Communication is probably the most important skill a manager can have, but sadly many fail to recognise the impact their poor communication skills have on their team and colleagues. If you or someone you know needs to improve their communication skills, ask them to try the following tips to improve their interactions with others.

1. Always seek to understand others views and opinions first. When listening to someone always follow the order 1) listen, 2) understand, 3) interpret, and 4) respond. Resist the temptation to jump from listening to responding without making sure you understand.

2. Remember the basics of human interactions – if you want someone to listen to your more then you must first listen to them more!

3. Ask a trusted colleague/friend for feedback on your listening skills. For example, at meetings how often do you interrupt, misinterpret, look bored, become distracted, complete others sentences?

4. Remember over 50% of what we communicated is signalled by our body language. Develop your awareness of non verbal communication (body language) so that you can understand the true meaning of what others say to you.

5. Ask someone to critically examine your body language – does it work for you or against you?

6. To demonstrate you are listening, sit squarely facing the other person and maintain good eye contact (without staring).

7. Paraphrase what others have said to you to clarify meaning.

8. To present opinions forcefully and directly, avoid phrases like ‘it seems to me’ or ‘it is likely that’. Use strong, ‘punchy’ verbs.

9. Learn to make your points clearly and succinctly. Practice by taking articles from journals or trade magazines and produce a one page summary.

10. Ensure you use correct grammar, spelling and punctuation in your written communications. If you are unsure, The Little English Handbook - Choices and Conventions 8^th Ed. 1998 (Corbett and Finkle) will help.

Inevitably we take our personality along with us into any coaching relationship. We cannot avoid this unless we decide to behave or act in a way that is fundamentally different fro our core personality.

I recognise that in preparing for and particularly when conducting coaching sessions then some of my senses and behaviours are heightened. I will actively listen more. I will really think about the coachee’s response, what it might mean and where to go next with the conversation. I will ask them the very best questions that I assess will help them think more deeply and clearly. I will carefully observe their body language for signs that indicate how they are thinking and feeling. I will work hard to suspend my judgement, remain open minded and block out thoughts about my own world and situation. In short I will “give them a good listening to” as someone once described it back to me.

I will also be direct and honest with any feedback to them or responses to their questions of me. I will not infer things or drop hints in the hope that they will “get it” and work it out for themselves. I will also admit it if and when I have got lost in the discussion or when I am unsure about an answer to a question. I sometimes admit that and come back later with a more considered opinion.

However I will not suspend or deny my own personality. I will express things as I normally would and use plain language. I will react, laugh smile or look quizzical in my normal way. I will bring my natural personality “to the coaching party” and act in an authentic way. I do this because it is me, it demonstrates integrity and because I would not be comfortable doing it in any other way. After all we expect our coachees to be honest with themselves and with us so we should be modelling and demonstrating the way for them.

If my natural approach and personality does not work for someone and they don’t understand or appreciate my approach then I am not the coach for them. This is regrettable but fine by me and I explain this to them at the initial coaching meeting and I invite them to consider my appropriateness as a coach for them. I would rather that they opted out at this early stage if they feel that I am wrong for them than to soldier on through a number of sessions when they have not bought in to me and my approach. In practice this has rarely but occasionally happens.

Ultimately the answer to the question ‘what benefits can I expect from developing my managers?’ lies in the answer to two other questions:

1) What is the business/organization striving to achieve?

2) How do managers need to think and act for the organization to achieve its goals?

Management development can only help to improve an organization’s performance if the development activities are directed in the right way and aimed at achieving a measurable change. For example, the outcomes required from the development activities may be around:

· Developing managers with more impact and influence to increase sales revenues.

· Improving the performance management skills of managers to improve the productivity of staff to increase capacity or reduce costs.

It should also be remembered that there are a range of less tangible business benefits associated with development activities. For example, investment in training and development is often seen by individuals as a sign of being valued by the company as well helping to create a positive business and professional image. Businesses that are seen to invest in staff development will not only find it easier to recruit quality personnel, but also enjoy lower rates of staff turnover.

However, it is important to recognize that individual development is not just about going on a course. While training courses will enable a manager to address a specific skills gap, there are other alternatives to consider, for example:

· Secondments into other roles within other teams or departments can also improve business understanding and team focus.

· Coaching.

· Mentoring

· Project work

· Research

· Networking

· Reading (this list is not exhaustive!)

There is an acronym that all businesses and organisations should remember – the 3P’s.

People before

Product (or service) before

Profit (or performance).

In other words, if you ensure your that your people are skilled, capable and motivated, they will in turn produce a sound product (or service), which will lead to a successful, high performing and ultimately profitable business.

But how many businesses and organisations think in this way? Many have too much ‘top down’ thinking, they strive for profit and performance without thinking about whether they have the right people engaged doing the right things.

Some organisations pay huge salaries and big bonuses to focus staff on what needs to be achieved, and while bonuses can act as an ‘extrinsic motivator’, in reality they only provide a short term ‘Hawthorn’ effect and are soon forgotten. Others organise staff parties, off site team building events and regular social gatherings to reward their staff but for those that already work long hours they can take them further way from their family and home life.

So what does putting your People before Product and Profit mean?

Organisations who truly put their people first have a number of characteristics. For example, they:

· Support their managers and staff to develop skills that will make them more effective as well as enable them to be more transferable.

· Are clear about what they expect from their managers and staff.

· Trust their people to do their job and give them the freedom to make their own decisions (within guidelines).

· Involve their staff in decisions that affect them.

· Listen and pay attention to what their staff say, their concerns, and ideas for improvement, and ACT on them.

· Respond flexibly to the needs of their staff.

In addition, they recognise that the organisations culture is dictated by the behaviour of their leaders and managers, and work hard to support them to develop the necessary behaviours to enable them to act as excellent role models.

There is a big difference between having a talent, for example, being able to do mental arithmetic and being considered as “talent” by an organisation. This is because the definition of talent has two aspects to it. Firstly, a talented employee can only be talented if they apply their “talents” in a useful way, and secondly talent has to be considered in the context of an organisation. For example, a doctor may be a talented surgeon but put him/her in a garage and they will probably struggle to repair a vehicle that has broken down.

Context is therefore a key part of defining and subsequently identifying talent. Some organisations use the criteria “being capable of working at two grades above their current role” as a simple means of defining and identifying talent, while others use more complex means.

Racing people call it “training on” and it’s precisely what doesn’t happen to many individuals who are identified as “talented” or “having potential”.

“Training on” is the process of turning promise into achievement, turning immaturity into maturity.

In horses and in people, the process is similar, it is as much about internal mood, nature and temperament as it is about skills and knowledge. A horse that trains on changes its view of the world, settles down, becomes more confident and assured and more effective at the business of producing its best on the racetrack.

So how should you help your talent to turn promise into achievement?

· Provide them with a mentor who can give feedback and guidance on how they can improve their performance and effectiveness.

· Find both on and off the job opportunities for them to gain specific experiences. For example, can they lead a business improvement project, or alternatively a local community or charity activity? Generally people learn most from being taken outside of their comfort zone.

· Offer opportunities for secondments to different parts of the organisation and/or different countries to broaden their horizons and experience.

· Encourage them to network with people from other businesses and organisations to gain different prospectives.

By providing your talent with the right opportunities, guidance and support, will enable them to “train on” and turn promise into real achievement.

However, it is important to continually monitor their progress, as some may choose not to use their experiences to help them change and mature.

Over the past thirty years businesses have had to continuously improve what they do and reduce how much it costs them to do it. The result of this is that many large businesses have much flatter organisation structures, with managers who have much broader roles and many more demands on their time, than previously.

Because of this, managers sometimes want to hand over Talent Management to ‘specialists’ in HR. If this is combined with a Chief Executive who believes that Talent Management is an HR agenda, responsibility can soon slip away from line managers and managing talent becomes a ‘tick box’ activity.

While HR have an important role to play, active Talent Management needs an engaged Chief Executive with line managers who are prepared to take the long term view about the skills the business needs in the future and those who are best placed to meet them.

HR needs to provide the appropriate processes and frameworks to enable Talent Management to work effectively, but it is line management, who are ultimately responsible for identifying, nurturing and developing talent. After all, as a line manager, do you not want a say in who your successor will be?

Recruiting the right person can have a dramatic effect on your business, as can recruiting someone unsuitable who could cause real issues. So how can you improve your chances of employing the right person when recruiting staff?

1. Make up a detailed Job Description.

• What does the job entail?
• What sort of candidate you are looking for?
• What is the main purpose of the job?
• What will be their areas of responsibility?
• What are the key tasks?
• How many people will they supervise?

2. Draw up a Person Specification

· What knowledge, skills and experience will this person need?

· What level of education will be required?

Remember that these must only be of importance to the job and must be equally applied regardless of age, sex, race or disability.

3. Salary

To help you decide on the correct Salary for the job, bear in mind pay scales, grades, the current market situation and bonuses, such as a car etc.

4. Advertising the job

· Choose where you wish to advertise the job; local or national newspapers, consultants, job centre etc.

· Make sure that the application form is clear and straightforward.

5. Shortlist

The task of coming up with a shortlist of prospective employee’s should be done by two or more people; this should include the person who will be the new employee’s immediate line manager. You should compare the applicants against your Job Description and Person specification.

6. The Interview

· Prepare a list of initial questions. Open ended questions will encourage them to start talking and also avoid unwanted ‘yes or no’ answers.

· Carefully review each application and make a note of any extra questions or queries you wish to ask an individual person. However, avoid asking questions not related to the job as some may be taken as potentially discriminatory (for example their plans for starting a family etc).

· Ensure that there will be no interruptions during the interviews.

The purpose of a performance management process is to optimize the success and contribution of each employee, team and ultimately the business/organisation. However, too often organizations do not get the full benefits from their performance management processes because they make one or more basic mistakes.

Here are just a few of the most common pitfalls to avoid.

1) Nobody is accountable for implementing the process. When implementing a performance management process, appoint a project manager to implement it. Make this part of their performance requirements for the year.

2) The Board think that performance management is ‘for everyone else’. For performance management to be successful it must be lead from the top and clearly linked to the business/organization’s strategies and goals.

3) Implementing a highly complex/comprehensive system. Start with the basics first. Use a simple paperwork system to record targets/objectives and an annual (or biannual) review of achievement. As managers and staff recognize the value of the process, more ‘features’ can be added (e.g. 360° appraisal).

4) Have a system that ranks staff. Ranking your staff can kill a performance management system if the only way that an individual can improve their ranking is to undermine the performance of others.

5) Setting vague or inappropriate targets. It is vital to set clear and realistic performance targets.

6) Having conflicting targets and measures. It is important to have congruent targets and measures across the organisation. For example, a target to reduce purchasing spend may seem an appropriate target for the purchasing manager. However, buying ‘cheap’ parts may conflict with an operation manager’s target to improve the reliability and output from his production equipment.

7) Reviewing performance inadequately, for example by focusing on one specific incident rather than reviewing the entire period which the review covers. Also avoid the "halo" and "horns" effects. Just because an employee performs badly in one area does not make his/her overall performance bad. The same goes for good performance. The key to successful reviews is factual data about an individual’s performance.

8) Not providing adequate development support for staff. One key aspect of the performance management process is the development of staff to provide them with the capabilities to achieve their targets. Do not ignore this aspect of performance management.

The first thing for us to do as coaches is to recognise that we have one and to guard against letting it get in the way of our objectivity, focus of attention, or support for our coaching subject. We are there for their benefit and not for ours!

The danger signs are - if we find ourselves telling anecdotes from our experience which have little or no relevance let alone benefit for the coachee and their agenda or circumstances. If we find that we are drifting off mentally and thinking our own thoughts, rather than focusing on the coachee’s issues and environment then we have our attention in the wrong place. This can happen to us quite unwittingly and we need to be on our guard to watch out for it. If we find ourselves judging the person, wondering how they could possibly have got themselves into such a situation and why on earth they cannot just do the simple thing that we would do to solve their problem or resolve their situation, then we are thinking more about ourselves than about them.

It is equally dangerous if we over-empathise with them and their situation and as a result lose our objectivity and ability to challenge them and their thinking. If our empathy extends too far and if we fins ourselves being overly sympathetic then the chances are that we are identifying too much with their situation. We need to check that we are standing alongside the person that we are coaching and helping them as an equal rather than treating them as a “controlling parent” might, as described in Eric Berne’s excellent work on Transactional Analysis.

Another question to ask ourselves is “why are we doing this work as a coach”?

Now I realise that there are a number of answers to this related to earning a living and to it being a natural career step from where we were before. However if we are embarking on this coaching work for personal status, position and to look big and superior in the eyes of our peers and coaching subjects then I suggest that we may going into it for the wrong reasons.
Of course we need to acknowledge and understand that we do all have our own egos to attend to and deal with – but as long as we recognise this and find other areas of our lives where they can be massaged and put first then we should be able to maintain the focus of our coaching work on the right person, the coachee and not on ourselves.