Business Notes
To Be a Good Manager, You Have to Be a Good Teacher Ron Carucci, Navalent
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 for guidance on how to approach 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-andcoming professionals you’re charged with leading, here’s what you can do.
Learn How Others Learn
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 openended questions to draw out the specific challenge the person is facing. Are there aspects of the task where they can apply relevant experience? What skills have they previously developed that they can use right now? Help them make those connections to build up their confidence. Some people may be hesitant to tackle a task due to a fear of failure. If you sense this is the case, 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, such as: “What’s the worst-case scenario? What’s the best-case scenario?”
Be Judicious When Comparing Your Own Learning Journey
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 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.
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. But remember to stay empathic with your comparison — keep in mind that your struggles are in the past while theirs are current. Be sure that your comparison doesn’t inadvertently dismiss the real pressure someone is feeling.
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the ANALYST Volume 29 Number 4