Middle Management Development
14-16 April 2009
www.stir.ac.uk
welcome
Claudia McComish
Simon Smith
University of Stirling
Organisation Development Team
Sandy Wilkie
University of St Andrews
Staff Development Manager
finding your own direction
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MMD ‘traffic lights’ action
plan framework
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STOP doing this...
START doing this...
Think about…?
an opportunity for honest
self-reflection
capture any thoughts as
they occur
ideas for realistic actions
to take away
introductions
introductions
 who you are
 what you can bring to the
group
introductions
introductions
 who you are
 what you can bring to the
group
‘spot the team’
 using the biographies
provided, identify which team
you have information about
course expectations
 think about what you
want to achieve over the
next 2.5 days...
 if the MMD course was a
journey, what would be
the signposts you’d like to
see along the way ?
 what would the landscape
look like ?
 create a team map to
illustrate the places you’d
like to visit
learning outcomes
 provide some reflection on
changing HEI environment
 develop your team-working
skills
 enhance your ability to
operate as managers
(planning, motivating etc)
 broaden your experiences
through networking with
others
 progress your own personal &
professional development
plans
role of middle manager
 management vs leadership
 connection & communication
 recent leadership thinking
 6 managerial styles (Hay MSQ)
 managing downwards &
influencing upwards
 sharing your experiences
managers vs leaders ?
 ‘Management’ is concerned
with the execution of
transactional (day-to-day)
operations
 ‘Leadership’ refers to the
transformational aspects of
organisational development
(Middlehurst, 1993)
the best managers have…
 a clear sense of Purpose
 their own Strategic Goals
 an ability to Secure & Manage Resources
 the ability to Manage Priorities
 well-developed Influencing Skills
 an ability to Motivate Others
 a desire for Continuous Improvement
 Ownership for Performance (of self and
others)
 willingness to take Responsibility
Source: Honey (1996)
study of managers at IBM, Ciba Geigy, Xerox & Coca Cola
the purpose of leadership
“Leaders must challenge people to
depart from the patterns of the
past and to destroy the present
profit-makers by creating new
ones. Meaningful leadership is
about stirring the pot rather than
putting on the lid”
Ridderstrale & Nordstrom (2000), Funky
Business
5 key leadership behaviours
Challenge the process
Enable others to act
Model the way
Encourage the heart
Inspire a shared vision
Kouzes & Posner (1996), The Leadership
Challenge
‘challenge the process’
• commitment to continuous
improvement
• question the way things are
done
• have passionate aims for
change
‘enable others to act’
• ensure people have the skills to
act in pursuit of the vision
• create a kind of intense loyalty
• teach others how to make the
decisions
‘model the way’
• have a set of values that you really
believe in
• demonstrate these through
consistent behaviour
• build trust and credibility
‘encourage the heart’
• give the praise and appreciation to
staff
• encourage them to keep going
• if possible, use a personal touch
‘inspire a shared vision’
• have a very clear view of
where you want to go
• communicate this to others
around you
• get them to engage and follow
5 components of
leadership
 Preparation
 Clear Philosophy
 Courage
 Teamwork
 Communication
“If you do the other four things,
communication is easy. Be open. Be honest”
Rudolph Guiliani, July 2002
connector & communicator
helping employees understand their role &
how it links to the wider organisation
turning strategic information into meaning
for employees:
• Focus - set a few clear priorities
• Articulate - translate vision
• Model - correct values/behaviours
• Engage - add context & create dialogue
Source: Quirke, B & Walters, D (2003) ‘What every manager should
know about Communication’, Melcrum Publishing
7 lessons in leadership
“Leadership is about the
stories that other people
tell about you"
Greg Dyke
CIPD Scottish Conference
10th March 2006
 be yourself (authenticity)
 communication really
matters (find a language
they understand)
 be honest with your
staff (admit mistakes)
 practice what you
preach (set an example)
 persuade the people
working for you they
can achieve great
things
 understand the
finances
 show that you
genuinely care about
the people
recent leadership thinking
• trait theory is unreliable – no-one can
match the list of ideal competences
• organisations are too complicated to be
transformed by a ‘single giant’ (Kotter)
• every act of leadership is unique, can
happen at all levels of the organisation
• leadership is underpinned by emotional
intelligence and is recognised as action
• acts of leadership create meaning, value &
structure for people
Source: John Kotter, ‘Leading Change’, 1996
Richard Little, Impact DTG, 2004-5
managerial styles
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a manager can have a significant impact on employee
motivation & performance
you as a manager create the team climate in which
individuals operate
your style of interaction will determine how your staff
respond to you
...but how aware are you of your preferred
‘management style’ ?
please complete this short Hay MSQ questionnaire
(36 items)
...then total your responses for columns A-F
managerial styles
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* All originating from
different components of
Emotional Intelligence
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Hay MSQ measures your
perception of how you
manage in terms of 6
styles*
Coercive
Authoritative
Affiliative
Democratic
Pacesetting
Coaching
scoring the MSQ
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transfer your raw scores onto
the Managerial Style Profile
results compare you to a
typical group of managers*
Dominant Style(s)
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* Based on a sample of
16,916 managers from 16
industries
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those you use most of the
time
Backup Style(s)
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those you can use
occasionally if required
Coercive
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“Do it the way I
tell you”
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aims to achieve immediate
compliance
one-way directive
conversation
seeks tight control over
situations
dealing with crisis situations
or problem employees
with talented or selfmotivated staff
Authoritative
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“Firm but fair”
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aims to provide long-term
direction/vision
allows employee input but
retains control over decision
seeks to influence to gain
buy-in
with new staff or when a
new direction has to be
communicated
with sophisticated &
experienced staff
Affiliative
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“People first,
task second”
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aims to promote harmony &
co-operation
seeks to smooth tensions
and resolve work/family
conflicts
seeks to be liked as a
manager
when tasks are routine or
employees need support
when negative feedback is
required
Democratic
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“I’d like you to
participate”
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aims to build group
consensus for decisionmaking
heavy emphasis on team
participation
employees are trusted to
have skills & drive
working with good staff with
ample time for decisionmaking
when a particular answer is
needed
Pacesetting
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“Do it myself”
aims to accomplish quality
work yourself
models high standards &
expects them in others
delegates only to good
performers
dealing with staff who can
perform independently
with staff who need
feedback & support
Coaching
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“I’d like to help
you develop”
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aims towards professional
growth of employees
helps people identify
strengths/weakness
encourages honest selfassessment
with employees interested in
being innovative or
developing career
when explicit direction is
required
impact of the managerial
styles
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Leaders who have mastered 4 or more styles
create the best business performance
The most effective leaders can switch flexibly
between leadership styles in response to the
situation
Authoritative, Affiliative, Democratic &
Coaching styles have a positive impact on
organisational climate
Coercive & Pacesetting can have a negative
impact on the working environment
Source: Goleman, D (2000) ‘Leadership that gets results’,
Harvard Business Review
group discussion (1)
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do you agree with your
own individual profiles ?
any surprises within the
group ?
how flexible are you at
varying your style in
situations ?
what are the styles that
typify your
organisational culture ?
caught in the middle
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managing downwards
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the performance & motivation of your
team members
satisfying their aspirations to progress
& learn
giving them info they need &
protecting them from politics
influencing upwards
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communicating progress to the levels
above
seeking information on strategies &
key directions
persuading your own manager on
issues that affect you
managing downwards
• connection through focus
– objective setting, articulating strategy/vision, ensuring
individual effort is aligned to team & operational goals
• engagement through dialogue
– regular 1:1 progress meetings, conversations about
development, involving your team in decision-making
• leadership though action
– being proactive, role modelling behaviours, helping drive
good practice downwards/side-ways/upwards
• motivation through reward
– recognising individual motivators, giving feedback on
performance, enabling career progression, (pay)
influencing upwards:
strategies
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Robbins (1989),
Organisational Behaviour
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reason - logical presentation of
ideas
coalition - getting the support of
others for ideas
friendliness - creation of
goodwill
bargaining - negotiation
assertiveness - a direct
approach, confidently seeking
compliance
higher authority - getting the
support of more senior managers
influencing upwards
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Source: goodpractice.net
understanding the
relationship
 recognise interdependence
 reflect on respective styles &
how they can ‘fit’
 observe your boss in context
to discover goals & values
 understand the root of any
frustrations you may have
(e.g over dependence on
them)
 resolve any conflict
influencing upwards
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Source: goodpractice.net
managing the relationship
 make considerate use of their
time
 ensure you are dependable &
honest
 moderate the flow of
information to them
 regularly assess mutual
expectations
 begin to draw upon respective
strengths
 gather info on working style &
decision-making styles
group discussion (2)
 share your experiences of being a
middle manager...
 discuss your examples of
influencing upwards
 share experiences of managing
downwards
 identify key attributes required to
operate in the ‘middle’
[handout: influencing upwards]
Performance Management &
Developing Staff
Performance Management and
Developing Staff
Planning
A four stage
model:
Developing
Coaching
•Planning
•Coaching
•Evaluating
•Developing
Evaluating
planning - levels
strategic/operational plans
team objectives
responsibilities (job roles)
key result areas (KPIs)
performance standards
planning – setting objectives
• Do you agree performance objectives with
members of your team and your team as a
whole?
– If so, what process do you follow to do this?
– Do you encounter problems agreeing
objectives?
– How do you overcome these?
• Please discuss in your groups
planning – good practice
• Schedule an objective-setting session with the
team
• Focus on key objectives for a range of timescales – month; term; semester; full-cycle
academic year
• Agree objectives that are SMART, significant and
challenging for individuals/the team
• Identify measures and targets to help you all
assess progress
• Check that individuals have a real understanding
of what’s expected of them
Planning – setting objectives
S
M
A
R
T
specific
measurable
achievable/agreed
realistic
timebound
Complete SMART exercise in pairs
Performance Management and
Developing Staff
Planning
Developing
Coaching
Evaluating
coaching - styles
The Tao of Coaching, Max Landsberg (1997)
high
delegate
direct
excite
guide
Skill/Will
low
•
•
•
•
Will
4 styles of coaching
Matrix
High will but
low skill
Skill & will
both high
Skill & will
both low
High skill
but low will
low
high
skill
high
low
Will
coaching – good practice
guide
delegate
direct
excite
low
high
skill
Performance Management and
Developing Staff
Planning
Developing
Coaching
Evaluating
evaluating – sharing
experience
• if you currently use an appraisal/review
scheme
– what has gone well ?
– what has gone less well ?
– what might you do differently?
• discuss in small groups then report back
PDP Handout
Evaluating – Go equipped!
• Set calendar date and time and don’t change it!
• Book a meeting room to avoid interruption
• Gather your info – job description, current
objectives, your documentation notes, any
feedback from colleagues or customers
• Allow enough time for self appraisal
• Make sure you know where the individual has
done well and what needs to be improved
Evaluating – good practice
• Put reviewee at ease
• Listen and take notes
• Reflect back to the employee your
understanding
• Don’t interrupt – silences are good
• Apply 90/10 rule
Evaluating – good practice
• Emphasise strengths as well as
development areas
• Be honest and be prepared to discuss
questionable matters
• Focus on the future
• Summarise the session and end on a
positive note
Evaluating – some pitfalls
Try to be aware of and avoid:
• Halo Effect – tendency to overrate a favoured employee,
or an employee who had a good rating
• Horns Effect – tendency to rate and employee lower
based on historic performance
• Recency Error – letting outstanding work immediately
prior to evaluation disproportionately affect rating
• Cookie Cutter Effect – not focusing on individual specific
performance and rating everyone, or groups the same
Human Resources, University of California, Berkeley
evaluating – benefits of
appraisals/review discussions
for individuals
for managers/
team leaders
1. clear expectations,
feedback &
reassurance
1. setting individual and
team objectives &
expectations
2. opportunity to be
heard/feedback to the
department
2. understanding
individual and team
strengths, needs &
aspirations
3. training opportunities
& career development 3. improved
relationships
4. enhanced satisfaction
& morale
for the University
1. better quality of
dialogue & effective
performance
management
2. alignment of effort to
fit
strategic/operational
plans
3. enhanced
performance through
focus on both
individual & team
effort
Performance Management and
Developing Staff
Planning
Developing
Coaching
Evaluating
developing
Team members will need different types of
development and training depending on their
level of competence:
– Competent
provide T&D for the next stage of competence
– Not yet competent
identify areas of weakness and provide T&D to
achieve
– Better than competent
increase opportunities for responsibility and
change
Thomson, R. 2002. Managing People. Butterworth Heinemann, p. 146.
developing - learning cycle
Kolb, D (1984) Experiential Learning as the Science of Learning &
Development
Learning Styles
•
•
•
•
'Having an Experience' (stage 1), and Activists (style 1): 'here
and now', gregarious, seek challenge and immediate experience,
open-minded, bored with implementation.
'Reviewing the Experience' (stage 2) and Reflectors (style 2):
'stand back', gather data, ponder and analyse, delay reaching
conclusions, listen before speaking, thoughtful.
'Concluding from the Experience' (stage 3) and Theorists
(style 3): think things through in logical steps, assimilate disparate
facts into coherent theories, rationally objective, reject subjectivity
and flippancy.
'Planning the next steps' (stage 4) and Pragmatists (style 4):
seek and try out new ideas, practical, down-to-earth, enjoy
problem solving and decision-making quickly, bored with long
discussions.
developing – other theories 1
Pask (1976) distinguished between:
• Holist learners, who prefer to form a
global view of what is learned and make
relations between its parts
• Serialist learners, who prefer to take a
step-by-step approach
developing – other theories 2
• visual learners prefer to learn through
seeing
• auditory learners prefer to learn through
hearing
• tactile/kinaesthetic learners prefer to learn
through ‘hands on’ physical activity
I hear and I forget. I see and I remember. I do and I understand.
Confucius (551 BC - 479 BC)
types of development
Source: McCaffery, P, D (2004) The Higher Education Manager’s Handbook,
RoutledgeFalmer
Individual
Development
Induction
Peer Review
Shadowing
Mentoring
Secondments
Job Rotation
Focus Groups
Partnering
Buddying
External Visits
Dept Audit
Professional
Development
Team Reviews
Dept Newsletter
Lunchtime Forums
Masterclasses
Skills Workshops
Departmental
Development
Collective
Development
Awaydays
Dept Meetings
Benchmarking
Planning Sessions
Strategy Events
Performance Management &
Developing Staff
Planning
Developing
Coaching
Evaluating
introduction to
teambuilding
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importance of teams to
organisations
attributes of highperforming teams
introduction to Belbin
team role theory
reflection on individual
profiles & feedback
what is a ‘team’ ?
some definitions…
“A small number of people
with complementary skills
who are equally committed
to a common purpose,
goals and working
approach for which they
hold themselves mutually
accountable”
Katzenbach & Smith (1992)
some definitions…
“A team is not a bunch of
people with job titles, but a
congregation of individuals,
each of whom has a role
which is understood by other
members. Members of a
team seek out certain roles
and they perform most
effectively in the ones that
are most natural to them”
Belbin (1993)
importance of teams
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a major building block for
most organisations
a way of combining
skills/expertise (synergy)
team identity connects
individual to organisation
different types of teams
 Structure & Location
 Size & Longevity
 Remit & Accountability
 Stage of Development
stages of team development
FORMING
STORMING
PERFORMING
NORMING
Self
Reliance
Dependence
Counter
Dependence
Tuckman (1965)
Independence
InterDependence
Time
an effective team culture
 a clear, elevating goal
 a results-driven structure
 competent team members
 unified commitment
 collaborative climate
 standards of excellence
 external support & recognition
 principled leadership
Larson & Lafasto (1989)
key elements (team process)
inclusion
 associations between and among people: the
desire to be given attention, to interact, to belong,
to be unique
control
 relations of power, influence and authority between
people
openness
 the degree to which I am willing to be open to
another person, to share my feelings, secrets and
innermost thoughts
Schutz (1994)
example of teamwork
Edinburgh Royal Infirmary A&E unit:
 effective teams form and disperse in a
short space of time
 specialists brought together around a
focus on the patient’s condition
 individual team members must perform
and communicate optimally
 culture encourages feedback & learning
for A&E team members
goodpractice.net
Belbin team role theory
 what is a team role ?
“A tendency to behave,
contribute and interrelate
with others in a particular
way”
team role behaviour influenced
by personality, experience,
environmental constraints,
values & motivation
Belbin defines 9 ways of
contributing to a team….
plant (PL)
 creative, solves
difficult problems
 can be seen as losing
touch with everyday
realities
 strong ‘ownership’ of
idea when cooperation with others
would yield better
results
resource investigator (RI)
 enterprising, quick
to explore
opportunities
 can be seen as weak
in follow through
 letting clients down by
neglecting to followup arrangements
co-ordinator (CO)
 facilitates, makes
good use of group
activities
 can be seen as
manipulative
 taking credit for the
effort of the team
shaper (SH)
 challenging,
dynamic, gives
group direction
 can be seen as
provocative or
aggressive
 inability to recover
situation with good
humour or apology
monitor evaluator (ME)
 discerning,
objective, judges
accurately
 can be seen as
sceptical or
uninspiring
 displaying cynicism
without logic
teamworker (TW)
 co-operative,
supportive, avoids
friction
 can be seen as
indecisive
 avoiding situations
that may entail some
pressure
implementer (IMP)
 organised, efficient,
practical
 can be seen as slow to
see new possibilities
 obstructing change
completer finisher (CF)
 painstaking,
conscientious,
delivers on time
 can be seen as
anxious, reluctant to
delegate
 obsessional behaviour
specialist (SP)
 single-minded,
professionally
dedicated
 can be seen as having
limited interests
 ignoring factors
outside area of
competence
Belbin team role theory
 an effective team should
have individuals with
complementary roles
 your Belbin SPI profiles:
 Preferred Roles - those
that come naturally
 Manageable Roles able to be assumed
depending on other group
dynamics
 Least Preferred Roles avoid by delegating or
assigning this role
group discussion (1)
 share results of Belbin
SPI…
 any surprises in
your individual
results ?
 what is the
distribution of roles
within the group ?
johari’s window
Feedback……
Disclosure……
PUBLIC
BLIND
PRIVATE
HIDDEN
 we usually operate
in the ‘public’ area
 feedback extends
perceptions into the
‘blind’ area
 the more you
disclose, the more
feedback you will
receive
the value of feedback
“We all need feedback, particularly about our
blind spots – those tender areas of weakness
we defend”
‘The 8th Habit: from Effectiveness to Greatness’,
Stephen Covey (2004)
Belbin team role theory
 SPI is only part of picture
 use of Obs Assessment
helps balance your profile
& improve self-awareness
 Belbin feedback reports:
 Assessment Results in
Rank Order
 SPI vs Obs pie chart
 Counselling Report
 Character Profile
 Personal Work Style
group discussion (2)
 read your own
feedback reports
 share results of full
Belbin profile:
 any surprises in the
pattern of the
observations ?
 what is the
(revised)
distribution of roles
within the group ?
team roles – some characters
SP
CF
IMP
TW
ME
SH
CO
RI
PL
Wallace
(of Wallace
& Gromit)
John
Cleese
Lawrence
Llewelyn
Bowen
Michael
Palin
Inspector
Morse
Ian
Hislop
John
Harvey
Jones
Richard
Branson
RI
Ainsley
Harriot
Columbo
Sgt. Lewis
Louis
Theroux
Miss
Marple
Ruby
Wax
Tony
Blair
CO
Alan
Titchmarsh
Andrew
Lloyd
Weber
Jeffrey
Archer
Terry
Wogan
Jonathon
Dimbleby
Kenneth
Clark
SH
Alex
Ferguson
Margaret
Thatcher
Captain
Manwaring
Nelson
Mandela
Jeremy
Paxman
ME
Carol
Vorderman
John
Major
Gromit
Sgt. Wilson
TW
Jamie
Oliver
Gary
Lineker
Carole
Smilie
IMP
Handy
Andy
Charlie
Dimnock
CF
Geoffrey
Boycott
team exercise...
 work together to create a
unique team identity
 logo should capture
essence of how you want
your team to be viewed
by others this week
 logo design on the back of
all of your tee-shirts!
 select one team member
to ‘model’ their tee-shirt
for rest of group
team exercise...
 back in this room in
30 minutes
 all materials provided
 design to max A4 size
 Prize for most
interesting design!
team exercise...
 and the winner is ?!
Belbin team role
combinations report...
individual action planning
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MMD ‘traffic lights’
framework
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STOP doing this...
START doing this...
Think about…?
take a few minutes to
reflect on today
review the notes &
observations so far
working towards
SMART objectives...
SMART objectives
For objectives to be
worthwhile, they should
be:
Specific
Measurable
Achievable
Realistic
Timebound
motivating staff
Peter Kemp
Eglinton
Middle Management Development
Course for Staff within University
Administration
Motivating Staff
Aim
This event is has been designed to provide participants
with an understanding of what motivates people in the
workplace and how to manage themselves and others
to enhance the contribution that they make.
Learning Objectives
By the end of the event, participants:
1. Will understand what is meant by motivation
2. Be able to name key theories of motivation
3. Possess enhanced understanding of what
motivates them
4. List some do’s and don’ts of motivating others
5. Be able to describe the reinforcement theory
Definitions of Motivation
1. Giving of a reason to act: the act of giving somebody
a reason or incentive to do something
2. Enthusiasm: feeling of interest/enthusiasm that
makes somebody want to do something, or
something that causes such a feeling
3. Reason: reason for doing something or behaving in
some way
4. Psychology forces determining behaviour: the
biological, emotional, cognitive, or social forces that
activate and direct behaviour
Some Statistics
 70% of employees are less motivated today than
they used to be
 80% of employees could perform significantly
better if they wanted to
 50% of employees only put enough effort into their
work to keep their job
Source - Super Motivation by Dean Spitzer
Motivation
You can take a horse to water but you can’t make it
drink….
Causes of Behaviour
Situation
Thought
Feeling
Behaviour
Theories of Motivation
Douglas McGregor/ Freud - Theory X
 assumes that people are lazy
 they avoid work
 have no ambition
 take no initiative
 avoid taking any responsibility
 to get them to work, they must be rewarded, coerced,
intimidated and punished
'stick and carrot'
Theories of Motivation
Theory Y
 people want to learn
 see reward not in cash payments but in the freedom to
do difficult and challenging work by themselves
 manager’s job is to 'dovetail' the human wish for selfdevelopment into the organisations need for maximum
productive efficiency
Theories of Motivation
Maslow - Theory Z
 people are inherently good
 revolves around the meaning and significance of
human work
 the basic human needs are:
(a) physiological needs (Lowest)
(b) safety needs;
(c) love needs;
(d) esteem needs; and
(e) self-actualisation needs (Highest)
humanistic school
Theories of Motivation
Affiliation (n-affil)
Achievement (n-ach)
McClelland's Needs-Based
Model
Authority and
Power (n-pow)
Need for Achievement
 meeting or surpassing standards
of excellence
 making a significant and unique
contribution
 competing successfully with others
 realising personal career goals
Need for Affiliation
 being part of a group or team
 being liked and accepted
 being involved with others in work
activity
 minimising conflict
Need for Authority and Power
 having control of situation
 ability through position and circumstances
 recognition through status/position
 seeking greater responsibility
 building a reputation
Using McClelland’s Theory to Motivate Staff
Achievement Orientated
Do
 agree ambitious
standards
 review performance
regularly
 focus on results and
contributions
 approach work
systematically with a
plan to achieve
Don’t
 be vague about
results
 hold unstructured
discussion
 over supervise
 have unnecessary
controls
 give feedback
infrequently
Using McClelland’s Theory to Motivate Staff
Affiliation Orientated
Do
show an interest in
personal life
share information
emphasise the “we”
establish work group
discussion
ensure social contact
recognise their role in
the team
Don’t
 be abrupt or cold
 have irregular contact
 physically isolate
 restrict
communication
 be overly critical of
others
Using McClelland’s Theory to Motivate Staff
Authority and Power n-pow
Do
ask them for ideas
let them present ideas
show they influenced
a situation
credit success
assign a role, get
others to recognise
keep informed of
major events
Don’t
 exclude from decision
making
 restrict access to
senior
managers
 withhold authority
 be autocratic with
them
Reinforcement Theory
Reinforcement
Increases
Behaviour
Behaviour
Consequence
Punishment
Decreases
Behaviour
Reinforcement
Positive reinforcement
 follow the behaviour by adding
something pleasant, a compliment or a
smile
Negative reinforcement
 remove something that the individual
perceives as unpleasant
Punishment
This decreases behaviour. There are two types
of sanctions:
 follow the behaviour you disapprove of by adding
something unpleasant like a reprimand or giving less
attention
 taking away something the individual perceive as
pleasant or positive. For example, not giving them
attention when they are ‘clowning about’
“Catch them doing something right”
 identify the behaviour you want to happen or to
improve – be specific
 communicate – to appropriate staff
 identify each person’s reinforcers – people differ
 measure performance – against the standard set
 reinforce the behaviour – as soon as possible
Practical Steps to Motivate Staff
Provide Challenge
 by setting and communicating the team’s
objectives
 by providing scope for individuals to take
greater responsibility
 by training thoroughly at least one deputy
 by encouraging ideas, and where
practical, by allowing subordinates the
responsibility for implementing them
Practical Steps to Motivate Staff
Recognising Achievements
 by praising and communicating individual
successes
 by reporting regularly on the team’s progress
 by regular meetings to monitor and counsel on an
individual’s progress towards targets
 by explaining the company results and
achievements
Practical Steps to Motivate Staff
Valuing People
 by regularly monitoring their work
 by sharing an interest in what they hold important
 by creating an atmosphere of approval and co-operation
 by ensuring team members understand the importance
of their contribution to the team’s objectives
 by ensuring team members understand
the function of the organisation
Practical Steps to Motivate Staff
Providing scope for development
 by providing on and off the job training
 by arranging any necessary internal and external
contacts
 by using people to train others in the specialist skills
they may have
 by restructuring or grouping tasks to use
people’s skills to the fullest
Motivational Drivers
Be perfect
“I will have to square them up exactly.”
(As though extreme precision is important).
Hurry up
“I will have to achieve fastest possible time”
(As though speed is important)
Please people
“I will be glancing round to see who is watching”
(As though their approval is important)
Be strong
“I will sit uncomfortably on the floor rather than sit on the chair”
(As though the discomfort lends added merit)
Try hard
“I will try it horizontally first”
(As though the extra effort is important)
In managing ‘Hurry Up’ people bear in mind:
 they respond well to tight time schedules
 avoid giving them long time scales; large
projects should be split into short time-tight
steps
 ensure quality standards are set and checked
regularly as mistakes can be made and details
overlooked
 encourage good time management techniques
In managing ‘Be Strong’ people bear in mind:
 they respond well under pressure and to difficult
tasks
 they will handle unpleasant tasks without complaint
 they lack sensitivity with relationships, so such tasks
should be avoided or they should be given training
to overcome this problem
 they don’t like to ask for help and so may get
themselves into difficulties
In managing ‘Try Hard people bear in mind:
 they enjoy starting new projects, and then moved
off to let someone else maintain or finish it
 where projects have to be completed by the
individual, steps should be taken to prevent them
being distracted by new projects
In managing ‘Be Perfect’ people bear in mind:
 they pay a lot of attention to detail – use them for
such tasks
 they work to high standards and are not afraid to
be critical of other’s performance
 there is a danger that they can never be pleased
 there is a lack of urgency since achieving high
standards and attention to detail takes time, so
time pressures could be imposed
In managing ‘Please People people bear in mind:
 they make good team members, encouraging
people to work together
 they often find it difficult to set high standards for
others
 they avoid confrontation - have difficulty getting
what they want
 they are good in helping people with problems,
training staff etc
Review of Learning Objectives
By the end of the event, participants:
1. Will understand what is meant by motivation
2. Be able to name key theories of motivation
3. Possess enhanced understanding of what motivates
them
4. List some do’s and don’ts of motivating others
5. Be able to describe the reinforcement theory
Middle Management Development
Course for Staff within University
Administration
Motivating Staff
individual action planning

MMD ‘traffic lights’
framework





STOP doing this...
START doing this...
Think about…?
take a few minutes to
reflect on this morning
review the notes &
observations so far
teambuilding briefing
 experiential learning (putting
the theory into practice)
 team roles, working together,
problem-solving, handling
change
 five facilitators, five group
exercises
 Kolb’s Learning Cycle
 doing, reviewing, concluding,
planning/testing, …
 an opportunity to try out roles
 a chance to give each other
feedback and accelerate
towards being a ‘performing’
team
the importance of feedback
"Feedback is arguably the most effective
tool in any manager's toolkit, as well as
one of the cheapest. It can be used to
encourage people to learn, to raise their
morale and motivation, and to improve
their performance"
Penny Swinburne
People Management, 31 May 2001
teambuilding briefing
Cave Rescue
3
1
5
2
4
Stepping
Stones
1
4
3
5
2
Reversal
5
3
2
4
1
Spiders Web
4
2
1
3
5
Blindfold
Square
2
5
4
1
3
teambuilding debriefing
 ‘scores on the doors’
 self-feedback on team processes
 co-operation & communication
 motivation & morale
 roles & responsibilities
 what behaviours/values
characterised your team ?
 were there any individual acts of
leadership ?
 feedback from group facilitators….
individual action planning

MMD ‘traffic lights’
framework





STOP doing this...
START doing this...
Think about…?
take a few minutes to
reflect on the exercises
what have you learned about yourself;
about team development
planning & resources
Jim McGeorge
University of Dundee
PLANNING & RESOURCES
Middle Manager Development Course: 16
April 2009
Dr Jim McGeorge
University Secretary,
University of Dundee
Session aims
• Presentation
– Brief overview of planning and its challenges
– Introduce some concepts (briefly)
• Project management
• Risk management
• Option appraisal
• Case study exercise
– Planning and resources context
– Continue teamworking
– Reach decisions under pressure
What is planning?
‘Clarifying the goals you want to achieve
and identifying the actions required to
achieve them’
So it’s about
• Adapting to the environment
• Deciding on priorities and setting objectives
• Meeting those objectives
– In a co-ordinated way
– Using resources efficiently and effectively
• Achieving change and competitive advantage
• Everyone in the organisation
• The process as much as the end product
But it’s not about
•
•
•
•
•
•
Complying with the SFC
Creating blue prints to follow slavishly
Top-down edicts
Leaving it to others
Annual cycles
Doing it because you have to
An approach
• Identify your mission and aims
• Analyse our current position
– SWOT or other analysis
– Internal and external environments
– What data and information do you have to
support?
– What feedback do you obtain?
• Identify what you want to do and prioritise
• Identify how, who and when
• Implement and review progress
Importance of context
• External impacts
– Uncertainty and complexity
– Political, social and economic environments
– How might changes affect us?
– Benchmark data and league tables
• Internal issues
– Qualitative information on departmental ‘health’
– Staff data, student numbers, financial
information etc
Key external issues (some!)
• Scottish Government
– New Horizons report
• General Fund
• Horizon Fund
– Direction to Scottish Funding Council
– Higher education as the ‘seventh sector’
• SFC itself
– Main Grant Letter (outcomes of the RAE)
– New Chief Executive
• Differentiation of the UK sector
•
•
•
•
•
•
•
•
•
Key external issues (some
more!)
Impact of the global economic downturn
Outcomes of RAE 2008 and the new REF
Demographic change
Quality assurance and enhancement: ELIR
Collaboration, competition, globalisation
Funding infrastructure
International student markets
National Student Survey
League tables
Links to budgets
• Income
– Inadequate unit of resource
– Focus on diversification
• Expenditure
– Staff and running costs (pensions, utilities etc)
• The challenge of investment in infrastructure
• Taking a plan-led approach
– Align decision-making to institutional priorities
– Resources follow priorities – provide incentives
– Creates tensions
– Implies withdrawal of resource from some
Scenario planning
• Imagining different futures
• Realistic
– Based on internal/external context
• Enables prior thinking
– What would we do if…?
• Encourages flexibility in strategy
• Faster to respond to future change
Risk Management
• Must link effectively to strategies and plans
• What risks are associated with what we want to do?
– Identify and quantify them
– Assess their likelihood of occurring
– Identify controls (and those responsible)
• Institutional risk appetite
– Residual risk acceptable or do we need more
controls?
• Important we consider at all levels
Project management
•
•
•
•
•
•
•
•
•
Many sophisticated techniques
Milestones and deadlines
What, by when, by who, how etc
Critical path analysis
Having (and aligning) resources
Importance of teamwork and the right team
Importance of leadership
Applicable to large and small
Many tasks are projects
An approach to decisionmaking
•
•
•
•
Could do many things, but limited resources
Which are best aligned with strategy (plan led)?
Which might be most successful?
Option appraisal
– Can help ensure transparency
– Can help eliminate bias
– Generate options
– Assess options against criteria
Assessment criteria (some!)
•
•
•
•
•
•
•
•
•
•
Cheapest?
Highest quality?
Most leverage?
Highest profit?
Best written?
Likely to be popular?
Most straightforward to deliver?
Most strategically relevant?
Highest impact on reputation?
Most attractive to students?
Questions?
Case study
University of Braehead
Groupwork one
• University of Braehead
• Minnie Fortune bequest of £10m
• Review academic and administrative
profile
• Brief SWOT analysis – 15 minutes
• Agree assessment criteria - 15 minutes
• Report back
• (Proposals will be circulated afterwards)
Groupwork two
• Review each proposal
• Score against assessment criteria
• Prepare 5 minute presentation
– Which option(s) you have chosen
– Why you have chosen them
managing change




the change curve &
handling personal
change
planning
organisational
change
managing & leading
change for others
case studies
coping with change



consider a time when
you had to face
considerable change…
what did it feel like
at first ?
how did it feel as
you got used to the
idea ?
The Change Curve
(John Adams & Sabina Spencer)
Denial - Rejection and
distortion of reality.
Adapting - involvement in
action, learning and growth.
Fighting the
change - Emotionally
charged resistance;
irrational attacks.
Coming to terms -
Acceptance, resignation,
emptiness.
The Pit - Despair,
depression, apathy,
inaction, paralysis.
handling personal change

why do individuals resist
change ?
handling personal change









why do individuals resist
change ?
loss of routine
uncertainty
old habits
no control
worn out
insecurity
loss of status
unsure what it is leading
to...
help yourself deal with
change
• acknowledge that change
may feel uncomfortable
• switch perceptions understand the reasons for
change
• look for opportunities that
may open up & act quickly
• encourage regular
communication
• stay fluid & flexible to deal
with any obstacles
• look to influence the things
that you can
• keep your customers
informed
helping others deal with
change
• identify their needs and
keep them informed &
involved
• make time to meet them
on a 1:1/team basis
• encourage them to
generate improvement
ideas during the change
• watch for stress, keep
them focused on the
future
• spot any opportunities to
develop career aspirations
• keep the communication
channels open…
planning organisational
change




Beer & Nohria (2000)1,
‘Cracking the Code of Change’,
Harvard Business Review 78/3


around 70-75% of
organisational change efforts
actually fail
strength of vision & effectiveness
of follow through
anticipation of barriers &
resistance to change
extent to which senior managers
engage with employees impacted
(psychological contract)
appropriate & effective
communication processes
balance of Theory E/O1
approaches used
handling ‘open’ changes
Handover
Solution
Development
Activity
Change
Management
Activity
Definition
Deployment
Time
handling ‘open’ changes




engaged

communicate aims from
the outset
provide reasons for the
change
ensure stakeholders are
all involved early
establish wide
consultation processes
enable participants to
influence the detail
Source: Siemens Communications, 2005
handling ‘closed’ changes
Launch
Solution
Development
Activity
Definition
Change
Management
Activity
Deployment
Time
handling ‘closed’ changes




prescriptive

assess the risks,
anticipate reactions
retain information within
small, close-knit team
have a well-rehearsed
communication plan
explain non-negotiables,
expect turbulence
manage process towards
clear end point
Source: Siemens Communications, 2005
group discussion (1)

identify one example of
a significant change



was it managed in an
‘open’ or ‘closed’ way ?
what practices helped or
hindered the change ?
what leadership
qualities are necessary
to manage change
successfully ?
leading change for others






Rosabeth Moss Kantor (1999)2,
‘The Enduring Skills of Change
Leaders’, Leader to Leader 13


7 attributes of effective
change leaders2...
tuning in to the environment
challenging the prevailing
organisational wisdom
communicating a compelling
aspiration
building coalitions
transferring ownership to a
working team
learning to persevere
making everyone a hero
role of leaders in change
• promote change (new ideas &
processes)
• provide stability (core beliefs &
values)
• mobilise people to meet change
• estimate & manage adaptive work
• understand the human side of
change
Source: Linkage International, 2004
the work of leadership
“Not everything is subject to change. If the role of the
leader is first to help people face reality and then to
mobilise them to make change, then one of the questions
that defines both of these tasks is this: what’s precious, and
what’s expendable ? Which values and operations are so
central to our core that if we lose them, we lose ourselves ?
And which assumptions, investments and businesses are
subject to radical change ? At the highest level, the work of
a leader is to lead conversations about what’s essential and
what’s not"
Ronald Heifetz
Fast Company, June 1999
6
5
Reinforce
the Change
1
Set
Milestones &
Acknowledge
Progress
4
Remove
Barriers
Make the
Case for
Change
2
3
Enlist
Stakeholders
to Develop
a Vision
Communicate
the Vision
a blueprint
for change
Source: Linkage
International, 2004
group discussion (2)


complete the
‘leading change’
diagnostic (15mins)
discuss learning
points (10mins)


comparative areas of
strength/exposure
any opportunities to
share experiences ?
example of leading change
 Chris Mellor, CEO at AWG
 decided to lead organisational change
with/though people
 encouraged senior management to
give honest feedback, take
responsibility & engage emotionally
 he developed appropriate internal
communication mechanisms
 he developed AWG values and worked
on their decision-making processes
goodpractice.net
group discussion (3)



‘Wave Factory’ – how to
communicate a vision for
change
discuss possible solutions
(10mins)
group debrief (10mins)


suggested actions
handout
‘leading change successfully’
managing change summary





change can be difficult to
handle & manage
dealing with change requires
careful thought & resilience
leading change requires
inspiration & persistence
without effective
communication,change
initiatives are less likely to
succeed
article - ‘look who’s talking’
Issues Facing Higher
Education
Steve Burt
Deputy Principal (Strategy & Resources)
Middle Management Development Programme
16th April 20009
The Changing Environment
•
“the modern-day manager’s mantra that we live in times
of great and constant change”
•
“we perceive our environment to be in constant flux
because we only notice the things that do change”
•
“the world continues to move ahead in small steps,
punctuated by the occasional big one – just as it always
has”
Huy & Mintzberg (2003)
www.stir.ac.uk
Stakeholder Groups
Student Market(s)
Society &
Organisations
Stakeholders
Other Providers
Scottish Govt
Scottish
Funding Council
Resource Base
www.stir.ac.uk
Student Market(s)
•
“Traditional” Students
• domestic
• demographic downturn coming
•
international
• sustainability
• exchange rates\costs
• host or home market delivery
• home and other international market
competition
• visa systems & entry requirements
www.stir.ac.uk
Student Market(s)
•
CPD Students
• economic climate
• “value” of CPD
•
Delivery Expectations
• flexibility in learning
• information search/digestion
•
Policy Actions
• quality assurance/enhancement
• degree classifications
•
Employability
www.stir.ac.uk
Society & Organisations
•
Research Agenda
• research for all or a few
• dual support system
• REG and REF
•
Grant Funding
• research councils
• projects v programmes
• success rates
• studentships
• other sources
• FEC recovery
• ability to fund in recession
www.stir.ac.uk
Other Providers
•
Intra-University Competition
• collaboration (pooling) v competition
• league tables
• accreditation (professions etc)
•
Alternative Providers
• FE provision of HE
• private HE providers (OS)
•
Geographical Dimension
• regional v national v international
www.stir.ac.uk
Scottish Government
•
Funding Priorities
• CSR Settlement
•
Attitudes towards
• student fees (and funding)
• direction – sector & skills agenda
• FE/HE relationship
• number of universities
•
Election Approaching
www.stir.ac.uk
Funding Council
•
New Horizons
• 7th sector
• light touch
• general v horizon fund
•
New Chief Executive
•
Relationship with Scottish Government
•
Resourcing
• UTR – value, control, banding
• REG – value, revision\updating
www.stir.ac.uk
Resource Base
•
Staff
• pay and pensions
• succession in some subject areas
• training and career development
• performance management
•
Services
• in house v third party
•
Infrastructure
• funding – capital v recurrent
• fitness for purpose
• energy efficiency
www.stir.ac.uk
The Future ?
• Is going to be:
• interesting
• different
• challenging
• But it always has been !
www.stir.ac.uk
individual action planning (1)

MMD ‘traffic lights’
framework







STOP doing this...
START doing this...
Think about…?
reflect on today
review your notes &
observations
define some SMART
objectives
highlight 6 priority
commitments
individual action planning (2)




get together with other
delegates from your own
university
share your 6
Commitments…
identify any obstacles to
success
any opportunities to help
each other ?
making leadership a habit
(or 8)
Definition:
 ‘Habits as the
intersection of
knowledge, skills &
desire’
 Effective habits are
internalised principles &
patterns of behaviour
[Covey, S.R, 1989, ‘The 7 Habits of
Highly Effective People’]
[Covey, S.R, 2004, ‘The 8th Habit – from
Effectiveness to Greatness’]
1. Be Proactive
 take the initiative &
responsibility to make things
happen
 be driven by values, don’t be
controlled by external factors
 expand your ‘circle of influence’
to fill your ‘circle of concern’
 make & keep commitments try the 30-day test within your
circle of influence
2. Begin with the End in Mind
 have a clear understanding of
your destination before you
start out
 act as a leader - develop selfawareness, imagination and
conscience
 understand what lies at the
heart of your circle of influence
 identify your principles, values
and a personal vision
 develop your ability to be
creative & think laterally
3. Put First Things First
 develop an inner discipline &
independent will
 identify & build Q2 activities to
manage your time effectively
 maintain a clear view of
priorities & be able to say ‘no’
 begin to develop a principlecentred approach to organising
your schedule
 be prepared to use
‘stewardship delegation’ with
others
4. Think Win/Win
 develop a ‘win-win’ frame of
mind that constantly seeks
mutual benefit in all human
interactions
 grow your consideration for
others & courage to strive for
win-win outcomes
 build effective workplace
relationships as the basis for
productive interactions &
outcomes
5. Seek First to Understand..
..then to be understood
 develop empathetic listening
skills
 try to diagnose before your
prescribe
 have the courage & make the
effort to be understood (clarity,
logic)
 appreciate the differences in
understanding & perception
that can exist between people
6. Synergise
 apply the principles of creative
co-operation to your social
interactions
 develop ‘synergistic
communication’ - be open to
new possibilities & options
 enjoy the creativity that can
arise from group situations
 develop humility
 value the differences/diversity
between people
7. Sharpen the Saw
 adopt the principles of
balanced self-renewal
 ensure you care for your
physical, social, mental &
spiritual well-being
 recognise the synergy that can
arise from working on one
Habit...and the positive effects
it can have on the others
 grow & develop on an upward
spiral (learn, commit, do…)
8. Find your voice..
..and inspire others to find
theirs
 discover your real ‘voice’ within
the organisation – what you
care about and passionately
believe in
 articulate your voice so that
those around you can clearly
understand what you value
 engage fully with the world
around you
 help & encourage others to
find their own ‘voice’
 in this way, achieve the move
from effectiveness to greatness
key themes & mind map
 role of middle manager
 developing staff
 planning & resources
 managing change
 teamwork & team roles
 teamwork in action
 creating a positive
culture
 motivating staff
 issues facing HE
 individual action
planning
course evaluation & close
 thanks for participating !
 complete the MMD evaluation
form
 if you have any follow-up
questions or feedback…
claudia.mccomish@stir.ac.uk
s.a.smith1@stir.ac.uk
01786 466804