13 01-02 management by objectives

Management By Objectives

coaching

2nd January 2013

How to coach

1. Tutoring

technique

3. Counselling

behaviour

4. Mentoring

political savvy/

gut feel

2. Challenging

performance

Help the person develop

technical understanding and

competence

Design effective learning

strategies and increase the

pace of learning

Share technical insights

Help understand their

organisation and gain

political savvy

Sensitise to the likes and

dislikes of senior executives

Model the goals and values

of the organisation

Teach the person how to

manage her/his own career

Clarify performance shortfall

and expectations

Gain commitment to

accepting more difficult tasks

Provide strategies and

techniques for improving

performance

Help the person develop ways

to monitor performance and

self-correct in the future

Accurately describe problems

and identify root causes

Encourage the person to

express his or her feelings

Facilitate the development of

personal insights

Explore behavioural

alternatives that could solve

the problem

Management by Objectives

OBJECTIVE

INDIVIDUAL

GROUP Financial levers/

Cash flow

Balanced

scorecard

Milestones/

metrics

Critical

Path/Gannt

Task

assignment

Forward

pipeline

Professional

development

Feedback

Influencing

tactics

Types of

people

Group

stages

SUBJECTIVE

Assertiveness

Handling

conflict

Motivation

Experiments

Diagnostics

Workload

Effective

communication

Why plan and review progress?

• Depersonalises issues: – Data is “out there” and the whole team can look at it

and critique it

• Provides focus: – “What gets measured gets managed” – especially if it

is on the team wall

– BUT you need to make metrics hard to “game”!

• Simplifies communication – Explain stuff once – then come back to the same

points and see how you are dealing with them

GROUP/OBJECTIVE

Different team objectives/situations

.XXX Technical Communications

Power

Language of

product

architecture

Process

You

Targets

α 1.0 β 3.0 undefined

modular

experiential compression

Source: ARM PhD

GROUP/OBJECTIVE

.XXX Revenue targets

0

200

400

600

800

1000

1200

Ju

n-0

7

Sep

-07

Dec-0

7

Mar-

08

Ju

n-0

8

Sep

-08

Dec-0

8

Mar-

09

Ju

n-0

9

Sep

-09

Dec-0

9

Mar-

10

Ju

n-1

0

GROUP/OBJECTIVE

ILLUSTRATIVE

.XXX financial levers

Actionable?

No point showing

junior people stuff

they cannot do

anything about – it

just frustrates

them

Timely?

How often does

the data change –

and how efficiently

can you update it?

GROUP/OBJECTIVE

Revenue = X

# Sales =

Revenue/

sale=

Downloads

Conversion rate

-12%

+23%

-1%

+8%

+7%

ILLUSTRATIVE

.XX organisation chart

.XXX

management team

Customer Product

Market

1 FTE

Support

Develop

3 FTE

Test/QC

2 FTE

Can you create sub-

teams that scale up

more easily?

How will your time be

freed up to manage

external perceptions –

management and key

clients?

GROUP/OBJECTIVE

.XXX product road map

Technology

Product/service

Business/market

Old tool Acquired tool New build tool

Training: www.ifm.eng.cam.ac.uk/ctm/trm/documents/strat_roadmapping5.pdf

Old .XXX customers

Old AAAcustomers

New customers

??? ??? ???

GROUP/OBJECTIVE

ILLUSTRATIVE

.XXX Gannt/critical path

Develop

Test

Release

Support

Develop

Test

Release

Support

Q3’07 Q4’07 Q1’08 Q2’08 Q3’08 Q3’10 …

What is the company year

end for overall budgets?

What is the release

schedule? (e.g.first, new

version, patch)

Who are the critical

resources? (e.g. testers

get pulled into live

support)

What external deadlines

cannot be slipped? (e.g.

major shows, key

clients)C

GROUP/OBJECTIVE

ILLUSTRATIVE

Tech Comms Balanced Scorecard

Source: Mead (1998) Measuring the value added by Technical Documentation, A

review of research and practice (tc.eserver.org/10355.html); Carliner (Physical,

Cognitive, Affective): saulcarliner.home.att. net/id/newmodel.htm

Financial - to succeed financially, how must we appear to our

shareholders? e.g. reducing internal investment, increasing return by

selling documentation, reducing after-sales support calls

Customer - to achieve our vision, how must we appear to our

customers? e.g. customer survey on technical communications project

management

Business process - to satisfy our customers and shareholders, what

business processes must we excel at? e.g. quarterly customer

satisfaction/support surveys

Learning and growth - to achieve our vision, how do we sustain our

ability to change and improve? e.g. training and related cost savings

GROUP/OBJECTIVE

Tech Comms service levels

Source: Kodak photo booths (time to develop – customer workshop), Xerox vs Canon

photocopiers (time between failures – miniaturisation capabilities)

α β

Delivered

service

Cost

Worst point –

high cost but

not different

First iteration

Text/online help

Quick start guide

What dimensions do

end-users value in

Technical

Communications:

-media (file, embedded,

online, live,

community…)

-richness (entry level,

power user)

What breakpoints do

users perceive on

these dimensions?

What service levels do

Technical

Communications need

to deliver to get to each

level?

1.0

Experimental

Embedded error

handling

Power user features

Tested

Live support

Community

Diagnostics

GROUP/OBJECTIVE

Tech Comms: filling out design 1. Research

(2-4 weeks)

2. Design

(2-6 weeks)

Green light

3. Development

(3-12 weeks)

5. Testing

(4 weeks)

4. Writing

(2-10 weeks)

Release

6. Support

scope

error text

topics

full text

diagnostics

What interim

deliverables are

needed at each

stage to scope the

work and support

clean handovers

within the Technical

Communications

team?

What effort is

associated with each

interim deliverable

for each service

level?

QC

GROUP/OBJECTIVE

ILLUSTRATIVE

Tech Comms: forward pipeline

Project Version Stage Start Days ETC Author

1 α 1 25/6 0.5 0.25 Heather

2 2.4 2 29/6 1 0.5 Kirsty

3 β 3 20/6 15 5 Kirsty

4 1.2 4 22/6 40 15 Brian

5 3.1 4 45 45 40 Kirsty

6 2.4 2 30 30 5 Heather

7 α 2 15/7 0.5 0.25 Brian

…

GROUP/OBJECTIVE

ILLUSTRATIVE

Workload

Q3’07 Q4’07 Q1’08 Q2’08 Q3’08 Q3’10 …

When will you need to

start hiring new people

– and what will their

learning curve be to

take up the workload?

Are there short term

blips that might require

sub-contracting staff or

borrowing from general

pool?

GROUP/OBJECTIVE

ILLUSTRATIVE

Good task assignment

• Clean task

– No “long loop”

– Representative user

• Assertive introduction

– Not aggressive

– Right degree

• Shared responsibility

INDIVIDUAL/OBJECTIVE

Interpersonal &

Communication

Results Focus Problem-Solving Knowing our

business

Leadership

COMMUNITY SPIRIT/

TEAMWORK

Showing respect and

support for others and

genuinely valuing their

contribution

ACHIEVING RESULTS

Achieving goals for

organisation. These goals

may include meeting

quality standards,

achieving targets or

working within budget

ANALYTICAL THINKING

Breaking down problems

and issues in order to

resolve them

KNOWING THE

EXTERNAL

ENVIRONMENT

Understanding the

competitive environment

and external forces

impacting upon organization

PEOPLE MANAGEMENT

Facilitating the effectiveness

of others through providing

direction and a motivating

work climate. This

competency is generally

needed by those in a

position of formal leadership

INTERPERSONAL

AWARENESS

Is an accurate awareness

of other people, needs,

motives and feelings,

adapting behaviour

accordingly

OWNERSHIP OF

RESPONSIBILITY

Taking personal

responsibility for ones

actions and

demonstrating pride in

working for organisation

CONCEPTUAL

THINKING

Seeing how ideas and

issues fit together. It

includes recognising

patterns and trends and

the big picture

CUSTOMER FOCUS

Delighting customers by

pre-empting and

responding to their needs

in a timely and

appropriate way TRAINING AND

DEVELOPMENT

Coaching and developing

others to help them achieve

their full potential

RELATIONSHIP

BUILDING

Building and

maintaining

relationships with

contacts internal and /

or external to

organisation

PLANNING

Establishing the route to

achieving defined goals

INNOVATION

Daring to be different by

suggesting new and

radical ideas and finding

alternative solutions to

those that are

established, tried and

tested.

SPECIALIST TECHNICAL

OR PROFESSIONAL

SKILL AND KNOWLEDGE

CROSS-COMPANY

INFORMATION FLOW

Actively sharing ideas and

information across the

organisation This involves

both seeking out and

alerting others to pertinent

information

ADAPTABILITY/

FLEXIBILITY

The willingness to change

priorities and act

differently as the situation

demands, responding

positively to change

INFLUENCING

Persuading others

internally/ and or

externally to support and

buy into desired courses

of action

INTERCULTURAL

AWARENESS

Is appreciating and

valuing others from

different backgrounds,

cultures and expectations

(internally and externally)

RESOURCE USE

Responsible use of the

organization’s resources

and awareness of costs

and financial controls

Personal development INDIVIDUAL/OBJECTIVE

Clean task assignment

No “long loops”

e.g. separating engine design and car chassis

design is ineffective because the size of the

engine impacts the hood and the weight of the

car overall impacts the size of the engine

needed. Expensive changes late in design like

adopting an aluminium engine result.

Representative user

e.g. pick a lead user who will

give feedback iteratively and

whose needs are close to a lot

of the final target audience


Being assertive “acting appropriately on one’s own behalf while not

violating the rights or stifling the viewpoints of others”

1. Act as if you have the right to assert yourself

2. Volunteer – give them “something to shoot at”

3. Take the initiative. If nobody seems to understand, get up and draw a

picture. Offer to follow-up on something where you have a stake.

4. Make frequent, short contributions. Elaborate on the comments of others.

5. Use strong verbals. Speak firmly and concisely, without overqualifying.

6. Use assertive body language – eye contact, lean slightly towards the

other person, gesture broadly, be animated

7. Know the limits of your personal and psychological space, and know

when those limits are being violated.

8. React when aggressors try to silence you.

9. Practice saying “No”.

10.Extinguish verbal aggression through selective inattention. Point out

offensive words and only respond when those words are not used.

11.Give assertive feedback on aggressive or offensive behaviour.


Right degree of assertiveness

Do it or else

Do it now

Do it

Please do it

I need you to do it

I would like you to do it

I would appreciate it if you did it

If I’m not imposing, I’d like you to do it

Would you do it?

Would please do it?

Would you mind doing it?

Do you have time to do it?

Could I ask you to do it?

Shall I do it myself?

Okay, I’ll do it!

When do you want it done?


Effective communication - BEST

Bottom-line

Evidence and examples

Summary

Time awareness

Make it simple, clear,

concise

Prove it. Show how it

applies. Make it specific

and concrete.

Restate key points,

themes. Reinforce.

Keep it short.


Ask questions! NOT … BUT

Rapid-fire, staccato questions that sound

like an interrogation

“Prisoner’s Dilemma” questions that trap

the respondent e.g. “when did you stop

wasting the company’s cash on that?”

Multiple questions

Questions that respondent cannot know

e.g. “what motivated John?”

Questions that are statements

Why questions (imply disapproval)

Directional questions e.g. Have you

considered selling the technology?

Clarifying and probing e.g. what do you

mean by “incendiary”?

Encouraging participation e.g. Carl, if this

were your call, what would you do?

Facilitating a meeting e.g. Are there any

comments on the agenda?

Building relationships e.g. how long have

you been collecting stamps?

Stimulate creativity e.g. what if you

reversed those steps?


Handling responses/questions

1. Listen carefully

2. Summarise the response/question if it is long or complex

3. Reinforce correct answers or positive contributions

4. Give partial credit where the answer has some positive elements

5. Acknowledge their effort and redirect the question when the response is off track

6. Defer or deflect questions where you don’t know the answer


Motivation “The inner force that drives individuals to accomplish

personal and organisational goals”

#1 Interesting work

#2 Full appreciation of work done

#3 Feeling of being in on things

Source: Kovach (87) “What motivates

employees? Workers and supervisors

give different answers”. Business

Horizons 30 58-65

#1 Interesting work

#2 Good wages

#3 Job security

Source: Harpaz (90) “The importance

of work goals: an international

perspective. Journal of International

Business Studies 21, 75-93

caused by:

but!!!!

… factors are not additive and vary with age and income

INDIVIDUAL/SUBJECTIVE

Motivation also varies by role

Bob

Sales Karen

Marketing Jules

Development Zac

Technical Services

Jill

Individual Team


Maslow’s hierarchy of needs

Physiological

-good wages

-good working conditions

Safety

-job security

Social

-feeling of being “in on things”

-tactful discipline

Esteem

-full appreciation of work done

-promotions and growth

Self-actualising

-interesting work

Source: Maslow (43) “A theory of human motivation” Psychological Review, 370-396

“lower level needs

have to be satisfied

before next higher

level need will

motivate”


Herzberg motivator and hygiene factors

Source: Hertzberg, Mausner, Snydermann(59) “The motivation to work” John Wiley

“If motivators are present,

satisfaction will occur – but

absence will not lead to

dissatisfaction.

If hygienes are absent,

dissatisfaction will occur – but

presence will not lead to

satisfaction”


Making jobs motivating

Job enlargement More activities and more

variety of activities

Job enrichment Add higher level

responsibilities and give

compensation if

accepted

Promotion Change job to one with

higher level

responsibilities with

compensation


Influencing tactics

Positive

Explaining

Legitimising - authority

Logical persuading - data

Asking

Appealing to friendship - favours

Socialising - disclose yourself

Consulting - appeal to expertise

Stating - Assert

Inspiring

Appeal to values – tell stories

Modeling – give the example

Exchanging – create win-win

Alliance Building – build consensus

Negative

Avoiding

Passive aggressive

Ignoring

Delaying

Threatening

Describing punishment

Inflicting punishment

Carrying, brandishing or refering to a weapon

Intimidating

Using size or power to get your way

Interrupting

Manipulating

Witholding information

Lying or disguising your intent


Different types of people

Extraversion E

Sensing S

Thinking T

Judging J

Introversion I

Intuiting N

Feeling F

Perceiving P

Source: Myers Briggs Type Indicator (MBTI)


Recognising and adapting to types

Recognise How to work with them Recognise How to work with them

Extravert

•Think out loud

•Discuss before writing

•Team meetings

•Assign presentations

•Don’t assign solo work

Intravert

•Like working alone

•Write out ideas first

•Don’t embarrass them

•Listen

•Allow them to prepare

Sensors

•Factual – proven?

•Fine tune not invent

•Give facts

•Outline step-by-step

•Show how risk reduced

INtuitors

•Future/big picture

•Restless/energy bursts

•Ask them to challenge

•Don’t give detail

•Allow them to daydream

Thinkers

•Analytical/objective

•May seem insensitive

•State the principles

•Give analysis/graphs

•Ask them for review

Feelers

•Concerned for people

•Empathic/good listener

•Be responsive

•Ask them to evaluate

impact on people

Judgers

•Want closure

•Impatient

•Make to do lists

•Start and end on time

•Be structured/neat

•Use them to manage

time and monitor tasks

Perceivers

•Dislike tight deadlines

•Process not results

•Spontaneous

•Be flexible/adaptable

•Avoid tight deadlines

•Ask them to handle last

minute changes (but

ensure Judgers have

time to get product out!)

Source: Myers Briggs Type Indicator (MBTI)


Influencing different types ST Practical and matter of fact NT Logical and ingenious

Logical persuading – STs are factual

and logical. Show your plan/proposal

is well thought out and evidence

based.

Legitimising

Exchanging (if it seems logical!)

Appeal to values – they like

pioneering, and subordinate human

values to abstract patterns and

possibilities

Logical persuading – their logical

side

Consulting – they want involvement

SF Sympathetic and friendly NF Enthusiastic and insighful

Socialising – SFs are also pracitcal,

but approach decisions with

subjectivity and human warmth.

Appealing to friendship – SFs trust

their feelings and are more interested

in facts about people

Consulting

Consulting – NFs are interested in

the complexities of human

communication

Alliance building – they are very

concerned about the impact on

people and want to involve others in

planning

Appeal to friendship

Appeal to values


Why give feedback?

Arena

Interpersonal communication

depends on open and free

exchange of information. With

greater disclosure,

communication increases and

serious conflict decreases

Blind spot

Seeing yourself as others see

you is key to self-

understanding. Soliciting

feedback is the primary

tool for anticipating blind spots

Facade

Selective disclosure of

hidden feelings, ideas,

attitudes, goals and values

can build the relationship with

others. With a big façade,

people doubt your intentions.

Unknown

Without feedback, the

unknown stays unknown.

Feedback generally gives

illumination for both

parties

What I know about me What I don’t know

about me W

hat oth

ers

know

ab

ou

t m

e

What oth

ers

do

n’t

know

about

me

Source: Johari window, Joseph Luft and Harry Ingham


Giving feedback 1. Why

Before giving feedback, think about your motives and perceptions. Are you being genuinely helpful and positive? Are you perceiving the situation correctly?

2. When Avoid feedback:

• you are angry

• you want to put someone down

• you have not observed the behaviour yourself

• the other person cannot change or control the thing you want to discuss

3. Be SPECIFIC • Avoid labels, judgements or stereotypes e.g. “unprofessional”

• Avoid exaggerating for emphasis e.g. you are ALWAYS this careless

• Avoid judgement words like “good”, “better”, “should”

4. Speak for yourself Restrict your comments to what you have seen yourself and how that makes

you feel. Offer your perceptions as perceptions, not facts


Receiving feedback 1. Be receptive to feedback

You don’t need to believe everything – but you have to be willing to listen! If you are too busy to be responsive, say so and set another time.

2. Listen carefully Attend to the person, avoid interrupting, and stay focused on the

message, despite your emotional reactions to it. Confirm your understanding by paraphrasing and summarising.

3. Control your physiological responses Breathe deeply, relax the muscles in your face, neck and shoulders. If

you find your body reacting (e.g. crossing arms, legs), control it.

4. Avoid the impulse to argue or defend yourself Swallow the impulse to argue. Defending yourself closes your mind

and makes you competitive. You can argue with the facts, but not with the perceptions – and that is all feedback is!


Intervening in groups

Forming

Storming

Norming

Performing

Adjourning

Forming the group, setting ground

rules, finding similarities

Dealing with issues of power and

control, surfacing differences

Managing conflict, finding group

norms, resurfacing similarities

Functioning as an effective group

Finding closure

Source: Tuckman model of group development

GROUP/SUBJECTIVE

Handling conflict

• Deflect aggression – Focus on the issues

– Do not defend yourself – ignore insults

• Defuse emotional issues – Step away from the situation and cool off

– May need to address the relationship problems first

• Choose to remain centred and objective

• Know what’s important

• Use the energy of conflict to probe and problem solve

• Conflict is not a contest

GROUP/SUBJECTIVE

Overt and covert conflict

Passive Assertive

Passive-aggressive Aggressive

Other’s acknowledgement of conflict

low hi

Other’s

degree of

cooperation

low

hi

Covert conflict Overt conflict

GROUP/SUBJECTIVE

Handling passive-aggressives

• Recognise their need for control

• Avoid power struggles initially

– Give on some issues

• Appeal to self-interest

• Reveal your own frustration

• Use confrontation as a last resort

• Enforce agreements by making them public

Avoid

Inform Engage

Disclose

Explore

Wait

Confront Surface

Declare

Specify

Enforce

Assert Surface

Declare

Specify

Persist

GROUP/SUBJECTIVE

Passive

• Easier than passive-aggressives

• Will usually co-operate because they

dislike confrontation

• However they may later change their mind

when they no longer feel a threat!

GROUP/SUBJECTIVE

Aggressive*

• Deflect aggression

– Ignore insults

– Focus on the issues

• Know and act on your limits

– When you reach your limit, calmly and firmly tell the aggressor to stop

– State that you refuse to be treated that way and suggest a later meeting when they are calmer

*”Excessively controlling or threatening, being overly competitive, being insulting or

intimidating, needing to prove others wrong, winning at others expense, acting

spitefully or vengefully”. Or physically forcing people to do things!

GROUP/SUBJECTIVE

Reporting vs. milestones/metrics

Weekly: Operating Committee

-Review short-term deadlines and load-balance

-Share external feedback and priorities

Need:One pager summaries from sub-team leaders etc

Monthly: Management team

-Review progress against milestones

-Identify causes of slippage and budget variance

Need:Time reports, quality metrics etc

Quarterly: Budgeting

-Account for time

GROUP/OBJECTIVE

Why diagnose?

• Expose your thinking and explore the real alternatives thoroughly

• Build an “open” logic to the decisions that draws your team into participating

• Identify what you have to manage closely and allow experimentation on how to get there

GROUP/OBJECTIVE

When experiment?

• Where value at risk is high and the winning approach is changing

• Where costs or risks can be reduced by staging commitment through early trials (non-scaleable) or pilots (scaleable)

• Where outcomes from those trials or pilots can be observed quickly and resources committed accordingly

GROUP/OBJECTIVE