitly acknowledges behav

26、iors that are good; encourages continuation of positive behaviorsCreates greater openness to negative feedback: builds credibility and trustWhen is it appropriate?Upon completion of a good piece of analysisAfter an effective meetingAfter a good presentationAnytime positive feedback is given by a thi

27、rd party (e.g., a client, an expert)How do you give it effectively?Be specific, provide detailed feedback.Explain why the work was effective in obtaining results for the clientSeparate it from negative feedback so it is not diluted/overshadowedAcknowledge publicly, whenever possible.Tips for Receivi

28、ng FeedbackAs part of the coaching process, it may help to review with the team member these tips for receiving feedback.Receiving feedback will allow you to see things about yourself that you could not see in any other way. You will then be able to correct behaviors that are inhibiting your growth.

29、 Constructive feedback is an important gift. Every time you are able to use it wisely, you will have taken another step in your own development.1.Listen closely to the person giving you the feedback, and try not to interrupt.2.Avoid being defensive. This can be difficult, especially if the person gi

30、ving you the feedback is not highly skilled. You may have different perceptions of yourself, but it is important that you understand the perceptions of others.3.Assume the feedback giver is trying to be helpful.4.Try to understand the feedback. If the feedback is not clear, ask for clarification and

31、 examples.The Learning DilemmaSource: “Teaching Smart People How to Learn, Harvard Business Review May-June 1991Sometimes overachievers find it difficult to accept negative feedback.Overachievers are unaccustomed to failureThey may exhibit defensive behavior:RationalizationAggressivenessRejectionCyn

32、icismAre unwilling to “hear feedbackFail to change behaviorsDenialBecome depressed, withdrawnShift behavior from “guardrail to guardrail (i.e., from one extreme to the other)Reluctant acceptanceThese behaviors are a signal that the benefits of receiving feedback need to be reinforced.Reactions to Fe

33、edback As a caseteam leader, you should encourage reactions to feedback that demonstrate maturity and an interest in improving.Deny the feedbackAttribute mistakes to external factorsAssume coach has negative feelings about the direct reportExpress passivity - have no reactionTake an aggressive stanc

34、e toward the coachLaugh it offReject coachs authority to give feedbackShow cynicism about improvement suggestions Accept responsibility for the behavior or understand the coachs perceptionsAnalyze why behavior was shownUnderstand the coachs point of viewAsk for more informationEnlist coachs to help

35、in understanding the feedbackShow concern for improvementListen carefully to feedbackAccept feedback and check in with othersDefensive ReactionsDesired Reactions.Handling Pushback (1 of 3)Source: Adapted from The Developing People Workbook, Forum CorporationThe first step in handling pushback is to

36、gain a better understanding of the other persons point of view.EncourageConfirmResist the temptation to restate your feedback, defend your points, or jump in with more examples. Encourage the team member to say more about how he or she sees the situation.Encourage with verbal and nonverbal signals (

37、lean forward, nod, say “uh-huh).Recognize that the root cause of the team members objections may not be what you think. You may be missing some important facts or context.Listen for both facts and feelings to understand the root cause of the issue. Use open-ended questions to uncover the team member

38、s view. Open-ended questions begin with words like “What, “How, “Tell me, “Describe and “Explain.Use silence - it gives the team member an opportunity to consider and expand on what has been said.Restate the team members observations - both facts and feelings.Summarize what you have heard, and ask i

39、f you are correct.Once you have encouraged, questioned, and confirmed, you will have a better understanding of the team members perspective and reactions. You may also have uncovered some additional facts you were not aware of.Question.After gaining a thorough understanding of the team members viewp

40、oint, use these tips to provide helpful information and support.Disagrees with your description of the situationAgrees, but cites factors beyond his or her controlProvide more accurate or objective observations that include the team members experiences, along with other facts the team member may not

41、 be aware of.Provide and ask for some suggestions for things to do that are within his or her control. Identify ways you can help.“So, what happens is that the other team gives you data that conflicts with yours, and you do not know how to reconcile them. This makes it hard for you to proceed on sch

42、edule. Is that right?“I understand you feel you can not help it if the client does not provide the data. How about if you ? Maybe I could help by If the team member:Then you should:Example:Source: Adapted from The Developing People Workbook, Forum CorporationHandling Pushback (2 of 3).Check to see i

43、f what you said makes sense and if you are both in agreement about what is going on and how to proceed. Continue by asking the team member for his or her suggestions for improvement going forward.Agrees, but does not see why it is importantAgrees, but says his or her intention was differentDescribe

44、the importance of the issue - how it affects the team, you personally, and/or the team member.Offer observations on the differences between the persons intention and the actual results of the behavior or performance.“I know doing a workplan does not seem important to you. The reason it is important

45、to the team is that it allows us to “I see your intention was to be helpful, but when you I saw it as you doubting the team. Maybe you can be more helpful by Source: Adapted from The Developing People Workbook, Forum CorporationHandling Pushback (3 0f 3)If the team member:Then you should:Example:Eve

46、n when the team member agrees with what you have to say, he or she may benefit from receiving further information.Coaching Examples (1 of 2)“Dave, I noticed on the following occasions, you put down the QA managers analysis in front of her boss“Dave, your cockiness in front of clients borders on rude

47、ness.“Jan, you should use open-ended questions to explore the plant managers objections. This will give you information you can use to influence him.“Jan, in the future, you should capitalize on your natural charm to influence the skeptical plant manager.Do this:Avoid this:Do this:Avoid this:The obj

48、ective of coaching is to improve a persons behavior.Coaching Examples (2 of 2)“Steve, Id like to give you some feedback on something you said about our billing procedures to the plant manager during todays tour.“The team thought you were pretty out of line today when you blurted out that billing com

49、ment.“Donna, I get frustrated when Im trying to make a point in case team meetings and you finish my sentences for me.“Donna, stop trying to step on me just to get promoted.Do this:Avoid this:Do this:Avoid this:.AgendaOverviewHow to Develop the IndividualsDevelop an Exciting Plan for GrowthBe the Co

50、achMeasure and Communicate PerformanceKey Takeaways.Goals of the Written Performance Review The written review is the primary mechanism for measuring results.Measure performance against goals and objectivesEstablish new goalsIdentify training needs Ensure consistency between evaluations and salary i

51、ncreases and promotion recommendationsProvide documentation.Performance Review ContentPerformance reviews include: Clear and conciseConsistent with rating, salary increase, and promotion recommendationMost Important MessageMost important points reviewee should take awaySpecific examples, not assumpt

52、ionsBalanced - both positive and negative feedbackOwn observations - speak for yourself, do not speak for othersSituations beyond reviewees control, if appropriateHistorical DescriptionBasis of most important message and development objectivesClear, specific action stepsPrioritized based on importan

53、ce of skills and size of gapStart, stop, and continue format (optional)Development ObjectivesKey to skill plan development.The Performance Review ProcessThere are four steps in the performance review process: Develop the ContentPrepare to Deliver the ReviewConduct the ReviewPrepare to Write the Revi

54、ewConduct an interim reviewDetermine areas for improvement at the end of each caseFor consensus reviews, talk to input reviewersEvaluate performance gapsDetermine improvement objectivesIdentify resourcesDevelop most importance message supported by dataAnticipate areas of disagreementThink of how to

55、establish a dialogueSchedule the meeting in advanceKeep the appointmentDo not allow interruptionsEstablish a positive and open climateProvide specific examplesListenMake sure the reviewee understands where to focusCheck in with the reviewee.Prepare to Write the Review Before writing the review.Condu

56、ct at least one interim review with the team memberAt the end of each case, determine key areas for improvementFor consensus reviews, talk to input reviewersflag inconsistenciesgain consensus on key messagesinclude other reviewers examples and anecdotes submit draft to input reviewers for feedback.D

57、evelop the Content When writing the review.Review development plan for previous six monthsEvaluate gaps between plan and performanceDetermine the most critical performance improvement objectivesIdentify resources the team member can tap to gain the required skills (e.g., BVU modules, training sessio

58、ns, colleagues)Develop most important messagetie to ratingfocus on expected behavior changesif appropriate, include promotion messageSupport most important message with databe specificcite examples and critical incidentsinclude positive and negative feedback.Writing Watchouts Follow these guidelines

59、 when writing the review:Think before writingProvide specific examples of behavior, not conclusions Include positive and negative feedback Be scrupulously honest Reflect accurately other reviewers commentsRespect confidentialityAvoid jargon - use plain language adjective qualifiers - use active verb

60、s assumptions about direct reports knowledgefrequency statementsrelying solely on quantitative values - describe behavior and consequencesDo not make commitments you can not honor If appropriate, describe situations beyond reviewees control.Prepare to Deliver the Review Anticipate potential areas of