| You're the boss. What do you do now? | | | | know what's expected of them. On the first |
| | | | day, Tim might say something like this. |
| Tim is nervous. He's about to start a new job | | | | |
| as the boss of people he doesn't know. He's | | | | I expect you to do your work as well as you |
| not coming as a savior. The team is | | | | can. |
| performing up to standard, even though it | | | | |
| could do better. | | | | I want you to help the team succeed. Right |
| | | | now one way to do that is to help me |
| Tim has the same question most new bosses | | | | understand things. |
| have. What should I do? | | | | |
| | | | I expect you to help me and your team members |
| Start by learning about your people and the | | | | stay out of trouble. |
| situation. This team isn't in trouble. You | | | | |
| don't have to take drastic action, so take | | | | Once you've had your meeting and laid out |
| the time to get to know them and to let them | | | | expectations, it's time to meet with your |
| get to know you. Start by getting everyone | | | | people one-on-one and ask some questions. |
| together. | | | | |
| | | | Asking Questions One-on-One |
| Getting to Know Me | | | | |
| | | | The members of your team have been in their |
| You want to meet with the team and with every | | | | positions longer than you've been in your |
| member individually. Start with the team | | | | position. They know more about how things |
| meeting so everyone hears the same basic | | | | work. They're also concerned about how things |
| information at the same time. | | | | will go for them in the future. |
| | | | |
| The people on your team want to know about | | | | Meet with each person individually so you can |
| you. They want to know who you are and where | | | | get their honest opinion and so you can learn |
| you came from and why you wound up as their | | | | about each other. Pick a time and place where |
| boss. Most of all they want to know what your | | | | you won't be interrupted. |
| coming means for them. | | | | |
| | | | Ask them questions that will help you |
| Tell them how you got there. If you tell it | | | | understand what's important and which give |
| as a short story (less than 5 minutes) you'll | | | | each one of your people an opportunity to |
| find it easier for you and comfortable for | | | | share what's important to them. Here are some |
| them. | | | | questions to pick from. |
| | | | |
| Tell them what you're going to do next. Tell | | | | What should I know about you? |
| them that you'll be talking to each one of | | | | |
| them. They need to know that you'll be | | | | What shouldn't change and why? |
| gathering information and impressions before | | | | |
| you make any changes. | | | | What are the three most important things we |
| | | | need to change and why? |
| Let them know your expectations. | | | | |
| | | | What do you hope I will do? |
| Sharpe's Speech | | | | |
| | | | What are you afraid I may do? |
| Bernard Cornwell is a great historical | | | | |
| novelist. One of his series is about Richard | | | | Is there anything else that I should know? |
| Sharpe who starts out as a private in the | | | | |
| British Army and rises from the ranks, | | | | Learning About Your People |
| finally fighting with Wellington at Waterloo. | | | | |
| It's a great read if you like military | | | | It helps if you have a simple, structured way |
| history and historical novels. | | | | to learn about your people. Usually you won't |
| | | | do this with direct questions, but with |
| The novel Sharpe's Rifles is set just after | | | | observation. But beware, you're probably |
| Sharpe has been promoted from the ranks to | | | | going to need to take notes after you meet |
| Lieutenant. He's trying to learn what it's | | | | with someone or your learning will fly away |
| like to lead as an officer. He gets a lesson | | | | on the wind. |
| from a Spanish officer and nobleman, Blas | | | | |
| Vivar. | | | | What's their natural pace? Are they fast or |
| | | | slow? |
| Vivar tells Sharpe that he should tell his | | | | |
| soldiers what he expects from them. The | | | | Do they seem more concerned with results or |
| message should be short and clear. Here are | | | | with relationships? |
| Vivar's three rules | | | | |
| | | | What are their hobbies and interests? |
| "They must not steal unless they will die for | | | | |
| not stealing, they must look after their | | | | What is their family situation? |
| horses before themselves, and they must fight | | | | |
| like heroes." | | | | What are their career goals? |
| | | | |
| Richard Sharpe modified Vivar's rules to suit | | | | If you make your expectations clear, take |
| his own situation, but he kept the number to | | | | time to learn about the situation and learn |
| three and he kept them simple. You need | | | | about your people you'll be well on your way |
| something similar to share. People want to | | | | to success. |