National Certificate
Stores and Warehousing
83986
Module 7
Planning, Organising, Controlling and
Leading
Facilitator Guide
CAPE TOWN
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Belvedere Office Park
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TEL: (021) 914-2127
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4001
TEL: (031) 202-9436/7/8
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Ground Floor
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TEL: (011) 678-6199
FAX: (011) 678-8258
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Leading and Controlling
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Leading and Controlling
Table of contents
I.
Introduction .................................................................................................... 4
II.
Module details page ...................................................................................... 5
III.
Learning and assessment map .................................................................... 8
IV. Learning and assessment matrix ............................................................... 10
1.
Facilitation guide ......................................................................................... 12
2.
Facilitator guidelines ................................................................................... 34
2.1
Classroom exercises: Learning Unit 1 ............................................................................. 34
2.2
Classroom exercises: Learning Unit 1 ............................................................................. 35
2.3
Classroom exercises: Learning Unit 1 ............................................................................. 36
2.4
Classroom exercises: Learning Unit 1 ............................................................................. 37
2.5
Classroom exercises: Learning Unit 2 ............................................................................. 38
2.6
Classroom exercises: Learning Unit 2 ............................................................................. 39
2.7
Classroom exercises: Learning Unit 2 ............................................................................. 40
2.8
Classroom exercises: Learning Unit 3 ............................................................................. 41
2.9
Classroom exercises: Learning Unit 4 ............................................................................. 42
2.10
Classroom exercises: Learning Unit 4 ............................................................................. 43
2.11
Classroom exercises: Learning Unit 4 ............................................................................. 44
2.12
Facilitator additional reading............................................................................................ 45
3.
Facilitation plan summary .......................................................................... 58
4.
Facilitation checklist ................................................................................... 60
5.
Facilitator report .......................................................................................... 65
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Leading and Controlling
I.
Introduction
This document serves as a guide to the Facilitator for this module.
The facilitator guide forms an integral part of the facilitation process as it contains all the
information, instructions and documents needed to guide high quality and consistent facilitation.
Throughout the guide, information specifically aimed at you, the Facilitator is given to assist in
the actual presentation of the learning material and the facilitation of the learning process. The
purpose of this information is to guide you through the facilitation process. It is still the
responsibility of the Facilitator to adapt his/her facilitation according to the learning needs of
his/her audience.
Please use this guide in conjunction with the documents referred to in the facilitation tools for
example Learner Notes, Assessor Guide, Presentation slides, etc.
If you have any suggestions to be included in this guide or in any of the learning material, or
require any changes to be made please complete the Facilitator Report in Section 5 of this
document and submit to the project manager of this programme.
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Module 7: Planning, Organising, Leading and Controlling
II.
Module details page
Qualification
Identification (NLRD)
83986
Qualification Title
NQF 3 National Certificate: Stores and Warehousing
Duration
18 months
Target Population
This qualification is intended for junior managers of small
organisations, junior managers of business units in medium and
large organisations, or those aspiring to these positions. Junior
managers include team leaders, supervisors, foremen and section
heads.
Entry Requirements/
Pre-assessment
Basic reading, writing, numeracy and computer skills. Communications and
Mathematical and Computer literacy at NQF Level 3.
Pre-assessment of learners will be conducted to establish their
potential to enter into the learning programme.
Module Name
Planning, Organising, Controlling and Leading
Module Outcomes
1. Explain the business and management functions in an organisation and
the Team Leader’s role with reference to these functions.
2. Name the basic activities involved in the management process.
3. Explain the importance of and methods for creating, using and storing
documents and records in an organisation.
4. Explain the importance of ensuring that the resources of the business
are used to best advantage.
5. Create and use time management tools, including diaries, task list and
work schedules.
6. Explore the basic management tasks of a Team Leader, including
Planning, organising, leading and controlling.
Unit Standards
covered
Level of Training
© Optimum Learning Technologies
14667
Describe and apply the management function of an
organization
13918
Manage time and the work process in a business
environment
13916
Identify and keep the records that a team manager is
responsible for keeping
NQF 3, 18 credits
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Leading and Controlling
Notional hours:180
Notional Hours
Contact Sessions: 54 hours (including classroom, coaching, formative and
summative preparation).
Workplace Application: 126 hours (including workplace integration,
reflective practice, assessment preparation, assignments, reading,
research and experiential interventions).
Mode of Delivery
Classroom facilitation, coaching, on the job practical application.
Learning
Environment
Classroom, workplace.
Learning
Methodologies
Facilitation, individual exercises, group work, role plays, performance
try-outs.
Learner Support
Each learner is assigned a coach; opportunities are given for
workplace application.
Assessment will be based on the learner’s ability to effectively prove
Foundational, Practical and Reflexive competence on all the
outcomes on the Unit Standards. The assessment instruments make
provision for these.
Assessment Process
The assessment will consist of
Formative Assessments (to be completed per module, in the
classroom)
Summative Assessments (a combination of workplace and
classroom based assessments)
Moderation
Recognition of Prior
Learning
© Optimum Learning Technologies
Induction moderation: Moderation of the learning material and
assessment design takes place prior to commencement of the
programme.
Interval moderation: Where assessments took place: A 20 %
sample (minimum) of all assessments is moderated and
assessments that are drawn will be retained for external verification.
RPL can be applied for by persons with the requisite knowledge,
skills and experience related to the Learning Outcomes and
Assessment Criteria of the Unit Standards that comprise the MakeUp Skills Programme.
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Module 7: Planning, Organising, Leading and Controlling
Articulation
Vertical: The FETC: Supervisory Development Programme
articulates with the National Certificate: Management at Level 5,
SAQA ID: 1093
Horizontal: this skills programme articulates with fundamental, core
and elective unit standard skills programmes in the New Venture
Creation and Leadership Development qualifications.
.
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Module 7: Planning, Organising, Leading and Controlling
III.
Learning and assessment map
Formative Assessment
Learning Unit 1
How I function as a
Manager
Learning Unit 2
I like to plan
FA 7.1 Business functional areas in my company
FA 7.2 Documents and records
FA 7.3 Managing my time
FA 7.4 Identifying team tasks
Learning Unit 3
I am organised
Learning Unit 4
Leading my team
Learning Unit 5
FA 7.5 Monitoring team performance
Controlling my work
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Module 7: Planning, Organising, Leading and Controlling
Summative assessment
SA 7.1 Management functions and activities
SA 7.2 Performance management
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Module 7: Planning, Organising, Leading and Controlling
IV.
Learning and assessment matrix
Unit Standards
Learning
Unit
Formative
Assessment
Summative
Assessment
Describe and apply the management function of an organization
SO 1: Describe the management activities involved in
running a successful business
SO 2: Explain the basic activities involved in the
management process
14667
LU 1
FA 1
SA 7.1
P1, P2, P3
LU 1
SA 7.1
LU 2
P2, P3
LU 3
SA 7.2
LU 4
P1, P2, P3
LU 5
Level 4
Credits:10
SA 7.1
LU 3
SO 3: Identify and explain some of the tasks required of
managers.
P3
LU 4
SA 7.2
LU 5
SO 4: Apply the decision making process to make a
management decision
LU 3
SO 5: Apply the general management functions to a
selected organisation
LU 1
P1, P2
SA 7.1
P3
SA 7.1
P1
Manage time and the work process in a business environment
13918
SA 7.1
SO 1: Create, use and maintain a task list
LU 2
SO 2: Use and maintain a diary
LU 2
FA 3
SO 3: Prioritise tasks
LU 2
FA 4
LU 3
FA 4
P2, P3
LU 5
FA 5
SA 7.2
P2
Level 3
Credits: 4
SA 7.1
P2
SA 7.1
P2, P3
SA 7.1
SO 4: Plan and follow a work schedule.
P2
13916
Level 3
Identify and keep the records that a team manager is responsible for keeping
SO 1: Explain why organisations record and keep
© Optimum Learning Technologies
LU 1
FA 2
SA 7.1
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Facilitator Guide
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Module 7: Planning, Organising, Leading and Controlling
Unit Standards
Credits: 4
information
Learning
Unit
Formative
Assessment
Summative
Assessment
LU 3
P1, P3
LU 5
SA 7.2
P2
SA 7.1
SO 2: Name and describe the type of records that are
specific to the work of a team
LU 1
P1
LU 5
SA 7.2
P2
SO 3: Record and report team achievements against
agreed targets
LU 5
SO 4: Record aspects of individual performance
LU 5
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SA 7.2
P2
SA 7.2
P2
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Facilitator Guide
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Module 7: Planning, Organising, Controlling and Leading
1.
Facilitation guide
Each facilitation day is divided into 4 sessions:
Session 1
Start-up to morning coffee / tea break
Session 2
Morning coffee / tea break to lunch
Session 3
Lunch to afternoon coffee / tea break
Session 4
Afternoon coffee / tea break to closing
Please note that the following facilitation plan is purely a guide to the Facilitator and can be adapted to suit the learning environment.
Day 1
Session
Content covered
Opening / welcome
Start-up administration
Programme details
1
Briefing of Summative
Assessment/s
Facilitator activity and notes
Welcome all Learners.
Introduce yourself.
Announce time schedule for breaks and day end.
Make any housekeeping announcement – for example: Indicate
closest bathrooms, fire exits, evacuation points, etc.
Remind Learners of the purpose of this qualification.
Discuss the programme overview and brief the Learners on what
will be covered in this module using the learning and assessment
map in the Learner Notes.
Discuss the logistics for the next few days.
Brief Learners thoroughly on
• SA 7.1, Management functions and activities
• SA 7.2 Performance management
Facilitation tools / aids
Slides
Attendance Register
Name cards and name tags
20 minutes
Slides
Learner Notes
15 minutes
Slides
Evidence Guide
Assessor Guide
25 minutes
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Facilitator Guide
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Module 7: Planning, Organising, Controlling and Leading
Day 1
Session
Content covered
Facilitator activity and notes
Learning Unit 1: How I function as
a manager
1.1 Business functional areas
Introduce this module by explaining that we will be learning about
then management functions, tasks and activities in a business.
Explain that we will explore the role of the Team Leader as
relates to these functions, tasks and activities.
Take the Learners through LU 1 outcomes.
Discuss the functional areas in a company. Explain what each of
these functional areas are and what they are responsible for.
(Refer to Facilitator additional reading for additional information)
•
1
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
Let’s Learn exercise:
1 Functional
areas
company
in
my
Complete Let’s Learn exercise: Functional areas in my
company
Ask Learners to complete F/A 7.1.
Learning Unit 1: How I function as
a manager
1.2 Management functions in my
company
Facilitation tools / aids
Discuss the management functions in a company. Remind
Learners what they have learnt about company organograms in
module 4 and 6. Use the organogram to show learners how each
level of management has specific functions, levels of
responsibility and accountability.
F/A 10 Minutes
Total time: 35 minutes
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
Explain the Team Leaders tasks and responsibilities as relates to
the management function of their position. Remind Learners what
was covered in module 6 regarding Team Leader responsibilities
(Refer to the Facilitator additional reading for more information).
Total time: 20 minutes
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Module 7: Planning, Organising, Controlling and Leading
Day 1
Session
Content covered
Closing the session
Opening the session
Learning Unit 1: How I function as
a manager
1.3 Information management in my
company
1.4 Resource management in my
company
2
Facilitator activity and notes
•
Facilitation tools / aids
Flipchart
•
•
Recap on key learning points covered and allow for
questions.
Introduce the next session’s content.
Confirm the timing of the break.
•
•
Recap on key learning points covered in the previous session.
Introduce this session’s content.
Flipchart
Discuss information management in a company. Explain how
companies use information and why it is important to manage
information. (Refer to Facilitator additional reading for additional
information)
Explain the concept of Information creation of documents to
document information recording information managing of
records to file and store information.
Total Time: 2 min
Total Time: 2 min
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
Let’s Learn exercise:
2 Filing documents and records
Discuss why companies use documents and how they are
created.
Ask Learners to complete F/A 7.2.
F/A 15 minutes
Discuss the systems a company would use to create, manage,
store and dispose of their records. Explain how companies
classify their records:
• Vital records.
• Important records.
• Useful records.
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Module 7: Planning, Organising, Controlling and Leading
Day 1
Session
Content covered
Facilitator activity and notes
•
Facilitation tools / aids
Non-essential records.
Explain what filling systems can be used to sored documents and
records in a company.
Discuss the legal requirements for storing (retaining) records and
documents.
•
Complete Let’s Learn exercise: Fillng documents and records
Explain what resources are in a company. Explain what the
responsibilities are, at each level of management, in managing
these resources to their best advantage.
Reference to S/A 7.1 - Part 1: Management functions in my
company
S/A 20 minutes
Total time: 45 minutes
Learning Unit 1: How I function as
a manager
1.5 Team
Leader
management
process – The POLC model
Explain the POLC framework. Briefly discuss each element of the
framework – planning, organising, leading and controlling.
•
Complete Let’s
Management.
•
Complete Let’s Learn exercise: Advertising My Team
Learn
exercise:
Four
Functions
Remind Learners of the four elements of the POLC framework.
© Optimum Learning Technologies
of
Slides
Learner Notes
Flipchart
Coloured poster board
Scissors
Kokis
Tape
Blank paper
Video Clip: “Four Functions of
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Facilitator Guide
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Module 7: Planning, Organising, Controlling and Leading
Day 1
Session
Content covered
Facilitator activity and notes
Explain that the rest of the Learning Units in this module will
explore this framework and each of its activities in more detail.
Reflect on the learning outcomes for this Learning Unit.
Closing the session
•
•
•
Opening the session
•
•
Learning Unit 2: I like to plan
2.1 Plans, what plans?
Management”.
Let’s Learn exercise:
3 The management process
4 Advertising My Team
Total time: 1 hour 25 minutes
Recap on key learning points covered and allow for
questions.
Introduce the next session’s content.
Confirm the timing of the break.
Flipchart
Recap on key learning points covered in the previous
session.
Introduce this session’s content.
Flipchart
Explain the LU outcomes.
Remind Learners of the POLC framework.
3
Facilitation tools / aids
Total time: 5 minutes
Total time: 2 minutes
Slides
Learner Notes
Flipchart
Discuss the planning activity in the POLC framework. Remind
Learners what they learnt about action planning in module 6.
Discuss planning at each level of management in a company.
Remind Learners what they learnt about a company’s Vision and
Mission in module 6. Explain how this links to the planning
activity at each level of management. (Refer to Facilitator
additional reading for additional information)
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Module 7: Planning, Organising, Controlling and Leading
Day 1
Session
Content covered
Facilitator activity and notes
Facilitation tools / aids
Explain the planning process. Show Learner’s how this fits into
the POLC framework.
Explain planning in the context of the manufacturing environment.
(Refer to Facilitator additional reading for additional information)
Discuss some of the tools that a Team Leader can use to plan
their activities and tasks.
Learning Unit 2: I like to plan
2.2 I need more time…
Explain how a diary can be used to manage time and ensure that
tasks are completed on time.
Explain the different types of diaries that the Learner may use in
the workplace.
•
Complete Let’s Learn exercise: How I spend my time.
Total time: 55 minutes
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
Coloured pens
Let’s Learn exercise:
5 How I spend my time
Ask Learners to complete F/A 7.3.
F/A 10 minutes
Reference to S/A 7.1 – Part 2: Managing Time – question 2.1
and 2.2.
S/A 10 minutes
Total time: 45 minutes
Closing the session
•
•
•
© Optimum Learning Technologies
Recap on key learning points covered and allow for
questions.
Introduce the next session’s content.
Confirm the timing of the break.
Flipchart
Total time: 5 minutes
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Facilitator Guide
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Module 7: Planning, Organising, Controlling and Leading
Day 1
Session
Content covered
Opening the session
Facilitator activity and notes
•
•
Recap on key learning points covered in the previous
session.
Introduce this session’s content.
Facilitation tools / aids
Flipchart
Total time: 5 minutes
Learning Unit 2: I like to plan
2.3 Developing my team’s task list
Discuss team task management.
Explain how to prioritise tasks using the 123 & ABC system.
•
4
Complete Let’s Learn exercise: Developing task lists.
Reference to S/A 7.1 – Part 2: Managing Time – question 2.3.
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
Let’s Learn exercise:
6 Developing task lists
7 Task list to action planning
S/A 5 minutes
Remind Learner’s what an action plan is. Remind them of the
action planning that they did in module 6.
Explain how individual and team tasks link to business objectives
and to the company’s vision and mission.
Discuss how there are common goals that all manufacturing
companies want their teams to work towards achieving. These
are goals about quality; speed; dependability; flexibility;
minimising costs; and health, safety, hygiene and environmental
protection.
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Module 7: Planning, Organising, Controlling and Leading
Day 1
Session
Content covered
Facilitator activity and notes
•
Closing the day
© Optimum Learning Technologies
Facilitation tools / aids
Complete Let’s Learn exercise: Task list to action planning.
Ask Learners to complete F/A 7.4.
F/A 15 minutes
Reference to S/A 7.1 – Part 2: Managing Time – question 2.4
to 2.6.
S/A 30 minutes
Reflect on the learning outcomes for this Learning Unit.
• Recap on the key learning points.
• Provide opportunity for questions.
• Check for understanding.
• State the content for the next day/session.
• Reinforce start times and any other practical arrangements.
• Thank Learners for their participation.
Total time: 1 hour 10 minutes
Flipchart
Total time: 5 minutes
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Module 7: Planning, Organising, Controlling and Leading
Day 2
Session
Content covered
Facilitator activity and notes
•
Welcome Learners back.
Administration and opening the
day
•
Recap on Day 1
Recap on Day 1’s content
Facilitation tools / aids
Flipchart
Total time: 30 minutes
Explain the content / outcomes for the day.
Flipchart
Remind Learners that we are working on the POLC framework
and that Learning Units 2 through 5 each explore one of the
activities in the POLC framework – namely: planning, organising,
leading and controlling.
Check to see if the Learners have any questions regarding the
Summative Assessment activities conducted in Day 1 – address
these.
1
Learning Unit 3: I am organised
3.1 Organising my team
Explain the LU outcomes.
Explain the organising activity in relation to the POLC framework.
Remind Learners what resources in a company are.
Total time: 15 minutes
Slides
Learner Notes
Flipchart
Let’s Learn exercise:
8 Making Beer
Explain organising in terms of the different levels of management
in a company.
Explain organising
environment.
•
© Optimum Learning Technologies
in
the
context
of
the
manufacturing
Complete Let’s Learn exercise: Making Beer.
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Module 7: Planning, Organising, Controlling and Leading
Day 2
Session
Content covered
Facilitator activity and notes
Facilitation tools / aids
Discuss how a Team Leader Coordinates their team’s tasks and
activities.
Total time: 40 minutes
Explain the Team Leader’s role in coordinating.
Learning Unit 3: I am organised
3.2 Making the tough decisions
Discuss decision making as a Team Leader. Explain what
consequences are – and link this to the consequences of
decision making.
Share some of the mistakes that leaders make in the process of
decision making.
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
Discuss the decision making process.
Reference to S/A 7.1 – Part 3: Organising my Time –
question 3.1 to 3.5.
Closing the session
•
Recap on key learning points covered and allow for
questions.
Introduce the next session’s content.
Confirm the timing of the break.
Flipchart
Recap on key learning points covered in the previous
session.
• Introduce this session’s content.
Explain the concept of delegating and why it is so important to be
able to delegate effectively.
Flipchart
•
•
Opening the session
2
Learning Unit 3: I am organised
3.3 How do I delegate?
© Optimum Learning Technologies
S/A15 minutes
Total time: 30 minutes
•
Total time: 5 minutes
Total time: 2 minutes
Slides
Learner Notes
Evidence Guide
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Facilitator Guide
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Module 7: Planning, Organising, Controlling and Leading
Day 2
Session
Content covered
Facilitator activity and notes
Explain the Team Leader’s responsibilities in delegation.
Facilitation tools / aids
Assessor Guide
Flipchart
Explain accountability, responsibility and authority as regards
delegation. Remind Learners what they learnt in module 6
regarding these concepts. (Refer to Facilitator additional reading
for additional information)
Discuss the process of delegating. Highlight the types of tasks
that can and can’t be delegated.
Learning Unit 3: I am organised
3.4 Action plan to work schedule
Reference to S/A 7.1 – Part 3: Organising my Time –
question 3.6 to 3.8.
Explain the importance of action planning.
Explain what work schedules are and how they help to manage
tasks and time. (Refer to Facilitator additional reading for
additional information)
S/A15 minutes
Total time: 45 minutes
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
Discuss the different types of work schedules that the Learner
may find in the workplace:
• Rosters
• Team work schedules
• Equipment/ machinery schedules
• Production schedules
Explain how work schedules for teams are developed.
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Facilitator Guide
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Module 7: Planning, Organising, Controlling and Leading
Day 2
Session
Content covered
Facilitator activity and notes
Facilitation tools / aids
Remind Learners of the action planning that they did in Learning
Unit 2.
Discuss the process of developing a team work schedule.
Discuss how these can change based on work load, machinery
requirements, etc – remind Learners of the Making Beer Let’s
Learn exercise, and how Johan had to plan his teams around
maximising the use of the machinery.
Closing the session
Opening the session
Reference to S/A 7.1 – Part 3: Organising my Time –
question 3.9 and 3.10.
S/A45 minutes
Reflect on the learning outcomes for this Learning Unit.
• Recap on key learning points covered and allow for
questions.
• Introduce the next session’s content.
• Confirm the timing of the break.
Total time: 1 hour 25 minutes
Flipchart
•
Flipchart
3
•
© Optimum Learning Technologies
Recap on key learning points covered in the previous
session.
Introduce this session’s content.
Total time: 5 minutes
Total time: 5 minutes
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Module 7: Planning, Organising, Controlling and Leading
Day 2
Session
Content covered
Learning Unit 4: Leading my team
4.1 How do I lead?
Facilitator activity and notes
Explain the LU outcomes.
Explain the leading activity in relation to the POLC framework.
Discuss some of the things that can hamper the completion of
tasks and how this impacts on the Team Leader.
Facilitation tools / aids
Slides
Learner Notes
Flipchart
Let’s Learn exercise:
9 Action Centered Leadership ™
Discuss the different leadership styles. Clearly explain the
different characteristics of each. (Refer to the Facilitator
additional reading for more information).
Introduce and explain the Action Centered Leadership Model ™.
•
Complete Let’s Learn exercise: Action Centered Leadership
™.
Discuss the Team Leader’s responsibilities in terms of each of
the three areas of responsibility in this model. (Refer to Facilitator
additional reading for more information)
Explain the core functions of learnership as it related to the
Action Centered Leadership Model ™. Explain how these fit into
the POLC model.
© Optimum Learning Technologies
Total time: 55 minutes
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Day 2
Session
Content covered
Facilitator activity and notes
Facilitation tools / aids
Learning Unit 4: Leading my team
4.2 Building trust through effective
communication
Discuss communication – explain the different ways in which we
communicate.
Slides
Learner Notes
Flipchart
Video Clip: “The Communication
process Model”.
Let’s Learn exercise:
10 The Communication process
Explain the different ways in which the Team Leader can
communicate in the work environment.
Explain the Team Leader’s responsibility in ensuring effective
communication within the team.
Discuss cultural diversity in communication.
Introduce and explain the communication process
Closing the session
•
Complete Let’s Learn exercise: The Communication process.
•
Recap on key learning points covered and allow for
questions.
Introduce the next session’s content.
Confirm the timing of the break.
Flipchart
Recap on key learning points covered in the previous
session.
Introduce this session’s content.
Flipchart
•
•
Opening the session
•
•
4
The human knot
© Optimum Learning Technologies
Total time: 40 minutes
Total time: 5 minutes
Total time: 5 minutes
This exercise is aimed at focusing Leaners on problem solving
and communication skills.
1 Instruct the Learners to stand in a circle, shoulder to
shoulder.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Day 2
Session
Content covered
Facilitator activity and notes
2
3
4
5
6
Facilitation tools / aids
Tell everyone to put their right hand in the air and grab the
hand of someone standing across the circle from them.
Now tell everyone to put their left hand in the air and grab the
hand of a different person.
You will need to check that everyone is holding the hands of
two different people and that no one is holding the hand of
someone who’s standing directly next to them.
The objective of the exercise is to untangle everyone without
breaking the circle.
If the chain is broken, Learner’s will have to start over.
Allow learners 5 minutes to create the Human Knot. 30 minutes
to untangle themselves. 10 minutes to debrief.
TIP: Remind Learners to be mindful of colleagues with certain
physical limitations.
This exercise will prove to be extremely challenging and will
heavily rely on teamwork and communication, without which,
participants will find it extremely difficult to successfully complete
the task.
Debrief by asking Learners:
• What worked/ didn’t work?
• What role did communication plan in untying the human knot?
• Did any leaders emerge? Who were they?
• Did anyone decide who the leader/s would be or did they step
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Day 2
Session
Content covered
Facilitator activity and notes
•
•
Facilitation tools / aids
up naturally?
Was there any planning before you untied the knot?
Who took over the role of organising?
Check that Learners are confident with the outcome of the
exercise.
Closing the day
4
© Optimum Learning Technologies
•
•
•
•
•
•
Recap on the key learning points.
Provide opportunity for questions.
Check for understanding.
State the content for the next day/session.
Reinforce start times and any other practical arrangements.
Thank Learners for their participation.
Total time: 45 minutes
Flipchart
Total time: 15 minutes
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Day 3
Session
Content covered
Administration and opening the
day
Facilitator activity and notes
•
•
•
Learning Unit 4: Leading my team
4.3 Motivating my team
1
Welcome Learners back.
Follow one of 2 methodologies.
• Recap on the key learning points of the previous day by
making use of the flipchart
• Ask Learners to page through the previous day’s content
and to give feedback to the person next to them on any
2 things they have learned the previous day.
Flipchart
State the content / outcomes for the day.
Discuss motivation and the Team Leader’s role in motivating
their team. (Refer to Facilitator additional reading for additional
information)
•
Facilitation tools / aids
Complete Let’s Learn exercise: Motivating myself.
Discuss the rules of motivation.
Total time: 40 minutes
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
Let’s Learn exercise:
11 Motivating my self
Reference to S/A 7.2 – Part 1: My Leadership style.
S/A 20 minutes
Total time: 60 minutes
Reflect on the learning outcomes for this Learning Unit.
Closing the session
•
•
•
2
Opening the session (allow 2 min)
© Optimum Learning Technologies
•
Recap on key learning points covered and allow for
questions.
Introduce the next session’s content.
Confirm the timing of the break.
Flipchart
Recap on key learning points covered in the previous
session.
Flipchart
Total time: 10 minutes
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Day 3
Session
Content covered
Learning Unit 5: Controlling my
work
5.1 What must I control?
Facilitator activity and notes
• Introduce this session’s content.
Explain the LU outcomes.
Explain that Learner will not be exploring the last activity in the
POLC framework.
Facilitation tools / aids
Total time: 5 minutes
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
Explain the controlling activity in relation to the POLC framework.
Remind Learners of what they learnt in module 6 about
performance management. Allow 10 minute for general
discussion and sharing of what they remember. Refer them to
their learner notes for module 6.
Explain what the Team Leader’s role is in controlling.
Remind Learners of the importance of monitoring and why we do
it.
Discuss how performance can be monitored:
• Automated recording of workflow.
• Manual recording of workflow by team.
• Sampling of output.
• Visual monitoring.
• Video or audio recording of team performance.
Remind Learners on the monitoring tools they explored in module
6.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Day 3
Session
Content covered
Facilitator activity and notes
Facilitation tools / aids
Discuss the documents and records that a Team Leader might
use to monitor performance.
Explain what confidentiality is and the consequences of sharing
confidential information.
Ask Learners to complete F/A 7.4.
F/A 20 minutes
Explain what evaluation means. Explain that a Team Leader not
only monitors performance, but is also required to make
evaluations on that performance. Explain why we evaluate
performance.
Explain what variance means.
Using the example in the Learner Notes, explain how to monitor
and measure variance – explain how this impacts of future
planning and organising.
Reference to S/A 7.2 – Part 2: Monitoring performance –
question 2.1.
• Explain that Learner will need to complete this exercise in the
workplace.
S/A 10 minutes
Discuss the systems or procedures for reporting on performance
that the Learners my find in the workplace.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Day 3
Session
Content covered
Closing the session
Opening the session (allow 2 min)
Facilitator activity and notes
Reference to S/A 7.2 – Part 2: Monitoring performance –
question 2.2 to 2.8.
• Recap on key learning points covered and allow for
questions.
• Introduce the next session’s content.
• Confirm the timing of the break.
•
•
Learning Unit 5: Controlling my
work
5.2 How do we control in the context
of manufacturing?
Recap on key learning points covered in the previous
session.
Introduce this session’s content.
Discuss how a Team Leader would control work in the
manufacturing environment.
Remember to refer back to the other activities of the POLC
framework and ensure that they understand the link between all
the activities.
Facilitation tools / aids
S/A 30 minutes
Total time: 2 hours
Flipchart
Total time: 5 minutes
Flipchart
Total time: 5 minutes
Slides
Learner Notes
Evidence Guide
Assessor Guide
Flipchart
3
Reference to S/A 7.2 – Part 3: The POLC framework.
Learning Unit 5: Controlling my
work
5.3 Conclusion
Closing the session
© Optimum Learning Technologies
S/A 20 minutes
Total time: 45 minutes
Reflect on the learning outcomes for this Learning Unit.
Conclude the programme by reminding Learners that the POLC
framework is a useful tool for managing not only the tasks that
need to take place, but also monitoring the performance of the
team.
•
Recap on key learning points covered and allow for
Total time: 30 minutes
Flipchart
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Day 3
Session
Content covered
Facilitator activity and notes
•
•
•
Opening the session
Closing the Programme
(allocate at least 1 hour to this)
4
© Optimum Learning Technologies
•
Facilitation tools / aids
questions.
Allow 20 minutes to address any questions or concerns the
group may have regarding any of the subject matter covered
in this module – address these.
Introduce the next session’s content.
Confirm the timing of the break.
Recap on key learning points covered in the previous
session.
• Introduce this session’s content.
Key learning points
• Recap on the key learning points for the module.
• Provide opportunity for last questions and / or comments.
Formative Assessments
• Instruct the Learners to insert all their formative assessments
as well as the sign-off sections in the plastic folder provided
to each Learner.
• Ensure that the Formative Assessment cover page is
inserted on top of all the assessments.
• Ensure that the Formative Assessments are inserted in the
correct order (according to the page number in the top righthand corner).
• Ensure that all fields have been completed.
• Formative Assessments will need to be retained by the
Learners, as they will be needed for reference in some of the
Summative Assessments.
Summative Assessment briefing
• Each Summative Assessment must be briefed thoroughly,
according to the instructions in the Assessor Guide:
Total time: 25 minutes
Flipchart
Total time: 5 minutes
Slide
Evidence Guide
Assessor Guide
Plastic folders
Attendance register
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Day 3
Session
Content covered
Facilitator activity and notes
Step-by-step instructions
Evidence requirements
Formative Assessments / specific topics in the
Learner Notes that might be of assistance.
o Submission date, arrangements and process
• Allow opportunity for questions.
• Brief Learners on all the form in their evidence guide – these
are absolute requirements for the submission of the
summative assessment/s.
• Both Learner and Facilitator must sign the Learner
Assessment Agreement. This must be inserted in the plastic
folder with the formative assessments which will be delivered
to the Optimum office within 7 days after the session.
Last administrative requirements during classroom time
• Check that the Attendance Register has been completed.
• Learners need to complete the Learner Feedback forms.
These forms can be found at the back of the Learner Notes.
These forms are very important to Optimum and are used as
part of Optimum’s continuous improvement process.
Therefore, the Facilitator must request Learners to provide
detail/qualitative feedback. These forms must be delivered to
the Optimum office within 7 days after the session.
Closing
• Close the session on a positive note.
• Thank the Learners for their participation.
• Wish them luck for their summative assessments.
Facilitation tools / aids
o
o
o
© Optimum Learning Technologies
Total time: 1 hour 10 minutes
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
2. Facilitator guidelines
Functional areas in my company
Methodology
Group Work - Discussion
Resources required
Flipchart, kokis, Learner Notes,
Pen
Time frame
10 minutes
Context or purpose:
This exercise helps Learners to identify the different functional areas in a business. It is aimed at
helping Learners understand the various operational requirements in a business and how these link
with the overall management of the company.
Instructions:
•
Divide Leaner’s into groups.
•
Ask groups to discuss why businesses have functional areas. Allow 5 minutes for discussion.
•
Refer to Facilitator additional reading for information on business functional areas.
Debrief:
•
•
Ask groups for feedback. Note answers on the flipchart. At a minimum answers must include:
o
Human Resources,
o
Marketing and/ or Public Relations,
o
Production,
o
Distribution,
o
Financial and
o
Administration
Ask Learners to complete Formative Assessment 7.1.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Filling documents and records
Methodology
Group work - Discussion
Resources required
Learner Notes, pen
Time frame
10 minutes
Context or purpose:
This exercise is aimed at helping Learners identify the different methods for filling and storing
information, documents and records in their company.
Instructions:
•
Divide Learners into groups.
•
Read the instruction in the Learner Notes.
•
Give Learners 5 minutes to discuss and come up with solutions.
Debrief:
•
Ask for volunteers to give feedback.
•
At a minimum answers must include:
o
Bookshelves ,
o
Filling cabinet,
o
Filling drawers,
o
Level arch files,
o
Computer,
o
Archived boxes in store room.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
The management process
Methodology
Individual reflection
Resources required
Video clip: “Four Functions of
Management”, Learner Notes, pen
Time frame
10 minutes
Context or purpose:
This exercise is aimed at helping Learners understand the POLC management framework..
Instructions:
•
Ask Learners to watch the Four Functions of Management video clip.
•
Ask learners to follow the instructions in their Learner Notes.
•
Ask Learners which functions they feel are more important.
•
Explain that while all the areas are important to be effective, they need to make sure that they:
•
o
plan properly so that they can organise, lead and control.
o
organise and lead so that the work is done according to the plan and what needs to be
achieved.
o
Control, monitor and measure so that they know what HAS been done, and can use
the information for future planning.
Briefly discuss with Learners which of the functions they spend more time on.
Debrief:
•
Ask for volunteers to give feedback.
•
Answers must include:
•
o
Planning
o
Organising
o
Leading
o
Controlling.
Introduce the next exercise.
© Optimum Learning Technologies
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Advertising My Team
Methodology
Group experiential exercise
Resources required
Coloured poster board, scissors,
kokis, tape, blank paper
Time frame
45 minutes
Context or purpose:
This exercise is aimed at providing Learner’s with the opportunity to experience and analyse each of
the management functions in the POLC framework.
Instructions:
•
Read the instruction in the Learner Notes.
•
Provide each group with 2 coloured poster boards, 1 pair of scissors, kokis and tape
•
Each group must present their advert to the rest of the class.
•
Ask the class to hold a silent ballot to choose the winning advert.
Debrief:
•
Ask Learners to discuss their experience of the exercise in the relation to the POLC framework in
their groups.
•
Ask Learners to complete the questions in their Learner Notes
•
You can use the following questions to debrief:
o
What roles did people take in the group?
o
What contributed to your team’s success/ failure in developing the advert?

Answers can include: planning, organising, communicating, leadership.
o
Was there a leader? Who? Why?
o
Did anyone feel left out? Why?
o
What was the plan of action?
•
Ask Learners to answer the questions in their notes.
•
Explain that Learning Units 2 through 5 will each deal with one aspect of the POLC Framework.
© Optimum Learning Technologies
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
How do I spend my time
Methodology
Individual reflection
Resources required
Learner Notes, pen
Time frame
10 minutes
Context or purpose:
This exercise provides Learners with an opportunity to practice using a diary.
Instructions:
•
•
Read the instruction in the Learner Notes.
Ask learners to include as much information as possible in their diary – page 54 in their Learner
Notes.
Debrief:
•
•
Ask Learners to look at their diary page. Ask them to decide whether they spend most of their time
doing what will help them achieve their goals, or do they find that they waste a lot of time.
Read through the notes of page 55 in the Learner Notes and introduce Formative Assessment 7.3.
© Optimum Learning Technologies
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Developing task lists
Methodology
Group experiential exercise
Resources required
Flipchart, kokis, Learner Notes,
pen, Prestick
Time frame
20 minutes
Context or purpose:
In this exercise, Learners will practice developing team task lists as a planning method for working
towards achieving team targets. Learners will also prioritise tasks using the ABC & 123 method.
Instructions:
•
Divide Learners into groups.
•
Read the instruction in the Learner Notes.
Debrief:
•
•
•
Have groups stick their task list (flipchart) up so that the rest of the class can review both their lists
and how they have been prioritised.
Review some of the prioritised lists. Identify any obvious errors and involve the rest of the class in
assisting to correct these by providing feedback on what the error is and how it can be addressed.
Ask Learners what they would do if:
o
Their advert had to be cut down to 60 seconds,
o
Another person was added to their team at the last minute,
•
How would these affect their task lists?
•
Introduce Summative Assessment 7.1, Part 2 – question 2.3
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Task list to action planning
Methodology
Group experiential exercise
Resources required
Flipchart, kokis, Learner Notes,
pen
Time frame
15 minutes
Context or purpose:
This exercise is aimed at helping learners understand how to turn their tasks lists into action plans.
Instructions:
•
Ask Learners to work in the same groups that they were in for the previous Let’s Learn exercise.
•
Read the instruction in the Learner Notes.
Debrief:
•
Ask groups to stick their action planning tables up for the rest of the class to see.
•
Give Learners 5 minutes to walk around and review each other’s action plan.
•
Ask volunteers for feedback.
•
Introduce Formative assessment 7.4.
•
Introduce Summative assessment 7.1, Part 2 – questions 2.4 to 2.6.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Making Beer
Methodology
Group exercise – case study
Resources required
Learner Notes, pen
Time frame
15 minutes
Context or purpose:
This exercise is aimed at helping Learners understand how organising, as part of the POLC framework,
can impact on productivity.
Instructions:
•
Read through the case study.
•
Read the instruction in the Learner Notes.
•
Ask groups to answer the two questions in their Learner Notes.
Debrief:
•
Ask for volunteers to give feedback.
•
Answers can include:
o
To get the most benefit from the machine.
o
To maximise production output.
o
To ensure that the team reaches their performance target.
o
John organises his team to run the machines for 22 hours in different shifts
o
Team members have become skilled in how to maintain the machine so they can
manage their production around regular maintenance and not have to wait for
someone else.
o
Each machine is stopped at different times so that production is not completely
stopped when maintenance takes place.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Action Centered Leadership ™
Methodology
Group discussion
Resources required
Video clip: “Action Centered
Leadership ™”, Flip chart, kokis,
Learner Notes, pen
Time frame
15 minutes
Context or purpose:
This exercise is aimed at providing learners with a clear understand of the role of leadership in the
POLC framework. Learners will also have an opportunity to explore their own needs as a leader.
Instructions:
•
Read the instruction in the Learner Notes.
•
Pause the video at each question to give Learners time to answer the question.
Debrief:
•
Debrief by reading through the notes on page 90 in the Learner Notes.
•
Ask Learners to check if they missed anything on their lists.
•
Check if there are any questions – address these.
•
Using the diagram on page 91 of the Learner Notes, explain how this model fits in to the POLC
framework.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
The communication process
Methodology
Group experiential exercise
Resources required
Video clip: “The Communication
process Model”, Flip chart, kokis,
Learner Notes, pen
Time frame
15 minutes
Context or purpose:
This exercise is aimed at helping learners understand the communication process.
Instructions:
•
Divide Learners into groups.
•
Read the instruction in the Learner Notes.
Debrief:
•
Have groups stick their diagrams up for the rest of the class to see.
•
Ensure that all the groups have managed to include the following elements
•
Check if there are any questions – address these.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Motivating myself
Methodology
Individual reflection
Resources required
Learner Notes, pen
Time frame
10 minutes
Context or purpose:
This exercise is aimed at helping Learners realise how they are motivated and the first step in being
able to motivate others.
Instructions:
•
Read the instruction in the Learner Notes.
Debrief:
•
Ask for volunteers to share how understanding what motivates us can help us motivate others.
•
Answers can include:
o
If we are not motivated then others will know, even if we are trying to motivate them.
o
If we are not motivated, then we will seem insincere when we try to motivate others.
o
Leaders must lead by example.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Business functional areas:
Administration functions
•
Collecting, distributing and dispatching the mail
•
Storing and retrieving paper and electronic records
•
Organising meetings and preparing meetings documents
•
Responding promptly to enquiries
•
Preparing documents using word processing, spread sheet and presentation packages,
such as PowerPoint Researching information
•
Sending and receiving messages by telephone, fax and email
•
Making arrangements for visitors.
•
Making travel arrangements
•
Purchasing supplies of office stationery and equipment
•
Making arrangements for events, such as interviews or sales conferences
Distribution functions
•
Ensuring all goods are appropriately stored before dispatch
•
Ensuring goods for dispatch are securely packed and correctly labelled
•
Checking vehicle loads are safe and secure
•
Ensuring goods are despatched at the right time
•
Checking that all deliveries match orders precisely and notifying sales if there is a
discrepancy
•
Completing the delivery documents
•
Planning and scheduling vehicle routes
•
Notifying sales staff of delivery schedules so that customers can be informed
•
Dealing with distribution problems, eg through bad weather or vehicle breakdown.
Finance functions
•
Producing invoices, checking payments are received and chasing up overdue payments
•
Recording money received
•
Checking and paying invoices received
•
Preparing the payroll and paying staff salaries
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
•
Monitoring departmental budgets to check managers are not overspending Issuing regular
budget reports to all departmental managers
•
Producing cash flow forecasts and regular financial reports for senior managers
•
Advising senior managers on sources of finance for capital expenditure.
•
Producing the statutory accounts each year
Human resources functions
•
Advertising job vacancies
•
Notifying staff of promotion opportunities
•
Receiving and recording all job applications, arranging interviews and notifying candidates
of the result
•
Sending a contract of employment and other essential information to new staff
•
Arranging staff training and encouraging continuous professional development
•
Monitoring the working conditions of staff
•
Checking health and safety and keeping accident records
•
Recording sick leave and reasons for absence
•
Carrying out company welfare policies, e.g. long-service awards and company loans
•
Advising managers on the legal rights and responsibilities of the company and its
employees
•
Keeping records of grievances and disciplinary actions and their outcome
•
Monitoring the terms and conditions of employment, including wage rates
•
Maintaining staff records
•
Liaising with staff associations or trade unions which represent the workforce
Marketing functions
•
•
•
•
Carrying out market research to obtain feedback on potential and existing products and/or
services
Analysing market research responses and advising senior managers of the results and
implications
Promoting products and services through a variety of advertising and promotional methods,
e.g. press, TV, online, direct mail, sponsorship and trade shows or exhibitions
Obtaining and updating a profile of existing customers to target advertising and promotions
appropriately
•
Producing and distributing publicity materials, such as catalogues or brochures
•
Designing, updating and promoting the company website
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
Sales functions
•
Organising sales promotions
•
Responding to customer enquiries
•
Selling the product or service to customers, either over the telephone or face to face
•
Preparing quotations or estimates for customers
•
Negotiating discounts or financial terms for business customers
•
Providing technical advice
•
Keeping customer records up to date
Production functions
•
Ordering (often buying) stocks of raw materials from approved suppliers
•
Storing and checking the stocks of raw materials
•
Planning production schedules to maximise machine capacity and staff levels
•
Producing or assembling the finished product
•
Checking the quality of the product throughout the production process
•
Checking production is on schedule and resolving delays or problems
•
Packing and storing the final products before distribution
Scheduling routine machinery inspections and maintenance Carrying out repairs to machinery
and equipment as required
Notes from module 6:
The responsibilities of a Team Leader include:
1. organise the team;
2. ensure that goals and objectives are understood;
3. provide necessary information;
4. create and maintain channels to enable team members to do their work;
5. follow through on task assignments;
6. report on team decisions and progress;
7. give guidance to team members;
8. monitor and measure each member’s performance.
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Why businesses use information
Organisations use business information in many ways to help them become more effective.
Four of the most important ways are operational support, analysis, decision making and gaining
advantage. This section explains each of these terms and gives examples of how a business
might use them.
Operational support
When monitoring and controlling its activities a business can make immediate use of the
information from its operational support system to make its minute-by-minute or hour-by-hour
decisions. For a restaurant, for example, some of their products are freshly prepared, while
others are cooked in batches or need time to defrost. If customer orders are recorded on an
EPOS system, then an operational support system can alert the restaurant management as to
when they need to cook or defrost more bulk products.
Analysis
Analysis is where the business regularly does the same or similar processing of its data. This is
typically to identify patterns or trends and to monitor the business. A business might produce a
weekly sales and costs report.
This would show a trend of whether profits are increasing or decreasing and whether increased
sales drive up costs. For example, a restaurant chain might use analysis to compare the
performance of similar restaurants, to compare one restaurant against the regional or national
average or to identify the impact of a promotion on sales and costs. Analysis may also be used
to identify patterns such as the increase in sales at Christmas or Easter.
Analysis can be a powerful tool to predict sales and demand in the future, which in turn helps
the organisation to know how much stock to buy in, what staffing is required and what
advertising needs there are.
Decision making
Information systems can support decision making when a problem or issue arises and
management needs to take action to resolve it. This is typically done on an ad hoc basis as
problems arise. Management can take these decisions at various levels: operational, tactical or
strategic.
For example, the management of the restaurant chain might want to reduce costs. They might
decide to do this by a reduction in the hours that some of their restaurants are open. They could
decide when to close the restaurants by looking at information on sales and costs by hour of the
day, by day of the week and by branch. They could open later or close earlier if sales less direct
costs were low. This could be operational (for one branch), tactical (for a group of branches) or
strategic (for a region or nationally).
Gaining advantage
This is the opposite to resolving a problem in that it is about taking advantage of external or
internal events. It is done on an ad hoc basis as and when opportunities arise.
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It is also used to identify patterns or trends, this time with the aim of making decisions to benefit
from these events. For example, how should the restaurant respond when the local football
team gains promotion to the premier league? Should management employ more staff or open
longer on match days? Should they advertise more at the club ground? Or should they do
special promotions?
Another example is if a competing chain goes out of business. What actions should the
restaurants near to their former competitor take? What might be the effect of taking these
actions?
Types of plans and levels of planning that take place in a company
Top management
Strategic planning is based on the company’s Mission and Vision,
which is its reason for existence.
Strategic planning involves analysing competitive opportunities and
threats, as well as the strengths and weaknesses of the company, and
then deciding how to position the company to compete effectively in
their market.
Strategic planning has a long time frame, often five years or more.
Strategic planning generally includes the entire company and includes
formulation of company goals and objectives.
Middle
management
Functional planning is done by the functional departments in the
company and the purpose is to realise the long-term goals of the
strategic plan. (Sometimes called tactical planning.)
Remember: Functional departments include Marketing, Purchasing,
Production, Human Resources, Administration, Distribution, Public
Relations.
Operational planning generally focuses on companywide short-term (1
year) goals and objectives and explains how to achieve them. It
includes developing specific action steps that support the strategic and
functional plans.
Junior
management
Action planning is part of the operational planning that usually takes
place at team level and is usually focused on planning monthly, weekly
and daily tasks against performance targets.
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Production planning
http://www.bdc.ca/en/advice_centre/articles/Pages/production_planning_plan.aspx
Key factors of a production plan
Effective planning hinges on a sound understanding of key activities that entrepreneurs and
business managers should apply to the planning process. Here are some examples:
Forecast market expectations
To plan effectively you will need to estimate potential sales with some reliability. Most
businesses don't have firm sales or service figures. However, they can forecast sales based on
historical information, market trends and/or established orders.
Inventory control
Reliable inventory levels feeding the pipeline has to be established and a sound inventory
system should be in place.
Availability of equipment and human resources
Also known as open time, this is the period of time allowed between processes so that all orders
flow within your production line or service. Production planning helps you manage open time,
ensuring it is well-utilized, while being careful not to create delays. Planning should maximize
your operational capacity but not exceed it. It's also wise not to plan for full capacity and leave
room for the unexpected priorities and changes that may arise.
Standardized steps and time
Typically, the most efficient means to determine your production steps is to map processes in
the order that they happen and then incorporate the average time it took to complete the work.
Remember that all steps don't happen in sequence and that many may occur at the same time.
After completing a process map, you will understand how long it will take to complete the entire
process. Where work is repeated or similar, it is best to standardize the work and time involved.
Document similar activities for future use and use them as a base-line to establish future
routings and times. This will speed up your planning process significantly.
During the process map stage, you may identify waste. You can use operational efficiency/lean
manufacturing principles to eliminate waste, shorten the process and improve deliveries and
costs. BDC Consulting can assist businesses in process mapping and other operational
efficiency principles and tools.
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Risk factors
Evaluate these by collecting historical information on similar work experiences, detailing the
actual time, materials and failures encountered. Where risks are significant, you should conduct
a failure mode effect analysis method (FMEA) and ensure that controls are put in place to
eliminate or minimize them. This method allows you to study and determine ways to diminish
potential problems within your business operations. This type of analysis is more common in
manufacturing and assembly businesses.
Delegation
Main Concepts of Delegation
•
•
•
Authority – Authority is the power given to a person or group of people to act and make
decisions within designated boundaries. When delegating a task, the authority is shared
between the manager and the person receiving the delegation.
Responsibility – Responsibility refers to the act of carrying out a specified task. When
delegating a task, the manager and person receiving the delegation share the responsibility
of completing the work. The manager has the responsibility of providing clear instructions on
what work needs to be done, while the person receiving the delegation is responsible for
figuring out how the task should be completed.
Accountability – Accountability means that a person is held liable for their actions and
decisions. During delegation, the accountability for a task transfers from the manager to the
person who actually completes the work. Any positive or negative consequences associated
with their performance are ultimately their own personal responsibility.
Four Steps to Delegate Effectively
Step 1 – Select the Right Task
The first step in this process is to carefully select which task(s) you wish to delegate. Not every
task is an ideal candidate for delegation. Tasks that are redundant or well-defined are typically
ideal. Tasks that are isolated in function and do not require a great deal of coordination or group
interaction might also be good candidates.
Step 2 – Choose the Right Person
This step can be one of the most difficult in the whole process. It takes time and effort to find a
person who possesses all the traits and skills required for some jobs. The potential candidate
not only needs to have the right technical skills and expert knowledge, they also need to be
trustworthy and have the time to take on the additional work. Finding a person who has all of
these capabilities takes time, but being patient and selective will ensure that the delegation
process goes smoothly.
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Step 3 – Give Clear Directions
Once you find the right person, the next step will be to provide them with directions. The
directions should be clear, simple, and well-documented.
Step 4 – Monitor Progress
The final stage of the delegation process requires a scheduled follow-up with the designated
individual to see how well the task is coming along. You should take the time to check over the
work in order to ensure that everything is being completed to your satisfaction. You should also
let them know that you are available for questions and that you will continue to provide further
feedback as needed.
Action plan to work schedule
The order in which tasks are performed also depends on the product or service and the way
that work is organised. Sometimes there’s only one sequence possible.
The type and cost of equipment needed may also influence what order tasks are done in. When
expensive capital equipment (the name for tools, machines, vehicles and other equipment) is
needed, then companies will try not to have more than is absolutely necessary, and will try to
run it at full capacity. This means running it as often and as fast as can be done without causing
problems with it.
However, if the equipment is fairly inexpensive, it may be worth having as much as you could
possibly want, so that tasks can be done as much as possible. It is better to use more low cost
equipment if it means that high cost equipment, like large machinery or people, aren't left idle.
Shift work is a type of work scheduling system that requires you to work outside of the standard
morning to evening (such as 8 a.m. to 5 p.m.), five-day-a-week schedule. Many jobs require
work shift schedules, particularly in businesses that are open 24 hours a day or in plants that
require round-the-clock security or maintenance. These include, for example: some
manufacturing companies, airports, as well as chemical and nuclear power plants. Types of
work shift schedules include fixed, split, irregular and rotating shifts.
http://www.ehow.com/how_6811739_create-production-schedule.html
At a minimum, the following steps should be used in developing your team’s work schedule:
1. Identify all the tasks that will need to be completed during production. Do not forget about
pre- and post-production activities, such as quality inspections or editing.
2. Put these tasks in a chronological list.
3. Research how much time the tasks you have identified have taken other companies or
professionals to complete. Talk to those in the industry or read professional publications that
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indicate average activity completion times. Create estimates for how long each task will take,
based on your research and staff availability, and jot the estimates down on your list.
4. Create a chart that lists time across the top (e.g., days, weeks, months) and the tasks
chronologically down the right side. Draw a horizontal line across the chart for each task to
indicate how long each task will take. Since each task will start and end at a different period
of time, the lines need not start flush left or extend the entire width of the chart. It is
acceptable to have some overlap in these lines if tasks are to occur simultaneously, to some
degree.
5. Add information to your chart across each task line, such as the people responsible for each
task or the materials or cost associated with each task.
6. Conduct a staff meeting for all members of the production team. Give them copies of the
production schedule and make sure that each staff member can be available when they are
scheduled to work. If a staff member cannot be present for their scheduled time, you will
need to find a replacement worker or adjust the production schedule to correspond with their
absence.
Be sure to factor in the time it takes to accommodate production problems, such as getting a
shipment of inferior supplies. Inflate your estimates accordingly. No one will gripe if you finish
ahead of this inflated schedule, but they will be upset if you underestimate and go over deadline.
Leadership styles
AUTHORITARIAN (AUTOCRATIC)
This style is used when leaders tell their employees what they want done and how they want it
to be done, without getting the advice of their followers. Some of the times when you must use
this style are when you have all the information to solve the problem, you are short on time, and
your employees are motivated.
Some people think of this style as a vehicle for yelling, using demeaning language, and leading
by threats and abusing their power. This is not the authoritarian style, rather it is an abusive,
unprofessional style called “bossing people around.” It has no place in a leader's repertoire.
The authoritarian style should normally only be used on rare occasions. If you have the time
and want to get more commitment and motivation from your employees, then you should use
the participative style.
PARTICIPATIVE (DEMOCRATIC)
In this style the leader includes one or more employees in the decision-making process
(determining what to do and how to do it). However, the leader still makes the final decision.
Using this style is not a sign of weakness; it is rather a sign of strength that your employees will
respect.
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This is normally used when you have part of the information, and your employees have other
parts. Note that nobody expects a leader to know everything – this is why you have
knowledgeable and skillful people in your team. Using this style benefits both the leader and
his/her team members – it allows them to become part of the team and allows the leader to
make better decisions. The benefits of this style includes amongst others:
•
•
If you let your team members make the decisions, you increase their efficiency.
Give team members the opportunity to develop their decision-making skills and learn to trust
them.
•
Provide the opportunity to discover and develop unique skills.
•
Inspire team members to become quality decision-makers.
•
Co-ordinate and align all individual team members’ involvement into a combined team effort.
•
Ensure that each team member plays an important role and knows what role he/she is
playing.
DELEGATIVE (FREE REIGN)
In this style, the leader allows the team members to make the decisions. However, the leader is
still responsible for the decisions that are made. This is used when team members are able to
analyse the situation and determine what needs to be done and how to do it. You cannot do
everything! You must set priorities and delegate certain tasks.
This is not a style to use so that you can blame others when things go wrong, This is a style to
be used when you fully trust and have confidence in the people in your team. Do not be afraid to
use it, however, use it wisely!
NOTE: This is also known as laissez faire (or laisser faire), which is the non-interference in the
affairs of others.
Action Centered Leadership Model
In the Action Centered Leadership Model, the responsibilities of a Team Leader for achieving
the task are:
•
•
•
•
identify aims and vision for the group, purpose, and direction - define the activity (the task).
identify resources, people, processes, systems and tools (inc. financials, communications,
IT).
create the plan to achieve the task - deliverables, measures, timescales, strategy and tactics.
establish responsibilities, performance targets, accountabilities and measures, by
agreement and delegation .
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•
set standards, quality, time and reporting parameters.
•
control and maintain activities against parameters.
•
monitor and maintain overall performance against plan.
•
report on progress towards the team’s aim.
•
review, re-assess, adjust plan, methods and targets as necessary.
The Team Leader’s responsibilities for the team are:
•
establish, agree and communicate standards of performance and behaviour.
•
monitor and maintain discipline, ethics, integrity and focus on performance targets.
•
anticipate and resolve team conflict, struggles or disagreements.
•
develop team-working, cooperation, morale and team-spirit.
•
progressively increase the team’s freedom and authority as they develop.
•
motivate the group and provide a collective sense of purpose.
•
identify, develop and agree team roles.
•
enable, facilitate and ensure effective team communications
•
identify team training needs.
•
give feedback to the team on overall progress; consult with, and seek feedback and input
from the team.
The Team Leader’s responsibilities for each individual are:
•
understand the team members as individuals - personality, skills, strengths, needs, aims
and fears.
•
assist and support individuals - plans, problems, challenges, highs and lows.
•
identify and agree appropriate individual responsibilities and targets.
•
give recognition and praise to individuals - acknowledge effort and good work.
•
identify, develop and utilise each individual's capabilities and strengths.
•
train, coach, mentor and develop individual team members.
•
help individuals develop to gain more freedom and authority.
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Adair also identified these core functions of leadership and says they are vital to the Action
Centered Leadership model:
•
Planning - seeking information, defining tasks, setting aims.
•
Initiating - briefing, task allocation, setting standards.
•
Supporting - individuals' contributions, encouraging, team spirit, reconciling, morale.
•
Informing - clarifying tasks and plans, updating, receiving feedback and interpreting.
•
Controlling - maintaining standards, ensuring progress, ongoing decision-making.
•
Evaluating - feasibility of ideas, performance, enabling self-assessment.
Motivation
Because there is so much change with team members and associated team goals, providing
consistent leadership is essential to motivating team members. If possible, keeping the same
individual in charge will keep the team members focused on their goal rather than on
determining what a new leader expects of them. Team members may be motivated to make
their new boss happy rather than being motivated to achieve the team goals.
Additionally, with constantly changing leadership, many team members may assume the team
they belong to is undesirable to leaders. Team members may think leaders are "jumping ship"
because they know they will not succeed; and in turn, managing a poorly achieving team puts a
black mark on own leadership abilities.
No matter how hard individual team leaders try to stay with a team, change is inevitable for
team leaders as well. To mitigate the problems mentioned above, two strategies can be
employed:
1. Maintain consistent expectations from the former to the new team leader
2. Utilize the current motivational techniques that work.
Both of these strategies require as much communication as possible between the former and
the new leader. In addition, communication to the team members throughout the transition
process provides motivation to the team because they will understand what is expected of them,
and they will feel like they are part of the process. This communication between the leaders and
to the team members is the responsibility of the team leaders, but team members should try to
make sure they are available and receptive to this communication.
An appreciation for the subtleties that exist in human behavior and team dynamics will better
enable the understanding of team motivation. Understanding team members, understanding
team goals, and providing consistent leadership should help provide the motivation required to
achieve success.
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Motivating Team Members
Many top managers assume that the key to motivation is the proper use of the available
motivational "tools." This is making an enormous assumption that some magical tool actually
exists that will motivate an individual. This is one of the common myths regarding motivation. In
fact, motivation is a process, not the end result of a task. Specifically regarding the question
posed to our team, motivation is not catered to an individual because of their experience or
position. It is catered to an individual because they ARE an individual. This goes for the longtenured employee as well as the newest member of the team.
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3.
Facilitation plan summary
National Certificate: Stores and Warehousing
Module 7: Planning, Organising, Controlling and Leading
Facilitation plan summary
Day one: Agenda
8:00-9:00
9:00-9:30
9:30-10:00
10:00 -10:15
10:15 -11:00
11:00 – 12:30
12:30 – 13:15
13:15 – 14:15
14:15 – 15:00
15:00 – 15:15
15:15 – 16:30
16:30
Welcome and administration
Registration and introduction
Learning Unit 1: Business functional areas
Learning Unit 1: Management functions in my company
Morning tea break
Learning Unit 1: Information and resource management in my company
Learning Unit 1: Team Leader management process – The POLC model
Lunch
Learning Unit 2: Plans, what plans?
Learning Unit 2: I need more time…
Afternoon tea break
Learning Unit 2: Developing my team’s task list
Closure
Day two: Agenda
8:00-8:30
8:30-9:30
9:30-10:00
10:00 -10:15
10:15 -11:00
11:00 – 12:30
12:30 – 13:15
13:15 – 14:15
14:15 – 15:00
15:00 – 15:15
15:15 – 16:30
16:30
Welcome and administration
Recap the previous day’s activities
Learning Unit 3: Organising my team
Learning Unit 3: Making the tough decisions
Morning tea break
Learning Unit 3: How do I delegate?
Learning Unit 3: Action plan to work schedule
Lunch
Learning Unit 4: How do I lead?
Learning Unit 4: Building trust through effective communication
Afternoon tea break
Experiential game: The human knot
Closure
Day three: Agenda
8:00-9:00
9:00-10:00
10:00 -10:15
10:15 -12:30
12:30 – 13:15
13:15 – 14:15
14:15 – 15:00
15:00 – 15:15
15:15 – 16:30
Welcome and administration
Recap the previous day’s activities
Learning Unit 4: Motivating my team
Morning tea break
Learning Unit 5: What must I control?
Lunch
Learning Unit 5: How do we control in the context of manufacturing?
Learning Unit 5: Conclusion
Afternoon tea break
Closing the Programme
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16:30
Closure
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4.
Facilitation checklist
The various items in the checklist need to be checked at various times in the preparation and delivery process as indicated in the following way in
the checklist:
B
Before arrival at the venue
W When arriving at the venue
D
During contact time
A
After contact time
This checklist must be completed by both the Coordinator and the Facilitator. The grey-shaded blocks will indicate the responsible party/parties.
Please complete this checklist in black pen.
Item
Comments / notes
When
Coordinator
Facilitator
/
/
Learning material
Learner Notes
1 x Learner
B
Evidence Guide
1 x Learner
B
Assessor Guide
1 x Facilitator
B
Facilitator Guide
1 x Facilitator
B
Slides
1 x Facilitator
B
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Facilitation tools / aids
Generic stationery
notepad)
(coloured
pens
and 1 x Learner
B
Blank paper
1 x Learner
B
Flipchart Paper
1 x pack per class
B
Coloured poster board
3 x per group (group = max 5 learners)
B
Kokis
3 x box multi-coloured per class
B
Scissors, Prestick and tape
1 x per group
B
Video clip: LU 1 – Let’s Learn: The
management process – “The Four Functions of 1 x Facilitator
Management”
B
Module 7 toolkit templates
B
1 x per learner
Video clip: LU 4 – Let’s Learn: “Action
1 x Facilitator
Centered Leadership ™
B
Video clip: LU 4 – Let’s Learn: The
communication process - “The Communication 1 x Facilitator
process Model”.
B
Administration (pre-contact time)
Attendance register
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Learner evaluation forms
1 x Learner (at the end of the Learner Notes)
B
Name cards
1 x Learner
B
Name tags
1 x Learner
B
Equipment
Projector
Take with / supplied by venue
B
Flipchart
Take with / supplied by venue
B
Flipchart pens
Take with / supplied by venue
B
Extension cord
Venue details, incl. OHS
Physical address
Complete address in here
Contact person at the venue and contact Complete here
number
B
B
Location of fire extinguisher*
Complete here
B&W
Location of first aid kit*
Complete here
B&W
Emergency assembly point*
Complete here
B&W
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H&S representative / contact person at the Complete here
venue*
B&W
Bathrooms*
B&W
Complete here
* Facilitator to communicate this to the Learners (see applicable slide) – only tick this once communicated. Please amend details in the
“comments” column if the information communicated differs from the information completed by the Coordinator.
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Venue setup
Room set-up: Cluster / cabaret style (5-6
seats)
B
Room set-up: Cluster / cabaret Style (5-6
seats)
W
Administration (post contact time)
Attendance Register
Fully completed
A
Learner Evaluation Forms
1 x Learner
A
Formative Assessments
All, progress checks completed, in order, cover page
completed and signed
A
Assessment Agreement
Completed and signed in full
A
Coordinator
Print name
Signature
Print name
Signature
Signed
Facilitator
Note to the Facilitator: Remember to hand this checklist to the Coordinator within 7 days after contact time.
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5.
Facilitator report
Programme
NC: Stores and Warehousing 83986
Module
Module 7: Planning, Organising, Leading and Controlling
Date of delivery
Facilitator
Date of report
This report has to be completed and delivered to the Project Coordinator/Manager at
Optimum Learning Technologies after delivery at the end of the module/session.
Please complete the Facilitator Report as accurately and honestly as possible. Please take
time to add your comment on every subsection, in order for us to continuously improve our
training quality!
The purpose of the Facilitator Report is to evaluate the following:
•
Logistics & support
•
Facilitation
•
Training Materials
•
Assessments
Poor
Satisfactory
Good
Excellent
*
**
***
****
1
Logistics & support
1.1
Was communication regarding attendance of the programme efficient
and effective?
1.2
Was the Programme Coordinator helpful and efficient?
1.3
Was the training equipment and material used effective and prepared?
1.4
Was the training venue conducive to learning (set-up for convenience of
Learners, comfortable in terms of temperature, etc.)?
*
**
***
****
Additional comments on logistics and support
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2
Poor
Satisfactory
Good
Excellent
*
**
***
****
Facilitation
*
2.1
Learners were prepared and motivated to attend the programme.
2.2
Learners participated well and provided constructive input.
2.3
The programme allows for the use of a variety of methods, exercises,
activities and discussions.
2.4
Learners were punctual and kept to the schedule.
**
***
****
***
****
Additional comments on facilitation
3
Programme evaluation
*
3.1
The learning outcomes of the programme are relevant and suitable.
3.2
The content of the programme was relevant and suitable for the target
group.
3.3
The length of the facilitation was suitable for the programme.
3.4
The learning material assisted in learning new knowledge and skills to
apply in a practical manner.
3.5
The learning material was free from spelling and grammar errors.
3.6
Hand-outs and exercises are clear, concise and relevant to the
outcomes and content.
3.7
Learning material is generally of a high standard, and user friendly
**
Additional comments on programme evaluation
Spelling/grammatical errors
Facilitator/Learner Notes, etc.
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Facilitator Guide
NC: Stores and Warehousing 83986
Module 7: Planning, Organising, Controlling and Leading
4
Poor
Satisfactory
Good
Excellent
*
**
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Assessment evaluation
*
4.1
A clear overview of the assessment requirements of the programme was
provided.
4.2
The assessment process and time lines were clearly explained.
4.3
All assessment activities and activities were discussed.
**
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Additional comments on programme evaluation
Further comments
Please note any relevant information, difficulties incurred, etc., that you regard as important.
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D01-04-2014