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CHAPTER 12

CHAPTER 12. HELPING OTHERS GROW AND DEVELOP. BACKGROUND IDEAS. Growth and development of workers is important for business success. Companies emphasize workers training and developing each other.

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CHAPTER 12

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  1. CHAPTER 12 HELPING OTHERS GROW AND DEVELOP

  2. BACKGROUND IDEAS • Growth and development of workers is important for business success. • Companies emphasize workers training and developing each other. • Study showed that (a) buddying with a coworker the most helpful developmental method, and (b) company did not provide enough mentoring.

  3. BECOMING A NURTURING, POSITIVE PERSON • Recognize that most people have growth needs. • Team up with a coworker to form a buddy system. (Keep each other informed about career possibilities.) • Be a role model for others. (Conduct yourself in such a way that others will model your behavior.)

  4. POSITIVE ATITUDES TOWARD HELPING OTHERS (SAQ 12-1) • Everybody should share skills and ideas with coworkers. • You have been thanked for showing someone how to do something. • You would take the initiative to put an inexperienced worker under your wing. • You would share key information with a coworker.

  5. CHARACTERISTICS OF MENTORING • A unique relationship between two people • A learning partnership that involves emotional and task-related career support • A reciprocal helping relationship • A frequently changing relationship between the mentor and the mentored • Mentor usually outranks protégé, and usually older

  6. Characteristics of Mentoring, continued • One coworker can mentor another. • Person who is not a manager can be a mentor by helping entry-level worker. • Mentoring supports team-based organization, as fewer managers are available to be mentors. • Mentoring often takes place online. • Mentors can be chosen by the individual or assigned by the company.

  7. VIRTUAL OR ONLINE MENTORING • Electronic matching programs can hook up worker with far away mentor. • Many companies have established websites for matching mentors and protégés, following model of dating. • Protégé might send e-mail, IM, text message, or social networking message to mentor. Mentor then replies.

  8. SPECIFIC MENTORING BEHAVIORS • Sponsoring (nominate for promotions) • Coaching (help protégé improve skills) • Protecting (shield from harmful situations or a difficult boss) • Sharing challenging assignments (ask protégé to help with difficult tasks) • Acting as referral agent (refer to right resources for helping with problem)

  9. Specific Mentoring Behaviors, continued • Role modeling (give protégé pattern of values and behavior to emulate) • Giving support and encouragement (protégé should reciprocate) • Counseling (listen to problems and advise) • Providing friendship (mentor is trusted friend, and friendship extends both ways) • Encouraging problem solving (help protégés solve problems themselves)

  10. Specific Mentoring Behaviors, concluded • Explaining the ropes (explain the values and do’s and don’ts of organization) • Teaching the right skills (mentor was originally a master teacher) • Encouraging of continuous learning (protégé must stay abreast of new developments) As list implies, mentoring is complex activity, involving many behaviors.

  11. HOW MENTORING CAN HELP THE ORGANIZATION • Mentor passes along, or transfers, valuable knowledge to protégé. • Mentoring increases job satisfaction of people mentored. • Employees who receive mentoring are more likely to be emotionally committed to organization and therefore stay longer. (Based on U.S. Army study.)

  12. IDEAL CHARACTERISTICS OF PEER COACHING • Equal status of peers • Personal and professional development of peers • Integration of reflection and practice (requires thinking about actions) • Importance of attention to process (learn a process for doing things better) • Accelerating career learning

  13. SUGGESTIONS FOR COACHING • Build relationships (rapport helps). • Provide specific feedback (behavioral type pinpoints behavior rather than personal characteristics or attitudes). • Make criticism pain-free and positive (you want to maintain communication). • Encourage person you are coaching to talk (open-ended questions help).

  14. Suggestions for Coaching, continued • Ask powerful questions (make protégé think through strengths and weaknesses of his or her ideas or actions). • Give emotional support (being helpful and constructive is supportive). • Give some constructive advice (asking question can be useful). • Coach with “could,” not “should” (“should” implies moral mistake).

  15. Suggestions for Coaching, concluded • Interpret what is happening (explain why person is acting in a certain way). • Allow for modeling of the desired performance and behaviors (show person what is correct). • Applaud good results (give positive reinforcement with applause). • Majority of workers believed they do not receive enough coaching and guidance.

  16. CHARACTERISTICS OF AN EFFECTIVE COACH • Self-confidence • Noncompetitive-ness with others • Enthusiasm for people • Develops self • Develops trust and respect • Empathy • Listening skill • Sizes up people • Diplomacy/tact • Patience toward people • Concern for welfare

  17. A FEW CONCEPTSABOUT TRAINING • Training is the process of helping others acquire a job-related skill. • Emphasis on continuous learning elevates importance of training. • Many workers need remedial training. • Coworkers often provide training. • Training principles also apply to e-learning (online and distance learning).

  18. PRINCIPLES OF TRAINING • Encourage concentration (improves mental and physical tasks). • Use motivated interest (people learn better when interested in the task). • Remind learners to intend to remember (trying to remember helps). • Ensure the meaningfulness of material (organize material in meaningful way).

  19. Principles of Training, continued • Give feedback on progress (knowledge on progress helps motivation). • Ask trainee to reflect on what he or she has learned (thinking about what you learn enhances retention). • Deal with trainee defensiveness (information or skills that clash with beliefs or practices of trainee might foster defensiveness).

  20. Principles of Training, concluded • Take into account learning style (the way in which person best learns new information). Learning styles include: • Passive learning (reading and study) • Learning by doing (learning by practice) • Learning by working alone versus learning cooperatively in a group

  21. INTRODUCTORY CONCEPTS ABOUT DIFFICULT PEOPLE • Some difficult people are suffering from a personality disorder—a maladaptive pattern of behavior that deviates from cultural norms. • Majority of difficult people are a mixture and blend of various types, rather than being a pure type (for example a bully might also be a know-it-all and an exploder).

  22. Types of Difficult People, continued • Know-it alls (experts on everything) • Blamers (never solve own problems) • Gossips (spread negative rumors) • Bullies (cajole and intimidate others) • Exploders (prone to temper tantrums) • Repulsives (their foulness is disruptive) • Yes-people (agree, but don’t deliver)

  23. Types of Difficult People, continued • No-people (explain why it won’t work) • Jekyll and Hydes (nice to some people, but can be tyrannical as a supervisor) • Whiners (gripe about people, processes, and regulations, overwork, and underpay) • Backstabbers (pretends to be nice but discredits you behind your back) • High-maintenance types (require much time and attention)

  24. Types of Difficult People, concluded • Clods (master procrastinators who find excuses for not getting project started) • Minimalists (apathetic and low performing, do just enough to avoid being fired) • Office cheats (take claim for ideas of others, benefit from the ideas, without giving appropriate credit) No wonder tactics have been developed to deal with difficult people.

  25. TACTICS FOR DEALING WITH DIFFICULT PEOPLE • Stay calm (confront in professional way). • Give ample feedback (explain how his or her behavior is affecting you, and be clear about what you want). • Criticize constructively (criticize in private and begin with mild criticism). • Help the difficult person to feel more confident (a small success may start to enhance his or her self-confidence).

  26. Dealing with Difficult People, continued • Use tact and diplomacy (can be useful alternative to confrontation). • Use non-hostile humor (point to unacceptable behavior but no belittling). • Work out a deal (find negotiated solution). • Reinforce civil behavior and good moods (recognize positive behavior in some way, such as “It’s fun working with you now”).

  27. Dealing with Difficult People, concluded Ask the difficult person to THINK before speaking. • T Is it True? • H Is it Helpful? • I Is it Inspiring? • N Is it Necessary? • K Is it Kind?

  28. HOW TO BE A BULLY BUSTER • Admit you are being bullied. • See your doctor if you are hurting. • Stand up for yourself and be confident. • Avoid giving off victim signals. • Do not show bully you are upset. • Don’t suffer in silence. • Find out about your rights.

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