Certificate IV in Business
Frontline Management
17822
Develop Work Priorities
BSBCMN402A
CONTENTS
I
MODULE OVERVIEW
4
I.I
MODULE PURPOSE
4
I.II
LEARNING OUTCOMES
4
I.III
ASSESSABLE TASKS AND EVIDENCE
4
II
WORK PRIORITIES
6
SESSION 1 – ESTABLISH PERSONAL WORK GOALS
7
1.
PLANNING
7
1.1
THE IMPORTANCE OF PLANNING
7
1.2
WORK OBJECTIVES/OUTCOMES KRAS KPI’S
8
1.3
PLANNING CYCLE
8
1.4
THE PLANNING PROCESS
9
1. 5
PLANNING TOOLS
10
2.
THE POWER OF A PARADIGM
12
2.1
FROM PARADIGMS TO VALUES
14
3.
ROLE/MODELS/ORGANISATIONAL CHANGES
19
4.
SEVEN HABITS TO MAXIMISE PERFORMANCE
21
4.1
HABIT 1 – BE PROACTIVE
22
4.2
HABIT 2 – START WITH THE END IN MIND
31
4.3
HABIT 3 – PUT FIRST THINGS FIRST
34
4.4
HABIT 4 – THINK WIN/WIN
51
4.5
HABIT 5 - SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD 52
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4.6
HABIT 6 - SYNERGISE PRINCIPLES OF CREATIVE COOPERATION
54
4.7
HABIT 7 – SHARPEN THE SAW
55
SESSION 2 - SET AND MEET OWN WORK SCHEDULE
60
SESSION 3 - DEVELOP AND MAINTAIN PROFESSIONAL COMPETENCE
66
RECOMMENDED READING LIST
71
SUGGESTED WEBSITES
71
BIBLIOGRAPHY
71
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i
Module Overview
i.i
Module Purpose
This module covers the skill and knowledge required to plan our work schedules,
monitor and obtain feedback on work performance and development.
i.ii
Learning Outcomes



Plan and meet own work Schedule
Monitor own work performance
Co ordinate professional development
This module is graded
Distinction
Credit
Pass
All other cases
i.iii
83%
70%
50%
Fail
Assessable Tasks and Evidence
1.
2.
3.
4.
5.
Identify goals for the course.
Prepare a brief self analysis of yourself as a manager.
Conduct a brief environmental analysis – consider the strengths,
weaknesses, opportunities and threats impacting on you and the
organisation at the moment.
List your career objectives.
Write a strategy/action plan for achieving your goals and objectives.
Submit the following evidence at your first workplace assessment.




Performance Review (other forms of feedback or performance)
Workplace Agreements/performance agreements
Action plans
Management records
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Assessment 1 Work Priorities
Develop Work Priorities – BSBCMN402A
ELEMENT
PERFORMANCE CRITERIA
1.1 Plan and complete
own work schedule
a) Workgroup plans are prepared to reflect
consideration of resources, client needs
and workgroup targets.
b) Work objectives and priorities are
analysed and incorporated into
personal schedules and responsibilities.
c) Factors affecting the achievement of
work objectives are identified and
contingencies established and
incorporated into work plans.
d) Business technology is used efficiently
and effectively to manage and monitor
planning completion and scheduling of
tasks.
a) Personal performance standards are
identified and analysed through self
assessment and feedback from others
on the achievement of work objectives.
b) Feedback on performance is actively
sought from colleagues and clients and
evaluated in context of individual and
group requirements.
c) Variations in the quality of service and
products are routinely identified and
reported in accordance with
organisational requirements.
a) Personal knowledge and skills are
assessed against competency
standards performance descriptions to
determine development needs and
priorities.
b) Opportunities for improvement and
sources of learning are researched and
planned in liaison with colleagues.
c) Feedback is used to identify and
develop ways to improve competence
within available opportunities
d) New skills are identified and
professional development activities are
accessed and completed to facilitate
continuous learning and career
development.
e) Records and documents relating to
achievements and assessments are
stored and maintained in accordance
with organisational requirements.
1.2 Monitor own work
performance
1.3 Coordinate
professional
development
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EVIDENCE REQUIRED
Graded Module
Performance
appraisal/Report from
Team Leader.
Training Plans.
Training Record.
Client Feedback.
Non-compliance reports.
Procedures, Policy
documents.
Department plans.
Identify organisation’s
goals and personal goals.
Identify how individual
plans reflect that of the
organisation. (HunterNet
Values)
Identify personal goals for
the next year.
Identify and list necessary
actions to achieve these
goals.
Identify change to
organisational structure
and work conditions.
Identify action you will need
to take.
Workplace data systems,
email, intranet, electronic
diaries.
Evidence of use of and use
appropriate software (e.g.
MS Word, Excel and
Outlook).
SAP implementation.
Workplace Assessment.
Resume
OR
Projects and Interview
ii
Work Priorities
Sometimes the best way to manage others is to manage ourselves differently.
Before we can become a good leader and manager we need to truly know ourselves
and be able to effectively manage ourselves.
To do this we need to:
 Understand who we are
 Reflect on our behaviours, achievements
 Know our strengths and weaknesses.
 Set goals and actions to enhance strengths and improve weaknesses and
achieve our outcomes
The work priorities module will be your starting point for some self analysis which will
lead you to greater achievements in Frontline Management and overall leadership.
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SESSION 1 – Establish Personal Work Goals
1.
Planning
Reflection Activity
Why Plan?
What are the advantages of planning? To:
 You – individually
 The – organisation
 The – family
 The – community
 The industry that you work in
1.1
The Importance of Planning
Those who fail to plan, plan to fail.
To develop and manage your daily, weekly, monthly and yearly work priorities, it is
important to use organisational skills and individual work plans.
Activity
List all of the workgroup or individual planning tools you use to plan and organise.
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1.2
Work Objectives/Outcomes KRAS KPI’s
The work outputs on which you and your department will be measured are called key
result areas, or key performance indicators.
Activity
Discuss some of these with members of your class.
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1.3
Planning Cycle
Strategic Plan
Business (Tactical) Plan
Operational Plans
Position Summaries or
Job Descriptions
Work
1.4
The Planning Process
1.
Define your objectives or the outcomes you want
 Identify any desired results you want
 Know where you want to go;
 Be specific
 Know when you have arrived, or how far off the mark you are at various
points along the way. (Ensure measures are determined)
 Determine the goals are achievable and realistic in the current climate
 Consider time factors
S
M
A
R
T
2.
Determine where you stand – v – objectives/outcomes
 Evaluate present accomplishments –v- desired results
 Analyse strengths and weaknesses.
3.
Develop Systems, Processes, Facilities, Resources
 Match systems to needs
 Design new ways of doing things
 Continuously improve
4.
Develop People with Consideration for Future Conditions
 Plan contingencies – what if scenario’s for different situations or
happenings.
 Plan for succession
5.
Analyse alternatives and make a plan to accomplish objectives/outcomes.
 List and evaluate positive action
 Choose the best alternative
 Make a plan to achieve the objectives/outcomes
6.
Implement the action plan and evaluate results.
 Implement the action plan
 Evaluate results against smart objectives and outcomes
 Plan and take any corrective action that may be needed (PDCA cycle –
Plan, Do, Check and Act)
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1. 5
Planning Tools
Some of the planning tools you may use in doing your job include:
 Brainstorming
 Ghantt charts
 Cost benefit analysis
 Urgency matrix
Activity
Take some time over the next week to find out more about these tools. Consider
literature searches, web searches and asking mentors and supervisors. These tools
will be discussed more fully in the planning module.
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Group Activity
What legislation, codes and other national standards are relevant to your industry
and organisation?
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What organisational policies and processes reflect these requirements?
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2.
The Power of a Paradigm
Reflection Activity
What is your understanding of a paradigm? Discuss with a buddy in the class. Why
might the discussion of paradigms be important in this module?
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Definition of Paradigm
The word paradigm has its roots in the Greek word “paradeigma” meaning model,
pattern or example.
The American Heritage Dictionary defines a paradigm as “a set of assumptions,
concepts, values and practices that constitutes a way of viewing reality for the
communities that share them”.
A paradigm therefore creates for us a set of rules and regulations by which we live. It
established our boundaries, limitations and drives our success.
At times throughout our life we have defining moments. These defining moments
might be times when we challenge our own values, or those of our country or the
workplace.
Much of what will underpin our discussions and activities today is based on the
readings and teachings of Stephen Covey.
Covey says a paradigm was “originally a scientific term . . . more commonly used
today to mean a model, theory, perception, assumption, or frame of reference”.
Page 23, Covey, Seven Habits of Highly Effective People
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Activity
What have been some of your defining moments? List these.
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What did they teach you about yourself/others?
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Defining moments can certainly shape a life and they can also cause us to have a
paradigm shift.
List some of our past paradigms
e.g.
The role of women
Safety in the workplace
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What might be some of the paradigms that need to shift in Australian workplaces
today?
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2.1
From Paradigms to Values
Activity
Perception is the way we see/view/interpret the people, places and situation we
encounter. Based on our own sets of paradigms and our past experiences we will all
perceive things differently.
Perception includes filtering, arranging responding to what we share.
Mind Maps
Realities are the way things are, values are the way things should be.
Our own individual behaviours grow out of these.
Our perception drives the way we think and the way we act.
What organisational values and realities exist at your organisation?
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What are priorities for your organisation?
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Activity
Play first then work, work first then play?
Do you live to work or work to live?
What does this mean for you, your manager, your organisation and your family?
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Organisation and individual values need to be consistent or congruent.
Activity
What are the consequences of these being out of sync?
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Individuals have different needs/strengths and weaknesses. Lets analyse your



Needs
Strengths
Weaknesses
Reflection Activity
Reflect on what you want from work.
1. Think about the following. If I was your manager and I was to ask you what
motivates you, how could I reward you? What answers would you come up with?
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2. List your needs – what motivates you?
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3. How could I reward you?
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Have you heard of the Planning Tool of Analysis called a SWOT?
Tell us about it.
Internal
External
Strengths
Weaknesses
Opportunities
Threats
What are your strengths and weaknesses?
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Complete the following SWOT Analysis
Your SWOT Analysis
STRENGTHS
Don’t be modest. Be Realistic in your evaluation.
WEAKNESSES
Consider both from your point of view and others
OPPORTUNITIES
Technology, markets, career paths, social patterns.
THREATS
Job specific, products, services, barriers, budgets.
What are your
 Job tasks
 Duties
 Responsibilities
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SWOT ANALYSIS
INTERNAL
Strengths
Weaknesses
Opportunities
Threats
EXTERNAL
Note: Use this in your first assignment.
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3.
Role/Models/Organisational Changes
Role models and champions within organisations, assist organisation to achieve
business outcomes.
Role models have knowledge and credibility and maybe influential in persuading
others. They are usually analytically agile and not change adverse. They are often
people who have excellent people skills, create and mentor good relationships both
in and out of the organisation, they focus on both their own and others needs and
enjoy coaching and mentoring others. They lead by example.
Activity
What are the characteristics of role models?
Role Models
They act with integrity
 Have high ethical and moral standards
 Behave based on sound values and principles
 Inspire trust by treating all individuals fairly
 Are resilient
 Show courage
 Inspire
 Encourage
Positive Organisational Role Model




Who are role models for you?
What is it that they do that makes them a role model in your eyes?
Why is it important that we have consistent performance?
What sorts of issues are most important to achieve consistent outcomes?
Using the Teaching of Covey to Manage Self
As previously mentioned A lot of what will be discussed today has it’s foundations in
the teachings and readings of Stephen Covey.
Tom Peter’s the author of In Search of Excellence says Covey gives us “the
opportunity to explore ourselves and our impact on others and to do so by taking
advantage of his profound insights. He says that it is a wonderful book that could
change your life”. We agree.
As a Frontline Manager, take care to identify role models to help in your self
development and remember that you too will be a role model for others. “Walk the
talk” and “practise what you preach”. Always try not to expect others to do something
you would not do yourself.
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Activity
Design an effective role model.
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4.
Seven Habits to Maximise Performance
Habit 1
Habit 2
Habit 3
Habit 4
Habit 5
Habit 6
Habit 7
–
–
–
–
–
–
–
Be Proactive
Begin With The End In Mind
Put First Things First
Think Win/Win
Seek First To Understand, Then To Be Understood
Synergise
Sharpen the Saw, Effectiveness, Maintain P/PC Balance
There is also an 8th habit - Find your voice and encourage others to find theirs.
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4.1
Habit 1 – Be Proactive
Stimulus
Response
Habit 1 based upon
 Imagination
 Conscience
 Independent will
 Self-awareness
Based on
 I can change
Proactive Model
Stimulus
Response
Freedom
To
Choose
Self-awareness
Independent Will
Imagination
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Conscience
Independent Will
Independent will is that freedom to choose, that belief that you and your goals drive
your destiny. Who controls your life? Who controls your destiny?
Reading Activity – Locus of Control
Who Controls your life?
Read the following statements and indicate whether you agree more with choice A or
choice B
A
1. Making a lot of money is largely a
matter of having the right breaks.
B
1. Promotions are earned through
hard work and persistence.
2. I have noticed that there is usually
a direct connection between how
hard I study and the marks I’m
given.
3. The number of divorces indicates
that more and more people are
not trying to make their marriages
work.
4. It is silly to think that we can really
change another person’s basic
attitude.
5. Being promoted is really a matter
of being a little luckier than the
next person.
6. If we know how to deal with
people they are really quite easily
let.
7. The marks I make are the result
of my own efforts; luck has little or
nothing to do with it.
8. People like me can change the
course of world affairs if we make
ourselves heard.
2. Many times the reactions of
lecturers seems haphazard to me
9. A great deal that happens to me
is probably a matter of chance.
10. Getting along with people is a skill
that must be practised.
____
____
3. Marriage is largely a gamble.
____
4. When I am right I can convince
others.
5. In our society a person’s future
earning power is dependent upon
her or his ability.
6. I have little influence over the way
other people behave.
7. Sometimes I feel that I have little
to do with the marks I’m given
8. It is only wishful thinking to
believe that we can readily
influence what happens in our
society.
9. I am in charge of my own fate.
10. It is almost impossible to figure
out how to please some people
Source: Adapted from Julian B Router External Control & Internal Control, Psychology Today Copyright 1971 American
Psychological Association.
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____
____
____
____
____
____
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Who Controls Your Life
This exercise is designed to measure your locus of control. Give yourself 1 point for
each of the following selections: 1B, 2A, 3B, 4B, 5B, 6A, 7A, 8A, 9B and 10A.
Scores can be interpreted as follows:
8 - 10 =
High internal locus of control
8-7 =
Moderate internal locus of control
5
Mixed
=
3–4 =
Moderate external locus of control
1–2 =
High external locus of control
The higher your internal score, the more you believe that you control your own
destiny. The higher your external score, the more you believe that what happens to
you in your life is due to luck or chance.
Self Awareness
How well do you ‘know thyself’.
Activity
–
Spend
Knowthe whole day tomorrow tuning in to both yours and other peoples language.
Keep
either a mental or written list of how often people use reactive language.
Thysel
f
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4.1.1 Reactive vs Proactive
The way we react to a situation or person can have huge ramifications for managers.
The way you choose to respond is important.
Reactive Language
That’s just
the way I am
If only
There is
nothing I
can do
I can’t
How can you change your negative self talk and reactive language? As a manager
change mindsets? Always have a can do mentality.
Reflective Activity
Are you a “the glass is half full or half empty” person?
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Take a look at the following perceptual difference of hard work. Note the difference
between a reactive and proactive approach to hard work.
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Backbreaking
NEGATIVE
Burdensome
Fatiguing
Hard
Showing or requiring considerable
effort or application
Arduous
Exhausting
HARD WORK
Achieve
Create
Execute
Work
Physical or mental effort directed
towards doing or making something
happen
Contrive
Accomplish
POSITIVE
Moffatt, L., Joggers for Your Journey, Heartlight Publishing, 2000
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Proactive Language
I choose
I control my
own feelings
I will
Let’s look at
the
OPTIONSalter
natives
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Circle of Concern/Influence
Circle
of Concern
The HAVES and the BE’S
Your Circle of Concern is filled with the haves.
The haves are reactive.
“If I could only have more time to myself”
Activity
What are some of the other haves in your life?
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Identify an experience you might encounter in the near future where based on past
experience you would probably behave reactively. Review the situation in the
context of your Circle of Influence. How could you respond proactively? Take
several moments and create the experience vividly in your mind, picturing yourself
responding in a proactive manner. Remind yourself of the gap between stimulus and
response. Make a commitment to yourself to exercises your freedom to choose.
Covey S., Seven Habits of Highly Effective People, page
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Expand Your Circle of Influence
Circle
of Influence
Your Circle of Influence is filled with be’s e.g.
I can be more patient
What are the be’s in your life?
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How can you expand this circle?
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Select a problem from your work or personal life that is frustrating to you. Determine
whether it is a direct, indirect or no control problem. Identify the first step you can
take in your Circle of Influence to solve it and then take that step.
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What are the be’s in your life?
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Covey’s Proactivity Exercise
For the next 14 days work only on your circle of influence
Do this by
 Making small commitments and keeping them
 Not being a judge
 Not criticising
 Being part of the solution
 Work on YOU

Work on BE
At the end of the 14 days consider how you have changed your circle of influence.
Personal Creed
Give me the courage to change the things
which can and ought to be changed,
the serenity to accept the things which cannot be
changed,
and the wisdom to know the difference.
What does this mean for you?
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4.2
Habit 2 – Start with the End in Mind
What Covey means by this is to start with understanding of what is important to you.
You may be very busy and very efficient but you will only be effective when you are
working towards what really matters to you .
Remember our paradigms and perception and consider how entrenched our own
values are.
Reflection Activity
1.
2.
3.
4.
5.
6.
7.
What really does matter to you?
Do you work to live or live to work?
Can you effectively balance your work and life?
What are your values ?
What motivates and drives you?
What principles do you work and live by?
What are the principles/values that drive your personal leadership?
List these eg:
 Achievement
 Caring for people
 Responsibility etc
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A good way to start with the end in mind is to write your own personal mission
statement.
Mission Statement
A mission statement is a sequence of aims/outcomes based on values. In a business
it describes what business we want to be in, the direction the business is taking and
the actions to get there.
A mission statement is a formal statement from the organisation which sends out a
message to managers, staff and the outside world. Remember we need to plan to be
effective.
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Your mission statement can do the same for your business leadership. A mission
statement is a sequence of aims/outcomes based on the values you hold important
to you and your team and environment. This mission statement gives you focus and
guidance for the way you develop and manage your work priorities and liaise and
lead your stakeholders and team members.
Activity
Consider what is important to you.
Decide the 5 most important values you identified earlier? What are you passionate
about? What future do you visualise for you and your team? Now pull these
responses together to write your own personal mission statement.
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In organisations we set mission statements and goals based on our values and
desired business outcomes. We as individuals and in our teams can also do the
same.
What lies behind us and what lies before us
are tiny matters compared to what lies within us.
Oliver Wendell Holmes
Activity
Please find a place to read these next few words where you can be alone and
uninterrupted. Clear your mind of everything except what you will read and what I
will invite you to do. Don’t worry about your schedule, your business, your family, or
your friends. Just focus with me and really open your mind.
In your mind’s eye, see yourself going to the funeral of a loved one. Picture yourself
driving to the funeral parlour or chapel, parking the car, and getting out. As you walk
inside the building, you notice the flowers, the soft organ music. You see the faces of
friends and family you pass along the way. You feel the shared sorrow of losing, the
joy of having known, that radiates from the hearts of the people there.
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As you walk down to the front of the room and look inside the casket, you suddenly
come face to face with yourself. This is your funeral, three years from today. All
these people have come to honour you, to express feelings of love and appreciation
for your life.
As you take a seat and wait for the service to begin, you look at the program in your
hand. There are to be four speakers. The first is from your family, immediate and
also extended – children, brothers, sisters, nephews, nieces, aunts, uncles, cousins,
and grandparents, who have come from all over the country to attend. The second
speaker is one of your friends, someone who can give a sense of what you were as a
person. The third speaker is from your work or profession. The fourth is from your
church or other community organisation, where you’ve been involved in service.
Now think deeply. What would you like each of these speakers to say about you and
your life? What kind of husband, wife, father, or mother would you like their words to
reflect? What kind of son or daughter or cousin? What kind of friend? What kind of
working associate? What character would you like them to have seen in you? What
contributions, what achievements would you want them to remember? Look carefully
at the people around you. What difference would you like to have made in their
lives?
Now take a few minutes to jot down your impressions.
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4.3
Habit 3 – Put First Things First
In habit 3 Covey highlights the importance of prioritising your tasks and provides a
time management matrix to help you do this.
Look at the following matrix, think about where you spend most of your day? Covey
encourages us to spend more time in the planning quadrant or what he describes as
the prosperity quadrant. This is quadrant 2.
Consider what you can do to manage the day to day important survival tasks,
minimise the tasks that are not important and therefore inefficient use of your
valuable time, and then plan to eliminate the wasteful non important tasks facing you
each day.
DEVELOP WORK PRIORITIES
Survival
High
I



IMPORTANCE





Low



Prosperity
II







Crises
Reactive problem solving
Deadline-driven projects,
meetings
‘High level demands’
Preparation
Preparation tasks
Prevention tasks
Values clarification
Planning
Relationship building
People management
Empowerment
‘manage’
‘plan’
Inefficiency
Waste
Some phone calls
Needless interruptions
Unimportant meetings, phone
calls, mail
Unnecessary reports
Drop in visitors
Other peoples minor issues






Trivia, busy work
‘Junk’ mail/calls
Time wasters
Idle gossip
Irrelevant mail
Escape activities
‘minimise’
III
High
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‘eliminate’
IV
URGENCY
Low
Activity
1. Identify 8 of your priorities at work. Now mark each as urgent, important or not
urgent.
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2. What can you do to spend more time in the prosperity quadrant?
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Loehr and Schwartz and Time Management
Another writer/s who’s thinkings are useful in this module are Schwartz. Their
foundation of thinking is that in order to manage ourselves and time more effectively
we should consider how we use our energy, not our time. It is similar to the reactive
vs proactive behaviours recommended by Covey.
Loehr and Schwartz in their book the “Power of Full Engagement” says that
“Energy, not time is the fundamental currency of high performance”.
The “Measure of our lives is not in time but in energy we invest in the time.”
Loehr and Schwartz 2003
He goes on to say that
‘Performance, health and happiness are grounded in the skilful management of
energy.’
The number of hours in a day is fixed – 24 (we can’t change it). How many times
have you wanted 36 hours? But the quantity and quality of energy available to us is
ours to change and improve. It’s a different way of thinking again.
Remember our Locus of Control activity.
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Activity - think about the following
If you could wake up tomorrow with significantly more positive focussed energy to
invest in work and with your family, how significantly would that change your life for
the better. As a leader and manager how valuable would it be to bring more positive
energy and passion to the workplace. If those you lead could call on more positive
energy, how would it affect their relationship with one another and the quality of
service that they deliver to customers and clients?
We need to be:
 Physically energised. How?
 Emotionally connected. How?
 Mentally focussed. How?
 Spiritually aligned with a purpose related to our values.
 Eager to go to work.
 Happy to go home.
Activity
Are you fully engaged at work
Yes/No
What about your team.
Yes/No
How can you get people to become more engaged?
Discuss feedback to group.
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Bear in Mind
 Physical energy is the fundamental source of fuel in life.
 Physical energy is derived from the interaction between oxygen and glucose.
 The two most important regulators of physical energy are breathing and
eating.
 Eating five to six low-calorie, highly nutritious meals a day ensures a steady
resupply of glucose and essential nutrients.
 Drinking eight glasses of water daily is a key factor in the effective
management of physical energy.
 Most human beings require seven to eight hours of sleep per night to function
optimally.
 Going to bed early and waking up early helps to optimise performance.
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

Interval training is more effective than steady-state exercise in building
physical capacity and in teaching people how to recover more efficiently.
To sustain full engagement, we must take a recovery break every 90 to 120
minutes.
HIGH
NEGATIVE
(Unpleasant)
High Negative
Angry
Fearful
Anxious
Defensive
Resentful
Low Negative
Depressed
Exhausted
Burned out
Hopeless
Defeated
High Positive
Invigorated
Confident
Challenged
Joyful
Connected
Low Positive
Relaxed
Mellow
Peaceful
Tranquil
Serene
FULLY
ENGAGED
POSTIVE
(Pleasant)
LOW
Loehr J., Schwartz T., The Power of Full Engagement 2003
Goal Setting/Planning
"When we plan the next step and we share it with others . . . we are far more likely to
make it happen."
"If you don’t decide where you want to go, then you’ve got no idea of how to get
there".
These two quotes from an unknown source hit the mark on the importance of goal
setting and planning.
Know what you want or where you want to be then plan for it!
What are some things you want to do in life? Think about:
 What you want to do better?
 What more do you want out of life?
 What do you want to have?
 What do you want to achieve?
 With whom do you want to spend more time?
Our goals should be realistic and challenging. Work goals should identify job
responsibilities and determine the priorities among the conflicts and pressing
priorities. It is important to integrate your actions with the needs of the organisation,
its mission, its long term objectives and strategies.
Remember when setting goals and objectives use the SMART model.
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When goals are set people are aware of their organisations expectations. It tells them
"What business we want to be' and How are we going to get there.'




Goals and objectives assist in the monitoring process
Set benchmarks
Allow for individuals to be measured against KPI’s, benchmarks and best
practice
Corrections can be made if deviations occur
Motivation is another benefit of goal setting and planning. Encouragement and a
sense of achievement come out of reaching our goals.
To set individual or personal goals gives us a sense of direction and purpose and
helps when deciding on workgroup priorities.
Remember, goals should be realistic yet challenging and always use SMART goals.
When setting goals remember the planning process.
Define your objectives:
 Specify desired results.
 Know where you want to go.
 Be specific enough that you will know when you have arrived or how far off the
mark you are at various points along the way.
Determine where you stand against objectives:
 Evaluate present accomplishments versus desired results.
 Analyse strengths and weaknesses in terms of being able to meet future
objectives.
Develop promises regarding future conditions:
 Generate alternative scenarios for future state of affairs.
 Analyse them for things that may help or hinder progress toward objectives.
Analyse action alternatives and make a “plan” to accomplish objectives:
 List and evaluate actions that may be taken.
 Choose to pursue one or more of them.
 Make a plan to achieve your objectives.
Implement the action plan and evaluate results:
 Do what the plan requires and carefully evaluate results to ensure
accomplishment of objectives.
 Plan and take any corrective actions that may be needed.
The following exert comes from Treacy – Successful Time Management, 1998, an
excellent book worth reading.
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Business Goals









What would I like to achieve by the time I retire?
What salary would I like to earn?
Would I like to be a senior manager or run my own business?
Should I remain in this country or work abroad?
Would I benefit from further education?
What business skills do I need to develop?
What industry would I really like to be working in?
What is my real job?
What professional organisations should I join?
Personal Goals








What hobbies/special interests would I like to pursue?
Where would I like to live?
Do I need to spend more time with family/friends?
What parts of the world would I like to see?
Should I learn a new language?
Do I need to adopt a healthier diet?
Could I improve my level of fitness?
What sort of home would I like to live in?
Action Plans
Benefits:
 Break down daunting goals into achievable steps
 Motivate us to achieve our goals
 Make implementation of ideas easier
 Provide us with a useful overview
 Enable us to focus on important rather than the urgent
 Provide a benchmark against which we can judge progress
 Help us to anticipate problems
The following flowchart is useful when setting goals.
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SET LONG TERM GOALS
Focus on what you want to be and
the results you want to achieve
ANALYSE YOUR TIME
Analyse what you are already doing that
will contribute to your long term goals
MANAGE YOUR TIME
Organise your schedule to meet your goals
REVIEW YOUR TIME
Analyse habits and attitudes that stop you from achieving
your goals and think of ways to overcome them
Activity
– Goal
1.Setting
What one thing could you do (you are not doing now) that if you did on a regular
basis, would make a tremendous positive difference in your personal life?
for
Chang
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e
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2. What one thing in your work life would bring similar results.
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Consider one thing you can and should change. Here’s a list to get you started:
 Smoking – give up.
 More exercise – 30 minute walk per day.
 Eat better.
 Swim.
 Spend more time with family/significant other.
 Stop and smell the roses.
 Contribute to the community by joining a charity or advocacy group.
 Contribute to the local community or industry by joining an association.
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Cost/Benefit Analysis – What’s in it for me?
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Short and Long Term SMART Goals
What are your goals? Can they tie in with your training plan or the organisational
goals or your performance review. (Refer to template in attachments.)
Activity
1. Set 2 goals for this course
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2. Set 2 goals for this week
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3. Set 2 goals for this year
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Long Term Organising
Mission
Statement
Roles
Goals
Strategic Plans
Strategic plans are derived from the Mission/Vision statement. They ascertain the
future direction of the organisation and supply guidelines to senior management
concerning the required results of all successive plans at other levels of the
organisation.
Long Term Plans
Long term plans are established in accordance with the strategic plan. Duration
depends on the stability of the external environment at the time. They usually cover
activities from one to five years.
Short Term Plans
Short term plans cover periods of less than one year and provide the framework for
the achievement of long term plans.
Operation Plans
Operational plans provide explicit details of what is to be done to accomplish the
established objective. The supervisor is actively involved at this level of planning.
Source: Bartol, K., Martin, D., Matthews, G., Tein, M., Management, A Pacific Rim Focus, McGraw-Hill Book Company, Australia, 2001
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Short Term Organising
Schedule
Roles
Goals
Plans
Delegate
Scheduling and Organising
Having systematic structures, processes, plans and systems that support and help us
organise our work, makes life easier.
Activity
What organisational systems or organising tools do you or could you use?
E.g.:
 Intranet – policies/procedures
 Scheduling – training, meetings, calendars, planning, training, etc.
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Below are some common places where information can be accessed. Next to each
place, list the information that you obtain from that particular source. Use the blank
spaces to add any other locations that you use.
Location
Information that you obtain
from them.
Do you believe you make full
use of this location?
Internal computer systems
1.
2.
3.
4.
Internet, world wide web etc
Filing systems
People inside the organisation
People outside the
organisation
Libraries
Professional associations
Clients
Government publications
As managers, we keep a lot in our head. So do many of the staff that report to us.
One of our functions is to facilitate the ability of our staff to undertake their jobs in a
streamlined manner. Sometimes this can be a problem, because the answer to the
question “where would I find information on this?” is “nowhere” or “it is all in John’s
head so ask him”. This is particularly true of documentation of processes,
procedures and standard practices.
Think about your workplace and the “information” that is in someone’s head. Or
information that is just “common knowledge” to all experienced staff, but would be
difficult for a new staff member to pick up.
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All of this information should be documented, verified and updated regularly. Make a
list of information that you think is scarce or non existent in some type of written form.
Identify “whose head it is in” or where it can be gathered from now, and then indicate
the ideal location. A sample answer is provided for you.
Type of Information
Procedures for reconciling petty
cash.
Current Location and Form
John’s head
Notes in John’s notebook/diary
In his car
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Ideal Location/Form
Step-by-step process written
down, and dated, placed in
cabinet with reconciliation forms.
Delegating Responsibility
Delegation is giving a portion of one’s responsibility to a selected and competent staff
member, or group of staff.
Abdication is to consciously or unconsciously give up a portion of one’s responsibility
in the hope that a staff member will take on responsibility willingly or by default. The
supervisor still holds the job title, status and benefits.
Steps to Effective Delegation
1.
2.
3.
4.
5.
6.
7.
Decide what to delegate.
Decide who to delegate to.
Give reasons for your choice.
Decide the limits of authority.
Delegate using appropriate language that is clear and concise.
Inform others.
Monitors the employee’s performance.
Always support the delegate and value their contribution - Remember
our reward question?
contributioncontribution
Delegation involves relinquishing some control and assigning tasks to others. To
delegate effectively recognise staff competencies and give them tasks that will
extend their competencies.
Activity
What might be the benefits to manager/delegate?
Benefits to Manager
More time
Add to the lists.
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Delegate
Reward
Opportunity for skill development
Advancement
Lifelong learning
What tasks should I delegate?





List all your own tasks.
Start with the most routine tasks.
Get rid of the trivial tasks.
Give up the time consuming tasks that others could handle.
Look for parts of your job that could easily be taught to others.
Keys to Effective Delegation
Ask:









Who can do the task?
Can the staff member do the task required?
Is the person in agreement with the direction and purpose of the task?
What do I need to do to allow this delegation to happen?
What training does the delegate need?
Is there time for the staff member to complete task?
Is this a task you really should be doing?
How can I support, coach or mentor the delegate?
Enjoy letting go.
Remember – when delegating always give clear directions, feedback as appropriate
and thank staff for a job well done.
Delegation empowers staff. It gives them responsibility and ownership of work.
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Activity - Work Delegation
Plan
List recurring and routine
tasks?
Who can do it now?
Who could be trained to do it?
Identify tasks which would
increase or develop an
employee’s skills or
knowledge.
Who can do it now?
Who could be trained to do it?
List occasional duties or tasks.
Who can do it now?
Who could be trained to do it?
Consider which tasks I do
which are in someone’s else’s
area of expertise or interest.
Who can do it now?
Who could be trained to do it?
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“THAT’S NOT MY JOB”
This is the story about some people named EVERYBODY,
SOMEBODY, ANYBODY and NOBODY. There was an important job
To be done and EVERYBODY was sure that SOMEBODY would do it.
ANYBODY could have done it, but NOBODY did. SOMEBODY got
angry about that, because it was EVERYBODY’S job. EVERYBODY
thought that ANYBODY could do it but NOBODY realised that
EVERYBODY wouldn’t do it. It ended up that EVERYBODY blamed
SOMEBODY when NOBODY did what ANYBODY could have.
Author Unknown
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4.4
Habit 4 – Think Win/Win
High
C
O
N
S
I
D
E
R
A
T
I
O
N
Lose / Win
Win / Win
Lose / Lose
Win / Lose
Low
COURAGE
Low
High
At Home Activity
Do some reading on conflict. We will discuss conflict more fully in the module
Managing Effective Working Relationships.
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4.5
Habit 5 - Seek First to Understand, Then to be Understood
What are the principles of empathic communication? What is empathy?
Empathetic listening gets inside another person’s frame of reference. You look out
through it, you see the world the way they see the world, you understand their
paradigm, you understand how they feel.
Empathy is a communication skill that builds rapport and creates openness and
understanding between people.
Empathy considers both parties needs and feelings.
The best way to build empathy is to actively listen, use positive reflective nonverbal
communication and to show others they are understood and valued.
Dealing/Managing/Leading Others
We are either task or people focussed. If we seek to understand this then we may be
able to change ours and others reactions. Remember the intent is important.
Task focus is about
-
People focus is about -
Getting it done
Getting it right
Getting along
Getting appreciated
Dealing with Difficult People
You may be one, I know I can be.
Intent/know self/know other. We will explore a little of personality and interpersonal
relationships using Disc/Myers Briggs in future modules.
Choosing Your Approach to Managing and Leading People Differently
Change your attitude – see things/people differently and don’t be reactionary.
Change your behaviour – remember that sometimes the best way to change other
peoples behaviour is to change your own. E.g. when you change the way you deal
with difficult people they have to learn new ways to deal with you.
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Four Autobiographical Responses
1.
2.
3.
4.
Evaluate
Probe
Advise
Interpret
agree or disagree
20 questions from our frame of reference
give counsel on our own experience
try to figure people out based on our own motives and behaviour
Better responses would be:
1. Listen to understand not to reply – EMPATHIC LISTENING.
2. Analyse and diagnose before you reply.
3. Understand the paradigm/perception (not just how you would but how they
would).
4. Understand them then seek to be understood yourself.
When to Use Active Listening




To clarify (get a clearer picture).
To diffuse emotion and respond to attack or criticism.
To affirm and acknowledge.
To explore issues and problems.
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4.6
Habit 6 - SYNERGISE Principles of Creative Cooperation
When you see only two alternatives – yours and the “wrong one” – you can look for a
synergistic third alternative.
There’s almost always a third alternative, and if you work with a win/win philosophy
and really seek to understand, you usually can find a solution that will be better for
everyone concerned.
High
T
R
U
S
T
Synergistic (Win/Win)
Respectful (Compromise)
Defensive (Win/Lose or Lose/Win)
Low
High
COOPERATION
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Habit 7 – Sharpen the Saw
4.7





Principles of a Balanced Self – Renewal
Physical Dimension
Spiritual Dimension – your core and values (very private part of your life)
Mental Dimension – development, education
Social/Emotional Dimension
PHYSICAL
Exercise, Nutrition,
Stress Management
MENTAL
Reading, Visualizing,
Planning, Writing
SOCIAL/EMOTIONAL
Service, Empathy,
Synergy, Intrinsic Security
SPIRITUAL
Value Clarification
& Commitment, Study &
Meditation
Define Stress
Stress is caused by internal or external factors that require an individual to adapt.
Stress




Understand it
Know it
Identify why it happens.
Manage eliminate or control it positively
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Knowing It
When we are stressed we may experience some of the following. This is certainly
not a full list.





Can’t sleep,
Can’t eat or overeat
Feel run down
Get repeated colds, flu’s or suffer gastro problems
Experience lowered libido
So the first experiences of stress are often physical in nature.
Human beings in order to survive experience either the flight or fight response when
facing fear or adversity.
Researchers have found that the stress response is not dissimilar to the fight or flight
response.
When stress or work burnout persists the symptoms may become chronic and
behaviour is thwarted, people become demotivated, disillusioned and their
performance may fail.
The human system that is designed to help us survive can in fact also contribute to
our poor performance, ill health and unfortunately for some breakdown.
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How Stressed are You Most Days
Use this checklist to determine some of the symptoms of stress your exhibit.
Sleep problems
Fatigue
Frequent pains in chest
Worry
Tight forehead
Clenched or sore jaws
Easily startled
Rapid heart beat
Dry mouth or sore throat
Indecisive
Shallow/rapid breathing
Poor memory
Upset stomach
Indigestion
Frequent need to urinate
Boredom
Worry
Difficulty in swallowing
Jittery/agitated
Increased illness
Procrastination
Increased caffeine intake
Lethargy
Irritability/anxiety/nerves

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Difficulty unwinding
Confusion
Restlessness
Relationship problems
Over emotional
Feelings of threat
Increased nervousness
Habits e.g. nail biting
Apathy
Impatience/intolerance
Change in appetite
Smoking increase
Drinking increase
Taking more medication
Compulsive behaviour e.g.
gambling, binge eating
Mental tension
Depression
Change in sex drive
Insomnia
Excessive sleep
Sores
Weakness in legs
Skin problems
Difficulty concentrating


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


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
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



Some Organisational Factors That May Contribute to Stress
POLICIES
Unfair, arbitrary performance
reviews with no opportunity for
performance improvement
Pay inequities
Inflexible rules
Rotating work shifts that are not
managed correctly
Ambiguous procedures
Frequent relocation
Unrealistic job descriptions
STRUCTURES
Centralisation; lack of participation
in decision-making
Little opportunity for advancement
A great amount of formalisation
High degree of specialisation
Interdependence of departments
Line-staff conflicts
JOB STRESS
PHYSICAL CONDITIONS
Crowding and lack of privacy
Excessive noise, heat, or cold
Presence of toxic chemicals or
radiation
Air pollution
Safety hazards
Inadequate lighting
PROCESSES
Poor communication
Poor/inadequate feedback about
performance
Ambiguous/conflicting goals
Inaccurate/ambiguous
measurement of performance
Unfair control systems
Inadequate information
Adapted from Macro-level organizational stressors. (Source: Adapted from Arthur P. Brief, Randall S. Schuler, and Mary Van
Sell, Managing Job Stress, Little, Brown, Boston, 1981, p.66.
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Positive Thinking – A Skill for Stress Relief
Is you glass half-empty or half-full?
How you answer this age-old question may reflect your outlook on life and whether
you’re optimistic or pessimistic. In fact, studies show that these personality traits –
optimism and pessimism – can affect how well you live and even how long you live.
Be Positive: Live Longer, Live Healthier
Self-talk is the endless stream of thoughts that run through your head every day.
These automatic thoughts can be positive or negative. If the thoughts that run
through your head are mostly negative, your outlook on life is likely to be pessimistic.
If your thoughts are mostly positive, you’re likely an optimist. The healthy benefits
optimism may provide are:
 Decreased stress
 Greater resistance to catching the common cold
 A sense of well-being and improved health
 Reduced risk of coronary disease
 Breathing easier
 Improved coping ability
 Living longer
 Better coping skills
It is unclear why optimists experience these health benefits. But one theory is that
having a positive outlook enables you to cope better with stressful situations, which
reduces the effects of stress on your body.
Taken from ER News Issue No: 99, August 2005
Let’s get positive!
Stress Busters
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Exercise
Relaxation
Visualisation
Yoga
Sitting quietly
Take a bath
Meditation
Refer to attachments 3 and 4 for some specific tips in shrinking your worries and
learning how to break stressful habits.
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Remember
Whatever steps, however small, one can take towards learning to
reduce the influence of the negative emotions can be very helpful.
It can definitely help one live a happier and more satisfying life . . .
Source Unknown
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SESSION 2 - Set and Meet Own Work Schedule
Work Expectations
Brainstorming Activity
What are some of the expectations you face at work?
 Customers
 Suppliers
 Managers
 Employees
 Teams
 Ourselves
 Roles
 Industry
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Balancing Work and Family Demands
How do you balance work and family demands?
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Personal resources – income/health
Family resources - support
Support from employer – flexi time
Build a support network - talking with others
Cope with work/family stress - exercise
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Priorities of Demands on Your Time
1. Stack the cards in your favour.
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Use your biological rhythms to your advantage,
Optimise your work environment and
Safeguard blocks of work time.
2. Prioritise the things you wish to do.
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develop an overview of everything that you want to accomplish.
organise your goals according to their priority:
distinguish between urgent and non-urgent goals, then
separate the pile of items into important and non-important.
3. Plan ahead according to your priorities.
 Make a long range timetable,
 Remember your day to day personal maintenance (personal time out), and
 Plan each day and week as you go through the timetable.
4. Avoid over planning.
Techniques to Manage Time Effectively
What techniques do you use to manage time effectively?
 Identify your personal and work-related priorities.
 Translate priorities into goals with activities.
 Identify deadline to each activity.
 Use monthly calendar or planning diary.
 Learn to say NO to requests that take your time and don’t move you forward.
 Identify your own barriers.
Refer to time management activities and readings. See attachments.
Personality and Work Priorities
The type of person you are, the preferences you have and the style and behaviours
you exhibit also play a huge part in how you manage work priorities. One of the
useful personality tools you can use to determine how you tackle work is the Type
A/Type B personality traits questionnaire. If we have time we will do this now.
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Type A/Type B Self Test
To determine your Type A or Type B profile circle the number on the continuum that
best represents your behaviour for each dimension
Am casual about appointments
1 2 3 4 5 6 7 8
Am never late
Am not competitive
1 2 3 4 5 6 7 8
Am very competitive
Never feel rushed, under pressure 1 2 3 4 5 6 7 8
Always feel rushed
Take things one at a time
1 2 3 4 5 6 7 8
Try to do too many things
at once, think about what I
am going to do next
Do things slowly
1 2 3 4 5 6 7 8
Do things fast
Express feelings
1 2 3 4 5 6 7 8
‘Sit’ on feelings
Have many interests
1 2 3 4 5 6 7 8
Have few interests outside
work
Total Your Score: ____________
Multiply it by 3: _____________
The interpretation of your score is as follows:
Number of Points
Less than 90
90 to 99
100 to 105
106 to 119
120 or more
Type of Personality
B
B+
AA
A+
Source: adapted from R.W.Bortner, ‘A Short Rating Scale as a Potential Measure of Pattern of Behaviour’ Journal
of Chronic Diseases, vol 22 1966 up.
Type A and Type B Traits
Type A Profile
Is always moving
Walks rapidly
Eats rapidly
Talks rapidly
Is impatient
Does two things at once
Cannot cope with leisure time
Is obsessed with numbers
Measures success by quantity
Is aggressive
Is competitive
Constantly feels under time pressure
Type B Profile
Is not concerned about time
Is patient
Does not brag
Plays for fun not to win
Relaxes without guilt
Has no pressing deadlines
Is mild mannered
Is never in a hurry
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Meeting Work Priorities
What do you do to ensure you meet your work priorities?
 Set achievable goals
 Check availability of appropriate resources
 Believe in your abilities
 Have a feasible plan
 Be committed
 Practice discipline
 Be willing to defer things that would be nice now, for the things you really
want
 Do not spread yourself too thinly
Use technology to efficiently and effectively manage work priorities and
commitments.
Activity
What technology have you used at your work place? Have you used it effectively?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Issues to consider:
 Training on equipment/software
 Technical help at the time of need
 User friendliness
 Security
 Cost
 Availability
 Confidentiality
Technology has many benefits, some of which are:
 Savings on time and money
 Can produce up to the minute information
 Can be used as a process tool
 Minimises paper wastage
 Improves decision making
 Can distribute information to the chosen employees
 Shares and manipulates information quickly
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Re-Cap
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Work expectations
Managing work expectations
Balancing work and family demands
Priorities of demands on your time
Techniques for managing time effectively
Meeting work priorities
Technology - issues to consider
Benefits of technology
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SESSION 3 - Develop and maintain professional
competence
Activity
1.
Identify one change you would like to make in your work life.
_______________________________________________________________________
_______________________________________________________________________
2.
Identify one change you would like to make in your own life (personal).
_______________________________________________________________________
_______________________________________________________________________
3.
What barriers are or might be present? What strategies, supports can you
engage to ensure you achieve your actions and facilitate the change?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Develop and Maintain Professional Competence
Key questions:
 Why is this important?
 What’s changed to make it critical?
 So WII-FY???
 What makes you a competent person in your job/organisation?
 What is competence?
 What skill gaps do you or the organisation have?
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Some Key Changes
How do you encourage staff participation and empowerment? Discuss/consider.
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teams and self-management
providing career paths
quality and best practice programs
increased competition
technological changes
government and legal requirements
greater community expectations
workplace diversity
Management Skills for the 21st Century
What attributes are present at your organisation?
Discuss/consider.
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Technical Expertise
Management expertise
Leadership
Entrepreneurial skills
Acceptance of responsibility
Cross cultural skills
Future focused outlook
Soft Skills
Develop and Maintain Professional Competence
Who sets standards for your job/job competencies?
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Assessment against standards
What standards are appropriate
Organisational requirements
Individual skills audit
Individual training plan
Personal career focus
Organisational goals focus
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Develop a Career Plan
Why is this important?
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Self-analysis
Environmental analysis
Meeting career objectives
Occupational interests
Implementing action plan
Evaluating progress
Success in Your Career
The following recommendations may help achieve success during your career.
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Demonstrate competence
Make meaningful contributions
Learn to adapt
Make a commitment
Continue to learn
Prioritise your loyalty
Getting Feedback
How does this fit into organisational planning?
Identifying ways to improve competence:
 feedback from others
 performance management systems
 change in work practices
 results of work achievements
 mentors or workplace coaches
Professional Associations



Identifying appropriate membership
Benefits they offer
Networking
So what’s the result of all that? Creating a personal competitive advantage is the key
to future security.
So what do you need to do now?
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Activity – Performance Feedback
1.
Use the following self management assessment tool to prepare and gather
feedback on your own performance OR submit your most recent performance
review.
Establish Personal
Work Goals
Assessment Criteria
Personal qualities and
performance serves as
a positive role model
in the workplace.
Self-Rating
Manager Rating
Score from 1 to 5
1 = Low, 5 = High
Evidence Which
Demonstrates
Competence in this
Area
Self-Rating
Manager Rating
Score from 1 to 5
1 = Low, 5 = High
Evidence Which
Demonstrates
Competence in this
Area
Personal work goals
and plans reflect the
organisation’s plans,
personal plans,
responsibilities and
accountabilities.
Action is taken to
achieve and extend
personal work goals
beyond those planned.
Consistent personal
performance is
measured and
maintained in varying
work conditions and
work contexts.
Set and meet own
work priorities
Assessment Criteria
Competing demands
are prioritised to
achieve personal,
team and the
organisation’s goals
and objectives.
Technology is used
efficiently and
effectively to manage
work priorities.
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2.
Keep a diary for two weeks using some of the points discussed in your
learning session as described by Covey.
List strategies you can use/implement to move yourself more into Quadrant 2.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Recommended Reading List
Alessandra, T., O’Connor, M., Van Dyke, J., People Smart
Bartol, K., Martin, D., Matthews, G., Tein, M., Management, A Pacific Rim Focus, McGrawHill Book Company, Australia, 2001
Covey S. R., The 7 Habits of Highly Effective People, Simon and Schuster, New York 1996
Fontana, D., Learn to Meditate, Duncan Baird Publishers Ltd, Great Britain, 1999
Hay, L. L, You Can Heal Your Life, Specialist Publications, Australia, 1984
Hayward, S., Begin it Now, In-tune Books, Australia, 1987
MacGregor, S., Piece of Mind, Calm Pty Ltd, Australia 1992
Moffatt L., Joggers for Your Journey, Heartlight Publishing, Gladesville, 2000
Redfield, J., The Celestine Prophecy, Bantam, Australia, 1994
Turner, D., Crawford, M., Change Power, Business & Professional Publishing, Australia,
1998
Wilson P., The Little Book of Calm at Work, Penguin Books, Australia 1998
Suggested Web Sites
(sites checked as active 2 September 2005)
WIN- Win
http://nsweb.nursingspectrum.com/cfforms/guestlecture/survivingconflict.cfm
Seven Habits
http://www.profitadvisors.com/7habitlist.shtml - fantastic, easy summaries
Managing Work Expectations & Transforming Attitudes
http://www.confidencecenter.com/serv09.htm
How to Achieve More With Your Time
http://www.couns.uiuc.edu/Brochures/time.htm
A better work place
http://www.abetterworkplace.com/build_relationships.html
http://www.ttgconsultants.com/TrustWorkforce.html
http://www.maccoby.com/Articles/MakingValuesWork.html
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Bibliography
Arthur P. Brief, Randall S. Schuler, and Mary Van Sell, Managing Job Stress, Little,
Brown, Boston, 1981, p.66
Brotner, R.W., ‘A Short Rating Scale as a Potential Measure of Pattern of Behaviour’
Journal of Chronic Diseases, vol 22 1966
Covey S. R., The 7 Habits of Highly Effective People, Simon and Schuster, New York
1996
ER News Issue No: 99, August 2005
Loehr J., Schwartz T., The Power of Full Engagement 2003
Moffatt L., Joggers for Your Journey, Heartlight Publishing, Gladesville, 2000
Router, J.B., External Control & Internal Control, Psychology Today, Copyright 1971
American Psychological Association.
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ATTACHMENTS
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Attachment 1
Personal Goal
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Time span _____________________________________________________________
Short Term Goal
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Daily Goals
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Attachment 2
Delegating Responsibility
Delegate – to give a portion of one’s responsibility to a selected and competent staff
member, or group of staff.
Abdicate – to consciously or unconsciously give up a portion of one’s responsibility
in the hope that a staff member will take on responsibility willingly or by default. The
supervisor still holds the job title, status and benefits.
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Attachment 3
Shrinking Your Worries
ACTIONS TO TAKE
Talk it out
–
Share it with someone else. Others will welcome your trust.
Write it out
–
Put it on paper. It’s easier to see it in perspective.
Shrug it off
–
Raise your shoulders then drop them. Relax your whole
body.
Breathe it away –
Inhale deeply exhale heavily a few times. Calm your
thoughts.
Sort it out
–
List practical options. Weigh, decide then ACT.
Delay it
–
Fix a 15-minute worry session and put it aside until then.
Work it off
–
Do something physical. Clear your head. Divert your energy.
Reverse it
–
Consider taking an opposite approach. Explore alternative
angles.
ATTITUDES TO ADOPT
Laugh it off
–
Lighten it with humour. Be generous with smiles.
Distance it
–
Imagine a few years from now. How much will it matter then?
Balance it
–
Consider the good consequences and feel glad about them.
Cancel it
–
Think positive thoughts. Don’t let the negative pull you down.
Exaggerate it
–
Picture the worst that can REALLY happen. How likely is it?
Win through it
–
Imagine yourself being successful and feel good about it.
Hold it
–
Say, “Stop”, pause and steady your thoughts. Now take a
fresh look.
Escape it
–
Notice something enjoyable around you. Get into the
present.
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Attachment 4
Generators – Breaking Stressful Habits
ACTIONS TO AVOID
Stimulating your nerves –
Cut down on coffee, tea, cola drinks, sugar, chocolate
Rushing your day
–
Get up 15 minutes earlier and start the day calmly
Holding your worries
inside
–
Talk them out with a friend, or put them down on paper
Burdening yourself
–
Cut out smoking, excessive eating, alcohol
Fogging your brain
–
Cut out smoking, excessive eating, alcohol
Lying awake at night
–
Try a warm milk drink and have about 7 – 8 hours
sleep
Overloading yourself
–
Lessen the unnecessary in your life (Saying “NO” can
help)
Scattering your energies –
Try to be HERE NOW, live in the present and enjoy
each moment
Being absent-minded
–
Try to be HERE NOW, live in the present and enjoy
each moment
Becoming too unaware
–
Note your own worry habits, or ask friends about them
Depressing yourself
–
Surround yourself with joyful colours, sound and
smells
Carrying unnecessary
Tension
–
Learn to relax your body and mind at will
ATTITUDES TO AVOID
Feeling like a “doormat” –
Believe in YOUR rights and let others know your
needs
Falling into the role of
workaholic
–
Balance work, rest and play. Take up a hobby or
sport.
Letting negatives take
over
–
Positive thoughts absorb anxiety. Smiling releases
tension.
Becoming too
self-involved
–
Reach out. Give out. It’s the best way to make
contact.
Punishing yourself
–
Be as fair to yourself as you are to others.
Disliking yourself
–
Accept yourself as you are. Nobody has to be perfect.
Fighting negatives
(your own and others)
–
Direct energies where they will do the most. Use
strengths.
–
Every person is unique and of value.
Keeping up a front –
be yourself
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Attachment 5
Things to Do
Date _______________
Priority
Activity
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Completed
 x
Attachment 6
My Future Directions
Use the following plan to give you future direction.
1.
Set goals – share them.
2.
Environmental analysis – What resources do I have to do this? What’s in it
for me? What’s in it for my world?
3.
Commitment – Am I willing to put forth all the effort needed to achieve my
goal?
4.
Action
First Step:
Next Step:
Follow-up:
5.
Possible barriers.
6.
Monitor – How do I monitor? How am I doing? Who will I tell and share it
with (mentor)?
7.
Support – How can my mentor help me?
8.
Review – Do I need to adjust anything to achieve my goal?
9.
Self assessment – To what degree did I achieve my goal?
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