Developing Your Management Skills

THERE IS ALWAYS something new to learn in your work to become the best manager possible. Any manager, whether new or experienced, needs to constantly be building and fine-tuning their skills. This section provides suggestions and best practices for doing just that. You should never stop learning new skills and putting them into practice!

Question: I think my organization wastes a huge amount of time in meetings and I'd like to see us get better at making them as efficient as possible. What can we do?

Answer: Ask any manager (or any employee, for that matter) if they think their organization has too many meetings and the answer will be yes! You're on the right track to see what can be done to maximize the time spent in meetings because they're a fact of life in today's collaborative workplaces. The trick is to learn how to manage them so they don't waste your team's time and energy. Here are some ideas for making meetings more efficient and more productive:

• Develop ground rules, such as “We start and end meetings on time,” “Everyone has an equal voice in meetings,” and “One person speaks at a time.” Post the ground rules in every conference room, and until they become part of your culture, start each meeting by reviewing your ground rules.
• Before you schedule a meeting, consider whether the information could be shared via email or by a quick phone call.
• Invite the right people to your meeting. If a colleague isn't directly involved in the decision to be made or doesn't have information that no one else has, consider not including him, but let him know why. Odds are he will be thrilled to have the time available for other work.
• Always have an agenda and assign times to each topic. Send the agenda out ahead of time so people can come prepared. Have a timekeeper to help the facilitator stay on schedule. The agenda should start with the most important topic. This should help get people there on time.
• If there are action items from the last meeting be sure they are on the agenda and the people responsible are ready to update their progress.
• If you, as the leader of the meeting, want to actively participate in it, consider asking someone else to be the facilitator. It is difficult to participate and facilitate.
• Assign a note-taker to write and share the minutes within an agreed-upon time.
• The facilitator should encourage everyone to participate in the discussions. If the right people are invited and the agenda shared in advance, everyone should be ready to participate. Remember that introverts don't tend to speak up unless asked or unless they've had time to process the information being shared. Don't overlook them—they may have the solution you've been looking for.
• Try some new meeting formats. Stand-up meetings tend to be productive and quick. They don't work if you have a lot of topics to discuss but can be very effective when there is one decision to be made. Consider a “walking meeting.” Let people know ahead of time that the meeting will be held on a walk around your building or in your neighborhood, and remind them to dress appropriately for the weather. People can be more creative when they are walking and moving rather than just sitting. The ideal number of participants is two to four, so that you listen to each other's ideas.

We know that with a few changes like these, your organization can maximize the time spent in meetings so give it a try.

Question: We are experiencing some major changes due to economic pressures. What should we be doing to keep our employees informed?

Answer: The interesting thing about change is that we each choose how to approach it.

• Innovators/change agents embrace change as an opportunity. They seek answers to questions, look for ways to move change forward, and easily adapt.
• Pragmatics take a wait-and-see approach. They do whatever is possible to stay out of sight and out of harm's way, keeping quiet and waiting to see who wins. Pragmatics thus withhold their sponsorship and energy.
• Skeptics/traditionalists resist change, actively or passively. They significantly affect the organization's ability to move forward and can negatively impact morale.

Helping employees understand their response toward change helps frame their actions. Though change is often uncomfortable, it can also bring a whole new energy level to the organization. As soon as everyone gets on board with the change, things can happen that move the group/team/department forward. The challenge is getting through the change and conflicts to get to the other side!

When people are open to the possibilities that the change may bring, they share some of the responsibility for making it successful. However, if people are not sure what is happening, and they do not feel responsible for the outcome, they will actively or passively resist the change. Everyone needs to understand how the change will affect them. They need to know where they fit. For example:

• What are the business drivers?
• What are the job expectations? Have they changed?
• How have roles and responsibilities changed?

Leaders and managers can support employees during periods of change by:

• Providing them with honest feedback.
• Helping them find answers to their questions.
• Being clear in communicating expectations.
• Encouraging them to connect, inquire, and perform—in other words, to take positive action.
• Actively listening to what's being said.
• Understanding the root causes of resistance.

During periods of change, managers must be on the lookout for conflicts to ensure that changes positively drive the results the organization is seeking. The steps you take to mitigate the effects of that change will determine the types of conflicts that occur, and whether conflict and change is a constructive or destructive force for your organization.

Question: I just found out that I need to make a formal presentation to our leadership. This is a great opportunity for me to gain visibility in the organization and maybe get a promotion. Can you give me some pointers so that I hit it out of the park?

Answer: Most people start putting their slides together before taking the time to think about their objective. Is the presentation to inform or is it a call to action? When you're clear on the objective, lay out your three to four key points. Keep it simple so that your audience can easily grasp your message.

There's an old adage about presentations that still holds true today: Tell them what you're going to tell them. Tell them. Then tell them what you told them. With this audience, don't even think of opening with a joke—get right to the point of your presentation. State it clearly at the beginning and say it again near the middle and again at the end. A strong opening will make a big impression on the audience.

Here's the hard part—you want to appear calm and in control as you start your presentation and throughout. This is why you need to know your material well and rehearse it as often as needed so that you can deliver it comfortably. Only you know how much time you need to practice, but be sure you're ready in plenty of time!

Before your presentation, spend some time in the room where the meeting will take place to get a sense of where people will be sitting and the best spot for you to stand. Practice with the technology you will be using so that when you stand up to speak, you can move right into your presentation.

A day or so before you will be speaking, do a dry run, if possible, to be sure your slides can be read from anywhere in the room. If you will be using notes, number the pages so that if you drop them as you stand up to speak, you can quickly put them in order.

You can't rehearse too much. You want to be confident with your material so your audience will have confidence in you. Consider asking a trusted colleague to sit in on your rehearsal to give you feedback and to tell you where you need more data or a better explanation. This step can also help you anticipate the questions you'll get at the end of your presentation.

If you start with a clear objective, carefully prepare your material, and rehearse your presentation so that you can be as comfortable possible, you'll be just fine. Trust me: It gets easier every time you make a presentation.

Question: I understand that storytelling is an excellent way to share information. Is that true, and if so, can you give me some insights and advice on how I can be a good storyteller?

Answer: Your instincts are right. Narrative contributes to the role of managing and telling a story is an excellent tool because people are more likely to recall something when they've heard it told within a story. Stories capture people's attention and imagination. They are a great way to convey a message, share an experience, and inspire your team. Stories align people and make them more effective in sharing information.

As you craft your stories, keep these attributes of a story in mind:

• Endurance. Are there lessons that will remain with the audience?
• Salience. Is the story funny, clever, and moving?
• Sensible. Does it explain something, show a cause and effect, for example?
• Relevant. Is it clear, distinct, consistent and focused?

How do you construct a good story? Make sure it has a beginning, middle, and end.

• Where you've come from, your “once upon a time” or a “long time ago in a galaxy far, far away.”
• Where you are now? What obstacles are you trying to overcome? This is where the story gains tension and raises the stakes. This is where people begin to pay attention in a way they weren't before.
• Where you are heading (your ending)? In constructing your story, you should figure out where you want to be first.

Consider your objective as you craft your story. If you want to:

• Spark action, then you need a story that illustrates a similar past event, such as a similar change successfully implemented before.
• Communicate who you are, then your story should reveal some strength or vulnerability of your past.
• Foster collaboration, then your story must recount a situation the audience has experienced to prompt them to share their experiences.
• Share knowledge, then you may want your story to focus on past mistakes then show how they were corrected.

As you develop your story, be mindful of the following:

• Know your audience.
• Make sure the audience wants to hear your story. Connect your story to the key message that you want to convey.
• Use context. Plot, setting, sounds—all of the things particular to the set—help to explain how you've gotten to where you and/or your team are now.
• The positive side of your story should be the major theme. You may be sharing a situation in which you were vulnerable in the past, but the lesson you learned is your positive outcome.
• Humor brightens your story and having a touch of emotion adds some spice, but don't overdo it!
• Understand the essence of your story—the most economical way of telling it. This is your trailer, your summary, your happily ever after!
• Be able to shorten or lengthen your story to fit the situation.

In telling stories, you'll want to get people's attention first, then provide them with some facts. Make your points and then move on. Don't belabor the facts or ramble. Keep the story brief and to the point, but tell it with passion. When you become known as a great storyteller, people will want to be in your meetings and presentations. They'll seek you out as a leader!

Question: I really don't want to give up my favorite tasks and projects, but I know I need to delegate to help my staff learn and grow and so I can have more time to do my managerial duties. Any advice how I can do this without looking as if I am putting my work off on others?

Answer: Many people believe delegation is the number-one management skill, so not being a good delegator can derail your management career, and you certainly don't want that to happen!

It is impossible for you, now that you're responsible for the work of others, to not delegate—not just because it is the right thing to do for your staff, but because there are only so many hours in the day. You can't manage and do all the things you used to do before your promotion.

It's amazing how many managers don't delegate because they think it is quicker to do the task themselves. At first, that may be true, but if you take the time to teach your staff member how to do it, you probably only have to do that once and your employee may even be better at it than you were. They may be able to accomplish the task quicker or add something to it that never occurred to you and improve its outcome. And, you now have more time to do something else!

Before you delegate a task, think carefully about which of your staff members is right for the job. Who has the required skill set? This requires you to know the strengths and weaknesses of all your staff members. When you have the right person, here are the important steps to take to ensure the task is successfully accomplished:

• Describe the task to the employee, and let them know when you want it completed and what you want the result of their work on the task to be. Answer all their questions so that there is clarity on both sides. It is a good idea to set times for you to check in on how they're doing, but be sure you are clear that they can come to you at any time with questions while they're working on the task.
• Be clear about how you will measure success, and be sure that what you agree to is realistic and attainable. Nothing is quite so discouraging to an employee than to be asked to accomplish something that is impossible!
• As you're describing the task and the desired outcome, don't forget the context. People work better when they understand why they're being asked to do something, so don't just share the how but give them the why as well. Let them know they have your full support and that you will back them up!

When you delegate tasks, not only do you free up your time to work on more strategic tasks, you develop your employee's skills and give them greater visibility in your organization. This is what good managers do!

Question: My days are different now that I'm a manager. It seems there just is not enough time to get everything done. What should I be doing better to make the best use of my time?

Answer: Time management is certainly a challenge for everyone, not just managers. That's not to say that managers do not have more and varied demands made on them and on their time. The challenge is confronting and managing these demands.

Begin by tracking how you spend your time for several days. That will give you some insights on where you are best utilizing and wasting time. You know you need to delegate tasks, and there are good tips in the previous question to help you do so. Beyond delegation, consider the following:

• Use a to-do list. Listing all of the tasks that need to be done is a good way to keep you on track and to experience a sense of accomplishment once you cross off a task. Be specific and detailed as you write down your tasks. If you have large projects or assignments, break them down into smaller tasks. Finally, keep the list visible. Don't let it get lost on your desk.
• Prioritize the tasks so you're not spending too much time on ones that seem urgent (e.g., answering a ringing phone) and not enough time on those that are important (e.g., taking care of a client).
• Keep your workspace tidy and organized. Don't let things, like your to-do list, get misplaced on your desk. You will spend less time looking for files and important papers.
• Set a schedule or routine and stick to it as best you can. For example, use the time at the beginning or end of your day to answer emails or return and make phone calls. Take some time at the end of each day to organize your workspace so you are ready for the next day.
• Manage distractions and interruptions. Don't feel compelled to answer every email or message the moment it arrives. Not everyone needs immediate attention. When people drop by to chat without an appointment, it's okay to say you're working on something important and ask them if you can get back to them.
• Don't put things off or procrastinate. Sometimes large projects can seem daunting so it's easy to push them off until you have a day to devote to them. The problem is, that day never seems to come. If you devote a small amount of time each day to large projects and complete tasks associated with it, you will avoid feeling overwhelmed.
• Avoid taking on too much. Learn to say no. This may be the biggest challenge, especially if it's your boss asking. Offer a substitute—a one-page summary versus a multi-page report, for example. Explain why you cannot attend that meeting but offer to send someone in your place if the department needs to be represented.

Guarding your time and making the best use of it is one of the most important things you can do as a manager and a leader. You'll get so much more accomplished and people will notice!

Question: I have so many new things to do now that I'm a manager and it seems my to-do list keeps growing. How can I prioritize all these tasks?

Answer: You're not alone. Even experienced managers often struggle with prioritizing as more demands are placed on their time.

As you review your to-do list, determine which tasks are urgent and which are important, the distinction being that urgent tasks demand immediate attention regardless of consequences and important tasks will have consequences if not completed. The ringing phone may appear urgent—or at least annoying—but it could be a telemarketer, and what's the consequence if you don't answer it? The report that is due to a client is important and could result in an account being lost if it's not delivered on time. Ask yourself the following as you determine if a task is important:

• What effect, if any, will it have on other people or projects if it's not completed?
• How many people or projects will it affect?
• Are there other tasks that depend on this one being completed?
• Will it contribute value?

The important tasks obviously have to take precedent. To further prioritize them, figure out which are time sensitive and have deadlines. This should help you to pick the most important tasks so you can focus on them first. The tasks that are both important and have deadlines rise to the top of the list—and those with impending deadlines obviously need to be done first. Also, are there any tasks on the list that are overdue? If so, what are the consequences, if any? Can you get an extension on the deadline?

Speaking of time, you also want to decide how much time each task on the list will take. Flag those that can be done quickly. If you have finished something major and don't have the time or energy to tackle another important task before lunch or the end of the day, that's a good time to turn your attention to the easy, low-intensity tasks. Attending to them now will move them off of your list.

Human nature being what it is, there are always things we'd prefer to be doing rather than the things we have to be doing. To further help you prioritize your list, consider the things you:

1. Don't want to do and don't need to do.
2. Don't want to do but need to do.
3. Want to do and need to do.
4. Want to do but don't need to do.

Get rid of the ones you don't need to do—numbers one and four above. Look at tasks in categories two and three. The temptation is to jump to number three—want and need to do. However, start by tackling number two. Motivate yourself to do something you don't want to by mixing it up. For example, plug in headphones and listen to music while doing it. It will make the task more enjoyable.

Good managers work smart as well as hard. They focus their energy and time. Prioritizing your tasks can help you focus on those things that matter.

Question: I'm confused about the difference between coaching and counseling. They seem to be used interchangeably but I think there is a difference. How do I know when to counsel and when to coach my employees?

Answer: You're right: Coaching and counseling are two very different managerial processes. and it's important for managers to know when and how to use each one. Coaching and counseling are very valuable and impactful management techniques. Let's look at each.

• Coaching: Perhaps you have a good employee who is already performing the job well but may need encouragement and support to reach the next level. They have excellent skills in most areas but need to “up their game” in other areas of the job. For example, they have all the technical parts of the job down pat but need to work on being more politically savvy.

  Because that employee is already performing at a high level, this is the time when you “coach” to improve her performance. Coaching is a thought-provoking and creative process that inspires employee to maximize their personal and professional potential.

  Another example of when you might coach an employee is when you think they have the potential to take on new responsibilities or be promoted to a higher level job. You've noticed that they consistently perform their current job at a high level and that over time they've demonstrated that they have the required abilities for the next job. However, their professional image isn't what it needs to be in order to move to higher levels in your organization. A good manager puts on their coaching hat and diplomatically provides guidance.

• Counseling: Counseling is used when there is a performance or conduct issue. You've noticed that the employee is having difficulty completing tasks or has an attitude problem that's getting in the way of them succeeding. The issue has to be resolved or you may need to take further action. Your goal in a counseling situation is to help the employee improve their performance or correct their behavior so that they will continue to have a job with you and contribute at the highest level possible.

  Let's say you are in a sales organization and one of your team has missed their sales target for two months in a row. You need to counsel that person to determine where the breakdown is. Do they need more training or support from you? Have they lost interest in the work and need some help to regain their passion or is it time for a change in assignment? Any of these courses of action may be needed, but you have to get in there to understand the issues and do your best to help the employee improve their performance.

A successful manager is both a coach and a counselor, and knows what each employee needs at a particular point in time. You have to be a good listener and have a genuine interest in retaining the best talent available. Good managers set clear expectations and provide frequent feedback on where employees need to improve and encourage employees to learn and grow.

Question: I have to address workplace issues with an employee whose behavior isn't meeting our organization's standards. How can I do that without it appearing punitive?

Answer: Unfortunately, sometimes employees engage in behavior that is unacceptable or disruptive to others, even if the employee is performing most or all of the duties of their job. These behaviors, such as abusive language, bickering with others, absenteeism, or tardiness, can either create barriers and prevent others from doing their work or violate established standards of conduct. Either way, you do need to take corrective action and get the employee back on the right course.

Managers are often reluctant to address these issues, so it's good that you recognize your need to do so. Don't postpone taking corrective action because it's unpleasant. The problem isn't going to go away, and you aren't helping the employee by avoiding it. Left unchecked, it will be harder to correct and both the employee and you will lose credibility among the team members. You'll risk losing the respect and cooperation of your team. Unacceptable behavior affects the bottom line. Poor quality work or tensions created among the staff will eventually translate into higher costs and lower profits. Keep in mind that good performers want to work with other good performers so if you let problem behavior slide, you risk losing a top performer!

Taking corrective action doesn't mean punishing the employee. It's part of the continuous development process. Likely your organization has a progressive or corrective discipline policy in place. These usually start with a verbal warning—which you should document—and advances into several levels of written warnings and possibly suspension before termination occurs. The purpose of a progressive system is to give the employee ample opportunity to correct the behavior. It's important that you work with your human resources and/or legal staff to ensure that you understand and are applying the policy correctly.

When you sit down with the employee, there are several actions you can take to effectively implement the corrective action:

1. Point out the difference between what the employee is presently doing and what they should be doing.
2. Describe in specific terms the negative impact the employee's behavior is having on them, others, and the organization.
3. Give the employee the opportunity to explain. There could be extenuating circumstances. However, don't get caught up in defensive excuses.
4. Get input from the employee on corrective actions that can be taken—and contribute your own ideas.
5. Explain next steps you plan to take if the situation is not corrected. This should include next steps in the disciplinary process.
6. Confirm the employee's commitment to correcting the situation by having an action plan and date for follow-up.
7. Finally, express confidence in the employee's ability to correct the situation.

Taking corrective action is not a pleasant part of a manager's job, but don't let it overwhelm you. Working to maintain the employee's self-esteem sets an example for handling a tough situation. It allows you the opportunity to take direct action to avoid losing a member of your team.

Question: I have an employee who is performing up to the standards of their position, but I think they're capable of more. I'd like to coach them in order to optimize their performance and give them the opportunity to contribute more, but I don't know where to start. Do you have any advice?

Answer: You're very insightful to recognize this opportunity. Effective managers look for both problems and opportunities that occur on the job as chances to work with their team members to build skills and develop greater strengths for the future. They are always looking for opportunities to develop people, which is important.

When you use a coaching approach, you are collaborating with employees—getting them to recognize their own potential and the opportunity to strengthen their skills. You're tapping into their inherent, self-driving motivation. The result is a more highly skilled and flexible team that brings extra resources, freeing up your time to devote to management activities.

The following is a road map or coaching approach that you can integrate into your daily management practice:

1. Identify coaching opportunities—be specific—and understand why it's important to the employee, the team, and the organization.
2. Recognize how you can use the opportunity to develop the employee's potential and how it ties to their interests and career goals. In other words, what's in it for the employee?
3. Describe the opportunity and its importance to the employee. Highlighting a specific development area, as opposed to many, focuses the employee and prevents him from feeling overwhelmed. Describing its importance shows how the employee's efforts will benefit him, the team, and the organization.
4. Get the employee's opinion. This encourages him to take the initiative to analyze his own performance, evaluate his progress, and build a sense of being more responsible for his own actions and development.
5. Seek input on specific ways the employee can enhance his performance. This shows you respect his ability to solve problems and generate ideas. The best ideas often come from those closer to the work than the manager is. You also avoid the perception of imposing your own perspective on the employee.
6. Provide feedback on the employee's ideas and add your own. The employee's ideas deserve an honest reaction from you. Use your skills to teach, guide, encourage, and reinforce. Adding your own ideas gives the employee additional options to consider and provides insight into broader management and organizational perspectives.
7. Summarize what you've discussed and plan to follow up. This reaffirms what the employee has committed to do and sets a pace for the action.
8. Close on a positive note of support. This motivates and builds confidence.

Coaching should be an ongoing effort to help your employees improve poor performance, acquire new skills, and reach their full potential. Doing so allows them to take on more responsibility and won't leave you feeling as if you are carrying as much of the weight of the department.

Question: I'm noticing a skills gap among some of my employees. There are several new employees on the team, so that explains why they are struggling. However, among tenured employees, some are struggling and others are ready for new responsibilities. What can I do to bridge these gaps?

Answer: The skills required in today's organizations are constantly changing and evolving. It's great that you want to help your employees grow and change to meet these challenges. As a manager there are a number of steps you can engage in to help your team develop or strengthen their job skills, whether it's tangible skills (technical or mechanical skills such as running machines, developing a budget, or following research procedures) or intangible but important interpersonal skills (handling conflict or dealing with customers, for example).

Using the following systematic yet simple approach is much more beneficial than taking shortcuts such as providing brief explanations—and no demonstration—or suggesting that the employee can read a manual, find the information online, and figure it out for herself. However, before you begin, determine if there are any resources that the employee needs that they may not have.

1. Define the task and its importance. This enables the employee to concentrate on what you're teaching. When they understand the task's importance, it motivates the employee to learn because they see that their efforts contribute to their success.
2. Describe for the employee what it looks like to effectively perform the task. This helps her to visualize doing the task successfully and provides a concrete goal.
3. List the steps involved in performing the task, including the sequence in which they need to take place. Breaking it down into logical steps removes confusion and familiarizes the employee with the task so it's less intimidating.
4. Demonstrate or model the task. This is the most effective learning technique. Most people learn best by watching rather than by hearing how something needs to be done. Telling leaves major questions unasked and important subtleties overlooked.
5. Ask the employee to demonstrate or perform each step so you can see what they understand and what, if anything, is confusing them. Being able to practice in a safe environment will build their confidence.
6. Provide accurate and real-time feedback so the employee knows what she's doing right and where she may need to focus on improvement.

Keep in mind that some tasks that your employees may need to learn are relatively simple and can be learned relatively quickly. For these, you should see results fairly soon. Other tasks, however, can be more complex and take more time to learn. For those, it will take longer to see results or improvement. In either case, developing skills and helping your employees change and grow to meet new and emerging requirements will build your team into top performs. It will also enhance your credibility as a manager.

Question: Our workforce is very diverse. We have employees from many different cultures and countries. Can you offer any guidance or insight for managing and interacting in this environment?

Answer: Workplaces today are indeed becoming more and more diverse creating new opportunities and challenges. As more cultural groups come together we discover that each has its own way of thinking, its own values and beliefs, and different preferences. What makes each culture unique from others is where their preference for certain variables fall on different cultural dimensions. These dimensions include:

• Our view of authority: a preference for equal status for all, including an informal relationship with management and others or a hierarchical preference that respects a chain of command and values formal relationships.
• How we communicate: a preference for a direct and to-the-point approach versus a more indirect approach that is subtle and implicit.
• Whether people place emphasis on the individual (rewards, credit, being singled out, and individual accomplishments prized) or on the group (shared responsibility/accountability and individual accomplishments discouraged).
• How we solve problems: a preference for a linear/logical approach, with a sequential ordering of thoughts, versus a lateral/intuitive approach, with a circular and meandering thought process.
• Our approach to work: a preference to a task focus, with an emphasis on work and information, versus a relationship focus, with an emphasis on building relationships and getting along with others.
• How we resolve conflict: a preference for dealing with conflict in a direct and open manner, in which discussing differences is viewed as productive, versus a preference for avoiding conflict and smoothing over problems, in which discussing differences is viewed as disrupted and counterproductive.
• Our approach to change: a preference for accepting change as progress and improvement, in which innovation is valued, versus a preference for tradition, in which change is seen as disruptive and order, stability, and the status quo are valued.
• How we view time: a preference for strict time consciousness, in which there is a priority on promptness and deadlines and things move at a brisk pace, versus a preference for an elastic time consciousness, in which deadlines are not treated as a top priority and the pace is more relaxed.

The best place to begin is to be aware that other people's preferences and perceptions may not be the same as yours—especially if they are from a different country. That said, of course, don't try to stereotype individuals by their country of origin, for example. Diversity exists among people within a given culture. Remember, too, that culture extends beyond national groups. It includes other social groups such as the organization in which people work, or worked, and the department or team within the organization. You may encounter differences with people who look and sound like you but join from different organizations or industries.

Try not to become impatient with others if you recognize that they approach a problem or change, for example, differently than you do. It's okay to discuss these differences. You will both learn to accept them and you may even meet in the middle.

Question: I am aware that critical thinking is important, especially for a manager. How can I improve my skills in this area?

Answer: As a manager you are going to find yourself in many situations in which people will provide you with information and try to influence or persuade you to do something. You'll have to make more and varied decisions, so it's good that you want to sharpen your critical-thinking skills.

Critical thinking is the process of making inferences and judgments about the credibility of messages and information communicated to us. The information that other people communicate to us provides the basis for many of the decisions we have to make. We also must draw on our own knowledge and experience in making decisions. If we don't exercise critical thinking, the attempts of others to influence us can have unfortunate consequences.

The key to critical thinking is to examine if the facts presented are credible, verifiable, and consistent with other facts and information. The following are questions that you can use to determine whether the messages and facts you are receiving are believable:

• Plausible: At face value, does the message appear to be true and reasonable? On the contrary do the facts presented seem unrealistic or distorted? Sometime this is easier said than done, so exercising some skepticism can help you from acting unwisely on the basis of information received. If you think the message has a low probability of being true, then it probably is not.
• Consistent: Is the message free of contradictions? If several claims or facts are contained in a message, you have to ascertain whether or not they are compatible with each other. If you are not attentive to what the speaker of the message is saying, it's possible you'll miss key facts that could point to inconsistencies. Also consider if the information being provided is consistent with other known information not contained in the message. For example, you're told that the boss is upset with a report, but you've just come from her office and she has approved it.
• Reliable: Is the source of the message (the speaker) reliable? What do you know about this person's track record for providing credible information? For example, are they known to exaggerate? If you're not familiar with the individual speaker—and as a new manager you may not be—suspend or withhold judgment until you can gather more information about him or her.
• Verifiable: Can the factual claims be authenticated? If the claims appear to be out of the ordinary, then verifiability becomes critical. It's okay to be a fact-checker, especially in today's environment of social media and information overload. There are so much misinformation and false claims in cyberspace, it's important to take the time to assure that information you are receiving is factual.

Sharpening you critical-thinking skills may take time, but if you learn not to come to quick conclusions about information presented, especially complex information, you'll be on the right path.

Question: Now that I'm a manager, I suspect I'll encounter more situations where I will need to negotiate. Do you have any advice about how I should approach these situations?

Answer: You are absolutely right. You'll encounter many situations such as salary issues for your staff or looking at different solutions to a problem, so having strong negotiation skills is definitely a plus.

There are a number of premises to keep in mind as you approach any negotiation:

• Separate the people from the problem. Simply stated, don't let personalities get in the way. Don't let your opinion of other people involved, whether positive or negative, influence your thinking. You need to identify what the problem is that you are trying to solve and stay focused on it. Admittedly, this can be a challenge if you're dealing with a difficult personality or there are too many emotions getting in the way.
• Focus on interests not positions. A position is a stand we take in an argument, negotiation, or conflict. It is what we demand from the other person(s)—the line we draw in the sand. Interests are what we really want: our needs, desires, and concerns. Simply stated, interests are what will be lost or what will be gained if the problem is not solved. What's at stake? When positions become the focal point, the problem can get covered up along with any useful solution.
• Create options or potential solutions. When you move away from your positions, you realize that there are more than two solutions to the problems: theirs and yours. Also, the solution is not meeting the other person half-way. Problem-solving involves finding creative solutions that satisfy all identified interests—mutual or otherwise. Brainstorm to come up with as many options as possible, no matter how crazy they may seem. Don't use the brainstorming session to criticize or critique someone else's suggestion. That will stifle creativity. There will be time to evaluate. Once you've run out of ideas, only then should you start evaluating the options.
• Insist on using objective criteria. Before you go about evaluating the options, you will want to identify objective criteria against which each can be assessed. Objective criteria are practical, relevant, and legitimate, often based on standards, such as market value, precedent, or professional or industry standards (for example, safety or quality standards). They can be based on values shared by the individuals involved or the organization, values such as equality, fairness, and integrity.

If you're getting frustrated by a problem, sometimes it's helpful to take a break using a technique called “going to the balcony.” If you detach yourself from the problem for a while, you can see it from a different perspective—from the other person's point of view. This will help you to gain clarity and use your imagination. Sometimes the best solution will come from the wildest idea.

Finally, don't get caught up in emotions. You can't escape them, but don't let them dominate. Acknowledge them, your emotions and the emotions of others, and move on.

Question: I know that I will find myself in the position of having to mediate disagreements between staff members. Are there any practical tips you can provide?

Answer: Mediation skills are essential for managers. Too many times managers try to rush in and fix every problem. In the long run, that strategy may create more problems than it solves. Taking on the role of mediator will help your team members find their own solutions to their own problems. Mediators bring an objective vantage point and serve as a neutral observer.

Mediation is an approach to resolving conflict that allows the people involved to decide on a solution rather than having a solution imposed by someone else like their manager. This gives the individuals involved in the disagreement or conflict the opportunity to express their point of view, and, more importantly, to understand the point of view of the other person. Exchanging information in a cooperative manner will only strengthen the working relationship.

You should arrange to meet with both (or all) the parties involved in the disagreement. In arranging the meeting, put the employees on notice that there is a problem, and let them know what the problem is and the impact that it is having on the workplace. Advise them that the purpose of the meeting is for them to find a solution to the problem. Be sure to get their agreement to attend and participate. You can say, “I'm happy to facilitate a discussion and arrange for a private place to talk, but I need both of you to commit to having a professional, business-like discussion.”

At the beginning of the meeting, define the roles. Make it clear that you will be facilitating a discussion between them and not leading it. You won't be asking questions or giving advice or suggestions. For example, you can say:

• “I am here to help you find a solution that works for both of you, but I won't be deciding what that solution should be. I'll just help you calmly talk to each other. I won't be saying much.”
• “My opinion doesn't matter. You need to find a solution that you can both agree to.”
• “My role is to keep the discussion focused on the issue and encourage you to solve it.”

You will also want to set guidelines at the beginning of the meeting. Let them know that each have to identify the problem and their own interests in the problem. They will have to ask questions of each other and propose solutions. It is their responsibility, not yours, to find a resolution that works.

Smart managers know that disagreements are bound to arise between staff members and they should do everything they can to prevent these disagreements from growing into larger, more disruptive conflicts. Keep the following in mind:

• Be sensitive to the working relationships among your team members.
• Encourage open communication with you and with each other. Make sure that issues are not masked or hidden.
• Gain an understanding of the interests of the parties when there are disagreements. It can help you address them sooner, and it will make you more effective if you do have to mediate any disagreements.

Question: I want to make sure that when I have discussions with other people they are meaningful and not just filled with small talk. Do you have any suggestions?

Answer: Good for you. Meaningful discussions lead to effective conversations, many of which are critical. Critical conversations occur when we talk about things that really matter and can make a difference. You will encounter them all the time in your role as a manager, such as when you're conducting interviews, discussing performance, or providing feedback—and these are just examples of conversations you'll have with your team. You will also talk about things that matter with your leadership, your peers, and business partners outside the organization.

The things that matter most in a critical conversation are time, truth, trust, and willingness to touch where it hurts the most. Let's think through this carefully.

• Time: Take sufficient time to deal with the matter(s) at hand. Resist the urge to convey your message, breathe a sigh of relief, and say, “Okay, we're good. Thank you.” Be sure your message was received and the other person has the time to respond, ask questions, and get clarification.
• Truth: Be truthful no matter how difficult the message. Glossing over issues or withholding information that may be painful for the other person to hear is not helping them, it's hurting them. Respect that they can handle it.
• Trust: Trust yourself and trust the other person. You are both invested in this important matter and want a positive outcome. Honor any pauses in the conversation. It's an opportunity to allow both individuals to process the information that is being exchanged.
• Touch: Touch the issue that needs to be addressed and be specific. Be open and don't mask the issue. At the same time, recognize that you can be touching a painful point with the individual. Allow this to shape your tone and delivery.

Prepare in advance for critical conversations. Understand the information that you want to convey and receive. In giving information, be specific and provide details. Consider the information that you have that the other person might need. Be accurate and check your facts.

Any conversation involves dialogue—a give and take of information and ideas, even when those ideas are controversial or unpopular. The following can help with encouraging dialogue and receive information from the other person:

• Being attentive, which will help to establish ease and put everyone on an even level. Attending skills show that you acknowledge what the other person is saying and that is essential to building respect and trust.
• Being encouraging, which will help you draw more detailed information from the other person. You may need them to elaborate on what they've said so you can have a better understanding. It also shows that you are interested in what they have to say.
• Being reflective, which allows you to rephrase in your own words what you've heard the other person say and conveys understanding. If you misunderstood, it gives the other person a chance to clarify.

Finally, approach every critical conversation positively. We hear and remember positive words better than negative words and the listener is more likely to remember what you said. A positive approach will lead to a positive outcome.

Question: Emotions often run high in meetings and I get concerned that discussions can get out of control. I realize that sometimes emotions are normal, but are there things that I can do to manage these situations so that emotions don't interfere and dominate the situation?

Answer: I'm going to assume that when you refer to emotions, you mean negative ones like anger or impatience, rather than positive ones like enthusiasm and passion. It's not necessarily a bad thing if enthusiasm dominates a meeting. However, anger, impatience, or indifference can have serious repercussions.

If you're leading the meeting, you're responsible for maintaining control. Even if you're not, you can diplomatically help the leader to do so. Here are some things that should be avoided:

• Don't become distracted or allow others to do so. You want to keep the discussions on point and if other people start to veer off in different directions, bring them back. You can say:
  • “You seem really interested in that, but it's not on today's meeting agenda. Would you like me to add it next week?”
  • “That's an interesting point, but I'm not sure how it relates to this discussion.”
• Don't allow interruptions unless it's a way to bring the discussion back to the topic, or if someone is dominating the discussion and it's necessary to give others a chance to talk. If you notice a great deal of interruptions or people talking over each other, use a tactic called a “talking stick,” usually a physical object passed from person to person to signal who can speak. If you don't have the stick, you are in listen mode.
• Don't allow any one person or persons to always dominate the conversation. This will cause other people to shut down and not participate. If this is a frequent occurrence, have a signal to indicate that they have had the stick long enough and it's time to relinquish it to someone else.

Even in the best controlled settings, emotional responses are often legitimate in some situations. Controlling emotional behavior, your own or that of others, can be a particular challenge. Angry outbursts put everyone on the defensive. When you're dealing with the emotional behavior of others:

• Remain objective and focused on the issue. This is often when discussions get off track.
• Take some deep breaths. It will help you stay calm and focused.
• Model constructive behavior. Be polite and diplomatic. Use tact and exercise sensitivity toward the emotional behavior. Let them know you understand their frustration.
• Acknowledge the emotions and describe the impact that the emotional behavior is having on the discussion, the meeting, and the other participants.
• Even if you're frustrated, avoid sounding patronizing.
• Use a soft approach in responding. Soften your voice, smile, and body language. It will send a message of openness.
• Determine if the discussion or meeting can continue in a constructive way at this time. If not, propose an approach to refocus and reconvene.

The most important thing is to remember to take care of yourself. Emotions can be infectious, and it's easy to get trapped in someone else's emotions. Don't be tempted to give into their desires and demands just to get past an emotional episode. By maintaining a level head, you'll also help to maintain constructive relationships among all the members of your team.

Question: I once had a manager who was a naysayer, always squashing good ideas. I don't want to make the same mistake with my team, and I don't want them doing it to each other. How do I encourage everyone to contribute and be heard?

Answer: Nothing can demotivate an individual or group more than negative attitudes. You're right to want to avoid a discouraging working environment for your team. Recognizing this is a good first step to turning these attitudes around.

Begin by understanding that contrarianism can be positive and useful if you learn to manage it properly. Many, but not all, people who are considered to be contrarians are, in fact, visionaries. They see something that others do not see and will not go along with conventional thinking or ideas.

Put yourself on full alert when someone brings up an idea that is contrary to established norms for the group or the organization. Rather than respond “That won't work,” reverse that thought into something positive. For example, you can say:

• “How would that work?”
• “What would that look like?”
• “How could we execute that idea?”
• “Very interesting. Tell me more.”

By doing so, you're challenging the individual to think through and articulate their proposal or idea. You're giving them the opportunity to grow and stretch. Challenge them to come up with a plan to implement a new idea. The worst that can happen is that it fails and they learn lessons from the effort.

If another team member attempts to put the idea down, you could intervene by saying, “We've got a different point of view. I'd like to hear more.” That sends the message to everyone that contributions are encouraged and valued.

There are other approaches you can take to challenge the contrarians in the group. “We've always done it that way”—a phrase that should be banned in business conversations, by the way—could be met with a very simple inquiry: “Why?” This will require the speaker to think about the current process or approach and articulate an explanation. Don't be surprised if they can't come up with one. Oftentimes, teams get rooted in doing things a certain way and don't explore if there's a better solution.

Another favorite is responding to a comment such as “Nobody does that anymore!” If you encounter this or similar comment, consider asking:

• “What causes you to say that?”
• “What information do you have that supports that conclusion?”

In both of these example responses, you're challenging the speaker, so be sure your tone and body language correspond with what you want them to hear. You're letting them know that their thoughts have been heard and that you're taking them into consideration, and that you want them to make a worthwhile contribution. If they can't be positive, then you have a golden opportunity to help them develop. The last thing you want is the person who's contrary just for the sake of being a contrarian!

A good idea needs a plan to support it. Challenging your team members when they raise ideas will help them to think critically and develop a vision of not only what can be accomplished, but how it can and should be accomplished. If you encourage them to be visionaries rather than naysayers you will build their confidence and they will be eager to contribute!

Question: How can I get my team to be accountable for their actions and their work?

Answer: Accountability is taking responsibility for your actions—owning them. It is one of those things that is easier to talk about than to do, but you're absolutely right. As a manager, you need to reinforce the importance of your staff taking responsibility—but it starts with you.

Managers should hold their people accountable for their work, but before you can do that, clear expectations must be set. One of your most important roles as a manager is letting your team know what is expected of each of them. If they are new to your organization or your team, if you're starting a new project, or if you are asking for something you've never asked of them before, they need to be crystal clear on issues such as:

• When is the task/project due?
• What are the key deliverables?
• Are there milestones for check in?
• What will success look like at the conclusion of the project?
• How will my performance be measured?

They also need to know that you are available to help or answer questions as they do their assigned work. This is one of your core responsibilities as a manager so be visible and accessible.

Once each person is clear on what is expected of them, then and only then can you hold them accountable for their work. Holding your employees accountable is not the same as micromanaging them. Set clear expectations, be available for assistance as needed, and then get out of the way and let employees do their work. If you've hired competent people and given clear direction, you have to trust them to do the work to the best of their ability. This is how employees learn and grow on the job.

As questions and concerns arise, listen to what is asked so that then next time you assign a project, you include more information. You want to be the kind of manager known for developing your employee's skills—someone who nurtures their teams so that people can be the best they can be. People want to work for that kind of manager!

If you are absolutely sure you've set clear expectations and provided the assistance needed but the employee falls short, you must follow through with the consequences. If you don't, your team will very quickly learn that you really don't mean what you say and that they really aren't accountable for their actions.

And here's the bottom line: You have to also hold yourself accountable. If you miss a deadline or make a critical error, you need to accept responsibility for your own actions. You need to model accountability for your staff.

Question: In addition to leading meetings with my staff, I may be called on to facilitate meetings with other groups or even facilitate workshops. What can I do to strengthen my facilitation skills?

Answer: Good for you for recognizing that facilitation involves more than leading effective meetings with your staff. Facilitation is a process of getting groups of people together to solve problems or explore new ideas.

Good facilitators know how to jump right in and establish ground rules or put some structure to problem-solving. They know how to lead discussions and get everyone to participate. They are good at getting to a constructive solution.

Sometimes it is best to bring in a trained facilitator, especially when the issues are highly charged and political and when people have deeply held positions. However, for good meeting management, you can learn to be a good facilitator.

At the beginning of the meeting, set some ground rules, which might include:

• One person talks at a time.
• Listen to and respect each other.
• Start and end on time.
• Maintain confidentiality.
• Guidance for taking and distributing minutes.

Once you've agreed on your ground rules, review the agenda and make any adjustments. For example, you may need to add or delete a topic based on time available. Ask a trusted colleague to keep track of time so you stay on track.

The most important role a facilitator plays is getting everyone to participate. We've all been in meetings in which one or two people dominate the conversation and the rest of the team sits quietly by. You need to ensure that everyone is heard.

The easiest way to do this is just to start on your left or right and go around the table for comments. This usually keeps the extraverts from dominating the meeting and gets the introverts involved. This takes some practice, so don't worry if it doesn't go smoothly the first time you try it.

If the discussion starts to go off track, have a flip chart or white-board available and jot down the topic so that you don't lose it, but let everyone know it will be on the agenda for the next meeting. If people aren't participating or are disruptive, call for a break and speak with them individually.

If the topic is something that needs to be approved before further action is taken, you can ask people to vote by a show of hands.

Closing Thoughts

Managing people is challenging work, and no one can do everything well. Find some trusted colleagues or a mentor to help you navigate the rough waters that may come up as your career progresses. Remember: Asking for help is not a weakness. Rather, it's the sign of a smart person who is looking to do their best.