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Provided by: PERCON The Strategic Interveners Effective firt time managersEntrepreneurship |
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Training
Provided by PERCON The Strategic Interveners
EFFECTIVE FIRST TIME MANAGERS
OBJECTIVE:
To let new participants become acquainted with themselves and their facilitator in a fun and informal way.
Leadership, the need and challenges of today
Working in a team-coping with changes
To establish quickly cohesiveness in new teams that must work together.
Building high performance teams
To establish the importance of strategising and competing among different teams.
Managing and Coping with conflicts within a team
Case Study: The participants will be given a case study to work out in teams
EVOLVING EFFECTIVE INTERPERSONAL SKILLS
COPING WITH PUT-DOWNS (How effective are your interpersonal skills?)
Introspecting for key interpersonal skills-IPNI
Managing behaviours: feedback and Performance Appraisal
Managing and conducting meetings. Role Play:
Recap-Best of the Best
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Effective firt time managers
SESSION 1-Introduction and defreezer
What's Your Name? Which organisation do you represent and your designation.
ICE BREAKER.
OBJECTIVE: To let new participants become acquainted with themselves and their facilitator in a fun and informal way.
PROCEDURE: Divide the participants into groups of six-eight people. Ask them to stand, forming a circle for each separate group. Each group is given a whiffle ball (or similar soft object) and as it is tossed from one person to another, the receiver simply calls out his/her first name and throws it to another in that circle.
Then in the next round the person calls out the name of the person to whom he is throwing the ball.
SESSION 2-Leadership, the need and challenges of today.
ACTION VERBS
Session 4-working in a team-coping with changes
TEAM CHARADES
OBJECTIVE:
To establish quickly cohesiveness in new teams that must work together.
PROCEDURE:
Divide the participants into teams, based upon some previously established criteria or method, to be decided by the facilitator.
Ask each group to choose a name (AS CREATIVE AS POSSIBLE) for their team that will identify it for the duration of the session.
Call upon each group to act out its name in charades fashion, while other groups try to guess the name of the group on stage.
SESSION 5-leadership styles
I INSTRUMENT-LEADERSHIP STYLES
SCORING
The answer sheet is also used for scoring. Its design facilitates quick scoring and calculation of (1) dominant and backup styles, (2) flexibility of style, (3) adaptability (ability to diagnose situations), and (4) effectiveness (using a style appropriate to the situation in terms of maturity level of the group)The answer sheet has three part_, divided by vertical lines. The first part has circled responses. The next two parts are used for scoring. Take the following steps for scoring.
1. Transfer the responses to each situation (circled letters in the first part of the answer sheet) by encircling the same letters in the row on the right (next four columns i.e. second part). For example, if 'b' has been encircled for the first situation, circle 'b' in the third column of the right hand row. Complete this for all the twelve rows.
2. Encircle the same letter again in the last four columns (i.e., third part of the answer sheet) for each row. For example, if 'b' is encircled in the first row, encircle 'b' again.
3. The four columns of the second part represent respectively styles I, 2, 3, and 4, Total the number of letters encircled in each column. Totals of each column will give the totals of each style. The totals of all these four columns will have an overall total of 12.
4. The four columns ie the third part are used to calculate leadership adaptability or effectiveness or diagnostic ability. Add encircled items in each column (the total of the four totals will be 12). Multiply the totals in column 1 by 4, the total in column 2 by 3, the total in column 3 by' 1, and the total in column 4 by O. Find the sum of these four converted values. This is the index of leadership effectiveness or adaptability, which will range from O to 48.
Leadership Style: Survey of Strategies of Problem Management
The participants complete the instrument.
Participants may be involved in scoring it by completing various parts of the answer sheet.
The facilitator then explains the relevant theory discussed under Conceptual Framework.
The facilitator explains the concept of dominant and back up styles. While the dominant style (the style with maximum scores) is the characteristic style of the person, the back up style (the style with' the next-to-highest score) is operative under emergency situations, pressure or stress, and is therefore as important as the dominant style(s). The participants examine their profiles of the style (combination of dominant and back up styles).
The facilitator explains the concept of style flexibility and adaptability, If a participant get a score of 2 or less on any style, flexibility score is 0; that means, the person may find if difficult to use that style when required. Adaptability or effectiveness is the ability to diagnose situations and choose a situation-appropriate style. This is given by the total score (ranging from 0 to 24.
Participants examine their individual scores indicating style profile, style flexibility, and adaptiveness or effectiveness and then work in small groups (3-member groups) to understand the concepts and the relevance of their scores. It should be emphasised that there are no right or wrong (good or bad) scores. However, if a participant is not satisfied with any of his scores, and if he thinks he should improve it, then he can do something about it.
Participants may help each other in preparing a concrete action strategy, folIowing it up, getting feedback and then reviewing how much it helped in the actual training situation. .
If the participants come from the same organisation they can discuss the general profile (based on mean scores of the group) and also develop an action plan for improving their styles and institutional culture which may be contributing to the institutional profile.
II BLIND FAITH
Session 6-Building high performance teams
BROKEN SQUARES:
OBJECTIVE:
To establish the importance of strategising and competing among different teams. .
PROCEDURE:
Divide the participants into teams, based upon either personal preference or some previously established criteria or method.
A square piece of paper is cut into several pieces. Within a scheduled time, the team has to form a complete square.
Session 8:
Managing and Coping with conflicts within a team
Case Study: The participants will be given a case study to work out in teams ,which they would have to analyse, find the solution and present.
Rafting through Troubled Waters
Only 7 months ago Ashok Mishra was promoted to become the Head of Manufacturing at Silverstreak International Ltd. manufacturing and exporting
designer mahogany furniture to the continent and to USA. It was a competitive world and the best of furniture was already being sourced from parts of Europe. However, although this was rosewood furniture and the workmanship was par excellence, Silverstreak could still survive this competition if the delivery price was competitive, the workmanship was at par and the deliveries were strictly as per schedule laid down in the order
The order schedules were always to the advantage of the customer because the latter had many bidders from other parts of the world. Ashok wanted to have hectic meetings with all concerned departmental heads, some of whom had receded into their own perceptional comfort zones , because of a slow order position in the past. Also they were old timers with the company and were very comfortable with their styles of working, which meant limited accountability and less deadlines. They felt that all these years they had worked in a particular way, so why this sudden hectic schedule and reporting relationships? Ashok felt, that maybe he was slowly becoming unpopular as he was trying to professionalize a traditionally run company. Ashok organised such meetings, in order to beef up the situation and cope with the current order situation. However, some vendors who wanted to exploit their earlier relations always found their way to access Ashok on the phone and so did some of his internal customers, succumbing to older habits.In his enthusiasm to help the organisation achieve improved targets and because of the hectic meetings, Ashok also has not been able to pay a proper attention to his desk. This has resulted in papers (some of them important) sprawling on his desk giving rise to indecision.
Action Plan
What course of action would you recommend for Ashok to maintain harmony with his internal customers?
Do you feel team building is an issue? Give suggestions to overcome it?
Do you feel Ashok is justified in his endeavors?
How would Ashok ensure timely completion of the tasks assigned to him and his team?
What would you recommend objectively, so that in future Ashok betters on his achievements?
Session 9
EVOLVING EFFECTIVE INTERPERSONAL SKILLS
COPING WITH PUT-DOWNS( How effective are your interpersonal skills?)
'Even you can manage that' is an example of a put-down to which one can respond: 'I have no doubt I can manage it; I manage far more complex tasks than this'.
1. Think of responses to the following put-downs:
'Given the amount of time you seem to have, I would have expected better of you.'
.
'That's typical of you.'
..................................................................................................
....................................................................................................................................................................................................
'You know that's irrelevant to the discussion.'
....................................................................................................................................................................................................
2. Add to the list with, 2 put-downs you have experienced in the past.
....................................................................................................................................................................................................
3. How could you have responded to these comments?
"................................................................................
..................................................................................................
4. Take action in real life, but remember to prepare yourself and offer a challenge if the put-down occurs 'out of the blue'.
....................................................................................................................................................................................................
Session 10:
Introspecting for key interpersonal skills-IPNI
Use the following key for checking the statements:
Write 1 for never or none.
Write 2 for rarely or for about half the number of persons.
Write 3 for sometimes or for a few persons.
Write 4 for occasionally or for some people.
Write 5 for often or for many people.
Write 6 for usually or most people.
Session 11
Managing behaviours: feedback and Performance Appraisal
Role Play:
When people make mistakes on the job, they can get chewed out by the boss. This does not mean the boss should be abusive or humiliate them in front of co-workers. Although it is not right for a boss to be abusive to an employee, it does happen. Participants should keep in mind that this can be resolved, but they have to stay calm while addressing the boss with a legitimate concern. The following is a description of how to set up the role-play.
Set up
The scene is a worksite. One person will play the boss and the other person will play the employee. The employee is going to make a mistake (i.e., write wrong codes). The boss is going to come over and yell at the person. The other participants in the class can serve as the other co-workers.
Sample dialog
Developer does wrong code-entries.
Worker: "Oh shoot, I really did it this time."
Boss: "Elaine, what the heck are you doing over there?"
Worker: "I am so sorry. I accidentally entered these wrong codes "
Boss: "You are so clumsy, my 95-year-old grandma could do a better job entering these codes than you. I am going to have to write you up for this. Why can't you be like Newman?"
Boss points to another participant
Session 12:
Managing and conducting meetings.
Role Play:
The team leader calls for a meeting with his team members to discuss the top five metrics most critical in reaching higher levels of quality. How would he go about organizing and conducting this meeting?
Reference points for trainer
Managers must empower their development teams to adopt quality processes that allow for effective inter-group communication, error detection and prevention.
Such quality assurance (QA) processes should include:
Requirement definitions agreed to by all parties
Unit testing by developers adhering to coding standards
Change and version control for all software updates
Automated and manual testing functional, integration, performance, security, regression
Deployment monitoring and maintenance for post-production feedback
A 2005 Forrester study shows that 54 of IT managers surveyed have invested in testing tools for application development, yet only 29 of them saw significant improvement. Forrester found that managers who consistently track quality metrics can reach higher levels of quality; but many development managers don t know which metrics are the most critical.
The Forrester study concluded that the top five metrics most critical in reaching higher levels of quality are:
Defect origin code area that causes the bug
Event failure unique identifier for each bug
Number of defects found in the first week of the development cycle quantification of initial code quality
Mean time to repair speed of correction
Defect density bugs per module, application, etc.
Session 14 Recap
Best of the Best
What's Your Name? Which organisation do you represent and your designation.
ICE BREAKER.
OBJECTIVE: To let new participants become acquainted with themselves and their facilitator in a fun and informal way.
PROCEDURE: Divide the participants into groups of six-eight people. Ask them to stand, forming a circle for each separate group. Each group is given a whiffle ball (or similar soft object) and as it is tossed from one person to another, the receiver simply calls out his/her first name and throws it to another in that circle.
Then in the next round the person calls out the name of the person to whom he is throwing the ball.
SESSION 2-Leadership, the need and challenges of today.
ACTION VERBS
Session 4-working in a team-coping with changes
TEAM CHARADES
OBJECTIVE:
To establish quickly cohesiveness in new teams that must work together.
PROCEDURE:
Divide the participants into teams, based upon some previously established criteria or method, to be decided by the facilitator.
Ask each group to choose a name (AS CREATIVE AS POSSIBLE) for their team that will identify it for the duration of the session.
Call upon each group to act out its name in charades fashion, while other groups try to guess the name of the group on stage.
SESSION 5-leadership styles
I INSTRUMENT-LEADERSHIP STYLES
SCORING
The answer sheet is also used for scoring. Its design facilitates quick scoring and calculation of (1) dominant and backup styles, (2) flexibility of style, (3) adaptability (ability to diagnose situations), and (4) effectiveness (using a style appropriate to the situation in terms of maturity level of the group)The answer sheet has three part_, divided by vertical lines. The first part has circled responses. The next two parts are used for scoring. Take the following steps for scoring.
1. Transfer the responses to each situation (circled letters in the first part of the answer sheet) by encircling the same letters in the row on the right (next four columns i.e. second part). For example, if 'b' has been encircled for the first situation, circle 'b' in the third column of the right hand row. Complete this for all the twelve rows.
2. Encircle the same letter again in the last four columns (i.e., third part of the answer sheet) for each row. For example, if 'b' is encircled in the first row, encircle 'b' again.
3. The four columns of the second part represent respectively styles I, 2, 3, and 4, Total the number of letters encircled in each column. Totals of each column will give the totals of each style. The totals of all these four columns will have an overall total of 12.
4. The four columns ie the third part are used to calculate leadership adaptability or effectiveness or diagnostic ability. Add encircled items in each column (the total of the four totals will be 12). Multiply the totals in column 1 by 4, the total in column 2 by 3, the total in column 3 by' 1, and the total in column 4 by O. Find the sum of these four converted values. This is the index of leadership effectiveness or adaptability, which will range from O to 48.
Leadership Style: Survey of Strategies of Problem Management
The participants complete the instrument.
Participants may be involved in scoring it by completing various parts of the answer sheet.
The facilitator then explains the relevant theory discussed under Conceptual Framework.
The facilitator explains the concept of dominant and back up styles. While the dominant style (the style with maximum scores) is the characteristic style of the person, the back up style (the style with' the next-to-highest score) is operative under emergency situations, pressure or stress, and is therefore as important as the dominant style(s). The participants examine their profiles of the style (combination of dominant and back up styles).
The facilitator explains the concept of style flexibility and adaptability, If a participant get a score of 2 or less on any style, flexibility score is 0; that means, the person may find if difficult to use that style when required. Adaptability or effectiveness is the ability to diagnose situations and choose a situation-appropriate style. This is given by the total score (ranging from 0 to 24.
Participants examine their individual scores indicating style profile, style flexibility, and adaptiveness or effectiveness and then work in small groups (3-member groups) to understand the concepts and the relevance of their scores. It should be emphasised that there are no right or wrong (good or bad) scores. However, if a participant is not satisfied with any of his scores, and if he thinks he should improve it, then he can do something about it.
Participants may help each other in preparing a concrete action strategy, folIowing it up, getting feedback and then reviewing how much it helped in the actual training situation. .
If the participants come from the same organisation they can discuss the general profile (based on mean scores of the group) and also develop an action plan for improving their styles and institutional culture which may be contributing to the institutional profile.
II BLIND FAITH
Session 6-Building high performance teams
BROKEN SQUARES:
OBJECTIVE:
To establish the importance of strategising and competing among different teams. .
PROCEDURE:
Divide the participants into teams, based upon either personal preference or some previously established criteria or method.
A square piece of paper is cut into several pieces. Within a scheduled time, the team has to form a complete square.
Session 8:
Managing and Coping with conflicts within a team
Case Study: The participants will be given a case study to work out in teams ,which they would have to analyse, find the solution and present.
Rafting through Troubled Waters
Only 7 months ago Ashok Mishra was promoted to become the Head of Manufacturing at Silverstreak International Ltd. manufacturing and exporting
designer mahogany furniture to the continent and to USA. It was a competitive world and the best of furniture was already being sourced from parts of Europe. However, although this was rosewood furniture and the workmanship was par excellence, Silverstreak could still survive this competition if the delivery price was competitive, the workmanship was at par and the deliveries were strictly as per schedule laid down in the order
The order schedules were always to the advantage of the customer because the latter had many bidders from other parts of the world. Ashok wanted to have hectic meetings with all concerned departmental heads, some of whom had receded into their own perceptional comfort zones , because of a slow order position in the past. Also they were old timers with the company and were very comfortable with their styles of working, which meant limited accountability and less deadlines. They felt that all these years they had worked in a particular way, so why this sudden hectic schedule and reporting relationships? Ashok felt, that maybe he was slowly becoming unpopular as he was trying to professionalize a traditionally run company. Ashok organised such meetings, in order to beef up the situation and cope with the current order situation. However, some vendors who wanted to exploit their earlier relations always found their way to access Ashok on the phone and so did some of his internal customers, succumbing to older habits.In his enthusiasm to help the organisation achieve improved targets and because of the hectic meetings, Ashok also has not been able to pay a proper attention to his desk. This has resulted in papers (some of them important) sprawling on his desk giving rise to indecision.
Action Plan
What course of action would you recommend for Ashok to maintain harmony with his internal customers?
Do you feel team building is an issue? Give suggestions to overcome it?
Do you feel Ashok is justified in his endeavors?
How would Ashok ensure timely completion of the tasks assigned to him and his team?
What would you recommend objectively, so that in future Ashok betters on his achievements?
Session 9
EVOLVING EFFECTIVE INTERPERSONAL SKILLS
COPING WITH PUT-DOWNS( How effective are your interpersonal skills?)
'Even you can manage that' is an example of a put-down to which one can respond: 'I have no doubt I can manage it; I manage far more complex tasks than this'.
1. Think of responses to the following put-downs:
'Given the amount of time you seem to have, I would have expected better of you.'
.
'That's typical of you.'
..................................................................................................
....................................................................................................................................................................................................
'You know that's irrelevant to the discussion.'
....................................................................................................................................................................................................
2. Add to the list with, 2 put-downs you have experienced in the past.
....................................................................................................................................................................................................
3. How could you have responded to these comments?
"................................................................................
..................................................................................................
4. Take action in real life, but remember to prepare yourself and offer a challenge if the put-down occurs 'out of the blue'.
....................................................................................................................................................................................................
Session 10:
Introspecting for key interpersonal skills-IPNI
Use the following key for checking the statements:
Write 1 for never or none.
Write 2 for rarely or for about half the number of persons.
Write 3 for sometimes or for a few persons.
Write 4 for occasionally or for some people.
Write 5 for often or for many people.
Write 6 for usually or most people.
Session 11
Managing behaviours: feedback and Performance Appraisal
Role Play:
When people make mistakes on the job, they can get chewed out by the boss. This does not mean the boss should be abusive or humiliate them in front of co-workers. Although it is not right for a boss to be abusive to an employee, it does happen. Participants should keep in mind that this can be resolved, but they have to stay calm while addressing the boss with a legitimate concern. The following is a description of how to set up the role-play.
Set up
The scene is a worksite. One person will play the boss and the other person will play the employee. The employee is going to make a mistake (i.e., write wrong codes). The boss is going to come over and yell at the person. The other participants in the class can serve as the other co-workers.
Sample dialog
Developer does wrong code-entries.
Worker: "Oh shoot, I really did it this time."
Boss: "Elaine, what the heck are you doing over there?"
Worker: "I am so sorry. I accidentally entered these wrong codes "
Boss: "You are so clumsy, my 95-year-old grandma could do a better job entering these codes than you. I am going to have to write you up for this. Why can't you be like Newman?"
Boss points to another participant
Session 12:
Managing and conducting meetings.
Role Play:
The team leader calls for a meeting with his team members to discuss the top five metrics most critical in reaching higher levels of quality. How would he go about organizing and conducting this meeting?
Reference points for trainer
Managers must empower their development teams to adopt quality processes that allow for effective inter-group communication, error detection and prevention.
Such quality assurance (QA) processes should include:
Requirement definitions agreed to by all parties
Unit testing by developers adhering to coding standards
Change and version control for all software updates
Automated and manual testing functional, integration, performance, security, regression
Deployment monitoring and maintenance for post-production feedback
A 2005 Forrester study shows that 54 of IT managers surveyed have invested in testing tools for application development, yet only 29 of them saw significant improvement. Forrester found that managers who consistently track quality metrics can reach higher levels of quality; but many development managers don t know which metrics are the most critical.
The Forrester study concluded that the top five metrics most critical in reaching higher levels of quality are:
Defect origin code area that causes the bug
Event failure unique identifier for each bug
Number of defects found in the first week of the development cycle quantification of initial code quality
Mean time to repair speed of correction
Defect density bugs per module, application, etc.
Session 14 Recap
Best of the Best
About The Training Provider: PERCON The Strategic Interveners
PERCON The Strategic Interveners - A Brief About Our Chief Intervener & Promoter
Values
Having born just after independence, imbibed many nationalistic values, which, over the years culminated into concern for humanity and people issues across the globe. These values gradually reinforced themselves, with the exposure to higher education, cosmopolitanism and opening of the Indian economy.
Spectre
Search innumerable occasions...
