| As a manager or leader in life, we often think that part | | | | deeper and don't stay with "money" as the answer. |
| of the role is knowing all of the answers when | | | | Some people like to be praised in front of others - for |
| someone asks us a question. We automatically go into | | | | other people public praise is a punishment and they |
| "solution" mode when someone presents us with a | | | | would prefer to sink into the floor. How does this |
| question or problem. The challenge with this approach | | | | person like to hear/know they have done a great |
| is that we are then creating dependence on ourselves | | | | job?o What is your future dream role? How can we |
| rather than creating independence for the other | | | | put elements of this into your role? How can I help |
| person. | | | | move you towards it? For this don't be limited again by |
| Human beings are funny creatures - we often learn | | | | the current job or role. I had one team member whose |
| best and more deeply by doing and experiencing | | | | dream was to run their own business. By committing |
| something themselves. Think about when you learnt | | | | to help teach them basics of budgeting, planning and a |
| how to ride a bike. Someone could tell you - well you | | | | few other skills that they would need in their business I |
| sit here, balance yourself, push off then stick your feet | | | | retained an exceptional employee for another 2 years, |
| on the pedals and then push the pedals around to | | | | rather than losing their skills and experience. By having |
| propel you along. Great - but you only learnt by getting | | | | this open conversation, I was also able then to grow a |
| on yourself and giving it a go (and falling off a few | | | | more junior employee to fill the role when the |
| hundred times in the process). | | | | employee moved on.o What have you done to deliver |
| You have experienced yourself the power of learning | | | | more value to this company than you did 3-6 months |
| through personal experience. So, why do we still fall | | | | ago? With this question you are getting the employee |
| into the trap of thinking that we have to have an | | | | to consider how they value add, rather than remain at |
| answer for everything anyone asks us? A powerful | | | | the same level.o What new skills have you learnt in the |
| question at the right moment, which triggers thought | | | | last year?o Why do you stay with this company? |
| and reflection and then action, will help a person learn | | | | Employee retention is a critical part of building a |
| more than if you just do it yourself. How can you apply | | | | productive workforce. Find out what makes your |
| this to employee performance? When you sit down | | | | employees stay and you will be half of the way |
| with your employee for their annual performance | | | | towards retaining your best employees.o What would |
| appraisal - how do you do it? Do you sit down and | | | | lure you away to leave this company?o If you won |
| then start talking or listen and ask questions? | | | | Lotto, what is 1 thing that would keep you from quitting |
| If you talk without listening, then you are not helping | | | | your job?o What would make your life easier at |
| your employee to learn and improve their | | | | work? Often little things cause people to leave jobs - |
| performance. So what do you ask? Here are a few | | | | like simple problems with communication and poor |
| of the questions that I have used over the years to | | | | work layout and design. Many times employees won't |
| help build relations with my team members, learn more | | | | tell you these problems unless you specifically ask |
| about them and build their performance.o Tell me your | | | | them. Make sure you always ask!o How do you like to |
| Myers Briggs/TMI profile and why it fits you (if you | | | | be managed? Am I watching too closely or not |
| have done some form of profiling with your team | | | | enough? Would you like more/less contact? This is |
| members). What have you learnt about how you work | | | | often a hard question to ask and to hear the answer |
| in a team and how I can best work with you?o What | | | | to. If you have built your relationship effectively, you |
| was your favourite task/role/project in the past 12 | | | | may hear some problems with your management |
| months and why? What made it so special? What | | | | style. This is the time to listen and see if you can come |
| made it successful? What did you do to make it work | | | | up with a workable solution for both of you. |
| so well? This is a great question as it helps you to find | | | | Once you have explored all of these areas then |
| patterns of success. You get to learn what motivates | | | | pursue the more traditional performance questions |
| your team member.o What was your biggest mistake | | | | relating to tasks and targets and start by asking them |
| regret of the past 12 months and what did you learn | | | | how they think they went with these areas. Listen |
| from it? Another great question. Often this will help | | | | closely and only add in your two cents worth when |
| identify areas you need to keep an eye on in the | | | | you have clearly understood what they have said and |
| future. For example, was there a particular personality | | | | why. |
| they couldn't work with, were they having problems | | | | Ideally a performance discussion should be 80% the |
| with time management or trouble with balancing work | | | | employee assessing and 20% you asking questions |
| and life? By having them reflect and learn from their | | | | and adding in your comments and suggestions, as well |
| mistakes you help teach that mistakes happen in life - | | | | as your perceptions. If you ask the right questions - |
| it is what you do with them that are important.o How | | | | you will build a stronger relationship with your employee |
| do you like to be recognized/rewarded for a great | | | | and create more productive outcomes. |
| job? Don't just talk the first answer with this. Dig a bit | | | | |