The document provides guidance on coaching employees through management by objectives including tutoring techniques, challenging performance, counseling behaviour, mentoring, assigning tasks, developing personal objectives, effective communication, handling responses to questions, and understanding motivation using Maslow's hierarchy of needs. It also includes examples of balancing scorecards, product roadmaps, workload planning, and other management tools. The overall focus is on coaching employees to achieve both individual and group objectives.

1. Management By Objectives
coaching
2nd January 2013

2. How to coach
Clarify performance shortfall
and expectations
Gain commitment to
2. Challenging
accepting more difficult tasks
Provide strategies and performance
techniques for improving Accurately describe problems
performance and identify root causes
Help the person develop ways Encourage the person to
to monitor performance and express his or her feelings
self-correct in the future Facilitate the development of
personal insights
3. Counselling Explore behavioural
alternatives that could solve
behaviour the problem
1. Tutoring
technique
4. Mentoring
Help the person develop Help understand their
technical understanding and political savvy/ organisation and gain
competence political savvy
gut feel Sensitise to the likes and
Design effective learning dislikes of senior executives
strategies and increase the Model the goals and values
pace of learning of the organisation
Teach the person how to
Share technical insights manage her/his own career

3. Management by Objectives
Task Motivation
INDIVIDUAL assignment Assertiveness
Professional Effective Influencing
development communication tactics
Types of
people
Workload Feedback
Milestones/
Forward metrics
pipeline
Critical Group
Path/Gannt Diagnostics stages
Balanced
scorecard
Financial levers/ Handling
GROUP Cash flow
Experiments
conflict
OBJECTIVE SUBJECTIVE

4. GROUP/OBJECTIVE
Why plan and review progress?
• Depersonalises issues:
– Data is “out there” and the whole team can look at it
and critique it
• Provides focus:
– “What gets measured gets managed” – especially if it
is on the team wall
– BUT you need to make metrics hard to “game”!
• Simplifies communication
– Explain stuff once – then come back to the same
points and see how you are dealing with them

5. GROUP/OBJECTIVE
Different team objectives/situations
.XXX Technical Communications
You
Targets
Power
modular
Language of
product undefined α β 1.0 3.0
architecture
Process experiential compression
Source: ARM PhD

6. 0
200
400
600
800
1000
1200
Jun-07
Sep-07
GROUP/OBJECTIVE
Dec-07
Mar-08
Jun-08
Sep-08
Dec-08
Mar-09
Jun-09
Sep-09
Dec-09
.XXX Revenue targets
Mar-10
Jun-10
ILLUSTRATIVE

7. GROUP/OBJECTIVE
.XXX financial levers
ILLUSTRATIVE
-12%
Downloads Actionable?
+8% No point showing
# Sales = junior people stuff
+23% they cannot do
Conversion rate anything about – it
just frustrates
them
+7% Revenue = X Timely?
How often does
the data change –
and how efficiently
can you update it?
-1%
Revenue/
sale=

8. GROUP/OBJECTIVE
.XX organisation chart
management team
Can you create sub-
teams that scale up
more easily?
.XXX How will your time be
freed up to manage
external perceptions –
Customer Product management and key
clients?
Market Support Develop Test/QC
1 FTE 3 FTE 2 FTE

9. GROUP/OBJECTIVE
.XXX product road map
ILLUSTRATIVE
Old .XXX customers
Old AAAcustomers
Business/market
New customers
Product/service Old tool Acquired tool New build tool
Technology
??? ??? ???
Training: www.ifm.eng.cam.ac.uk/ctm/trm/documents/strat_roadmapping5.pdf

10. GROUP/OBJECTIVE
.XXX Gannt/critical path
Q3’07 Q4’07 Q1’08 Q2’08 Q3’08 … Q3’10 ILLUSTRATIVE
Develop What is the company year
end for overall budgets?
Test
Release What is the release
schedule? (e.g.first, new
version, patch)
Support
Who are the critical
Develop
resources? (e.g. testers
Test get pulled into live
Release support)
What external deadlines
Support cannot be slipped? (e.g.
major shows, key
clients)C

11. GROUP/OBJECTIVE
Tech Comms Balanced Scorecard
Financial - to succeed financially, how must we appear to our
shareholders? e.g. reducing internal investment, increasing return by
selling documentation, reducing after-sales support calls
Customer - to achieve our vision, how must we appear to our
customers? e.g. customer survey on technical communications project
management
Business process - to satisfy our customers and shareholders, what
business processes must we excel at? e.g. quarterly customer
satisfaction/support surveys
Learning and growth - to achieve our vision, how do we sustain our
ability to change and improve? e.g. training and related cost savings
Source: Mead (1998) Measuring the value added by Technical Documentation, A
review of research and practice (tc.eserver.org/10355.html); Carliner (Physical,
Cognitive, Affective): saulcarliner.home.att. net/id/newmodel.htm

12. GROUP/OBJECTIVE
Tech Comms service levels
What dimensions do
Cost α β 1.0 end-users value in
Technical
Tested
Communications:
Live support -media (file, embedded,
Community online, live,
Diagnostics community…)
-richness (entry level,
power user)
Experimental First iteration
Embedded error Text/online help What breakpoints do
handling Quick start guide users perceive on
Power user features these dimensions?
What service levels do
Technical
Communications need
Worst point – Delivered to deliver to get to each
high cost but service level?
not different
Source: Kodak photo booths (time to develop – customer workshop), Xerox vs Canon
photocopiers (time between failures – miniaturisation capabilities)

13. GROUP/OBJECTIVE
Tech Comms: filling out design
1. Research scope ILLUSTRATIVE
(2-4 weeks)
error text What interim
2. Design deliverables are
(2-6 weeks) topics
needed at each
stage to scope the
Green light work and support
clean handovers
3. Development within the Technical
(3-12 weeks) Communications
team?
4. Writing full text
(2-10 weeks) diagnostics What effort is
associated with each
5. Testing
interim deliverable
(4 weeks) for each service
Release level?
6. Support
QC

14. GROUP/OBJECTIVE
Tech Comms: forward pipeline
ILLUSTRATIVE
Project Version Stage Start Days ETC Author
1 α 1 25/6 0.5 0.25 Heather
2 2.4 2 29/6 1 0.5 Kirsty
3 β 3 20/6 15 5 Kirsty
4 1.2 4 22/6 40 15 Brian
5 3.1 4 45 45 40 Kirsty
6 2.4 2 30 30 5 Heather
7 α 2 15/7 0.5 0.25 Brian
…

15. GROUP/OBJECTIVE
Workload
ILLUSTRATIVE
When will you need to
start hiring new people
– and what will their
learning curve be to
take up the workload?
Are there short term
blips that might require
sub-contracting staff or
borrowing from general
pool?
Q3’07 Q4’07 Q1’08 Q2’08 Q3’08 … Q3’10

16. INDIVIDUAL/OBJECTIVE
Good task assignment
• Clean task
– No “long loop”
– Representative user
• Assertive introduction
– Not aggressive
– Right degree
• Shared responsibility

17. INDIVIDUAL/OBJECTIVE
Personal development
Interpersonal & Results Focus Problem-Solving Knowing our Leadership
Communication business
INFLUENCING
Persuading others ACHIEVING RESULTS ANALYTICAL THINKING RESOURCE USE PEOPLE MANAGEMENT
internally/ and or Achieving goals for Breaking down problems Responsible use of the Facilitating the effectiveness
externally to support and organisation. These goals and issues in order to organization’s resources of others through providing
buy into desired courses may include meeting resolve them and awareness of costs direction and a motivating
of action quality standards, and financial controls work climate. This
achieving targets or competency is generally
COMMUNITY SPIRIT/ working within budget needed by those in a
TEAMWORK CUSTOMER FOCUS
CONCEPTUAL position of formal leadership
Showing respect and Delighting customers by
support for others and THINKING pre-empting and
genuinely valuing their Seeing how ideas and responding to their needs
OWNERSHIP OF
contribution issues fit together. It in a timely and
RESPONSIBILITY
includes recognising appropriate way
Taking personal
patterns and trends and TRAINING AND
INTERCULTURAL responsibility for ones
the big picture KNOWING THE DEVELOPMENT
AWARENESS actions and
EXTERNAL Coaching and developing
Is appreciating and demonstrating pride in
ENVIRONMENT others to help them achieve
valuing others from working for organisation
Understanding the their full potential
different backgrounds, INNOVATION competitive environment
cultures and expectations Daring to be different by and external forces
(internally and externally) PLANNING suggesting new and impacting upon organization
Establishing the route to radical ideas and finding
achieving defined goals alternative solutions to
INTERPERSONAL
AWARENESS those that are CROSS-COMPANY
Is an accurate awareness established, tried and INFORMATION FLOW
of other people, needs, tested. Actively sharing ideas and
ADAPTABILITY/
motives and feelings, information across the
FLEXIBILITY
adapting behaviour organisation This involves
The willingness to change
accordingly both seeking out and
priorities and act
alerting others to pertinent
differently as the situation
information
demands, responding
RELATIONSHIP positively to change
BUILDING SPECIALIST TECHNICAL
Building and OR PROFESSIONAL
maintaining SKILL AND KNOWLEDGE
relationships with
contacts internal and /
or external to
organisation

18. INDIVIDUAL/OBJECTIVE
Clean task assignment
No “long loops”
e.g. separating engine design and car chassis
design is ineffective because the size of the
engine impacts the hood and the weight of the
car overall impacts the size of the engine
needed. Expensive changes late in design like
adopting an aluminium engine result.
Representative user
e.g. pick a lead user who will
give feedback iteratively and
whose needs are close to a lot
of the final target audience

19. INDIVIDUAL/OBJECTIVE
Being assertive
“acting appropriately on one’s own behalf while not
violating the rights or stifling the viewpoints of others”
1. Act as if you have the right to assert yourself
2. Volunteer – give them “something to shoot at”
3. Take the initiative. If nobody seems to understand, get up and draw a
picture. Offer to follow-up on something where you have a stake.
4. Make frequent, short contributions. Elaborate on the comments of others.
5. Use strong verbals. Speak firmly and concisely, without overqualifying.
6. Use assertive body language – eye contact, lean slightly towards the
other person, gesture broadly, be animated
7. Know the limits of your personal and psychological space, and know
when those limits are being violated.
8. React when aggressors try to silence you.
9. Practice saying “No”.
10. Extinguish verbal aggression through selective inattention. Point out
offensive words and only respond when those words are not used.
11. Give assertive feedback on aggressive or offensive behaviour.

20. INDIVIDUAL/OBJECTIVE
Right degree of assertiveness
Do it or else
Do it now
Do it
Please do it
I need you to do it
I would like you to do it
I would appreciate it if you did it
If I’m not imposing, I’d like you to do it
Would you do it?
Would please do it?
Would you mind doing it?
Do you have time to do it?
Could I ask you to do it?
Shall I do it myself?
Okay, I’ll do it!
When do you want it done?

21. INDIVIDUAL/OBJECTIVE
Effective communication - BEST
Bottom-line Make it simple, clear,
concise
Evidence and Prove it. Show how it
examples applies. Make it specific
and concrete.
Summary Restate key points,
themes. Reinforce.
Time awareness Keep it short.

22. INDIVIDUAL/OBJECTIVE
Ask questions!
NOT … BUT
Rapid-fire, staccato questions that sound Directional questions e.g. Have you
like an interrogation considered selling the technology?
“Prisoner’s Dilemma” questions that trap Clarifying and probing e.g. what do you
the respondent e.g. “when did you stop mean by “incendiary”?
wasting the company’s cash on that?”
Encouraging participation e.g. Carl, if this
Multiple questions were your call, what would you do?
Questions that respondent cannot know Facilitating a meeting e.g. Are there any
e.g. “what motivated John?” comments on the agenda?
Questions that are statements Building relationships e.g. how long have
you been collecting stamps?
Why questions (imply disapproval)
Stimulate creativity e.g. what if you
reversed those steps?

23. INDIVIDUAL/OBJECTIVE
Handling responses/questions
1. Listen carefully
2. Summarise the response/question if it is long
or complex
3. Reinforce correct answers or positive
contributions
4. Give partial credit where the answer has some
positive elements
5. Acknowledge their effort and redirect the
question when the response is off track
6. Defer or deflect questions where you don’t
know the answer

24. INDIVIDUAL/SUBJECTIVE
Motivation
“The inner force that drives individuals to accomplish
personal and organisational goals”
caused by:
#1 Interesting work #1 Interesting work
#2 Full appreciation of work done #2 Good wages
#3 Feeling of being in on things #3 Job security
Source: Kovach (87) “What motivates Source: Harpaz (90) “The importance
employees? Workers and supervisors of work goals: an international
give different answers”. Business perspective. Journal of International
Horizons 30 58-65 Business Studies 21, 75-93
but!!!!
… factors are not additive and vary with age and income

25. INDIVIDUAL/SUBJECTIVE
Motivation also varies by role
Individual Team
Bob
Sales
Karen
Marketing
Jules
Development
Zac
Technical
Services
Jill

26. INDIVIDUAL/SUBJECTIVE
Maslow’s hierarchy of needs
Self-actualising “lower level needs
-interesting work have to be satisfied
before next higher
Esteem
level need will
-full appreciation of work done
-promotions and growth motivate”
Social
-feeling of being “in on things”
-tactful discipline
Safety
-job security
Physiological
-good wages
-good working conditions
Source: Maslow (43) “A theory of human motivation” Psychological Review, 370-396

27. INDIVIDUAL/SUBJECTIVE
Herzberg motivator and hygiene factors
“If motivators are present,
satisfaction will occur – but
absence will not lead to
dissatisfaction.
If hygienes are absent,
dissatisfaction will occur – but
presence will not lead to
satisfaction”
Source: Hertzberg, Mausner, Snydermann(59) “The motivation to work” John Wiley

28. INDIVIDUAL/SUBJECTIVE
Making jobs motivating
Job enlargement More activities and more
variety of activities
Job enrichment Add higher level
responsibilities and give
compensation if
accepted
Promotion Change job to one with
higher level
responsibilities with
compensation

29. INDIVIDUAL/SUBJECTIVE
Influencing tactics
Positive Negative
Explaining Avoiding
Legitimising - authority Passive aggressive
Ignoring
Logical persuading - data
Delaying
Asking
Threatening
Appealing to friendship - favours
Describing punishment
Socialising - disclose yourself Inflicting punishment
Consulting - appeal to expertise Carrying, brandishing or refering to
Stating - Assert a weapon
Inspiring Intimidating
Appeal to values – tell stories Using size or power to get your way
Interrupting
Modeling – give the example
Manipulating
Exchanging – create win-win
Witholding information
Alliance Building – build consensus Lying or disguising your intent

30. INDIVIDUAL/SUBJECTIVE
Different types of people
Extraversion E I Introversion
Sensing S N Intuiting
Thinking T F Feeling
Judging J P Perceiving
Source: Myers Briggs Type Indicator (MBTI)

31. INDIVIDUAL/SUBJECTIVE
Recognising and adapting to types
Recognise How to work with them Recognise How to work with them
Extravert •Team meetings Intravert •Don’t embarrass them
•Think out loud •Assign presentations •Like working alone •Listen
•Discuss before writing •Don’t assign solo work •Write out ideas first •Allow them to prepare
Sensors •Give facts INtuitors •Ask them to challenge
•Factual – proven? •Outline step-by-step •Future/big picture •Don’t give detail
•Fine tune not invent •Show how risk reduced •Restless/energy bursts •Allow them to daydream
Thinkers •State the principles Feelers •Be responsive
•Analytical/objective •Give analysis/graphs •Concerned for people •Ask them to evaluate
•May seem insensitive •Ask them for review •Empathic/good listener impact on people
Judgers •Start and end on time Perceivers •Be flexible/adaptable
•Want closure •Be structured/neat •Dislike tight deadlines •Avoid tight deadlines
•Impatient •Use them to manage •Process not results •Ask them to handle last
•Make to do lists time and monitor tasks •Spontaneous minute changes (but
ensure Judgers have
time to get product out!)
Source: Myers Briggs Type Indicator (MBTI)

32. INDIVIDUAL/SUBJECTIVE
Influencing different types
ST Practical and matter of fact NT Logical and ingenious
Logical persuading – STs are factual Appeal to values – they like
and logical. Show your plan/proposal pioneering, and subordinate human
is well thought out and evidence values to abstract patterns and
based. possibilities
Legitimising Logical persuading – their logical
Exchanging (if it seems logical!) side
Consulting – they want involvement
SF Sympathetic and friendly NF Enthusiastic and insighful
Socialising – SFs are also pracitcal, Consulting – NFs are interested in
but approach decisions with the complexities of human
subjectivity and human warmth. communication
Appealing to friendship – SFs trust Alliance building – they are very
their feelings and are more interested concerned about the impact on
in facts about people people and want to involve others in
Consulting planning
Appeal to friendship
Appeal to values

33. INDIVIDUAL/SUBJECTIVE
Why give feedback?
What I know about me What I don’t know
about me
Arena Blind spot
What others know
about me
Interpersonal communication Seeing yourself as others see
depends on open and free you is key to self-
exchange of information. With understanding. Soliciting
greater disclosure, feedback is the primary
communication increases and tool for anticipating blind spots
serious conflict decreases
Facade Unknown
What others don’t
know about me
Selective disclosure of Without feedback, the
hidden feelings, ideas, unknown stays unknown.
attitudes, goals and values Feedback generally gives
can build the relationship with illumination for both
others. With a big façade, parties
people doubt your intentions.
Source: Johari window, Joseph Luft and Harry Ingham

34. INDIVIDUAL/SUBJECTIVE
Giving feedback
1. Why
Before giving feedback, think about your motives and perceptions. Are you
being genuinely helpful and positive? Are you perceiving the situation
correctly?
2. When
Avoid feedback:
• you are angry
• you want to put someone down
• you have not observed the behaviour yourself
• the other person cannot change or control the thing you want to discuss
3. Be SPECIFIC
• Avoid labels, judgements or stereotypes e.g. “unprofessional”
• Avoid exaggerating for emphasis e.g. you are ALWAYS this careless
• Avoid judgement words like “good”, “better”, “should”
4. Speak for yourself
Restrict your comments to what you have seen yourself and how that makes
you feel. Offer your perceptions as perceptions, not facts

35. INDIVIDUAL/SUBJECTIVE
Receiving feedback
1. Be receptive to feedback
You don’t need to believe everything – but you have to be willing to
listen! If you are too busy to be responsive, say so and set another
time.
2. Listen carefully
Attend to the person, avoid interrupting, and stay focused on the
message, despite your emotional reactions to it. Confirm your
understanding by paraphrasing and summarising.
3. Control your physiological responses
Breathe deeply, relax the muscles in your face, neck and shoulders. If
you find your body reacting (e.g. crossing arms, legs), control it.
4. Avoid the impulse to argue or defend yourself
Swallow the impulse to argue. Defending yourself closes your mind
and makes you competitive. You can argue with the facts, but not with
the perceptions – and that is all feedback is!

36. GROUP/SUBJECTIVE
Intervening in groups
Forming the group, setting ground
Forming
rules, finding similarities
Storming Dealing with issues of power and
control, surfacing differences
Managing conflict, finding group
Norming
norms, resurfacing similarities
Functioning as an effective group
Performing
Finding closure
Adjourning
Source: Tuckman model of group development

37. GROUP/SUBJECTIVE
Handling conflict
• Deflect aggression
– Focus on the issues
– Do not defend yourself – ignore insults
• Defuse emotional issues
– Step away from the situation and cool off
– May need to address the relationship problems first
• Choose to remain centred and objective
• Know what’s important
• Use the energy of conflict to probe and problem
solve
• Conflict is not a contest

38. GROUP/SUBJECTIVE
Overt and covert conflict
Covert conflict Overt conflict
hi Passive Assertive
Other’s
degree of
cooperation
low Passive-aggressive Aggressive
low hi
Other’s acknowledgement of conflict

39. GROUP/SUBJECTIVE
Handling passive-aggressives
• Recognise their need for control
Avoid
• Avoid power struggles initially Inform
– Give on some issues Engage
Disclose
Explore
Wait
• Appeal to self-interest
Assert
Surface
• Reveal your own frustration Declare
Specify
Persist
• Use confrontation as a last resort Confront
Surface
Declare
Specify
• Enforce agreements by making them public Enforce

40. GROUP/SUBJECTIVE
Passive
• Easier than passive-aggressives
• Will usually co-operate because they
dislike confrontation
• However they may later change their mind
when they no longer feel a threat!

41. GROUP/SUBJECTIVE
Aggressive*
• Deflect aggression
– Ignore insults
– Focus on the issues
• Know and act on your limits
– When you reach your limit, calmly and firmly
tell the aggressor to stop
– State that you refuse to be treated that way
and suggest a later meeting when they are
calmer
*”Excessively controlling or threatening, being overly competitive, being insulting or
intimidating, needing to prove others wrong, winning at others expense, acting
spitefully or vengefully”. Or physically forcing people to do things!

42. GROUP/OBJECTIVE
Reporting vs. milestones/metrics
Weekly: Operating Committee
-Review short-term deadlines and load-balance
-Share external feedback and priorities
Need:One pager summaries from sub-team leaders etc
Monthly: Management team
-Review progress against milestones
-Identify causes of slippage and budget variance
Need:Time reports, quality metrics etc
Quarterly: Budgeting
-Account for time

43. GROUP/OBJECTIVE
Why diagnose?
• Expose your thinking and explore the real
alternatives thoroughly
• Build an “open” logic to the decisions that
draws your team into participating
• Identify what you have to manage closely
and allow experimentation on how to get
there

44. GROUP/OBJECTIVE
When experiment?
• Where value at risk is high and the
winning approach is changing
• Where costs or risks can be reduced by
staging commitment through early trials
(non-scaleable) or pilots (scaleable)
• Where outcomes from those trials or pilots
can be observed quickly and resources
committed accordingly