ConceptsNest

  ***Continued from Chapter 01 (Covered previously: What does it Entail, What is the difference, the start point, Managing Managers – A/ B/ C/ D/ E/ F/) Link to Chapter 01 G)      Use An Apprenticeship Model The best training for someone learning to become a manager is individualized attention from their boss. This should not just occur in meetings though. We should do real work together , looking for opportunities to explain what we are doing and how we are doing it. This will allow us to not only teach them but also to observe them in action . We are not going to sit in on all of their one-on-ones (micromanaging..!!) but we should make time to do things like participate in their team meetings, watch them give feedback, or conduct job interviews.  Whenever we are observing them, give immediate feedback as long as it is not in front of others in a way that undermines them.  Find ways to see our managers in the act of managing (and then share feedback and observations). We can do th

  What is the biggest difference between managing managers versus managing individual contributors ? Clearly, it is a question top of mind for many of us, all over the world, who find ourselves promoted or hired into a role where we are not just a manager — but a manager of managers. Is this brand of leadership any different? What should a new manager of managers consider in their role? Do we need to provide Training/ Coaching? And how do we serve as a good role model? What Does It Entail When we are managing managers, our responsibilities are two-fold: we need to make sure they are producing good work (as with any employee) and that they are effectively supporting their teams . We might know how to do the former, but how do we do the latter? In some ways, managing managers is similar to managing anyone else — we need to align their goals with ours, provide feedback, and help them advance their careers , says Sydney Finkelstein, professor at Dartmouth’s Tuck School of Business. But

  ***Continued from Chapter 01 (Covered previously: Meaning & Interpretation, Historical Origins, Types Of Information: The Ignorance Of Ignorance, The Dunning-Kruger Effect In The Workplace and In Our Lives ) Chapter 01- Click Here Behaviors That Initiate The Dunning-Kruger Effect How To Steer Away From The Dunning Kruger Effect People can learn they are incompetent . . . by becoming competent. Thinking of meta-cognition again, we may divide it into two: General and domain specific. If we can hone our general meta-cognition, we can ensure that we do not fall for the Dunning-Kruger effect in whatever domain. Every time we think – “I am above average, of course” – an alarm bell needs to go off in our mind. How do we know we are above average? Getting to know our peers and what they are doing can help. If we can distinguish between the competent and those who are not, maybe we do know what we are doing . If not, that should be enough of a warning to dive deeper into whatever we are

  If we were asked to rate our driving ability on a scale of 1 to 10, how would we score ourselves? Maybe we are not amongst the best drivers in the world, but we probably do not believe we are the worst. In fact, we probably rate ourselves as being a little better than the average driver. The problem with this is that most people rate themselves as being a better driver than the average person. This is the Dunning-Kruger Effect, where most people overrate their abilities , with the greatest overestimation coming from those with the lowest skills. Perhaps what’s even more amazing is that the English philosopher Bertrand Russell said this long before the advent of the internet . Today, due to the joys of social media, we are regularly exposed to legions of people who believe they know what they are talking about when they do not. And, indeed, as Russell pointed out, the more clueless these people are, the more confident in their pronouncements they seem to be . People who are bad at som

  ***Continued from Chapter 01 (Covered previously: Virtual Teams- Meaning & Interpretation, Trust in Remote Teams, Affective & Cognitive Trust) Link to Chapter -01 Building of Affective Trust In Remote Teams   01: Prioritize On Boarding More Than We Usually Do: According to research, affective trust tends to be more important to foster at the beginning of a relationship . Accordingly, on boarding well becomes even more paramount for virtual team building. A few key elements for remotely on boarding the team may include: 02: Avoid Cliché Icebreakers. How often do we find ourselves asking “How was your weekend?” to break the ice before the start a meeting? Their answers to this question feel worn, tired, and un-engaging.  To shift the mood for the team and build affective trust, we will want our virtual team building to focus on non-cheesy icebreakers. Cheeky, enlivening icebreaker questions can reveal something new and intriguing about the person you might not have