Summary of Chapter 12 Skills For Developing Others

Summary of Chapter 12 Skills for Developing Others
This chapter is to align the skills and associated exercises most relevant to the “Focus on the Follower”.
• Setting goals
• Providing constructive feedback
• Team building for work teams
• Building high-performance teams: the rocket model
• Delegating
• Coaching
Goals should be:

• Specific
• Observable
• Attainable
• Challenging
• Supported by actual commitment
• Followed by feedback
Constructive feedback helps foster growth, and supervisory feedback can aid in building morale
Development of good feedback skills is an outgrowth of developing good communication, listening, and
assertiveness skills
• Provider must:
• Be clear about the purpose
• Choose an appropriate context and medium for giving feedback
• Send proper nonverbal signals
• Try to detect emotional signals from the recipient
• Be somewhat assertive in providing feedback
Components of feedback skills
• Knowledge component: Knowing when, where, and what feedback is to be given
• Behavioral component: Concerns how feedback actually is delivered
• Good feedback is specific, descriptive, direct, and helpful
• Evaluative component
Leaders can improve their feedback skills by:

• Making sure their feedback is helpful
• Being direct, specific, and descriptive
• Being timely and flexible
• Providing positive as well as negative feedback
• Avoiding blame or embarrassment
Team-building interventions, at the team level, may help members understand why they struggle to
achieve team objectives and can suggest coping strategies for an intolerable situation
• Do not remove the root causes of team problems
Many organizations make top-down efforts to correct team-building problems
• Other organizations are committed to teamwork and are willing to change structures and systems
to support it but are not committed to the “bottom-up” work that is required
Figure 12.1: A Rationale for Individual, Interpersonal,
Team, and Organizational Training
A successful intervention at the team level should:

• Raise awareness about how teams really work
• Use diagnostic, instrument-based feedback so team members can have a valid map of where they
and their teammates are currently located
• Provide a practice field for each intervention so team members can test their new behaviors in a
risk-free, protected environment
Prescriptive model for building high-performing teams

• Tells leaders what steps to take and when to take them when building new teams
Used as a diagnostic tool
• Helps determine where existing teams are weak and what needs to be done to get them back on
track
Based on extensive research with hundreds of teams in the healthcare, education, retail, manufacturing,
service, software, telecommunications, energy, and financial service industries
Figure 12.2: Building High-Performance Teams:

The Rocket Model
Context through morale components describe the “how” of team building
• Tell team leaders what they specifically need to do to improve team mission, norms, and so forth
Results component describes the “what” of team building
• Shows what the team actually accomplished
• High-performing teams get superior results because they have attended to the other seven
components
• Teams achieving suboptimal results can improve their performance by focusing on
problematic components of the Rocket Model
Delegating
Gives the responsibility for decisions to those individuals most likely to be affected by or to implement the
decision
Concerned with autonomy, responsibility, and follower development than with participation
Research has shown that:
• Leaders who delegate authority more frequently often have higher-performing businesses
• Followers are not necessarily happier when their leaders frequently delegate tasks
Why Delegating Is Important
• Frees time for the leader to perform other activities

• Develops followers by providing them with practical experience in a controlled fashion
• Strengthens the organization by signaling that subordinates are trusted and their development is
important, which increases job satisfaction levels
Principles of Effective Delegation

• Decide what to delegate
• Decide whom to delegate to
• Make the assignment clear and specific
• Assign an objective, not a procedure
• Allow for autonomy while monitoring performance
• Give credit, but do not blame
Peterson and Hicks’ Model of Coaching
Process of equipping people with the tools, knowledge, and opportunities they need to develop themselves
and become more successful
Good coaches:
• Orchestrate rather than dictate development
• Help followers clarify career goals
• Identify and prioritize development needs
• Create and stick to development plans
• Create environments that support learning and coaching
• Have well-developed skills, determine where a follower is in the coaching process, and intervene as
appropriate
Model works particularly well for high performers

Steps of coaching
• Forging a partnership built on mutual trust and respect with a follower
• Inspiring commitment by conducting a GAPS analysis
• Growing skills by creating development and coaching plans
• Promoting persistence by helping followers stick to their plans
• Transferring skills by creating a learning environment
Development Plan Checklist
1. Objectives: One-year career objective identified? No more than a total of two or three development
goals? Areas in which the employee is motivated and committed to change and develop?
2. Criteria for success: Is the new behavior clearly described? Can the behavior be measured or
observed?
3. Action steps: Specific, attainable, and measurable steps? Mostly on-the-job activities? Includes a
variety of types of activities? Are activities divided into small, doable steps?
4. Seek feedback and support: Involvement of a variety of others? Includes requests for management
support? Are reassessment dates realistic
5. Stretch assignments: Do the stretch assignments relate to the employee’s career objectives?
6. Resources: Uses a variety of books, seminars, and other resources
7. Reflect with a partner: Includes periodic reviews of learning?

Coaching: Concluding Comments
Coaching takes little additional time

Good coaches are equally versatile at all five steps of coaching
Leaders need to assess and develop coaching skills
Coaching is a dynamic process
• Good coaches assess where followers are in the coaching process and intervene appropriately
Good leaders are those who create successors, and coaching may be the best way to make this happen

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Summary of Chapter 12 Skills for Developing Others

Goals should be:

Leaders can improve their feedback skills by:

A successful intervention at the team level should:

Prescriptive model for building high-performing teams

Figure 12.2: Building High-Performance Teams:

Why Delegating Is Important

• Frees time for the leader to perform other activities

Principles of Effective Delegation

Peterson and Hicks’ Model of Coaching

Model works particularly well for high performers

Development Plan Checklist

6. Resources: Uses a variety of books, seminars, and other resources

7. Reflect with a partner: Includes periodic reviews of learning?

Coaching takes little additional time

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