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Building Critical Thinking Skills to Enhance Employee Comprehension and Decision Making

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In employee led groups or in an individual context, individuals can begin to take over the responsibility of using questions to help foster a deeper understanding of material, information, key concepts or issues.

Through the use of questioning, employees engage in a social process that is fundamental to learning. Individual learning and self-development begin on the social plane, through interactions where employees think and respond with others who possess varied levels of knowledge. Employees should take an active role in exploring, finding and researching answers to their own questions.

Through self-inquiry based questioning, individuals develop questions that need to be answered and then research the answers to support their thinking and responses. Inquiry is not always a specific question, but can be simply a contemplation about something that needs to be investigated further. There is usually not one correct answer to meaningful questions of inquiry, but through the process, employees actually gain understanding, generate more questions to ponder, and find further issues to research. This technique helps provide a structure for looking through information and sorting out relevant from irrelevant facts, sources and data.

Within the process, it is important to eliminate incorrect information, confirm reliable information, and ask further questions about the meanings and implications of certain words and phrases. After the discussion, they review and confirm the accuracy of summarizations and understandings.

Questions have the ability to buttress comprehension. Their intended use is to make the sharing of new information a collaborative process, with shared responsibilities for ongoing discussions and conversations as well as problem solving outcomes.

Within the questioning process, it is essential for employees to invite questions that effectively probe for understanding. One effective method is to apply “why” types of questions that tend to redirect an individual’s attention. An example is, “Why are you sure that when you say ____ will happen, it will?” It is also important for employees to ask questions that model comprehension monitoring, “Does (this) or (that) make any sense to you?”

POSSE Questioning

POSSE questioning is an effective framework to guide employees to facilitate better comprehension, particularly when solving problems. POSSE stands for:

  • Predict (predict what will happen as a result of the problem);
  • Organize (organize knowledge and ideas into categories and details);
  • Search (read to identify key ideas and details of problem-related parts);
  • Summarize (identifying the main problem rather than its symptoms);
  • Evaluate (ask a question, compare, clarify and predict).

Within the POSSE framework, questioning tends to be embedded in the Predicting, Searching, and Evaluating stages of problem solving and is structured in a “Shared Inquiry Discussion” format that is designed to promote creative, thoughtful and critical thinking. As such, the leader continues to play a key role in the inquiry process. Within this framework, however, he or she avoids asking employees’ questions that tend to cause them to speculate about something that is outside immediate, contextual boundaries. He or she also avoids questions that tend to require making predictions about something.

Applying the POSSE Framework to Make Questioning Visible

How can employees become proficient in using questions effectively in their own problem solving/work-related situations? There are two major challenges associated with this question. First, while widely existing in any workplace, questions are so common that employees tend to simply take the process for granted, rather than analyzing how the process of questioning works. Which is, how questions are formed, the purposes they serve and the information sources they probe. Second, even when the questioning process is discussed and detailed to make it “visible,” employees still need opportunities to engage in active questioning practices themselves. The goal of the questioning process should be to increase and enhance proficiency in seeking out information and to generate higher levels of insight and understanding.

There are specific ways in which to practice the skill of questioning for reaching this goal:

Think Aloud Sessions

A “Think Aloud Session” is one way to make a relatively common or invisible process like questioning to identify important information more visible by allowing employees to share insights, reasoning and perceptions through the art of inquiry and the language of questioning to generate positive results. When a leader applies Think Aloud Sessions, they should model or demonstrate “Questioning Use Strategies,” and the vocabulary of “Question-Answer Relationships” (see below).

Creating Question-Answer Relationships (QAR)

A Question-Answer Relationship is an effective questioning strategy, which emphasizes that a relationship exists between certain questions asked, the material presented, and the background of the responders. In this strategy, employees need to rely on four question/answer relationships or descriptors to find the information they need in order to effectively answer the question(s) being asked.

Question-Answer Relationships help employees and the leader develop a shared, common language for discussing and understanding how particular questions are designed to function. The leader may need to introduce QAR and to explain the four types of question/answer relationships that it encompasses:

Consider and Explore – The answer exists, but employees need to put together different pieces of information to obtain it. This is the most common QAR.

Right Here – The answer resides within the question and is usually easy to comprehend. The information is found without much effort.

Question Asker and Me – The answer is not explicitly stated. Employees need to think about what they already know, what the leader tells them, and how both pieces of information fit together in a meaningful way.

On Your Own – The answer is not physically given or implied. Employees should be able to answer the question without reading or researching information, simply by using their own experiences and background knowledge.

QAR Brings Together Knowledge and Information

This is information and knowledge that employees need to draw upon in order to answer particular questions, through various inquiry strategies. For example, a question asked could require a response that is part of the respondent’s background knowledge, or an “In My Head” response. In contrast, another particular question may require a response that needs to be obtained from past readings about something in particular.

Asking a question such as, “Have you ever been surprised when our production line shuts down?” cannot simply be addressed with information from reading something, even if what was read about tends to describe a situation like the one being asked. Further, a question like, “What might we do if and when the production line breaks down?” requires both an understanding of the dilemma and the ability to draw on one’s own background to solve the problem in a new way. To gain a better understanding for how the QAR relationship works, and why it is important, the process should be focused on question asking and answering within workplace contexts and their activities.

Excerpt: Effective Questioning in the Workplace: Pinpoint Leadership Skill Development Training Series (Majorium Business Press) $ 19.95 USD

Related:

The Six Phases of Critical Thinking

Decision-Making Begins When an Action Needs to Be Taken

Leaders Need to Focus on Questions Rather Than Offering Answers

Six Critical Issues To Consider When Solving Problems

Timothy F. Bednarz, Ph.D. | Author | Publisher | Majorium Business Press
Author of Great! What Makes Leaders Great: What They Did, How They Did It and What You Can Learn From It (Finalist – 2011 Foreword Reviews‘ Book of the Year)
Linkedin | Facebook | Twitter | Web| Blog | Catalog |800.654.4935 | 715.342.1018

Copyright © 2014 Timothy F. Bednarz, All Rights Reserved

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Six Steps to Educate Employees About Delegated Tasks and Assignments

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Leaders teach employees how to perform their delegated assignments and tasks in order to assure their timely and accurate completion. An effective method of educating employees both ensures complete understanding of assignments and addresses productive ways to complete them successfully.

When tasks are delegated, many leaders become frustrated by the inability of employees to complete assignments in a timely and competent manner. Leaders often feel completing assignments by themselves is easier and faster. This becomes an excuse and a barrier to delegating altogether. It also hampers the leader’s ability to grow and increase their productivity.

Leaders understand that when they begin to delegate tasks and assignments, time and patience are needed to educate their employees to perform competently.

Leaders regularly delegate assignments, but continue to see employees fall short of assignment completion and the expectations set for them. This is often the result of assignments or tasks being misunderstood, ignored, forgotten or viewed as overwhelming. These negative outcomes are generally attributed to improper or ineffective employee education.

Leaders know that in order to increase productivity and results, the first step is to properly educate their employees in how they want the task and assignment carried out and how specifically to do it. Employees must also be made aware of set time frames for accomplishing the work and the desired results the leader expects.

While employees may stumble initially, leaders understand that their proficiency will increase greatly with time and experience.

Use of the following six-step instructional method is a top priority for leaders because it eliminates unsuccessful assignment implementation and completion.

Review the Assignment

In order to effectively educate employees, leaders begin by previewing the overall assignment, task or responsibility. They look at all the components necessary to complete it effectively in a timely fashion and review their personal expectations in regard to it. Developing notes and reference points to use when meeting with individuals to be assigned is essential.

Explain Clearly and Carefully

One main responsibility in educating employees is to make instructions as clear and precise as possible. Leaders know that explaining clearly is a twofold process. They need to present their information in a way that is logical and free of confusion or ambiguity. The other side of clarity is how an employee perceives, interprets and responds to the instructions.

Leaders make it a point to use vocabulary that is on the employee’s level of understanding. Specific examples are used that relate directly to the tasks and expectations within the given assignment. Leaders carefully organize and sequence the components of each task to be assigned. They eliminate irrelevant or unrelated information and are logical and realistic in their expectations and requirements.

Apply ‘Think Time’

It is vital to explain in detail the work that needs to be done. Leaders need to both offer ideas or suggestions as to how best accomplish it and build in “think time” for employees to ponder and absorb what is being said. These are pauses inserted between major points of discussion, and include various essential components related to the task or the employee’s questions regarding the assignment.

There is a time difference between hearing and comprehending. People talk much faster than one can actually listen. This is why leaders make it a point to explain small portions of an overall assignment within a given time frame, affording the necessary space for employees to think through the instructions and various responsibilities that apply to all aspects of their assignment. Additional time is allowed to formulate questions and concerns so employees feel thoroughly prepared.

Assign Reference Materials and Individual Resource People

There may be times throughout the course of an assignment when an employee needs to use outside resources. Leaders cover these contingencies in their instructions.

Employees should be given the names of two or more people that can help them in problem situations. Reference materials should also be offered with detailed explanations of how they can be used and for what types of situations. Discussions and illustrations on how and where to find solutions to problems pertaining to their assignments need to be included in the instructional process.

Repeat and Readdress Directions and Specific Points

As total understanding is key to task achievement, leaders consistently repeat and readdress major points, issues and detailed components of assignments. This repetition focuses the employee’s attention on what is being said. Repeating and readdressing issues also helps leaders avoid inserting last-minute changes in their assignments and/or instructions. It is also a good way to survey the understanding levels of an employee. Leaders find many employees are ready to begin their assignments immediately after one good instructional period. Many will need little or no intervention and prodding afterward.

Self-Test for Assignment Understanding

Leaders encourage employees to test themselves in instructional areas that are not clear to them. The process includes being able to identify and openly state the main idea of the various components, steps, actions and responsibilities in their assignments. They should be able to recall exact directives of each separate phase of their assignment. Employees should be able to verbally detail what they need to do, when it needs to be done, and how best to accomplish it.

Ideas, concepts, methods or areas that remain unclear need to be revisited. Instructions should be given again in a learning style best suited to achieving total understanding. Leaders find that self-testing works effectively at the end of an instructional period to review and solidify the various details and processes within the given assignments.

Excerpt: Delegation: Pinpoint Management Skill Development Training Series (Majorium Business Press, Stevens Point, WI 2011) $ 18.95 USD

Related:

Five Critical Steps to Maximize Performance

Execution: Six Action Steps

Performance Plans Create Results and Maximizes Performance

Objectives Allow Managers to Focus on Obtaining Results

For Additional Information the Author Recommends the Following Books:

Performance Management: The Pinpoint Management Skill Development Training Series

Planning to Maximize Performance: Pinpoint Leadership Skill Development Training Series

Maximizing Financial Performance: Pinpoint Leadership Skill Development Training Series

Improving Workplace Interaction: Pinpoint Leadership Skill Development Training Series

Timothy F. Bednarz, Ph.D. | Author | Publisher | Majorium Business Press
Author of Great! What Makes Leaders Great: What They Did, How They Did It and What You Can Learn From It (Finalist – 2011 Foreword Reviews‘ Book of the Year)
Linkedin | Facebook | Twitter | Web| Blog | Catalog |800.654.4935 | 715.342.1018

Copyright © 2013 Timothy F. Bednarz, All Rights Reserved

Proactive Listening Requires Focus

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Leaders spend about 80% of their time listening to others, yet often fail to pay attention to what is actually being said. For many, it is only hearing what others say without truly understanding or comprehending it.

Effective listening depends upon the ability to identify and understand specifically what others are saying. This involves understanding their pronunciations, grammar, vocabulary, and most of all, grasping the real meaning behind what is being said. Full understanding is essential to gathering the necessary information to make a proper evaluation of assumptions, needs and concerns. Inappropriate or ineffective listening can produce communication problems.

Leaders need to apply specific techniques to enhance their active listening skills when dealing with other individuals. Active and effective listening generates an ongoing dialogue between individuals. The main idea behind active and effective listening is to get the other individual to actively participate in the process.

Related: Eight Ways to Improve Communication

Listening can range from a minimum level, which is hearing but not thinking about what is being said, to the maximum level, which includes actively evaluating and applying what is being stated and understood.

To actively listen, leaders must learn to focus their attention on all elements of the conversation. This includes the tone, method of imparting their message and their personal perspective. Moving the communication process forward depends on the understanding of their message in a clear and concise manner.

While listening, leaders must realize the difference between focusing on what is actually being communicated and what is being verbally said. As they actively listen, leaders must compare this new information with what is already known, including individual issues and the concerns that are being raised.

Related: Focusing Your Employees on Common Goals

There are some preparation techniques that can assist leaders to become a more effective listener, including:

Eliminate Personal Bias

Many individuals have the tendency to prejudge issues and concerns or make false assumptions about various situations and problems surrounding needs and concerns based upon a personal bias. These opinions blind many to the other person’s point of view, which needs to be understood in order to move the communication process forward. While listening individuals should be taking the time to develop pertinent questions to expand upon the information shared.

Focus Full Concentration

Leaders should focus their attention on what is being said, ignoring all distractions. Listening allows them to compare what is being said to what is already known in order to determine how the new information applies to the situation. During pauses in the conversation, they should ask themselves, “Is this information accurate?” and, “Is it relevant?” Doing this helps keep the information that is important secure in their mind and available to reference as needed.

Related: Encourage Questions to Improve Open Communication

Focus on Key Points and Major Facts

Active listening does not mean individuals should never ask a question to clarify what is not completely understood. Many issues and concerns include various viewpoints and perspectives. If differing perspectives do surface during a conversation, leaders must be certain they understand all points of view. Listening offers them the necessary space and time to accomplish this.

Effective Listening Techniques

The following techniques can be applied to enhance active listening skills:

  • Leaders should clear their minds of all outside distractions before meeting with the other person, be it a customer, associate or employee.
  • They should listen carefully to the other person’s initial remarks or statements. These generally offer clues to their primary concerns, problems and issues. Leaders should take careful mental notes as to which ones are emphasized.
  • Leaders should carefully listen for major issues and the key indicators of what the other person’s expectations are as they relate to their business, prioritize, and address them at the appropriate time during the conversation.
  • Leaders should carefully observe the other person’s verbal and non-verbal cues including his or her voice, eye contact, gestures and attitude. They should compare them at various points during the entire conversation as new messages, data or facts are conveyed. These specific communication signals indicate whether it is safe to move forward or time to readdress a particular point.

If you are seeking proven expertise and best practices effective communications tactics, strategies and techniques to train or educate your employees to solve problems and improve their performance in this area, refer to Improving Communication in the Workplace: Pinpoint Leadership Skill Development Training Series. Click here to learn more.

Timothy F. Bednarz, Ph.D. | Author | Publisher | Majorium Business Press
Author of Great! What Makes Leaders Great: What They Did, How They Did It and What You Can Learn From It (Finalist – 2011 Foreward Reviews‘ Book of the Year)
Linkedin | Facebook | Twitter | Web | Blog | Catalog | 800.654.4935 | 715.342.1018

Copyright © 2012 Timothy F. Bednarz, All Rights Reserved

Building Critical Thinking Skills to Enhance Employee Comprehension and Decision Making

with 5 comments

In employee led groups or in an individual context, individuals can begin to take over the responsibility of using questions to help foster a deeper understanding of material, information, key concepts or issues.

Through the use of questioning, employees engage in a social process that is fundamental to learning. Individual learning and self-development begin on the social plane, through interactions where employees think and respond with others who possess varied levels of knowledge. Employees should take an active role in exploring, finding and researching answers to their own questions.

Through self-inquiry based questioning, individuals develop questions that need to be answered and then research the answers to support their thinking and responses. Inquiry is not always a specific question, but can be simply a contemplation about something that needs to be investigated further. There is usually not one correct answer to meaningful questions of inquiry, but through the process, employees actually gain understanding, generate more questions to ponder, and find further issues to research. This technique helps provide a structure for looking through information and sorting out relevant from irrelevant facts, sources and data.

Within the process, it is important to eliminate incorrect information, confirm reliable information, and ask further questions about the meanings and implications of certain words and phrases. After the discussion, they review and confirm the accuracy of summarizations and understandings.

Questions have the ability to buttress comprehension. Their intended use is to make the sharing of new information a collaborative process, with shared responsibilities for ongoing discussions and conversations as well as problem solving outcomes.

Within the questioning process, it is essential for employees to invite questions that effectively probe for understanding. One effective method is to apply “why” types of questions that tend to redirect an individual’s attention. An example is, “Why are you sure that when you say ____ will happen, it will?” It is also important for employees to ask questions that model comprehension monitoring, “Does (this) or (that) make any sense to you?”

POSSE Questioning

POSSE questioning is an effective framework to guide employees to facilitate better comprehension, particularly when solving problems. POSSE stands for:

  • Predict (predict what will happen as a result of the problem);
  • Organize (organize knowledge and ideas into categories and details);
  • Search (read to identify key ideas and details of problem-related parts);
  • Summarize (identifying the main problem rather than its symptoms);
  • Evaluate (ask a question, compare, clarify and predict).

Within the POSSE framework, questioning tends to be embedded in the Predicting, Searching, and Evaluating stages of problem solving and is structured in a “Shared Inquiry Discussion” format that is designed to promote creative, thoughtful and critical thinking. As such, the leader continues to play a key role in the inquiry process. Within this framework, however, he or she avoids asking employees’ questions that tend to cause them to speculate about something that is outside immediate, contextual boundaries. He or she also avoids questions that tend to require making predictions about something.

Applying the POSSE Framework to Make Questioning Visible

How can employees become proficient in using questions effectively in their own problem solving/work-related situations? There are two major challenges associated with this question. First, while widely existing in any workplace, questions are so common that employees tend to simply take the process for granted, rather than analyzing how the process of questioning works. Which is, how questions are formed, the purposes they serve and the information sources they probe. Second, even when the questioning process is discussed and detailed to make it “visible,” employees still need opportunities to engage in active questioning practices themselves. The goal of the questioning process should be to increase and enhance proficiency in seeking out information and to generate higher levels of insight and understanding.

There are specific ways in which to practice the skill of questioning for reaching this goal:

Think Aloud Sessions

A “Think Aloud Session” is one way to make a relatively common or invisible process like questioning to identify important information more visible by allowing employees to share insights, reasoning and perceptions through the art of inquiry and the language of questioning to generate positive results. When a leader applies Think Aloud Sessions, they should model or demonstrate “Questioning Use Strategies,” and the vocabulary of “Question-Answer Relationships” (see below).

Creating Question-Answer Relationships (QAR)

A Question-Answer Relationship is an effective questioning strategy, which emphasizes that a relationship exists between certain questions asked, the material presented, and the background of the responders. In this strategy, employees need to rely on four question/answer relationships or descriptors to find the information they need in order to effectively answer the question(s) being asked.

Question-Answer Relationships help employees and the leader develop a shared, common language for discussing and understanding how particular questions are designed to function. The leader may need to introduce QAR and to explain the four types of question/answer relationships that it encompasses:

Consider and Explore – The answer exists, but employees need to put together different pieces of information to obtain it. This is the most common QAR.

Right Here – The answer resides within the question and is usually easy to comprehend. The information is found without much effort.

Question Asker and Me – The answer is not explicitly stated. Employees need to think about what they already know, what the leader tells them, and how both pieces of information fit together in a meaningful way.

On Your Own – The answer is not physically given or implied. Employees should be able to answer the question without reading or researching information, simply by using their own experiences and background knowledge.

QAR Brings Together Knowledge and Information

This is information and knowledge that employees need to draw upon in order to answer particular questions, through various inquiry strategies. For example, a question asked could require a response that is part of the respondent’s background knowledge, or an “In My Head” response. In contrast, another particular question may require a response that needs to be obtained from past readings about something in particular.

Asking a question such as, “Have you ever been surprised when our production line shuts down?” cannot simply be addressed with information from reading something, even if what was read about tends to describe a situation like the one being asked. Further, a question like, “What might we do if and when the production line breaks down?” requires both an understanding of the dilemma and the ability to draw on one’s own background to solve the problem in a new way. To gain a better understanding for how the QAR relationship works, and why it is important, the process should be focused on question asking and answering within workplace contexts and their activities.

Excerpt: Effective Questioning in the Workplace: Pinpoint Leadership Skill Development Training Series (Majorium Business Press) $ 19.95 USD

If you would like to learn more about teaching and transferring effective questioning techniques in the workplace, refer to Effective Questioning in the Workplace: Pinpoint Leadership Skill Development Training Series . This training skill-pack features eight key interrelated concepts, each with their own discussion points and training activity. It is ideal as an informal training tool for coaching or personal development. It can also be used as a handbook and guide for group training discussions. Click here to learn more.
________________________________________________________________________
Timothy F. Bednarz, Ph.D. | Author | Publisher | Majorium Business Press
Author of Great! What Makes Leaders Great: What They Did, How They Did It and What You Can Learn From It (Finalist – 2011 Foreward Reviews‘ Book of the Year)
Linkedin | Facebook | Twitter | Web | Blog | Catalog |800.654.4935 | 715.342.1018

Copyright © 2012 Timothy F. Bednarz, All Rights Reserved

Six Steps to Educate Employees About Delegated Tasks and Assignments

with 5 comments

Leaders teach employees how to perform their delegated assignments and tasks in order to assure their timely and accurate completion. An effective method of educating employees both ensures complete understanding of assignments and addresses productive ways to complete them successfully.

When tasks are delegated, many leaders become frustrated by the inability of employees to complete assignments in a timely and competent manner. Leaders often feel completing assignments by themselves is easier and faster. This becomes an excuse and a barrier to delegating altogether. It also hampers the leader’s ability to grow and increase their productivity.

Leaders understand that when they begin to delegate tasks and assignments, time and patience are needed to educate their employees to perform competently.

Leaders regularly delegate assignments, but continue to see employees fall short of assignment completion and the expectations set for them. This is often the result of assignments or tasks being misunderstood, ignored, forgotten or viewed as overwhelming. These negative outcomes are generally attributed to improper or ineffective employee education.

Leaders know that in order to increase productivity and results, the first step is to properly educate their employees in how they want the task and assignment carried out and how specifically to do it. Employees must also be made aware of set time frames for accomplishing the work and the desired results the leader expects.

While employees may stumble initially, leaders understand that their proficiency will increase greatly with time and experience.

Use of the following six-step instructional method is a top priority for leaders because it eliminates unsuccessful assignment implementation and completion.

Review the Assignment

In order to effectively educate employees, leaders begin by previewing the overall assignment, task or responsibility. They look at all the components necessary to complete it effectively in a timely fashion and review their personal expectations in regard to it. Developing notes and reference points to use when meeting with individuals to be assigned is essential.

Explain Clearly and Carefully

One main responsibility in educating employees is to make instructions as clear and precise as possible. Leaders know that explaining clearly is a twofold process. They need to present their information in a way that is logical and free of confusion or ambiguity. The other side of clarity is how an employee perceives, interprets and responds to the instructions.

Leaders make it a point to use vocabulary that is on the employee’s level of understanding. Specific examples are used that relate directly to the tasks and expectations within the given assignment. Leaders carefully organize and sequence the components of each task to be assigned. They eliminate irrelevant or unrelated information and are logical and realistic in their expectations and requirements.

Apply ‘Think Time’

It is vital to explain in detail the work that needs to be done. Leaders need to both offer ideas or suggestions as to how best accomplish it and build in “think time” for employees to ponder and absorb what is being said. These are pauses inserted between major points of discussion, and include various essential components related to the task or the employee’s questions regarding the assignment.

There is a time difference between hearing and comprehending. People talk much faster than one can actually listen. This is why leaders make it a point to explain small portions of an overall assignment within a given time frame, affording the necessary space for employees to think through the instructions and various responsibilities that apply to all aspects of their assignment. Additional time is allowed to formulate questions and concerns so employees feel thoroughly prepared.

Assign Reference Materials and Individual Resource People

There may be times throughout the course of an assignment when an employee needs to use outside resources. Leaders cover these contingencies in their instructions.

Employees should be given the names of two or more people that can help them in problem situations. Reference materials should also be offered with detailed explanations of how they can be used and for what types of situations. Discussions and illustrations on how and where to find solutions to problems pertaining to their assignments need to be included in the instructional process.

Repeat and Readdress Directions and Specific Points

As total understanding is key to task achievement, leaders consistently repeat and readdress major points, issues and detailed components of assignments. This repetition focuses the employee’s attention on what is being said. Repeating and readdressing issues also helps leaders avoid inserting last-minute changes in their assignments and/or instructions. It is also a good way to survey the understanding levels of an employee. Leaders find many employees are ready to begin their assignments immediately after one good instructional period. Many will need little or no intervention and prodding afterward.

Self-Test for Assignment Understanding

Leaders encourage employees to test themselves in instructional areas that are not clear to them. The process includes being able to identify and openly state the main idea of the various components, steps, actions and responsibilities in their assignments. They should be able to recall exact directives of each separate phase of their assignment. Employees should be able to verbally detail what they need to do, when it needs to be done, and how best to accomplish it.

Ideas, concepts, methods or areas that remain unclear need to be revisited. Instructions should be given again in a learning style best suited to achieving total understanding. Leaders find that self-testing works effectively at the end of an instructional period to review and solidify the various details and processes within the given assignments.

Excerpt: Delegation: Pinpoint Management Skill Development Training Series (Majorium Business Press, 2011) $ 18.95 USD

If you would like to learn more about effective delegation methods and techniques, refer to Delegation: Pinpoint Management Skill Development Training Series. This training skill-pack features eight key interrelated concepts, each with their own discussion points and training activity. It is ideal as an informal training tool for coaching or personal development. It can also be used as a handbook and guide for group training discussions. Click here to learn more

________________________________________________________________________
Timothy F. Bednarz, Ph.D. | Author | Publisher | Majorium Business Press
Author of Great! What Makes Leaders Great: What They Did, How They Did It
and What You Can Learn From It
Linkedin | Facebook | Twitter | Web | Blog | Catalog| 800.654.4935 | 715.342.1018

Copyright © 2011 Timothy F. Bednarz, All Rights Reserved

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