Front-line managers hold the key to sta performance To ensure continuity and experience, most front-line managers are promoted from ‘within the ranks’. However, many are poorly equipped to perform successfully in their new role.

80%

Front-line managers have usually been promoted into the role because of their content expertise. They are rarely best equipped to be good managers yet directly supervise up to 80% of the workforce.

16% 22% How front-line managers Active Inactive spend their time Active management involves front-line managers providing 14% Typical front-line manager coaching, guidance, assistance Passive and support to their sta in a positive and constructive way. 13% 35% Their goal is to optimise the Direct Admin eective utilisation of the resource under their control. 5% Ideally front-line managers Inactive should be spending at least 10% 60% of their time ‘actively Admin managing’. Unfortunately, the An active manager reality can be quite dierent. 5% Direct 70% 10% Active Passive Activate your managers to drive performance Even natural leaders need help too Management as a science has been around for a long time – a lot has been learned and understood. The onus is on organisations to ensure its newly promoted managers in pivotal front-line roles are appropriately equipped with this understanding. Today’s front-line managers are tomorrow’s senior executives. Just because they are in a leadership position, don’t assume they know what they are doing. Whilst many organisations say that their employees are their most important asset, Source: BearingPoint, Gallup Business Journal, HBR.org their actions do not always reflect their words. In this article we look at the role of front-line management in unlocking the potential of employees and increasing both performance and innovation. STRATEGIES 51  reality can bequite dierent. managing’. Unfortunately, the 60% oftheirtime‘actively should bespendingatleast Ideally front-line managers resource undertheircontrol. eective utilisationofthe Their goalisto optimisethe positive andconstructive way. and supportto theirsta ina coaching, guidance, assistance front-line managers providing Active managementinvolves spend theirtime How front-line managers To ensure continuity andexperience, mostfront-line managers are promoted from ‘within theranks’. Front-line managersholdthekey tostaperformance However, many are poorly equippedto perform successfully intheirnew role. and understood. The onusisonorganisations to ensure itsnewly promoted managers in pivotal front-line roles are appropriately equippedwith thisunderstanding. Today’s Management asascience hasbeenaround for alongtime –alothasbeenlearned front-line managers are tomorrow’s seniorexecutives. Just because they are ina An active manager Front-line managershave usually beenpromoted into leadership position, don’t assumethey know whatthey are doing. They are rarely bestequippedto begoodmanagers yet directly the role because oftheircontent expertise. Even natural leadersneedhelp too Source: BearingPoint, Gallup Business Journal, HBR.org Passive supervise upto 80%oftheworkforce.supervise 14% Active 70% Active Direct 13% 16% Admin 35% Inactive 22% Passive 10% Direct 5% Admin 10% Inactive 5% Typical front-line manager 80% 52 STRATEGIES - - Report Issue 005 Issue Report IN 30 SECONDS IN 30 Front-line managers are managers Front-line and skills development needs toand skills development ongoing by be supplemented and coaching mentoring turns ‘accidental’ approach This into managers front-line and delivers managers ‘active’ performance sustainable improvements critical to an organisation’s an organisation’s to critical ability as their performance, is staff and direct motivate to fundamental are managers new Many simply on the basis ofselected jobs,being good at their current and then minimal training given devices their own left to of multiple perfor A review initiatives mance-improvement has years twenty over conducted sustain deliver that to shown managementable front-line training up-front performance, BearingPoint Institute •  • •  • 

Similarly, Similarly, 2 on the front-line . ‘Whilst we tend tend . ‘Whilst we 1 assuming the footballer assuming the footballer – 3,4

driver of performance and engagement.’ of performance driver the support they given rarely are managers front-line Unfortunately, proportion supervisory their A significant start journeys. need when they good engineers, were they because get the role managers of front-line one of the are moment they technicians. One agents or field call-centre that the hard work of building a stronger workplace gets done.’ workplace of building a stronger work that the hard 50,000 worldwide study of Council Leadership a 2004 Corporate – in particular employees ‘the manager of front-line concluded employees at managing people – is the most important his or her effectiveness organisational factors most strongly predicted success predicted most strongly factors organisational managers,’ only great are there in reality companies, “great” celebrate to ‘It is Curt Coffman. Gallup lead researcher commented Celebrating the accidental manager the accidental Celebrating are managers equipped front-line appropriately the good news: First performance. in corporate improvements sustainable to fundamental Gallup identified which company research study, In an extensive but he would also have responsibilities for organisational, financial and organisational, for responsibilities also have but he would communications interpersonal strong management, needing commercial and journalists shareholders senior staff, deal with skills and charisma to It would the future. plan ahead for and ability to as the vision as well what many exactly but that’s this step take the club to be insane for employees. their best do to companies Would a professional football league club promote its best player to its best player league club promote football a professional Would no Frankly, at short notice? manage the team former the expect Nobody would training. in question had no relevant not He would performance. manage team the skills to have to player of the playing staff, training and manage coaching to be required just Appropriately equipped, front-line managers hold Appropriately equipped, front-line managers hold operational improvement to the key

managers successful managers Walking the walk: walk: the Walking front-line making STRATEGIES 53 Walking the walk: making front-line successful managers 60% answering emailsand distracted by managers to get It iseasyfor front-line to manage! actually hired to do– line managers were forgetting whatfront- many organisations work’, resulting in ‘making thesystem Typical front-line managertimeallocation analysis Figure 1:theaccidental manager underperform during their first two during years theirunderperform first who of front-line managers Proportion what front-line managers were actuallyhired to do–to manage! and ‘makingthesystem work’, resulting inmany organisations forgetting to abdicate responsibility. Itiseasyto get distracted by answering emails technology hasprovided many front-line managers with aperfect excuse having now become theirdirect responsibility. The preponderance ofnew complex, with many tasks performed historically by supportfunctions line manager’strue potential. competencies, leadsto poorperformance thatdoesnotreflect the front- insufficient training and supportandalackofappropriate skillsand competing prioritiesalongsideever-increasing workloads, coupled with As noted by SusanWhittaker andMickMarchington backin2003, Is itfair however, to condemn afront-line managerfor underperforming? of thosearound them. are ledby managers whomirror theperformance andbehavioural norms their former colleagues. This causes employees to underperform asthey competence to perform therole they now findthemselves in–managing people are “learninghow to lead” by chance.’ from anothermanager. Ifastrong development program isnotinplace, andfront-linenotes, ‘Mostsupervisors managers learnedhow to manage equally ill-equipped)peers. Talent managementanalystJosh Bersin more often thannotthey will learnon-the-jobfrom their(potentially At best,managers maybeoffered ‘sheep dip’ managementtraining; error, andsometimesmore error thanIwould have liked.’ never trained how to manage ordevelop my team. That’s beentrialand ‘I was trained onthedayto dayactivitiesrequired for my jobbutIwas are ill-prepared to perform therole inreality. Asoneofourclientstold us, guys; thenext they are expected to beanenlightened manager, butthey Typical front-line managertimeallocation analysis Figure 1:Theaccidental manager Source: BearingPoint Institute Report 005,2014 Source: BearingPoint Institute Report 005,2014 Direct 13% Direct 13% Active 16%

4 Passive 14% Active 16% 6 Undoubtedly, therole hasbecome more Admin 35% Ineective Admin 22% 35% Passive 14% 5 The result isalackof Ineective 22% 54 STRATEGIES Report Issue 005 Issue Report and support managers spend atmanagers providing coaching, providing Successful front-line front-line Successful guidance, assistance guidance, BearingPoint Institute least 60% of their time turning accidental turning accidental – notice about her performance as a manager. After a couple of a couple After as a manager. about her performance notice much and she too on the manager became days, the pressure a collective breathed team The regime. abandoned her new had done. always as they work to and continued sigh of relief a became improvement for and drive manager’s targets The memory. distant make them into a high-performing team. For the next few days few the next For team. a high-performing them into make activities, including setting out regular numerous she initiated briefs, early-morning team meetings, running one-to-one and setting targets charts up on the wall putting performance aback. taken was the team Initially, in the team. everyone for raised concerns with overdrive, into mill went the rumour Then and that perhaps she had been put on about job security AN ALL-TOO-COMMON SCENARIO AN ALL-TOO-COMMON the course, management training a attending up after Fired that she had her team to explain a meeting to manager called transformed: now was and her role an epiphany experienced challenge them and them, to for ‘be there’ to she promised required for organisations to embed these improvements based on our these improvements embed to organisations for required for the need Our analysis reflects programmes. successful insights from particular on one aspect in focus to organisations managers. active into managers contrast, as shown in figure 1, most front-line managers spend less than managers front-line 1, most in figure as shown contrast, bulk spent on administration the 30% of their time on such activities, with activities. and less useful performance realise can organisations how paper considers This equipping and better line by the bottom that impact improvements what is as to guidance share We managers. engaging their front-line well over a period of 12 weeks, supported by a coach, to reach the level the level reach to a coach, by supported a period of 12 weeks, over well no such support) the other (with required, of management competence The his work. he no longer enjoyed that stating weeks, within resigned tells research our can be a virtuous circle: coaching of this knock-on effect 60% of their time spend at least managers front-line us that successful In their staff. and support to assistance guidance, coaching, providing been achieved. Interestingly, the findings vary little by sector or function or by sector vary little the findings Interestingly, been achieved. is managerial positions, their success to appointed when individuals are and of development and the quality the availability highly dependent on receive. support they saw in we appointees accidental-manager new two for the case was This Whilst one progressed programme. improvement performance a recent Can this situation in the workplace be changed? To find out, we have we have out, find be changed? To this situation in the workplace Can have that we programmes of ActiveManager our archives into delved 40 blue chip clients over with years the last twenty on over worked and Outsourcing Utilities Telecoms, Services, IT, spanning the Financial spent their time managers 10,000 front-line over analysed how sectors, have in performance improvements sustained and identified where STRATEGIES 55 Walking the walk: making front-line successful managers CORPORATE EXECUTIVE BOARDCORPORATE EXECUTIVE 47%.’ astounding by by team an to 38% the and organisation to the commitment emotional to increase power the by job to their yet has 34%, commitment employee’s an to increase potential the has ‘A manager good Source: BearingPoint Front-line managercompetencies Figure 2:Assessoverall front-line competency levels andimpact onperformance management, results performance efficiency –notably line manager’s higher impactonfront- competencies have a performance-focused A subsetof active management focus, planning and protect andgrow margin the abilityto encourage and supportindividuals Using product, service, knowledge to increase Commercial acumen and and service levels.and service revenue, reduce cost, and teams to give of process andmarket Motivational leadership their best. team’s eort isorchestrated to make thebestuseof Thinking aheadto ensure a capacity andinfrastructure throughput within quality coach andguideteam content knowledge of available to maximise Content knowledge sucient to support, the team’s function Understanding the guidelines. members. Planning 7 them to applywhatthey have learntisquite another.’ The Wall Street Journal ‘ do notrealise thebenefitsoftheirnew training anddevelopment. To quote integration ofnew learning.Asaresult, oldhabitsare retained andmanagers Added to this,itisrare for specificplans to beinplace to ensure the recent learningare seenaslow priorityintheface ofroutine challenges. precedence andopportunitiesto ‘practise’ new behaviours andimplement Why isthis?Quite simply, thepressures oftheday-to-day joboften take this statistic iseven lower. 10%-40% oftraining isever usedonthejob large investments inhumanresource development, apparently onlyabout can often bewasted ifitisnotreinforced by ongoing support.Indeed,despite already undertake gapanalysisandskillsdevelopment initiatives, sucheffort starting pointfor training andskillsdevelopment. Whilstmany organisations Assessing andunderstanding existing managers’ competency levels creates a and active management. improvement –notably performance management,results focus, planning performance-focused competencies have ahigherimpactontangible Detailed analysistells usthatfor front-line managers, asubsetof competencies thatfront-line managers are required to have. and how these can bedeveloped. Inourexperience, Figure 2highlights understand organisations thecompetencies today’s require for therole, The starting pointfor developing effective front-line managers is to that really matter Focus onthe managementcompetencies management disciplines to ensure thatindividual performance ofateam consistently excercising Active management a proven setofdirect and collective is optimised. rather thanbehavingas levels required from the maintaining ateaming ethos where members team are maintained. operating asagroup Ensuring the service Ensuring theservice Customer service Customer service collaboration and see more value in Team working Teaching employees new skillsisonething.Getting individuals. and organisational goals. and team to achieve job Setting/communicating performance standards information eectively. Supporting employees express andarticulate that are specificand the abilityto listen, Communication management Performance measurable. 8 – our experience would suggest –ourexperience would suggest 9 an ecientway through motivation, often inthe Getting thejobdonein financial management whilst minimisingrisk. The abilityto sustain good time,task and face ofrepeated focus, eort and Results focus

Resilience setback. 56 STRATEGIES Report Issue 005 Issue Report 60% 5% Ineective BearingPoint Institute planning, – 10% Admin 70% Active 5% Direct Ideal time management to optimise effectiveness to the team’s 10% – Passive can be spent planning, can – 70% Active members Direct 5% Direct coaching, guiding, assisting and supporting team Admin 10% Admin Passive 10% Passive Ineective 5% Ineective Time that should be spent actively managing 9 13% Direct in excess of 60% in excess – 35% Admin 16% Active Typical time management Typical 22% 35% 22% 14% 13% 16% Direct Active Admin Ineective Passive Ineective coaching, guiding, assisting and supporting their staff in order to in order guiding, assisting and supporting their staff coaching, effectiveness. optimise the team’s Figure 3: Move to active management to unlock team’s performance management to unlock team’s to active 3: Move Figure manager time allocation ideal front-line versus Typical If the front-line manager’s new skills can be established as part of their be established skills can manager’s new If the front-line the managers both for be profound, can the results normal behaviour, 3, Figure in As shown teams. of their and on the effectiveness involved management, where active towards passive from away move managers the majority of their time The impact of coaching on performance is well documented and can be and can documented is well on performance impact of coaching The Council a Sales Executive from results example, For accurately. measured received who consistently representatives that sales study showed 107% of their a month achieved of coaching hours than three more ahours less than two whilst those who received target, performance 10%. by month underperformed of working to become established as new routine behaviours that are are that behaviours routine as new established become to of working thought. conscious the need for without exhibited active through Driving performance management From BearingPoint’s experience of programme delivery across multiple across delivery of programme experience BearingPoint’s From continue it is to important learned how have we and functions, sectors extended an takes It door. the training-room beyond such efforts their evolve to managers front-line for reinforcement period of positive is this Rarely change their daily routines. and fundamentally behaviours ways new that long for it takes in less than 12 weeks: change achieved

Source: BearingPoint Institute Report 005, 2014 Report Institute BearingPoint Source:

14% Passive Source: BearingPoint Institute Report 005, 2014 Report Institute BearingPoint Source: Figure 3: Move to active management to unlock teams perdormance to unlock teams management to active 3: Move Figure STRATEGIES 57 Figure 3:on-goingpractice andreflection are crucialfor eective learning The Kolb experiential learningmodel Walking the walk: making front-line successful managers 30% The Kolb experiential learningmodel Figure 4:Ongoingpractice andreflection are crucial for effective learning Source: Experiential learning:experience asthesource oflearninganddevelopment. Englewood Clis, New Jersey: Prentice Hall Kolb, D., 1984.http://bit.ly/1ocJh6l experimentation Active Doing and subsequent coaching subsequent and targeted front-line development management 12 for after gains of ateam Performance weeks the coaching sessions.’Positive andconstructive feedback related to the level ofmotivation to applywhatIhadlearnedincreased whenIstarted lasting behavioural change. Asonenewly promoted managertold us,‘My the final keys to ensuringlong-term embeddingofnew knowledge and line managerconcerned. Bothintrinsicandextrinsic motivation are Clearly, thisprocess cannot take place without thegoodwill ofthefront- learning framework, suchasKolb’s own ‘experiential learningcycle’. achieve thisisto baseanimprovement programme onawell-established against whichimprovement can bemeasured andassessed.Oneway to qualitative andquantitative baselinesshouldbeestablished attheoutset, learning anddevelopment interventions result inmeasurable gains.Clear, gain competitive advantage andbuildsustainable value, itisvital that allocate large budgetsto developing theirintellectual capital inorder to environment. So,how can thisbeassured? Given thatcompanies of learninginterventions orpost-training programmes inthecorporate take place that ongoingpractice andreflection are crucial for effectiveto learning research. For example, Kolb’s LearningTheory, written in1984,identifies This isnotasurprisingfinding for educationalists asitbacksup existing conceptualisation 10 . However theseelementsare notalways builtinto thedesign experience Concrete Abstract Abstract Thinking observation Reflective Watching 58 STRATEGIES 11 MELCRUM Report Issue 005 Issue Report Extrinsic motivation Extrinsic motivation Intrinsic and extrinsic Intrinsic and extrinsic is Intrinsic motivation is provided by the by is provided (or manager) coach environment and work including factors, management and peer support motivation play a play motivation part in a successful programme coaching front-line for managers goal-setting by driven action and personal plans •  MOTIVATION – MOTIVATION OR INTRINSIC EXTRINSIC? •  •  BearingPoint Institute . This point . This 13 and under-utilised communication vehicle of an organisation.’ ‘[Front-line leaders the most‘[Front-line are] sought out, uninformed, yet ill-equipped, the definition of ‘unconscious – test this with any experienced line manager and they will will line manager and they experienced any this with test

– 12 should be spent managing? Or maybe organisations have increased increased have should be spent managing? Or maybe organisations many one too on to managers front-line diverting far, too spans of control projects’? ‘special should be spending at least 60% of managers front-line believe We norm is 30% or less which directly managing. The their time actively Intuitively we know the importance of their role yet, despite this, despite yet, of their role the importance know we Intuitively in most management level at front-line gap exists a capability organisations organisations have example, For vary. can this gap exists it. Why verify manage need to the skills they with managers equipped their front-line where technology, to modern down Or is it place? first in the effectively absorb huge amounts of time that systems’ e-mails and ‘administrative Dwight D Eisenhower is quoted as saying ‘The sergeant is the army’. In is the army’. sergeant as saying ‘The is quoted D Eisenhower Dwight our organisations what make are managers our front-line the same way, maintained, are gets done, standards that work ensure tick. They and all this is is maintained satisfied, throughput needs are customer staff. motivated content, by efficiently completed Accidental managers represent a hidden managers represent Accidental the impact to positively opportunity bottom line the process. According to one study, 90% of learners will transfer a new transfer will learners 90% of one study, to According the process. an opportunity have if they or workplace routines work their own skill into feedback corrective and received practice put theory into to about transparent more – ‘By becoming clients our own by is reinforced the management population and offering goals across our performance we continual support – coaching and line managers and second our first and systems.’ structure journeys, customer see impacts on processes, will competence’. as programme, part of the coaching in the latter such gains come Many manager can front-line The together. ‘dovetail’ to start competencies key as continued of competence level build on this foundational to continue back into fed insights that are new learning reveal of experiential ‘cycles’ manager’s team of up to 30% in just 12 weeks. Whilst this period may 12 weeks. 30% in just of up to manager’s team it can point, as a reference learning cycle using Kolb’s appear arbitrary, be must Concepts embedded. be fully to learning for ‘cycles’ several take from feedback with upon, assessed and reflected then applied in practice, knowledge apply their new best to the learner how inform to a mentor until extrinsic is then repeated cycle This time around. or skills next intrinsic behaviour becomes knowledge learning process both from the coach, up-line managers and peers has peers and up-line managers coach, the both from learning process of old habits and in the breaking assist learners greatly to been shown ones. of new the entrenchment facilitating and management development front-line targeted In our experience, a front-line within gains performance realise can subsequent coaching STRATEGIES 59 Walking the walk: making front-line successful managers T J LARKIN AND SANDAR LARKIN’ SANDAR AND T JLARKIN inleaders your organisation’. ‘Front-line supervisors – not senior managers managers not senior 14 – are the opinion opinion the are as they progress intheircareers. confidence you are helpingthemnot just for the‘now’ but for the future managers with theappropriate skills,tools, knowledge, insightand and highlyeffective executive managers. Byequipping front-line themselves intherole. Intimethey maybecome thenext inspirational members, through to becoming seniormanagers once they have proved Front-line managers are onajourney, typically from havingbeenteam improvement inperformance shouldnotbeignored. managers andtheopportunityitprovides to realise astepped, recurring Both intheshortandlongterm, thechallengefaced by front-line and support. management development andasustained periodofindividualcoaching a blendedlearningprogramme combining competency assessment, 30% across anorganisation. This improvement can berealised through BearingPoint hasseenperformance improvements ofbetween 10%and teams can bereleased andusedeffectively. The results can bedramatic– over 60%,thelostorhiddencapacity thatcurrently exists within their management performed by front-line managers from lessthan30%to impacts theeffectiveness oftheir teams. Byincreasing thelevels ofactive KEY TAKE-AWAYS • • • • • Our experience shows thatafocus ona subsetofkey rarely bestequippedto begoodmanagers the role because oftheircurrent expertise and are of theworkforce While front-line managers directly upto 80% supervise sufficiently established aspartof‘business asusual’ competencies andchanges inbehaviourbecome reinforcement postdevelopment isrequired to ensure A minimumperiodof12weeks ofpositive benefits and run straight to thebottom line Performance improvements yieldtangible business impacts productivity andqualityofservice. The effectiveness offront-line managers directly community now andinthefuture 20%, whilstgrowing thecalibre ofthemanagement productivity improvements ofbetween 10% and An untapped opportunityexists to achieve recurring performance improvement coaching andsupport,is critical to sustained management competencies, coupled with individual 15 , they are are usuallypromoted into 60 STRATEGIES

, Torrington, , Torrington, Report Issue 005 Issue Report , London, UK, web, , London, UK, web, , Boulder, CO, USA, USA, CO, , Boulder, Harvard Business Harvard Paris la Défense la Défense Paris Harvard Business Harvard . , Boston, MA, USA, PDF, T J PDF, MA, USA, , Boston, Fred web, MA, USA, , Boston, du Chatelet, 29/04/11, http://bit. du Chatelet, ly/1uZ5Nos The days of sheep-dip | office ‘Press and managementleadership claims CIPD’, over, are training of Personnel Institute Chartered and Development 10/09/12, team, CIPD press http://bit.ly/1xAZoTP looking at the process of learning’, looking at the process Work Integrated Robinson, W Lewis PDF, extract, Source: 12/10, http://bit.ly/1xCx2Zp. the mark of competency: ‘Conscious Instructor’,Personnel a competent volume USA, MD, Baltimore, Journal, Robinson, 53, pp 538–9, W Lewis 07/74 of training’, on transfer ‘Research Public Schools Torrington Beverly PDF, summary, USA, CT, 1987, Joyce, and Bruce Showers http://bit.ly/1vxItyh and changing front- ‘Reaching line employees’, Review Larkin and Sandar Larkin, 05-06/96, http://bit.ly/1E1enIm frontline ‘Magazine | The advantage’, Review Hassan, 05/11, http://bit.ly/1ogb8CF | Livre | Publications ‘Convictions HR du manager”’, blanc “Le role BearingPoint, Olivier Parent web, France, Cedex, BearingPoint Institute • • 13. 14. 15. ,

, Britain’s Productivity Challenge Productivity Britain’s

Prentice Hall, Prentice The Wall Street Journal Street Wall The Corporate Executive Executive Corporate Integrated Work, Boulder, CO, USA, USA, CO, Boulder, Work, Integrated Robinson, PDC, W Lewis extract, 12/2010, http://bit.ly/1xCx2Zp. model: competence conscious ‘The Board, Arlington, VA, USA, executive executive USA, VA, Arlington, Board, Council, Sales Executive briefing, PDF, 2007 http://bit.ly/1rrsvpp Experiential learning:experience of learning and as the source development, David PDF, NJ, USA, Cliffs, Englewood 01/10/83. A Kolb, http://bit.ly/1ocJh6l manager communication ‘Front-line DC, study’, Washington, Melcrum, 2014, Ashraf, Nishwa web, USA, http://bit.ly/1vAGEkY model: competence conscious The of learning’, looking at the process Washington, DC, USA, executive executive DC, USA, Washington, Leadership Corporate PDF, summary, 2004, http://bit.ly/1CGm3y8 Council, | Lessons learned: ‘Human resources isn’t training effective to the key what happens onnecessarily do you what It’s the classroom. afterward’, Harry J web,, USA, NY, City, York New Martin. 15/12/08, http://on.wsj.com/1Dsg4OC building sales coaching: World-class coaching manager a first-line program, Whittaker and Mick Marchington, and Mick Marchington, Whittaker 06/03 http://bit.ly/1uY20HM and retention ‘Driving performance engagement’, though employee Board Executive Corporate 10. 11. 12. 8. 9. 7. , consulting experience. He is the former CEO and co-founder of Trinity Horne, of Trinity and co-founder CEO He is the former experience. consulting Specialising in operational 2013. late in BearingPoint by acquired which was Resources IT, Telecoms, across base extends client Brendan’s transformation In 2012, he sectors. Services, BPO and Government Financial & Utilities, a book entitled co-authored [email protected] Brendan Cahill is a Partner at BearingPoint in the UK. With qualifications in qualifications in the UK. With at BearingPoint is a Partner Cahill Brendan of 20 years he has over Management, Engineering and Engineering Industrial

Emerald Emerald

, Arlington, , Cardiff, UK, , Cardiff, , Bar Mills, ME,

, Bersin & Associates, & Associates, , Bersin Gallup Business Journal Gallup , Corporate Executive Board, Board, Executive , Corporate Bingley, UK, web, Susan UK, web, Bingley, Walesbusiness.org Journals and books | Employee books | Employee and Journals 12/09 http://bit.ly/1rrrSfh ‘ 25 Issue 3, Volume Relations: HR pp 245–261 | Devolving the line: Threat, to responsibility opportunity or partnership?’, Insight, Corporate Executive Board Executive Corporate Joni web, release, press USA, VA, 27/09/07, Renick, http://bit.ly/1wZfVhc learning and talent Enterprise for management 2010: predictions year the coming Bersin, Josh PDF, Oakland, CA, USA, manager Leadership USA, VA, Arlington, 2004 Roundtable, Development ‘Learning and Development web identifies Roundtable front-line improving for strategies management and performance’, USA, web, David Lee, 05/03, web, USA, http://bit.ly/1DsbIan do managers | Why boardroom ‘The be done about (and what can fail? it)’, blog, Russell Lawson, 08/12/13, http://bit.ly/1moYbuL people informal rise of the The are so rare’, so rare’, are Randall web, DC, USA, Washington 25/03/2014, Harter, Beck and Jim http://bit.ly/1BPfHvV managers: | Your Articles and reports Heel?’, or Achilles weapon secret HumanNature@Work Workplace - Why great managers great - Why Workplace 6. 5. 3. 4. 2. 1. The author would like to thank the project team and all of those who contributed their experience and insight to and their experience and all of those who contributed team thank the project to like author would The of the BearingPoint Schwarz and Tanja Leforestier Ludovic in particular this article, including Olivier Chappert and patience. their time and for Institute Project team Project Louisa Latham. Joe Gilmartin and Farnfield, Tony Acknowledgements About the author About Notes Brendan Cahill Cahill Brendan London BearingPoint, Partner, KEY TAKE-AWAYS CONNECT DOWNLOAD

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BEI005-CML LEADERSHIP TEAM About BearingPoint Per Jacobsson, BearingPoint BearingPoint consultants understand that the world of business changes Ludovic Leforestier, BearingPoint constantly and that the resulting complexities demand intelligent Mike Kronfellner, BearingPoint and adaptive solutions. Our clients, whether in commercial or financial industries or in government, experience real results when they work with us. We combine industry, operational and technology skills with relevant ADVISORY BOARD proprietary and other assets in order to tailor solutions for each client’s Dr Jonathan Freeman individual challenges. This adaptive approach is at the heart of our culture Managing Director, i2 media research and has led to long-standing relationships with many of the world’s ltd & Senior Lecturer, Goldsmiths, leading companies and organizations. Our global consulting network of University of London 9200 people serves clients in more than 70 countries and engages with Steven E Permut, PhD them for measurable results and long-lasting success. Assistant Dean and Director, www.bearingpoint.com Executive Education, Senior Lecturer in Management, Yale School of Management Prof. Dr Fons Trompenaars About BearingPoint Institute Founder and owner, THT Consulting At the BearingPoint Institute, our ambition goes beyond traditional ‘thought leadership’. We aim to contribute original ideas to the science Dr Victor Vroom Professor of Management and of business management whilst equipping decision makers with practical Professor of Psychology, Yale School advice gained in the field and through our research projects. Management www.bearingpointinstitute.com

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