When bulls collide – why senior managers need to master using influence instead of power

Leadership

Over the past year we’ve been working on 3 leadership projects with plant managers across Europe and the US. These projects have involved coaching talented operational managers on the verge of promotion to a more strategic level. For many of these managers this is a surprisingly tough jump. They are now no longer the sole “go-to “decision maker for their teams. Now they need to get the buy-in of their superiors and peers as part of getting their job done. … they need to influence others.

Moving from a telling to an asking approach when influencing

For managers with a telling or “push” influencing style, this transition creates a particular challenge as they need to move from a “telling” to an “asking” approach when influencing others. Those used to telling others what to do are generally used to quick decisions and immediate actions. Until now they have relied on their “power”… and have been relatively successful so far in their careers! Their power can come from:

organizational authority (“I’m the plant manager” )
expert status (“I’ve got 15 years of experience in this area”)
information power (“I was involved in this from the very beginning “)
or just sheer charisma (“I know you’ll follow me”)

Indeed, quite often the manager is so used to exercising power that they don’t know the difference between power and influencing. Part of our role in the training is to help them see the tangible differences between “I want you to do X and you do it. How you feel about it is secondary.” (power) and “ I know you’ll do what needs to be done because you want to do it and believe it is the right thing to do.” (influencing).

When bulls collide and why influencing by power stops being effective

Imagine two bulls colliding and locking horns. When two push-style leaders try to share the same operational space, problems can come up. During training and coaching we’ve heard this expressed as “He doesn’t listen to me”, “She discounts my expertise” and “It’s his way or no way”. When we’ve dug deeper and asked them how they have tried to influence the others, we often find they are solely relying on a directive or persuasive style of influencing (push styles) – as opposed to a collaborative or visionary style (pull styles).

Why different influencing styles matter

As part of our influencing training we work with clients to help them understand and use different influencing styles. No style is better or worse than another – each has its strengths and weaknesses, and each has its place. However, as Dale Carnegie so visually described in How to win friends and influence people applying one style to every situation is like “fishing with strawberries” … in other words ineffective and ultimately pointless. As the managers move to a more strategic role and need to deliver results in cooperation with other senior managers they need to develop different influencing styles. They need to sometimes “ask” and not just “tell” – to “pull” and not just “push”, and to let go of getting things done through their “power” alone. So what to do?

Stop “telling” and start “asking” – 5 practical steps to influence other senior managers

As Marshall Goldsmith coined “What got you here, won’t get you there”. Relying on power alone won’t deliver the commitment needed for individual and organizational success. Senior managers need to master influencing as they climb.

Acknowledging that the style and methods you are used to using aren’t working is a first big step. This may feel uncomfortable and sometime this can take far longer than you might expect!
Being willing to try something different is the second. A simple tip is to always present more than one good option. If you are trying to influence somebody who is also a directive “push” influencer, keep in mind that (like you) they really dislike being boxed in with only one alternative. One alternative feels like an order. If you hear yourself saying “We have to…” or “Our only real option is…” it means you are probably still relying on your power.
Put yourself in their shoes and try to find out what is important to your counterpart and include it in your reasoning. Let the other person know that you are trying to use their frame of reference. If you don’t know their interests and what they value, it is important to find out. Let him know that his success matters to you too. This blog post offers questions to consider as you try to understand your counterpart.
Know what you can control, can influence and need to accept [https://www.mindtools.com/pages/article/control-influence-accept.htm]. Expand your influencing zone by developing more influencing tools.
And then consider what you are going to say and how you will say it. This blog post on Linking and building to successfully influence others is worth your time.

If you would like to know more about how we have successfully provided influencing training in face-to-face and virtual delivery formats across Europe and beyond then don’t hesitate to contact us.

by James Culver

The learning and development journey of a new manager

HR and L&D, Leadership

This post explores the learning journey every new manager experiences through the Conscious Competence Model, explaining why the first year of management can feel challenging and how managers can develop the skills, confidence and mindset needed to succeed.

Reading time
8 Minutes

Target audience
New managers, aspiring managers, and organisations supporting first-time managers through leadership development.

One day you are a trusted colleague. The next, you are responsible for leading the team, making decisions, managing individuals, and delivering results. Congratulations on your promotion to manager!

Now for the reality check. The first year of being a manager often brings the steepest learning curve of your career. You soon discover that delegating isn’t as straightforward as it seems. Giving feedback doesn’t automatically lead to better performance or greater understanding. Building trust, handling conflict and balancing the needs of individuals with the demands of the business all take practice.

One thing we regularly see in our management development programmes is that new managers are surprised and often relieved to discover that their fellow new managers are all experiencing the same learning curve.

Here’s the learning curve explained in short:

At first, you rely on the skills and habits that made you successful before, without realising that managing people requires something different.
Then you start to see the gaps. You become aware of situations where your current approach isn’t working and realise there is more to learn.
With practice, new skills develop. You learn techniques, try new approaches and become more confident—but you still need to think consciously about how you apply them.
Eventually, good management becomes more natural. The skills and behaviours become part of how you work, allowing you to focus less on the process and more on the people and situation in front of you.

The Conscious Competence model

This journey was described by Noel Burch in the 1970s through the Conscious Competence model. The model can be universally applied as a model for learning. Although the model is more than 50 years old, it remains one of the simplest ways to understand how people develop new skills.

Stage 1 – Unconscious Incompetence: You don’t know what you don’t know

When you first become a manager, you are often unaware of the skills, behaviours and mindset shifts that the role requires. And why would you be? You have never needed them before.

At this stage, you may not even realise which skills you need to develop. You simply approach management in the same way you approached your previous role—by working hard, being a team player, solving problems and using the approaches that made you successful before.

Stage 2 – Conscious Incompetence: You know what you don’t know

Suddenly, you start to see the gaps. You realise that being a good manager involves much more than being good at your previous role. This awareness can be uncomfortable. You even question yourself: “Maybe I’m not cut out for this.”

This feeling is often a sign of progress, and an important turning point. You are no longer unaware of what management requires—you are now aware of what you need to learn.

Stage 3 – Conscious Competence: You know what you know

You have developed new skills and learned appraches that help you lead more effectively. You now know what it takes to delegate effectively, and how to give meaningul feedback. But, using these new skills still requires concsious effort. You know what good management looks like, but it does not always happen automatically yet.

At this stage, your ability to be flexible and proactive in unexpected situations is limited – but you can do it. The task-oriented aspects of managing are becoming fine-tuned but it is still learning by doing, trial and error, or copying managerial role models. You are testing your limits.

This stage is about practice. Every conversation, decision and experience helps you build confidence. Over time, the skills that once required careful thought begin to feel more natural.

Stage 4 – Unconscious Competence: You know it without having to think about it

You no longer have to consciously think through every conversation, decision or interaction. You have developed the experience and judgement to respond naturally to different situations. You know when to provide direction, when to give someone space and when to step in and support.

Delegating, giving feedback, developing people and building trust become less about following a process and more about understanding the person and the situation in front of you.

How to manage yourself through the learning curve

Understanding the learning journey is helpful, but knowing how to navigate it is more useful. As you develop as a manager, there are a few things that can make the process easier.

Accept that discomfort is part of learning – The moments when you feel least confident are often the moments when you are learning the most. Becoming aware of what you don’t know is a necessary step towards improvement.
Don’t mistake uncertainty and inexperience for failure – They are signs that you are learning, developing and becoming a better manager.
Ask for feedback and be open to hearing it – You cannot always see your own blind spots. Ask your team for feedback. The goal is not to find out whether you are a “good” or “bad” manager, but to understand what is working and what you can improve.
Take time to reflect – Management gives you a constant supply of learning opportunities. A difficult conversation, a team conflict or a decision that didn’t go as planned can all teach you something. Ask yourself * What went well? * What could I have done differently? * What will I try next time?

Key takeaways for new managers

Becoming an effective manager is a journey, not an overnight transformation. A promotion gives you the responsibility of managing people, but it does not automatically give you all the skills and confidence you need.

Keep these things in mind:

You are not expected to know everything immediately. Management is a new skill set, and every manager has to learn it.
Feeling uncertain is part of the process. The moment you recognise what you need to improve is not a sign of failure—it is the beginning of development.
Your previous success is still valuable, but the way you succeed has changed. The skills that made you a great individual contributor provide a foundation, but managing others requires new approaches.
Confidence comes from experience. It grows through practice, reflection, feedback and trying again.
There is no shortcut to becoming a great manager. The best managers continue to learn, adapt and develop throughout their careers.

FOR MORE INFORMATION

Read more about the model (this article suggests a fifth stage and has a matrix to clarify the four stages). And finally, a few blog posts you might be interested in:

by Target Training

Managing high performers – the Miles Davis way

Leadership, Soft Skills

What does Miles Davis have to do with managing high performers in business? Good question. Miles Davis is rightfully acclaimed as an icon of jazz, but he didn’t make music alone. Throughout his career as a bandleader, Miles worked with other iconic figures of jazz to create music that stands even today as among the highest forms of the genre. John Coltrane, Herbbie Hancock, Wayne Shorter, “Philly” Joe Jones, Keith Jarrett, Ron Carter, Tony Williams and many others among the giants of jazz graduated from “Miles University”. Miles Davis, time and time again, brought together some of the most talented musicians in their own right to work with him in his musical exploration. How did he do it? This article will explore the lessons of Miles Davis in the art of leading the best to be their best.

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Lesson 1: Be excellent, publicly

Miles Davis was able, on many occasions, to put together bands of some of the most talented musicians of their time throughout his career. Miles’ reputation clearly preceded him. Receiving a call from Miles was seen as having achieved a high level of musicianship. But that wasn’t the only reason so many musicians with promising solo careers agreed to support Miles. They believed they would learn something based on Miles’ excellence as a musician and band leader. Miles greatness was easy to see through his performances, compositions and recordings.

How easy is it for high performers to recognize your excellence? There is a tendency among many leaders not to “toot their own horns” about their own performance and accomplishments. While a leader may not need to sing his own praises, it is important that someone does it for him. A leader’s excellence will attract others who want to achieve the same level of competence, while increasing the leader’s credibility and ability to guide, mentor and teach.

Lesson 2: Don’t hire a trumpet player

Miles’ great combos included players with different styles and tendencies. He hired players who would complement his playing and each other’s. He didn’t need anyone who sounded like him because he had that covered.

In business, it can be difficult to avoid the temptation to hire people who mirror our backgrounds, experiences, styles and tendencies. After all those competencies served us well in our careers. It is important to remember as a leader that our success is a reflection of the past while we are hiring for the future. The pace of change doesn’t only require different technological skills it also requires new communication and leadership skills from those current leaders needed at earlier stages of their careers. Hiring teams with complementary but different skills and areas of expertise broadens the set of problems they can solve and increases their impact on the organization.

“It’s not about standing still and becoming safe. If anybody wants to keep creating they have to be about change.”

Miles Davis

Lesson 3: Play together and produce excellence

Miles’ bands grew into cohesive units through performances, not rehearsals. Each performance created a wealth of learning opportunities for Miles and his band mates. The urgency of the moment created a focus and intensity that would be very difficult if not impossible to reproduce in a rehearsal. By focusing on playing together and learning from the experience, Miles could correct on the spot, encourage and support his band to take risks, push themselves and reach new heights of excellence.

How often do you perform with your high performers? Finding opportunities to produce excellence together will give you more chances to learn from each other.

Lesson 4: Don’t tell them what to do, tell them what not to do

Related to lesson three, play together and produce excellence, is the style of debriefing and guidance Miles offered to his band mates following their performances. Miles didn’t put a group together hearing the music he hoped they would produce in his mind, then correcting them to come as close as possible to his vision. Miles believed in an experimental approach to developing new music. When reflecting about what took place in performances, Miles would say what his band mates shouldn’t do but he wouldn’t tell them what to do. He hired them for their expertise on their individual instruments. He wanted them to bring their ideas to the table so they could take ownership of their performances and the product of the group.

The high performers in your organization reached a level of success before becoming members of your team. When managing high performers, take advantage of their creativity and input by channelling, not directing their contributions to the organization.

“If you don’t know what to play, play nothing.”

Miles Davis

Lesson 5: Listen to save the day

Deep listening is the art of hearing not only what is said but also what isn’t said. On stage, Miles had the opportunity to lay out and listen to what his band mates were playing. There were times when while reaching for new forms of expression, the band lost its way. By listening to what wasn’t there, Miles could enter the fray at the right moment with the phrase that would bring the other players back together again, finding a groove that was satisfying to the musicians and the audience.

Look for your opportunities, especially in conflict, to find what isn’t being said and remind the participants in the argument that they are on the same team. Listen for agreement that the parties may be missing, summarize, and encourage them to listen deeply to each other when emotions run high. “What I am hearing is…” is a great way to interject.

“I’m always thinking about creating. My future starts when I wake up every morning… Every day I find something creative to do with my life.”

Miles Davis

Lesson 6: Talk about life, not music

With our busy lives it may be tempting to leave work at work and leave life at home. We can get through our workdays without sharing with others the experiences that shaped us outside of the work environment. Miles believed knowing the personal histories of his band mates was crucial to being able to know them musically. He invested time in learning about the backgrounds of his band mates and he shared his own. This sharing created an environment of trust that helped his musicians to work with each other more closely.

Be willing to be more open when you are managing high performers as it can lead to more effective, trusting relationships. A deeper bond of respect can increase loyalty to you, and commitment to your organization and its goals.

FOR MORE INFORMATION

On leadership: Here are a few blog posts on the topic. If you are interested to learn more about our leadership skills seminars, please contact us, or take a look at the very popular seminar “A practical toolbox for managers”.

by James Culver

Understanding Motivation: Three Leadership Lessons from TED Talks

Interpersonal Skills, Leadership

This post explores three TED Talks that offer different perspectives on motivation and leadership. By looking at what makes work meaningful, how everyday actions shape leadership, and how mindset influences performance, it provides practical insights for managers who want to better understand what drives people and create the conditions for motivation to thrive.

Reading time
7 Minutes

Target audience
Managers and leaders who want to better understand what motivates people, create more engaging work environments, and influence others more effectively.

Motivation is something that affects everyone in the workplace. At different times, we all experience moments when we feel energised, committed and connected to what we do—and moments when that motivation becomes harder to sustain.

Our motivation can be influenced by many external factors within the workplace. Poor communication, lack of recognition, unclear expectations, excessive control and limited opportunities to contribute can gradually reduce people’s engagement and commitment. Even highly capable and motivated individuals can become disengaged when they feel undervalued, disconnected or unable to influence their work.

So, what helps people stay motivated and engaged at work? While there is no single answer, motivation is often influenced by whether people feel that their work has meaning, that their contribution is valued, that they have a positive impact on others and that they are able to grow and succeed. Understanding what gives people a sense of value—both in the work they do and in the way they are treated—is a key part of understanding motivation.

The following TED Talks explore three different perspectives on motivation and leadership, offering insights into what drives people and how leaders can create environments where motivation can thrive. Together, they highlight some important questions that influence motivation: Do people feel that their work matters? Do they feel that they matter to others? And do they have the mindset and environment needed to perform at their best?

The videos in this post cover three questions related to motivation and leadership:

What makes work meaningful?
What does everyday leadership look like?
How does happiness influence performance?

What makes work meaningful?

Leadership lesson from Dan Ariely

We often assume motivation comes from rewards, recognition or incentives. Dan Ariely’s research explores a deeper question: what makes people feel that their work is worthwhile?

“…If you read books of people who climb mountains, difficult mountains, do you think that those books are full of moments of joy and happiness? No, they are full of misery. In fact, it’s all about frostbite and having difficulty walking, and difficulty breathing — cold, challenging circumstances. And if people were just trying to be happy, the moment they would get to the top, they would say, ‘This was a terrible mistake. I’ll never do it again’…”

Dan Ariely

What is the key idea?
People are motivated by more than just external rewards. We are more engaged when we feel that our work has meaning, that our efforts are recognised and that what we do matters.

Why does it matter for managers?
Managers often focus on outcomes, deadlines and rewards, but motivation is also shaped by whether people can see the value of their contribution. When people understand the impact of their work, they are more likely to feel connected and committed.

What can managers do differently?

Help people see the bigger purpose behind their work.
Connect everyday tasks to the impact they create.
Recognise effort, progress and contribution—not just final results.
Avoid treating people as if they are simply completing tasks.

What does everyday leadership look like?

Leadership lesson from Drew Dudley

Leadership is often associated with big decisions, formal authority and visible achievements. Drew Dudley challenges this idea by exploring the everyday moments where leadership happens.

“…I’ve come to realize that we have made leadership into something bigger than us; something beyond us. We’ve made it about changing the world. We’ve taken this title of “leader” and treat it as something that one day we’re going to deserve. But to give it to ourselves right now means a level of arrogance or cockiness that we’re not comfortable with. And I worry sometimes that we spend so much time celebrating amazing things that hardly anybody can do, that we’ve convinced ourselves those are the only things worth celebrating. We start to devalue the things we can do every day. We take moments where we truly are a leader and we don’t let ourselves take credit for it, or feel good about it.”

Drew Dudley

What is the key idea?

Leadership is not limited to formal roles, titles or major achievements. Small everyday actions can have a significant impact on other people.

Why does it matter for managers?

Managers sometimes underestimate the influence they have through everyday interactions. A conversation, a word of encouragement or an act of recognition can shape how someone feels about themselves and their work.

What can managers do differently?

Pay attention to the small moments that influence others.
Recognise the positive impact people have on those around them.
Remember that leadership happens through behaviour, not just authority.
Consider how people feel after interacting with you.

How does happiness influence performance?

Leadership lesson from Shawn Achor

Happiness is sometimes viewed as a result of success. Shawn Achor explores the opposite idea: that our mindset and wellbeing can influence our ability to succeed.

“… One of the first things we teach people in economics, statistics, business and psychology courses is how, in a statistically valid way, do we eliminate the weirdos. How do we eliminate the outliers so we can find the line of best fit? Which is fantastic if I’m trying to find out how many Advil the average person should be taking — two. But if I’m interested in your potential, or happiness or productivity or energy or creativity, we’re creating the cult of the average with science. If I asked a question like, “How fast can a child learn how to read in a classroom?” scientists change the answer to “How fast does the average child learn how to read in that classroom?” and we tailor the class towards the average. If you fall below the average, then psychologists get thrilled, because that means you’re depressed or have a disorder, or hopefully both.”

What is the key idea?

Our mindset influences how we experience challenges, solve problems and perform. Success does not automatically create happiness; rather, a positive mindset can influence our energy, creativity and ability to achieve success.

Why does it matter for managers?

Managers have a significant influence on the emotional environment of their teams. The way leaders communicate, respond to challenges and recognise progress affects motivation and engagement.

What can managers do differently?

Create an environment where people feel supported and valued.
Focus attention on progress and possibilities, not only problems.
Recognise achievements and celebrate success.
Be aware of the energy and attitude you bring to conversations.

Final thoughts: Motivation is created through everyday experiences

Motivation is not something leaders can simply give to people. It is influenced by the everyday experiences people have at work: whether they see meaning in what they do, whether they feel valued by others and whether they have the mindset and support needed to perform at their best.

The lessons from these TED Talks remind us that motivation is not only about rewards and incentives. It is about creating an environment where people feel their work matters, their contribution is recognised and their potential is supported.

For managers, the challenge is not to find one perfect way to motivate people. It is to understand what helps people engage, contribute and thrive—and then create more of those conditions every day.

by BVS

Leading through change: A guide for managers

Leadership, Teams

This post explores how managers can lead through change by understanding how people experience change, communicating effectively, building trust, and supporting their teams as they adapt.

Reading time
10 Minutes

Target audience
Managers, team leaders, and anyone responsible for helping people navigate change, maintain engagement, and deliver results during periods of uncertainty or transition.

Change has become a constant part of working life. Whether it is a new strategy, a change in structure, new technology, evolving customer expectations, or different ways of working, teams are regularly asked to adapt.

People experience change differently. Some may see change as opportunity and embrace new possibilities, while others may feel uncertain or concerned about what the change means for them. For managers, the biggest challenge is helping people understand what is happening, navigate uncertainty, and stay engaged throughout the transition. Their role is not to remove every difficulty, but to provide clarity, support, and direction when people need it most.

Successful change happens when people feel informed, involved, and supported. In this article, we explore practical ways managers can help their teams adapt, build confidence, and move forward during times of change.

“Change has a bad reputation in our society. But it isn’t all bad – not by any means. In fact, change is necessary in life – to keep us moving … to keep us growing … to keep us interested … Imagine life without change. It would be static … boring … dull.”

Dr. Dennis O’Grady

Changing how people feel about change

When organisations introduce change, managers often focus on what needs to happen: new processes, new systems, new behaviours, or new ways of working. But successful change depends just as much on how people feel about it.

People do not usually resist change itself. They often resist uncertainty, a lack of control, or not understanding why the change is happening. A change that seems logical from a business perspective can still feel challenging from an individual perspective.

Managers play an important role in helping people move from uncertainty to confidence. This does not mean convincing everyone that change is easy or ignoring legitimate concerns. It means creating the conditions where people feel informed, supported, and able to adapt.

Understanding how people experience change: the Satir Change Model

People rarely move through change in a straight line or at the same speed. Some team members may embrace change quickly, while others may need more time and support.The Satir Change Model helps explain the emotional journey people often experience when facing something new. The model describes five stages:

Late status quo

Before change happens, people are familiar with the current way of working. Even if things are not perfect, there is a sense of stability and predictability.

Resistance

When change is introduced, people often experience uncertainty. They may question the reasons for the change, worry about the impact on them, or feel frustrated about leaving familiar ways of working behind. This is not necessarily negativity—it is often a natural response to uncertainty.

Chaos

As people let go of old ways and learn new ones, there can be a period of confusion and reduced confidence. Mistakes may happen, productivity may dip, and people may need additional support.

Integration

Gradually, people begin to understand the new reality. They develop new skills, find new ways of working, and start to see the benefits of the change.

New status quo

Eventually, the change becomes the new normal. People regain confidence, performance improves, and the new behaviours or processes become established.

“Change is hard because people overestimate the value of what they have and underestimate the value of what they may gain by giving that up.”

James Belasco and Ralph Stayer

Change happens through people

One of the biggest mistakes organisations make during change is viewing people as a barrier to progress. When employees question decisions, raise concerns, or struggle to adapt, it can be tempting to label them as “resistant to change.”

But people are not obstacles to overcome. People are the reason why the change will be successful (or not).

Concerns, questions, and different perspectives are often valuable sources of information. They can highlight practical challenges, identify risks, and reveal where more clarity and support are needed. A team member who asks difficult questions may not be blocking change—they may be helping the organisation understand what is needed to make it work.

The role of a manager is not to eliminate all uncertainty or convince everyone to feel positive about the change. It is to create an environment where people feel heard, supported, and involved.

This means:

listening to concerns before responding
asking for input where people can genuinely influence the outcome
explaining decisions and the reasons behind them
recognising that different people will adapt at different speeds

When people push back against change, the easiest response is often to see it as a problem. But resistance is usually a signal that something needs attention.

A concern may indicate that someone:

does not understand the reason for the change
feels they have not been listened to
is worried about their ability to succeed
has experienced poorly managed change in the past
needs more information, time, or support

The best managers do not ask, “How do I overcome resistance?” They ask, “What is this resistance/concern telling me, and what support do people need to move forward?”

How to communicate change effectively

Effective communication is one of the biggest factors influencing how people experience change. When information is limited, people naturally fill the gaps themselves—and those assumptions are not always helpful. During change, managers do not need to have every answer, but they do need to create clarity. People want to understand what is happening, why it is happening, and what it means for them.

Communicating change successfully doesn’t automatically mean that you’ll achieve change successfully, because ultimately, the organizational capacity for change relies heavily on the individual’s capacity for change. In other words, some people will reach the New Status Quo much faster than others, others not at all. Some will have few problems, others a lot. But there’s no doubt about it, you need a communication plan/strategy to accompany the change.

Effective change communication starts with four key questions:

Why is this change happening?

People are more likely to support change when they understand the reason behind it. Explain the purpose, the challenges being addressed, and the benefits the change is intended to create.

What will change, and what will stay the same?

Uncertainty often comes from not knowing what the future looks like. Be clear about what will be different, including any changes to processes, responsibilities, behaviours, or ways of working. Avoid focusing only on the solution. Help people understand the journey from where they are now to where they need to be.

How will this affect people?

Everyone affected by change will naturally ask: “How will this impact me?” Managers should consider what individuals need to know about their role, expectations, skills, priorities, and day-to-day work. Avoid communicating only from the organisation’s perspective.

Consider the questions employees will have:

How will this impact my role?
What will I need to learn?
What support will I receive?
What is expected of me?

How can people share their thoughts and concerns?

Communication during change should be a conversation, not just an announcement. Create opportunities for people to ask questions, share concerns, and provide feedback. Listening does not mean every request can be acted upon, but it shows people that their experience matters.

A few tips for managers:

Communicate early, even when some details are still developing.
Repeat key messages—people rarely absorb important information the first time.
Be honest when you don’t know something and commit to finding out.
Avoid overly positive messages that ignore genuine challenges.
Adapt your communication to the needs of different individuals and teams.

During change (uncertainty), people often judge the message by the messenger. Managers who communicate openly, consistently, and with empathy help create the trust people need to move forward.

Are we there yet? – The importance of measuring progress and highlighting success

When people are asked to change, one of the questions they naturally ask is: How will I know this is working?”

Without clear signs of progress, change can feel endless. People may put in significant effort without knowing whether they are moving in the right direction, whether the change is having an impact, or whether their contribution is making a difference.

Understanding what success looks like helps people connect their daily actions with the bigger goal. They need to know:

What outcomes are we working towards?
How will we measure progress?
What will be different when the change is successful?
How will we know that the effort has been worthwhile?

Clear measures provide direction and confidence. They help people understand what is expected, recognise improvements, and see how their role contributes to the overall success of the change.

It is also important to recognise that success is not only about reaching the final destination. During change, progress often happens through small steps: learning new skills, adopting new behaviours, solving problems, and finding better ways of working.

When managers highlight these moments, they help people see that progress is happening. Celebrating milestones, sharing success stories, and recognising individual contributions all build confidence and motivation.

Summary

Leading through change is about helping people navigate uncertainty, understand the reason behind the change, and feel supported as they adapt. As a manager, you don’t need to have all the answers or convince people that the change will be good and easy to achieve.

Successful change happens when managers recognise the human side of change. People need clarity, communication, involvement, and evidence that their efforts are making a difference. They need to feel that they are part of the change, not as someone who the change is happening to.

The most effective managers understand that change is a journey. Different people will move through that journey at different speeds, and each person may need different levels of support. By building trust, listening to concerns, communicating openly, and recognising progress, managers can help their teams move from uncertainty towards confidence and commitment.

Key takeaways

Change is personal. People respond to change differently based on their experiences, concerns, and perception of what they may gain or lose. Understanding where people are in the change process helps managers respond more effectively. Someone in the resistance stage may need clarity and reassurance, while someone in the chaos stage may need coaching and practical support.
Resistance is often a signal, not a problem. Questions and concerns can reveal where people need more information, involvement, or support.
Communication creates clarity. People need to understand why the change is happening, what it means for them, and how success will be measured.
People support what they help create. Involving employees where possible builds ownership, trust, and commitment.
Managers set the tone during change. The way leaders communicate, behave, and respond to uncertainty has a significant impact on how people experience change.
Progress needs to be visible. Recognising small wins, celebrating milestones, and highlighting success helps people see that their efforts are making a difference.
The goal is not to rush people through change. The goal is to provide the support, clarity, and confidence people need to successfully navigate it.

by BVS

Giving feedback using the DESC model

Leadership, Soft Skills

Everybody understands that performance feedback should be constructive, focused and to the point. Effective feedback can resolve conflicts, overcome problems and improve individual and team morale. It doesn’t really need mentioning that ineffective feedback often accomplishes the opposite. Or that if you are skilled at giving effective feedback, your team will be more motivated, which leads to better performance.

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“While feedback should focus on behaviour, performance feedback is still a personal conversation between people about people. Emotions always play a part in interpersonal communication. Effective feedback is as much about bringing the right message(s) across as it is about how your message is interpreted.”

Scott Levey

Some feedback facts*

98% of employees will fail to be engaged when managers give little or no feedback
69% of employees say they would work harder if they felt their efforts were better recognized
78% of employees said being recognized motivates them in their job

*(source)

Giving positive feedback is easy

No matter how skilled the feedback giver is, if the receiver isn’t interested in hearing or taking the feedback, nothing will get through. The more difficult the feedback, the more the giver needs to consider the the emotional impact of the feedback. Giving positive feedback is easy.

What is and isn’t feedback?

In an interpersonal environment, feedback is communication about a person’s performance and how their efforts contribute to reaching goals. Feedback is not criticism. Criticism is evaluative; feedback is descriptive. Effective feedback is goal-referenced and tangible, actionable, personalized, timely, ongoing and consistent. As a leader, giving feedback is a task you perform again and again, to let people know where they are and where to go next in terms of individual, team, and company goals.

Giving feedback is a touchy thing. Think back over feedback you have received in the past. Chances are you’ve been given feedback that helped you develop. And, unfortunately, chances are somewhere in your career you’ve been given feedback that made you feel defensive, resistant or unmotivated. By putting yourself back in your old shoes, and thinking about how they actually gave you the feedback, you can improve your own feedback skills.

Common mistakes people make when giving feedback

Avoiding giving feedback
Focusing on the person and not the performance
Giving feedback on what is going wrong, and never on what is going right
Coming across as judgmental
Doing all the talking, and none of the listening
Giving the feedback without any context
Making generalized, vague statements
Avoiding responsibility for what they are saying by referring to others
Getting defensive if they don’t understand you, or you don’t understand them

“We can’t let our own success, education and advancement ride on whether the person giving us feedback happens to be talented or caring. We have to learn to learn from everyone around us, including people who are lousy at giving feedback, or who don’t have the time to do it thoughtfully. Our individual success depends on it, and so does the collective success of the organization.“

The DESC model

In our skills-based Leadership training, we use the simple 4-step model DESC for structuring feedback. Participants in our “Practical Toolbox for Managers” seminars often highlight DESC as one of the most valuable tools they take away. This model is designed to help you to get your message clear and it can even take the stress out of the feedback conversation for those of us that weren’t born with effective feedback-giving skills.

DESCRIPTION

Give an objective and concrete description of what you have observed using “I” statements.

EFFECT

Explain the effect or impact it had on your business, the team or its members. If the effect was an emotion, name it. Your body language and tone of voice will already be showing your elation or frustration – putting them out in the open can help you move things forward.

SOLUTION

Build the solution through a directive (“What I would like you to do next time is …”) or a participative approach (“What do you think we can do to avoid this next time?”).

CONCLUSION

Build a “contract of commitment”. Check your understanding of what has been agreed, and get commitment for the future.

Further Leadership resources:

by Scott Levey

Powerful Communication – The Power of the Purpose Pyramid

Hybrid solutions, Leadership, Soft Skills

The purpose pyramid is one of the simplest and yet effective communication models for introducing a presentation, opening a meeting or organizing your thoughts that there is. It is so simple, in fact, that no one seems to take credit for it though you will find it in the work of many communications gurus. The four questions in the pyramid aren’t special by themselves, but together they offer a powerful way to connect what you want to do with the goals and needs of your organization, no matter what business you are in or function you perform. Why? + What? + How? + Who? = Alignment. The Purpose Pyramid makes it easy for you to structure your communication – in any situation.

Free Download

Why?

Why is where you share or remind your team about the deeper meaning and purpose of the organization. This is the reason that energizes you and your colleagues as well as your customers. What’s your why? Your purpose is best when it brings the energy of your team together and they can all see themselves in it. It should also attract internal and external customers to your work.

A band plays music, by definition – but wouldn’t you rather see a band whose purpose is to give you high energy and a memorable musical experience?

At a more nuts and bolts level, you can also apply the why to day-to-day interactions and situations. An example could be to state the purpose (why) of a meeting on the agenda for everyone to see. If there is a question about being on track, the team can refer to the mutually agreed purpose of the team.

What?

What refers to the tasks you and your team need to get done to contribute to making your purpose a reality. At their best these tasks are things you can track and observe easily so all can know when it is accomplished. For example, to have better meetings is not a clear task. Having everyone contribute to the meeting is a clear task. The SMART principle is a great model to use, just remember they should in some way contribute to achieving your purpose.

An example could be to make task identification a two-step process. Instead of automatically identifying who should complete a task at the same time as identifying the task, outline just the tasks first. Going through the how before identifying who will help team members to know what they are committing to.

How?

How is where you turn to your method, approach or process, How will you get your tasks accomplished? For example, sticking with the “better meetings” example, if my task is to have everyone contribute to a meeting, I could tell the team members I expect them to contribute and hope for the best or I could use a polling technique in the meeting to give each attendee the space to speak uninterrupted.

If a task is complex, the “how” could be a process or procedure that helps to complete the task effectively and efficiently. If you have standard operating procedures in place, this is the time to stress their use.

An example could be to identify the resources and process necessary to complete a task before asking who will do it. Leaders get a chance to offer support to the team and may encourage team members to accept a stretch task because they know how they will be supported.

Who?

Who refers to the individual and collective commitments or expectations that match your team to the tasks at hand. In most meetings the who stage tells how well we’ve done the other stages. If team members recognize and connect with their purpose, the necessity of a task and the process and resources to get it done, it’s a lot easier to agree to do them. With the clarity you’ve built earlier, it is easier for you to ask for what you want while committing to do what is necessary to support your team. A great question at the end of a meeting is “what have we agreed to do?” to check agreements without sounding like a task master.

Browse our blog for more tips and tricks

And/or let me know of any other useful communication tools that always work for you. I look forward to hearing from you!

by James Culver

The 3–6–9 of great leadership (according to TED …and me)

Leadership, Soft Skills

As a kid, my parents told me I watched too much TV. They would not be pleased to know that hasn’t changed very much, but at least nowadays I try to watch things that might actually inspire me. That’s where TED [www.ted.com] comes in. TED talks can be a great source of inspiration. They can be short, or long. They can be energetic or dry. And they are full of information on nearly any topic.

The “3-6-9 of great leadership”

As an intercultural trainer, business English teacher, project manager and former actor, I think a lot about what motivates people, especially at work. Three short TED talks that I have watched over and over really get to the heart of what makes a great leader. I call them the “3-6-9 of great leadership.” These three talks summarise in (more or less) 3 minutes, 6 minutes and 9 minutes what I think is the essence of great leadership. For now, I’m not going into why these and other well-structured talks and presentations work as well as they do. Let’s just take in their messages.

Derek Sivers

How to start a movement

The first TED talk, by entrepreneur Derek Sivers, explains to us in three minutes “How to Start a Movement.” Using a light-hearted video of a group of rather spontaneous dancers, he demonstrates how to lead and how to create a situation in which people want to follow. He also surprises us by highlighting who the real leader is. It’s not who you might think.

Drew Dudley

Everyday leadership

If you work in a team or an office, how often do your simple, unremarkable actions influence others? In the second talk, leadership educator Drew Dudley asks us in six minutes whether people can be leaders even if they don’t have that title. In this quick-paced, very personal story, he shows us how we can often be leaders without even knowing it.

Roselinde Torres

What it takes to be a great leader

In the final talk, the longest of the three at just over nine minutes, leadership expert Roselinde Torres details qualities of a great leader. She has spent 25 years researching leadership and her fascinating talk boils it down to the need to ask three simple questions:

Where are you looking to anticipate the next change to your business model or your life?
What is the diversity measure of your personal and professional stakeholder network?
Are you courageous enough to abandon a practice that has made you successful in the past?

Spoiler alert!

All three talks repeat one particular theme: While some principles of leadership may remain, true leaders are characterised by doing something different. But not just for the sake of being different. They have a goal.

Derek Sivers’s ‘leader’ is the first person who has the courage to follow the person you think is the leader. As the first ‘follower’ he gives others the permission to join in.
Drew Dudley’s ‘leader’ appears to go about his daily business fearlessly and effortlessly. In the process, he unknowingly inspires someone to go about her work as fearlessly as she can.
Roselinde Torres reminds that great leaders take action; they do not walk with their heads down, trying not to be noticed. They dare to be different.

Is leadership for managers only, then? Definitely not. These three talks remind us that learning to be an effective leader can help you chair a meeting, or create a presentation that people remember. Among many other things.

… so what are your thoughts?

by Target Training

Action-Centred Leadership: A Practical Exercise to Find Your Leadership Balance

Leadership, Teams

This post introduces the Action-Centred Leadership Model and provides a practical exercise to help leaders reflect on how they achieve objectives, develop their people, and create high-performing teams.

Reading time
8 Minutes

Target audience
Managers, team leaders, and aspiring leaders looking for a practical framework to improve their leadership effectiveness and balance task delivery, team performance, and individual development.

Introduction

Delivering results is only one measure of an effective leader. Today’s leaders are expected to engage and develop their people, foster collaboration, navigate change, and lead across hybrid or geographically dispersed teams. We often hear about the impact of having to balance these responsibilities from participants in our leadership training programmes. “There is little time to reflect on anything and I have no idea if I’m even doing a good job in leading my team”, one participant said. And a few others nodded in agreement.

Leadership is a constant balancing act between achieving objectives, building strong teams, and developing individuals. That’s why practical leadership frameworks remain so valuable. Especially when they turn complexity into something tangible and actionable. John Adair’s Action-Centred Leadership Model remains one of the most relevant because it focuses on what leaders actually do every day.

The John Adair action-centred leadership model

Developed by leadership expert John Adair, the Action-Centred Leadership Model has stood the test of time because of its simplicity and practicality. While the workplace has changed dramatically since the model was introduced, its core message remains highly relevant: effective leadership is about balancing three interconnected responsibilities.

The overlapping circles illustrate that these responsibilities are interconnected. They influence one another. Progress in one area often strengthens the others. A leader who develops individuals builds a stronger team. A stronger team collaborates more effectively, making it easier to achieve objectives. Likewise, successfully achieving meaningful goals builds confidence, strengthens relationships, and creates new opportunities for individual growth.

This is why the model remains so powerful. Rather than viewing leadership as a series of competing priorities, it encourages leaders to see task, team, and individual development as mutually reinforcing. The challenge is finding the “right” balance so that each area supports the others, rather than allowing one to dominate.

Understanding the Three Leadership Responsibilities

Before reflecting on your own leadership approach, it is useful to explore what each of the three circles represents.

Achieve the task

Every leader has a responsibility to deliver results. This involves setting clear objectives, making effective decisions, solving problems, allocating resources, and ensuring that important work gets completed. Strong task leadership creates clarity. People understand what needs to be achieved, why it matters, and what success looks like.

Build and maintain the team

Results are rarely achieved by individuals working alone. Leaders also need to create the conditions for people to work effectively together. This means building trust, encouraging collaboration, creating a shared sense of purpose, managing conflict constructively, and developing a team environment where people feel motivated to contribute.

Develop individuals

Effective leaders recognise that every team member has different strengths, motivations, and development needs. Developing individuals involves coaching, providing meaningful feedback, recognising achievements, delegating opportunities, and helping people build the skills and confidence they need to grow.

A practical exercise to reflect on your leadership balance

This exercise is not intended to provide an objective assessment of your leadership effectiveness. Its purpose is to encourage honest reflection and help you identify where small changes could make the biggest difference. Applying it to your own leadership is where the real value of this model lies.

You’ll need an uninterrupted 10 minutes, pen and paper.

Step 1 – draw your 3 circles

Take a moment and think about how well you are performing in the three areas.
Now take a pen and draw the three circles in proportion to how satisfied you are with your performance in each area. (and not how much time you spend on each area). For example, if you feel that you are doing a good job of achieving the task, but your team members aren’t really developing and there’s very little team building then you might have something like the example below:

Step 2 – reflect on your leadership balance

Now look at your circles and consider the following questions:

How satisfied are you with your current leadership balance?
Which area would have the greatest impact if you improved it?
What three specific actions could you take to strengthen your effectiveness?
What has prevented you from taking these actions so far, and how could you overcome those barriers?

Step 3 – choose 1 action

Choose one practical step you can take in the coming days and commit to doing it. Small changes in how you lead—such as having an open conversation, clarifying expectations, or creating more opportunities for team collaboration—can have a significant impact over time.

Conclusion

The enduring appeal of John Adair’s Action-Centred Leadership Model lies in its simplicity. It reminds leaders that effective leadership comes down to balancing three fundamental responsibilities: achieving the task, building the team, and developing individuals.

However, finding the right balance does not mean giving equal attention to each area at all times. Leadership situations are constantly changing. A new project may require a stronger focus on achieving the task. A team facing challenges may need greater attention on trust and collaboration. An individual taking on new responsibilities may need more coaching and support.

The skill of effective leadership is recognising what the situation requires and adjusting accordingly.

Simple frameworks can be powerful because they give us a clear way to pause, reflect, and ask better questions. Adair’s model provides leaders with a practical lens to consider where they are having the greatest impact, and where small changes could make a meaningful difference.

Leadership development starts with awareness. Real improvement comes when that awareness leads to action.

Key Takeaways

Effective leadership is not measured by results alone. Great leaders balance achieving objectives with building strong teams and developing individuals.
John Adair’s Action-Centred Leadership Model provides a simple framework for understanding the three responsibilities every leader must manage: task, team, and individual.
The three areas are interconnected. Investing in people strengthens teams, stronger teams improve performance, and achieving meaningful goals creates opportunities for further growth.
The challenge for leaders is not giving equal attention to every area at all times, but finding the right balance for the situation they are facing.
Regular reflection helps leaders recognise where they are performing well and where small changes could improve their impact.
Leadership development starts with awareness but real improvement comes from turning reflection into action.

Want to explore how this model can support your leadership development? Our leadership programmes help managers build practical skills to balance performance, people, and team effectiveness.

by Scott Levey

Giving feedback using the DESC model

Leadership, Soft Skills

Giving feedback effectively will have a real impact on your business

While feedback should focus on behavior, performance feedback is still a personal conversation between people about people. Emotions always play a part in interpersonal communication. Effective feedback is as much about bringing the right message(s) across as it is about how your message is interpreted.

No matter how skilled the feedback giver is, if the receiver isn’t interested in hearing or taking the feedback, nothing will get through.http://www.forbes.com/sites/danschawbel/2014/03/05/douglas-stone-the-importance-of-feedback-in-business-communications/

The more difficult the feedback, the more the giver needs to consider the the emotional impact of the feedback. Giving positive feedback is easy.
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DESC is simple and it works

In our skills-based Leadership training, we use the simple 4-step model DESC for structuring feedback. Participants in our “Practical Toolbox for Managers” seminars often highlight DESC as one of the most valuable tools they are taking away. This model is designed to help you to get your message clear and it can even take the stress out of the feedback conversation for those of us that weren’t born with effective feedback-giving skills.

DESCRIPTION

Give an objective and concrete description of what you have observed using “I” statements.

EFFECT

SOLUTION

Build the solution through a directive (“What I would like you to do next time is …”) or a participative approach (“What do you think we can do to avoid this next time?”).

CONCLUSION

Build a “contract of commitment”. Check your understanding of what has been agreed, and get commitment for the future.

Further Leadership resources:

by Scott Levey