TOOL 4.1: HANDOUT 1
Leadership versus management
Definition of leadership
‘Influencing
behaviours
towards
the
achievement
organisational goals’.
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of
What are the key learning points from this session?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________
What percentage of your time do you spend managing and what
percentage leading?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________
What do you need to do differently?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________
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TOOL 4.1: HANDOUT 2
Leadership versus management
TOOL 4.2: HANDOUT 1
World-class service leadership
actions
External customer actions
• Leaders listen to their customers.
• Leaders champion the voice of the customer.
Internal customer actions
• Leaders listen to their employees.
• Leaders stay in touch with their employees.
• Leaders support their employees.
• Leaders serve their employees.
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Leaders listen to their customers
•
What regular mechanisms do you use to ‘listen’ to your
customers?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
•
How effective are they?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
•
How can you improve upon this?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
Leaders champion the voice of the customer
•
What action have you taken in the last six months to
champion the customer’s perspective?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
•
What improvements have you instigated in the past six
months to ensure customer loyalty?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
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TOOL 4.2: HANDOUT 2
World-class service leadership
actions
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•
How can you improve upon this?
TOOL 4.2: HANDOUT 2
______________________________________________________
______________________________________________________
______________________________________________________
__________________
Leaders listen to their employees
•
What regular mechanisms do you use to ‘listen’ to your
employees?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
•
How effective are they?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
•
How can you improve upon this?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
Leaders stay in touch with their employees
•
How often do you shadow your team to see how they’re
doing?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
•
When did you last spend a full day undertaking the
role of one of your team?
______________________________________________________
______________________________________________________
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______________________________________________________
______________________________
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•
How
often
do
you
brief
your
team
on
company
performance?
______________________________________________________
______________________________________________________
______________________________
•
How can you improve communications with your team?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
Leaders support their employees
•
Have all of your team members had a full performance
appraisal in the last six months?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
•
Do all of your team have a specific and actionable
training and development plan?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
•
What recognition methods do you use and how could they
be improved?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
•
How empowered are your team to make things rights for
their customers when they go wrong, and how could
these be improved?
______________________________________________________
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TOOL 4.2: HANDOUT 2
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
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TOOL 4.2: HANDOUT 2

Do all of your team have the right tools to enable them
to be as productive as possible, and how can you improve
this situation?
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
Leaders serve their employees
•
Do you always deliver on your promises to your team?
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
•
What regular methods do you use to motivate your team?
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
•
How quickly do you act on their ideas?
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
•
What are the key barriers that stop your team being as
effective as they could be, and how can you remove those
barriers?
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
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TOOL 4.3: HANDOUT 1
Model of performance
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•
What is the leadership style that you identified for
yourself?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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•
How can you verify this from other people?
___________________________________________________________
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___________________________________________________________
___________________________________________________________
_______________________________________________________
•
What is the impact of your style on your team and the
customer?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________
•
Write down one thing you will do to help yourself
adopt a more supportive and challenging climate.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________
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TOOL 4.3: HANDOUT 2
Reflection sheet
TOOL 4.4: HANDOUT 1
Creating our vison of the future
Use
the
following
questions
as
prompts.
Write
your
responses below:
Imagine things are going 100 per cent right for the team
and our
customers …
• What are we doing in this future time that is positive?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________
• What
have
we
started
doing
that
we
were
not
doing
before?
___________________________________________________________
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___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________
• Who are now our customers?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________
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•
How do our customers feel?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________
•
What difference would existing customers notice?
___________________________________________________________
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_______________________________________________________
•
What is the atmosphere like in our workplace?
___________________________________________________________
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___________________________________________________________
_______________________________________________________
•
What are we doing differently?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________
•
What would success look, feel and sound like?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________
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TOOL 4.4: HANDOUT 1
___________________________________________________________
TOOL 4.4: HANDOUT 2
Bringing the vision to life
• What are the things we need to do to bring this vision
to life?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________
•
If
this
is
what
success
looks
like
to
our
team,
what
benefits will this bring to us collectively?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________
• What is preventing us from living this vision at the
moment?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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__________________
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TOOL 4.5: HANDOUT 1
Setting expectations
Goals, objectives, targets

SMARTA objectives that the individual is expected to meet –
check everyone is clear what is meant by SMARTA (Specific,
Measurable, Achievable, Relevant, Time-bound and Agreed)
and ask for one or two examples of a SMARTA objective.

An understanding of how individual objectives link to the
team, departmental, unit and organisation’s goals.

Reminder
of
how
objectives
contribute
to
the
overall
effectiveness of the organisation – so that everyone knows
the part they play in achieving the company’s goals.

Objectives tend to fall under one of four categories:

ongoing job requirements

special objectives/assignments

self-development objectives

staff development objectives.
Roles and responsibilities

Clarity around their role on a daily, monthly basis etc.

What they are, are not responsible for.

The scope of their responsibility.

The internal service partners they need to work with in
order to achieve their goals.
Procedures

The agreed procedures for carrying out their role.

Agree
any
scope/flexibility
for
deviating
from
the
procedures.

Rationale
for
why
this
particular
procedure
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has
been
adopted and its impact.

The standard to which things need to be done, the reason
for the standard and its impact on the business.

Setting
will
standards
contribute
on
to
the
the
performance
required,
achievement
of
which
specific
objectives.

Standard setting has four parts:
– Validity: why have the standard? Does it affect the
results?
– Agreement: on the situation/action to be taken.
– Realism: set a realistic target.
– Clear definition: to make it easier to measure through
examples.
Relationship maintenance

A two-way discussion which explores how each person can
get the best from each other, how they like to work,
what sorts of things might irritate etc.

A commitment/contract around how you will manage any
disagreement or conflict between you.
Explain that having a discussion with people around the
themes helps them understand what doing the right things
looks like and how to do things right.
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TOOL 4.5: HANDOUT 1
Standards
Feedback is a communication to another person which gives
them information about their performance, their behaviour
and its effect
on others.
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TOOL 4.6: HANDOUT 1
Definition of feedback
TOOL 4.6: HANDOUT 2
Tips on giving feedback
1.
Deliver the motivational feedback (what went well) first.
This will encourage the receiver to be more receptive. Then
deliver the formative feedback (things to do differently).
If you have motivational and formative feedback to give,
make sure it is balanced: for instance, provide two pieces
of motivational feedback and two pieces of formative.
2.
Structure your feedback by using the EEC process:
E –
Example: give a clear example of what you saw/heard.
Be specific
E –
Effect: describe the effect of the action; this gives
the individual reason to change.
C –
Change/Continue: describe specifically what needs to
be changed or continued.
3.
Don’t ‘sugar the pill’ by saying ‘on the whole it was
good’,
‘it’s
just
a
small
thing’
as
this
sends
mixed
messages. You need the individual to hear your message.
4.
Avoid words like ‘but’ or ‘however’. These often sound
dismissive
and
are
followed
by
a
counter-
argument/statement. For example ‘I think that your report
was excellent and very detailed in line with the policy but
it would have been better if you had included a summary.’
This sends mixed messages.
5.
Remember the feedback is for the receiver, not as a release
for the giver. Check your mindset before delivering it.
Feedback should be given to help.
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Delivering feedback
competence in individuals. Creating an environment where
feedback is a way of life produces a team that works to its
full potential. Feedback is not always comfortable to give
or receive. Here is an outline of the steps to take in
giving feedback.
The flow of a feedback discussion is very important to help
individuals hear the messages and to build self-awareness.
The following steps will help you to hold an effective
feedback session as the process encourages the individual
to identify feedback about themselves.
The steps
ASK
The individual: ‘What went well with the project?’
(Motivational feedback.)
TELL
Agree,
add
including
your
points
specific
that
motivational
have
been
missed
feedback
by
the
individual.
ASK
The
individual
‘What
would
you
do
differently?’
‘What didn’t go so well?’ (Formative feedback.)
TELL
Agree
or
disagree
with
what
the
individual
has
said. Add specific examples including points that
have been missed. Don’t sugar the pill at the end
of
the
discussion.
Summarise
key
motivational
points and then key formative points only. Let your
message land.
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TOOL 4.6: HANDOUT 3
Feedback is a fantastic tool for building confidence and
I had a day’s leave and was catching up on small tasks that
needed to be done at home and that I had left for some time
to address. The first was to take my car in for a service.
The second was to have a pair of glasses repaired, and the
third on my list was to buy food for a dinner party that I
was hosting that evening as a birthday celebration for a
friend.
I started my day with a trip to the garage. I left my car
for a routine service and agreed with the garage that they
would call me that day if extra work needed doing. Since I
was due to be away the next day on a lengthy business trip
where I needed my car, I was keen to get everything sorted
that day if possible.
Next I called at the opticians – a high street chain that
had been recently subject to a takeover and re-branding. I
had bought a pair of glasses there which had broken three
times. I was keen to get a replacement pair, as each repair
that the shop had attempted had not solved the problem.
Finally I stopped off at the supermarket to buy the food
that I needed to prepare for the evening.
The person in the garage was polite and efficient. The
staff went through the booking in process and noted on the
form my request to be called that morning if any other work
needed to be done. The service provider called at 4.30 pm
to tell me that the car was ready for collection. At this
point they informed me of additional work that needed to be
completed to make the car roadworthy. They told me that
they
could
do
this
work
the
next
day.
I
expressed
disappointment that they had not told me this before as it
was
now
so
late
that
it
would
be
difficult
to
make
alternative travel arrangements for the next day. Their
reply was that it was not their policy to call customers
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TOOL 4.7: HANDOUT 1
A customer’s experience
until the service work had been completed. They said when I
prompted that they did not have a courtesy car available
while the work was being completed, but they did give me
the
number
of
a
local
hire
company
so
I
could
arrangements to hire a car for myself the next day.
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make
TOOL 4.7: HANDOUT 1
At the opticians the person I dealt with was not receptive
to my complaint. The staff refused to exchange the glasses
or give me a refund although they conceded that the damage
was due to a manufacturing fault. They blamed ‘head office’
for not being able to give a refund. They implied that I
had somehow damaged the glasses and that I was at fault.
The transaction ended in a stalemate, with me threatening
to contact their head office and the employee replying:
‘We’ll go ahead then, what do I care.’
I moved on to the supermarket where I bought the food for
the dinner party. On my return home I began preparations
for the evening celebration. On opening a carton of cream
my mood turned even sourer when I discovered that the cream
I had bought and which was an integral part of my recipe
had
gone
off
and
I
could
not
use
it.
I
phoned
the
supermarket to complain as my day had gone from bad to
worse.
To my surprise the person on the other end of the phone was
very receptive to my complaint. They apologised profusely,
took my details and offered to send me a full refund. Just
15 minutes later there was a ring on the door. The person
who
I
had
spoken
to
on
the
telephone
had
arrived
unexpectedly with two new replacement cartons of cream.
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Try the following suggestions to help you plan, manage and
review when you delegate.
Before delegating a task

Think about the individuals you want to delegate to: are
they the right people and is the task right for them?

Are they willing and able?

Do they have the skills and knowledge to undertake the
task? Ensure that you look at each task individually:
for instance, it is often easy to think that if someone
has a great way of speaking to customers on the phone,
they can deal with all telephone calls.

Think
about
the
experience
they
have
had
and
what
further training or support they will need.

Will
the
role/task
stretch
these
individuals?
Check
whether they want the stretch. What support is needed
and how/who can give this?

What are the timescales for the work?

What are your expectations about the work? Communicate
the following:
–
Specify the desired result.
–
Set guidelines and boundaries, communicating any
principles, policies and procedures essential to
getting the result.
–
Define
the
scope
of
the
work,
identifying
any
resources required. Outline key people to involve.
–
Specify timescales and budget if applicable.
During the task

Offer
support
and
guidance
depending
upon
the
individual’s willingness and ability. Observe – don’t
monitor.
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TOOL 4.7: HANDOUT 2
Empowering your team

Empower – don’t abdicate!
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TOOL 4.7: HANDOUT 2
After completion of the task

Provide feedback
which is timely and in line
with the
feedback guidelines at the start of this toolkit.

Ask the individuals to review how it went and what they
could have done differently. Is this something they would
like to do more of?

Who
can
they
pass
their
knowledge
onto,
effectively
delegating to others?

Is there a better way of undertaking the task? Can they
share their experience with others?

Explore what more would they like to take on, what areas
are they interested in.
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TOOL 4.8: HANDOUT 1
Eight different aspects of
motivation
Desire for activity
People want to be active and involved. At work as well as
in
our
personal
lives,
most
of
us
avoid
boredom
and
monotony.
Desire for ownership
Owning things makes people feel better about themselves.
‘Psychological’
ownership
is
even
more
important
than
‘physical’ ownership. Employees want to psychologically own
their work. They want input into their work and want to
feel responsible for their jobs.
Desire for power
People want to control their destiny. They don’t want to
feel powerless over external forces shaping their lives.
Desire for affiliation
People are social creatures. They like to interact and
socialise
with
sociability
one
will
another,
vary.
although
Social
the
support
degree
and
of
helping
relationships are among the many benefits provided by work.
Desire for competence
This
is
the
opportunities
core
to
feel
of
more
self-esteem.
competent.
People
Work
these opportunities.
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can
welcome
provide
Desire for achievement
right conditions, employees will be willing to work hard
and overcome obstacles to achieve a goal.
Desire for recognition
People want to feel appreciated by others and be positively
recognised for their efforts. Recognition is a powerful
force
which
has
the
capability
to
unleash
energy
and
motivation.
Desire for meaning
People
want
a
reason
for
doing
something.
They
want
reassurance that their efforts are making a difference,
however small.
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TOOL 4.8: HANDOUT 1
It is important for us to succeed at something. Under the
TOOL 4.8: HANDOUT 2
Motivation questionnaire
Self-assessment
Look at the list below and score each statement on a scale
of 1 to 10, where 1 = not important at all and 10 =
extremely important to you.
1. Having fun at work.
2. Feeling you have a stake in the organisation’s success.
3. Feeling in control of your own destiny.
4. Having opportunities to socialise.
5. Feeling competent at your job.
6. Succeeding at your work.
7. Receiving encouragement.
8. Being shown the significance of your work.
9. Being asked for your input.
10.
Being able to make choices at work.
11.
Being given responsibility for your work.
12.
Working in a team with a powerful identity.
13.
Using your hidden strengths.
14.
Being allowed to set goals for yourself.
15.
Being shown appreciation.
16.
Knowing that what you do makes a difference.
17.
Having variety at work.
18.
Owning the work you do.
19.
Being given leadership opportunities.
20.
Being a valued member of a team.
21.
Being given learning opportunities.
22.
Being encouraged to improve.
23.
Being recognised for your effort.
24.
Being able to relate your objectives to the bigger
picture.
25.
Feeling active and involved.
26.
Feeling responsible for what you do.
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Feeling empowered to make decisions.
28.
Feeling you belong.
29.
Being able to learn through mistakes.
30.
Being challenged to stretch your limits.
31.
Feeling rewarded for success.
32.
Having meaning from your job.
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TOOL 4.8: HANDOUT 2
27.
TOOL 4.8: HANDOUT 3
Helping others feel motivated
Desire for activity
• Make work more active.
• Build fun into work.
• Ask for people’s input.
• Add variety to work.
Desire for ownership
• Give people a stake in the organisation’s success.
• Let people make choices more often.
Desire for power
• Give people responsibility for their work.
• Provide leadership opportunities.
Desire for affiliation
• Offer opportunities to socialise.
• Create a powerful team identity.
Desire for competence
• Use people’s hidden strengths.
• Provide learning opportunities.
• Tolerate mistakes.
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Desire for achievement
Provide objective performance measures.
•
Let people set goals for themselves.
•
Encourage team members to improve.
•
Challenge people to stretch their limits.
Desire for recognition
•
Provide encouragement.
•
Show your appreciation.
Desire for meaning
•
Show people the significance of their work.
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TOOL 4.8: HANDOUT 3
•