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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
Inspire people to perform at their best in any workplace environment Coaching & Mentoring For Dummies is the playbook to help supervisors change their role from doer/manager to coach/mentor. Leadership and coaching expert Leo MacLeod, shares the secrets of motivating employees to find purpose in their work and grow as independent problem solvers--without micromanaging them. Written for today's changing workplace, the book provides guidance on leading diverse teams, working with younger generations and working remotely. Business is built on relationships, especially in today's global economy. Coaching and mentoring are more important than ever. This readable guide provides you with the skills to strengthen connections and pass on useful knowledge that will help teams elevate their productivity and quality of work. * Gain or improve the coaching skills that drive employee performance and commitment in diverse workforces * Encourage colleagues to deliver results and guide employees to think for themselves * Motivate teams both in person and virtually, and navigate intergenerational issues * Be a sounding board for others and get the best out of your teams * Foster mentoring relationships that help employees grow and stay engaged in their careers. This is the perfect Dummies guide for anyone who wants to learn the best practices of coaching and mentorship in today's diverse, digital world.
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Veröffentlichungsjahr: 2023
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Coaching & Mentoring For Dummies®, 2nd Edition
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Published simultaneously in Canada
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ISBN: 978-1-394-18117-9 (pbk); ISBN: 978-1-394-18118-6 (ebk); ISBN: 978-1-394-18119-3 (ebk)
Coaching & Mentoring For Dummies®
To view this book's Cheat Sheet, simply go to www.dummies.com and search for “Coaching & Mentoring For Dummies Cheat Sheet” in the Search box.
Table of Contents
Cover
Title Page
Copyright
Introduction
About This Book
Foolish Assumptions
Icons Used in This Book
Beyond This Book
Where to Go from Here
Part 1: Getting Started with Coaching and Mentoring
Chapter 1: Understanding Coaching and Mentoring: Just the Basics
Getting the Lowdown on Business Coaching
Differentiating between Coaching and Mentoring
Chapter 2: Switching from Doer to Coach
Managing as a Coach versus as a Doer
De-coding the Doer Culture
Appreciating Your New Role as a Coach and not a Doer
Chapter 3: Finding the Time to Stay Connected
Using Your Time — Coaches versus Doers
Recognizing What’s Important and Urgent
Delegate, Ignore, Shrink (DIS)
Scheduling in Blocks and Sticking to Your Calendar
Focusing on One-on-One Meetings
Building Connections — The How-To
Chapter 4: Laying a Foundation That Builds Commitment
Distinguishing between Personal versus Positional Influence
Seeking Commitment versus Compliance in Today’s Workforce
Managing as a Tone Setter
Examining the Collaborative and Assertive Nature of Coaching
Looking at an Example of Leave ’Em Alone
Introducing the Five Pillars for Building Commitment
Chapter 5: Leveraging Emotional Intelligence
Understanding What EQ Is
Developing Self-Awareness
Understanding Your Emotions
Handling Situations — Self-Management
Relating Well to Others — Social-Awareness
Leveraging Relationship Management
EQ and the Five Pillars of Commitment
Part 2: Facing the Changing Workplace
Chapter 6: Accepting Change
Understanding What Has Changed and What Will Change
Recognizing How Covid-19 Changed the Way People Work
Embracing Change
Designing for a Changing Workplace
Looking at Change and the Pillars of Commitment
Chapter 7: Coaching for Diversity
Defining Diversity
Inviting Others to the Party
Being Aware of Assumptions — Trouble Ahead
Focusing on Performance and Behaviors
Chapter 8: Bridging Generational Differences
Defining Generational Differences
Avoiding the Trap of Generation-Casting
Figuring Out How to Connect Generational Differences
Understanding the Role of Values
Part 3: Motivating and Empowering Your Staff
Chapter 9: Fueling Employee Motivation
Calling for Action: Understanding Motivation
Show Me the Money: Pay as a Motivator
Identifying What Really Motivates People
Understanding Yourself as a Manager
Chapter 10: Implementing Key Strategies to Motivate Your Employees
Focusing on Performance
Matching Business Needs to Employee Needs
Understanding What’s Unique about People
Building Pillars of Commitment
Chapter 11: Teaching by Asking Questions
Tapping the Power of Asking
Using Questions: When and When Not To
Asking Coaching Questions: The How-To
Facilitate and Listen (Don’t Dominate or Vacillate)
Handling Challenging Bumps along the Road
The Case of Coaching with Questions
Impacting the Pillars of Commitment
Chapter 12: Building Career Self-Reliance
Planning for Changes — Everything from Rightsizing to Downsizing
Being an Advocate to Build Self-Reliance
Setting a Vision
Coaching for Progress
Sharpening Your Employees’ Skills
Influencing the Pillars of Commitment
Part 4: Coaching for Performance and Growth
Chapter 13: Delegating and Empowering
Delegating 101 — Just the Basics
Knowing What to Delegate
Matching Employees to Tasks
Putting the Delegating Tool into Action
Handling Employee Resistance
Using Delegating to Build the Pillars of Commitment
Chapter 14: Giving Constructive Feedback
Using Constructive Feedback versus Praise and Criticism
Providing Constructive Feedback: A Step-by-Step Guide
Focusing on the Discussion after Giving Feedback
Building the Pillars of Commitment through Feedback
Chapter 15: Setting Performance and Development Goals
Understanding the Importance of Planning for Everyone
Defining the Three Types of Goals
Creating SMART Goals
Mutually Setting Goals
Planning Goals — The Keys to Success
Helping Build the Pillars of Commitment
Chapter 16: Taking the Pain Out of Employee Reviews
Relaxing about Performance Reviews
Starting with Status-Review Meetings
Following up with Checkups
Conducting a Project Postmortem
Building the Pillars of Commitment
Chapter 17: Coaching for Development and Improvement
Knowing What to Develop
Coaching for Development
Coaching Underperformance
Building on the Pillars of Commitment
Part 5: Mentoring for Life
Chapter 18: Mastering Mentoring
Understanding How Coaching Differs from Mentoring
Avoiding the Pitfalls of Mentoring
Taking the Right Steps
Using the Two Tools of Mentoring
Building the Pillars of Commitment
Chapter 19: Building a Support Team
Encouraging Them to Look Elsewhere to Meet Their Needs
Identifying What Employees Need
Differentiating between Allies, Advocates, and Optimists
Finding Support
Identifying Keys to Successful Mentoring
Part 6: The Part of Tens
Chapter 20: Ten (or So) Surprises for You
Change in Behavior Takes Time
You’ll Grow as a Coach over Time
You Can Do Only So Much
You May Like It
Your Friends and Partners Will Appreciate You More
Your Employees Become Coaches
You’ll Discover Something New
Everything Changes
You May Find a Second Career
Chapter 21: Ten (or So) Coaching Myths Debunked
You Can’t Afford the Time to Coach
Coaching Is Only about Being Nice to Employees
Everyone Needs to Support Coaching
Coaching Means Seeking Consensus on Every Decision You Make
If You Hire Good People, Coaching Isn’t Really Necessary
Employees Have to Ask for Coaching in Order to Be Receptive to It
Coaching Collaboratively Doesn’t Work When You Have a Disagreement
Coaching Involves Being Direct — People Don’t Like That
You Have to Be a Psychologist to Coach Employees
Index
About the Author
Connect with Dummies
End User License Agreement
List of Tables
Chapter 2
TABLE 2-1 Coaches versus Doers: Approaches to Management Functions
Chapter 7
TABLE 7-1 Ten Common Biases
Chapter 8
TABLE 8-1 The Generations by Years
TABLE 8-2 Nostalgia Experience
Chapter 10
TABLE 10-1 Motivation Worksheet
TABLE 10-2 Sample Motivation Worksheet
List of Illustrations
Chapter 7
FIGURE 7-1: Just like an iceberg, most diversity traits are below the surface.
Chapter 9
FIGURE 9-1: The motivators for managers.
Chapter 10
FIGURE 10-1: The Platinum Rule.
Chapter 14
FIGURE 14-1: Significant-events list.
Chapter 15
FIGURE 15-1: A worksheet for setting performance and development goals.
Chapter 16
FIGURE 16-1: Status-review tracking sheet.
Chapter 17
FIGURE 17-1: A worksheet for development planning.
Guide
Cover
Title Page
Copyright
Table of Contents
Begin Reading
Index
About the Author
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Introduction
Welcome to the newest edition of Coaching & Mentoring For Dummies. This book can help you grow from a doer manager to a coach and mentor who motivates employees to find purpose in their work and grow as independent problem solvers — without micromanaging them.
A lot has happened in the world and in the workplace since the first edition of this book was published more than 20 years ago. Organizations are struggling to find and keep good people. Workers are exercising their options to pursue new career opportunities, switch jobs, start their own businesses, and retire altogether from working. The rules have changed in which employers compete for talent and employees hold more of the power. With the increasing labor shortage, no organization can afford to lose people, especially good people. Coaching and mentoring employees to support them in work/life balance, fitting in with the culture, and doing their best work has never been more important than it is today.
This book not only helps you understand what it means to be a coach and mentor. It also helps you to adapt and meet the challenges of the changing workplace by altering your role and having a lasting impact in people’s lives. Invest in changing yourself and you’ll grow as a leader and person.
About This Book
Over my (Leo) 20 years of coaching, training, and consulting managers, I’ve heard clients often joke: My job would be easy if I didn’t have to manage people. People-performance issues are complicated and often messy. My clients came to me because they’ve actively avoided dealing with their staff or else they’re too hard and demanding of them. Neither is a good recipe for keeping and retaining people. This book helps you unlock a different way to work and guide people you supervise. You can find out how to
Gain or improve the coaching skills that drive employee performance and commitment in diverse workforces
Encourage colleagues to deliver results and guide employees to think for themselves
Motivate teams both in person and virtually
Navigate intergenerational issues
Be a sounding board for others and get the best out of your teams
Foster mentoring relationships that help employees grow and stay engaged in their careers
The fundamentals of coaching and mentoring haven’t changed: Respect people, take the time to get to know them, ask questions rather than tell, be clear, and take a genuine interest in their growth and success.
Here’s what’s new to this edition:
Rapid changes in technology and society mean today’s managers need to be accept that nothing stays the same and learn to adapt to continual changes in the workplace. The traditional office environment is increasingly becoming more digital, as more work is done anywhere that has Wi-Fi. Managing teams remotely and creating a cohesive culture continues to present challenges.
Recruiting and retaining talent continues to be a top priority for organizations. This edition dedicates an entire chapter on emotional intelligence (EQ), which has emerged as a critical skill for leading diverse teams and creating an attractive company culture in which people can do their best work. EQ can help you understand the role of emotions, behaviors, and attitudes in working effectively with people.
Changing demographics and social and political initiatives have made diversity, equity and inclusion (DEI) a front-burner issue for many companies. You’ll gain clarity on common DEI terms and find a practical, grounded way to coach and mentor every employee so they feel like they can be themselves and contribute fully.
Employees aren’t as motivated to help the organization be successful as they are in how the organization can help them achieve their personal and professional goals. Through coaching and mentoring, you’ll find ways to give more meaning and balance to employees.
Mentorship has evolved beyond the traditional pairing of senior leader with junior staff. Learning from other people takes many forms. A new chapter explores the importance of encouraging employees to develop a diverse support team to help develop in their careers and life.
You have the opportunity to play a much larger role in your organization by helping others by following the principles and strategies in this book. You’ll discover that when employees are given the opportunity and supported to do their best work, everyone wins. The journey in becoming a successful coach and mentor starts here.
Foolish Assumptions
When revising this edition, I (Leo) make the following assumptions:
You have a basic understanding of what the job of being manager entails. You have the responsibilities for business functions and for the performance of people, not just yourself.
Managing and evaluating staff performance is a major part of your job, or you’re someone who aspires to take on such responsibilities in your career one day.
Your manager told you need to
coach
employees, though you’re not sure what that means. Or your employees keep asking how they wish they had managers who could
mentor
them. And you don’t want to give them an excuse to go to another company.
Icons Used in This Book
Throughout this book, you may notice small graphics in the margins, called icons, which grab your attention. Here are the ones in this book:
This icon symbolizes practical tips, ideas, and strategies to make your coaching efforts work.
The example icon signals a real or made-up story that illustrates a point being discussed or highlights a manager’s experience with a coaching effort.
This icon is a reminder of good ideas or points of information to use when you put coaching into practice.
This icon points out areas to watch out for and avoid.
Beyond This Book
There’s more than enough to keep you busy with the strategies, tips, templates, and checklists in this book. However, you can find more helpful info online:
Cheat Sheet:
Go to
www.dummies.com
and type “Coaching & Mentoring For Dummies Cheat Sheet” in the search box to access information you can refer to again and again.
My website (
www.leomacleod.com
):
You can access free resources and tools for help with managing priorities, delegating, mentoring, and having hard conversations. You can also learn about my online courses, which feature short videos and exercises.
My book:
From the Ground Up: Stories and Lessons from Architects and Engineers Who Learned to Be Leaders
(Pie House Publishing) is useful to any new leader who struggles with transitioning from doer to leader and still wants work/life balance.
If you have any questions or feedback on the book or want more information on coaching training or speaking, contact me directly at [email protected].
Where to Go from Here
This book isn’t linear, so you can glance at the Table of Contents and jump into any chapter that interests you. To get a good foundation, start with Chapter 2, which illustrates the differences between a doer manager and a coach manager. Chapter 4 lays out the fundamentals of what it takes to build commitment in employees. Chapter 5 dives into how to build your emotional intelligence skills, which I can’t stress the importance of enough in coaching and mentoring.
Like any book, the information sits on a page until it’s put into practice. My suggestion is to carve out specific blocks of time — 15 to 30 minutes — to focus on a chapter. Take notes, use a highlighter, or use sticky notes. Try to apply the strategies in the book and journal (if you like journaling) about your observations and progress.
I also encourage you to find colleagues to discuss what you’ve learned, the challenges you both face, and what’s worked and what hasn’t. Buy copies of this book for your management team and host a book discussion group.
Lastly, tons of other Dummies books go into greater depth into areas I touch on in the book. I can recommend two, including Diversity, Equity, & Inclusion For Dummies by Dr. Shirley Davis and Managing Millennials For Dummies by Hannah L. Ubl, Lisa X. Walden, and Debra Arbit (both by John Wiley & Sons, Inc.).
Part 1
Getting Started with Coaching and Mentoring
IN THIS PART …
Explain what coaching in the business world is, particularly how coaching can help you improve the performance of your team, keep them engaged and motivated, and give you some time in your schedule.
Distinguish between a doer manager and a coach manager in your role with employees, how you interact, and how you spend your time.
Help you value your time differently and provide specific time-management strategies to give you time to build commitments and boost performance by staying connected with your staff.
Lay a foundation for building trust, engagement, and commitment from your employees by understanding how to set the right tone and introducing a model for building commitment.
Leverage the power of knowing yourself and others by developing your emotional intelligence (EQ).
Understand how to build strong collaborative relationships that help grow you as a manager and also helps your employee grow.
Chapter 1
Understanding Coaching and Mentoring: Just the Basics
IN THIS CHAPTER
Defining what coaching mean in the business world
Previewing the tools of coaching
Comparing coaching versus mentoring
You’re a manager, possibly a first-level supervisor, middle manager, or executive. Whether you came upon the role recently or have many years of experience, you know that the job of being a manager isn’t getting any easier. You carry a great deal of responsibility, and with the pace of change these days, more may be coming your way before you know it.
At the same time, you’re expected to lead your group(s) and make them productive. And while you’re at it, you have to keep your employees motivated and committed — you can’t afford turnover problems.
Trying to do it all yourself isn’t working as well as you would like it. Maybe your manager has strongly suggested that you change your approach. “Stop telling people what to do. Start coaching them.” You’ve heard that coaching is a better way to lead people, but you’re not sure what that means or where to start.
This chapter lays the conceptual foundation for the book. It introduces what coaching in the business world is all about and delves into its benefits, particularly how coaching can help you improve the performance of your team, keep them engaged and motivated, and give you some time in your schedule for important things that seem to fall by the wayside — like lunch!
Getting the Lowdown on Business Coaching
The business of coaching has grown dramatically in the past 20 years. These days it seems everyone wants to be a coach. But what kind of coach? There are life coaches, relationship coaches, career coaches, and spiritual coaches. All coaching, however, shares a basic orientation to guide people and support people to find their own path.
Coaching, as defined in this book, has two aspects to it:
It’s an approach to how someone functions in the role of being a manager. In the approach of managing as a coach, the manager operates as the leader, developer, and guide of the team and its individuals.
It’s a set of management skills aimed at getting the most productivity out of employee performance. These skills or tools require hard work and often, a change in old habits, but they work.
Together, these two aspects of coaching give managers the best tools to deliver results and positively influence employee commitment.
Being a coach means that you see and approach the role of manager as a leader: one who challenges and develops your employees’ skills and abilities to achieve the best performance results. In other words, if you manage as a coach, your staff members learn, grow, and work hard, too. Coaching is the pathway for multiplying your effectiveness through others, for getting the best out of people’s performance. Managers who have discovered how to do this not only have stronger, more functional teams, but they also sleep better and have more time for more important things in their lives.
The work of developing as an effective coach and mentor starts by understanding how most managers approach managing people and what kind of changes need to happen to make the transition (see Chapter 2 for more on the skills needed for coaching and mentoring).
MY PATH TO EXECUTIVE COACHING
I (Leo) started my career in marketing and advertising. When I was laid off, I fell into consulting, mostly writing, PR, and client surveys. Clients started to see that I had the ability to relate to their employees and make them feel comfortable discussing their problems. This led to beginning to coach people, though I wasn’t sure what that meant. I learned from experience, reading, and taking courses to build my skills. Everything I know, however, is from directly helping people with problems: delegating, having hard conversations, managing their crushing workload, motivating teams, listening, learning to communicate clearly and persuasively, and focusing on the best use of their time.
I developed courses with templates and checklists to give people these tools to use. Along the way, I’ve seen and learned from managers who didn’t lead people effectively and others who had figured it out. I made mistakes and learned what sticks and what doesn’t and what changes behavior and what you need to be successful as a coach. I’ve taken my years of hard-earned experience of coaching specific skills and put them into this book. What you have is the effective tools and strategies I’ve used in my successful business that you, as a manager, can use in managing teams.
The following sections gives you an orientation to all the ways coaching can help you engage and motivate employees.
Sneaking a quick look at the tools of coaching
Understanding and putting coaching tools into practice is a critical step in becoming a coach. Here’s a quick look at various coaching tools, all of which I cover throughout this book:
Setting goals and performance plans (see
Chapter 15
)
Giving constructive performance feedback (see
Chapter 14
)
Conducting periodic performance reviews (see
Chapter 16
)
Guiding development through mentoring and tutoring (see
Chapter 18
)
Coaching with questions (see
Chapter 11
)
Taking employees under your wing
Motivating employee performance
Delegating to empower and increase productivity (see
Chapter 13
)
Training for skill development
Stimulating and supporting career development (see
Chapter 17
)
Intervening to build improvement in performance
The focus of these 11 coaching skills is on performance, which is the emphasis of coaching — getting the best out of people’s performance and helping people grow in their careers.
Coaching applies to any personality type, and although it does involve building working relationships, the nature of those relationships varies by individual. Some employees need pushing and firmness; others need little direction and a light touch. Sometimes you need to give direction and other times support. That is, the use of the coaching skills or tools is tailored to fit individual skill levels and needs.
You carry out these coaching skills through conversation and collaboration. These skills involve working with an employee in order for that person to go back to their job and perform successfully. Dedicating focused time to coach people is the key (refer to Chapter 3).
Getting on board with coaching
Do any one of the following challenges and pressures affect you in your job as a manager?
Do more with fewer resources.
Get employees to adapt to change.
Find ways to increase efficiency and productivity.
Create an environment to retain employees.
Meet greater customer expectations.
Deliver results.
Thought so. In today’s increasingly fast-paced, ever-changing, and highly competitive environments, demands such as these are affecting many organizations — especially their managers. Demands and pressures cut across all types of businesses — private and public sectors, for-profit and nonprofit enterprises — and across all levels of management, from the top executive to a newly promoted first-level manager.
Yet what hasn’t always kept pace with all these changes and expectations is the way that managers manage. Far too many managers still operate in a task-focused or a must-maintain-control fashion. If I just do more hands-on myself and tell everybody to do more, and everyone will get along just fine, right? Or I can toss in a few buzzwords or phrases to help: “All right everyone, you’ve been empowered. Now work smarter, not harder.” The problem is, managing this way just doesn’t work.
Because today’s challenges aren’t going away, managing as a coach is a necessity not only for your success, but also for your survival. Coaching is about helping others become more effective, developing employees to perform to their best ability and to function as self-sufficiently as possible, and challenging employees to take on responsibility instead of waiting to be told what to do. It also means supporting and involving your employees in the process.
Coaching influences employee adaptability, productivity, and retention. It helps you make better use of your time. But many new and different efforts are needed. The road to success starts by making the shift from managing as a doer to managing as a coach. Read Chapter 2 to understand the differences.
Differentiating between Coaching and Mentoring
In the business world, the terms coaching and mentoring are often used synonymously. Here’s how this book distinguishes the two:
Coaching:
Coaching is a set of skills to interact and empower employees to be more self-sufficient problem solvers. Unlike other forms of coaching, the focus here is on job performance — what’s needed and expected in this position. A coaching approach can be used in mentoring employees by asking questions and engaging them, but the primary focus here is helping them do their job.
Mentoring:
Mentoring is more focused on supporting the employee in their own development as a professional. It’s often driven by the employee’s needs rather than the demands of the job. It can include learning from a more senior person to fill in gaps in knowledge. But mentoring often goes beyond teaching someone by taking them under your wing. Mentors often advise and support people on their career and life. The focus isn’t just on performance but on the needs of the employee.
Coaching and mentoring often work together, and the lines aren’t always clear. Here are some examples to help you see how the roles play out:
Judith was a new hire at a marketing agency. Her role was to support the client managers with administration of social media campaigns. Judith’s experience was limited to doing some case studies in college. She didn’t understand what to do. Her manager, Samantha, sat down with her to explain what was expected and how to be successful at the agency. She asked Judith questions to understand her experience and career goals.
Samantha could see that Judith was feeling overwhelmed. She suggested that for the first week that Judith just observe more experienced people doing the tasks. She bonded with Jack, who was also fairly new. Jack and Judith went out to lunch, and Jack played an important role in helping her feel comfortable.
Samantha played more of a coaching role in guiding and engaging Judith. Her meetings were intentional; they were goal oriented toward getting her up to speed. She used a lot of questions to learn about Judith and took time to spell out the expectations. Samantha also suggested a course of action that would help Judith learn gradually.
Jack, on the other hand, played more of a mentor for Judith. He taught her his approach by letting her observe. He waited for her to ask questions. It was relaxed and friendly and gave Judith someone she could start to confide in. The relationship was more balanced. Jack was there for her, but he didn’t have an agenda other than to help her with whatever she needed.
As this example illustrates, coaching and mentoring are both valuable tools. And like any tool, it all depends on the specific need. A wrench and pliers are similar, but one is better in certain applications. Flip to Chapter 2 to look more closely at the role and approach that coaches take. For more information on mentoring, check out Chapters 18 and 19. Coaching and mentoring share the same end goal: to help and support the employee’s growth.
Chapter 2
Switching from Doer to Coach
IN THIS CHAPTER
Contrasting doers versus coaches
Making the change to managing as a coach
Appreciating your changing role
This chapter explains why the switch from doer to leader is important but often difficult. It helps you distinguish between a doer and a coach in everyday practice and how you can begin to make the switch. You may want to return to this chapter to see how you’re doing in making the transition. Pace yourself. It’s natural and too easy to slip back into the doer role.
Managing as a Coach versus as a Doer
Coaching is an approach to management: how you function in the position of a manager. Although different leadership or management styles exist, how managers approach their roles tends to be one of two ways — as a coach or as a doer. The following are descriptions of how the two approaches generally function:
Coach approach: Managers work to achieve the best operational performance results by developing and maximizing the talents and abilities of employees to their fullest.
Those who manage as a coach still perform tasks; in fact, many work alongside their staffs doing some of the same duties. Yet those who approach management as a coach recognize they also need to lead and develop others to top performance, because that is how the tasks best get done. Such managers live by the principle of and; that is, they approach their jobs as a balance of managing both task issues and people issues. They see the two as connected. They see managing people as part of managing the work the people do.
Doer approach: In this approach, managers tend to focus more on task issues of the job (and also the technical issues of their work), as well as on the group’s performance. Their attention tends to go first to the things they themselves have to do and to the areas of greatest comfort — task and technical issues. Doers, as a result, tend to function as senior individual contributors.
While the style of doers varies from controlling to very hands-off to a combination of the two, the doer approach to management tends to live by the principle of or. They have task issues to handle or people issues to handle. These issues are often viewed as separate sides of the manager’s role rather than interrelated ones. So doers tend to put much less emphasis on how people are performing, which is usually less comfortable to deal with, than on getting things done.
A common feature of both management approaches is that managers have their own tasks to perform. Few ever focus solely on managing others. The key difference in the two approaches, however, is on where a manager focuses their attention.
Table 2-1 gives you a quick preview of the tendencies that coach and doer managers exhibit when handling six of the most common management functions. To help you see this difference in greater detail, the following sections illustrate how managers using the two approaches would handle various functions. (As you check out the general tendencies of each approach, keep in mind that general tendencies mean just that; things don’t work exactly the same way all the time.)
TABLE 2-1 Coaches versus Doers: Approaches to Management Functions
Management Function
Coach
Doer
Planning
Invests time in doing it.
Has little time for planning ahead.
Often involves others in shaping plans.
Tends to operate on a day-to-day or short-term basis.
Is future-focused.
Often crisis-driven and fire-fighting.
Goal setting
Works with others to develop goals and plans to achieve them.
If operates with goals, tends to give staff their goals — little employee involvement.
Ensures that goals are written and expectations are clear, and then manages by them.
Often tends to be activity- and task-oriented as opposed to results- and goal-driven.
Giving performance feedback
Does so on an ongoing basis. Feedback is tied to what employees are doing.
Seldom, unless something goes wrong, or gives occasional, vague praise.
Provides both positive and negative feedback so staff knows where they stand.
May do so at annual review time.
Dealing with performance issues
Addresses issues in a timely way with solutions-oriented approach.
Many avoid dealing with these issues. Is outside of comfort zone.
Works with employees to map out plans for improvement.
May seek punitive measures as the first action to deal with problems.
Delegating
Does so as much as possible to maximize resources and increase productivity.
Finds letting go of responsibility to others hard to do and thus delegates little beyond simple tasks.
Provides necessary support, lets people handle the job, and holds them accountable.
If willing to delegate, dumps assignments — gives little guidance and support.
Mentoring and developing staff
Takes an active interest and involvement in employee learning and growth.
Tends not to put much attention in this area.
Supports training and encourages opportunities to expand employee capabilities.
Takes a learn-on-your-own approach to employee development.
Planning
Planning is a critical management function that entails looking to the future and setting a course of action to get there. Here’s how the coach and doer deal differently with planning:
Coach approach to planning:
The manager as coach takes time to plan — after all, you don’t get ahead unless you plan ahead. The coach realizes this and doesn’t just focus on what’s happening now, but constantly looks to the future and often involves others in shaping plans to reach future goals. This future-focus is often part of the conversation that a coaching manager has with their staff.
Doer approach to planning: The doer manager tends not to spend much time planning — too much to deal with now to worry about that later-on stuff. Doers tend to have a day-to-day focus, reacting to the problems at hand and incurring frequent interruptions. In other words, their days are often full of other people interrupting them with one problem after another. Crisis management and fire-fighting is the norm. “I don’t have the time to plan” is a common complaint of doer managers.
The coach manager can sometimes fall into this reactive mode. However, when a coaching manager senses that people are getting caught too much into fire-fighting, they’ll coach them on fire prevention.
Goal setting
Goal setting is defining what needs to be accomplished in performance to achieve desired results. Here’s how the two approaches differ:
Coach approach to goal setting:
The coach manager often involves group members in shaping the group’s goals and most definitely works with individual team members so that they know what their individual goals are. When you work for someone who manages as a coach, you know what your priorities are and what’s expected of you. In fact, goals and plans are usually written so that no one has to rely on memory.
Doer approach to goal setting: If goals exist, the doer approach tends to give people their goals. Less time is spent discussing and working together to shape goals and plans.
In many cases, no set or articulated goals exist. Doer managers tend to be more task-oriented than goal-focused. They know what needs to get done now and maybe in the near future. But goals are the bigger-picture stuff — a series of tasks that together accomplish an end result. Goals are about achieving significant results. The major improvements to be made and the targets to be hit aren’t often on the doer’s radar screen, or if goals exist, they’re rarely part of conversations between managers and employees. As a result, the doer manager’s staff tends to be absorbed with activities and being busy (or at least looking that way) instead of being focused on important results to achieve.
Giving performance feedback
Performance feedback is letting others know what you’ve observed in their efforts and performance. It’s acknowledging what people have done and how they’ve performed. Coach managers and doer managers sharply differ on how they regard performance feedback:
Coach approach to giving performance feedback: The coaching manager provides ongoing, timely feedback to their employees so they know where they stand in terms of their performance. When something is done well, coaches provide performance feedback; when something needs to be done better, coaches provides performance feedback.
The coach works to give the feedback, both positive and negative, with specifics and timeliness — as near as possible to the time the performance occurred. The coach provides feedback about both the individuals’ work and behaviors. Whatever issues of performance are involved, when something is worth acknowledging, the coach avoids sitting back and saying nothing. These managers verbalize their observations.
Coaches understand that providing performance feedback as a regular practice reinforces behaviors that align with company values and create a culture where employees can do their best work. (For more on giving constructive feedback, see Chapter 14.)
Here is what it might sound like to give positive feedback: “Bob, I really like how flexible you are when working with challenging customers. You have a great way of deescalating emotions and working toward sound solutions. Thank you.”
Similarly, managers know how to criticize but often don’t know how to give specific reinforcing performance feedback either. For instance, “Susan, I’ve noticed you’ve been spending time each month sharing your expertise with junior staff. You’re modeling of how to collaborate and develop the skills of others is impressive, and I appreciate your initiative to do so.”
Doer approach to giving performance feedback: The doer manager tends to give feedback less frequently and with less specifics. Employees tend to hear from them only when something goes wrong or during their annual review time. Otherwise, no news usually means good news, or so employees hope. Little recognition takes place, and areas for improvement are often glossed over. Similarly, providing vague and useless positive feedback like “good job” or “keep up the good work” isn’t useful. Vague performance feedback like “you need to do a better job collaborating with others” or “I need you to be at work on time.” What do “better” and “on time” mean?
Employees working for a doer often aren’t sure where they stand in their performance, or some may think their performance is better than it really is. In the latter case, no news means distorted views. When doer managers spend all their time focused on work, they miss the opportunity to provide feedback that can reinforce company values. As a consequence, people don’t understand how they’re doing unless it’s during a formal review process. But the opportunity to consistently build culture from regularly providing performance feedback is lost.
Dealing with performance issues
Sometimes, employees aren’t performing to the level you need. Such situations are one of the biggest challenges for managers. Coaches and doers have fundamentally different ways of handing performance issues:
Coach approach to dealing with performance issues: When someone isn’t performing as well as needed, the coach approach is to work with the person first. The emphasis is on coaching to improve, clarifying expectations, developing plans of action that target improvement, and providing support to help make improvement happen.
The coach doesn’t wait for performance issues to turn into big problems, either. They respond with early intervention using a positive, solutions-oriented, firm touch.
Doer approach to dealing with performance issues: The doer manager quite often follows the management-by-osmosis path in dealing with performance problems — avoiding them and hoping for the best. The idea is that employees will read your mind and figure out that better performance is needed.
You don’t have to be an experienced manager to figure out what happens when performance issues aren’t dealt with — they get worse. But for many doers, dealing with a performance issue is as far from the comfort zone as you can go, so they practice big-time avoidance.
For some doers, often after avoiding the problem for a while, the mode of operation is to get tough, if not down-right punitive: threatening the employee with their employment, putting the poor performer on written warning, or outright firing them. These punitive-type efforts, especially when done without two-way communication and an attempt to coach the employee, can ripple through the company. People may wonder if they’re next. Motivation and engagement suffers when employees are consumed with fear and anxiety about their positions and how they’re doing.
Throw a group of doer managers a technical problem and what do they do? They go into problem-solving mode. Throw them a personnel-related problem, and they either run from it or want to eliminate it as soon as possible.
Delegating
Delegating is entrusting others with assignments and responsibilities. The coach and doer contrast greatly in how they handle this function. Here’s a more detailed explanation:
Coach approach to delegating: The coach delegates as much as possible for one simple reason — you can’t do everything yourself. The coach looks to maximize the resources at hand and increase productivity.
The coach delegates meaningful responsibilities and projects, not just busywork, and provides the necessary support, resources, and accountability that employees need to do their jobs well. They understand that people will fail as they grow, just as they themselves did. They’re patient and understanding and mentor employees as they develop the skills and confidence. Effective coaches rely on delegation to free themselves to focus on important matters that are often ignored or left alone, such as planning, networking, professional development, and mentoring.
Doer approach to delegating: Take a guess at the doer approach to delegating. For many a doer manager, delegating meaningful responsibilities and assignments to staff isn’t a frequent practice. How come? For many, delegating beyond assigning simple tasks feels like a loss of control. In addition, the doer lives by the adage that if you want to get a job done right, you do it yourself.
Doers who do believe they’re delegating are more often dumping tasks without taking the time to coach and support the employee. “Here, you do it (because I don’t want to), and don’t screw the job up or bother me with it.” Not surprisingly, such assignments often end up making the employee look bad and reinforces the doer’s belief that they’re the only ones who can really do good work. Some leaders may be perfectionists who feel it’s easier to do everything themselves or believe that their work is better than others. Sometimes referred to as a self-enhancement bias, the practice of holding on to work and not delegating is counterproductive to building and growing employees, as well as the productivity of the organization.
Mentoring and developing staff
Mentoring and developing involves making the effort and showing interest in helping your staff grow in their skills and capabilities. It involves teaching, encouraging, and challenging them to do their best. As you may suspect, coaches place far more emphasis on employee development than doers. Here are some of the differences:
Coach approach to mentoring and developing staff: Such managers thrive on working with their employees and helping them develop their skills and capabilities. They ask questions more than they give answers, they give their staff challenging opportunities, and they share their insights and stories. They regularly take an interest in employees’ careers and job situations and encourage training and other learning experiences.
From the coach perspective, the more capable your employees, the more productive and self-sufficient they are. Developing strong people resources is a source of pride, not a source of insecurity. It’s also important to the business because it creates the next generation of leaders, computer programmers, surgeons, and so on, and ensures a steady talent pipeline for continuity of business.
Doer approach to mentoring and developing staff:
Quite often, the doer is too busy to spend time mentoring and stimulating employee development — the comfort to do this is lacking. If employees are particularly observant, they can still learn from the doer because many doers are knowledgeable and skilled in their work. But employees tend not to learn
with
the doer. (And if employees watch carefully, sometimes they may learn what not to do.) Beyond good, old-fashioned on-the-job training (OJT) in which you learn on your own, any organized or focused efforts on employee development are infrequent occurrences. The lack of development or development opportunities is one of the top reasons people leave their jobs.
De-coding the Doer Culture
Many doer managers are hard workers and high achievers and are sometimes even technically brilliant. But in terms of effectiveness in a management role and the ability to develop others to deliver high levels of performance, doers tend to fall short in comparison to managers who are coaches.
Yet in my (Marty) experience as an employee, a manager, and as a consultant working for a number of years with managers at all levels in a wide variety of organizations, the vast majority of managers tend to function more as doers than as coaches. In fact, when I discuss this point with most managers, from first-level supervisors to top executives, they agree with me and are often insightful at answering the question, “How come?”
The next section explores the reasons why doer managers are more the norm.
Identifying why more managers are doers
So, why do more managers function as doers? Take a look at the following.
If you see yourself as one of the millions who tend to manage more like a doer than a coach, should you be worried? Yes, if you care about being a leader who brings the best out of people.
Who gets promoted?
How do people usually get started in management roles? They’re promoted from the ranks of the individual contributors. And the ones who earn the promotions are generally good doers — that is, those who are technically competent. Few people who are technically incompetent are made managers.
The high-performing salesperson is promoted to sales manager. The top engineer becomes the engineering manager, the hard-working accountant is promoted to accounting supervisor, and so on. The logical career path for good performers is to move into management. But the preparation for the role and the demonstration of leadership abilities required for the role are seldom seen. And after they’re promoted from the ranks, organized training and mentoring efforts on how to become an effective manager generally don’t occur on a regular basis, beyond the one-day shot at an external or internal seminar.
Many doers continue to earn promotions and work their way to higher levels of management because they’re high achievers and show technical competence, if not brilliance. If they have strong personalities, they have an added advantage. A track record of coaching and developing others and functioning as a real leader (rather than as a senior individual contributor) aren’t usually major prerequisites for advancement.
Who are your role models?
Because most managers are doers, having been promoted because of their worker-bee mentality, most managerial role models are doers. And although you may admire their technical expertise, you may have less admiration for their leadership and coaching skills. Because little training or mentoring is done to guide them in different ways of managing, they follow in the path that’s familiar to them.
In addition, the recognition and rewards that managers get often has little to do with their abilities to coach and develop others. Certainly, they’re rewarded when they’re effective coaches, but more often, the recognition and rewards come because managers show that they’re strong performers and high achievers in their areas of expertise (sales, finance, engineering, operations, and so on). A vice president or department head, for example, often has years of management experience. But experience tells only how long someone performed, not how well they performed.
What do managers work to develop?
The final reason for an abundance of doer managers relates to the background and the expertise of most managers: A vast majority of managers have their educational degrees in a field related to their career work — engineering, business, marketing, public administration, finance, and so on, and not in management. Although some managers may have degrees unrelated to their current managerial functions or no college degree at all, you seldom find that they have a degree or related training in management with an emphasis on coaching.
So, what they lack in education related to their current position, they make up for in what they have learned through experience in their jobs, right? More often than not, managers tend to focus their own educational development (through seminars, conferences, reading material, and so on) on their technical fields of expertise. Ongoing concentrated learning efforts in leadership and coaching aren’t the norm for many people in management roles. Do a comparison for yourself. How many hours have you devoted to management development versus technical development during the past year or two?
Many managers and executives overlook the fact that management is a discipline itself — a field of study. Mastery is never achieved. Being effective requires continuous learning, because managing people and helping them achieve their best performance is no small feat. You don’t have to be remarkable to know how to coach. You just have to be open to learning and willing to work hard at it.
Doing the work to make the switch
Switching from doer to coach takes time and commitment. Keep these in mind:
Doers aren’t bad people — they just need to focus on coaching.
You’re part of a very big club.
Coaches are doers, too. They carry out tasks, but also focus on leading, developing, and maximizing the resources they have to get the best performance results.
Technical competence is important for coaching effectively. You certainly have to understand the functions that people work at in order to help develop them to better perform in these functions.
MOVING FROM DOER TO COACH — EMBRACE THE AND
Consider this example with a story: Joy, an engineering manager, was given two main responsibilities: Take a production group that now reports to her out of a restructuring situation and build them into a productive team and lend her technical expertise to a cross-functional engineering project.
Joy had been in management a few years, but the job at hand was a new experience. To help her work effectively with this new group, Joy’s manager made training and consulting resources available, but it was up to Joy to make use of the resources. What did she do?
After some initial efforts to start meetings with the production group and after facilitating a few hours of team training for them, Joy became engrossed with the responsibilities of the engineering project. Within a short time, 90 percent of her time went to the project, the rest to the group she was supposed to manage.
What happened to the group? Not hard to guess: They floundered. Chaos reigned and morale suffered. The training and cross-training that was available hardly occurred, and plans for building the team were never set.
What approach did Joy take? That of classic doer. She got caught in the tunnel vision of or. She approached her job with an all-or-nothing mindset, giving her attention to either one major responsibility or the other.
She quickly gravitated to the area of greatest comfort, her technical side. Little coaching and leadership took place. Joy wasn’t able to balance her responsibilities and see that both tasks — her new group to manage and her project to complete — were equally important. In her previous position, she had managed a few engineers who worked fairly independently, so her doer tendencies had never gotten in the way. With her new group, however, coaching skills were in great demand, but she responded as a doer.
The key, then, is to work at making the shift from doer to coach. You begin the shift by grasping the concept of approaching your management role as a coach. This concept involves understanding that your people and task-management responsibilities go hand-in-hand; they’re not separate entities. This is the view of and (balancing task issues and people issues) versus the tunnel vision of or (handling task issues or people issues).
The view of and (balancing task issues and people issues) is critical for making the shift from doer to coach (as the nearby sidebar explains). You, as a manager, have many priorities, some related to the work activities within the group or groups you manage and others related to matters that take your time and attention outside your group. These priorities may range from working on your own projects to spending time with your boss to interacting with customers. The view of and says you have to see all of your priorities and coach your employees so that they will function as productively and self-sufficiently as possible.
Appreciating Your New Role as a Coach and not a Doer
When Forbes magazine compiled the top 50 attributes of leadership, the one skill that stands above others is influence. The most effective leaders understand and appreciate their unique role in getting more work done by engaging staff to bring their best thinking and hardest effort to projects — not by single-handedly producing work and billing more hours.
Liz Wiseman, in her book Multipliers, identified two types of managers:
Multipliers:
