BOOK OF READINGS - MRWED Training and Assessment · 2019-12-16 · Delegation and Work Allocation...

BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings

© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016)

Leading Teams and

Relationships

BOOK OF READINGS Version 1.1 (5 May 2016)



How this book works

This Book of Readings has three sections: Intention, Extension and Retention

INTENTION

This is the content that we “intend” to cover as part of

the training. This content forms part of the requisite

information needed to complete this unit. This section

includes key concepts, definitions and examples to

support the learners through the material and is

arranged in the order of the delivery.

EXTENSION

This section provides more in-depth explanations of the

key course content. It includes additional readings,

references and examples to extend and elaborate upon the

initial learning. It provides an enduring resource for future

referral and use.

RETENTION

This section is designed for you to reflect upon your own

learning and add any action items that will help you

transfer the concepts and techniques learned in the course

to your own settings. This may include tips, tricks,

templates or websites to review.

This Book of Readings is copyright. Apart from any fair dealing for the

purposes of private study, research, criticism or review, as permitted under

the Copyright Act, no part may be reproduced by any process without the

written consent of the copyright owner.

© 2016 MRWED Training and Assessment

ABN 97 126 082 376



Leading Teams and Relationships Cluster

BSBLDR402 Lead effective workplace relationships

BSBLDR403 Lead team effectiveness

BSBINN301 Promote innovation in a team

environment

The units in this cluster focus upon developing better workplace relationships

and more effective use of teams to enhance organisational performance and

innovation.



CONTENTS INTENTION ................................................................................................................................... 7

Leading Effective Workplace Relationships .................................................................................... 8

1. Management vs Leadership ................................................................................................. 8

Key Functions ...................................................................................................................... 9

Management .................................................................................................................................9

Leadership ........................................................................................................................ 10

2. Leadership Considerations ................................................................................................. 11

5 Qualities of Good Role Models ........................................................................................ 11

Leadership Styles .............................................................................................................. 12

Mission, Vision and Values ................................................................................................ 13

Communication Styles ....................................................................................................... 14

Communication Perspectives ............................................................................................. 17

Characteristics of Effective Communication ....................................................................... 18

Interpersonal Styles .......................................................................................................... 19

Social and Cultural Sensitivity ............................................................................................ 20

Some Theories on Leadership ............................................................................................ 21

Six Principles to Leadership (Stephen Covey) ...................................................................... 21

Creating Multipliers (Liz Wiseman and Greg McKeown) ...................................................... 23

Leadership Emotional Intelligence (Daniel Goleman) .......................................................... 24

3. Management Considerations ............................................................................................. 25

Key functions of a manager ............................................................................................... 25

Skills needed at different levels of management ................................................................ 26

Key tasks to come from Management functions ................................................................. 26

4. Creating Positive Work Relationships ................................................................................. 33

Leading Team Effectiveness ........................................................................................................ 34

5. Planning and Goal Setting .................................................................................................. 34

SMART Goals/Objectives ................................................................................................... 34

Work Plans ........................................................................................................................ 35

Delegation and Work Allocation ........................................................................................ 36

Principles of Delegation ..................................................................................................... 36

Benefits and Pitfalls of Delegation ..................................................................................... 36

Allocation of Work ............................................................................................................ 37

6. Groups vs Teams ............................................................................................................... 37

Definitions ........................................................................................................................ 37

Types of Groups ................................................................................................................ 38

Team Development Models ............................................................................................... 39

Tuckman’s Four Stages of Development ............................................................................. 39

White-Fairhurst’s TPR Life Cycle Model .............................................................................. 41

Eight Cs to Team Development .......................................................................................... 42

7. Motivation ........................................................................................................................ 43

Motivation Theories .......................................................................................................... 43

Maslow’s “Hierarchy of Needs” ......................................................................................... 44

Alderfer's “ERG Theory” .................................................................................................... 44

McClellan’s “Acquired Needs Theory” ................................................................................ 45

Hertzberg’s “Two-factor Theory” ....................................................................................... 46

Skinner’s “Operant Conditioning Theory” (Reinforcement Theory) ..................................... 47

Honouring/Celebrating Individuals and Teams ................................................................... 48

Building Respect ................................................................................................................ 49



Lead innovation in a team environment ...................................................................................... 50

8. Innovation ........................................................................................................................ 50

What is Innovation? .......................................................................................................... 50

Types of Innovation ........................................................................................................... 51

Benefits of Innovation ....................................................................................................... 51

Factors influencing a team becoming and remaining innovative ......................................... 52

Keys to providing innovation ............................................................................................. 52

Leading Innovation Template ............................................................................................ 53

Leading Innovation Template Example ............................................................................... 55

EXTENSION ................................................................................................................................. 59

Role-Modelling ................................................................................................................. 61

Creating Positive Work Relationships ................................................................................. 62

Groups vs Teams ............................................................................................................... 63

10 Tips About Motivating Employees ................................................................................. 65

Innovation Strategy ........................................................................................................... 66

RETENTION ................................................................................................................................. 69

TRAINING EVALUATION SHEET .......................................................................................... 73



INTENTION



Leading Effective Workplace Relationships

The first step in building highly productive and innovative workplaces is

developing effective relationships. If you get the relationships right, the

transactions will follow. From here, leaders and managers can foster more

effective teams and ultimately create the kinds of environments where

innovation thrives.

Management vs Leadership

Before relationships can be developed, it is important to identify how

interactions will take place. Will they be based on management roles or

leadership roles? The answer will ultimately influence how you do such things

as provide instructions, encourage input and frame key messages.

Management involves planning, organising and controlling resources (both

human and physical) to accomplish designated goals.

Leadership refers to an individual’s ability to influence, motivate and enable

others to contribute toward organisational success.

Influence and inspiration separate leaders from managers, rather than

authority and control. It is often said that people work for a manager, but

follow a leader.

Lead Teams Effectively

Promote Innovation

Develop Effective

Relationships



Key Functions

Management

Management normally focuses on work and tasks. These activities fit within the

subject of resource: Human, time, financial, equipment and anything else that

involves achieving that task. The distinction therefore from Management

versus Leadership is on managing resource within the constraints of the

systems and enforcing the desired standards of work, including:

• Planning – Planning resource and tasks to achieve the objectives

• Budgeting – Managing the constraints of budgets in the department /

project

• Organising – Organising support functions and resource

• Controlling – Controlling the standards required to deliver the objectives

• Coordinating – Coordinating and directing project tasks for achievement

of goals

• Resource use – Ensuring effective resources are used for the task at hand

• Time Management – Ensuring tasks and activities are conducted within

an appropriate time frame

• Decision Making – Making the right decisions in the heat of the moment

• Problem Solving – Ensure problems are contained, reduced or

eliminated.



Leadership

Leadership focuses on achieving tasks, keeping the team motivated and

empowered to achieve that task. It also involves getting the best out of each

and every individual for the benefit of the team’s successful achievement of

their goals. It is about leading by example, inspiring, empowering and creating

the most conducive environment for team success.

• Vision– focusing on the long term vision or goal

• Motivation – Motivation and empowerment to challenge the norm

• Inspiration – Inspiring others through merely leading and injecting

enthusiasm

• Persuasion – Using excellent leadership skills to bring people willingly

along the best path

• Team Work – Encouraging effort and commitment, and teamwork

• Building Relationships – Building strong relationships and ensuring the

team is well balanced

• Listening – Being able to listen and get the root causes quickly and

effectively

• Counselling – Ensuring that every member of the team is motivated and

effectively empowered

• Coaching – Encouraging and giving freedom for individuals to learn and

grow

• Teaching – Leading the correct performance and expectations

• Mentoring – Being the leader in a successful team and parting

knowledge and wisdom onto the team and its individuals.



1. Leadership Considerations

What sort of leader do you want to be? There are a number of considerations:

• How will you role model behaviour?

• What will be your preferred leadership style?

• How will you communicate your vision and values?

• How will you manage your communication and interpersonal styles?

• How will you ensure social and cultural sensitivity?

5 Qualities of Good Role Models

The top five qualities of role models are listed below. These qualities were

woven through hundreds of stories and life experiences that helped people

form a vision for their own futures.

1. Passion and Ability to Inspire

Role-models show passion for their work and have the capacity to infect

others with their passion.

2. Clear Set of Values

Role-models live their values in the world. People admire those who act

in ways that support their beliefs. It helps them understand how their

own values are part of who they are and how they might seek fulfilling

roles themselves.

3. Commitment to Community

Role-models are other-focused as opposed to self-focused. They are

usually active in their communities, freely giving of their time and talents

to benefit people.

4. Selflessness and Acceptance of Others

Related to the idea that role-models show a commitment to their

communities, people also admired others for their selflessness and

acceptance of those who were different from them.

5. Ability to Overcome Obstacles

Booker T. Washington once said, “Success is to be measured not so much

by the position that one has reached in life as by the obstacles which one

has overcome.” Not surprisingly, we admire people who show us that

success is possible.



Leadership Styles

Psychologist Kurt Lewin developed his framework in the 1930s, and it provided

the foundation of many of the approaches that followed afterwards. He argued

that there are three major styles of leadership:

1. Autocratic leaders make decisions without consulting their team

members, even if their input would be useful. This can be appropriate

when you need to make decisions quickly, when there's no need for

team input, and when team agreement isn't necessary for a successful

outcome. However, this style can be demoralising, and it can lead to high

levels of absenteeism and staff turnover.

2. Democratic leaders make the final decisions, but they include team

members in the decision-making process. They encourage creativity, and

people are often highly engaged in projects and decisions. As a result,

team members tend to have high job satisfaction and high productivity.

This is not always an effective style to use, though, when you need to

make a quick decision.

3. Laissez-faire leaders give their team members a lot of freedom in how

they do their work, and how they set their deadlines. They provide

support with resources and advice if needed, but otherwise they don't

get involved. This autonomy can lead to high job satisfaction, but it can

be damaging if team members don't manage their time well, or if they

don't have the knowledge, skills, or self-motivation to do their work

effectively.

These three leadership frameworks can still be useful in different situations,

however, in business, "transformational leadership" is often the most effective

style to use.

Transformational leaders have integrity and high emotional intelligence. They

motivate people with a shared vision of the future, and they communicate well.

They're also typically self-aware, authentic, empathetic and humble.

Transformational leaders inspire their team members because they expect the

best from everyone and they hold themselves accountable for their actions.

They set clear goals and have good conflict-resolution skills which leads to high

productivity and engagement. However, there is the danger that there is too

much reliance on the leader’s charisma to motivate the team and as such these

types of leaders may wield improper influence over their workers.



Mission, Vision and Values

“Mission” describes what you exist to do. It declares your organisational

purpose and serves as the standard against which actions and decisions are

measured.

“Vision” represents a look towards the future and allows leaders to define their

aspirations and describe the type of organisation they wish to lead. Visualising

and articulating this future orientation will help others to understand the big

picture.

“Values” relate to a leader’s character and ethos. This speaks to what they

believe in and how they act.

Case Study: Coca Cola

Mission:

• To refresh the world...

• To inspire moments of optimism and happiness...

• To create value and make a difference.

Vision:

• People: Be a great place to work where people are inspired to be the best they can

be.

• Portfolio: Bring to the world a portfolio of quality beverage brands that anticipate

and satisfy people's desires and needs.

• Partners: Nurture a winning network of customers and suppliers, together we create

mutual, enduring value.

• Planet: Be a responsible citizen that makes a difference by helping build and support

sustainable communities.

• Profit: Maximise long-term return to shareowners while being mindful of our overall

responsibilities.

• Productivity: Be a highly effective, lean and fast-moving organisation.

Values:

• Leadership: The courage to shape a better future

• Collaboration: Leverage collective genius

• Integrity: Be real

• Accountability: If it is to be, it's up to me

• Passion: Committed in heart and mind

• Diversity: As inclusive as our brands

• Quality: What we do, we do well



Communication Styles

The way you communicate has a big impact on how you get on with people and

get the things you need. Good communication skills can help you avoid conflict

and solve problems – they’re also important for creating healthy and

productive workplace relationships.

There are four main styles of communicating:

1. Passive Communication is a style in which individuals have developed a

pattern of avoiding expressing their opinions or feelings, protecting their

rights, and identifying and meeting their needs.

2. Aggressive Communication is a style in which individuals express their

feelings and opinions and advocate for their needs in a way that violates

the rights of others.

3. Passive-Aggressive Communication is a style in which individuals appear

passive on the surface but are really acting out anger in a subtle, indirect,

or behind-the-scenes way.

4. Assertive Communication is a style in which individuals clearly state

their opinions and feelings, and firmly advocate for their rights and needs

without violating the rights of others.



The Assertive Response to Conflict

Assertiveness is about carrying yourself with dignity and being able to empathise with

the other person so that you both have a win outcome. Assertive behaviour requires

a positive outlook, healthy self-esteem and sensitivity, since you are both firmly

stating your case while being prepared to understand the other person’s perspective.

Assertion Skills

Self-disclosure

This skill is about clearly telling the other person how you feel or think:

• “I feel uncomfortable discussing this at the moment…”

• “I feel fantastic!”

• “I think we should tackle this later.”

• “This conversation is confusing to me.”

Open questions

These require the other person to give more explicit responses. It makes it difficult

for them to make sweeping statements without backing them up.

For example:

Person 1 “This course is rubbish!”

Person 2 “What part you are disappointed with?”

Tell person your preferred outcomes

This skill concerns being able to tell the other person what you would like to achieve,

without sounding as though you are telling them what they have to do:

• “I’d like us to agree on a way to fix this.”

• “I would like to come up with a better way.”

The ‘I’ Statement

This technique combines the skills above to create a powerful message, where you

take responsibility for your own feelings whilst managing a difficult situation:

Using the assertive ‘I’ technique

1. State facts: When you come to work late

2. State feelings: I feel frustrated because this lets all the team down

3. Preference: I would prefer it if you could arrive at work on time or let us

know if you are going to be late, so we can plan accordingly.



Let’s review some of the characteristics of different communication styles:

Passive

(Lose – Win)

Aggressive

(Win-Lose)

Passive-Aggressive

(Lose-Lose)

Assertive

(Win-Win)

Behaviour • Keeps quiet.

• Puts

themselves

down.

• Doesn’t say

what they feel,

need or want.

• Expresses

feelings and

wants as though

any other view

is stupid.

• Dismisses or

ignores the

needs, wants

and opinions of

others.

• Fails to meet

expectations of

others through

“deniable

means”. (e.g.

“forgetting” or

“being

delayed”.)

• Denies personal

responsibility

for actions.

• Expresses their

needs, wants

and feelings

directly and

honestly.

• Allows others to

hold alternative

views without

dismissing or

insulting them.

Non-

verbals

• Makes

themselves

small.

• Avoids eye

contact.

• Speaks softly.

• Makes

themselves

large.

• Uses fixed eye

contact.

• Voice is loud.

• Usually mimics

the Passive

Style.

• Body is relaxed.

• Movements are

casual.

• Eye contact is

frequent.

Goals • Avoids conflict.

• Pleases others

at the expense

of themselves.

• Win at any

expense to

others.

• Gain control.

• Go their own

way without

having to take

responsibility.

• All parties keep

self-respect.

• Expresses

themselves

without having

to “win” all the

time.

• No one controls

anyone else.

.

To take a quiz on your communication styles visit:

http://www.newlineideas.com/communication-style-quiz.html



Communication Perspectives

Communication is the lifeblood of any business and is an important tool in the

toolkit for managers and leaders alike.

Below are some quotes about communication:

“The most important thing in communication is hearing what isn't

said.”

~ Peter Drucker

“The single biggest problem in communication is the illusion that it

has taken place.”

~ George Bernard Shaw

“Good words are worth much, and cost little.”

~ George Herbert

“It's never what you say, but how you make it sound sincere.”

~ Marya Mannes

“Words of comfort, skillfully administered, are the oldest therapy

known to man.”

~ Louis Nizer



Characteristics of Effective Communication

1. COMPLETE

To be effective, communication should be complete, i.e. it should include

all the information the recipient needs to evaluate its content, solve a

problem or make a decision.

2. CONCISE

Conciseness is not about keeping the message short, but rather about

keeping it to a point. Concise communication prompts a better

understanding of the message, because the recipient can focus on the

key points and does not get distracted by a wealth of minor details.

3. CONSIDERED

When communicating, a sender should always consider and value the

recipient's needs, moods and points of view. Tailoring the contents and

style of your messages based on their audience strengthens the key

points delivered.

4. CONCRETE

Effective communication happens when the message is supported by

facts and figures. Concreteness in communication is also about providing

answers to questions in a timely and consistent way and developing your

arguments based on real-life examples rather than on general scenarios.

5. COURTEOUS

Courtesy in communication implies being respectful of the recipient's

culture, values and beliefs. Courteous communication has a positive

impact on the overall communication, as it prompts a more positive and

constructive approach to the conversation.

6. CLEAR

To be effective, communication has to be clear and specific. To achieve

clearness, the message should focus on a single objective. Clear

communication also requires the adoption of the relevant language or

terminology, thus reducing confusion in the communication process.



Interpersonal Styles

Every individual has a preference for how they like to interact with others and

the world around them. By understanding the personal style of a person, an

individual can quickly build a rapport and interact with others. Rapport building

indicates that an individual can build a relationship with another.

Basically there are 4 types of personality styles:

• Challengers appreciate action and exciting activity

• Casuals appreciate creativity and relationships

• Stabilisers appreciate rules and order

• Visionaries appreciate innovation and perceptiveness

The two ways to quickly identify the personal style of others is: listening to the

words of others and observing how they dress.

Challengers possess the get-up-go attitude and use words that relate to

competition, bravery, energy, incentives. They dress casually.

Casuals use words that suggest the notions of acceptance, friendship,

principles, peace, and sharing. They tend to dress fashionably.

Stabilisers use words that indicate budgets, consistency, compliance, safety

and security. They tend to dress formally.

Challengers Casuals

Stablisers Visionaries



Visionaries use words that indicate examination, ability, explanations,

research, and solutions. They tend to dress functionally.

If an individual can adapt their personal style to another's without losing their

own, they can increase the possibility of creating successful workplace

relationships which result in mutual benefit.

Social and Cultural Sensitivity

Social background and culture play an important part in people’s lives. Social

and cultural sensitivity refers to a set of skills that allows you to understand and

learn about people whose backgrounds are not the same as your own.

You need to be able to communicate with people of different social and

cultural backgrounds with respect and sensitivity and address intercultural

misunderstandings. In particular, you must:

• treat customers and colleagues fairly and equitably

• not discriminate, show partiality or grant any special favours on the

basis of social and cultural attributes

• not threaten, humiliate or intimidate people because of their social or

cultural attributes.

Consider cultural differences in all your verbal and non-verbal communication.

Common differences include:

• language spoken

• forms of greeting

• perceived social standing

• levels of formality or informality

• interpretation of non-verbal behaviour (e.g. eye-contact)

• work ethics

• kind of help they need

• family and social obligations

• observance of special religious feasts or other celebratory days

• other customs, beliefs and values.



Some Theories on Leadership

There have been dozens of theories on leadership over the years. In this

section we provide an overview of three:

• Six Principles of Leadership (Stephen Covey)

• Creating Multipliers (Liz Wiseman and Greg McKeown)

• Leadership Emotional Intelligence (Daniel Goleman)

Six Principles to Leadership (Stephen Covey)

In his book “Principle-Centered Leadership” (1992) Stephen R

Covey outlines the six principles of effective leaders.

These are summarised below:

Principle 1 – Being Serious About Succeeding

• Being performance driven, tenacious and getting things done

• Solving problems quickly

• Contributing effectively to create a competitive edge

• Maintaining a focus on results and outcomes

• Being passionate and having a sense of urgency about being the industry

leader

• Promoting an understanding that the key to success lies with the future,

not the past

• Never being satisfied with the status quo

• Learning from mistakes and changing my behaviour accordingly.

Principle 2 – Putting Customers First

• Be passionate about delivering customer promises

• Motivate staff to please our customers

• Care for the individual needs of our members and customers

• Ensure that we go out of our way to help those with special needs

• Not tolerate disrespect and below average service to our members and

customers



Principle 3 – Providing Purpose

• Motivate people by setting goals and challenges

• Talk enthusiastically about the future

• Understand threats and opportunities for your organisation

• Regularly ‘put the cards on the table’ – i.e. be open and frank about your

organisation’s position and industry comparisons

• Set Key Performance Indicators and put targets in place

• Talk constantly to people about the need to provide service excellence

and the consequences of not providing excellent service

• Give people a reason to be part of the solution, not part of the problem.

Principle 4 – Promoting Effective Communication

• Be an effective talker and listener

• Regularly talk about the ‘big picture’ and the external environment

• Continually reinforce key messages, the strategic plan and organisational

values

• Consult effectively and get staff involved

• Deal with rumours and negativity

• Keep staff in touch with decisions and developments

• Plan for and contribute to meetings effectively

• Encourage different sections to talk and share information

• Be visible, available and ‘out there’.

Principle 5 – Managing Performance

• Be accountable and hold others accountable

• Recognise good performance and challenge poor performance

• Create a positive working environment that gets the best out of staff and

makes people feel valued

• Make sure that everybody pulls in the same direction

• Work hard to build trust and loyalty so that people will understand their

rights and responsibilities

• Challenge people who are negative or abuse sick leave, Workcover or

other organisational standards.



Principle 6 – High Personal Integrity

• Lead by example

• Be accountable, fair, honest, sincere and credible

• ‘Walk the talk’

• Be a ‘role model’ who does not play games, have favourites or show

special treatment

• Treat people with respect and care for people who are sick or injured

• Not tolerate double standards

• Avoid blaming others

• Always present yourself in a professional and positive manner

• Look after the ‘little things’ as well as the big things.

Creating Multipliers (Liz Wiseman and Greg McKeown)

Liz Wiseman and Greg McKeown in their book “Multipliers:

How the Best Leaders Make Everyone Smarter” (2010),

examine why some leaders (called “Diminishers”) drain

capability and intelligence from their teams while others

(called “Multipliers”) amplify it to produce better results.

Leaders should be trying to bring out the intelligence in others and building

upon the collective intelligence of the group. Conversely, they should avoid

being absorbed in their own intelligence, otherwise they will stifle growth in

others and deplete the group of crucial intelligence and capability.

There are five disciplines of the “Multiplier”:

1. The Talent Magnet: Attracts and deploys talent at its highest point of

contribution.

2. The Liberator: Creates a climate of safety and ambition that both invites

and demands people’s best thinking and work.

3. The Challenger: Defines an opportunity that causes people to stretch.

4. The Debate Maker: Drives sound decisions through rigorous debate.

5. The Investor: Delivers extraordinary results again and again without

direct management.



According to Wiseman and McKeown, by extracting people's full capability,

Multipliers get twice the capacity from people as Diminishers do. This point

alone combined with the opportunity cost, should be compelling enough to

make leaders change their approach.

Leadership Emotional Intelligence (Daniel Goleman)

Psychologist and author Daniel Goleman first brought the

term “emotional intelligence” to a wide audience with his

1995 book of the same name. In his research at nearly 200

large, global companies, Goleman found that truly effective

leaders are distinguished by a high degree of emotional

intelligence. Without it, a person can have first-class training,

an incisive mind and an endless supply of good ideas, but

won’t be a great leader.

In 2013 he teamed with Richard Boyatzis and Annie McKee to release “Primal

Leadership” which affirmed the importance of emotionally intelligent

leadership.

There are five key characteristics to emotional intelligence:

1. Self-awareness – the ability to know one's emotions, strengths,

weaknesses, drives, values and goals and recognise their impact on

others while using gut feelings to guide decisions.

2. Self-regulation – involves controlling or redirecting one's disruptive

emotions and impulses and adapting to changing circumstances.

3. Social skill – managing relationships to move people in the desired

direction.

4. Empathy - considering other people's feelings especially when making

decisions.

5. Motivation - being driven to achieve for the sake of achievement.

The chief components of emotional intelligence can sound un-businesslike, but

Goleman, found direct ties between emotional intelligence and measurable

business results.



2. Management Considerations

Key functions of a manager

1. Organise the work

2. Direct Work Activities

3. Develop Staff4. Manage

Performance

5. Manage Relationships

� Identifying job roles

� Implementing action plans

� Setting goals to achieve results

� Prioritising and sequencing work

� Allocating the right resources

� Developing standard work

procedures

� Dealing with issues/problems

� Communicating effectively

� Solving problems

� Achieving organisational goals

� Building teamwork

� Planning to achieve targets

� Using talents of staff to reach goals

� Delegating

� Proving leadership

� Creating a positive, cooperative work

environment

� Motivating

� Coaching

� Inducting and training

� Clarifying expectations and

organisation goals

� Providing feedback and

rewarding achievements

� Assessing work

performance, providing

feedback

� Establishing KRA’s/KPI’s

� Monitoring work activities

� Taking action to improve

performance and set

results

� Being fair in dealing with

staff performance issues

� Communicating effectively

� Keep staff informed

� Establishing effective

working relationships

� Developing teams –

individuals to perform at

their best

� Taking corrective action

when relationships and work

is not productive



Skills needed at different levels of management

Management at different levels in organisations requires varying degrees of

responsibility.

There are three functions in any management role:

• The Strategic function (S) relates to organisational strategic

planning and decision making.

• The People function (P) relates to the managing of others within

the organisation.

• The Technical function (T) relates to specific technical skills

required.

Senior

Management

S P T

Middle

Management

S P T

Supervisors

Team Leaders

S P T

Key tasks to come from Management functions

• Problem Solving

• Resolving Workplace Conflict

• Managing Work Performance

• Improving Relationships

• Ensuring Involvement and Consultation

Following are a series of case studies which highlight how these tasks could be

carried out successfully.



1. Problem Solving – Case Study: A Better Way to On-Board Staff

The Situation

A line manager was concerned that the company’s traditional induction (on-

boarding) workshop took place so irregularly that a new employee was often in

the organisation for many weeks, if not months before they were able to

attend. The situation had now come to a head as one of his new promising

employees had resigned before attending it, and had stated that this was due

to the obvious lack of interest of the company in integrating them into it.

The Response

The line manager turned to the L&D department for help. Their

traditional response might well have been to create an online induction course

which would be available to all employees as soon as they joined the company,

but instead the L&D Director suggested that Tim, one of his team members,

should meet with the line manager and some recent new hires to find out more

about the issues.

During that meeting, in addition to the delay in getting a place on the induction

workshop, it also transpired that the content of the workshop was very boring,

being lecture after lecture on the history, vision and mission of the

organisation. It was clear that they would not be interested in spending their

time working through that same content online. What they had really wanted

to know it in the early days of joining the company, was how to deal with

practical issues like where you got your company laptop and mobile phone, and

how you used your canteen card to purchase lunch and refreshments. These

things the new hires had to find out for themselves, and although their

colleagues were willing to help out and answer their questions, they were

unable to spend too much time with them because of their own workload. The

line manager also asked why induction couldn’t actually start before the new

hires stepped through the door on the first day.

So Tim suggested setting up a group on the company’s Yammer (enterprise

social network) which new hires could join immediately once their job position

had been confirmed, where they could find information about the company as

well as where they could ask questions and post their comments and views.

Those in the meeting thought this would be a good idea, so Tim asked them if

they would be prepared to help with the project in terms of populating it with



some early content, as well as helping to answer the questions of other new

hires. He explained that as more and more people joined the group over time,

then their participation would be reduced.

Tim fed back the idea to the L&D and HR Directors, who said they would be

very interested to see how this worked out, and Tim said he would be happy to

act as a New Hire community manager in the first instance until someone else

could take over the role. So a Yammer New Hire group was set up and Tim got

to work with others to make it a useful group space.

Results

After a couple of months in operation, Tim ran an informal survey to get some

feedback. The new hires all felt that this was a very welcoming approach and

that as they had established relationships with colleagues before they had

arrived, it was very easy to fit in to the company. They also knew where to go

to get everything they needed in the first few days. It was therefore decided to

continue the New Hire group indefinitely. A few months later the HR Director

was able to report an increase in retention rates, which could be directly

attributed to the introduction of the new way of on-boarding staff.

2. Resolving Workplace Conflict – Case Study: The War Within

The Situation

The workplace conflict concerned a departmental team of 12 people. The

relationship between the team leader and the department manager was so

damaged they only spoke to each other through third parties.

The group was split into two warring factions – one group behind the team

leader, the other siding with the department manager with a few members

remaining neutral. There was a perceived favouritism with respect to approval

of leave, training and allowances. There had been no performance appraisals

for two years, and two staff members had been on stress leave for five weeks.

Problems had been investigated, discussed and not solved to anyone’s

satisfaction by senior management for two years.



Response

An external consultant was brought in to help address and remedy the

situation with the goal of creating a long term, sustainable solution that was

accepted by everyone involved in the workplace conflict.

The consultant conducted a facilitated conversation between the parties

involved to try and get to the cause of the workplace conflict, develop a

workplace conflict resolution action plan and oversee the implementation of

the plan.

This process involved conducting voluntary interviews with each of the 12 team

members. These interviews revealed the key underlying issues and the nature

of the conflicts between various team members. The interviews revealed that

all 12 team members had been involved with the workplace conflict to some

extent. During discussions, it became evident that the root cause of the

workplace conflict could be traced back to leave approval procedures (where

one member of the team had been given significantly more leave than others),

the department managers style of interacting with department members and

malicious gossip and emails.

By the end of the facilitated conversations, a detailed agreement (signed by

every team member) was reached. It included the following commitments:

• provide individual staff with needs analysis, training and coaching

• workplace policies would be re-distributed and re-signed by staff

• conduct monthly one-on-one feedback sessions with staff

• review and formalisation of the team leader and department manager

responsibilities with performance measures defined

Results

After everyone agreed on the workplace conflict action plan, each step was

carried out by the team within six months. The impact was immediate:

• There was no stress leave taken in the first six months.

• Overall staff turnover was reduced resulting in an annual savings of

$160,000 for the organisation.

• Days and weeks spent managing workplace conflict were reduced to two

hours a week reviewing team performance and providing constructive

feedback to the team manager.



3. Managing Work Performance – Case Study: Creating a Better System

The Situation

Linda was a new manager joining an established work team within a local

council. This team was responsible for approving special use permits and

communicating the outcomes of permit applications with customers. The team

had been identified for under-performance in terms of meeting published

service standards. Over the past two years, their turnaround time after

receiving permit applications was three times higher than the required

standard and they regularly had complaints from customers lodged with

council. Linda had been assigned to this team to help them get back on track.

Response

When Linda investigated the problem further, she discovered that the team

had no control over the systems they had to use to get the job done. She was

surprised to see that they still used an antiquated system of completing

paperwork by hand in triplicate, even though most other council units had

access to technology that would make their jobs more efficient.

During interviews with each of the staff, Linda discovered that the team felt like

they had been forgotten by the organisation and if it didn’t value their work,

why should they!

Linda believed that empowerment was the key to making people efficient. It

makes teams happy and if they're happy, they produce higher-quality work and

are more productive. In this spirit, she encouraged the team to provide her

with ideas of how they could improve their performance with the aim of

meeting the published service standards. They agreed that an electronic

process would be best and with the support of IT, they launched a “Special

Permits Portal” on the council website where customers could complete and

submit forms. These forms would go to a dedicated email account which was

managed by a team leader who then distributed the applications to different

members of the team, based on workload and availability. They were then able

to send the approved permits electronically directly to the customers, who

would print them out themselves for use.



Results

• Within six months, the team had taken the approvals process from

their average of 15 days to a turn-around of just three days. (The

service standard is 5 working days)

• Complaints were reduced by 86%.

• The team has lead presentations with other departments promoting

the success of their ideas.

4. Improving Relationships – Case Study: LLN Solution for Rotoform

The Situation

Rotaform Plastics is a family-owned company employing about 30 people.

Rotaform is one of New Zealand's largest rotational plastic moulders. The

company specialises in manufacturing large plastic items, such as water tanks,

bins, road barriers, spa pools and a wide range of plastic packaging.

However, poor staff literacy and numeracy levels were hurting Rotaform's

performance. Staff found it hard to follow written or verbal instructions, there

were high levels of manufacturing mistakes and rejects and bad reporting

made it hard to keep track of important company information. This created

much tension between management and the workforce and was the basis for

many heated discussions.

Response

Chief Executive David Brumby recognised that low literacy rates were holding

Rotaform back and decided to tackle the issue head on by providing staff with

literacy and numeracy training. Whilst initially apprehensive, the staff felt

valued and were pleased that the company was willing to invest in them. When

they started to experience the reductions in errors and less reworking of jobs,

they become happier in their roles and as such their interactions with

management were calmer and more productive.



Results

Improving literacy levels saw a sharp rise in employee skills, confidence and

morale and has led to a number of other benefits for Rotaform:

• product reject rates on the factory floor dropped by 55 percent, the

number of late deliveries dramatically fell and the company is producing

higher quality, more sophisticated products

• staff began suggesting ideas to management about new systems that

could be introduced to improve production on the factory floor

• procedures and processes are now properly documented, which has

resulted in higher quality and efficiency

• sales rose 34 percent and profits rose 31 percent.

5. Ensuring Involvement and Consultation – Create your own Case Study

Have a CRACK at identifying ways that you could involve work teams using the

following headings:

C

R

A

C

K

onsultation

elationship Building

ctive Participation

ontributions

indness



3. Creating Positive Work Relationships

Creating positive work relationships is important for building successful

organisations and finding satisfaction in your job. To learn how to develop

positive work relationships, you must be willing to listen to others,

communicate openly and respect yourself and your co-workers.

Despite having a commitment to creating positive work relationships, there are

external factors that can impact adversely on these relationships. This includes

government legislation, regulatory requirements, media commentary and

market trends. These factors may create uncertainty or anxiety within

organisations and thus make it harder to keep things positive in the workplace.

Additionally, outdated or inefficient organisational policies can create

frustrations with staff which could manifest itself as workplace conflict or

reduced productivity.

There are several parts to creating a positive work environment. Here are six of

the key components:

1. Build the trust and confidence of the team

2. Communicate effectively

3. Adjust interpersonal styles

4. Enable consultation and contributions

5. Support networking

6. Demonstrate social and cultural sensitivity



Leading Team Effectiveness

Planning and Goal Setting

Goal setting is a critical role in leading team effectiveness. If a team lacks

direction or is uncertain of what they are working towards, their effort can be

often counter-productive.

SMART Goals/Objectives

One way to focus the team is with the use of SMART Goals/Objectives.

SSpecific

What specifically do you want to do?

MMeasurable

How will you know when you have

reached it?

AAchievable

Is it in your power to accomplish it?

RRealistic

Can it be realistically achieved?

TTimely

When exactly do you want to accomplish it?



Work Plans

A work plan is an outline of a set of goals and processes by which a team

and/or person can accomplish those goals, offering the reader a better

understanding of the scope of the project. Work plans, whether used in

professional or academic life, help you stay organised while working on

projects. See below for a sample work plan.

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Delegation and Work Allocation

Delegation is one of the most important management skills. It is about guiding

others to do a task that is part of your job, thus freeing you up to focus on

other activities of betterment to the organisation.

Delegation provides opportunities for growth and development for your people

as it spreads the skill and knowledge base across the team.

Principles of Delegation

• Only delegate to a person who has the knowledge and experience to

do the task or make a decision or can quickly acquire this through

training or coaching.

• If you are using delegation as a training or learning opportunity, you

must maintain closer contact and monitor regularly.

• You must ensure the person has all necessary resources to complete

the task.

• Whilst the person you have delegated to is responsible for the

finished product, you are ultimately accountable for the job to be

done properly.

Benefits and Pitfalls of Delegation

Benefits Pitfalls

• Employees and managers

discover skills they were not

previously aware of.

• Employees have a chance to

succeed in a new role.

• Staff who can take more of the

workload in the future can be

identified.

• People get to contribute.

• Presents an opportunity to

share the credit.

• Loyalty and trust are built.

• Micromanaging/hovering

creates distrust.

• Employees can feel dumped on.

• Perception that it is easier to do

it yourself.

• Creates situations where a

person does all the work but has

no authority.

• It fails without adequate

resourcing or training

• Other work needs to be put

aside when person is delegated

to and priorities get confused.



Allocation of work

Allocation is about delegating workloads to team members in a way that makes

most effective use of the available resources. The best allocation is when the

work fully fits the capabilities, interests and ambitions of the team member.

Effective Team Work Allocation should be:

• Fair – nobody in the team should be appointed to work which they

cannot accomplish.

• Equal – portions or types of workloads should be allocated equally, so no

one in the team is overwhelmed with excessive tasks.

• Justified – work should be accurately assessed and assigned only to

appropriate employees who are approved, motivated and capable of

doing it.

• Prioritised - Setting priorities helps to clarify if the person is appropriate

for certain work or if they should be focussed with something else.

4. Groups vs Teams

Definitions

While all teams are groups of individuals, not all groups are teams. Team

members work together toward a common goal and share responsibility for the

team's success. A group is comprised of two or more individuals that share

common interests or characteristics and its members identify with each other

due to similar traits.

Groups differ from teams in several ways:

• Task orientation: Teams require coordination of tasks and activities to

achieve a shared aim. Groups do not need to focus on specific outcomes

or a common purpose.

• Degree of interdependence: Team members are interdependent since

they bring to bear a set of resources to produce a common outcome.

Individuals in a group can be entirely disconnected from one another and

not rely on fellow members at all.

• Purpose: Teams are formed for a particular reason and can be short- or

long-lived. Groups can exist as a matter of fact; for example, a group can

be comprised of people of the same gender or ethnic background.



• Degree of formal structure: Team members' individual roles and duties

are specified and their ways of working together are defined. Groups are

generally much more informal.

• Familiarity among members: Team members are aware of the set of

people they collaborate with, since they interact to complete tasks and

activities. Members of a group may have personal relationships or they

may have little knowledge of each other and no interactions whatsoever.

Types of Groups

There are a number of types of groups that form within organisations. Some

form to support the work and others form as a result of the work and

interactions with others. Examples include:

• Command Groups

• Task Groups

• Functional Groups

• Interest Groups

• Friendship Groups

• Reference Groups

One way to classify the groups is by way of formality – formal and informal.

While formal groups are established by an organisation to achieve its goals,

informal groups merge spontaneously. Formal groups may take the form of

command groups, task groups and functional groups. Whereas informal groups

will include interest groups, friendship groups and reference groups.

In contrast to formal groups, informal groups are formed naturally and in

response to the common interests and shared values of individuals. They are

created for purposes other than the accomplishment of organisational goals

and do not have a specified time frame. Informal groups are not appointed by

the organisation and members can invite others to join from time to time.

Informal groups can have a strong influence in organisations that can either be

positive or negative. For example, employees who form an informal group can

either discuss how to improve a production process or how to create shortcuts

that jeopardise quality.



Team Development Models

Through identifying how teams develop, leaders and managers can learn how

to best to support their teams and select the right interventions to drive them

to peak performance. There have been a number of team development models

used over the years. This section examines three:

• Tuckman’s Four Stages of Development

• White-Fairhurst’s TPR Life Cycle Model

• Eduardo Salas’s Eight Cs of Team Development

Tuckman’s Four Stages of Development

Bruce Tuckman identified four distinct phases of team development: forming,

storming, norming, and performing. Each has a primary purpose and a common

set of interpersonal dynamics among team members. Tuckman proposed that

all are inevitable and even necessary parts of a successful team's evolution.

Forming

In this stage, most team members are positive and polite. Some are anxious, as

they haven't fully understood what work the team will do. Others are simply

excited about the task ahead.

As leader, you play a critical role at this stage, because team members' roles

and responsibilities aren't clear. This stage can last for some time, as people

start to work together, and as they make an effort to get to know their new

colleagues.

Storming

Next, the team moves into the storming phase, where people start to push

against the boundaries established in the forming stage. This is the stage where

many teams fail.

Storming often starts where there is a conflict between team members' natural

working styles. People may work in different ways for all sorts of reasons but, if

differing working styles cause unforeseen problems, they may become

frustrated. Storming can also happen in other situations. For example, team

members may challenge the leader’s authority, or jockey for position as their

roles are clarified.



Norming

Gradually, the team moves into the norming stage. This is when people start to

resolve their differences, appreciate colleagues' strengths and respect your

authority as a leader. Now that your team members know one another better,

they may socialise together, and they are able to ask one another for help and

provide constructive feedback. People develop a stronger commitment to the

team goal, and you start to see good progress towards it.

There is often a prolonged overlap between storming and norming, because, as

new tasks come up, the team may lapse back into behaviour from the storming

stage.

Performing

The team reaches the performing stage, when hard work leads, without

friction, to the achievement of the team's goal. The structures and processes

that you have set up support this well. As leader, you can delegate much of

your work, and you can concentrate on developing team members. It feels easy

to be part of the team at this stage, and people who join or leave won't disrupt

performance.

Forming

Build a common purpose

Clarify expectations, rewards and recognition

Leader to provide direction

Storming

Involve everyone in discussion

Seek greater clarity about

purpose

Leader raises difficult issues

and coaches team through struggles

Norming

Develop processes for information sharing and

feedback

Have open forums on tasks

and relationships

Leader to use a facilitative style

and allows others to lead

Performing

Continue to test for better

methods and approaches

Celebrate success

Leader focuses on purpose and

interdependent relationships



Some practical tips in implementing the Tuckman model will include:

• Be Understanding: Remember you've got to go through the

"Forming", "Storming" and "Norming" stages before the team can

perform.

• Schedule Accordingly: Plan for things to take longer through the

tougher stages. If coaching is needed then time should be allocated to

this.

• Manage Expectations: Be realistic when considering how much

progress should be made by when and measure success against

realistic goals.

• Communicate Progress: The best way to help a team grow and thrive

is with good, consistent and clear communication. Poor

communication, particularly in the “Storming” phase can be

disastrous as the cracks in the communication will be exaggerated.

• Set Appropriate Targets: Having appropriate targets or 'markers'

along the way can help a team see it's progress and make the effort

worthwhile. This avoids the perception of having done lots of work or

lots of time passing by without really getting anywhere.

• Don't Abuse the Model: Use this approach, but don't try to force

situations to fit it – e.g. don't use the “Storming” stage as an excuse

for bad behaviour.

White-Fairhurst’s TPR Life Cycle Model

The White-Fairhurst TPR (Transforming, Performing, Re-forming) Model

extends upon Tuckman.

Transforming

Performing

Re-forming

The “Transforming” Stage encompasses the

“Forming”, “Storming” and “Norming” of

Tuckman and acknowledges the journey that

teams must go through to become highly

functional and effective.

The “Performing” Stages recognises that the

team members have found their comfort

zone and can work the best together.

The “Re-forming” stage occurs when

adaption is needed in a team as new

challenges arise that require different

solutions, skill sets and expertise.



Eight Cs to Team Development

Dr. Eduardo Salas has been investigating team effectiveness for more than 20

year and has developed the Eight Cs to Team Development. The greater the

extent to which each of these Cs are present, the more effective the team.

1. Conditions: Practices – including policies and incentives – need to support

teams. Teams must have the resources that they need to be successful,

leaders must show that teamwork matters, and good team performance

must be recognised and reinforced. You can have the best team in the

world but if the conditions are not optimal for teamwork, organisations

won’t get the behaviour, cognition or attitudes needed.

2. Cooperation: Team members must like being on their team. This means

that members need to trust each other and each member needs to

contribute to the team’s work. When members fail to contribute (the

“social loafing” syndrome), teams may experience greater conflict and

reduced satisfaction and performance.

3. Coordination: Effective teams foster mutual support, adaptability and

flexibility. Effective teams coordinate their processes to match the

requirements of their tasks. For example, teams dealing with emergencies

should increase their communication by verbalising their plans and sharing

their information.

4. Communication: Communication occurs in a precise, timely and clear

manner. Effective teams have protocols in place for exchanging

information, their members communicate face-to-face as often as possible,

their members contribute equally, and contributions are succinct and to-

the-point.

5. Cognition: Team cognition is unique from individual cognition and involves

a shared understanding of tasks and member roles. Effective teams have a

shared understanding of their tasks, member roles and capabilities.

6. Coaching: Leaders promote teamwork and care about team members.

Effective team leaders facilitate their teams by building trust, establishing

norms, engaging in teambuilding, and focusing on the conditions that

promote success.

7. Conflict: Effective teams provide a climate where it is safe to deal with

conflict. This climate is called psychological safety, and is promoted by

active listening, looking for common ground, and expressing concern for the

relationships between members by focusing on problems not people.

8. Clarity: And the biggest team killer is a lack of Clarity. Team members must

know their precise roles and responsibilities. i.e. who does what, when, why

and with whom.



5. Motivation

When you wake up in the morning, what is the passion that fuels you to start

your day? Are you living this in your work? If others asked you what drives you

to achieve, would the answer be obvious?

Motivation is the desire, drive, hunger or stimulus for action and success.

Highly motivated individuals are the ones that consistently achieve at a high

level. It is therefore vital, if you are serious about improving your performances

and reaching new heights, that you spend time learning about motivation,

discovering what works best for you, and then use it.

The triggers that motivate people to achieve are unique for everyone.

Regardless of what motivates you and drives you to reach peak performance –

it must be managed and balanced. Too much motivation in one area will

weaken other parts of your performance. Before you can achieve results

through other people you need to be able to motivate yourself.

Common workplace motivators at work include:

• Trustworthy leadership

• Being relevant

• Challenging work

• Career advancement

• Recognition

• Job security

• Compensation

• Making a difference

Motivation Theories

Motivation in the workplace has been studied for decades. Below are some of

the most celebrated theories:

• Maslow’s “Hierarchy of Needs”

• Alderfer's “ERG Theory”

• McClellan’s “Acquired Needs Theory”

• Hertzberg’s “Two-factor Theory”

• Skinner’s “Operant Conditioning Theory” (Reinforcement Theory)



Maslow’s “Hierarchy of Needs”

Maslow's Hierarchy of Needs’ categories is the most famous example:

According to Maslow, lower needs take priority. They must be fulfilled before

the others are activated. There is some basic common sense here, it's pointless

to worry about whether a given colour looks good on you when you are dying

of starvation, or being threatened with your life. There are some basic things

that take precedence over all else.

Alderfer's “ERG Theory”

Alderfer classifies needs into three categories, also ordered hierarchically:

• Existence needs (physical well-being)

• Relatedness needs (satisfactory relations with others)

• Growth needs (development of competence and realisation of potential)

At the most basic level, people have existence needs. These map to Maslow's

physiological and safety needs. Next, we experience relatedness needs, where

we fulfill our need for satisfying interpersonal relationships. This level relates to

Maslow's social needs and to the external part of self-esteem needs – we feel

good about ourselves based on what others think about us.



Finally, we reach the growth needs level. Here, we are looking for personal

growth and development by doing work that is of high quality, and meaningful.

This equates to the internal part of Maslow's self-esteem needs and to his self-

actualisation needs.

Alderfer’s theory is very similar to Maslow and can be seen as just collapsing

into three tiers. However, ERG theory has three key differences from Maslow's

theory:

• It suggests that people can be motivated by needs from more than one

level at the same time. There is not necessarily a strict progression from

one level to the next.

• It acknowledges that the importance of the needs varies for each person

and as circumstances change. Some people might put a higher value on

growth than relationships at certain stages of their lives.

• It has a "frustration-regression" element. This means that if needs

remain unsatisfied at one of the higher levels, the person will become

frustrated, and go back to pursuing lower level needs again.

McClellan’s “Acquired Needs Theory”

McClellan believed that some needs are acquired as a result of life experiences.

A person's motivation and effectiveness in certain job functions are influenced

by these three needs:

• Need for achievement, (e.g. to accomplish something difficult.)

• Need for affiliation, (e.g. to form close personal relationships.)

• Need for power, (e.g. to control others.)

People with a high need for achievement (nAch) seek to excel and thus tend to

avoid both low-risk and high-risk situations. Achievers avoid low-risk situations

because the easily attained success is not a genuine achievement. In high-risk

projects, achievers see the outcome as one of chance rather than one's own

effort.

High nAch individuals prefer work that has a moderate probability of success,

ideally a 50% chance. Achievers need regular feedback in order to monitor the

progress of their achievements. They prefer either to work alone or with other

high achievers.



Those with a high need for affiliation (nAff) need harmonious relationships

with other people and need to feel accepted by other people. They tend to

conform to the norms of their work group.

High nAff individuals prefer work that provides significant personal interaction.

They perform well in customer service and client interaction situations.

A person's need for power (nPow) can be one of two types - personal and

institutional. Those who need personal power want to direct others and this

need often is perceived as undesirable. Persons who need institutional power

(also known as social power) want to organise the efforts of others to further

the goals of the organisation.

Managers with a high need for institutional power tend to be more effective

than those with a high need for personal power.

Hertzberg’s “Two-factor Theory”

According to Herzberg, two kinds of factors affect motivation, and they do it in

different ways:

• Hygiene factors.

These are factors whose absence motivates, but whose presence

has no perceived effect. They are things that when you take them

away, people become dissatisfied and act to get them back.

Examples include decent working conditions, security, pay,

company policies and interpersonal relationships. In general, these

are extrinsic items low in the Maslow/Alderfer hierarchy.

• Motivators.

These are factors whose presence motivates. Their absence does

not cause any particular dissatisfaction, it just fails to motivate.

Examples are all the intrinsic things at the top of the Maslow

hierarchy, such as achievement, recognition, responsibility and

advancement.

So hygiene factors determine dissatisfaction, and motivators determine

satisfaction. The two scales are independent and you can be high on both.



Skinner’s “Operant Conditioning Theory” (Reinforcement Theory)

Operant Conditioning is the term used by B.F. Skinner to describe the effects of

the consequences of a particular behaviour on the future occurrence of that

behaviour.

There are four types of Operant Conditioning: Positive Reinforcement, Negative

Reinforcement, Punishment, and Extinction. Both Positive and Negative

Reinforcement strengthen behaviour while both Punishment and Extinction

weaken behaviour.

• Positive reinforcement. Strengthening a behaviour. This is the

process of getting a reward as a consequence of a behaviour.

e.g. If you make a sale, you get a commission.

• Negative reinforcement. Strengthening a behaviour. This is the

process of having a stressor taken away as a consequence of a

behaviour. e.g. Long-term sanctions are removed from countries

when their human rights records improve.

• Negative punishment (Extinction). Weakening a behaviour. This is

the process of getting no reward when you behave in a particular

way. e.g. If a person does extra effort, but gets no thanks for it, they

stop doing it.

• Positive punishment. Weakening a behaviour. This is the process of

getting a punishment as a consequence of a behaviour. e.g.

Someone having their pay docked for lateness.



Honouring/Celebrating Individuals and Teams

Finding ways to honour and celebrate the contributions made by your people

will help to maintain their motivation.

Below are some ideas that could be used for individuals and teams:

Never underestimate the value of recognising a job well-done. When the praise

is genuine and the reward thoughtful, staff will know that you have really

noticed their efforts and this will reinforce their positive behaviour.

It is important to match the reward with the needs and wants of the team and

provide a variety of ways to celebrate success.

For Individuals

Internal Awards

Hall of Fame

Hand-written Card

Small Gift

Highlight in newsletter

A heart-felt thanks

Mentoring opportunity

Nominate for External Award

For Teams

Brag Board

Team Trophy

Company Retreat

Gift Basket

Make a meal

Social Events

PD opportunities

Nominate for Team Award



Building Respect

Respect is something that is earned. It doesn’t just happen because you are in a

leadership position. If your subordinates respect you simply because you can

have them dismissed, you are a very poor leader.

Here are seven tips to building RESPECT:

React quickly. Don’t wait for problems to turn into something larger. Your team

will look to you to know how to handle problems as they arise, so always be on the

ball.

Earn trust. You’ll never get respect unless you earn the trust of your team and

peers. You can do this by always following through and keeping your word. Be

someone they can count on.

Support your staff. As a leader, not only is it your duty to make sure your team is

getting work done, but it’s also your job to be an advocate for them when you believe

they’re making the right decisions.

Pick your team-leaders wisely. Having a great team will really increase the respect

you get from your peers and upper management. When they succeed, you succeed.

Enjoy your time. If you aren’t having fun, chances are, not many people will have

fun doing their job either. Make sure to remain passionate and engaged with what

your team is working on.

Control conflict. People fight. It happens everywhere. But you can control it by

meeting the conflict head on and working to resolve the issues as quickly as possible.

Treat others with respect. Give respect and you’re more likely to get it back.



Lead innovation in a team environment

6. Innovation

“Doing something different or better that

creates value.”

What is Innovation?

Innovation generally refers to changing or creating more effective processes,

products and ideas, and can increase the likelihood of an organisation

succeeding. Organisations that innovate create more efficient work processes

and have better productivity and performance.

For businesses, this could mean implementing new ideas, creating dynamic

products or improving your existing services. Innovation can be a catalyst for

the growth and success of your business, and help you adapt and grow in the

marketplace.

Being innovative does not mean inventing; innovation can mean changing your

business model and adapting to changes in your environment to deliver better

products or services. Successful innovation should be an in-built part of your

strategy, where you create a culture of innovation and lead the way in

innovative thinking and creative problem solving.



Types of Innovation

Benefits of Innovation

Innovation activity is generally undertaken to increase profits, levels of service

or business competitiveness. Other benefits include:

• Reduction of costs • Better utilisation of space • Improvement in efficiency • Extension of product or service line • Development of fresh ideas • Identification of new business opportunities • Creation of more sustainable practices • Increase in employee satisfaction

1. Structure Model

• How you organise talent and assets to create value. e.g. 24 hour car servicing at airport locations

2. Network Model• Combining strengths with someone else to create value.

e.g. Function Centres providing catering, photography and DJ for weddings.

3. Process Model

• Using better ways to work. e.g. production line approach to assembling motor vehicles

4. Product Model

• Makes the product better or creating complementary products. e.g. McDonald's build your own burger

5. Service Model• Identifying how to support or amplify the value of what

you do. e.g. Included benefits in membership models like "free business check-up" or e-books.

6. Channel Model

• How you get your offer to different users? Using a YouTube Channel to reach a global audience.

7. Marketing Model• Changing the way that others percieve you, your product or

service which creates value. Woolworths change from budget "home brand" to premium "essentials" brand.



Factors influencing a team becoming and remaining innovative

Internal Factors External Factors

• Team Characteristics

• Group Dynamics

• Diversity of the Group

•

•

•

• Environmental

• Regulatory Requirements

• State of the Industry

•

•

•

Keys to providing innovation

• Establish ground rules of how the team will operate

• Model behaviour that supports innovation

• Challenge/test ideas

• Celebrate success



Leading Innovation Template

1. Task: (What is the task that you want to improve through innovation?)

2. Required

Improvement:

(What would you like to see improved in this task?)

3. Innovation

Type/s:

(What type/s of innovation would you like to use in improving this

task? Tick all that apply)

� Structure � Product � Marketing

� Network � Service � Other (list below)

� Process � Channel ________________

Describe the steps involved in implementing this innovation:



4. Encouraging

Contributions:

(How will you encourage others to contribute to the innovations?)

5. Measurement: (How will you measure the success of the proposed innovations?)

6. Feedback: (Based on the solutions determined by the team, how effective do

you think the innovation will be?)



Leading Innovation Template Example

1. Task: (What is the task that you want to improve through innovation?)

Clean a table.

2. Required

Improvement:

(What would you like to see improved in this task?)

Speed and quality of the clean. Essentially, we would like to find a

more time efficient way to clean the tables and provide a higher

quality clean.

3. Innovation

Type/s:

(What type/s of innovation would you like to use in improving this

task? Tick all that apply)

� Structure �� Product � Marketing

� Network � Service � Other (list below)

�� Process � Channel ________________

Describe the steps involved in implementing this innovation:

• Research cleaning supplies available

• Analyse current cleaning process and identify most

effective wiping techniques

• Select best quality options for comparable price to

current cleaning supplies.

• Arrange cleaning supplies into easy to access holder.

• Introduce new wiping technique to increase speed of

task.



4. Encouraging

Contributions:

(How will you encourage others to contribute to the innovations?)

• Discussions to identify areas of improvement

• Participation in demonstrations of different techniques

• Encouragement of independent research

• Feedback post implementation

5. Measurement: (How will you measure the success of the proposed innovations?)

• Speed will be measured using a stop watch and

comparing the results pre and post innovation.

• Quality will be measured using “before” and “after”

photographs and independent inspections of the tables.

6. Feedback: (Based on the solutions determined by the team, how effective do

you think the innovation will be?)

The planned innovation should be a success. Changing the cleaning

agent from XYZ Cleaner to Mr Sheen should result in a higher quality

look and feel to the clean. The added bonus of the polish and fresh

citrus smell should impress customers and make them feel like the

organisation is prepared to go “that extra mile”. In addition to this,

through better organisation of resources and the implementation of

the new, more effective wiping techniques, the average clean time

per table should decrease, thus providing greater efficiency.



I

N

N

O

V

A

T

E



EXTENSION



Leadership vs Management

Leadership and management must go hand in hand. They are not the same

thing. But they are necessarily linked and complementary. Any effort to

separate the two is likely to cause more problems than it solves.

Still, much ink has been spent delineating the differences. The manager’s job is

to plan, organise and coordinate. The leader’s job is to inspire and motivate. In

his book “On Becoming a Leader,” Warren Bennis composed a list of the

differences:

– The manager administers; the leader innovates.

– The manager is a copy; the leader is an original.

– The manager maintains; the leader develops.

– The manager focuses on systems and structure; the leader focuses on

people.

– The manager relies on control; the leader inspires trust.

– The manager has a short-range view; the leader has a long-range

perspective.

– The manager asks how and when; the leader asks what and why.

– The manager has his or her eye always on the bottom line; the

leader’s eye is on the horizon.

– The manager imitates; the leader originates.

– The manager accepts the status quo; the leader challenges it.

– The manager is the classic good soldier; the leader is his or her own

person.

– The manager does things right; the leader does the right thing.



Role-Modelling

A role-model is someone others admire and try to be like. As a leader this will

help to inspire the actions of your staff and create the behaviours necessary to

succeed. Here are some common traits of role-models:

1. Demonstrate confidence and leadership. A good role model is someone

who is always positive, calm and confident in themselves. You don’t want

someone who is down or tries to bring you down. Everyone likes a

person who is happy with how far they have come, but continues to

strive for bigger and better objectives.

2. Don’t be afraid to be unique. Whatever you choose to do with your life,

be proud of the person you’ve become, even if that means accepting

some ridicule. You want role models who won’t pretend to be someone

they are not, and won’t be fake just to suit other people.

3. Communicate and interact with everyone. Good communication means

listening as well as talking. People are energised by leaders who explain

why and where they are going. Great role models know they have to

have a consistent message, and repeat it over and over again until

everyone understands.

4. Show respect and concern for others. You may be driven, successful,

and smart but whether you choose to show respect or not speaks

volumes about how other people see you. Everyone notices if you are

taking people for granted, not showing gratitude, or stepping on others

to get ahead.

5. Be knowledgeable and well rounded. Great role models aren’t just

“teachers.” They are constant learners, challenge themselves to get out

of their comfort zones, and surround themselves with smarter people.

When team members see that their role model can be many things, they

will learn to stretch themselves in order to be successful.

6. Have humility and willingness to admit mistakes. Nobody’s perfect.

When you make a bad choice, let those who are watching and learning

from you know that you made a mistake and how you plan to correct it.

By apologising, admitting your mistake and accepting accountability, you

will be demonstrating an often overlooked part of being a role model.

7. Do good things outside the job. People who do the work, yet find time

for good causes outside of work, such as raising money for charity, saving

lives, and helping people in need get extra credit. Commitment to a good

cause implies a strong commitment to the business.



True role models are those who possess the qualities that we would like to

have, and those who have affected us in a way that makes us want to be better

people. They help us to advocate for ourselves and take a leadership position

on the issues that we believe in.

Creating Positive Work Relationships

Building positive workplace relationships is vital for career success.

Relationships can positively or negatively affect your satisfaction with the job,

your ability to advance and gain recognition for your achievements. When you

build positive relationships, you feel more comfortable with your interactions

and less intimidated by others. You feel a closer bond to the people you spend

the majority of your time working with.

However, for a lot of people, relationship building isn’t natural or easy to do.

Most refuse to admit this is a concern because it is such a basic, common sense

concept. They assume they already know how to do it. Don’t fall into that trap.

Everyone – even the most outgoing, engaging personalities – can improve their

skills in this critical area. The seven tips listed below are for anyone who wants

to build positive workplace relationships

• Share more of yourself at meetings. One of the best ways to build

relationships is to let others know who you are. This can come by sharing

your expertise, knowledge and personality at meetings. Other people will

either get to know you, like you or want to hear more from you. They will

find you more approachable and thus the chance of building

relationships begins to occur. If you are fearful to share at meetings,

think ahead of time what you want to say so that you are more

prepared.

• Speak positively about the people you work with, especially to your

boss. Get in the habit of speaking positively to others and providing

quality feedback about the people who you work with. Many times the

information that gets shared (whether positive or negative) comes back

to the person who is being discussed. People will enjoy hearing that you

have said supportive things about them and will know that you are on

their side. That will build trust. Be careful of the workplace gossip that is

so prevalent and don’t contribute to it.

• Be supportive of other people’s work. Ask how you can get involved.

This will form a closer connection because you are working directly with

them to help them meet their goals. They will appreciate your support



and get to know you better which is vital to creating a more connected

working relationship.

• Ask others to become involved in your projects or activities. Don’t be

afraid to ask others for help and bring them onto your projects. The

more they can participate in the activities you are working on, the better

you get to know each other. You’ll enjoy working with others in getting

more things done.

• Write thank you notes. Write notes of appreciation to the people who

are doing exemplary work, making positive contributions and going

above the call of duty. These notes can be hand-written, sent via email or

done by voice mail. Send them to people above you, below you or at the

peer level. Colleagues like to be appreciated and will feel closer to you by

having been noticed and thanked for their contributions.

• Initiate conversations by asking questions. When we first meet

someone it can be a bit intimating. We often don’t know what to say or

how to say it. Asking questions is a great way for you to listen and let the

other person share. They will feel closer to you when they have shared

about themselves and you demonstrate you’re interested in what they

have to say. Then share something about yourself so the relationship

becomes a two-way interaction that can help establish a bond.

Groups vs Teams

Command Groups: Command groups are specified by the organisational chart

and often consist of a supervisor and the employees that report to that

supervisor. An example of a command group is a market research firm CEO and

the research associates that work for them.

Task Groups: Task groups consist of people who work together to achieve a

common task. Members are brought together to accomplish a narrow range of

goals within a specified time period. Task groups are also commonly referred to

as taskforces. The organisation appoints members and assigns the goals and

tasks to be accomplished.

Examples of assigned tasks are the development of a new product, the

improvement of a production process, or designing the learning program.

Other common task groups are ad hoc committees, project groups, and

standing committees. Ad hoc committees are temporary groups created to

resolve a specific complaint or develop a process and are normally disbanded

after the group completes the assigned task.



Functional Groups: A functional group is created by the organisation to

accomplish specific goals within an unspecified time frame. Functional groups

remain in existence after achievement of current goals and objectives.

Examples of functional groups would be a marketing department, a customer

service department, or an accounting department.

Interest Group: Interest groups usually continue over time and may last longer

than general informal groups. Members of interest groups may not be part of

the same organisational department but they are bound together by some

other common interest.

The goals and objectives of group interests are specific to each group and may

not be related to organisational goals and objectives. An example of an interest

group would be students who come together to form a study group for a

specific class.

Friendship Groups: Friendship groups are formed by members who enjoy

similar social activities, political beliefs, religious values, or other common

bonds. Members enjoy each other’s company and will often involve themselves

in social activities outside of work.

Reference Groups: A reference group is a type of group that people use to

evaluate themselves or a specific subject matter. The main objectives of

reference groups are to seek social validation and social comparison. Social

validation allows individuals to justify their attitudes and values while social

comparison helps individuals evaluate their own actions by comparing

themselves to others. Reference groups have a strong influence on members’

behaviour or actions.



10 Tips About Motivating Employees

Here are ten tips about employee motivation and creating a work environment

for motivating employees. This is the bottom line for understanding employee

motivation.

• Every person is motivated. Whether that motivation revolves around

work, a hobby, the family, the spiritual side of life, or food, each person

has some items or issues about which he or she feels motivated to take

action in his or her life.

• You can’t motivate another person. You can only provide an

environment at work that is conducive to and supportive of employees

choosing to become motivated about issues related to work. Your

actions in the workplace either encourage motivated behaviour or they

discourage employee motivation. In some workplaces, company policies

and management behaviour actually squash motivation.

• Actions and activities in the workplace that provide an environment

supportive of motivating employees don’t have to be expensive. In fact,

they don’t have to cost money at all. They don’t need to involve

company financed events or company sponsored parties, gifts, or

monetary awards. Activities and recognition that cost money are

welcomed by employees as part of the motivation and recognition mix,

but their impact on motivating employees is short term and will not

over-ride the consequences of how people feel treated every day in the

workplace.

• Much of the workplace environment that encourages employee

motivation involves management time and commitment. Genuine

interest and caring, employee-oriented policies and procedures, and

attention from both senior managers and line managers are all

appreciated and valued.

• Motivation is prevalent in workplaces where people are treated as

valued human beings. Trust, respect, civil conversation and listening

prevail in a workplace that fosters employee motivation.

• Clear direction plays a serious role in motivating employees. Employees

want to know exactly what you expect from them. When they have the

reassurance of clear direction, motivating employees becomes easier

because you and they have created a framework for their expected

performance.

• Employee motivation is a constant challenge. What motivates one

employee is not motivating for another. Research indicates that while



treating employees nicely is a factor in motivation and happy employees

are also a factor in employee motivation, more is needed for a successful

organisation.

• Actively solicit information from the employees who report to you and

from your co-workers about what motivates them. Employees know

what they find motivating and they can tell you if you ask. Following

through on the information you are given is key as employees test you

constantly to see if your word is good.

• Motivation at work is a choice employees make. No matter how hard

managers try or how supportive company policies are, there is a bottom

line for motivating employees. Employees choose to exhibit motivated

behaviour at work. You can know and do everything discussed here, but

employees are ultimately in charge of motivating themselves.

Innovation Strategy

Despite massive investments of management time and money, innovation

remains a frustrating pursuit in many companies. Innovation initiatives

frequently fail, and successful innovators have a hard time sustaining their

performance—as Polaroid, Nokia, Yahoo, Hewlett-Packard, and countless

others have found. Why is it so hard to build and maintain the capacity to

innovate? The reasons go much deeper than the commonly cited cause: a

failure to execute. The problem with innovation improvement efforts is rooted

in the lack of an innovation strategy.

A strategy is nothing more than a commitment to a set of coherent, mutually

reinforcing policies or behaviours aimed at achieving a specific competitive

goal. Good strategies promote alignment among diverse groups within an

organisation, clarify objectives and priorities, and help focus efforts around

them. Companies regularly define their overall business strategy (their scope

and positioning) and specify how various functions, (such as marketing,

operations and finance), will support it. But organisations rarely articulate

strategies to align their innovation efforts with their business strategies.

Without an innovation strategy, innovation improvement efforts can easily

become a grab bag of practices, with no single defining vision of what is trying

to be achieved. The problem is that an organisation’s capacity for innovation

stems from an innovation system: a coherent set of interdependent processes

and structures that dictates how the company searches for novel problems and

solutions, synthesizes ideas into a business concept and product designs, and



selects which projects get funded. Individual best practices involve trade-offs.

Adopting a specific practice generally requires a host of complementary

changes to the rest of the organisation’s innovation system. A company

without an innovation strategy won’t be able to make trade-off decisions and

choose all the elements of the innovation system.

There is no one system that fits all companies equally well or works under all

circumstances. There is nothing wrong, of course, with learning from others,

but it is a mistake to believe that what works for, say, Google is going to work

for your organisation. An explicit innovation strategy helps you design a system

to match your specific competitive needs.

Finally, without an innovation strategy, different parts of an organisation can

easily wind up pursuing conflicting priorities.



RETENTION



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