LEAD AND MANAGE PEOPLE
D1.HML.CL10.03
D2.TRM.CL9.06
Slide 1
Lead and manage people
This Unit comprises three elements:
1. Model high standards of
performance and behaviour
2. Develop team commitment and
cooperation
3. Manage team performance
Slide 2
Assessment
Assessment for this unit may include:

Oral questions

Written questions

Work projects

Workplace observation of practical
skills

Practical exercises

Formal report from
employer/supervisor
Slide 3
Element 1 – Model high standards
of performance and behaviour
Performance Criteria for
this Element are:

Make individual
performance a positive
role model to team

Show support for and
commitment to
enterprise goals in
day-to-day work
performance

Treat people with
integrity, respect and
empathy.
Slide 4
Make individual performance a
positive role model to team
It is important to note:

Managers achieve results
through the efforts of others

The model they provide is a
major indicator of a
manager’s success

Staff tend to reflect/duplicate
what the manager does

Being a good/positive role
model involves ‘walking the
talk’
Slide 5
Make individual performance a
positive role model to team
Workplace teams:

Two or more people
coming together to
achieve nominated goals

May be ‘project-based’
or permanent/ongoing

Have become very
popular in recent
management theory
Slide 6
Make individual performance a
positive role model to team
Why do businesses use
teams?

They create esprit de corps

They enable strategic
management thinking

They speed up decision
making

They facilitate workplace
diversity

They increase performance
and productivity
Slide 7
Make individual performance a
positive role model to team
Teams may be classified as:

Formal teams:
• ‘Vertical’ or ‘horizontal’
• ‘Task force’ or
‘committee’

Self-directed teams
Slide 8
Make individual performance a
positive role model to team
Work team size:

Can vary between seven to
twelve

Seven is a good number

Small teams have more
agreement

Large teams have more
talent/experience but increased
potential for conflict and reduced
opportunity for engagement of
members
Slide 9
Make individual performance a
positive role model to team
Work team roles – there is a
dual need:

‘Task specialist’ role

‘Socio-emotional’ role
Slide 10
Make individual performance a
positive role model to team
Other characteristics of
effective teams:

Clear goals

Relevant skills
(Continued)
Slide 11
Make individual performance a
positive role model to team

Mutual trust

Unified commitment
(Continued)
Slide 12
Make individual performance a
positive role model to team

Good communication

Negotiation skills
(Continued)
Slide 13
Make individual performance a
positive role model to team

Appropriate leadership

Internal and external support
Slide 14
Make individual performance a
positive role model to team
Managers as role models:

All managers are role
models – even if they do not
intend to be

Staff observe them and listen
to then and the manager’s
actions will always have a
major influence of how staff
behave
Slide 15
Make individual performance a
positive role model to team
Managers must manage
themselves:

Know their job and the
responsibilities

Planning work to be
done

Managing their time
efficiently and effectively

Managing their own
stress
Slide 16
Make individual performance a
positive role model to team
To be a good workplace
leader:

Have the trust of staff –
and trust them

Show respect for the staff

Be able to motivate
workers

Be passionate and
committed to work
(Continued)
Slide 17
Make individual performance a
positive role model to team

Be able and prepared to
delegate

Clearly know the goals
and objectives of the
business and the
department

Help others achieve
their goals

Communicate often and
effectively

Share information,
concerns and praise
Slide 18
Make individual performance a
positive role model to team
Tips for effective time
management:

Prioritise what needs to
be done

Develop SOPs to deal
with common situations
and predictable
requirements

Delegate certain
management tasks to
others
(Continued)
Slide 19
Make individual performance a
positive role model to team

Break work to be down
into component
elements/sub-parts so
they can be done ‘a bit
at a time’

Use prevention rather
than cure – by
addressing small issues
before they become big
problems

Group all similar
activities together to be
done at the same time
(Continued)
Slide 20
Make individual performance a
positive role model to team

Develop the ability to make
on-the-spot decisions

Become comfortable with
saying ‘No’ to people

Come in to work at least 30
minutes early
Slide 21
Make individual performance a
positive role model to team
Leaders:

Influence others and have
managerial authority

May be appointed by, or
emerge from, a group

Have lots of personal power
and the ability to promote
vision, creativity and change
within an organisation
Slide 22
Make individual performance a
positive role model to team
More useful points to note:

Managers are appointed and
have ‘legitimate’ power
bestowed on them by the
business

Managers must promote
stability and order

Managers are problem
solvers

Managers must be leaders
but not all leaders can be
managers
Slide 23
Make individual performance a
positive role model to team
Qualities of ‘Leaders’ may be
seen as soul-related – being:

Visionary and passionate

Creative and flexible

Inspiring and innovative

Courageous
Slide 24
Make individual performance a
positive role model to team
Qualities of ‘Managers’ may
be seen as mind-related –
being:

Rational and consulting

Persistent and problemsolving

Tough-minded and
analytical

Structured
Slide 25
Make individual performance a
positive role model to team
Power is a major source of
difference between
managers and leaders:

Power = the potential to
affect the behaviour of
others

‘Position’ power comes
from the organisation
giving them power to
reward or punish staff to
influence their behaviour
Slide 26
Make individual performance a
positive role model to team
Examples of ‘position’ power:

Legitimate power

Reward power

Coercive power
Slide 27
Make individual performance a
positive role model to team
By comparison, ‘personal’
power comes from inside the
person via:

Expertise/expert power –
their skills, knowledge or
experience

Personality/referent power –
their personal characteristics
which command respect and
admiration
Slide 28
Make individual performance a
positive role model to team
Tips for a successful
management career:

Demonstrate loads of
competence

Embrace lots of
responsibilities – look for
extra responsibility

Make meaningful
contributions
(Continued)
Slide 29
Make individual performance a
positive role model to team

Learn to adapt – the
workplace is always
dynamic

Make a commitment
– do things rather
than talk about doing
them

Continue to learn –
no-one ever knows it
all
(Continued)
Slide 30
Make individual performance a
positive role model to team

Prioritise loyalties –
demonstrate work is
important

Choose every job/position
with great care

Always do good work –
whatever the job, whatever
the position, whatever the
business
(Continued)
Slide 31
Make individual performance a
positive role model to team

Present the right image –
someone is always watching

Learn the power structure
within the business

Gain control of the resources
within the business
(Continued)
Slide 32
Make individual performance a
positive role model to team

Stay visible – stay on
people’s radar

Do not stay ‘too long’ in the
same job

Find a mentor
(Continued)
Slide 33
Make individual performance a
positive role model to team

Support the boss

Think laterally
Slide 34
Show support for and commitment
to enterprise goals in daily work
It is vital managers understand:

Their actions and what they
are say are always on show

They are in a position to
influence how others (staff)
act

Staff will make judgements
about what the manager
likes and dislikes by what
they see the manager do
and what they hear the
manager say
Slide 35
Show support for and commitment
to enterprise goals in daily work
Ways to show support for and
commitment to organisational goals
in day-to-day work:

Verbally state the support given

Explain initiatives to team
members

Do not make negative
comments about senior
management or the business

Provide required resources and
training to staff
(Continued)
Slide 36
Show support for and commitment
to enterprise goals in daily work

Set work targets

Monitor action taken on
goals and targets

Check levels of staff
compliance

Communicate regularly and
effectively with teams
(Continued)
Slide 37
Show support for and commitment
to enterprise goals in daily work

Set agenda ‘standing’ items
for each enterprise goal at all
team meetings

Remind teams about
important goals on a regular
basis on other occasions

Celebrate success
Slide 38
Treat people with integrity, respect
and empathy
Treating staff with integrity
means:

Being honest with them

Telling the truth

Being sincere

Only promising what can
actually be delivered

Not taking credit for what
others do
Slide 39
Treat people with integrity, respect
and empathy
Treating staff with respect
means:

Appreciating their work

Acknowledging effort

Allowing individuals to be
different

Talking and dealing with
them in an appropriate
manner
Slide 40
Treat people with integrity, respect
and empathy
Managers must also be
empathetic:

They need to see things
through the eyes of staff

They must treat individuals
differently realising their unique
nature, needs and wants

Staff will help the organisation
get what it wants if they get
what they want from the work
they do and the environment
they are working in
Slide 41
Treat people with integrity, respect
and empathy
Managers also be fair with
employees:

They must not ‘play
favourites’

They must share the good
and the bad aspects of work

It is important to use
communication to make sure
everyone knows what
everyone else is doing
Slide 42
Treat people with integrity, respect
and empathy
Managers also need to be
consistent in the way they
interact with staff – in order to:

Be seen as predictable in
their reactions/responses

Deliver uniformity of
behaviour/action
Slide 43
Treat people with integrity, respect
and empathy
Failure to treat staff properly may
result in:

Minimal compliance,
commitment and effort

Intentional ‘misunderstandings’
about what is required

Workplace sabotage

Higher levels of theft,
absenteeism and staff turnover

Failure by staff to notify
management about important
issues
Slide 44
Treat people with integrity, respect
and empathy
It is important for managers to
understand:

Others (such as senior
management/owners) judge
them by the way they treat
their staff

They have very little power
or influence if workers decide
not to cooperate

They are (essentially) reliant
and dependent on their staff
Slide 45
Element 2 – Develop team
commitment and cooperation
Performance Criteria for this
Element are:

Develop and clearly
communicate plans and
objectives in consultation
with the team

Make plans and objectives
consistent with enterprise
goals

Communicate expectations,
roles and responsibilities in a
way that encourages
individuals/teams to take
responsibility for their work
(Continued)
Slide 46
Element 2 – Develop team
commitment and cooperation

Encourage teams and individuals
to develop innovative approaches
to work

Identify, encourage, value and
recognise and reward team
members

Model and encourage open and
supportive communication styles
within the team

Seek and share information from
the wider community with the
team

Represent team interests
appropriately to the wider
environment
Slide 47
Develop and communicate plans
and objectives
Planning:

Integrates and
coordinates effort

Gives direction

Reduces negative impact
of change

Minimises waste and
duplication of effort
(Continued)
Slide 48
Develop and communicate plans
and objectives

Reduces levels of
uncertainty

Concentrates focus on
specific targets

Enables (‘forces’)
rationalisation of
decisions which are made

Sets performance
standards

Motivates staff
Slide 49
Develop and communicate plans
and objectives
Planning can address:

Broad and complex
company mission,
objectives and strategies

Single tasks – including
action as well as
monitoring and
evaluation

Short-term issues, midterm issues or long-term
issues
Slide 50
Develop and communicate plans
and objectives
Plans are often prepared for the
following:

Sales targets

Performance targets for
projects

Increased productivity

Achieving goals/KPIs
(Continued)
Slide 51
Develop and communicate plans
and objectives

Organisational strategies

Operational activities

Task management

Contingency management
Slide 52
Develop and communicate plans
and objectives
Plan must be in writing in
order to:

Provide a constant
reference point

Facilitate sharing of the
plan with others

Allows people to give more
informed feedback
Slide 53
Develop and communicate plans
and objectives
In relation to preparing
plans:

Many businesses use
pro forma documents

It is useful/advisable to
view plans made by
others before preparing
own plans
Slide 54
Develop and communicate plans
and objectives
Plans traditionally will cover:

Basic information

Details of action to be taken

Resources available

Allocation of work

Timelines
Slide 55
Develop and communicate plans
and objectives
Plans need to be shared
with:

Those on whom they
impact

Those with nominated
responsibilities under
the plans

Other managers

Senior management

Administration
Slide 56
Develop and communicate plans
and objectives
Sharing plans may include:

Holding staff meeting/s

Talking about them at
briefing/s

Putting a notice on staff
notice board

Emailing copies to staff

Handing out hard copies
Slide 57
Develop and communicate plans
and objectives
A face-to-face presentation is the
preferred way of communicating
plans as it enables:

Full explanation of all aspects

Rationale for the plan to be given

Information about what will
happen if plan is not
achieved/implemented

Context to be provided

Questions to be answered
Slide 58
Make plans and objectives
consistent with enterprise goals
Plans must:

Align with Mission
Statement

Support Vision Statement

Reflect Value Statement

Accord with strategic
plans

Maintain required
business image

Maintain necessary
market position
Slide 59
Make plans and objectives
consistent with enterprise goals
Important to understand:

Goal = the
objective/expected outcome

Strategy = what will be done
to achieve the goal

Tactic = a technique to be
used within a strategy
Slide 60
Make plans and objectives
consistent with enterprise goals
Better goals can be written
using SMARTER:

S = Specific

M = Measurable

A = Assignable

R = Realistic

T = Trackable

E = Evaluated

R = Reviewed
Slide 61
Make plans and objectives
consistent with enterprise goals
Formal planning occurs at three
levels:

The strategic level

The tactical (divisional) level

The operational
(departmental) level
Slide 62
Make plans and objectives
consistent with enterprise goals
In relation to
performance/operational plans:

They may be daily or longer

Consistent trade usually
means less need for regular
development of plans

Most are ‘single use’

Review of plans is usually
just ‘fine tuning’.
Slide 63
Communicate expectations, roles
and responsibilities
Communication options:

Job descriptions/PDs

Inductions and
orientations

Team/departmental
meetings
Slide 64
Communicate expectations, roles
and responsibilities
Leadership styles can impact
communication:


Autocratic leaders:
•
Centralise authority
•
Rely on legitimate reward
and coercive power
Democratic leaders:
•
Delegate authority
•
Encourage participation
•
Rely on expert and referent
power
Slide 65
Communicate expectations, roles
and responsibilities
‘Charismatic’ leaders – key
characteristics:

Self confidence

Vision

Ability to articulate their vision

Strong convictions about their vision

Behaviour which is out of the
ordinary

Appearance as a change agent

Environment sensitivity
Slide 66
Communicate expectations, roles
and responsibilities
Leaders may be also seen as:

Transactional leaders

Transformational leaders
Slide 67
Communicate expectations, roles
and responsibilities
Communication regarding
workplace expectations,
roles and responsibilities
should:

Be clear and
unambiguous

Use workplace/workbased examples
Slide 68
Communicate expectations, roles
and responsibilities
Topics to be covered in
communication include:

Nature/scope of work to be done

Relationships with others in the
workplace

Independent areas of activity

Roles of leaders/managers

Communication channels and
methods

Reporting requirements
Slide 69
Encourage innovative approaches
to work
Encouraging innovation and staff
input:

Must be actively pursued by
managers

Demonstrates managers see
staff as intelligent people with
ideas to contribute

Shows staff they are regarded
as valuable assets to the
business
Slide 70
Encourage innovative approaches
to work
Staff must be encouraged to be
innovative and contribute ideas
in relation to:

Organisational policies –
which guide/direct activities

Practices/SOPs
Slide 71
Encourage innovative approaches
to work
Staff need to be encouraged to
be innovative because they are
the best ones to have ideas on:

How to operate and work
more effectively and
efficiently

How to work more safely

How to obtain/produce better
quality

How to operate less
expensively

How to generate a workplace
‘point of difference’
Slide 72
Encourage innovative approaches
to work
Ways to encourage innovation:

Ask for ideas

Describe criteria which
needs to be met

Have an ‘open door’ policy

Share ideas
(Continued)
Slide 73
Encourage innovative approaches
to work

Be ready to test/trial new
ideas

Talk about innovation
regularly

Create teams to support
innovation

Source ideas from nontraditional places
(Continued)
Slide 74
Encourage innovative approaches
to work

Creative a supportive culture

Reward people

Thank people

Explain why rejected ideas
were not adopted

Give people credit for their
work/contributions

Train staff in ‘creative
thinking’
Slide 75
Identify, encourage, value and
recognise and reward team
Reward team input must
address:

Successful contributions

Suggestions and/or effort
which did not achieve
anything tangible
Slide 76
Identify, encourage, value and
recognise and reward team
Examples of rewards and
recognition:

Informal acknowledgement

Formal acknowledgement

Presentation of internal award

Written report to management

Use of incentive initiatives
Slide 77
Model and encourage open and
supportive communication styles
Team processes include
dynamics which change over time
and can be influenced by team
leaders – they include:

Stages of team development

Team cohesiveness

Team norms
Slide 78
Model and encourage open and
supportive communication styles
Stages of team development:

Forming

Storming

Norming

Performing

Adjourning
Slide 79
Model and encourage open and
supportive communication styles
Team cohesiveness – teams
are cohesive if there is:

Team interaction

Shared goals

Personal attraction
to the team
Slide 80
Model and encourage open and
supportive communication styles
Norms = acceptable standards
of behaviour - they:

Identify team values

Clarify role expectations

Facilitate team survival

Govern day-to-day behaviour

Apply to output and
performance
Slide 81
Model and encourage open and
supportive communication styles
Ways to create a supportive
environment:

Invite team members to
question what is said

Do not ‘shoot the
messenger’

Create an environment
where it is OK to make
mistakes
(Continued)
Slide 82
Model and encourage open and
supportive communication styles

‘Walk the talk’

Admit personal mistakes

Offer help and advice

Put problems/issues in
perspective
Slide 83
Model and encourage open and
supportive communication styles
Communication options:

Individual one-on-one talks

Formal, group meetings

Non-verbal communication

Written communication
Slide 84
Seek and share information from
the wider environment with team
Information from wider community
may include:

Overall enterprise objectives

Rationale for management
decisions

Changes in enterprise policies

Marketing information and
targets
(Continued)
Slide 85
Seek and share information from
the wider environment with team

Business performance
information

Technology updates

Plans for new equipment

Training developments
Slide 86
Seek and share information from
the wider environment with team
Information from the ‘wider
community’ may comprise
information:

From higher-level
management/The Board

From other departments in the
business

From market research
undertaken by the organisation
(Continued)
Slide 87
Seek and share information from
the wider environment with team

From internal administration

From customers/guests

From the competition/the
opposition

From industry events
Slide 88
Seek and share information from
the wider environment with team
Reasons managers need to share
information with team:

Demonstrates commitment to the
team

Indicates willingness to help

Shows faith in team ability

Assists goal achievement

Demonstrates involvement

Supports organisational work

Gives a better context for decision
making and action
Slide 89
Seek and share information from
the wider environment with team
Standard ways to share
information with teams:

Discussing matters face-toface

Using hard copy handouts

Sending emails

Posting notices on staff
notice board

Making entries in
‘Communications Book’
Slide 90
Represent team interests appropriately
in the wider environment
Manager’s position must be to
support the Boss … but:

A balance should be sought
characterised by balance and
harmony

The approach must never be to
generate a ‘them’ and ‘us’
position between management
and the team/s
Slide 91
Represent team interests appropriately
in the wider environment
Always strive for ‘win-win’
outcomes – which can occur:

When there are requests by
staff for training

Where staff suggest
product/service-related
initiatives
(Continued)
Slide 92
Represent team interests appropriately
in the wider environment

When teams report
faulty/unsafe equipment

Where requests are made for
more/extra or different staff

If a suggestion is received for
a media release to be
prepared
Slide 93
Represent team interests appropriately
in the wider environment
It is essential to prepare
negotiations when representing
team interests and managers
must be able to show:

Real benefits of the idea,
request or suggestion

Cost of the proposal

Source of funds
Slide 94
Represent team interests appropriately
in the wider environment
Presentation must also include
a strategy including:

Those to whom presentation
needs to be made

Venue and style of
presentation

Time and date

Possible objections

Responses to identified
objections
Slide 95
Element 3 – Manage team
performance
Performance Criteria for this Element
are:

Assess the skills of team members
and provide opportunities for
individual development

Monitor team performance to ensure
progress towards achievement of
goals

Delegate tasks and responsibilities
appropriately

Provide mentoring and coaching
support to team members

Recognise and reward team
achievements
Slide 96
Assess the skills of team members
and provide opportunities for PD
Areas to assess:

Skills

Knowledge

Attitude
Slide 97
Assess the skills of team members
and provide opportunities for PD
Not all staff want to be
given a chance to
develop:

Some are happy
with where they are
and what they have
got

It can be unwise to
‘force’ some staff
into PD
Slide 98
Assess the skills of team members
and provide opportunities for PD
‘Training gap’:

Difference, for each
person, between
what the
organisation
requires them to do,
and what it is they
can actually do

Should form the
basis for training/PD
Slide 99
Assess the skills of team members
and provide opportunities for PD
Motivation – key in:

Making training effective

Improving staff morale

Raising team cohesion
Slide 100
Assess the skills of team members
and provide opportunities for PD
Motivation = a driver to do/refrain
from doing something.

May be:
• ‘Economic’ reward
• ‘Non-economic’ reward.
Slide 101
Assess the skills of team members
and provide opportunities for PD
Contemporary approaches to motivation:

Content theories

Process theories

Reinforcement theory
Slide 102
Assess the skills of team members
and provide opportunities for PD
Content theories – emphasise
the needs that motivate people
as identified by:

The hierarchy of needs
theory (Maslow and ERG)

The motivation hygiene
theories (Herzberg)

Acquired needs theory
(McClelland)
Slide 103
Assess the skills of team members
and provide opportunities for PD
Process theories – provide an
understanding of why people
choose to behave in a certain
way and the reasons for
reacting the way they do.
They include:

Expectancy theory

Equity theory
Slide 104
Assess the skills of team members
and provide opportunities for PD
Reinforcement theory – looks at
relationship between behaviour
and consequences:

Focus is on changing
behaviour through use of
rewards and punishments

Ignores factors such as goals,
expectations and needs

Emphasis is on what happens
after the behaviour has
occurred
Slide 105
Assess the skills of team members
and provide opportunities for PD
More modern motivational
programs focus on:

Empowerment

Management of a
diversified workforce
Slide 106
Assess the skills of team members
and provide opportunities for PD
Guidelines for motivating staff:

Recognise individual
difference

Match people to jobs

Use goals

Ensure goals are seen as
attainable
(Continued)
Slide 107
Assess the skills of team members
and provide opportunities for PD

Individualise rewards

Link rewards to
performance

Check system for
equity

Do not ignore money
as a motivator

Ensure value in the
eyes of recipient
Slide 108
Assess the skills of team members
and provide opportunities for PD
Job design may operate/be used as
motivation:

Job simplification

Job rotation

Job enlargement

Job enrichment

Job characteristics model
Slide 109
Assess the skills of team members
and provide opportunities for PD
Opportunities for workplace PD:

Training

Change in job
responsibilities

Opportunity for more
autonomy or responsibility

Promotion
(Continued)
Slide 110
Assess the skills of team members
and provide opportunities for PD

Chance to perform at a higherlevel position

Mentoring another person

Leading training

Being sent to an
event/conference
Slide 111
Monitor team performance to
ensure progress towards goals
It is important to monitor team
performance to:

Allow evaluation of plans

Demonstrate involvement
with workplace activities

Show interest
(Continued)
Slide 112
Monitor team performance to
ensure progress towards goals

Identify issues requiring
attention

Identify need for assistance

Provide basis for future
action

Gain evidence to use for
reward and recognition
Slide 113
Monitor team performance to
ensure progress towards goals
Ways to monitor – use a variety
of approaches:

Observe/watch staff

Talk to customers

Talk to team members

Talk to other managers
(Continued)
Slide 114
Monitor team performance to
ensure progress towards goals

Analyse plans

Monitor budgets – expenses
and sales

Inspect the workplace
Slide 115
Monitor team performance to
ensure progress towards goals
Conflict in teams refers to:

Disagreement between two
parties

Perceived and incompatible
differences resulting in
opposition
Slide 116
Monitor team performance to
ensure progress towards goals
Traditional view of conflict was it:

Was bad for the
team/organisation

Would always generate a
negative impact/outcome

Was best avoided
It is now seen as ‘inevitable’ and
‘necessary’.
Slide 117
Monitor team performance to
ensure progress towards goals
Main causes of conflict:

Communication
differences

Structural differences

Personal differences
Slide 118
Monitor team performance to
ensure progress towards goals
Communication differences:

May result from individual
perception, misunderstanding
or noise in the communication
channel

May mask other root causes –
different goals, personality
clashes, differing value systems
Slide 119
Monitor team performance to
ensure progress towards goals
Structural differences:

May cause problems of
vertical or horizontal
integration within the
organisation

Caused by issues relating to
the structure of the business

May result from people
pursuing different goals, or
because of unfair work
‘boundaries’
Slide 120
Monitor team performance to
ensure progress towards goals
Personal differences:

May be caused by individual
personal values, culture,
background

Can be a ‘personality’ issue

Could occur due to correct or
incorrect assumptions or
perceptions
Slide 121
Monitor team performance to
ensure progress towards goals
Five main ways to handle conflict:

Avoidance

Accommodation

Forcing

Compromise

Cooperation
Slide 122
Monitor team performance to
ensure progress towards goals
Other potentially useful conflict
resolution techniques:

Setting subordinate goals

Bargaining/negotiating

Providing mediation
(Continued)
Slide 123
Monitor team performance to
ensure progress towards goals

Providing clear/well-defined tasks

Facilitating communication
Attention should always be paid to
intentionally stimulating intention (controlled)
conflict to refresh and re-generate the team
and the organisation.
Slide 124
Delegate tasks and responsibilities
appropriately
‘Delegation’ can have two
meanings for a manager:

Allocating work as part of
the planning process

Giving some of the
management tasks to
staff
Slide 125
Delegate tasks and responsibilities
appropriately
When ‘allocating’ work as part of the
planning process:

Be clear about what needs to be
done

Explain why tasks need to be
done

Notify staff in a timely manner

Provide necessary instructions
(Continued)
Slide 126
Delegate tasks and responsibilities
appropriately

Providing training or
demonstration

Check if employee has
questions

Check for understanding of what
needs to be done

Give positive feedback
Slide 127
Delegate tasks and responsibilities
appropriately
Problems when delegating often
occur in relation to:

Age differences

Differences in experience

Gender differences
Slide 128
Delegate tasks and responsibilities
appropriately
Benefits of delegating
management activities to team:

Frees up manager for other
work

Gives team managerial
experience

Promotes a team approach
through sharing

Supports career development/
advancement
Slide 129
Delegate tasks and responsibilities
appropriately
When delegating management tasks to
team:

Only delegate to those who want it

Delegate interesting and varied work

Ensure tasks are suitable and
achievable
(Continued)
Slide 130
Delegate tasks and responsibilities
appropriately

Provide support and training

Inform others of the delegation

Review progress at given times

Be available for questions/help
Slide 131
Provide mentoring and coaching to
support team members
Mentoring:

Where a more experienced person
supports and encourages a less
experienced person

Person providing support = mentor

Person receiving support = mentee

Focus is on personal development,
growth, self-reflection and learning
from the experience of others
Slide 132
Provide mentoring and coaching to
support team members
Mentoring is a one-on-one activity with
the two people meeting:

In private

At regular, pre-arranged times

Whenever the mentee wants a
meeting
Slide 133
Provide mentoring and coaching to
support team members
Mentoring:

Usually embraces transfer of
workplace culture, mores and
norms

Passes on contextual information
which gives other knowledge its
fuller/fullest sense and meaning

Enables the mentee to gain
immediate input to a
problem/situation they are facing
(Continued)
Slide 134
Provide mentoring and coaching to
support team members

Features discussion as its
primary tool

Supports/encourages mentee to
arrive at their own
decisions/conclusions
Managers often do not make good
mentors for their own staff.
Slide 135
Provide mentoring and coaching to
support team members
Coaching:

Semi-formal method of on-the-job
training

Needs to be highly organised

Will feature use of a ‘coaching plan’
Slide 136
Provide mentoring and coaching to
support team members
Coaching should always take into
account:

Agreement from learner about need
for training

Availability of staff to be coached

Availability of suitable space and
resources

Maintenance of required service
levels/standards
Slide 137
Provide mentoring and coaching to
support team members
Coaching often used to teach:

A new skills

How to operate equipment

About new products

A new SOP

About new compliance requirements
Slide 138
Recognise and reward team
achievements
Reward and recognition:

May be applied to individual staff/team
members or entire teams

May acknowledge outcomes, effort or
(even) participation
Slide 139
Recognise and reward team
achievements
Recognition and reward may feature:

Informal acknowledgement
– one-on-one

Formal acknowledgement
– in front of peers

Presentation of an award
(Continued)
Slide 140
Recognise and reward team
achievements

Written report to management

Incentive initiatives
Slide 141
Recognise and reward team
achievements
Important points to note:

Reward/recognition must be
earned

Reward/recognition must have
value for recipient

Reward/recognition should be
celebrated
Slide 142