以知识工作者为管理对象的新任主管或经理，上任本岗位时间二年以下 在新任阶段没有打好基础的现任主管经理 由内部提拔、外部招聘、内部平行调动或新设部门而产生的领导

课程背景

在当今快速变化的时代，企业从战略决策到执行再到调整，以应对市场变化的节奏也在不断加快，一个管理者在同一管理岗位上的时间不断变短，这无疑会要求现在的新任管理者（无论是内部提拔、轮岗还是外部招聘）比过去更快的胜任新的管理岗位；然而，他们所面对的管理情境却比过去有更多的变化，不确定性，此时无论过去的管理经验还是上司的经验都已经无法直接复制；因此，如今的新任管理者正在面对一个更加艰难的挑战：如何始终能够依靠自己独立自主的分析和实践，快速胜任一个又一个新管理岗位？对于绝大部分新任经理而言，都有可能会遇到以下问题而减缓胜任速度：

1不能意识到新角色带来的新挑战，盲目延续过往习惯

2工作亲力亲为，没有学会通过别人完成管理目标

3缺乏对环境和重要关系人的分析能力，抓不住核心矛盾，盲目开展工作

4不擅长处理与老员工或重要同事关系，甚至直接导致骨干员工离开

这样的新经理很难存活下来，即便战战兢兢挺过来后，新的问题又来了：

1部门目标不能有效分解到团队，更谈不上有效执行

2业务问题重复发生，内外部客户抱怨频繁

3员工失去对工作的积极性和自主意识

之所以会有这些问题，很多时候是新任经理人缺乏对于新上任应该在什么阶段做什么事，达成什么目的的系统思考，缺少达成目的的方法，从而导致违背一般规律的行为。

睿邻认为，新任经理在他们的成长过程中要经历三个阶段：

1接班：该阶段的核心目标是不出现重大业务问题，核心人员不流失，自己被接纳，从而能够活下来，本阶段的重点工作是抓人心以立信。

2稳定：该阶段的核心目标是达成部门业务指标，业务运作顺畅，团队成员获得成长并保持积极主动的工作态度，自己能活得好，本阶段的重点工作是抓业务促执行。

3发展：该阶段团队凝聚力极强，能够大幅提升团队绩效，在很多业务领域有突破性的创新，活得精彩，本阶段的重点工作是抓团队求突破。到这里新任阶段基本结束，新任经理开始向成熟的管理者过渡。

课程收益

企业收益

通过提供学员学习与实践本课程的知识技能，企业能够：

更快的帮助新任经理胜任岗位，带来绩效与团队执行力的持续提升

能够培养一批拥有敏锐的环境洞察力，开放好学，能独立采取系统性应对策略，适应各种变化的管理者

能够通过培养更多的高成熟度管理者应对企业快速变化对管理人才的需求

学员收益

清晰准确的认知自己作为新任经理的成熟度以及面临的关键挑战

自我诊断在目标、流程及关系三个管理要素上的不足，并发展出应采取的行动策略

应用行动转化工具辅助自己分析生成行动策略和计划

得到一套可以陪伴学员整个职业生涯的策略分析表，可长期使用



课程开发原则

高度实战化：课堂上产出“新任经理加速行动计划”，课后立即应用

尊重个性化：分析过程完全结合每个学员的实际工作情况

长期有效性：提供的《新任经理成长策略分析表》可供学员整个职业生涯反复使用

课程亮点

强调策略先于技能，深入分析管理现状和相应对策，弱化技巧和工具

深入解读管理本质，培养管理者的“借力”思维

课上配套版权微电影，还原新任经理的历程，让理论形象生动

配套版权书籍《蝶变》，引人入胜的小说故事是巩固学习的最佳读物

课程内容

第一天

导入

1破冰、学习规则建立

2研讨新任经理四种上任背景带来的不同挑战 教学目标：

建立良好的学习氛围

使学员清晰自己作为新任经理面临的挑战

使学员认识到在行动前必须先要分析自己的处境，制定策略

教学方法：讲解、引导、研讨、同侪教练、录像

管理三要素

1认识管理三要素

目标、流程、关系

管理的本质是借力

2三要素协调统一发展

三要素的三种台阶水平

三要素协调统一发展

教学目标：

学员能复述三要素的含义及相互的关系，能评估自己围绕这三要素开展管理工作的现状

举例说明三要素的三种水平

诊断自己的三要素必须协调统一发展性

教学方法：讲解、小组研讨、引导、游戏体验

新任经理成长路径

1新任经理成长规律

新任经理成长的三阶段

各阶段核心任务与核心要素

新任经理成长阶段模型

2新任经理成长阶段自我诊断：

诊断原则

诊断练习

学员自我诊断 教学目标：

描述新任经理的成长历经的三个阶段

学员能够描述清晰的成长路径

诊断自己的成长阶段，在课堂上就明确自己的阶段

教学方法：讲解、录像、小组研讨、引导、练习、同侪教练

第二天

阶段目标

1知识回顾

2阶段目标

阶段目标实现的标志性言行

阶段目标制定四原则

学员阶段目标制定 

学员能够通过应用昨天所学分析实际案例

使学员能提炼各阶段目标结束时可能出现的标准

应用阶段目标制定的四原则，结合实现标准，制定自己的阶段目标

教学方法：讲解、小组讨论、互动活动、同侪教练

情境分析与策略分析

1关键影响人分析

知识要点

小罗范例分析

学员自我分析

2主策略矩阵

策略分类

借力必须满足他人需求

3显性工作需求与隐性个人需求

4支持程度与影响条件分析

知识要点

小罗范例分析

学员自我分析

5通过主策略矩阵分析策略

6通过研讨建立策略池

7行动计划制定 教学目标：

参考课程提供的范例，实际应用

能够举例说明特定人物或某类人群的需求

发展出适用于学员个人特殊情境的初步策略和部分行动计划

教学方法：讲解、录像、情景剧、小组讨论、同侪教练

总结 课程内容回顾与反思

介绍工具使用方法及后续作业

Managing skills of new managers©

-Three steps of competent management role

In the rapidly changing era, to better cope with market changes, the pace of enterprises from strategic decision-making to implementation and then to adjustment has also been accelerated. The time of a manager in the same management position is becoming shorter, which undoubtedly requires the new managers (whether internal promotion, job rotation or external recruitment) to be competent for new management positions faster than in the past. However, the management situation they face is more changeable and uncertain than in the past. At this time, neither the previous management experience nor the leadership experience cannot be directly copied. Therefore, the current new managers are facing a more difficult challenge: how to always rely on their own independent analysis and practice to get quickly competent for the new management position? However, most new managers may encounter the following problems and slow down the development pace:

1Not aware of the new challenges brought by the new role and blindly continue the past habits

2Work by yourself and not learn to achieve management objectives through relying on others

3Lack of the abilities to analyze the environment and the people who have important relationship with them. And carry out the work blindly because of not grasping the core contradiction

4Not good at dealing with the relationships with old employees or important colleagues, even lead to the departure of key employees

It's very difficult for those new managers to survive. However, they will face new problems after new difficulties

1Department objectives fail to be effectively decomposed into teams, let alone the implementation effectively

2Repeated business problems and frequent complaints from internal and external customers

3The staff lose the enthusiasm and self-consciousness to work

The reason for these problems is that new managers usually lack the systematic thinking about what to do and how to achieve the goals at what stage, which leads to the behaviors against the general law.

RL believes that new managers should go through three stages in their growth process:

1Succession: the core goal of this stage is to avoid major business problems, retain core personnel and make ourselves accepted, so that they can survive. The key work to grasp people and build up trust.

2Stability: the core goal of this stage is to achieve the departmental business indicators, make the smooth business operations, allow the team members to grow and maintain a positive attitude. The key work of this stage is to promote the implementation of businesses.

3Development: the strong team cohesion in this stage can greatly improve the team performance. There are breakthrough innovations in many business fields. The key of this stage is to grasp the team for breakthrough. Here, the new stage is basically over, and the new manager begins to transition to a matured one.

Course Benefit

Corporate Benefits

By providing students to learn the knowledge and skills, enterprises can:

Help new managers to be competent for their positions quickly, and further bring about continuous improvement of performance and team execution

Be able to cultivate a group of managers with keen environmental insight, always open and studious, able to independently adopt systematic coping strategies and adapt to various changes

Deal with the rapid demands changes of enterprises for management talents through training more highly matured managers

Students’ Benefits

A clear and accurate understanding of your maturity and key challenges as a new manager

Deficiencies of self-diagnose in the three management elements of objective, process and relationship, and further take the action strategies

Application of action transformation tools to help analyze and generate action strategies and plans

A set of strategy analysis table that can accompany the whole career of students, and also used for a long time

Participants

The new supervisors or managers who takes knowledge workers as the management objects and has worked for less than two years

The current managers in charge who did not lay a good foundation in the new stage

The leadership generated by internal promotion, external recruitment, internal parallel transfer or new departments

Principles of Course Development

Highly practical feature: the "acceleration action plan of new managers “produced in class can be applied immediately after class

Respect for individuality: the analysis process is fully integrated with the actual situation of each student

Long-term effectiveness: The growth strategy analysis table of new managers can be used repeatedly in the whole career of students

Course Feature

Emphasize that strategy is prior to skill, deeply analyze current management and corresponding countermeasures, in order to further weaken skills and tools

Deeply understand the essence of management and cultivate the "strength borrowing" thinking of managers

The supported micro film in the course helps restore the course of the new managers and make the theories more vivid

The supported book The Butterfly Murders is the best reading material for the learning

Days

2 days

Course Content

The first day

Chapter Course contents Teaching objectives and methods

Introduction 3Ice breaking and establishment of learning rules

4Discuss the different challenges brought about by the four backgrounds of new managers Teaching objectives:

Establish a good learning atmosphere

To make students clear about the challenges they face as new managers

Make the students realize that they must analyze their own situation and formulate strategies before taking actions

Teaching method: explanation, guidance, discussion, peer coaching, video recording

Three elements of management 2Three elements of management

Objective, process and relationship

The essence of management is to rely on the powers

3Coordinated and unified development of the three elements

Three levels of three elements

Coordinated and unified development of the three elements Teaching objectives:

Students can retell the meaning of the three elements and their relationship, and further evaluate the current situation of their management

Illustrate the three levels of the three elements

The three elements of self-diagnosis must be coordinated, unified and developmental

Teaching methods: explanation, group discussion, guidance, game experience

Growth path of new managers 2New manager's growth law

Three stages of new manager growth

Core tasks and key elements of each stage

Growth stage model of new managers

3Self-diagnosis of new managers in growth stage:

Diagnosis principle

Diagnosis exercise

Students’ self-diagnosis Teaching objectives:

Describe the three stages of the new manager's growth

Describe the growth path of students clearly

Diagnose and define your own growth stage in class

Teaching method: explanation, video, group discussion, guidance, practice, peer coaching

The second day

Staged objective 3Review knowledge

4Staged objective

Symbolic deeds for the staged goals

Four principles of staged objective formulation

Student stage goal setting

 Errors reporting Notes Students can analyze the actual cases with the knowledge they learned yesterday

Make students refine the standards that may appear at the end of each stage

Application of the four principles of stage objectives, as well as the implementation standards to develop their own stage objectives

Teaching methods: explanation, group discussion, interactive activities and peer coaching

Situation analysis and strategy analysis 2Analysis of key influenced people

Key points of knowledge

Analysis of Xiao Luo's example

Self-analysis of students

3Main strategy matrix

Strategy classification

To fully meet people’s needs

5Explicit job needs and implicit personal needs

6Analysis of support degree and influencing condition

Key points of knowledge

Analysis of Xiao Luo's example

Self-analysis of students

8Analyze the strategy through the main strategy matrix

9Establish the strategy pool through discussion

10Development of the action plan Teaching objectives:

Refer to the examples provided in the reference courses

Be able to illustrate the needs of specific people or groups of people

Develop initial strategies and partial action plans for individual situations

Teaching methods: explanation, videos, sitcoms, group discussions, peer coaching

Conclusion Review and reflection of course contents

Introduce the tools usage methods and follow-up work