Lead and manage people
D1.HML.CL10.03
D2.TRM.CL9.06
Trainee Manual
Lead and manage
people
D1.HML.CL10.03
D2.TRM.CL9.06
Trainee Manual
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone:
(03) 9606 2111
Facsimile:
(03) 9670 1330
Acknowledgements
Project Director:
Project Manager
Chief Writer:
Subject Writer:
Editor:
DTP/Production:
Wayne Crosbie
Jim Irwin
Alan Hickman
Alan Hickman
Jim Irwin
Daniel Chee, Mai Vu, Cindy Curran
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar,
Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development
for Tourism Labour Divisions for Travel Agencies and Tour Operations”.
This publication is supported by the Australian Government’s aid program through the ASEAN-Australia
Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2015.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However, you
should conduct your own enquiries and seek professional advice before relying on any fact, statement or
matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not
responsible for any injury, loss or damage as a result of material included or omitted from this course.
Information in this module is current at the time of publication. Time of publication is indicated in the date
stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and
non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and
Media Library. Some images have been provided by and are the property of William Angliss Institute.
Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TM_Lead_and_manage_people_270115
Table of contents
Introduction to trainee manual ............................................................................................... 1
Unit descriptor ....................................................................................................................... 3
Assessment matrix ................................................................................................................ 5
Glossary................................................................................................................................ 7
Element 1: Model high standards of performance and behaviour ......................................... 9
Element 2: Develop team commitment and co-operation ................................................... 35
Element 3: Manage team performance ............................................................................... 65
Presentation of written work ................................................................................................ 97
Recommended reading ....................................................................................................... 99
Trainee evaluation sheet ................................................................................................... 101
Trainee self-assessment checklist..................................................................................... 103
© ASEAN 2015
Trainee Manual
Lead and manage people
© ASEAN 2015
Trainee Manual
Lead and manage people
Introduction to trainee manual
Introduction to trainee manual
To the Trainee
Congratulations on joining this course. This Trainee Manual is one part of a ‘toolbox’ which is
a resource provided to trainees, trainers and assessors to help you become competent in
various areas of your work.
The ‘toolbox’ consists of three elements:

A Trainee Manual for you to read and study at home or in class

A Trainer Guide with Power Point slides to help your Trainer explain the content of the
training material and provide class activities to help with practice

An Assessment Manual which provides your Assessor with oral and written questions
and other assessment tasks to establish whether or not you have achieved competency.
The first thing you may notice is that this training program and the information you find in the
Trainee Manual seems different to the textbooks you have used previously. This is because
the method of instruction and examination is different. The method used is called
Competency based training (CBT) and Competency based assessment (CBA). CBT and
CBA is the training and assessment system chosen by ASEAN (Association of South-East
Asian Nations) to train people to work in the tourism and hospitality industry throughout all
the ASEAN member states.
What is the CBT and CBA system and why has it been adopted by ASEAN?
CBT is a way of training that concentrates on what a worker can do or is required to do at
work. The aim is of the training is to enable trainees to perform tasks and duties at a
standard expected by employers. CBT seeks to develop the skills, knowledge and attitudes
(or recognise the ones the trainee already possesses) to achieve the required competency
standard. ASEAN has adopted the CBT/CBA training system as it is able to produce the type
of worker that industry is looking for and this therefore increases trainee chances of
obtaining employment.
CBA involves collecting evidence and making a judgement of the extent to which a worker
can perform his/her duties at the required competency standard. Where a trainee can
already demonstrate a degree of competency, either due to prior training or work
experience, a process of ‘Recognition of Prior Learning’ (RPL) is available to trainees to
recognise this. Please speak to your trainer about RPL if you think this applies to you.
What is a competency standard?
Competency standards are descriptions of the skills and knowledge required to perform a
task or activity at the level of a required standard.
242 competency standards for the tourism and hospitality industries throughout the ASEAN
region have been developed to cover all the knowledge, skills and attitudes required to work
in the following occupational areas:

Housekeeping

Food Production

Food and Beverage Service

Front Office
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Introduction to trainee manual

Travel Agencies

Tour Operations.
All of these competency standards are available for you to look at. In fact you will find a
summary of each one at the beginning of each Trainee Manual under the heading ‘Unit
Descriptor’. The unit descriptor describes the content of the unit you will be studying in the
Trainee Manual and provides a table of contents which are divided up into ‘Elements’ and
‘Performance Criteria”. An element is a description of one aspect of what has to be achieved
in the workplace. The ‘Performance Criteria’ below each element details the level of
performance that needs to be demonstrated to be declared competent.
There are other components of the competency standard:

Unit Title: statement about what is to be done in the workplace

Unit Number: unique number identifying the particular competency

Nominal hours: number of classroom or practical hours usually needed to complete the
competency. We call them ‘nominal’ hours because they can vary e.g. sometimes it will
take an individual less time to complete a unit of competency because he/she has prior
knowledge or work experience in that area.
The final heading you will see before you start reading the Trainee Manual is the
‘Assessment Matrix’. Competency based assessment requires trainees to be assessed in at
least 2 – 3 different ways, one of which must be practical. This section outlines three ways
assessment can be carried out and includes work projects, written questions and oral
questions. The matrix is designed to show you which performance criteria will be assessed
and how they will be assessed. Your trainer and/or assessor may also use other assessment
methods including ‘Observation Checklist’ and ‘Third Party Statement’. An observation
checklist is a way of recording how you perform at work and a third party statement is a
statement by a supervisor or employer about the degree of competence they believe you
have achieved. This can be based on observing your workplace performance, inspecting
your work or gaining feedback from fellow workers.
Your trainer and/or assessor may use other methods to assess you such as:

Journals

Oral presentations

Role plays

Log books

Group projects

Practical demonstrations.
Remember your trainer is there to help you succeed and become competent. Please feel
free to ask him or her for more explanation of what you have just read and of what is
expected from you and best wishes for your future studies and future career in tourism and
hospitality.
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Unit descriptor
Unit descriptor
Lead and manage people
This unit deals with the skills and knowledge required to Lead and manage people in a range
of settings within the travel industries workplace context.
Unit Code:
D1.HML.CL10.03
D2.TRM.CL9.06
Nominal Hours:
65
Element 1: Model high standards of performance and behaviour
Performance Criteria
1.1 Make individual performance a positive role model to team
1.2 Show support for and commitment to enterprise goals in day-to-day work performance
1.3 Treat people with integrity, respect and empathy
Element 2: Develop team commitment and co-operation
Performance Criteria
2.1 Develop and clearly communicate plans and objectives in consultation with the team
2.2 Make plans and objectives consistent with enterprise goals
2.3 Communicate expectations, roles and responsibilities in a way that encourages
individuals/teams to take responsibility for their work
2.4 Encourage teams and individuals to develop innovative approaches to work
2.5 Identify, encourage, value and recognise and reward team members
2.6 Model and encourage open and supportive communication styles within the team
2.7 Seek and share information from the wider environment with the team
2.8 Represent team interests appropriately in the wider environment
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Unit descriptor
Element 3: Manage team performance
Performance Criteria
3.1 Assess the skills of team members and provide opportunities for individual
development
3.2 Monitor team performance to ensure progress towards achievement of goals Delegate
tasks and responsibilities appropriately
3.3 Delegate tasks and responsibilities appropriately
3.4 Provide mentoring and coaching support to team members
3.5 Recognise and reward team achievements
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Assessment matrix
Assessment matrix
Showing mapping of Performance Criteria against Work Projects, Written
Questions and Oral Questions
The Assessment Matrix indicates three of the most common assessment activities your
Assessor may use to assess your understanding of the content of this manual and your
performance - Work Projects, Written Questions and Oral Questions. It also indicates
where you can find the subject content related to these assessment activities in the
Trainee Manual (i.e. under which element or performance criteria). As explained in the
Introduction, however, the assessors are free to choose which assessment activities are
most suitable to best capture evidence of competency as they deem appropriate for
individual students.
Work
Projects
Written
Questions
Oral
Questions
Element 1: Model high standards of performance and behaviour
1.1
Make individual performance a positive role
model to team
1.1
1–7
1
1.2
Show support for and commitment to
enterprise goals in day-to-day work
performance
1.1
8
2
1.3
Treat people with integrity, respect and
empathy
1.1
9, 10, 11
3
Element 2: Develop team commitment and co-operation
2.1
Develop and clearly communicate plans and
objectives in consultation with the team
2.1
12 – 15
4
2.2
Make plans and objectives consistent with
enterprise goals
2.1
16, 17, 18
5
2.3
Communicate expectations, roles and
responsibilities in a way that encourages
individuals/teams to take responsibility for their
work
2.1
19 – 23
6
2.4
Encourage teams and individuals to develop
innovative approaches to work
2.1
24
7
2.5
Identify, encourage, value and recognise and
reward team members
2.1
25, 26
8
2.6
Model and encourage open and supportive
communication styles within the team
2.1
27, 28, 29
9
2.7
Seek and share information from the wider
environment with the team
2.1
30 – 33
10
2.8
Represent team interests appropriately in the
wider environment
2.1
34
11
Element 3: Manage team performance
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Assessment matrix
Work
Projects
Written
Questions
Oral
Questions
3.1
Assess the skills of team members and
provide opportunities for individual
development
3.1
35 – 40
12
3.2
Monitor team performance to ensure progress
towards achievement of goals Delegate tasks
and responsibilities appropriately
3.1
41, 42, 43
13
3.3
Delegate tasks and responsibilities
appropriately
3.1
44 – 50
14
3.4
Provide mentoring and coaching support to
team members
3.1
51
15
3.5
Recognise and reward team achievements
3.1
25, 26
16
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Glossary
Glossary
Term
Explanation
Comp
Complimentary
Empowerment
The handing down of power to employees in an organisation
Esprit de corps
Shared pride and loyalty
Fam tour
Familiarisation tour of a property to show potential clients what
the business has to offer
KPI
Key Performance Indicator
Mentee
Person being mentored
PD
Professional Development
Programmed decision
A decision made by management ahead of time dictating the
action to take when an identified situation arises
Quality circle
Group of employees who meet/operate to improve workplace
operation, efficiency, effectiveness and productivity
SOP
Standard Operating Procedure
Scope of authority
The ability of a person/position to make decisions and take
action on behalf of the business without reference to anyone else
Schmoosing clients
Spending time with clients creating a positive
rapport/relationship; usually involves wining and dining as well as
lots of personal interactions/discussions
Sub-ordinate
Someone below/beneath another person in the internal hierarchy
of a business as shown on the organisational chart for a
business
Super-ordinate
Someone above another person in the internal hierarchy of a
business as shown on the organisational chart for a business
Task force
Group of employees from different departments formed only to
deal with a specific task
Team
Two or more interacting and interdependent individuals coming
together to achieve particular objectives
Training gap
The difference, for each person, between what the organisation
requires them to do, and what it is they can actually do
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Glossary
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Element 1:
Model high standards of performance
and behaviour
1.1 Make individual performance a positive role
model to team
Introduction
Every employee looks to their leader/manager to determine acceptable and expected
workplace behaviour.
This section defines and discusses workplace teams, looks at managers as role models
describing what is involved in presenting a positive role model to staff, presents time
management as an important factor in effective management, looks at ‘managers’ compared
to ‘leaders’, differentiates between several types of ‘power’ and provides a range of tips to
help generate a successful management career.
Application of the unit
This unit applies to frontline managers and supervisors who are responsible for leading and
motivating teams in the Labour Divisions of:

Food and Beverage Service

Food Production

Travel Agencies

Tour Operation.
It requires the application of highly developed communication, interpersonal and leadership
skills with a strong focus on team development.
Background
Management of staff can be seen as achieving the goals of the
business through the efforts of others.
One significant way to optimise the success of management
activities is for managers to be seen by workers as a role
model for their performance in the workplace.
The importance of this lies in the fact staff will tend to
model and reflect the performance they see in their leader.
Providing a positive role model to others also eliminates the
possibility of becoming a ‘Do as I say, not as I do’ manager.
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The team
Defining teams
A group is defined as two or more interacting and interdependent individuals coming
together to achieve particular objectives.
A team, or work team/unit, is a formal group made up of interdependent individuals,
responsible for the attainment of a goal.
Traditionally, teams can be:

Project-based – existing only for the duration of a project (such as a function)

Permanent teams – such as the ones developed for particular departments in a business
and/or to address nominated work roles.
Teams may be developed for both paid workers and volunteers, and may comprise
colleague who are peers, sub-ordinates and/or super-ordinates.
All work teams are groups, but only formal groups can be work teams.
There has been a vast shift in organisational culture over the last decade or so, which has
meant a change in emphasis from an individual-centred organisation to a team-based one.
Reasons businesses use teams
Business surveys have shown an increase in the percentage of companies using selfmanaged work teams.
Research has shown they use teams for the following reasons:

They create esprit de corps – among employees

They allow management to think strategically – and not get caught up in the day-to-day
operating decisions

They speed up decision making – in the workplace and in operational areas/matters

They facilitate workplace diversity – which is seen as bring multiple benefits through the
inclusion of a wide variety of skills, attitudes and knowledge

They increase performance and productivity – through the
elimination of waste, duplication, enhancement of creativity and
generation of flexibility and cooperation.
Types of teams
Teams can be classified as those created as part of the
organisation’s formal structure (formal teams) and those created
to increase employee participation (self-directed teams) in the
operation of the business.
Formal teams
Formal teams are teams created as part
of the formal structure.
A vertical team, for example, comprises a
manager and subordinates in the formal chain of
command.
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A functional, or command, team may include three or four levels within a single department.
A horizontal team comprises experts from different departments but at the same hierarchical
level: ‘task forces’ and ‘committees’ are examples of these.
A ‘task force’ is a group of employees from different departments that have formed only to
deal with a specific task.
A ‘committee’ is generally consistent in the long term and is formed to deal with recurring
problems.
Task forces and committees exchange information, and coordinate organisational units or
departments they represent.
They develop new ideas and solutions for problems, and assist in developing new
procedures and policies.
Self-directed teams
Employee involvement and self-directed teams represent a massive revolution in business
started by the success of teamwork in Japan.
The idea of employee involvement is to improve employee performance via increasing the
participation of lower level workers in the decision making process and in how they do their
jobs.
‘Problem solving teams’ are comprised of employees from the same
department who meet to improve work quality, efficiency and
environment.
These teams are usually the company’s first step in
moving toward greater employee
participation, the most common of these
being ‘Quality circles’.
Self-directed teams consist of five to twenty
multi-skilled workers who may rotate jobs and who
work together to produce an entire product or
service.
The team should have the skills and resources to perform the
task.
They should be empowered with the decision making authority to complete the task with
minimal supervision.
Primary work team characteristics
Work team characteristics important to management include the team’s size and its
members’ roles.
Size
Teams can vary from five to twelve members (seven is seen as a good average).
In general, as team size becomes larger it becomes harder for team members to interact
and produce synergistic outcomes.
Small teams (two to four members) tend to show more agreement, ask more questions and
exchange more opinions.
They tend to show more satisfaction, are informal and make few demands on team leaders.
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Develop team commitment and co-operation
Large teams (twelve plus) tend to have more disagreement and conflict, report less member
participation, higher turnover of members, higher absenteeism and fewer opportunities for
members to participate.
Roles
For a team to be successful it must attempt to meet its members’ needs in terms of social
well-being and, of course, accomplish the goal of the team.
The needs of task performance and social satisfaction are met by two types of roles: the
employee who plays the ‘task specialist’ role, and the employee who plays the ‘socioemotional’ role.
The role of the task specialist includes:

Proposing new solutions to team problems

Offering opinions and feedback

Seeking information

Summarising

Motivating and energising the team.
The socio-emotional role involves looking after employees’ emotional needs including:

Encouraging others

Harmonising and reconciling conflicts

Reducing tensions

Cooperating with the team

Compromising.
People who satisfy both roles often become team leaders.
Effective teams need to have people of both roles.
Conversely, people who do not participate in either of the above roles become nonparticipators and are held in low esteem by the group and management.
Other characteristics of effective teams
Teams are not automatic
guarantees productivity will be
increased or things will improve.
If they are structured incorrectly and
have unspecific goals, the
organisation can be disrupted rather
than improved.
Characteristics related to effective
teams are:

Clear goals

Relevant skills

Mutual trust

Unified commitment
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
Good communication

Negotiating skills

Appropriate leadership

Internal and external support.
Clear goals
High performance teams have both a clear
understanding of the goal to be achieved and
realise it is important.
The importance of such goals means individuals
prioritise team goals above their own.
In a strong team, members are committed to the
team’s goals, know what they expect to
accomplish and work together to achieve those
goals.
Clear goals create an environment where there is stronger commitment, better cooperation
and collaboration and a greater willingness to ‘get the job done’.
Relevant skills
Effective team members have the relevant training, technical skills and abilities to achieve
the desired goals and work well with others.
Interpersonal skills here are just as important as technical skills.
Good leaders need to provide team members with these skills if they do not already possess
them.
Options to achieve this include:

On-the-job training

Multi-skilling

Use of the buddy system

Mentoring

Coaching

Formal off-site training.
Mutual trust
Members must have mutual trust, acceptance and recognition of one another.
Members must believe in the integrity and character of other team members.
Trust usually takes a long time to build and is easily destroyed, so managers must be careful
to nurture and maintain relationships between team members.
This also highlights the care managers must take when selecting people to form a team.
Organisations working in a climate of openness, honesty and collaboration generally
encourage a culture of trust.
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Managers can build trust with teams or groups via:

Regular and effective communication – see below

Being supportive

Being respectful

Being predictable

Demonstrating competence in their own managerial duties – as well as helping out team
members with practical hands-on assistance when need dictates.
Unified commitment
Loyalty and dedication of team members involves doing anything needing to be done to
ensure the team’s success.
Members must be committed to the team’s goals and expend energy in achieving them.
Pride in the team (and the organisation) is a critical factor here.
Any businesses creating an environment/aura where team members can boast about
working there have usually succeeded in developing unified commitment.
Good communication
Teams must be able to communicate clearly and concisely with one another both verbally
and non-verbally.
Communication should occur outside traditional working times via briefings, de-briefings and
staff meetings, and also during work times including the pressure of busy service sessions.
Appropriate responses to communication are also critical – team members must
acknowledge communication/messages sent to them and provide an appropriate response.
The response may be simple verbal acknowledgement, body language or action.
Communication in teams is essential to:

Share ideas

Ask for help

Communicate workplace information during service

Provide feedback.
Feedback from members and managers is essential in:

Confirming or clarifying messages/information

Helping to correct misunderstandings

Optimising potential.
Feedback must be open but also needs to be
constructive and sensitive.
Team members should be able to share ideas and
feelings – that is, team members should be able to share
how they felt when something went wrong and/or when
they felt let down by another team member’s
actions/inactions.
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Negotiation skills
Job design, job description, rules and procedures all help to clarify employee roles.
Effective teams must be flexible and continually make adjustments or ‘fine tune’ their
progress.
This often requires negotiation skills because problems
and relationships regularly change in teams, requiring
members to confront and reconcile differences.
Appropriate leadership
Appropriate leaders set realistic and clear goals.
They demonstrate change is possible and increase the
self-confidence of team members by helping them realise
their potential more fully.
The best team leaders tend to be coaches or facilitators
as opposed to autocratic and controlling people.
They help to guide and support the team by empowering
members, but do not seek control of the team or its
members.
This can be hard for some ‘traditional’ managers who
cannot see the benefits of shared leadership and cannot give up control.
Managers who cannot accept the new shape of organisations may have to be replaced or
transferred.
Internal and external support
Internally the team must be structured so:

Members are properly trained or experienced – so a competent team is formed

An understandable measurement system which employees can be evaluated against is
implemented – to allow team members and management an objective and understood
way to measure performance

Incentives are offered – to encourage commitment and effort, and to reward endeavour
and success

A supportive climate is fostered – to cater for the human requirements all team members
have in the workplace.
External management must provide the team with the resources appropriate to complete the
task – resources involve not only physical resources and remuneration but also experience,
time and information.
A common frustration encountered by team members is lack of time – the belief they are
being asked to do work but not being allocated (that is, ‘paid’) time to do it.
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Managers as role models
Every manager, whether they like it or not, acts
as a role model to their staff – even when they
do not intend to.
Staff will view the behaviour, actions and
attitudes of the manager and often will see this
as the way to act, even if they disagree with their
manager’s behaviour.
Need for self-management
When a manager is not coping in their own job,
this will adversely impact their staff.
So the first thing managers must do is to
manage themselves.
This involves:

Knowing and understanding the job and the responsibilities which go with it – it is vital to
know all the policies and procedures of the business, as well as all the unstated
requirements of the job

Planning work to be done – time spent planning is regarded by many as wasted time but
good planning saves time, avoids mistakes and provides a better workplace outcome

Managing time efficiently – everyone has the same amount of time in a day so it is how
individuals use their time that can distinguish one from another and help ensure their
success and effectiveness.

Managing time is strongly related to planning.

Managing stress – no person can operate at their optimum for long is they are stressed.

It is critical to take action to manage personal stress. Keys include:

Eating properly and well

Regular exercise

Sufficient sleep

Personal quiet time

Identifying and eliminating personal stressors.
It is necessary all managers/supervisors realise they are always on public show to the staff –
even when they do not think they are – and staff will take their lead, their cue for behaviour
from what they see their leader demonstrate.
Online resources
Visit the following for more information:
http://hr.toolbox.com/blogs/developing-leadership-skills/performance-managementmanagers-need-to-be-role-models-41582 - Performance management - managers need to
be role models
http://www.som.cranfield.ac.uk/som/p14216/Think-Cranfield/2010/February-2010/Are-you-agood-role-model - Are you a good role model?
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http://www.managementevolution.com/overviews/manager-as-a-role-model.php - Manager
as a role model: establishing your credibility and building your confidence.
Leadership in the workplace
To be a good leader – which is a vital component of any managerial position – experience
and history shows there is a need to:

Have the trust of staff, and in turn, trust them

Show respect for the abilities and opinions of staff

Have the ability to motivate staff

Be passionate, and committed to work

Be prepared to delegate work

Be able to create a cooperative team

Have a strong and clear sense of work goals and objectives

Help others achieve their personal goals

Communicate effectively with others, explaining issues as appropriate

Share information, concerns and praise.
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Time management for the manager
The job of a manager of people will always involve ‘interruptions’ and dealing with the
unexpected.
Responding to these interruptions in an appropriate and effective manner is an important
part of the job and should not be seen as a waste of time or an irritation.
It is possible to manage these and other situations so time is used effectively.
This involves:

Having a clear idea of what is important and what must be dealt with immediately – these
are the things which cannot possibly wait.

At the start of a career it is common to ask others what these are but over time the ability
to prioritise them will gradually develop and provide the basis of determining what is
important and what is not.

Having procedures to deal with common and predictable situations – for example, SOPs
for reporting an accident or the need for maintenance or a customer complaint or the
need to order an item.

Making these decisions and arrangements ahead of time is known as a developing
‘programmed decisions’. The more of these which can be made, the better as they
reduce the amount of time everyone have to spend working out what to do when they do
arise.

Delegating tasks to other staff – it is vital managers do not to only delegate the
unattractive tasks.

Managers must make sure they also delegate some of the sought after tasks too.

Attention must be paid to delegate fairly amongst the staff, and only delegate to those
staff who have shown a desire to have work/responsibility delegated to them.

Breaking work into component parts – so it can be easily picked up where it was left off.

This requires development of the ability to identify where logical breaks in a process
occur so these can be used as natural ‘break points’ in work processes and tasks.

Using prevention rather than cure – this necessitates organising a specific time(s) each
day for walking around the workplace/department and talking to staff.

This shows interest in what is going on and demonstrates a receptive attitude to
comments and questions, and an approachable demeanour.

The idea is to have staff mention/highlight things which are small issues before they
become large problems – this prevents things building up, and demonstrates to staff
management is prepared to take action where and when needed.
Needless to say, managing work time as efficiently as possible by planning, defining exactly
what needs to be done, prioritising tasks, developing action plans and lists, and using
technology (such as computers, computerised diaries) appropriately are also important prerequisites.
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Techniques to save time and help manage time
The following techniques have proved effective
in saving/managing time:

Group all similar activities in the same time
space – for example, check e-mails only
once a day at a certain time rather than
continually checking them throughout the
day.

All out-going phone calls may be
made/grouped on the same basis.

Make on-the-spot decisions – when a staff
member raises a question, deal with it
immediately.

This does not mean not considering the
matter they are raising but it does mean
responding (wherever possible/appropriate)
straight away as opposed to allowing the
issue to become something else that takes
up time later

Become comfortable with saying ‘No’ –
naturally there is a need to be available to,
and assist, staff but there is a limit to what
needs to be done in this respect.

Practice the art of saying ‘No’ when appropriate to do so.

Saying ‘No’ to staff encourages them to use their initiative and be creative in their actions
– avoid at all costs the situation where the default position in the business is for people to
come to ask others they could reasonably be expected to do for themselves

Come in to work a bit earlier – many people are surprised what they can achieve by
coming in to work 30 minutes earlier than normal.

Make sure this is a time when there are no other people about so this time can be
focussed on things requiring attention – things like planning, reading reports, preparing
plans, adjusting schedules, thinking.
It is also worthwhile reading the book by Stephen R. Covey called ‘The 7 Habits of Highly
Effective People’.
Websites
Read the following articles for extra detail on time management:
http://ptricks.net/effective-time-management-skills-and-strategies-for-managers-2/ - Effective
time management skills and strategies for managers
http://www.see.ed.ac.uk/~gerard/Management/art2.html = Personal time management for
busy managers
http://www.charteredaccountants.com.au/Members/Careers/Career-centre/Managementresources/Time-management-tips.aspx - Time management tips for busy managers.
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The difference between leadership and management
Leaders:

Are those who are able to influence others and who possess managerial authority

May be appointed or they emerge from a group

Have much personal power and have the ability to promote vision, creativity and change
within the organisation.
Effective leadership is about behaviours which inspire and encourage others and direction –
where people are better off than they were before.
Leadership, therefore, must have purpose and the outcomes must be of greater benefit,
even if the journey is a difficult one.
Definitions of leadership
Over 100 years ago, Abraham Lincoln said:
‘The Boss drives his men – the Leader coaches them!
The Boss depends on authority – the Leader on goodwill!
The Boss inspires fear – the Leader inspires enthusiasm!
The Boss says ‘I’ – the Leader says ‘We’!
The Boss fixes the blame for the breakdown – the Leader fixes the
breakdown!
The Boss knows how it is done – the Leader shows how it is done!
The Boss says ‘Go’ – the Leader says ‘Let’s go’!’
Managers are appointed to their position and have legitimate power.
Their qualities more often include:

The promotion of stability and order

Problem solving.
All managers should ideally be leaders but not all leaders are capable of being managers.
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Leaders versus managers
Qualities of leaders versus managers can be seen as follows:
Leader
Manager
Soul
Mind
Visionary
Rational
Passionate
Consulting
Creative
Persistent
Flexible
Problem-solving
Inspiring
Tough-minded
Innovative
Analytical
Courageous
Structured
Imaginative
Deliverable
(Source: Genevieve Capowski, ‘Anatomy of a leader: Where are the leaders of tomorrow?’
Management Review, March, 1994, p12.)
Website information
More information and detail can be sourced from the following articles:
http://ronalvesteffer.com/the-difference-between-a-leader-and-a-manager/ - The difference
between a leader and a manager
http://www.ask.com/question/what-is-the-difference-between-a-manager-and-a-leader What is the difference between a manager and a leader?
http://blogs.hbr.org/2013/08/tests-of-a-leadership-transiti/ - Three differences between
managers and leaders
Power
One of the major differences between managers and leaders is their source of power and
the way this affects their followers.
Power is defined as ‘the potential to affect the behaviour of others.
Therefore, managers who have ‘position’ power have traditional power which comes from
the organisation.
This position gives a manager the power to reward or punish employees in order to influence
their behaviour.
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Position power
Examples of position power are:

Legitimate power – which comes from a formal management position in an organisation
structure such as those shown on organisational charts and has authority attached to it

Reward power – which is the ability of management to provide rewards to influence or
motivate employee behaviour

Coercive power – which is the opposite of reward power where the manager has the
authority to punish the employee, often creating resistance.
Personal power
Personal power comes from internal sources such as a person’s special knowledge about a
subject area, their experience with a topic or their personality.
Examples of personal power are:

Expert power – results from a person being an expert in terms of their skill, experience or
knowledge in a specialist area

Referent power – comes from the leader’s personal characteristics which command a
subordinate’s identification, respect and admiration.
Empowerment is a significant trend throughout the western business world and is based on
organisations empowering their employees.
Managers are more concerned with participative, consultative and consensus building
management and more reliant on communication.
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Want to read more?
Interesting articles on power in the workplace can be found at:
http://smallbusiness.chron.com/power-workplace-16060.html - What is power in the
workplace?
http://www.businessinsider.com.au/the-7-types-of-power-that-shape-the-workplace-2013-7 The 7 types of power that shape the workplace
http://www.slideshare.net/natashahansman/power-in-the-workplace-natasha-hansman Power in the workplace: Slide Share.
Tips for a successful management career
Demonstrate competence
It is vital to show competency both managerially and operationally.
There is an absolute need to demonstrate the ability to manage staff and prove competency
hands-on work.
Never be afraid to get in and help staff out if they are under pressure and genuinely need
assistance – it shows value to management and enhances credibility with staff
Embrace responsibilities
Look for extra responsibilities.
See them as both opportunities and challenges.
Do not seek to avoid more responsibility.
Responsibilities are part of the job so do not try to off-load them to
someone else or delegate them.
Make meaningful contributions
Tackle the big and important jobs as part of the managerial role.
Do not seek to major in minor things!
Take time to determine what is important, and take it
on.
Develop a reputation as a being a ‘Go to’ person (someone
management and others go to if they want something done: - this is a
key to staying in touch with what is happening in the workplace and
also remaining indispensable).
Learn to adapt
The business world is a dynamic environment so be prepared, as a
manager, to lead the charge in terms of adapting to changing
circumstances with enthusiasm and a positive attitude.
Avoid becoming a manager who is characterised as seeing every need
to adapt as a ‘drama’ – rather, strive to be known as the person who
relishes change because of the potential it offers.
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Enthusiasm in this regard will translate/transfer to staff – likewise, a manager who is
annoyed or depressed by the need to adapt will find staff are likely to also demonstrate the
same orientation.
Make a commitment
Let actions speak for themselves.
This is a classic example of the need to ‘Walk
the talk’ – prove commitment to a proposal,
suggestion or initiative rather than simply offer
verbal support.
Prove it by putting in the time, making whatever
effort is necessary, doing whatever it takes.
Earn a reputation for being a ‘Doer’ rather than
someone who says they will do things.
Continue to learn
Demonstrate the benefit of training and re-training.
Send the message to management and employees about the value of on-going ‘learning’
whether it is on-the-job or other.
Undertake a course, attend franchise meetings, go to seminars, visit the opposition, read
trade magazines, develop your product knowledge – they are all examples of lifelong
learning.
Prioritise loyalties
At some stage there will be a situation where some private event and some work-related
demand clash: this is when there is a need to decide where important priorities lie.
Those who choose the non-work option as a priority send a very clear message to all their
staff and to all managers above them.
The key messages are:

‘Work isn’t all that important – if there’s something else to do, then do something else’.

Staff will not commit to the organisation if the manager does not.

The organisation will not commit to the manager, if the manager does not commit to
them.
Select the next job/position carefully
The next job should extend capacity and capability and be challenging.
It must be enjoyable and not too demanding.
The work to be done must be realistically achievable.
If sights are set too high there is less chance of getting the job in the first place, and if the job
is obtained then the work may be too hard to do.
Remember the ‘Peter Principle’ which states people often get promoted to their own level of
incompetence!
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Always do good work
No-one ever gets everything right all the time, but this must be a constant aim.
Very few people will criticise someone who has tried hard, and gives their best.
Near enough is never good enough – if a manager/leader has this approach and attitude to
work, so will their staff.
There is a strong relationship between doing the best possible and putting in long hours.
Present the right image
Regardless of personal feelings, the organisation may prefer/present a different image and it
is incumbent on managers to reflect that.
This should show through in the way managers dress, speak, walk and otherwise conduct
themselves at work in every aspect of their job – front-of-house and back-of-house.
Learn the power structure
As a new supervisor/manager it is important to work out where the power resides within the
organisation.
Sometimes this can be determined from the organisational chart but often the real power
resides in the more informal structure, outside that chart.
Cultivate a relationship with those who have the power in the business.
This may require creating strategic links with these people – meaning there may need to be
a deliberate embark on a mission to get to know these people, join the committees they are
on, spend time in their company.
Gain control of organisational resources
It is essential to develop the internal personal relationships which will enable – through a
phone call or one-to-one request – acquisition of whatever is needed to get the job done.
Be mindful of any formal scope of authority which may apply to the position occupied but
actively seek to expand this scope to assist in making the role more valuable and
indispensable to the business.
Stay visible
Many, many, many managers have ruined
their reputation and credibility by gaining a
reputation for ‘hiding’ in their office,
especially when there is a problem, or when
they really should be out front helping their
staff.
Be up front, be around when needed, be
seen when it’s busy, and be there when
there’s a problem.
Also involved here is the need to attend
internal meetings and other events as
expected/directed in order to be seen as a constant presence within the organisation.
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Do not stay too long in the job
Make an impact and move on.
Let those who make the decisions (whether internally or in another organisation) know about
plans for further promotion/career advancement.
Superiors are not mind readers and will not know who is looking for advancement so let
them know, tell them.
Most organisations are actively seeking out those who want to progress within the business
so this creates a perfect win-win situation.
Find a mentor
Track down someone in a position of power
within the organisation and ask them – yes, as
simple as that, ask them – to be a mentor.
Let them know of plans for promotion/progress
and tell them how they might assist in achieving
that.
Pick someone who is strategically beneficial –
they are usually proud to be asked and willing to
help.
Support the boss
Make an early decision about which side to support: the old saying goes ‘If you’re not for the
boss, you’re against the boss’.
Do not fall for the trap of trying to play both sides (boss and workers), it doesn’t work.
If there is a genuine desire to succeed, then the boss must be supported – it’s a stark
distinction to make but, do is the goal to be successful or popular?
The smart way is to be successful first and work on being popular later.
Think laterally
Be creative in thinking and try to consider all aspects of a problem/solution rather than just
the obvious ones.
Read some books on the topic of lateral thinking and spend some time cultivating this arrow
in your quiver full of management techniques.
Learn this skill early because it can be used forever across a wide multitude of situations.
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Worldwide Web resources
Read more about creating success in a management role by reading the following webbased articles:
http://ronalvesteffer.com/the-difference-between-a-leader-and-a-manager/ - 7 tips for
management success
http://www.thedevco.com/free-resources/twelve-tips-for-becoming-a-successful-manager/ Twelve tips for becoming a successful manager.
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1.2 Show support for and commitment to enterprise
goals in day-to-day work performance
Introduction
Not only is there a need to lead and
manage people in the workplace but there
is also a need to show support for and
commitment to enterprise goals in
everyday performance.
This section discusses this requirement
and presents options for demonstrating this
important ‘requirement.
Context
All management-level personnel must be aware addition to their stated job role (as per
requirements in Job Descriptions, Job Specifications and attendant KPIs) they are expected
to discharge other unstated roles.
One of these implicit roles is to actively demonstrate support for, and commitment to,
enterprise goals in their day-to-day work performance.
Managers, supervisors and team leaders need to be very aware:

Their words and actions are very public – there are always people watching what
managers do and how they do it and listening to what they say and how they say it

Their position carries with it loads of potential influence – certainly one of the biggest
influences on how other staff function and behaves is the way the manager operates and
responds to situations, problems and challenges.
Managers, supervisors and team leaders must be acutely aware everything they say and do
– and how they say and do it – is always on possible display/show for others to see.
This means staff will see what is done and learn, or draw inferences, from it.
They will seek to identify what their leader/manager thinks about things especially what they
think about management initiatives, project objectives and enterprise goals.
The point is if managers/leaders demonstrate to staff a certain management directive is
‘stupid’, ‘a waste of time’ and ‘won’t work’ then their staff/their sub-ordinates will traditionally
adopt the same orientation too.
Fortunately, if managers/leaders demonstrate enthusiastic support for an initiative, then this
approach too will rub off on staff.
Ways to demonstrate support and commitment
Managers/leaders can demonstrate their support for and commitment to enterprise goals in
their daily work by:

Verbally stating their support – for whatever management introduces as initiatives of sets
of workplace goals
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
Explaining initiatives to staff –
telling them why the initiatives are
positive and highlighting the
dangers which may flow from
failing to successfully/effectively
introducing the changes

Keeping negative comments
contained to management
meetings behind closed doors –
where staff/employees cannot
hear the dissention

Providing necessary resources
and training – to help ensure the
initiatives and goals can be
attained/implemented

Setting departmental/workplace targets – for individual staff which enable achievement
of the required goals

Monitoring related action on a day-to-day basis – through observation and discussion
and checking of relevant records and performance and other data

Checking compliance levels – with what is required in a high-profile manner

Talking with staff – about their problems and successes regularly as part of everyday
workplace management

Setting an agenda item for each enterprise goal as a standing item in each
staff/departmental meeting – so the importance of the goal is demonstrated to
employees on an ongoing basis

Mentioning issues to do with the gaols at other times – such as staff briefings, staff debriefing sessions and during chance meetings with staff

Celebrating successes – when KPIs and/or other targets are achieved

Involving staff – in how they can assist in goal attainment.
Online articles
It may be valuable to read the following:
http://everydaylife.globalpost.com/show-loyalty-boss-10757.html - How to show loyalty to the
boss
http://www.nottingham.ac.uk/gradschool/sict/toolkit/knowledge-base/ea/help - How can
Enterprise Architecture (EA) help?
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1.3 Treat people with integrity, respect and
empathy
Introduction
There is an adage saying people should
‘Treat people the way you’d like to be
treated yourself’ and while this has quite a
lot to recommend it for managers/leaders
it does not go far enough.
This section looks at the considerations
managers should have in relation to the
way they treat their staff.
How should staff be treated?
There are five elements which characterise the way leaders and managers should treat their
staff.
Integrity
Staff must be treated with integrity.
This means:

Being honest with them – and telling them things the way they really are but with tact and
sensitivity.

It means being truthful (within internal limitations of confidentiality and privacy) about
things.

Being sincere – and not saying one thing and meaning or doing another

Not promising things – which cannot be delivered or about which there is no intention to
provide

Not taking the credit for the work of others – and making sure those who deserve it get
the raise they are entitled to.
Respect
Staff must also be treated with respect.
This means:

Realising and appreciating the work staff do – and making sure they know their efforts
have been recognised and are appreciated

Acknowledging their talents, effort and commitment to the organisation – this orientation
realises staff are human beings rather than simply numbers or inanimate resources

Allowing individuals to be different – in terms of their lifestyle choices and factors
associated with race, religions, culture, age, gender and other issues

Talking to them and treating them in an appropriate manner – and not speaking to them
or dealing with them as inferior people despite the fact they are (in terms of the structure
of the business) sub-ordinates.
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Empathy
There is also a need to be empathetic with staff.
This means standing in their shoes/seeing
things through their eyes.
It is from this perspective the adage
mentioned at the start of this section falls
short of what leaders/managers must do.
Managers/leaders must treat their staff as
individuals and not as one homogenous
group.
Workers have a variety of their own personal
issues, problems, baggage and expectations
and effective managers learn how to identify
and respond to these in each of their staff.
When employees see their individual situation is of interest to and has been recognised by
their manager, they will tend to give more and be more committed to delivering what the
enterprise wants.
This orientation is based on the premise an understanding of staff is the basis for them
understanding what the business wants – it is all a matter of reciprocation.
Fairness
Managers must also treat staff fairly.
No manager can afford to have a ‘favourite’ employee who gets more of their time than
another staff member.
Managers cannot create a situation where one worker gets the best shifts and/or who gets
the first chance to work available overtime.
The key is things need to be/must be shared between all the staff – the good things and the
bad things.
An important aspect of this is to explain decisions and to keep everyone notified of what is
happening, and why.
Consistency
Finally managers must be consistent in the way they speak to and treat staff.
To some extent this means managers/leaders need to be predictable.
Being predictable often has negative connotations but not in this case.
Being predictable is a good thing as it means staff can (with a great deal of confidence) rely
on reactions to discretionary actions they may take.
It is very disconcerting for staff to have a manager who is happy one day, depressed the
next, friendly the next and then bites everyone’s head off the next.
Staff look for uniformity of behaviour in their leaders/managers and finding it serves to give
them faith when workplace emergencies, pressure and problems arise.
Possible outcomes of not treating staff properly
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It is worth noting in many cases where
management treats staff poorly this usually
engenders a similar response from workers.
This ‘tit for tat’ situation can result, amongst
other things:

Minimal compliance, commitment and effort
at work – as opposed to the total
commitment needed for optimum results

Deliberate ‘misunderstandings’ – of
instructions and directives given to
individuals and teams

Workplace sabotage – of plans and actions

Higher levels of theft, absenteeism and staff
turnover – than would otherwise be the case

Failure by staff to notify management about
important issues – such as problems, dangers and issues they foresee.
A common trap for new managers is to become a bit ‘big headed’ and carried away with their
new position, their new promotion.
This is to be avoided at all costs.
It is a fact of life while a person may be the manager in name, their performance will be
judged by the way those under them perform.
In the majority of cases managers cannot force staff to work, commit or contribute: they have
to want to – the way managers/leaders treat them will determine the level of effort and
contribution they want to make to the organisation.
In so many instances individuals believe ‘the manager’ has all the power – it is only when
they achieve the manager’s position, they realise how little power the position has, and how
utterly dependent managers are on those who are ‘under’ them.
Websites
Useful additional information can be found at:
http://management.about.com/od/managementskills/a/Fairness-Is-Good-Management.htm Fairness is good management
http://www.wikihow.com/Be-a-Good-Boss - How to be a good boss
http://www.inc.com/geoffrey-james/8-core-beliefs-of-extraordinary-bosses.html - 8 core
beliefs of extraordinary bosses.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
1.1 You work as a manager in a business and have been asked by the owner to prepare
advice for new managers to help them model high standards of performance and
behaviour.
Develop information which could be used by those who are new to the management role
explaining how they might:

Make their own individual workplace performance a positive role model to their
staff/work teams

Show support for and commitment to workplace goals in their day-to-day
performance

Treat their colleagues with integrity, respect and empathy.
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Summary
Model high standards of performance and behaviour
When modelling high standards of performance and behaviour:

Realise the actions and performance of leaders and managers influences how staff perform and
act

Understand the behaviour of a manager/leader is always on display and is always being watched
and judged

Be prepared to actively self-manage personal actions

Manage time effectively

Be a good leader as part of being an effective manager

Use teams to help achieve the goals of the organisation and the meet the needs of the employees

Treat people with integrity, trust and empathy

Use power wisely

Actively work on a successful management career path

Support the organisation while supporting the staff

Demonstrate engagement with staff and the organisation as opposed to mere ‘lip service’.
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Element 2:
Develop team commitment and cooperation
2.1 Develop and clearly communicate plans and
objectives in consultation with the team
Introduction
Central to the operation of any successful
business is the need to prepare for what lies
ahead and to plan what is going to happen.
This section discusses the purpose and nature
of planning, identifies types of plans and what
they may be established for, considers the
development and content of plans and presents
ways plans may be communicated.
Purpose and nature of planning
A plan may be defined as a blueprint for goal
achievement and establishing an overall strategy for achieving those goals.
No business can function effectively on an on-going basis unless it has sound plans in place
for the conduct of the business.
As they say ‘If you fail to plan, you plan to fail’.
Planning establishes an integrated, coordinated effort and gives direction to people.
Planning also:

Reduces the negative impact of change – through the preparation of strategies to
manage/cope with the introduction of change

Minimises repetition and waste – by ensuring elimination of duplication and the
streamlining of procedures

Reduces levels of uncertainty – as the plans show staff what is expected of everyone
with roles and responsibilities under the plans

Focuses on specific targets – and directs employee effort toward outcomes which
combine to achieve the desired result/outcome

Enables all decisions to be rationalised – in accordance with an over-arching goal

Sets standards of performance – to enable evaluation and control.
Plans can cover wider/large matters such as company’s mission, and its objectives and
strategies for achieving those objectives. They also may cover single tasks as well as
activities for monitoring and evaluating action taken.
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Plans and objectives may be short-term, mid-term and/or long-term, and can relate to areas
such as:

Sales targets – described in terms of volume/number of units or in monetary terms

Performance targets for a particular project – such as ‘increasing sales by 10% by the
end of the quarter’

Increased productivity – for example, requiring more units to be produced in the same
time or increased sales to be achieved by the same staff numbers

Achieving KPIs – as they relate to specific goals: KPIs may be seen as steppingstones/indicators along the way to achieving the final goal/plan

Organisational strategies – showing what needs to be done, by whom and when in order
for the business to attain the outcomes it has decided to achieve

Operational activities – covering the day-to-day SOPs required in order to deliver the
products and services the organisation needs to provide

Task management – outlining what needs to be done in order the established strategies
can be effectively and successfully implemented

Contingency management – setting down the actions to be taken in the event nominated
circumstances arise where SOPs will not apply.
Plans are also important as a source of motivation for employees demonstrating to them
management has the capacity to prepare the business and the staff for whatever lies ahead.
In this way, plans help generate faith in managers and commitment to the organisation.
Need for plans to be in writing
For plans to be effective they must be in writing and not simply exist in the minds of
managers and leaders.
They need to be in writing because this:

Provides a constant reference point – the fact plans are
written gives a sense of certainty to them and helps
avoids confusion about what is meant

Facilitates the sharing of the plan – as hard copies can
easily be distributed

Allows for more informed feedback – as there is surety
about all aspects of the plan and what it is intended to
achieve.
Need for alignment with enterprise goals
All plans which are prepared must also take into account
broader, over-arching enterprise goals and other
requirements,
See section 2.2 for more on this vital issue.
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Contents of the plan
Many organisations have pro-formas available to use for developing internal, performance
plans and where these exist they should be used.
It is also a good idea to obtain a few copies of similar plans which have already been
developed by others in the business and use these as (at least initially) models for future
plans.
The format/structure used for a plan is really immaterial and is often a case of personal
choice but for any plan to be effective it must contain the following information:
Basic information
This can include:

Name of plan

Name/s of those who prepared it

Date prepared

Department/section to whom it applies.
Detail of the action to be taken
This section of the plan focuses the mind on the steps and activities which need to be
implemented (that is, the work to be done) for the plan to achieve the aim it intends attaining.
These usually set out separate steps/tasks in sequential fashion and contain a varying
degree of detail.
Where the organisation allows staff to use initiative and be self-directed, the detail will be
less than where the business adopts a highly prescriptive approach towards what staff do
and how they do it.
Resources available
This section of the plan details the financial,
human, physical and other (perhaps intellectual
property – recipes, business knowledge,
operating procedures, contacts) which have
been allocated to this particular plan.
Staff are expected to achieve the objective/s of
the plan within these resource limitations.
Allocation of work
This part of the plan identifies specific
individuals who have particular responsibility
for nominated tasks as stated within the
‘Details of action to be taken’ section of the
plan.
This allows each staff member to know with
certainty what is expected of them.
It also enables the manager of the plan to
know who to monitor/communicate with in
order to track progress.
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Timelines
This section of the plan states when (for example) certain work has to be completed.
It may also identify various time/date points for completion of sub-sets of work (stepping
stones) along the way to achieving a longer-term objective.
These are known as KPIs and they spell out how the success/progress of the plan is
determined and judged.
They set out the criteria to use to judge success and identify the dates/times when such as
evaluation will occur.
Communicating the plan
Who do they need to be shared with?
Performance plans need to be shared:

With those on whom they impact – so they are kept informed about what is happening in
the business

With those who have identifies responsibilities under the plans – so they are told what is
expected of them under the plan

With other managers – so they are advised of activities elsewhere in the business
allowing them to integrate their actions with the plans of others

With super-ordinate management – so they are kept informed about decisions made and
action planned/taken: in some cases, there may be a need for formal authority to be
received by senior management before some plans can be activated

With administration – so they can be placed on file for future reference.
Opportunities to communicate plans
Opportunities to share these plans may include:

Holding a specific staff meeting – convened solely/specifically to present/discuss the
plan

Talking about it at regular staff briefings/debriefings – held as part of normal operating
practice each day/shift

Posting a notice – on the staff notice board

Sending electronic copies of the plan – via
email

Distributing hard copies of the plan – at
meetings.
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Importance of personal face-to-face communication
Face-to-face presentation of the plan is the preferred option for communicating a plan to
others.
This presentation must include a discussion that must be undertaken so sufficient time is
taken to:

Explain all the requirements of the plan – in detail

Explain why the plan needs to be achieved – giving the rationale for the plan

Explain the impact of not achieving the plan – which helps motivate staff to commit to the
plan

Put required actions as described in the plan into their correct workplace context – which
may include needing to explain a revised orientation by management to certain activities
(perhaps there is a change in business priority, a new target market, a new marketing
initiative)

Solicit questions from those involved – to demonstrate openness and also give those
involved an opportunity to clarify issues and air concerns they might have.
2.2 Make plans and objectives consistent with
enterprise goals
Introduction
Any plans created must be consistent with wider enterprise goals.
This section identifies organisational requirements with which performance plans need to
align/comply, discusses the fact plans and objectives never exist in isolation, presents
advice in relation to setting goals/objectives and examines the need for departmental
goals/plans to fit with organisational goals.
Alignment with enterprise goals
When developing performance plans for departments, sections or
projects care must be taken to ensure whatever is contained in the
plan:

Aligns with the Mission of the business – as stated in the
Mission Statement

Supports the stated Vision of the organisation – as
contained in the Vision Statement for the business

Reflects the public Value Statement – made by the
business

Accords with strategic and business plans – of the
organisation

Helps achieve/maintain the desired image of the business
– as required by management

Helps achieve/maintain the desired market position of the
business – in the marketplace.
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Strategies, goals and tactics
Plans and objectives never exist in isolation.
They are always required to reflect the context in which they exist.
The creation of plans and objectives will therefore often mirror management requirements
and the nature of business being conducted.
It is important to begin this discussion by identifying the difference between a ‘strategy’, a
‘goal’ and a ‘tactic’.
In brief:

A goal is the objective – it is what is to be achieved, the ‘expected’ outcome

A strategy is the general plan to enable the goal to be reached/achieved

A tactic is a technique which will be used within the strategy to enable the strategy to
achieve the goal.
Note the one goal can have more than one strategy (a concept referred to as ‘multiple
strategies’), and strategies can have more than one tactic.
To illustrate the operation of goal, strategy and tactics, the goal may be to fully multi-skill all
the staff in the dining room so all staff can work as both food and drink waiting as well as bar
work/drink dispensing.
The strategy may be to provide training in each of the three roles.
The tactics for the ‘provide training’ strategy may be:

Send all staff to local training institution complete a food and beverage waiting course

Buddy staff with no experience in one area with experienced staff in that area

Provide in-house drink mixing classes

Conduct a staff competition for the best new cocktail.
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SMART/SMARTER goals
Today the terms ‘objectives’ and ‘goals’ can be used interchangeably.
For goals to be effective they need to be SMART or SMARTER.
G.T. Doran invented SMART goals in
1981; they were popularised by Peter
Drucker (via Management by Objectives)
and extended later to include E and R
requirements.

S – Goals need to be Specific.

For example, it could specify a certain
percentage or nominated total amount
increase or decrease in profit/loss or
market share the department wants to
achieve.

A goal such as ‘launch an advertising
campaign to improve image’ is too vague

M – Goals need to be Measurable.

That is, they need to be quantifiable.

If there is a goal of just ‘increasing market share’ for example, how can success or failure
or progress be measured?

Has the goal been achieved by an increase market share of 0.01%, or by 0.05%, or by
1% or 10%?

A – Goals need to be Assignable.

Work/responsibility needs to be assigned to a specific person or group/team.

R – Goals must be Realistic.

They should not be ‘pie in the sky’/impossible to achieve goals.

They should be challenging but they should also be achievable/do-able.

Goals seen to be too easy or too hard will be de-motivating.

T – Goals should also be Track-able

They should be able be related to a given time-frame so they can be monitored over
time.

E – Goals should be Evaluated

Part of an effective goal is seen as the need to include ongoing evaluation of the
progress of the goal to determine if adjustments to the plan need to be made.

Adjustments may be necessary to capitalise on success/positive outcomes, or to
address negative/sub-optimal results.

R – Goals need to be Reviewed

This is seen as necessary to make sure the goals continue to reflect the needs/direction
and larger goals of the wider organisation and the changing needs of a dynamic
business environment.
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Relationship between departmental and organisational goals
Formal planning occurs at three different levels within an organisation:

The strategic level

The tactical (divisional) level

The operational (or action plan) level.
The focus in these notes is on the operational level, performance plans.
In various management texts there are many uses of the term ‘performance plan’ (especially
in relation to describing the financial performance of a business, setting out staff
development needs as a result of staff appraisals) so it is important to understand what is
meant by performance plan in the context of this
unit.
In the context of leading and managing people a
performance plan is a plan to guide the activities
of a department or other identified work area,
including plans for specific workers within that
area, to achieve an objective which will enable the
organisation to attain one or more goals in its
formal business plan and/or strategic operating
plan/s.
Successful attainment of a performance plan, then, is a stepping stone to achieving the
requirements of a higher order plan.
Nature of performance plans
Performance plans may be day-to-day or month-to-month plans which direct the workplace
activities of staff.
Where the operation of the business remains consistent there is less of a need for these
plans compared to a business where demands (for products, services, competing outcomes,
changing business focus) are in an almost constant state of flux.
In practice, most performance plans are single-use plans meaning they will alter next time
they are prepared given the changing nature of the workplace (caused by factors such as
staff absences, availability of physical resources, the time of the year [involving
consideration of the impact of holidays, local events, billing periods from suppliers, taxation
time, internal audits], and numerous unexpected workplace occurrences which impact on
production and service delivery).
In practice, once performance plans have been prepared their evaluation and review will
provide the basis for their refinement. It is a fact of life most plans usually only require ’fine
tuning’ in response to identified issues arising rather than ‘scrapping and re-writing’ from
scratch.
New plans usually only need to be prepared where new higher level plans create a new
demand/focus (goals and objectives; outcomes) for the department or the business.
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2.3 Communicate expectations, roles and
responsibilities in a way that encourages
individuals/teams to take responsibility for their
work
Introduction
Earlier notes have discussed the importance and influence of the personal role and
orientation adopted by managers.
This section extends this concept introducing different management styles with a view to
enabling managers to determine the most appropriate style for their specific workplace
situation that will effectively encourage staff to take responsibility.
Traditional methods of communication
In terms of specifically communicating expectations, roles and responsibilities to staff, the
following options are available:


Job descriptions (also known as Position Descriptions or PDs) and job specifications –
where these exist, they provide staff with an excellent source of information about:

What employers expect them to do at work

Roles and responsibilities attaching to the position
Inductions and orientation – these provide an opportunity for owners/managers to give a
talk to new staff and:

Set out what management expectations are

Define customer expectations

Explain how they see the new staff member’s role within the business

Clarify questions and issues about the responsibilities assigned to the position

Team and/or departmental meetings – these can provide an excellent opportunity for
management to get the one message across to all staff at the one time.

The benefit of using group meetings is everyone gets the same message and the person
providing the information can be questioned and thus further explains issues and clarifies
aspects of what is being shared.
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Leadership styles
Leadership styles may also impact on communication of expectations, roles and
responsibilities.
Autocratic and democratic leaders
An autocratic leader is one who:

Centralises authority

Relies only on legitimate reward and coercive
power.
Under this style of management employees perform
well as long as the leader is present.
Also, levels of satisfaction tend to be low when
people feel they are being closely monitored and as
a result feelings of hostility subsequently arrive.
A democratic leader is different in that they:

Delegate authority to others

Encourage participation

Rely on expert and referent power to influence others.
In this situation, employees are given their own decision making responsibility and perform
well when the leader is absent.
The relationship centres on trust, and the group tends to have positive feelings rather than
hostility.
It is wise to be autocratic in situations where there is time pressure, where employees are
slow to make decisions, and where there is a great difference between the leader and the
subordinate.
It is wise to be democratic where employees are willing and able to learn decision making
skills.
Research suggests the extent to which the leader is autocratic (boss-centred) or democratic
(subordinate-centred) depends on organisational circumstances.
New leadership approaches
New leadership approaches include:

Charismatic leadership theory

Transactional versus transformational leadership.
Charismatic leadership theory
Charismatic leadership theory says followers make attributions of heroic or extraordinary
leadership ability when they observe certain behaviour.
There is an impressive correlation between charismatic leadership and follower satisfaction.
People working for charismatic leaders are motivated to exert extra work effort and they
express greater satisfaction with their work.
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Charismatic leadership may be most appropriate when the followers’ task has an ideological
component such as in politics, religion or a business where they are introducing a radically
new product.
The need for such a leader may subside once
the crisis period or need for dramatic change is
over.
This is because the charismatic leader’s
overwhelming self-confidence becomes
problematic when they cannot listen to others:
they become aggressive when challenged and
have an unjustifiable belief in their rightness on
issues.
The key characteristics of charismatic leaders
are:

Self-confidence – charismatic leaders have complete confidence in their judgement and
ability

Vision – they have an idealised goal that proposes a future better than the status quo the
greater the disparity between these two, the more likely the follower will attribute
extraordinary vision to the leader

Ability to articulate their vision – they are able to clarify and state the vision in terms
which are understandable to others: this demonstrates an understanding of the followers’
needs and hence acts as a motivating force

Strong convictions about the vision – charismatic leaders are perceived as being strongly
committed, willing to take on high personal risk, incur high costs and engage in selfsacrifice to achieve their vision

Behaviour which is out of the ordinary – they engage in behaviour perceived as being
novel, unconventional and counter to norms; when successful, these behaviours evoke
surprise and admiration in followers

Appearance as a change agent – charismatic leaders are perceived as initiating change
rather than as caretakers of the status quo

Environment sensitivity – they are able to make realistic assessments of the
environmental constraints and resources needed to bring about change.
[Source: based on Conger J.A. and Kanungo R.N., ‘Behavioural dimensions of charismatic
leadership’ in Conger J.A. and Kanungo R.N., Charismatic Leadership, San Francisco, Jossey
Bass, 1988, p.91.]
Transactional versus transformational leadership
Transactional leaders are leaders who guide or motivate their followers in the direction of
already set goals by making them clear and explaining task requirements.
Transformational leaders are leaders who inspire people beyond their own goals through
individual consideration and charisma.
They are capable of having a profound and extraordinary effect on their followers.
Most of the models discussed previously have addressed transactional leaders.
Transformational leadership is built on top of transactional leadership.
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A transformational leader is far more than a
charismatic leader.
A charismatic leader would have vision, and want
followers to adopt their world view, whereas a
transformational leader would instil in followers
the ability to not only question views, but to
question the views of the leader.
In summary, evidence indicates transformational,
as compared to transactional leadership, is more
strongly correlated with:

Lower staff turnover rates

Higher productivity

Higher employee satisfaction.
Communication of expectations, roles and responsibilities
Communication of this nature should:

Be clear and unambiguous

Use workplace examples to assist the explanation.
Topics needing to be covered include:

Nature and scope of the work to be done – including identification of relevant workplace
practices and organisational policies

Relationships with others in the workplace – identifying those with authority in relevant
areas, methods of communication used in the business, common issues necessitating
communication and cooperation

Independent areas of activity – describing the scope of authority for the individual and
proscribing the exact nature, roles and dimensions of each discreet area so there is
absolute clarity about the function of each area and how it fits with and contributes to the
overall performance of the organisation

Roles of leaders and managers – including description of their individual role in terms of
providing information, making decisions, planning and organising work activities, and
staff monitoring

Communication – this is vital in every organisation and the need for ongoing
communication between staff members and between staff and management must be
emphasised. Opportunities to communicate should be highlighted as well as the
communication channels used by the business.

Reporting requirement – most staff will have only verbal reporting requirements (such as
during briefing and debriefing sessions or in staff meetings): where staff have additional
formal/written reporting obligations these must be explained and examples of what is
required should be provided to guide their reporting.
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2.4 Encourage teams and individuals to develop
innovative approaches to work
Introduction
Encouraging teams and individuals to develop innovative approaches to work is another
aspect of the manager’s role in developing team commitment and cooperation.
This section discusses innovation in the workplace and identifies ways in which teams and
individuals can be encouraged to contribute towards innovative approaches to work.
Innovative approaches
Importance of encouraging innovation and input
Leaders should encourage team members to develop and/or contribute innovative ideas.
This signals management’s recognition of staff as valuable members of the organisation in
the overall work process, rather than just as operational staff who are simply paid to do a
job.
The encouragement of staff involvement in decision making and innovation also
acknowledges staff are thinking people with the potential to make valuable contributions to
the operation of the business based on their knowledge of the organisation and their firsthand experience with customers and operating procedures.
It also underlines the importance of communication in the workplace – there is little point in
team members having great ideas for improving the business if they are not shared, or if
they believe their ideas will not be appreciated or considered.
Focus for workplace innovation
Innovative approaches to work should address all aspects of
work – essentially:
Policies
These are the documents providing guidance/direction as to
how the business must/should be conducted.
Team members may have suggestions for how these can be
improved based on comments they have heard from
customers.
Procedures/practices
These are the day-to-day systems and methods approved
and used by the business to deal with/undertake work which
regularly needs to be completed.
They underpin:

The production of items/products

The delivery of services

Maintenance of the organisation

Communication and reporting.
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They are the SOPs which:

Have been approved by management and
are compliant with all applicable internal and
externally imposed requirements

Tried and tested, effective and efficient,
functional ways to complete designated
workplace activities

Delivered as part of formal internal on-thejob training

Used every day by staff in the performance
of their designated roles and responsibilities
SOPs may relate to work such as:

Taking reservations/bookings

Taking orders and processing sales

Communicating internally between individuals, departments and different sections and
levels of the organisation

Dealing with complaints

Cleaning items of equipment and/or work areas.
Because team members use these systems/SOPs on a regular basis they may have ideas
on how they can be improved or made to:

Operate more effectively

Work more efficiently

Function more safely

Improve quality

Perform less expensively

Provide a ‘point of difference’ in terms of product/service provision.
Basic approaches
Encouraging teams and individuals to develop, suggest or contribute ideas for innovation
does not have to be complex.
Simplicity is preferable.
Examples of ways in which leaders can encourage development of ideas for innovation
include:

Asking for ideas – encouraging staff to make suggestions about better ways of doing
things

Describing the criteria which need to be met – for a suggestion to be regarded as
‘viable’.
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
These criteria will relate to a range of
topics such as:

Cost/expense

Safety

Service standards – speed of
service; quality of product

Compliance

Having an ‘open door’ policy
regarding suggestions – to encourage
staff to discuss suggestions at any
time without the need to make an
appointment or wait for a nominated
time

Sharing ideas – encouraging others to
alert team members to the potential of new technologies

Being prepared to trial/test new ideas – this demonstrates management is prepared to
try new ideas as opposed to insisting the old ones are adhered to

Making ‘innovation’ a standing topic at all staff meetings – so it is continually being
flagged as an important thing, and so staff have regular opportunities to make
contributions

Creating ‘innovation teams’ – whose task is to address a particular issue

Training staff in the use/application of creative thinking techniques – such as
brainstorming, lateral thinking, ‘Six thinking hats’

Seeking information and ideas from non-traditional places – such as other departments,
other businesses (including the competition), trade shows, internet research

Thanking people for their contributions – even where their ideas do not translate into
standing practice/SOPs

Creating an environment which is supportive of innovation – and is prepared to try new
ideas and not criticise or ‘punish’ those who try something new which fails to work as
hoped, promised or intended,

There needs to be a culture which values effort as much as it values outcomes/results,
and an environment where staff feel comfortable to contribute ideas for change and are
comfortable in identifying areas/activities which need improvement or attention.

Rewarding people – for contributions and for effort in this regard: see next section

Taking the time and effort to explain to someone who contributed an idea why their idea
was not implemented – as opposed to appearing to simply ignore the suggestion: getting
back to people and explaining why their idea was deemed ‘not viable’ shows the idea
was considered but rejected on certain grounds.

This should encourage further contributions/suggestions while providing additional
context regarding criteria which need to be met for innovations to be implemented.

Ensuring the person responsible for suggesting/developing an effective new
approach/idea receives the credit for doing so – rather than the manager taking the
credit.
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Websites
See the following for more information:

http://www.debonoonline.com/Six_Thinking_Hats.asp - Six thinking hats: a thinking skills
training course from Edward do Bono

http://www.mindtools.com/brainstm.html - Brainstorming: creating many radical, creative
ideas

http://en.wikipedia.org/wiki/Nominal_Group_Technique - Nominal Group Technique

http://www.edwdebono.com/debono/po.htm - Edward de Bono: Po – Beyond Yes and No

http://www.graphic.org/concept.html - Concept Map
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2.5 Identify, encourage, value and recognise and
reward team members
Introduction
When work teams or units have been formed, managers need to identify, encourage, value
and reward both individual and team efforts and contributions.
This section presents more information about teams as an understanding of the nature and
characteristics of work teams/units will assist in identifying individual effort and determining
appropriate rewards.
Context
Managers must reward individual and team input.
Attention needs to be paid to acknowledging both ‘endeavour’ (that is, effort which is
unsuccessful) and ‘outcomes’ (successful results).
This means there must be some formal way of acknowledging:

Contributions made to the success of the team/business – such as instances where
team members:

Do ‘that little bit extra’

Hit a team target

Achieve a team goal

Suggestions and/or effort which is well-intentioned but fails to translate into anything
tangible – for example, a team member made a suggestion which could not be
implemented, or a team member did something and really made an effort but had it had
no positive outcome

For example they may have:

Spent a lot of time and effort dealing with a
potential client, conducting FAM tours, making
presentations, providing quotations and
‘schmoosing’ the client ... but failed to win the
business

Spent much time and effort tendering for a contract
... but failed to be awarded the contract.
Examples of reward and recognition
More examples of what can be used as ‘reward and
recognition’ and tips on how to apply them are given in
section 3.5.
At this stage it is sufficient to state recognise and reward
team members may include:

Informal acknowledgment of the work which has been
done – this may involve:

A quiet and sincere word of acknowledgement,
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praise or recognition with the individual

An appropriate piece of non-verbal communication/body language – to show
appreciation for what has been done/observed

A quick email or SMS/text message.

Acknowledgment of individual good performance to the whole team – which means
recognising and praising the effort/work of one person in front of their peers at (say) a
team meeting, departmental meeting or staff briefing

Presentation of internal organisational awards – which focus on/relates to the work which
has been done.

The award may be a plaque, money or some other form of tangible recognition.

Written report to management – this is an internal report top senior management
identifying those who have done good work, describing what they have done, their effort
and the outcomes/results they have achieved.

A copy of the report should also be sent to staff identified in the report.

Incentive initiatives – these are rewards/bonuses of some sort for staff when they
achieve nominated goals or targets.

The objectives which might attract these incentives could be:

Hitting a sales target – in terms of volume sold or revenue gene rated

Winning a new/identified high-value client

Remaining with the employer for a designated period.
Online articles
The websites listed below contain articles of interest:

http://www.flinders.edu.au/hr/recognising-rewarding-staff-guidelines-for-supervisors.cfm Recognising and rewarding staff: Guidelines for supervisors

http://www.mindtools.com/pages/article/newTMM_54.htm - Rewarding your team

https://performancemanager.successfactors.com/doc/po/recognize_employee/gp25.html
- 25 ways to recognise your team.
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2.6 Model and encourage open and supportive
communication styles within the team
Introduction
A further aspect of developing team
commitment and cooperation is to model
and encourage open and supportive
communication styles within the team.
The communication style used may often
depend on the dynamics of the team that
present themselves at any particular point
in time, so an appreciation of team
processes is fundamental and is the focus
of this section.
Team processes
It is useful to understand team processes as part of understanding communication within
teams.
Team processes include dynamics which change over time and can be influenced by team
leaders.
They include:

Stages of team development

Team cohesiveness

Team norms.
These combine to produce the unique nature of individual teams.
Stages of team development
After a team has been formed, there are some distinct stages through which it passes.
At each stage different benefits and problems may exist – and this is why managers must be
aware of where they sit in relation to this phenomenon as it has major ramifications for
communication styles.
These stages include:

Forming – this first stage occurs immediately after the team has been put together and is
a period of orientation and getting acquainted

Storming – here, different personalities emerge and conflict creates a general sense of
disunity

Norming – in this phase conflict between team members is resolved, team harmony and
unity is developed and team norms and values are established

Performing – this is where the major focus is in problem solving to accomplish the team
tasks/objectives

Adjourning – where the team is disbanded upon task completion: applicable where
teams are formed to achieve a short-term task.
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See the following for more information on this phenomenon:

http://en.wikipedia.org/wiki/Tuckman%27s_stages_of_group_development – Tuckman’s
stages of group development

http://hrweb.mit.edu/learning-development/learning-topics/teams/articles/stagesdevelopment - Using the stages of team development

http://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf - 5 stages
of group development.
Team cohesiveness
This is the extent to which team members are attracted to the team and motivated to remain
in the team.
Teams are seen to be cohesive if there is:

Team interaction – the greater the contact amongst members, the more cohesive the
team.

This contact may occur outside the workplace

Shared goals – agreeing on direction and purpose binds the team together by providing
a sense of unity and joint direction/goals

Personal attraction to the team – where members have similar attitudes and values and
enjoy being together in both a work and a social sense there will be greater team
cohesion.
If teams are cohesive there will be strong morale and consistently high levels of productivity.
See the following for more information:

http://en.wikipedia.org/wiki/Group_cohesiveness - Group cohesiveness

http://www.isixsigma.com/implementation/teams/high-performance-teamsunderstanding-team-cohesiveness/ - High-performance teams: Understanding team
cohesiveness

http://www.brookes.ac.uk/services/ocsld/resources/small-group/sgt107.html Characteristics of a group: cohesiveness.
Team norms
A team norm is a standard of conduct which is shared by
team members and guides their behaviour.
Acceptable team norms for one effective team will not
necessarily translate into team norms for other teams.
Team norms are informal and valuable because they
define the boundaries of acceptable behaviour and
provide a frame of reference for what is right and wrong
within the team.
Norms:

Identify key values

Clarify role expectations

Facilitate team survival

Govern day-to-day behaviour
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
Apply to employee output and performance.

For more reading on team norms take the time to visit:

http://humanresources.about.com/od/teambuilding/qt/norms.htm - How and why to
create team norms

http://www.highperformanceteams.org/hpt_norm.htm - Team norms

http://sites.udel.edu/meeg401/files/2011/08/Phase-2-Team-Norms.pdf - Team norms and
communication.
Supporting team members
Managers must strive to ensure team members feel secure in their working life.
This feeling of security is commonly
characterised by them genuinely believing
there is openness and support within their
workplace team environment.
The following strategies will assist in creating
this supportive environment:

Invite team members to question the
opinions and thoughts held – there must
be an environment which allows staff to
verbally question personal views and
thinking of the manager/supervisor without
fear of retribution.

Such an approach encourages staff to contribute ideas and fosters ownership of
decisions and helps to ensure decisions made in the workplace are defensible because
they have been considered and ‘approved’ by the team

Do not ‘shoot the messenger’ – this means managers must never be blamed for advising
them of bad news/things they do not want to hear or things they dislike hearing.

Staff must be encouraged to report bad news as soon as possible, safe in the knowledge
the person who actually rep[rots the event will not be the one who is blamed for whatever
it is.

This attitude recognises the sooner a problem can be addressed, the sooner a viable
solution can be generated.

Some businesses even adopt a ‘no blame’ policy.

This means management will not take action against a staff member who reports an
issue they have caused – the idea being, again, to identify problems as soon as possible
so appropriate remedial action can be taken regardless of the cause/who caused it.

Create an environment where it is OK to make mistakes – the old saying that ‘the person
who never made a mistake, never made anything’ is very true.

Making mistakes is part and parcel of life, and the effective manager will make sure staff
are not victimised for ‘having a go’ and then making a mistake.

Making mistakes are part of the learning process and the way in which many team
members develop/gain their workplace experience.

Nonetheless, it is vital where staff do make a mistake, they report it immediately so
remedial action can be taken where needed
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
Walk the talk – this underlines the need to make sure:

The person reporting bad news is not victimised

Staff need to be told when they are doing things right – and not just told when they
are doing things wrong

Admit personal mistakes – let staff know when personal mistakes have occurred.

This gives staff permission to make their own mistakes knowing their
manager/supervisor is ‘human’ too and can make mistakes.

In a strange way, admitting mistakes sometimes serves to raise personal credibility.

Offer help and advice – develop an environment of approachability and a willingness to
help others/staff work through whatever it is they are having trouble with or with whatever
they have made a mistake with.

Note in the majority of cases staff will know where they went wrong – experience is a
very good teacher: the point here is staff should know their manager/supervisor is there if
they want to talk.

Of course it must not be a compulsory thing they have to
talk to their manager/supervisor: it must be optional and
something they have to choose to do.

Put the ‘issue’ in perspective – most staff do many, many
things right and relatively few things wrong.

If someone makes a mistake, let them know what they have
done right so ‘their’ mistake can be placed within a realistic
context.

This is part of supporting and encouraging team members.
Websites with additional information include:

http://resources.fahcsia.gov.au/ConsumerTrainingSupportProducts/employers/leading_w
ork_teams/sec5.htm -Leading work teams: a learning resource

http://www.wikihow.com/Help-Your-Team-Perform - How to help your team perform

http://hsc.csu.edu.au/business_services/services_120/work/4118/support.htm Supporting team members
Communication options
There are numerous ways to communicate with staff.
They include:

Individual, one-on-one talks – these can/should range from the casual and social chitchat through to the structured yet informal talk where you need to convey certain
information about a task/objective

Formal, group meetings – these are very time effective and should be scheduled for
every team.

Formal meetings also send a message the team is important and warrants such attention
and time
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
Non-verbal communication – never underestimate the
value of body language throughout the working day

There will be many instances when saying something to
staff is inappropriate or unsuitable but a smile, a wink, a
nod or a silent hand clap may be an appropriate substitute

Written communications – whilst more impersonal in
nature, it is better to have this type of communication than
to have none at all

They may be email, or a simple ‘Communication book’
book that serves as a communication log for a department
allowing two-way communication between staff and
management

These are a useful idea because all staff and management
are never in the workplace all the time.
Finally, be prepared to listen to your staff – there may be ways
they prefer to be supported, and certain communication styles
they prefer.
Websites
See also the following online articles:

http://money.howstuffworks.com/business/starting-ajob/how-to-improve-teamwork-in-workplace3.htm Communication and Workplace Teamwork

http://callonresources.hubpages.com/hub/Communicationwithin-the-Workplace - Team communication in the
workplace

http://www.emergenetics.com/communication-workplace-collaborative-teams/ Communication in the workplace and collaborative teams.
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2.7 Seek and share information from the wider
environment with the team
Introduction
As part of the overall development of team commitment and cooperation there is a need to
seek information from, and share information from the wider environment with, team
members.
This section looks at the variety of information involved, defines the ‘wider environment’ in
this context and illustrates how the information might be shared.
Information types
Examples of information from the wider environment which may affect the team include:

Overall enterprise objectives – including plans and targets for the business together with
up-dates and detail about how these may have changed.

Managers may be told about these at a management meeting so there is need to make
sure general thrust/nature of these is communicated to teams.

Rationale for management decisions – where management have approved
dissemination of their rationale for decisions, it is useful to pass these reasons on to staff
as it helps to explain underpinning causes and reasons.

Understanding and commitment is increased when staff know ‘the why’ behind a
decision – this knowledge also helps them prioritise relevant decisions they may have to
make

Changes in enterprise policies – there is little point in changing a policy unless it is
communicated to staff so they can implement these changed requirements.

Again, where explanation for such change can be given, it is preferable to do so as
opposed to simply imposing the change.

Marketing information and targets – this allows staff to understand how effective various
marketing campaigns and other initiatives have been, and to see how management
goals and objectives translate into the workplace.

This is all part of being open and honest in
communications with staff, and a central element in
allowing staff to know/learn the basis on which
operational decisions are made.

Business performance information – there is a wide
diversity of opinion in relation to consideration of this
topic as an issue for sharing with employees.

Many businesses are reluctant to let staff know the
details of the financial performance of the business.

Other organisations are quite comfortable with full
disclosure – a ‘warts and all’ approach.

Still others will settle somewhere in between and
permit general business performance details to be
passed on to staff to serve as motivation, and to act
as feedback.
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
It must be remembered such information is always to be treated as ‘commercial in
confidence’ and must not be talked about outside the work situation

Technology updates – staff will need to know the scheduled and transitional dates and
timelines for the introduction of new technology.

They will also need to be informed of:



Its purpose

Why it has been introduced

What it can do

Arrangements for introduction/integration of the technology – in terms of issues such
as transition tines and training.
Plans for new equipment – where staff are having major problems and difficulties with
old/existing equipment it is useful to tell them as soon as possible when management
have decided to:

Replace it

Bring in new equipment

Buy more equipment

Change SOPs to improve the way existing equipment works.
Training developments – good managers must always pass on both internal and external
opportunities for training which arise so staff:

Do not feel ignored or overlooked

Can continue to develop their career

Can develop more/different skills and knowledge.
Defining the wider environment
Information from the wider environment can be seen as
comprising information:

From higher-level management/Board meetings – there is
often a need to censor this information to an extent as
much of this information is not intended for ‘general/public
release’

From other departments – as provided by other
departmental and section managers and supervisors

From market research undertaken by the business –
which provides insight into customer needs, wants and
preferences and into reasons customers do and do not
deal with the organisation

From administration – in relation to performance of the business and the way the
organisation/department is performing against projections and targets

From customers – in terms of

Complaints received

Compliments

Suggestions for change/improvements to products and/or services
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
From the competition – detailing what has been discovered about action they are taking,
services they are providing and products they are offering

From industry events – such as information captured as a result of:

Going to seminars and conferences

Attending meetings of peak industry associations

Participating in general industry activities.
Reasons to seek and share information
Managers/leaders need to share information from the wider environment with their teams as
it:

Demonstrates their commitment to the team

Indicates their willingness to help the team

Shows faith in the ability of the team to
use the information provided and (where
necessary) keep it confidential

Assists them achieve their identified
goals.

Demonstrate involvement with their
teams

Supports the work of the organisation

Gives a wider and more detailed context
and framework for decision making and
action.
Sharing the information
The standard options for communicating/sharing information from the wider environment
with teams include:

Discussing matters face-to-face with team members at staff/team meetings and briefing
sessions

Using hard copy handouts detailing relevant information

Emailing information to employees

Posting notices on the staff notice board

Making entries in the ‘Communications Book’.
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2.8 Represent team interests appropriately in the
wider environment
Introduction
An integral part of developing team commitment and cooperation is the need for a manager
to represent the team’s interest appropriately to the wider working environment.
This section addresses the role of a manager as a spokesperson for their team who may
rightly be expected by team members to further their cause in wider forums.
Cooperation and harmony
Need to support the boss and support the teams
Whilst earlier notes have made it quite clear a manager’s predominant position should be to
‘support’ the boss, this does not mean manager’s must/need to be ‘anti-staff’.
A working balance characterised by cooperation and harmony is the aim.
A team approach certainly does not advocate a ‘them and us’ position in relation to
management/ownership.
Win-win outcomes
There can be occasions where the manager may truly represent the team’s interests whilst
at the same time supporting the interests and goals of the organisation.
These times when a ‘win-win’ outcome can be envisaged include:

Requests for training – these are often mutually beneficial requests.

The customers benefit, and staff obtain better skills while the bottom line for the
organisation is enriched

Requests to consider staff-driven initiatives – these may include
promotions, or the introduction of a new product/service.

These can be valuable ‘leads’ because staff are in a good position to
judge the customers and to get feedback from them as to what they
want

Reports about faulty equipment – an astute employer realises these
concerns are genuine issues and are best dealt with as soon as
possible, rather than have them drag on and risk:

Having someone injured

Producing sub-standard products or services

Requests for more staff – where these can be supported by
statistical evidence (such as increased patronage,
increased sales, additional calls on staff time) this situation
is also a benefit to everyone.

A perceptive manager acknowledges there is usually a trade-off
between reduced staffing levels and a reduction in customer
service, and most managers/owners will seek to eliminate any
reduction in service levels
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
Request for media releases – where the team has reached a certain noteworthy
milestone (such as completing a training program, winning an award, serving the one
millionth customer, introducing a new service) another mutually beneficial request can be
made for this public acknowledgment of a job well done
The need to prepare to represent the team
Where managers seek to represent their staff to senior management in relation to items
such as pay rises, more staff, additional time allowances for work, and further resources
(effectively, any area requiring expenditure of time or money), they must prepare their case
in advance.
Many genuine requests have failed simply due to lack of planning which has meant the case
has not been put convincingly, or in the best, most persuasive way it could have been.
Preparation is the key to any successful negotiation and managers must be able to show:

The quantifiable real benefits to all stakeholders – which will flow from implementation or
adoption of the suggestion

The reason(s) why the proposal is needed – identifying the potential down-sides of not
implementing what is being discussed

How much the proposal will cost – in terms of money, time (for training, transition, downtime), resources required

Where the funds will come from to finance the proposal – identifying a budget line,
sacrifices elsewhere in the business/budget to pay for the initiative, increased
revenue/profit from the proposal.
Need for a presentation strategy
Further, a strategy as to how the proposal will be presented must also be considered.
This includes:

Determining who needs to be presented to

Working out the venue and style of
presentation

Identifying the time and date/s for the
presentation

identifying, in advance, all possible likely
objections – to what is to be presented

Devising suitable, yet honest responses – to
each identified possible objection.
It is impractical, unacceptable and doomed to
failure to simply walk in to such a
negotiation/meeting with a ‘wish list’ and just
hope things will go well.
Like it or not, the manager is ‘the meat in the
sandwich’ and their aim is to bring about a winwin result.
Failure to do so has the potential to devalue credibility in the eyes of both management and
team members – so take this seriously and give it the effort it warrants.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
2.1 As a manager of a large department in an industry business you have been asked to
provide training to a team member to groom them for your position when you leave
your current role to become General Manager of the organisation.
Demonstrate how you will pass on relevant skills and knowledge to your successor to
enable them to effectively develop team commitment and cooperation by writing a
paper which explains (together with examples where appropriate) how they can:

Develop team performance plans

Ensure team performance plans reflect higher-level organisational goals

Communicate expectations, roles and responsibilities to teams to encourage their
commitment

Encourage staff to be innovative in their work

Value, recognise and reward team members for effort and outcomes

Create and maintain open communication with teams

Seek information from, and share information with, workplace teams

Represent teams to senior management/the Board.
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Summary
Develop team commitment and co-operation
When developing team commitment and co-operation:

Appreciate the value of planning and plans

Prepare and communicate written performance plans

Ensure performance plans align with broader organisational goals

Make sure all plans reflect public statements the business makes about itself

Integrate performance plans with other action being taken by the organisation

Set SMART/SMARTER goals

Allocate work fairly in accordance with individual and team ability and potential

Be aware of the need to motivate staff

Keep plans and progress foremost in the minds of staff

Encourage teams to take responsibility for their roles and responsibilities

Adapt leadership strategies to suit the situation and the needs

Support innovation and efforts at improvement and implementing change

Foster an ‘open door’ policy

Identify and acknowledge the efforts of others

Reward and recognise ‘endeavour’ as well as outcomes

Create and maintain open communication

Share information with teams

Advocate on behalf of the team and its members

Seek win-win outcomes.
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Element 3: Manage team performance
3.1 Assess the skills of team members and provide
opportunities for individual development
Introduction
Part of the groundwork required for managing team performance is the need to assess team
members and provide them with opportunities for individual development at work.
This section identifies topics/areas for assessment, introduces the concept of the training
gap, discusses ‘motivation’ in some detail and presents options for individual development of
team members.
Basis for this section
Earlier notes highlighted the need for effective teams to possess relevant skills needed to
achieve the goals they set for themselves and which management sets for them.
An essential element of this topic is the need for managers to motivate their teams to
undertake required training and to keep them motivated to maintain the necessary level and
standard of skills, knowledge and attitude required for the job.
Note the information provided in this section in relation to motivation is generally applicable
across many management and leadership issues, not just skills development.
Areas to assess
When assessing staff there is a non-negotiable need to look at three critical areas:


Their skills – these are their actual workplace:

Operational and technical skills – the hands-on skills and ability necessary for staff to
complete the tasks they are employed to do

Interpersonal and communication skills – needed to interact effectively with each
other, management and customers
Their knowledge – this embraces:

Industry knowledge

Product knowledge

Knowledge about the policies used by
and facilities available from the business

Local knowledge

Their attitude – this is the way they perform
their job, their work ethic, their predisposition
to working overtime, going that extra step,
putting some extra effort.

Some staff have the right attitude and some
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do not.

Some have it one day and not the next.

Managers need to know whether or not their staff need an ‘attitude adjustment’ or not
and it is important to understand changing someone’s attitude is one of the toughest
thing a manager/leader ever has to do.

Ignoring ‘attitude’ (in favour of focussing on skills and knowledge) is also a common
mistake made by many inexperienced leaders/managers.
Not everyone is a fan of personal development
It is necessary to understand while management may be a proponent of training, lifelong
learning and continual improvement through vocational education, many other people (staff
and team members) may not be.
There may be some staff who do not want anything more than what they have right now:
they do not want to work extra hours, they do not want more money, they do not seek extra
responsibilities or promotion.
They may fear change, or simply be quite happy with their lot as it exists.
Where this is the case, managers either have to motivate them to participate in their
‘individual staff development’ initiative, or they have to accept the person(s) concerned are
valuable to the company as they stand now, and there is nothing to be gained (and
potentially everything to be lost) from pushing the issue with them and trying to force them
into a learning/development program.
As some great person once said ‘It is a smart person who picks only those battles they know
they can win’.
The training gap
A common approach to assessing team members and identifying their potential for
developmental opportunities is to establish the ‘training gap’ for each individual staff
member.
The training gap is the difference, for each person, between what the organisation requires
them to do, and what it is they can actually do.
Identifying the training gap is useful because it means the training to be delivered/provided
will be targeting an acknowledged/identified need – there is nothing more wasteful (and
potentially counter-productive) than conducting some form of training simply for the sake of
it.
When training adults it is vital they understand,
realise and accept there is a legitimate need for
them to undertake the training.
Training in some form – mentoring, coaching, onthe-job training, off-the-job training, formal or
informal vocational education – are common ways
of addressing these training gaps.
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Motivation
A key aspect of making training effective, improving staff morale and raising team cohesion
is through effective motivation.
Motivation is generally regarded as a driver which causes a person to do, or refrain from
doing, something.
The study of motivation began with Frederick Taylor. He analysed people’s jobs for the
purpose of increasing efficiency and provided economic rewards to employees for high
performance levels.
This led to the incentive pay systems where people were paid on the quality and quantity of
work output.
The following diagram illustrates the motivation process:
Unsatisfied need
Tension
Drives
Search behaviour
Unsatisfied need
Reduction of tension
The Hawthorne Studies
In 1924 a series of experiments known as the Hawthorn Experiments were conducted in
America.
In the experiment, plant operators responded to non-economic rewards, such as being given
attention by their supervisors (as opposed to being paid extra money).
This Hawthorne effect started the concept of the worker as a person who could be motivated
by social and human conditions.
Following the human relations approach was the human resources approach.
This approach believed earlier approaches attempted to manipulate employees by economic
and social rewards. It also argued that by assuming employees were competent and could
make major contributions, managers could enhance organisational performance.
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Contemporary approaches
Contemporary approaches to employee motivation are dominated by three types of theories.
The analysis of human needs is stressed in ‘Content theories’.
‘Process theories’ are concerned with the thought processes that influence behaviour.
‘Reinforcement theory’ focuses on employees learning desired work behaviours.
Content theories of motivation
Content theories emphasise the needs that motivate people. Developed in the 1950s, these
are:

The hierarchy of needs theory

The motivation hygiene theories

Acquired needs theory.
All of these theories have been heavily criticised and are now considered questionable.
However, it is important to understand them, as they provide the basis for more modern
motivational theories.
Managers in the workplace generally still refer to them.
Maslow’s hierarchy of needs theory
The hierarchy of needs theory is probably the best known theory of motivation, developed by
Abraham Maslow in 1954.
He proposed that within every human being there exists a hierarchy of five needs.
These are:

Physiological needs: which refer to standard food, drink, shelter and
sexual satisfaction needs plus other requirements within an
organisation, such as adequate heating, cooling, air quality and base
salary to ensure survival

Safety needs: such as security and protection from physical and
emotional harm at work, including needs for safety in the workplace,
fringe benefits and job security

Social needs: relating to affection, belongingness, acceptance and
friendship; on the job this includes a desire for good relationships with
co-workers, participation in a work group and a positive relationship
with superiors

Esteem needs: includes internal esteem factors such as self- respect,
autonomy and achievement, and external esteem factors such as
status, recognition and attention; within the organisation this is a
motivation for recognition, increased responsibility, high status and
credit for contribution

Self-actualisation needs: centres on growth, achieving one’s potential and selffulfilment; the drive to become what one is capable of becoming.
These needs can be met inside an organisation by providing employees/team members with
opportunities to grow, encouraging creativity and training for challenging assignments, as
well as advancements.
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The key to motivation is as each lower order need is fulfilled the next need up the hierarchy
becomes dominant.
According to Maslow, when seeking to motivate someone there is a need to understand
what level they are at in the hierarchy.
The reason this theory is so popular is it is easy to understand and very logical.
However, research does not generally back up this theory, and Maslow provided no
empirical evidence himself.
ERG theory
ERG theory is a modification of Maslow’s theory developed by Clayton Alderfer in order to
respond to its criticisms and also to further simplify it.
ERG theory identified three categories of needs:

Existence needs – which are the needs for physical well-being

Relatedness needs – which are the needs for satisfactory relationships with others

Growth needs – which focus on the development of human potential and the desire for
personal growth and increased competence.
The difference between Maslow’s theory and ERG theory is that, with ERG, a worker’s ability
to move up and down the hierarchy may change depending on the situation.
For example, a worker who cannot fulfil a need for personal growth may revert to lower level
needs and redirect effort toward making money.
Motivation hygiene theory
Frederick Herzberg developed the two factor theory, which argued:

Intrinsic factors were related to job satisfaction

Extrinsic factors were associated with
dissatisfaction.
Intrinsic factors are described as motivators for
higher level needs such as achievement,
recognition, responsibility, the work itself,
advancement and opportunity for growth.
When motivators are absent, employees are
neutral toward work.
When motivators are present, employees are
highly motivated and satisfied.
Extrinsic factors are identified as hygiene factors
which is the presence or absence of job
dissatisfiers such as:

Working conditions

Pay

Company policy

Interpersonal relationships

Supervision style exercised by managers
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
Relationship with peers and subordinates

Status

Security.
When hygiene factors are poor, work is dissatisfying.
Good hygiene factors simply remove the dissatisfaction. Hygiene factors do not cause
satisfaction and do not motivate people to work.
Therefore, the manager’s role is to remove dissatisfiers or provide hygiene factors to meet
basic needs.
Traditional view of
Motivation
Dissatisfied
Dissatisfied
Hygiene
Factors
Motivators
Satisfied
Satisfied
Herzberg’s view of Motivation
(Source: Robbins, Bergman and Stagg, Management, Prentice Hall, Australia, 1997, Ch.
17, p.538)
Acquired needs theory
David McClelland and others have proposed the ‘acquired needs’ (or ‘three needs’) theory.
This is a more modern theory and proposes there are three major motivators in a work
situation, which are learned through life:

Need for achievement (n Ach) – this is the drive to excel, exceed or achieve in relation to
a given set of standards, to master complex tasks and surpass others

Need for power (n Pow) – the need to make others behave in a way that they would not
have behaved otherwise

Need for affiliation (n Aff) – the need for friendly and close interpersonal relationships,
the desire to avoid conflict.
The need for achievement is a motivation which compels people to do things better than
others.
High achievers seek situations where they can take responsibility for finding solutions to
problems and they can receive rapid feedback on their performance to see whether they are
improving or not.
High achievers are not gamblers and dislike succeeding by chance. They prefer to take on
the challenge themselves and not leave things up to others.
They also avoid very easy or very difficult tasks.
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The need for power is the need to make an impact and be influential. Individuals with a high
need for power like to be in charge, strive for influence over others and prefer to be in status
oriented and competitive situations.
The need for affiliation, which is the desire to be liked and accepted by others, has received
little attention. Individuals with high n Aff strive for friendships, prefer cooperative situations
rather than competitive ones, and desire relationships requiring a high degree of mutual
understanding.
Here the needs for affiliation and power are closely related to managerial success.
The best managers are high in their need for power and low in their need for affiliation.
Those who are high in n Ach tend to exceed in entrepreneurial ventures but not necessarily
in management.
Process theories of motivation
The content theories described above focus on what motivates an individual.
They focus on finding what an individual’s needs are so they can understand people’s ideas
of job satisfaction and their work behaviours.
Process theories, however, provide an understanding of why people choose to behave in a
certain way and the reasons for reacting the way they do.
The process theories include:

Expectancy theory

Equity theory.
Equity theory
Equity theory was developed by J. Stacy Adams and
focuses on the individual’s perceptions of how fairly
they are treated when compared with others.
Equity theory proposes people are motivated to seek social equity in the rewards they
expect for performance.
If people perceive their compensation is equal to what others receive for similar
contributions, they believe their treatment is fair and equitable.
People evaluate equity by a ratio of inputs to outcomes. Inputs to a job include education,
experience, effort and ability.
Outcomes from a job include pay, recognition, benefits and promotions.
The input to outcome ratio may be compared to another person in the workgroup or to the
perceived average group ratio.
Equity exists whenever the ratio of one person equals the ratio of another person.
Inequity occurs when the ratios are out of balance, for example when a qualified employee is
being paid the same as an inexperienced employee.
The implication for managers is employees evaluate the perceived equity of their rewards
compared to others.
The most common methods for reducing a perceived inequity are to change inputs, change
outcomes, distort perceptions or leave the job.
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An increase in salary or promotion will not motivate if it is perceived as inequitable relative to
other employees.
Smart managers try to keep findings of equity in balance to ensure their workforce is
motivated.
Expectancy theory
Expectancy theory, developed by Victor Vroom, is the most comprehensive explanation of
motivation, though it has its critics.
Most research evidence is supportive of the theory.
Expectancy theory says motivation depends on an individual’s expectations about their
ability to perform tasks and receive desired rewards.
It focuses on the thinking processes individuals use to achieve rewards.
Expectancy theory is based on:

An individual’s effort = the effort-performance linkage

An individual’s performance = the performancereward linkage

The desirability of outcomes associated with high
performance = attractiveness.
The effort-performance linkage is the probability,
perceived by the individual that a certain amount of effort
will lead to performance.
The performance-reward linkage is the degree to which
the individual believes performing at a particular level will
lead to the achievement of a certain outcome.
Attractiveness is the importance the individual places on
the reward or outcome that can be achieved on the job.
This considers the goals and needs of the individual.
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It can be summed up by the following questions:

How hard do I need to work to achieve a certain level of performance and can I actually
achieve that level?

What reward will performing at that level give me?

How attractive is this reward to me and does it help to achieve my goals?
If outcomes have a high value, motivation will be higher.
If the outcomes available from high effort and good performance are not valued by an
employee, motivation will be low.
The idea of expectancy theory is to establish the fact that needs and rewards may be very
different for every individual.
A manager’s responsibility is to help subordinates meet their needs and at the same time
attain organisational goals.
Reinforcement theory
Reinforcement theory looks at the relationship between behaviour and its consequences.
The focus is on changing or modifying an employee’s on-the-job behaviour through the use
of rewards and punishments.
This theory argues behaviour is externally caused and what motivates or controls behaviours
are reinforcers.
Reinforcement theory ignores factors such as goals, expectations or needs. Instead, it
always focuses on what happens after the behaviour.
Evidence indicates reinforcement is undoubtedly an important influence on work behaviour
but it is not the only explanation for differences in motivation.
New management motivational programs
There are two new motivational programs existing in the workplace today.
They are ‘empowerment’ and ‘management of a
diversified workforce’.
These are especially important in the hospitality and
travel/tourism industries.
As management have less time for decision making,
they expect employees to participate (more) in
decision making in the workplace and to be (more)
self-directing.
Because of the shift work involved and the transient
nature of employees in the industry, it is important to
be able to empower staff and to provide them with job
satisfaction and internal rewards.
As the world becomes more culturally diverse in
terms of the workforce that is employed, the
importance of being able to manage and motivate a
diverse workforce in these industries is increasingly
important.
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Offering staff opportunities to participate in competitions, social evenings and other nonmonetary incentives are important practical considerations, as are communication, feedback
and reinforcement from management regarding work practices.
Empowerment
Empowerment is the handing down of power to employees in an organisation.
This power heightens motivation for achieving tasks because people improve their own
effectiveness, choosing how to do a task using their creativity.
Empowering employees means giving them the ability to act more freely and independently
in their jobs through providing them with:

Information

Knowledge

Power

Rewards.
Management of a diversified workforce
One of the keys to motivating a diversified workforce is to think in terms of flexibility.
For example, the types of rewards and job design which may motivate a male employee may
not be the same as those which might motivate a female employee.
Managers need to be aware what motivates (say) a full-time working mother is not
necessarily the same thing which motivates a young single part-time worker, or even an
older employee wishing to supplement personal income.
Motivation needs to be linked to job design and needs to reflect not only organisational goals
but also the needs of the individual worker.
Practical suggestions for motivating employees
What is the best way, then, to put this theory into practice?
How should managers motivate employees?
While there is no simple solution and it is obvious most
people have individual needs and motivation triggers,
some guidelines are:

Recognise individual differences – and try to cater for
them

Match people to jobs – not vice versa

Use goals – people tend to work better if they know
what it is they are trying to achieve

Ensure goals are perceived as attainable – do not set
goals considered impossible

Individualise rewards – tailor-make them where
possible to reflect effort or results and to meet
individual preferences

Link rewards to performance – those who do better,
get more
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
Check the system for equity – all team members should have an equal chance of
achieving their goals and obtaining a reward

Do not ignore money – money is an excellent motivator

Ensure what is used to motivate people has value – in the eyes of those being
motivated.
Motivation and job design
Job design is the application of motivational theories to the structure of work for improving
productivity and satisfaction.
There are five basic applications for job design in relation to motivation:

Job simplification

Job rotation

Job enlargement

Job enrichment

Job characteristics model.
Job simplification
Aims to make work more efficient by reducing the number of tasks a worker has to do.
Workers dislike routine and boring jobs and react in negative ways.
As a motivational technique, job simplification has generally failed but may be useful in
situations where workers are overwhelmed by the amount of work they have to do and the
extremely wide variety of roles/activities they are required to perform.
Job rotation
This option systematically moves employees from one job to another increasing the number
of different tasks an employee performs.
Employees can find a new job interesting but often the novelty
wears off as the repetitive work is mastered.
soon
Job enlargement
Job enlargement combines a series of tasks into one (new)
broader job.
Job enlargement provides job variety and a greater
challenge for employees.
Job enrichment
Job enrichment incorporates high level motivators
into the work including job responsibility, recognition,
opportunity for growth, learning and achievement.
Job enrichment increases an employee’s motivation
and job satisfaction.
Job characteristics model
Developed by Hackman and Oldham, it consists of three major parts:
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
Core job dimensions that determine a job’s motivational potential.

These are skill variety, task identity, task significance, autonomy and feedback.

The more a job contains these, the higher the motivation, quality of performance and job
satisfaction

Critical psychological states which argue jobs are more fulfilling when individuals
experience the psychological states of meaningfulness of work, responsibility and
knowledge of actual results

Employee growth-need strengths mean people have different needs for growth and
development: these needs vary between people and can differ over time.
Opportunities for individual development
Opportunities for individual development within the workplace include:

Training – internal and/or external as well as other means of PD

Change in job responsibilities – to create interest (that is, help avoid boredom) and to
diversify the experiences workers are exposed to and can learn from

Opportunity for greater autonomy or responsibility – giving the individual a greater sense
of being able to determine their own way of working and/or a fuller sense of fulfilment
and achievement

Formal promotion – to a job which may be seen as:

Recognition of previous work done

Acknowledgement of potential

Better meeting/suiting individual need, wants or preferences

Chance to perform in a higher position – in a caretaker mode whilst the incumbent is
away

Becoming a mentor for someone – as
acknowledgement of their experience and
capacity to nurture others

Leading a training session – for another
department or group of new staff as
reward/recognition of personal expertise and
competency

Being sent to a conference or similar – as the
establishment’s representative.
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Online articles of interest
More on workplace motivation can be sourced from:

https://edis.ifas.ufl.edu/hr017 - Understanding motivation: an effective tool for managers

http://humanresources.about.com/od/motivationsucces3/ - Manager’s role in successful
motivation

http://www.entrepreneur.com/article/217801 - 14 management do’s and don’ts to
motivate employees.
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3.2 Monitor team performance to ensure progress
towards achievement of goals Delegate tasks
and responsibilities appropriately
3.3 Delegate tasks and responsibilities
appropriately
Introduction
An on-going task of management in a team environment is to monitor team performance to
ensure satisfactory progress towards achievement of goals.
This section examines the need to monitor team performance, gives options for monitoring,
and looks at conflict and workplace resolution of same.
Need to monitor
Managers/leaders need to monitor team performance for the following important reasons –
it:

Allows evaluation of team/performance plans

Demonstrates involvement in workplace activities

Shows interest in individuals and the team

Enables identification of issues requiring attention at the earliest opportunity

Helps identify the need for assistance

Provides part of the basis for future planning and
action

Supplies evidence to be used for reward and
recognition.
Options for monitoring
Monitoring team performance is best achieved when a
combination of approaches are used.
The list below presents a range of effective and simple to
implement strategies:

Watching staff/teams as they undertake activities –
observation of work required to achieve nominated
goals in order to gain a feeling for issues such as:

Ease with which requirements are being
implemented

Competency

Integration of goal-oriented work with other
work/SOPs

Speed of work/service
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
Talking to customers/guests – about their perceptions in relation to the designated
work/goals

Talking to staff/team members – to obtain their feedback about what is happening,
problems arising, progress and suggestions for improvement

Talking to other managers/supervisors – to gain their perspective

Analysing plans – to compare actual progress against planned/projected progress as
indicated by the KPIs set for the plan

Monitoring the budgets – to determine if expenses are within authorised limits and
whether or not sales have met predictions for revenue

Inspecting the workplace – which may mean:

Assessing the physical features/characteristics of products produced

Evaluating services delivered

Examining facilities

Validating documentation

Checking policies and procedures are being implemented

Verifying compliance with all requirements.
Online articles
Additional information and perspectives can be gained from reading:

https://www.dlsweb.rmit.edu.au/toolbox/leadership/toolbox/op/op_c04.html - Monitoring
performance

http://www.wikihow.com/Monitor-Your-Employees - How to monitor your employees

http://www.ccl.org/leadership/pdf/publications/lia/23_2keepingwatch.pdf - Keeping watch:
how to monitor and maintain a team.
Managing team conflict
Conflict refers to:

Disagreement between two parties

Perceived and incompatible differences that result in
opposition.
The traditional view of conflict was:

It is bad

It will have a negative impact on the organisation

It is something which must be avoided.
It is now realised some level of conflict is inevitable and
necessary and can have a positive impact on the
organisation’s performance.
Conflict needs to be functional in that it supports the organisation’s goals rather than
obstructing them.
Very high or low levels of conflict are perceived to be dysfunctional or obstructive while
optimal levels help the organisation to be self- critical, innovative and functional.
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Not all conflicts are worth the time and effort to resolve.
Therefore it is important to determine those workplace conflicts which are trivial and avoid
them.
Sometimes, especially when emotions run high, constructive interaction may be impossible.
Trying to manage such conflicts is a waste of
time.
Causes of conflict
It is important to look at the causes of conflict
because approaches to handling conflict will
depend on the causes.
The three main causes are:

Communication differences

Structural differences

Personal differences.
Communication differences
These are differences resulting from:

Individual perception – in relation to how one person perceives another

Misunderstanding – caused (for example) by the style of management used, or the
type/nature of language used

Noise in the communication channel – interfering with or distorting messages which are
being sent.
It is easy to believe there is conflict caused by lack of communication however there is often
plenty of communication occurring during conflicts.
The problem here is equating good communication with thinking others must agree.
What might at first look like an interpersonal conflict based on poor communication is often
due to a disagreement caused by something else – such as:

Different role requirements

Unit goals

Personalities

Personal value systems

Other minor issues which have assumed significant proportions.
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Structural differences
These differences cause problems of both vertical and horizontal integration within the
organisation.
These are not due to poor communication or personal animosities but are due to the
structure of the organisation.
These could occur because:

Individuals are pursuing different goals

Of unfair boundaries or responsibilities within the organisation.
Personal differences
Conflicts can evolve out of different personal values, cultures and individual educational
backgrounds.
Sometimes there is a lack of chemistry between some people which makes it hard for them
to work together.
While one person’s personality may be perceived as assertive, dynamic and goal oriented,
another may perceive this person as aggressive, rude and untrustworthy.
Styles of handling conflict
There are five major ways to handle conflict:
Avoidance
This involves withdrawing from, or simply suppressing the conflict.
Avoidance is useful when the conflict is trivial, when emotions are running high, or when the
resolution of the conflict does not outweigh the potentially disruptive aspects of it.
Accommodation
The goal here is to maintain harmonious
relationships, but at the expense of placing the
needs of others first.
This is most viable when the issue is not of especial
personal importance, or where there is an intention
to build favour for situations in the future.
Forcing
This is where an attempt is made to satisfy personal
needs at the expense of the other party.
Often managers will use this method when formal
authority is needed to settle a dispute.
This works well on important but unpopular issues
where action must be taken and where commitment
by others is not critical.
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Compromise
Compromise requires each party to give up
something of value.
Often, this approach is used by
management and labour in negotiation for
working hours or labour contracts.
Compromise can be an optimal strategy
when conflicting parties are equal in power,
when a temporary solution to a complex
problem is needed or when time pressures
force a need for a quick solution.
Collaboration
This is the ultimate win-win situation.
Here all the parties seek to satisfy their interests.
Active listening, open and honest discussions and careful deliberation over a whole range of
alternatives is considered.
The idea is to find the solution acceptable to all.
When pressures are not paramount, where all parties seriously want a win-win situation, and
when the issue is too important to be compromised, is when collaboration works best.
Techniques to help resolve conflict
There are also some specific techniques which can be used for resolving conflict.
These include:

Setting subordinate goals – this is a goal that cannot be reached by one party and both
party’s realise they have to work together to achieve it

Bargaining/negotiation – this is a situation where all parties attempt to systematically
reach a solution

Providing mediation – is the increasingly popular and acceptable process of using a third
party to settle a dispute

Providing well defined tasks – managers can reduce conflict by clearly specifying tasks
so there is no doubt or confusion over what is meant/required

Facilitating communication – this is action taken by managers to help ensure parties
receive accurate information and hold similar perceptions based on such advice/data
Conflict stimulation
It seems illogical to think about the idea of stimulating conflict since humans seek to avoid
naturally.
However, there are situations where an increase in conflict is of a positive influence to an
organisation and assists it to achieve its goals.
By changing the organisation’s culture, using communication, bringing in outsiders,
restructuring the organisation and appointing a devil’s advocate, the organisation can
stimulate conflict.
Websites
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See more on this at:

http://www.citeman.com/855-stimulation-of-conflict.html - Stimulation of conflict

http://www.slideshare.net/YousufAdil/conflict-management-techniques12 - Conflict
management techniques: conflict resolution techniques and conflict stimulation
techniques (Slide Share)

http://smallbusiness.chron.com/ways-managing-conflict-organizations-2655.html - Ways
of managing conflict in organisations

http://mahendrayoung.org/innerPageTemplate.php?pageID=8 – How to manage conflict
in an organisation
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3.3 Delegate tasks and responsibilities
appropriately
Introduction
An effective manager will know how to
delegate and delegate many tasks and
responsibilities.
This section discusses the process of
delegation and how it can be effectively used
by managers to benefit them and their
staff/team members.
The meaning of delegation
For a manager delegation has two meanings:

It means allocating tasks and responsibilities to staff as part of the planning process –
these are the tasks the department expects those staff to undertake as part of their
normal workplace duties

It means allocating some management duties to staff – who are willing and able to take
these on.
Allocating tasks to staff as part of their normal duties
When determining team members/staff to be allocated work as part of their standard
workplace activities some points to consider when delegating tasks and responsibilities in
this instance are:

Be clear about all the tasks to be done – and all the work and responsibilities to be
delegated

If appropriate, explain why the task has to be done, why the responsibility is being
delegated, and why it has to be done in the way specified – clear communication (as is
so often the case in so many other areas) is critical here too

Choose the right time to inform staff/the staff member of the work which has been
delegated to them – and do not hurry the explanation/delegation as this will sound as if
something is being ‘covered up’

Provide whatever instructions are necessary to get the delegated work done – in the
correct/logical sequence, explaining any/all of the steps

Provide training and/or demonstration – as required so the staff are supported in what
they are being expected to do

Continually check if the employee has any questions – and encourage them to ask
questions ensuring it is understood questions are expected

Continually check the staff member genuinely understands what is being said/shown to
them – ask them questions or get them to paraphrase a point, or get them to
demonstrate what is actually required

Give them positive feedback – people operate better from a level of optimism and a
history characterised by success, so make them positive and confident.
Possible problems relating to delegation
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When delegating tasks and responsibilities it is possible problems may occur in relation to:

Age differences – where a younger manager is delegating to an older person

Experience differences – where a relative new-comer to the industry is trying to delegate
to an old-hand

Gender issues – where (for example) a male takes exception at being told what to do by
a female.
When delegating work staff must be treated with respect
and it is important to be fair in the work and
responsibility delegated by sharing it around amongst
the entire staff and not appearing to ‘victimise’ a certain
person or group.
It is also important to thank people for their cooperation.
It is better spending time motivating and training staff,
than just giving orders.
Delegating management duties and responsibilities to staff
There are real benefits in delegating management-level work and responsibilities to other
staff:

It frees managers up – to do other things

It gives staff experience at managerial type tasks and responsibilities – providing them
with additional skills and potentially more interesting work

It promotes a team approach by sharing tasks and responsibilities amongst everyone – it
signals the manager has faith in their work, efforts and decisions

It supports the career advancement of staff – wise staff will realise they have to be able
to take orders before they can give them, and they will also regard delegation as an
opportunity to show their worth to others.

It also provides them with the opportunity to add new skills to their resume.
Points to note
It is important managers understand in some instances staff could feel exploited and ‘used’
by taking on what they see as the manager’s work and responsibilities.
As a result, there are a number of rules to follow when delegating management work and
responsibilities to others:

Only delegate to those staff who are interested in taking on the work and responsibilities
– these may be staff who have confided they are seeking promotion, looking for
advancement or willing to accept more responsibility

Delegate interesting and varied work and responsibilities, not just the boring and
unpopular tasks – it is unfair just to palm off the tedious and repetitive tasks to others: if
staff do not appreciate the tasks delegated to them in the first instance they will be
unlikely to want extra work later on

Make sure the work and responsibilities are suitable and achievable – do not ‘force’ staff
into doing things they are not cut out for, or which they have said they are unsuitable for:
where there are issues of security, confidentiality or commercially sensitive areas it may
be best not to delegate
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
Provide necessary training and support – this means ensuring the person to whom work
is delegated is encouraged and provided with all the necessary resources to do the job

Inform other staff of the delegation before the delegated work and responsibilities have
started – this makes sure everyone knows what is going on, and provides a basis of
legitimacy for the person to whom the work is delegated

Review progress at agreed times – so both parties know everything is progressing
satisfactorily: it also gives the staff member a formal chance to ask questions and share
experiences

Be available for questions and queries at all times – staff who have agreed to take on
additional duties must never feel they are on their own or they have been abandoned.
Managers should also be aware the way they delegate to other staff will be noticed and
monitored by those above too: suitable and appropriate delegation will be seen as a positive,
whilst constant and trivial delegation will be seen for what it is – a cop out!
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3.4 Provide mentoring and coaching support to
team members
Introduction
There are many ways a manager can support their teams in the performance of the
workplace activities.
This section discusses mentoring and coaching as effective measures in this regard.
Mentoring
Mentoring can be seen as a ‘buddy system’ where a more experienced person supports and
encourages a less experienced person to help them in their workplace endeavours – it a
well-recognised aspect of workplace training but is not as structured or formal as traditional
vocational training.
The person providing the mentoring is called the ‘mentor’ and the person receiving the
mentoring is called the ‘mentee’.
Mentoring focuses on personal development and growth of the mentee as opposed to skills
and/or knowledge acquisition. For this reason, mentoring usually involves team members
with significant responsibilities and/or those being groomed for promotion or higher-level
positions.
Mentoring is traditionally a one-to-one activity where the two people involved:

Meet in private

Meet at arranged and regular times

Meet, in addition, whenever the mentee requests a meeting.
Mentoring:

Usually embraces transference of workplace culture, mores and norms – rather than
skills training

Passes on contextual information – which give skills and
knowledge their true or fullest workplace meaning

Embraces the immediate need a staff member may have
for a ‘right here, right now’ piece of advice, tuition or
information – compared to the more organised and often
delayed/deferred outcomes provided through other
training options

Features discussion of problems – as opposed to the
provision of specific information to solve an issue

Enables and supports the mentee arriving at their own
conclusions and developing their own solutions on the
basis of discussion – combining the benefits of the
mentor’s experience with their own ideas, thinking and
strategies: the mentor very much plays the role of a
sounding board for the ideas of the mentee.
The selection of the ‘right’ mentor is extremely important because of the intimate nature of
the relationship between mentor and mentee.
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Although managers may be seen as mentors for staff, there may be situations in which it is
better to delegate the role of mentor to someone else.
This can increase the chance of learning for some team members in some cases as they
may be more ‘open’ with another person who is not their boss/manager.
Allowing another team member to mentor someone also signals to chosen staff the faith
management has in their ability in this regard: this can also be seen as an example of
delegation (that is, the delegation of the mentoring role) also working as a reward.
Many people are pleasantly surprised when asked to act as a mentor for someone seeing it
as acknowledgment of their skills, abilities and talents.
The total role of a mentor often extends beyond the purely instructive, and the mentor is
frequently seen as a confidant, someone whom the (new or young) staff member can turn to
for advice in relation to other workplace matters.
Coaching
Coaching is a semi-formalised method of on-the-job training where specified skills and/or
knowledge are taught within a context of structured demonstration of practical skills
combined usually with observation of a competent colleague completing a task to a predetermined standard and level of competency.
A specific time and place for coaching must be organised with the person to be coached.
Coaching should always be conducted in a comfortable environment and at a time when the
learner will be able to focus solely on the information being transferred.
There must be a lack of external pressure (as far as practical), coupled with a readiness and
willingness to learn.
Effective coaching will feature use of a ‘Coaching plan’ which will detail:

Content of the coaching

Times and dates of coaching sessions

Details of assessment – if required/applicable.
Coaching should always take into account:

Agreement from the learner – about the reason for the
training and the fact there is a need for the training

Staff availability – team members should participate in
coaching during paid working hours and not be expected
to undertake it in their own time

Availability of a room or the resources – to enable the
necessary coaching to be conducted

Operational staffing levels – the ‘normal’ operation of the
business must be able to be retained while the coaching
takes place: there should not be (noticeable) reduction in
service levels/standards.
Coaching is frequently used to teach a learner:

A new skill

How to use equipment
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
About new products

A new procedure

New compliance requirements.
Online information
More information about workplace mentoring and coaching can be obtained from:

http://www.mentorset.org.uk/pages/mentoring.htm - What is mentoring?

http://www.mcgraw-hill.co.uk/openup/chapters/9781843982616.pdf - Developing
mentoring skills for the workplace

http://smallbusiness.chron.com/advantages-mentoring-workplace-18437.html - The
advantages of mentoring in the workplace

http://www.brefigroup.co.uk/coaching/coaching_and_mentoring.html - Coaching and
mentoring: the difference

http://www.slideshare.net/wooded01/coaching-v-mentoring - Coaching V Mentoring:
what’s the difference?
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3.5 Recognise and reward team achievements
Introduction
After the appropriate teams have been established, and have functioned for a period, it is
critical management recognise and reward their efforts.
This section must be read in conjunction with section 2.5.
Background
Recognition and reward may be applied to:

An individual

A team.
Recognition and reward may acknowledge:

Outcomes

Effort

Participation.
Recognition and reward options
Recognition and reward in a business may include:
Informal acknowledgment
A quiet, yet genuine, physical or verbal ‘pat on the back’ to say ‘thanks’ and ‘job well done’
can be an effective and powerful reward and motivator.
The simple act of being acknowledged works wonders with everyone.
Acknowledgment of an individual’s good performance to the whole team
This is a more formal and high profile version of the above.
It involves praising a person in front of others/their peers.
Presentation of awards
Some think this has the capacity to be counterproductive because those who are not rewarded are
put off-side, however those who do receive the
accolade are usually very pleased with the award and
what they receive.
The decision as to who gets the award is thus
extremely critical.
It is always important to ensure awards which are
given, have genuinely been earned or they tend to
lose their significance and value in the eyes of those
who receive them.
Awards, by their nature, tend to mean there is usually
one (or relatively few) winner but many ‘losers’
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Written report to management
The idea of being ‘mentioned in dispatches’ is worthy of consideration, especially if such
mention is shared with the individual concerned.
Many staff are pleased to know senior management, the Board, Head Office or the owner
are being made aware of their efforts, and this can serve to further motivate them as well as
reward them.
Incentive initiatives for volunteers
The company may elect to initiate some scheme whereby those who have volunteered for
‘extra duties’ are entitled to an extra bonus of some sort from the company.
This may involve:

An extra discount – in addition to normal staff discount which applies to all staff

Access to items normally reserved for others

A free meal or ticket

A complementary night in one of the rooms or a comp tour/trip.
Points to remember about recognitions and rewards
Important points to bear in mind about recognitions and rewards are:

They must have been genuinely earned and deserved – not just awarded for the sake of
it.

For example, distributing an award every month becomes meaningless and without
value if it is handed out each month even when there has been no special effort/action to
merit it.

They must be of some substance from the receiver’s viewpoint –
that is, they must have some value in the eyes of the recipient.

A major failing of the reward and recognition
schemes in many organisations revolves
around management believing they are
providing something valuable but which is
not perceived as such by the employees.

They need to be celebrated when they
are awarded – even in some small
way.
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
This could involve, for example:

A small presentation ceremony in the workplace

An article in the staff newsletter

Mention in internal reports

A media release.
Also bear in mind that once rewards and recognitions have been established within the
business, those who believe they have earned the same, will expect it, and can feel
extremely upset, disappointed and even betrayed if they do not receive one.
This can result in a ‘what’s the point of trying - no-one really cares’ attitude.
Moreover, be alert to the additional potentially counter-productive side to awards: some staff
will ‘victimise’ staff who have won awards because they are jealous of what they have
achieved.
In addition some staff may sabotage others or engage in unacceptable activities – if, for
instance, an award is given for highest sales, it is not unknown for staff to ‘steal’ another staff
member’s customer, to falsify documents or to ‘pressure’ guests/customers into buying.
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Online articles
In addition to relevant articles identified in section 2.5 the websites listed below contain more
information on this topic:

https://www.go2hr.ca/articles/recognition-and-rewards - Recognition and rewards

http://www.hamiltonisland.com.au/reward-and-recognition/ - Reward, recognition and
development

http://www.hcareers.com/us/resourcecenter/tabid/306/articleid/308/default.aspx Effective employee recognition programs: energise your crew with the proven power of
positive reinforcement.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer. You
must submit documentation, suitable evidence or other relevant proof of completion of the
project to your Trainer by the agreed date.
3.1 Identify/describe an actual or simulated workplace and for that situation provide
evidence you have:
94

Assessed the skills of team members in that environment

Provided opportunity for them to develop as individuals within their work context

Monitored their performance towards the attainment of nominated goals

Delegated work/tasks to them to facilitate goal achievement

Provided mentoring and/or coaching to at least one person

Recognised and rewarded effort or endeavour in a tangible way.
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Summary
Manage team performance
When managing team performance:

Assess and evaluate skills and capabilities of individuals and teams

Provide opportunities for growth and learning

Realise not all staff want to grow and learn more

Target training to identified need

Use motivation to assist with goal attainment and team cohesion

Empower staff

Reward and recognise effort and achievement

Ensure rewards have value in the eyes of those receiving them

Recognise the potential of job design as a motivator

Monitor the performance of individuals and teams

Take action to retrieve unsatisfactory progress towards goals

Manage conflict

Delegate wisely

Use mentoring and coaching to develop employees.
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Presentation of written work
Presentation of written work
Introduction
It is important for students to present carefully prepared
written work. Written presentation in industry must be
professional in appearance and accurate in content. If
students develop good writing skills whilst studying, they are
able to easily transfer those skills to the workplace.
Style
Students should write in a style that is simple and concise.
Short sentences and paragraphs are easier to read and
understand. It helps to write a plan and at least one draft of
the written work so that the final product will be well
organised. The points presented will then follow a logical
sequence and be relevant. Students should frequently refer
to the question asked, to keep ‘on track’. Teachers recognise
and are critical of work that does not answer the question, or
is ‘padded’ with irrelevant material. In summary, remember
to:

Plan ahead

Be clear and concise

Answer the question

Proofread the final draft.
Presenting Written Work
Types of written work
Students may be asked to write:

Short and long reports

Essays

Records of interviews

Questionnaires

Business letters

Resumes.
Format
All written work should be presented on A4 paper, single-sided with a left-hand margin. If
work is word-processed, one-and-a-half or double spacing should be used. Handwritten
work must be legible and should also be well spaced to allow for ease of reading. New
paragraphs should not be indented but should be separated by a space. Pages must be
numbered. If headings are also to be numbered, students should use a logical and
sequential system of numbering.
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Cover Sheet
All written work should be submitted with a cover sheet stapled to the front that contains:

The student’s name and student number

The name of the class/unit

The due date of the work

The title of the work

The teacher’s name

A signed declaration that the work does not involve plagiarism.
Keeping a Copy
Students must keep a copy of the written work in case it is lost. This rarely happens but it
can be disastrous if a copy has not been kept.
Inclusive language
This means language that includes every section of the population. For instance, if a
student were to write ‘A nurse is responsible for the patients in her care at all times’ it
would be implying that all nurses are female and would be excluding male nurses.
Examples of appropriate language are shown on the right:
Mankind
Humankind
Barman/maid
Bar attendant
Host/hostess
Host
Waiter/waitress
Waiter or waiting staff
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Recommended reading
Recommended reading
Note: all Recommended Reading is sourced from ‘Trove: National Library of Australia’ at
http://trove.nla.gov.au/.
Assen, Marcel van and Berg, Gerben Van den and Pietersma, Paul and Have, Steven ten.
Key management models 2009, Key management models: the 60+ models every manager
needs to know, 2nd ed, Financial Times/Prentice Hall, Harlow, England; New York
Bateman, Thomas S and Snell, Scott, 1958- 2015, Management: leading and collaborating
in a competitive world, ELEVENTH EDITION, New York McGraw-Hill Education
Covey, Stephen R 1990, The seven habits of highly effective people: restoring the character
ethic, Business Library, Melbourne
Ebert, Ronald J and Griffin, Ricky W 2015, Business essentials, Tenth edition, Upper Saddle
River, NJ Pearson
Farmer, Neil 2008, The invisible organization: how informal networks can lead organizational
change, Ashgate, Burlington, VT.
Jones, Gareth R and George, Jennifer M 2015, Essentials of contemporary management,
Sixth edition, New York, NY McGraw-Hill Education
Hayzlett, Jeffrey W and Eber, Jim 2012, Running the gauntlet: essential business lessons to
lead, drive change, and grow profits, McGraw-Hill Professional, Maidenhead.
Manning, George and Curtis, Kent, 1939- 2015, The art of leadership, Fifth edition, New
York, NY McGraw-Hill Education
Noe, Raymond A 2015, Human resource management: gaining a competitive advantage, 9
Edition, New York McGraw-Hill Education
Robbins, Stephen P and DeCenzo, David A and Coulter, Mary K 2015, Fundamentals of
management: essential concepts and applications, 9 Edition, New Jersey Pearson
Rye, David E 2009, Stop managing and lead: change your role; change your results, Adams
Business, Avon, Mass.
Sinclair, Amanda 2004, Doing leadership differently: gender, power and sexuality in a
changing business culture, Rev. ed, Melbourne University Publishing, Carlton, Vic.
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Recommended reading
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Trainee evaluation sheet
Trainee evaluation sheet
Lead and manage people
The following statements are about the competency you have just completed.
Please tick the appropriate box
Agree
Don’t
Know
Do Not
Agree
Does Not
Apply
There was too much in this competency to cover
without rushing.
Most of the competency seemed relevant to me.
The competency was at the right level for me.
I got enough help from my trainer.
The amount of activities was sufficient.
The competency allowed me to use my own
initiative.
My training was well-organised.
My trainer had time to answer my questions.
I understood how I was going to be assessed.
I was given enough time to practice.
My trainer feedback was useful.
Enough equipment was available and it worked well.
The activities were too hard for me.
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Trainee evaluation sheet
The best things about this unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The worst things about this unit were:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
The things you should change in this unit are:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Trainee self-assessment checklist
Trainee self-assessment checklist
As an indicator to your Trainer/Assessor of your readiness for assessment in this unit
please complete the following and hand to your Trainer/Assessor.
Lead and manage people
Yes
No*
Element 1: Model high standards of performance and behaviour
1.1
Make individual performance a positive role model to team


1.2
Show support for and commitment to enterprise goals in day-to-day
work performance


1.3
Treat people with integrity, respect and empathy


Element 2: Develop team commitment and co-operation
2.1
Develop and clearly communicate plans and objectives in consultation
with the team


2.2
Make plans and objectives consistent with enterprise goals


2.3
Communicate expectations, roles and responsibilities in a way that
encourages individuals/teams to take responsibility for their work


2.4
Encourage teams and individuals to develop innovative approaches to
work


2.5
Identify, encourage, value and recognise and reward team members


2.6
Model and encourage open and supportive communication styles within
the team


2.7
Seek and share information from the wider environment with the team


2.8
Represent team interests appropriately in the wider environment


Element 3: Manage team performance
3.1
Assess the skills of team members and provide opportunities for
individual development


3.2
Monitor team performance to ensure progress towards achievement of
goals Delegate tasks and responsibilities appropriately


3.3
Delegate tasks and responsibilities appropriately


3.4
Provide mentoring and coaching support to team members


3.5
Recognise and reward team achievements


Statement by Trainee:
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Trainee self-assessment checklist
I believe I am ready to be assessed on the following as indicated above:
Signed: _____________________________
Date: ____________
Note:
For all boxes where a No* is ticked, please provide details of the extra steps or work you
need to do to become ready for assessment.
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