The Leader-Manager

Developing and strengthening the leadership skills and qualities of the leader-manager. The beating heart of organisational excellence.

Training objectives

(i) Clarify the role, function and skills of the leader-manager in the light of Service Management and Empowering Management theories; (ii) acquire strategic-analysis methods integrating the ecological dimension and the social responsibility of organisations; (iii) establish a high-performing team dynamic by building a structuring, empowering and enabling framework; (iv) involve employees in co-constructing the vision of the future and its translation into operational teams, consistent with the organisation’s purpose; (v) lead the collective by optimising team rituals with agile and collaborative methods; (vi) steer performance with visual-management tools; (vii) contribute to the ongoing professional development of employees; (viii) develop inspiring leadership based on an in-depth analysis of one’s personality in a position of authority; (ix) more easily manage difficult managerial situations through a shared analysis of practices (notably co-development); (x) optimise the management of one’s time and, where possible, that of one’s teams.

“Success rests on collective genius.” — Linda Hill

Programme overview

The proposed programme corresponds to the “Managing People and Teams” certificate, a capitalisable block of skills within the Grande École Programme diploma, conferring a Master’s grade, accredited at Bac+5, RNCP Level 7 of ESC Clermont Business School.

All the points presented below may be covered during the training, on the understanding that the programme adapts as closely as possible to the needs of executives and that focus may be placed on certain parts according to the leader-managers’ needs. The programme also takes into account the field of activity, cultural context and challenges of each executive. Needs-assessment questionnaires are sent before the training so that executives can bring concrete cases they wish to work on. The trainers have long experience in management training and are able to adapt to executives’ needs in international contexts.

The programme is organised around 4 in-person modules, preceded by a preparatory sequence delivered remotely and followed by a concluding certification sequence, also remote. The training can give rise to individual or collective support, activated according to the needs that emerge during the training.

Programme

Preparatory sequence (remote — 0.5 day)

• present the programme and clarify expectations;
• present the participant’s guide and the preparatory work to be carried out;
• take the CPTR Management test.

Module 1 — The strategic dimension of running a laboratory (2.5 days)

• Present the pathway and get acquainted: presentation and constitution of the group, delivery arrangements, mutual introductions, gathering of expectations (Coat-of-Arms game: the team co-constructs its motto, strengths, opportunities, shared expectations and operating rules).
• Clarify in depth the mission, roles and function of the leader-manager: definition effort; exploration of missions, roles and activities; definition of key skills; activity-based management self-diagnosis; the two founding principles of management (Law and Faith). Activity: heuristic approach to the concepts of management, leadership, authority, power and human-resources management; shared drafting of a key-skills framework; self-positioning and the contributions of 360° feedback.
• Strategic-analysis methodology: the 4 Times of Management; strategic diagnosis of one’s service scope, crossing the analysis of the environment and internal functioning; anticipating the impacts of a future strategy on the organisation and human resources. Activity: methodological guide based on the 3 Ps (Performance, People, Planet); contributions of ecological redirection and the regenerative economy; organisational-design models; forward-looking management of jobs and skills.
• Political analysis of a network of actors: presentation of the theories of Crozier, Fauvet and Herbemont; mapping of stakeholder dynamics around a real case study; discovery of heuristic modelling techniques and tools.

Module 2 — Team-performance dynamics and day-to-day leadership of the collective (2.5 days)

• Tools for analysing team dynamics: methodology for diagnosing team functioning; participatory diagnosis of organisational functioning (Service Management and management through work); diagnosis of team functioning according to Lencioni and Tuckman; diagnosis of the minimum shared cultural envelope (EMCP); key points of a successful group dynamic (Inclusion, Influence, Openness); systemic theory of dysfunctions.
• Giving meaning / co-constructing a clear and mobilising vision: collaborative translation of the strategic vision into operational objectives and sequenced action plans with the teams; representation and motivation. Activity: agile tools (Vision of the Future, The Boat) and educational games.
• Steering activity and shared definition of responsibilities: setting up visual indicators to steer and monitor objectives, projects and key actions. Activity: participatory translation of the action plan using agile methods and the Mindomo application; definition of responsibilities using the Team Time Management (TTM) chart; visual steering boards.
• Diagnosing one’s way of leading the collective: self-diagnosis of the collective-leadership and meeting systems; the function of rituals in a performance dynamic; collective-intelligence methods serving the leadership of the collective; empowering one’s team by delegating roles.
• Developing teams’ collective skills: building the team’s key-skills framework; various skills-assessment methods; establishing a dynamic of knowledge sharing among team members (definition of competence according to Le Boterf; typology of training modes: mentoring, workshops, etc.).
• Regulating collective emotions and fostering continuous improvement: emotions as the energy of change; spotting the accumulation of emotions in a group; setting up regulation times.

Module 3 — Leadership and professional development of people (2 days)

• Linking leadership and the posture of authority: revisiting the definitions from Module 1 and going deeper; a quick tour of managerial innovations.
• The key points of leadership: employees’ expectations regarding authority; the tools of Gestalt therapy serving the effort of relevance; support (holding) and the way of supporting (handing); self-esteem and initiative-taking.
• Supporting people’s development: what empowerment is; the 4 ways of exercising authority according to situational management; supporting skills development in coaching mode; assessing without discouraging. Activity: the Hersey-Blanchard model; the Zone of Autonomy and Responsibility (ZAR).
• Managing difficult situations: conducting a corrective interview; basic conflict-management techniques; announcing difficult decisions; managing transgressive behaviour and management by values. Activity: nonviolent communication (NVC); mediation techniques; co-development.
• Supporting change: understanding the different stages of change and the grief curve; announcing a change; supporting the team and each member in the face of change.

Module 4 — Time and priority management (1 day)

• Diagnosing one’s time management: presentation on managers’ time; self-diagnosis (the 9-territories test; activity logging; consistency between activity and function).
• Identifying one’s time-stealers and thinking in terms of priorities: the time-stealers ranking; the Eisenhower matrix; the link between time-stealers, the internal communication system and overall organisation.
• Optimising the use of time-management tools: using Outlook; information-processing system; using email; familiarity with collaborative tools.
• Setting professional and personal objectives: integrating the future into one’s agenda (using Mindomo in project mode; the Shadows and Lights workshop).
• Revisiting the clarity of one’s mission: analysis of areas of activity; what can and cannot be delegated.
• Optimising collective effectiveness: time and culture; empowering the team (drafting the collective-effectiveness charter).

Teaching method

Our pedagogical approach is mainly experience-based. We begin each topic with an exercise to raise awareness and prompt leader-managers to question their practices. We encourage exchanges between executives so that they can share their best practices, and we present the latest advances in management and leadership.

We encourage executives to reflect on how to apply the learning to their specific realities, supporting them and taking their context into account. Several educational resources are made available: materials and methods, additional resources for deeper learning, and at least one year’s access to all the resources of ESC Clermont Business School (national and international press, research articles, digital library). Sharing spaces are created to facilitate exchanges between participants.

Assessment method

Three months after the training, a sharing sequence is offered on the actions implemented by each director, to encourage the transfer of learning into professional reality. This sharing session is, save exceptions, collective, as it constitutes an additional time for sharing experiences and knowledge; it can be conducted remotely.

The presentation of the actions implemented can constitute proof of the implementation of the training’s learnings and thus have a certifying dimension, so that each director can obtain the “Managing People and Teams” certificate.

Training highlights

• an active pedagogy enabling participants to take on the leader’s posture during the training;
• a training experience that lets them experience the power of the collective and peer sharing;
• the latest contributions in terms of empowerment and new managerial practices;
• methodological input and tool sheets that can be quickly put into concrete practice in the field;
• the building of a personal managerial-development booklet throughout the pathway, based on self-knowledge tools and reflective times.

Contact and registration

Pharmaceutical Expertise and Training Division — CHMP

For any information or registration for this training course:

• Phone: +33 (0)4 73 98 24 81
• Email: contact@chmp.org
• Address: 13 rue des 4 Passeports, 63100 Clermont-Ferrand, France

You can also write to us via the Contact page.