[New post] To Be a Good Manager, You Have to Be a Good Teacher
marketingscoops posted: " Newer leaders sometimes assume their team has the skill or knowledge to successfully carry out the work they have assigned to them, but this may not necessarily be the case. Someone may be struggling with a particular task " https://onlinemarketingscoops.com
Newer leaders sometimes assume their team has the skill or knowledge to successfully carry out the work they have assigned to them, but this may not necessarily be the case. Someone may be struggling with a particular task and might be hesitant to seek...
As an early-career leader, one of the challenges you'll inevitably face is the moment you realize that someone on your team is struggling to do something you've asked. Some may be willing to acknowledge their need for help and readily ask for it. Others may not, instead frantically searching the internet for articles or videos to instruct them on how to tackle the task.
It's common for newer leaders to make assumptions about what their team can do, giving assignments without fully vetting whether someone has the skill, knowledge, or experience to succeed. Rather than leaving things to chance, effective leaders learn to be good teachers in moments when team members have the confidence and humility to ask, "Can you show me how?"
If you want to be an inspired teacher to the up-and-coming professionals you're charged with leading, here's what you can do.
Learn how others learn.
Not everyone learns the same way. Some people need extensive knowledge and preparation to build their confidence before tackling a new task, while others prefer to dive in right away and learn through trial and error. Some people learn well in groups, while others prefer the privacy to learn on their own. There's no one right way to learn, but if you know what your team members prefer, you can tailor your approach to each individual when it's time to offer guidance.
How do you figure this out? Just ask. In your one-on-one meetings with your direct reports, for example, you can say, "In the past, when you've learned something new, what's been the best approach for you? Do you prefer a hands-on experience, or do you prefer some time to think on your own before trying?" Or if you notice someone struggling in the moment, you can simply approach them and ask, "What can I do that would be most helpful to you right now?"
Ask questions to draw out learning needs and reservations.
Great teachers know that learning is not a consequence of teaching, it's a consequence of thinking. As you step into the role of actively teaching, begin by asking open-ended questions to draw out what specifically the person is struggling with. Are there aspects of the task that they have relevant experience with? What skills have they previously developed that they can use right now? Help them make those connections to build up their confidence.
For example, let's say you're working with someone struggling to learn how to write technical content for a non-technical audience, but they've only written for technical readers before. You could ask, "Tell me about a time when you had to explain your work to a friend or family member who didn't understand it. How did you do it? Did you put yourself in their shoes in order to empathize with them? Did you use metaphors to illustrate your points?"
By inviting people to reach back into similar experiences, you help them make connections and apply approaches they already understand to their current challenge. They will become a more confident learner and acquire the skill or knowledge at hand through their own thinking rather than only your "instruction."
Some people may be hesitant to tackle a task due to the fear of failure. If you sense this is the case, again, rather than offering reassurance, ask questions to draw out their deeper angst. Help them discover that the nightmare scenario playing out in their head is highly unlikely. Use probing questions to help them reason their own way through a learning challenge, like, "What's the worst-case scenario? What's the best-case scenario?"
Be judicious when comparing your own learning journey.
Letting someone know that you struggled to learn the skill you're now teaching them can sometimes be comforting. It eases the pressure people may feel to "look good" in front of the boss. Stay empathic with your comparison — keep in mind, your struggles are in the past while theirs are current. Be sure that your comparison doesn't inadvertently dismiss the real angst someone is feeling.
For instance, saying something like, "Oh, I fumbled through this pitch process too, but I got through it and so will you," may send the unhelpful message of, "Just be like me and you'll be fine." Instead, you can approach the situation more compassionately by saying something like, "I know this is hard, and the fact that I'm here probably makes it harder. Would it help to hear an experience I had struggling to learn something similar, and how I got through it?"
By asking permission to share your story, you demonstrate care and allow them to hear you in a way that suits their situation. You can finish by saying something like, "My intent isn't to make an erroneous comparison of my experience to yours, or imply that my example is worth following. You need to find a way through this that works best for you. I just wanted you to know that you aren't alone in the challenge, and having struggled with this myself, I'm especially sympathetic to what you're going through. I'd like to support you in a way that you'd find useful."
Demonstrate when helpful.
Sometimes it's helpful to demonstrate for learners how something is done. Always check in with your learner first by asking, "Would it be helpful for me to demonstrate this for you?"
Be sure that you're not conveying: "You should do this exactly the way I do it." Demonstrations of a new skill should enable the learner to bolster their own approach, not simply mimic the demonstrator.
After you offer a demonstration, ask your learner, "What did you see that was helpful?" This gives them a chance to focus on specific things they can incorporate into their approach.
Reinforce learning through observation, reflection, and coaching.
Once you've given someone "a lesson," they may be more sensitive to your scrutiny as they practice mastering their new skill or task. Rather than letting their hypervigilance run amuck, set expectations about how and when your next observation of their performance will happen. For example, if someone is working on their presentation skills, you don't want them thinking that every time they present, they'll be evaluated. Ask your learner, "Why don't you let me know when you're ready for me to assess your progress" so they feel more in control of their ongoing learning.
Then, having observed them, begin your conversation with their reflections. Ask: "How did you feel that went? What did you feel went well? What would you do differently?" These questions will give you insight into how self-aware they are as a learner, and whether they tend to be overly harsh or overly lenient with themselves.
Finally, note one or two things you felt were particularly effective, and one area where you have specific ideas on how they can get even better. Always close by affirming their commitment and progress as a learner, noting clear evidence of progress.
Manage your expectations.
If the task you're asking someone to take on has a particular sense of urgency, you'll understandably feel a sense of impatience, even frustration, as your learner works to learn and apply new skills in real time.
It's essential that you have realistic expectations and that you don't signal disappointment or frustration, as this risks arresting your learner's progress and confidence. They will likely be even harder on themselves, and your unrealistic expectations may intensify their self-doubt.
Work to maintain a posture of compassion and grace as your learner faces the challenges of building a new skill. It will help keep them on track and deepen your relationship in the long term.
Check in periodically.
Acquiring any new skill is a process of "three steps forward, two steps back," especially in the early weeks and months of learning. Depending on the complexity of the skill, sometimes mastery can come quickly. But for many new skills, even basic levels of competence can take months to reach. Agree with your learner on regular intervals to check in on progress. For some, this may be every week or two, while for others, it might be more appropriate to check in every month or two. Having regular check-ins signals to your learner that you care about their progress, and remain available to support, affirm, and coach them as needed.
The chance to lead a younger professionals is a unique privilege. You're impact on their self-perception and their desire to advance will be significant. By learning to be an inspiring teacher, you may just set someone on course to discover potential that might have otherwise remained hidden.
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