Skills for

Developing
Others
TRANSFORMATIONAL
LEADERSHIP

Dr. Y. Johny Natyu Prihanto

WEEK 12
The skills addressed in this section include
• Setting goals.
• Providing constructive feedback.
• Team building for work teams.
• Building high-performance teams—the Rocket Model.
• Delegating.
• Coaching.
Setting Goals
• Setting goals and developing plans of action to attain them are
important for individuals and for groups
• The most important step in accomplishing a personal or group goal is
stating it right in the first place
• Goals should be specific and observable, attainable and
challenging, based on top-to-bottom commitment, and designed to
provide feedback to personnel about their progress toward them
Goals Should Be Specific and Observable
• Strong support for the idea that specific goals lead to higher levels of
effort and performance.
• General goals do not work as well because they often do not provide
enough information regarding which particular behaviors are to be
changed or when a clear end state has been attained.
• The idea of having specific goals is closely related to that of having
observable goals,
• It should be clear to everyone when a goal has or has not been
reached.
Goals Should Be Attainable but Challenging
• Goals must be realistic.
• Goals should also be challenging.
• If goals merely needed to be attainable, then there would be nothing
wrong with setting goals so easy that accomplishing them would be
virtually guaranteed.
• Goals need to be challenging but attainable to get the best out of
ourselves.
Goals Require Commitment
• Having goals per se does not guarantee success.
• Unless supported by real human commitment, goal statements are
mere words.
• Organizational goals are most likely to be achieved if there is
commitment to them at both the top and the bottom of the
organization.
• Subordinates often become committed to goals simply by seeing the
sincere and enthusiastic commitment of top leadership to them.
• Another way to build subordinate acceptance and commitment to
goals is to have subordinates participate in setting the goals.
Goals Require Feedback
• performance is much higher when goals are accompanied by
feedback
• Goals that are specific, observable, and time limited are conducive to
ongoing assessment and performance-based feedback, and leaders
and followers should strive to provide and seek regular feedback
Providing Constructive Feedback
• Giving constructive feedback involves sharing information or
perceptions with another about the nature, quality, or impact of that
person’s behavior.
• It can range from giving feedback pertaining specifically to a person’s
work (performance feedback) to impressions of how aspects of that
person’s interpersonal behavior may be pervasively affecting
relationships with others.
• Getting helpful feedback is essential to a subordinate’s performance
and development.
• The development of good feedback skills is an outgrowth of
developing good communication, listening, and assertiveness skills.
Providing Constructive Feedback
• Giving good feedback also depends on sending the proper nonverbal signals
and trying to detect emotional signals from whoever may be receiving the
feedback.
• Giving good feedback depends on being somewhat assertive in providing it,
even when it may be critical of a person’s performance or behavior.
• The knowledge component of feedback concerns knowing when, where,
and what feedback is to be given.
• Good feedback is specific, descriptive, direct, and helpful; poor feedback is
often too watered down to be useful to the recipient.
• one way to evaluate feedback is to examine whether recipients actually
modify their behavior accordingly after receiving it.
Tips for Improving Feedback Skills
• BEING HELPFUL
• Do not: “I got better scores when I was going through this program than you just
did.”
• Do: “This seems to be a difficult area for you. What can I do to help you master it
better?”
• BEING DIRECT
• Do not: “It’s important that we all speak loud enough to be heard in meetings.”
• Do: “I had a difficult time hearing you in the meeting because you were speaking in
such a soft voice.”
• BEING SPECIFIC
• Do not: “Since you came to work for us, your work has been good.”
• Do: “I really like the initiative and resourcefulness you showed in solving our
scheduling problem.”
Tips for Improving Feedback Skills
• BEING DESCRIPTIVE
• Do not: “I’m getting tired of your rudeness and disinterest when others are talking.”
• Do: “You weren’t looking at anyone else when they were talking, which gave the impression
you were bored. Is that how you were feeling?”
• BEING TIMELY
• Do not: “Joe, I think I need to tell you about an impression you made on me in the staff
meeting last month.”
• Do: “Joe, do you have a minute? I was confused by something you said in the meeting this
morning.”
• BEING FLEXIBLE
• Do not (while a person is crying, or while they are turning red with clenched teeth in
apparent anger): “There’s another thing I want to tell you about your presentation yesterday
...”
• Do: When a person’s rising defenses or emotionality gets in the way of really listening, deal
with those feelings first, or wait until later to finish your feedback. Do not continue giving
information.
Make It Helpful
• To be helpful, individuals need to be clear and unemotional when
giving feedback, and they should give feedback only about behaviors
actually under the other person’s control.
• To maximize the impact of the feedback, people should try to provide
it to specific individuals, not large groups.
Be Specific
• Feedback is most helpful when it identifies particular behaviors that
are positive or negative.
• The more specifically leaders can point out which behaviors to
change, the more clearly they let the other person know what to do.
Be Descriptive
• A behavior description reports actions that others can see, about
which there can be little question or disagreement.
• Such descriptions must be distinguished from inferences about
someone else’s feelings, attitudes, character, motives, or traits.
• Another reason to make feedback descriptive is to distinguish it from
evaluation.
• An issue related to impressions and evaluative feedback concerns the
distinction between job-related (that is, performance) feedback and
more personal or discretionary feedback.
Be Timely
• Feedback usually is most effective when it is given soon after the
behavior occurs.
Be Flexible
• It is important to be attentive to the other person’s emotional
responses while giving feedback and to be ready to adjust your own
behavior accordingly.
• it is important to be attentive to the other person’s emotional
responses while giving feedback and to be ready to adjust your own
behavior accordingly.
• to give feedback in manageable amounts.
Give Positive as Well as Negative Feedback
• Giving both positive and negative feedback is more helpful than giving
only positive or negative feedback alone.
Feedback:
“The Old Feedback Sandwich”

COMPLIMENT

CRITICISM

COMPLIMENT
Feedback:
“The New Feedback Sandwich”

ASK

TELL

ASK
Avoid Blame or Embarrassment
• Followers tend to be more likely to believe feedback if it comes from
leaders who have had the opportunity to observe their behavior and
are perceived to be credible, competent, and trustworthy.
Team Building for Work Teams
• Team-building interventions, at the team level, may help team
members understand why they are having so much difficulty in
achieving team objectives, and even suggest coping strategies for an
intolerable situation.
Team-Building Interventions
• Vexing problem occurs when organizations are committed to
teamwork and are willing to change structures and systems to
support it, but are not committed to the “bottom-up” work that is
required.
• As a basis for any work at the team level, individual team members
must first be comfortable with themselves.
What Does a Team-Building Workshop Involve?
• Three general requirements to be successful:
• The first requirement involves awareness raising,
• Second, we need some diagnostic, instrument-based feedback so team
members can have a reasonably valid map of where they and their
teammates now are located,
• Finally, each intervention must include a practice field, to use Senge’s term. if
you are asking people to change their behaviors in the way they interact to
improve teamwork, it is only fair to give them a practice field upon which they
can test their new behaviors in a reasonably risk-free, protected environment.
Building High-Performance Teams: The Rocket Model
• The Rocket Model of Team Effectiveness is both
a prescriptive and a diagnostic model of team
building.
• The mission and talent stages critical for starting a
team.
• Once the mission and talent issues have been
addressed, leaders need to work with team
members to sort out team norms and buy-in, and so
on.
The seven components of the Rocket Model
• Mission
• the first thing a leader must do is clarify the team’s purpose and goals, set
team performance standards, and ensure that individual team member goals
are aligned with the team’s goals.
• the mission component of the Rocket Model is concerned with setting a
common direction for the team,
• The mission of the team will play a big role in determining the number and
skills of people needed to achieve results (talent), the rules by which the team
operates (norms), and the equipment and budget needed (power).
• Talent
• Selecting the right kind of people and continuously developing those skills
needed to achieve team goals are two key leadership activities in this
component of the Rocket Model.
• Norms
• Norms are the rules that govern how teams make decisions, conduct
meetings, get work done, hold team members accountable for results, and
share information.
• First, the decisions the team makes, the way in which it makes decisions, how often and
how long the team meets, and so forth should all be driven by the team’s purpose and
goals
• Second, norms happen. If the team or team leader is not explicit about setting the rules
that govern team behavior, they will simply evolve over time.
• Third, there are many team norms. These norms might include where people sit in
meetings, what time team members come in to work, what team members wear, the
acronyms and terms they use, and so on.
• Buy-In
• three basic ways team leaders can build buy-in:
• One way to build buy-in is to develop a compelling team vision or purpose.
• A second way to create buy-in is for the team leader to have a high level of
credibility,
• a third way to enhance team buy-in is to involve team members in the goal,
standard, and rule-setting process.
• Power
• The power component of the Rocket Model concerns the decision-making
latitude and resources the team has to accomplish its goals,
• Morale
• One way leaders can improve morale is to work with team members to
determine the rules for addressing team conflict.
• Successfully addressing these problem components will not only improve
results but will also help develop team morale.
• Results
• results are a symptom or an outcome of the other components of the Rocket
Model,
• high-performing teams is that they often build executable action plans with
clear timelines and accountable parties to achieve results.
• These plans include key milestones and metrics, and good teams regularly
review team progress and revise their plans accordingly
Implications of the Rocket Model
When building a new team or determining where an existing team is falling
short, leaders should always start with the mission and talent components
before moving to other parts of the model.

Along these lines, the Team Assessment Survey was designed to give
teams feedback on where they stand with respect to the seven components
of the Rocket Model.
Delegating
• Delegation implies that someone has been empowered by a leader,
boss, or coach to take responsibility for completing certain tasks or
engaging in certain activities.
• Delegation gives the responsibility for decisions to those individuals
most likely to be affected by or to implement the decision, and
delegation is more concerned with autonomy, responsibility, and
follower development than with participation.
Why Delegating Is Important
• Delegation Frees Time for Other Activities
• Because leaders determine what responsibilities will be delegated, the process is one
by which leaders can ensure that their time is allocated most judiciously to meet
group needs.
• Delegation Develops Followers
• delegating significant tasks to the followers is one of the best ways to support their
growth.
• Delegation Strengthens the Organization
• Delegation sends an organizational signal that subordinates are trusted and their
development is important.
• Moreover, skillful delegation inherently tends to increase the significance and
satisfaction levels of most jobs, thus making subordinates’ jobs better.
• Delegation also can be seen as a way of developing the entire organization
Common Reasons for Avoiding Delegation
• Delegation Takes Too Much Time
• It takes time to train a subordinate to perform any new task, so it often really does
take less time for a leader to do the task herself than to put in the effort to train
someone else to do it.
• Delegation Is Risky
• Delegation may be perceived as a career risk by staking our own reputation on the
motivation, skill, and performance of others.
• The Job Will Not Be Done as Well
• The leader may rationalize not delegating a task to someone else because the
follower lacks technical competence and the job would subsequently suffer.
• The Task Is a Desirable One
• A leader may resist delegating tasks that are a source of power or prestige. He may
be willing to delegate relatively unimportant responsibilities but may balk at the
prospect of delegating a significant one having high visibility
• Others Are Already Too Busy
• A leader may feel guilty about increasing a subordinate’s already full workload. It is
the leader’s responsibility, though, to continually review the relative priority of all
the tasks performed across the organization.
Principles of Effective Delegation
• Decide What to Delegate
• The first step leaders should take when deciding what to delegate is to
identify all their present activities,
• estimate the actual time spent on these activities,
• leaders need to assess whether each activity justifies the time they are
spending on it
• Decide Whom to Delegate To
• leaders must be careful not to overburden someone merely because that
individual always happens to be the best worker,
• Leaders should look for ways to optimize, over a series of assignments, the
growth of all subordinates by matching particular opportunities to their
respective individual needs, skills, and goals.
• Make the Assignment Clear and Specific
• leaders delegating an assignment must be sure the subordinate understands what
the task involves and what is expected of him.
• Leaders should welcome questions and provide a complete explanation of the task.
• Assign an Objective, Not a Procedure
• Leaders need to be clear about the criteria by which success will be measured, but
allowing subordinates to achieve it in their own ways will increase their satisfaction
and encourage fresh ideas.
• Allow Autonomy, but Monitor Performance
• Leaders need to give subordinates a degree of autonomy (as well as time, resources,
and authority) in carrying out their new responsibilities, and this includes the
freedom to make certain kinds of mistake,
• the leader needs to establish specific procedures for periodically reviewing the
subordinate’s performance of the delegated task.
• Give Credit, Not Blame
• leaders always remain fully responsible and accountable for any delegated task.
• If things should go wrong, the leaders should accept responsibility for failure fully
and completely and never try to pass blame on to subordinates.
• if things go well, as they usually will, leaders should give all the public credit to the
subordinates.
Coaching
• Peterson and Hicks, described coaching as the “process of equipping
people with the tools, knowledge, and opportunities they need to
develop themselves and become more successful.”
• Good coaches orchestrate rather than dictate development.
• Good coaches help followers clarify career goals, identify and
prioritize development needs, create and stick to development plans,
and create environments that support learning and coaching.
The five-step model
1. Forging a Partnership
• establishing a relationship built on mutual trust and respect with a follower.
• several things leaders can do to forge a partnership with coaches:
• First, it will be much easier for leaders with high credibility to build strong partnerships
with followers than this will be for leaders with low credibility.
• Understanding the context in which the employee operates can be as important as the
relationship the leader shares with the employee.
• Good coaches can put themselves in their coachees’ shoes and can understand how
coachees may view issues or opportunities differently than themselves.
2. Inspiring Commitment: Conducting a GAPS Analysis
In the goals quadrant of the GAPS analysis the leader
should write the coachee’s career objectives, and in the
perceptions quadrant the leader would write how the
coachee’s behavior
affects others.
Discussing career goals and abilities with the
coachee, reviewing the coachee’s 360-degree
feedback results, asking peers about how the
coachee comes across or impacts others, or asking
human resources about the educational or
experience standards relevant to the coachee’s
career goals.
Get together and discuss areas of agreement and
disagreement.
The leader and coachee should also do a gaps-of-the-
GAPS analysis to identify and prioritize development
needs.
Usually leaders will get more commitment to
development needs if coachees feel they had an important
role in determining these needs, and a gaps-of-the-GAPS
discussion is a way to build buy-in.
3. Growing Skills: Creating Development and Coaching
Plans
• Giving coachees an important role in development planning should
increase their level of commitment to the plan.
• Leaders must build a coaching plan that outlines the actions they will
take to support their coachees’ development.
• These actions might include meeting with the coachees regularly to
provide developmental feedback, identifying developmental
resources or opportunities, or helping coachees reflect on what they
have learned.
4. Promoting Persistence: Helping Followers Stick to
Their Plans
• Sometimes coachees build development plans with great enthusiasm, but
then take no further action.
• The most difficult part of this accomplishment was not the event itself, but
rather doing all the training needed to successfully complete the event.
• Several development planning steps are specifically designed to promote
persistence.
• Leaders can also help to promote persistence by capitalizing on coachable
moments,
• To capitalize on a coachable moment, leaders must know the followers’
developmental objectives, be in situations where they can observe
followers practicing their objectives, and then provide immediate feedback
on their observations.
5. Transferring Skills: Creating a Learning
Environment
• To build bench strength, leaders need to create a learning
environment so that personal development becomes an ongoing
process rather than a one-time event.
• Leaders have quite a bit of control over the learning environments
they want to create for their followers, and they can use several
interventions to ensure that development becomes an ongoing
process,
• By regularly soliciting feedback from followers, leaders are also likely
to create a feedback-rich work environment.
• Leaders can also create learning environments by regularly reviewing
their followers’ development.
 Concluding Comments
• Leaders are working to build credibility, build relationships with followers,
and understand followers’ career aspirations and views of the world.
• Doing GAPS analyses, identifying and prioritizing development needs,
helping followers create development plans, and creating coaching plans
often take less than four hours.
• Meeting with followers regularly to review development (perhaps monthly)
and capitalizing on coachable moments also take little time.
• Good coaches are equally versatile at all five steps of coaching:
• forging a partnership
• carry development to the next level by conducting GAPS analyses
• help followers build development plans
• promote persistence
• create a learning environment