BSB51918 Diploma of Leadership and Management Lead and ...

Document: BSB51918 LMT Course Manual V1.0 Revision Date: 6 February 2012 of 98

BSB51918 Diploma of Leadership and Management

Lead and Manage Teams

Course Manual

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of 98 Revision Date: August 2019 Document: BSB51918 LMT Course Manual V1.0

All contents Copyright © Tony Aveling and Associates Pty Ltd, 2019. RTO 50503. All rights reserved. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without written permission from Tony Aveling and Associates Pty Ltd. Requests and enquiries concerning reproduction and rights should be addressed to: AVELING 6 Orion Road Jandakot WA 6164

Document: BSB51918 LMT Course Manual V1.0 Revision Date: August 2019 of 98

Table of Contents Course Outline............................................................................................................................... 5

Section 1: Transition from Employee to Team Leader .............................................................. 7

What Is Supervision? ................................................................................................................... 8

Supervisors Are Part of the Management Team .......................................................................... 8

The Role and Responsibilities of the Supervisor .......................................................................... 9

Government Legislation ............................................................................................................. 10

Organisation Structure ............................................................................................................... 13

First-Line Management .............................................................................................................. 16

Leadership Standards and Values ............................................................................................. 17

Planning and Performance Management ................................................................................... 21

Setting “SMART” Objectives ...................................................................................................... 25

Manage Ideas and Information .................................................................................................. 27

The Performance Management Cycle ........................................................................................ 28

Performance Management......................................................................................................... 29

Recommended Reading ............................................................................................................ 33

Tips for New Leaders ................................................................................................................. 33

Section 2: Emotional Intelligence .............................................................................................. 35

Nurturing Your Emotional Intelligence ........................................................................................ 36

Respect Yourself ....................................................................................................................... 36

Understanding Yourself and Others ........................................................................................... 37

Cross-Cultural Communication .................................................................................................. 39

Engagement with Stakeholders ................................................................................................. 40

Making Successful Presentations .............................................................................................. 40

Supporting Your Team ............................................................................................................... 40

Mental Toughness ..................................................................................................................... 41


Motivating and Engaging Employees ......................................................................................... 41

Relating ..................................................................................................................................... 41

Empowerment............................................................................................................................ 42

Implementing Empowerment at Your Workplace ....................................................................... 43

Section 3: Communication Tools for Supervisors ................................................................... 45

What is Communication? ........................................................................................................... 46

Effective (Active) Listening ......................................................................................................... 47

What is Empathy? ...................................................................................................................... 51

Questioning Skills ...................................................................................................................... 52

Feedback ................................................................................................................................... 53

Providing informal feedback on performance ............................................................................. 54

Body Language .......................................................................................................................... 55

Written Communication Skills .................................................................................................... 57

Barriers to Effective Communication .......................................................................................... 59


The Importance of Communication ............................................................................................ 60

Section 4 Workplace Conflict and Negotiation ......................................................................... 63

Conflict ....................................................................................................................................... 64

Managing Conflict ...................................................................................................................... 64

Conflict Escalation Stages ......................................................................................................... 66

Conflict – Helpful Hints for Resolutions ...................................................................................... 67

Turning Conflicts into Agreements ............................................................................................. 69

Building Trust and Confidence ................................................................................................... 70

Three styles of communicating .................................................................................................. 70

Counselling Unsatisfactory Performance ................................................................................... 74

Investigating Complaints ............................................................................................................ 74

Recommended further reading................................................................................................... 75

Helping Others Solve Problems ................................................................................................. 75

Consensus ................................................................................................................................. 75

Section 5: Team Building ........................................................................................................... 77

Working with Group Dynamics ................................................................................................... 78

The ‘Led to’ Key ......................................................................................................................... 78

Teams and Team Working ......................................................................................................... 78

Bridge the “GAPS” in Team Development .................................................................................. 81

Dealing with Team Problems ..................................................................................................... 82

Team Decision-Making Process ................................................................................................. 85

Allocate Work ............................................................................................................................. 86

Preparing and presenting plans and estimating the necessary resources .................................. 89

Section 6 Meetings and Presentations ..................................................................................... 93

Calling the Right Type of Meeting at the Right Time .................................................................. 94

Planning and Leading Meetings ................................................................................................. 94

Run Effective Virtual Meetings ................................................................................................... 97

Attending Meetings .................................................................................................................... 97

Understanding Meeting Protocol ................................................................................................ 98

References ................................................................................................................................ 98



Course Outline

Lead and Manage Teams is part of the Diploma of Leadership and Management course covering the following six units of competency.

Learning Outcomes

BSB51918 Diploma of Leadership and Management

BSBWOR502 Lead and manage team effectiveness

Establish team performance plan

Develop and facilitate team cohesion

Facilitate teamwork

Liaise with stakeholders

BSBLDR511 Develop and use emotional intelligence

Identify the impact of own emotions on others in the workplace

Recognise and appreciate the emotional strengths and weaknesses of others

Promote the development of emotional intelligence in others

Utilise emotional intelligence to maximise team outcomes

BSBLDR502 Lead and manage effective workplace relationships

Manage ideas and information

Establish systems to develop trust and confidence

Manage the development and maintenance of networks and relationships

Manage difficulties to achieve positive outcomes

BSBLDR513 Communicate with influence

Communicate clearly

Present and negotiate persuasively

Participate in and lead meetings effectively

Make presentations at meetings, forums and conferences

BSBMGT502 Manage people performance

Allocate work

Assess performance

Provide feedback

Manage follow-up

BSBADM502 Manage meetings

Prepare for meetings

Conduct meetings

Follow up meetings

Where can I get more information?

www.training.gov.au

http://www.training.gov.au/


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Section 1:

Transition from Employee to Team Leader


What Is Supervision?

Many of us are promoted into the job of supervising others because we are good at the operator or technical skills of the job. However, is competency in these areas enough to make us good at supervision?

Supervisors Are Part of the Management Team

The management team of any organisation consists of senior-level managers (executives, directors), mid-level managers (section heads, superintendents, shift bosses), and frontline managers (supervisors, team leaders, leading hands). Moving from “hands-on employee” to frontline manager or supervisor often means taking on new responsibilities and skills whilst continuing to do operator tasks at the same time. The list below outlines the major management/supervisory tasks required for effective performance. They are divided into four main groups:

1. Planning Forecasting

Determining a course of action

Setting objectives

Program and scheduling

2. Organising Allocating resources

Determining work requirements

Acquiring and coordinating resources, such as people, equipment, space, budget, materials and time

Designing organisation structure

Training staff

3. Leading Taking action when people need guidance

Guiding people towards goal achievement

Helping people get motivated and stay motivated

Communicating effectively

Setting the example

4. Controlling Evaluating alternatives

Checking and evaluating how well the work is being accomplished

Ensuring progress of planned performance against actual performance

Setting performance standards

Evaluating results


The Role and Responsibilities of the Supervisor

The Role

The main role of the supervisor is to ensure that the results expected of his/her work group are achieved. Supervisors are responsible for the results of the people they supervise and therefore can be judged by their success in achieving the results expected of them by the organisation. There are several interpretations of the term "supervision", but typically supervision is the activity carried out by supervisors to oversee the productivity and progress of employees who report directly to them. The role of a supervisor is complex. Key responsibilities vary depending upon the organisation you work for. Examples of generic key responsibilities:

Developing daily work schedules

Coordinating resources to achieve production targets

Tracking performance against production key performance indicators (KPIs)

Taking appropriate action to resolve team performance/ production issues

Reporting production successes and failures to Superintendents

Promoting and encouraging safe work practices

Conducting regular Safe Act Observations

Coaching the team how to complete risk analyses and quality JHAs

Reporting all incidents and near misses

Taking appropriate action to rectify unsafe or hazardous situations

Participating in investigations as directed by the Superintendent

Complying with organisation systems and processes

Working to promote a harmonious team

Identifying team training needs and recommend training, coaching and mentoring

Dealing with individual performance problems

Supporting and providing feedback to employees and stakeholders

Responsibilities

One way of thinking about your new responsibilities is to consider the following three points:

Responsibility to yourself Recognise your own limitations. In accepting the position of supervisor, you accept the responsibilities that go with the position. These will be challenging so you must first look after yourself in order to manage others

Responsibility to management You are now a member of the management team and are therefore expected to support management and do all you can to see that management goals are achieved

Responsibility to your team You represent management to your team and are therefore expected to guide, direct, communicate with, support and treat each individual fairly


Government Legislation

The issue of workplace injuries has worried the various governments throughout Australia to the extent that all have introduced workplace health and safety legislation. The laws (Acts) in each state are differently worded yet all have the same intention. Frontline managers have increased accountabilities placed upon them by these laws to ensure that employees work in a safe environment. The legislation also goes further by penalising those who breach its provisions. Coupled with the Acts are Regulations, Codes of Practice and Standards. Each state either creates their own Codes of Practice or guidance notes or, alternatively, adopts the National Code of practice, guidance notes and standards. The Safe Work Australia website has the latest information on National Codes of Practice and Workplace Health and Safety Harmonisation Legislation.


www.safeworkaustralia.gov.au

The most current health and safety legislation for Western Australia is available from the WorkSafe website.


www.safetyline.wa.gov.au

Occupational Safety and Health Act 1984 (and Mines Safety Inspection Act and Regulations WA)

Administered by WorkSafe Western Australia, the aims of the Act are to:

Promote and secure the safety and health of people at work

Reduce, eliminate and control hazards

Assist in securing safe and hygienic work environments

Protect people at work against hazards

Foster consultation and cooperation between employers and employees

Promote education and community awareness on matters relating to occupational safety and health

The Occupational Safety and Health Act 1984 clearly defines the respective responsibilities for employers, employees, manufacturers, suppliers and importers. The Occupational Safety and Health Regulations 1986 establish minimum standards, and regulate specified hazardous substances and work methods.

http://www.safeworkaustralia.gov.au/

http://www.safetyline.wa.gov.au/


Duty of Care

Employers

An employer shall, so far as is practicable, provide and maintain a working environment in which employees are not exposed to hazards.

An employer must provide:

Safe systems of work

Adequate information, instruction, training and supervision to allow employees to perform their work in a safe manner

Consultation and cooperation with Safety and Health Representatives (SHRs) and employees in regard to safety

Personal protective equipment (PPE) at no cost to the employee

Safe use, storage, transport and maintenance of plant and substances

Reporting of accidents in accordance with the regulations

The term “Employer” refers to a person or company by whom an employee is employed under a contract of employment, apprenticeship or traineeship. The Act refers to reasonably practicable. The term “practicable” implies that it can be done. Whether it is also reasonable takes into account:

The risk or likelihood of the occurrence

The severity of the outcome

The state of knowledge about the hazard and the ways of minimising the risk of injury

The availability, suitability and cost of minimising the risk of injury

Any judgement takes into account common industry knowledge and practice, as well as any relevant Code of Practice.

Individual employers cannot claim that they did not know about certain hazards if those hazards are widely known in the industry.

Principal Employer

A principal employer who engages any contractor/sub-contractor owes them and their employees the duties of an employer:

The duty extends only to matters over which the principal contractor has or should have control

The contractor/sub-contractor also retains the responsibilities of an employer to employees

The parties concerned should clarify which matters are or are not within their control and parties cannot contract out these responsibilities

Employees

Employees shall take reasonable care to:

Ensure their own safety and health

Avoid adversely affecting the safety and health of any other person through any act or omission

General duties include:

Following lawful instructions

Using personal protective equipment


Reporting hazards and accidents

Taking care of OSH equipment

Cooperating with their employer

An “Employee” means a person by whom work is done under a contract of employment, apprenticeship or traineeship.

Other Legislation

Apart from safety legislation, businesses are bound by other legislation. As a supervisor/manager you must meet all legislative requirements. These are normally reflected in your organisation’s policies and procedures, however, they can easily be resourced online if you need to check and ensure you are meeting the legislative requirements. Relevant legislation includes:

Age Discrimination Act 2004 The Age Discrimination Act 2004 (ADA) makes it unlawful to treat people less favourably because of their age, protecting both younger and older Australians. The ADA covers recruitment, terms and conditions of a job, training, promotion and dismissal. Voluntary and domestic duties in private households are not covered under the law. Like other legislation, there are provisions for exemptions depending upon the state you work in and certain health requirements of the workplace.

Disability Discrimination Act 1992 The Disability Discrimination Act 1992 (DDA) makes it unlawful to discriminate against a person because of their disability; this extends to people who are relatives, friends and carers of people with a disability.

Sex Discrimination Act 1984 It is unlawful to discriminate against a person because of their sex, marital status or because they are pregnant or might become pregnant. It is also against the law to dismiss a person because of their family responsibilities.

The Privacy Act 1988 This legislation covers the protection of people’s personal information. Personal information is information that identifies you or could identify you. This can include your name, address, medical records, bank account details, photos, videos, tax file number and any other documentation that can identify you to others,

Environmental Protection Act 1986 The Environmental Protection Act provides for the prevention, control and abatement of pollution and environmental harm, for the conservation, preservation, protection, enhancement and management of the environment.

Equal Opportunity Act 2010 The objective of the Equal Opportunity Act is to encourage the identification and elimination of discrimination, sexual harassment, and victimisation and their causes, and to promote and facilitate equality.

Industrial Relations Act 1979 (WA) Being such a large area of business there are many different Acts and Regulations relating to Industrial Relations, including employment dispute resolution, industrial arbitration, minimum conditions of employment and more. Industrial Relations include aspects of working conditions and pay rates. On 1 January 2010, the Fair Work Act 2009 (Commonwealth) was introduced, changing and superseding certain aspects of the previous legislation. The Fair Work Act aims to provide a balanced framework for cooperative and productive workplace relations that promote national economic prosperity and social inclusion for all Australians.


Organisation Structure

All organisations require some basic structure in order to accomplish organisational goals and objectives and deliver service to their clients. This structure is designed to provide certainty to personnel about lines of communication and control, spans of authority and reporting requirements in particular. Organisational structure also provides useful guidance to clients and external stakeholders about who to contact for service. Organisational structure also helps direct effort and resources in the production of the organisation’s goods and services and helps efficiency through reduction of unnecessary wastage and rework. Most organisations will design and publish their unique organisation structure through an organisation chart. A chart is a visual device that condenses information into a single view (depending on the organisation’s size) to allow people to quickly and easily understand the internal structure of the organisation. Typically an organisation chart will show the internal structure of the organisation as a cascading hierarchy of functional units. An example is given below to illustrate a simple organisation chart for an organisation that has a production division, sales and marketing division and an admin and property division. CEO Production Sales & Marketing Admin & Property Manager Manager Manager

Prod Prod Prod Marketing Sales Sales Admin/HR W/house Property Team A Team B Team C Manager Team 1 Team 2 Manager Manager Manager

Machinists Assembly Finishing Sales Staff Sales Staff Admin/HR Stores Personnel Personnel Personnel New clients follow up Clerks Personnel


The Supervision Challenge Ahead

Moving from a shop floor operator role to supervision is a special challenge, which is why becoming a successful team leader is not always an easy transition.

Those you now lead will expect you to make good decisions. This means they will expect to be consulted on some matters and not on others

Your new role puts you in between your superiors and those you supervise. This means you are responsible for communication up and down as well as across teams with your peers

You will be required to manage the team for results rather than just completing your own specific job within a team. Interpersonal and communication skills become very important in this role

Successful Supervisors Unsuccessful Supervisors

Remain positive under stress Permit problems to get them down

Take time to teach employees what they know Rush instructions to employee and then fail to follow up

Build and maintain mutually rewarding relationships with their employees

Insensitive to employee’s needs

Set reasonable and consistent authority lines Not interested in learning the basic supervisory skills

Learn to delegate Fail to understand that it is not what a supervisor can do, but what supervisors can get others to accomplish

Establish standards of high quality and set good examples

Let status go to their head

Work hard to become good communicators Too authoritarian or too lax

Build team effort to achieve high productivity Communicate poorly

Key Point Q. What makes one manager better than another? A. The desire to keep learning and developing people skills.


Competencies Success: Technical, Interpersonal and Strategic/Conceptual

Many supervisors and managers do not see the differences between technical, interpersonal, and conceptual skills and how these skills apply to their position. Think of these skills:

Technical/Operator competencies – Ability to use knowledge, methods and equipment to perform tasks

Interpersonal/People competencies – Ability and judgement in working with people, including an understanding of motivation and leadership

Strategic/Conceptual competencies – Ability to understand the complexities of the entire organisation and where one’s team fits into the overall picture

Supervisors need considerable technical skills because they are often required to train and develop new employees. Senior managers do not need to know how to perform all the tasks at the operational level, but they should understand how all the functions are interrelated. The common denominator - crucial at all levels - is interpersonal skills. As supervisors move up in management, they must learn to delegate jobs requiring technical skill to their team members, so as to give themselves time to learn the interpersonal and conceptual skills that are required of them.


First-Line Management

Read the following section of Cole’s Leadership & Management Theory and Practice (7th ed.):

First-line management (Cole, Ch2, s2.2, page 43-44)

First-Line Management

First-line managers influence the output, morale, service levels and cost-effectiveness of their employees. They are a focal point for attitudes, values and behaviour towards customers, the organisation and the job.

Have shorter time frames in which to operate – weeks

Are the link between employees and the rest of management

Influence morale, output, motivation and service levels

Translate management vision and goals

Stuck in the middle

Treated as employees by Senior management

Have different titles which may include frontline managers, team leaders or team coordinators

The Modern Supervisor

Management Competencies Core Interpersonal Competencies

Resourceful and able to manage and spend time recharging

A team player works effectively with others

Can solve complex problems and make good decisions even in tough situations. Calculated risk takers

Assertive and demonstrates empathy

Ethical and effective communicator and uses a collaborative style

Clear communicator

Flexible, adaptable and innovative Encouraging and motivating

Strategic thinker High integrity

Visionary/views the future aggressively Respect for others

Key Point “There is no right way to do a wrong thing.”

(Source: Blanchard and Peale)


Leadership Standards and Values

What Are Norms?

The “oughts” of behaviour

What is considered to be acceptable behaviour as prescribed by work groups

Conventions that exist when groups of people come together and interact

Positive Norms

Support the organisation’s goals and objectives

Foster behaviour directed toward the achievement of these ends For example:

Loyalty and hard work

Consciousness of quality

Negative Norms

Promote behaviour which works against the organisation in achieving its objectives

For example:

Criticism of the company

Theft

Absenteeism

Observational Learning

By observing someone else’s behaviour and the consequences of what they have done, a person can then decide whether, and how, to imitate the action.

Management Standards and Behaviours

Leaders have a strong influence on the work culture, values and ethics of the team they supervise. As such, it is important that leaders model good practice, professionalism and confidently represent their organisation.


Modelling High Standards of Individual Performance and Behaviour

Leaders must ensure their behaviour and personal performance models organisational requirements and serves as a positive role model for others

Leaders must ensure that performance plans and KPIs are developed to meet the organisation’s goals and objectives

Visioning and setting an example

Create an inspiring vision and share organisational and team values

Lead change

Lead by example

Demonstrate confidence

Empowering and energising

Inspire and energise people

Empower people

Communicate openly

Empathise, listen, support and help

Leading

Involve everyone, use the team approach

Coach, bring out the best in your people

Encourage group decision

Monitor progress, but don’t micromanage

Set the right example

Create a great vision and hold onto it Espouse positive beliefs Demonstrate commitment Do what you think is right and stand up for it Show the way Model the way and serve as a role model Walk your talk

Key Point “Leaders get out in front and stay there by raising the standards by which they judge themselves, and by which they are willing to be judged.”

(Source: F Smith (British Politician 1872-1938)


When Supervisors Act As Positive Role Models, They:

Follow the organisation’s behavioural norms

Follow the organisation’s policies and procedures

Communicate openly and honestly

Demonstrate work competence

Set high yet achievable performance standards

Meet deadlines

Admit mistakes

Treat all employees fairly and consistently

Maintain confidentiality of information

Act positively at work

Strive for continuous improvement

Display loyalty

Organisational Values

An organisation’s culture and identity are strongly influenced by its organisational values. Senior management decides what values will mould the conduct of the organisation and its members. Values are those things that people treat as important in the way they deal and behave with each other, with customers and the world at large. They include things like behaving honestly and dealing fairly with people. Most organisations will publicly display their values relating to:

What the organisation stands for

How it conducts its business and

Expectations of staff behaviour in relation to colleagues, suppliers and customers Confusion, dissatisfaction and conflict can occur in an organisation if there are clear discrepancies between an organisations stated values and its actual operational values. The same will occur within your team if as a supervisor you tell others “do as I say, not as I do”.

Organisational Standards

Organisations set standards formally by documenting and publishing them or informally through everyday behaviour by employees and managers/supervisors on the job. As a supervisor you will be expected to communicate, enforce and operate within organisational standards. There are three different types of standards:

1. Ethical. 2. Business. 3. Social.

Ethical Standards

Ethics are a system of rules or principles that define what is right and wrong. Important questions to ask are:

1. Will my behaviour or actions violate any laws or regulations such as civil, criminal or statute law, company law or policy or my duty of care?

2. Is my behaviour or action balanced in terms of:

Does it encourage a “win-win” outcome?

Is it fair to everyone involved both in the short and long term?


3. How will my behaviour make me feel about myself, for example:

If my family knew what I was doing?

If my actions were reported in the media?

In terms of how I feel about myself? As managers, we sometimes justify unethical decisions by rationalising our decisions. Examples:

It’s not really unethical or immoral

It’s in the best interest of the team or organisation

No one will ever find out

My manager will back me up.

What Ethical Standards Should Supervisors Be Aware Of?

Ethics can be described as: "A system of moral principles, by which human actions and proposals may be judged good or bad or right or wrong." Ethics may be grouped into two areas, personal and organisational: Personal ethics include:

Responsibility

Integrity

Honesty

Accountability

Trustworthiness

Social awareness

Organisational ethics include personal qualities such as responsibility, integrity, and honesty, but also:

Equity

Openness

Probity (the quality of having strong moral principles; honesty and decency)

The application of procedural fairness (i.e. organisational mechanisms to allow for individuals to put forward a case; the right for individuals to know reasons behind organisational decisions affecting them; the right of individuals to privacy from organisational intrusion; and the right that individuals are adequately represented in an organisational setting)

Ethical leadership

Pride in reputation We should also be aware of systemic ethics - those qualities that link an 'ethically grounded community' together, including:

Consistency

Transparency

Due process

Rule of law

Diligence

Equality

Equity

Access

Legislative and judicial enforcement of rights and privileges (most often associated with pluralism and liberal citizenship rights)

Inclusion


Business and Social Standards

Behavioural standards consider:

Product quality

Delivery timeframes

Customer service

Terms of credit

After sales service

Customer relationships Social standards may include:

Dress code

Form of address

Social interactions away from the workplace

Formal or informal communication policy

Planning and Performance Management

Goals, Plans and Objectives

Goals and objectives describe the outcomes that teams are working to achieve. Plans are the descriptive methods on “how” your team will achieve these outcomes. All these are important performance management tools. As a supervisor you will be expected to take responsibility for your team’s goal setting by:

Interpreting your organisational goals and aligning the goals for your team

Encouraging team input into establishing team goals

Developing individual key performance indicators to achieve goals


Management by Objectives

This management approach ensures everyone in your team is aware of the organisational objectives and their individual roles and responsibilities in helping achieve those objectives. As a supervisor your role is to ensure that your team is clear on individual and team goals, objectives and how they align to organisational goals. You are also responsible for coordinating performance reviews to compare actual versus planned performance against objectives. Writing performance objectives enables the team member and supervisor to understand:

The tasks to be achieved

The standard required

Any conditions or extra resources required

The target time for achievement The performance objectives for each member of your work team should come from the goals of your work area. These come from the goals of the whole organisation, which follow from the organisation’s mission or purpose.

Organisation purpose or mission

Organisation

goals

Goals & Key Result Areas (KRAs) for

each work area

Performance targets or objectives for each

work team member


The ‘What to’ Key

Read the following sections of Cole’s Leadership & Management Theory and Practice (7th ed.):

The ‘what to’ key (Cole, Ch19, s19.1, pages 548-552) o Job purpose o Key results areas o Measures of success

KRAs and KPIs

Key result areas (KRAs) and key performance indicators (KPIs) are often used to help direct and develop SMART goals. You need to be responsible for managing your own performance as well as the members of your team and setting your team’s performance targets. Aim for five to nine KRAs with about the same number of KPIs. KRAs tend to be broader in that they look at the bigger picture, while KPIs are more specific and state how the KRA will be achieved. KRAs have no measurement indicators, whereas KPIs can clearly be measured. KRAs for a frontline manager might include: staffing, health and safety, budgeting, customer service, industrial relations, production, sales, staff training and performance reporting.

Example: Your KRA is increasing customer satisfaction. Your specific KPIs could then be:

Reduce the number of customer complaints received by 25% over the next 6 months

Reduce the average customer waiting time from 5 minutes to 3 minutes over the next 6 months


How Can Performance be Measured?

Dimension Example

Quantity

# customers/clients per (period) # (orders/forms) processed per (period) Average backlog of orders per (period) # cases handled (referrals, complaints) per (period) # customer complaints per (period) % employee participation in (specific program/s) # hours lost to absenteeism per (period)

Quality

Error rate/ration (by department/project/etc.) Severity rate per (period) % orders without error Rate of employee turnover % tests repeated % work redone (or rejected completely) % time out of order (downtime) or unproductive

Time

# or % deadlines missed # or % answered within 5 days # of days to complete # of working days after end of (period) Time elapsed (turnaround time) Frequency each (period)

Cost

% variance from budget $ as line item in budget (e.g. overtime) $ saved over previous (period) $ cost per person contact or order received # hours to complete each time

Waste % reduction in waste production $ cost reduction of rework

Safety Legislative compliance Reduction in Lost Time Injuries Reduction in work place injury


Setting “SMART” Objectives

An effective statement of an objective should accomplish the following:

Specific

A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions:

Who: Who is involved?

What: What do I want to accomplish?

Where: Identify a location

When: Establish a time frame

Which: Identify requirements and constraints

Why: Specific reasons, purpose or benefits of accomplishing the goal

Measurable

Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to the continued effort required to reach your goal.

Attainable

When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

Realistic

To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you’ve ever accomplished probably seem easy simply because they were a labour of love.

Timely

A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. If you want to lose 10kgs, when do you want to lose it by? "Someday" won't work. But if you anchor it within a timeframe, "by May 1st", then you've set your unconscious mind into motion to begin working on the goal.

Critical Standards

A good objective should contain the following critical standards:

Quantity How much is to be achieved?

Quality How well something is to be achieved?

Time Frame By when something has to be achieved?

Agreed objectives should be:

Clear

Concise

Measurable

Not open to interpretation

Conditions

It is also useful to define the following conditions when writing objectives:

The budget or cost constraints within which the objective is to be achieved

Any special tools, equipment or human resource constraints

Any special environmental conditions under which the objective is to be accomplished (field, interstate, laboratory)


Supporting Your Team to Achieve Goals

Is it that staff work for their managers or managers’ work for their staff? Assisting staff to achieve their goals will in turn assist you in achieving yours. A great many skills are needed to achieve success in this regard:

Coaching and mentoring

Collaborating on establishing goals

Overcoming conflict within the team

Decision-making

Providing resources

Evaluating performance and providing feedback

Achieving Goals

In order to be able to achieve the goals you have set yourself and your team, there are a number of other factors that need to be in place:

Being “ led to do it” (leadership)

Having the chance to do it (resources)

Knowing how to do it (training)

Wanting to do it (motivation)

Knowing what to do (goals, objectives)


Manage Ideas and Information


Participation (Cole, Ch26, s26.3, pages 815-817)

o Consensus o When to involve your team

Tips for Involving Others

Create environments that encourage creativity and motivation

Encourage people, particularly the quieter ones, to offer their ideas

Don’t make early, quick, easy agreements and compromises

Don’t vote

Include the major stakeholders in the problem’s outcome

Recognise that differences of opinion are positive

Keep everyone focused on solving the problem or reaching the decision

Prevent internal competition

Take your time


The Performance Management Cycle

Target Setting Are objectives or goals set to be achieved within a required time? E.g. the next 6 months or 12 months?

Performance Monitoring The supervisor keeps track of the results achieved, comparing actual results to target. They also need to be aware of many other factors which may not be written down as targets, e.g. how well the worker relates to others in the work team, customers and other employees; the effective use of resources and equipment.

Performance Appraisal or Review

Taking the time to consider the overall picture within a time period, comparing actual results to targets? New targets may need to be set or old ones revised, while also considering developmental activities.

Developmental Activities Should be considered when the performance review has either highlighted gaps in the team member’s competence, or areas for developing his/her skills further.

Target Setting

Performance Monitoring

Performance Appraisal or

Review

Developmental Actiivites


Performance Management Performance Management is the process of monitoring activities to ensure that they are being accomplished as planned, and correcting any significant deviations. Performance management involves three main steps:

1. Measuring actual performance. 2. Comparing actual performance against the planned operational targets and key

performance indicators (KPIs). 3. Implementing corrective measures to address deviations from the plan.

Methods of evaluation typically include:

Direct observation

Evaluation of products

Measurement of work outcomes

Use of “effective “surveys such as 360° feedback systems

Many supervisors feel uncomfortable discussing poor performance with their employees, and often use ineffective strategies for dealing with it. Poor performance may be identified and addressed effectively as part of the formal performance appraisal process, or informally through day-to-day performance management. Significant concerns about a person’s performance should be drawn to their attention when (or soon after) the concern arises. Types of performance management processes include:

Formal performance appraisals

Day-to-day performance management

Providing performance feedback

Providing support through coaching

Performance management interviews

Personal counselling

The Most Popular Ways to Formally Discuss Performance


Performance review systems (Cole, Ch15, s15.1, pages 403-408)

o The 360-degree feedback o Balanced scorecard o Comparison or forced ranking o Critical incident discussions o Essay o Management by objectives o Peer review o Performance diary o Rating scale o Role description or competency rating


Formal Performance Appraisals

Performance appraisals are an opportunity for managers to provide staff members with comprehensive feedback, including praise for good performance, clarification of expectations, and suggestions about areas where improvement might be sought.

They also provide for:

Discussing lessons learned from past mistakes

Identifying barriers to effective performance

Identifying strategies for overcoming performance barriers Performance appraisals should be done regularly, typically every six months to twelve months.

Supervisors require:

Effective communication and interpersonal skills

A genuine desire to provide constructive feedback

The ability to behave objectively

Preparation for a performance appraisal includes:

Informing the appraisee of the date, time and location of the interview

Providing the appraisee with a copy of the forms to be used and asking them to think about their past performance and future aims

Ensuring you have a clear understanding of the appraisee’s job requirements and targets

Reviewing the outcomes from the previous performance appraisal

Gathering information about the employee’s recent performance The performance appraisal should involve a free and frank exchange of views. It is done with and not to the employee. The main body of the interview generally involves

Reviewing the employees performance against targets

Identifying and discussing any problem areas

Agreeing future targets/aims

Performance Management Interviews

The goal of a performance management interview is to help the employee to recognise, accept and correct a performance shortfall, while maintaining or improving their level of self-esteem.

Preparation

Consider what you hope to achieve as a result of the performance management session

Plan the session thoroughly and agree on a time and a place for the session

If you are nervous or uncomfortable about the session, try a practice role-play with an appropriate person. Obviously, you will need to bear in mind confidentiality issues

Key Point

Day to day performance management includes praising people for work well done, and addressing problems or ‘slip-ups’ as soon as they occur through activities such as performance counselling, coaching and mentoring.


Conducting the Interview

Begin by discussing the performance problem with your team member in as friendly a manner as possible given the circumstances

Provide the employee with an accurate and objective description of what was expected, what was achieved, and any shortfalls between expected and actual performance

Provide the team member with context regarding the identified gap:

o The history of the problem o Where, when and for how long it has been observed o The consequences of the problem o Feelings and reactions arisen

Check understanding and acceptance from team member

Discuss the causes of the performance problem:

o Listen carefully to your team member and respond with empathy o Do not get drawn into irrelevant justifications or bickering o Focus on the problem and not the employee or their personality

Summarise to ensure you have understood, then discuss possible solutions together

Agree on specific actions which need to be taken (by both parties) to enable the team member to achieve the required standard of performance

Agree a follow-up date to review performance and end the session on an optimistic note

Review Meeting

Discuss and agree progress toward accomplishment of the agreed outcomes from the interview.

Establish a Team Performance Plan


Fixing the goalposts (Cole, Ch13, s13.2, pages 347-348)

o Team purpose and performance plan o Monitoring performance

Getting the team task and process right (Cole, Ch13, s13.3, pages 350-355)

o The task o The process o Task and process roles in teams o Three areas of team needs

The planning process (Cole, Ch20, s20.2, pages 602 - 608)

Planning and Leading Formal Performance Discussions


Planning and leading formal performance discussions (Cole, Ch15, s15.2, pages 410-413)

o Prepare for the meeting o The meeting


• Does the employee know and understand:

•Work group objectives?

•Job objectives?

•The tasks to be performed?

•The quality and quantity standards?

•Priorities of tasks?

•Task results?

•Deadlines for tasks?

•Monitoring and feedback method?

1. Expectations

•Are they the best available within budget?

•Are they easily accessible and do they know where to find them?

•Do they know which ones to use and how to use them?

2. Aids and Equipment

•Are motivators (rewards) provided when this employee achieves desired performance?

•Are motivators provided for poor performance?

•Is the most appropriate motivator being used?

•Does this employee know this motivator is being provided for good performance?

3. Motivation

•Does this employee have all the knowledge and skills required to successfully perform their tasks to the standards set?

•Have they ever done these tasks correctly to required standards before? (If so, then unless the task/job has changed or is done very rarely, then they already have the knowledge , skills and training will not be appropriate)

4. Knowledge and Skill

•Given all the above conditions are at the best possible level, is this employee capable of achieving the standards set?

•Could they do it if their life depended on it?

5. Capacity

•Are there factors such as alcoholism, domestic problems, or health or drug problems?

•Is it a trauma or low level?

•Is it an EEO issue such as race, gender or religion?

6. External Factors

Performance Problem Solving - Performance Conditions Checklist


Recommended Reading

Tips for New Leaders

Read the following online links provided in Cole’s Leadership & Management Theory and Practice (7th ed.):

Key Concept 10.3, Q3.3 (Cole, Ch10, page 285)

o https://colemanagement.wordpress.com/2017/05/31/tips-for-new-leaders-part-i/

o https://colemanagement.wordpress.com/2017/06/07/tips-for-new-leaders-part-ii/

https://colemanagement.wordpress.com/2017/05/31/tips-for-new-leaders-part-i/

https://colemanagement.wordpress.com/2017/05/31/tips-for-new-leaders-part-i/

https://colemanagement.wordpress.com/2017/06/07/tips-for-new-leaders-part-ii/

https://colemanagement.wordpress.com/2017/06/07/tips-for-new-leaders-part-ii/


Section 2:

Emotional Intelligence


Nurturing Your Emotional Intelligence


Nurturing your emotional intelligence (Cole, Ch5, s5.4, pages 118-123)

o Manage your stress o Build your resilience

The Components of Emotional Intelligence

Perceiving – the ability to recognise different feelings

Understanding – the ability to identify the causes and consequences of those different feelings

Regulating emotions – how well you manage what you and others feel

Build Your Resilience

Resilience is mental toughness – the ability to adapt and find your way around, over or through adversity

Resilient people have the confidence and inner strength to deal with whatever life throws at them

People who lack resilience have a defeatist and pessimistic attitude

Manage Your Stress

While you need some stress to perform well, too much stress at too high a level is unhealthy and can be life-threatening

Physical responses to stress include increased blood pressure, heart rate and muscle tension and loss of appetite

Emotional responses to stress include apathy, depression, mood swings, negativism, resignation and tension

Respect Yourself


Respect yourself (Cole, Ch5, s5.3, pages 112-115)

o Control yourself o Build self-esteem in others


Control Yourself

People with low self-esteem generally have an external locus of control – i.e. other people and events control their behaviour, actions and reactions

People with high self-esteem generally have an internal locus of control, making them masters of their own behaviour, communications and responses to others

Develop an internal locus of control by learning to take a few deep breaths and think before responding, and by maintaining professionalism no matter how people around you are behaving

Understanding Yourself and Others


Understanding yourself (Cole, Ch5, s5.1, pages 107-109)

o The Johari window o Espoused theories versus theories-in-use

Understanding and working with personality styles (Cole, Ch8, s8.2, pages 218-220)

Understand Yourself and Others

To be an effective leader-manager, you need to:

Understand yourself and others

Be aware of your mindsets and develop empowering mindsets


Personality Styles

Extrovert or introvert?

Fifty to 74 per cent of the population are extroverts. Extroverts relate best to the external world – they are ‘doers’. They love mixing with others and feel lost when by themselves

Introverts are thinkers who prefer the inner world of concepts and ideas, and are happiest when they are by themselves, doing their own thing

Feeler, intuitor, sensor or thinker?

Feelers base decisions on their personal values and gut reactions

Intuitors are imaginative and good at playing around with ideas and theories. They see the strategic perspective

Sensors are down to earth, energetic and hardworking, preferring action to words or ideas

Thinkers are strong on clear, logical reasoning

Conscientious thinker, dominant director, interacting socialiser, or steady relater?

Conscientious thinkers are introverts who pay attention to the task and produce high-quality work

Dominant directors are extroverts who focus on the task. They provide energy, ‘get the ball rolling’ and make decisions

Interacting socialisers are extroverts who focus on people

Steady relaters are people-oriented introverts who pay attention to people and relationships in order to complete the task

Analyst, empathist, legalist, or realist?

Analysts are people who work best on their own and have the ability to think conceptually, intuitively, logically and theoretically

Empathists are warm, communicative people who strive for meaning and harmony

Legalists can be counted on to work well with details. They work best in structured, predictable situations in which they reliably apply rules and procedures, follow regulations and keep to routines

Realists are hands-on, practical, technical people – action-oriented trouble-shooters

Degrees of Cultural Sensitivity


Cultural and racial diversity (Cole, Ch32, s32.3, pages 1033-1039)


Cross-Cultural Communication

Communicating across cultures can be a difficult experience. All successful communication results from one person understanding the meaning and intention of what another person has said. The skills associated with effective and rewarding cross-cultural communication can seem elusive to many people who lack experience with this form of interaction.

What is Culture?

Culture is the integrated pattern of human behaviour that includes thoughts, communication, actions, customs, beliefs, values and institutions of a racial, ethnic, religious or social group. It reflects the norms and values of a given society. Groups that may experience particular difficulties include:

People with few financial resources

People with low socio-economic status

People with low literacy and numeracy skills

People from culturally and linguistically diverse backgrounds

Women where they are under-represented

Mature aged people

People from rural and remote regions

Offenders and ex-offenders Barriers experienced by individuals will depend on many factors, not just whether they fall into one or more of the above groups. Some of the most common cultural differences relate to the use of names – how and why people are named and how they are addressed in certain situations. An example is placing the family name first when addressing someone in many collectivist cultures. Greetings such as handshakes, interaction between men and women, family structures, signs of respect, attitudes to education, and body language, also play central roles in most cultures, and are where most common misunderstandings occur. For example, in many African cultures, avoidance of eye contact can indicate respect rather than discomfort or a lack of interest.

Why is Communicating across Cultures So Difficult?

More than 80% of the world’s people live in societies that are collectivist in nature. Those living in Western societies live in societies that are individualist in nature. This is a fundamental difference that has the potential to create constant misunderstanding and, therefore, miscommunication. Remembering that we are all human beings driven by the same emotions, instincts and ambitions may also help us to see cultural difference as something that is on the surface and not so threatening.

Cultural and Racial Diversity


Cultural and racial diversity (Cole, Ch32, s32.3, pages 1033-1039)


Engagement with Stakeholders


The six stakeholders (Cole, Ch2, s2.3, pages 44-46)

o The community and the wider society o Customers and/or clients o Employees o Owners o Suppliers

Build a stakeholder register (Cole, Ch21, s21.1, pages 627-631)

o Analyse stakeholders o Develop a stakeholder management strategy o Develop a communication plan o Stakeholder engagement

Service and trading partnerships (Cole, Ch18, s18.1, pages 517-518)

Making Successful Presentations


Delivering successful presentations (Cole, Ch7, s7.5, pages 200-205)

o Step 1: Determine your purpose o Step 2: Analyse your audience o Step 3: Decide what to cover o Step 4: Develop an outline o Step 5: Write your talk o Step 6: Practise your presentation o Step 7: Deliver your presentation o Step 8: Plan to keep improving.

Supporting Your Team


Supporting your team (Cole, Ch13, s13.5, pages 363-368)

o Your managerial roles o Build your team’s emotional intelligence o Teams in crisis


Mental Toughness

Read the following sections of Cole’s Leadership and Management Theory and Practice (7th ed.):

The trait approach: what are leaders like? (Cole, Ch10, s10.2, page 262-265)

The Top Three Leadership Traits Are:

Initiative

Intelligence

Self-assurance Are people born to lead? Do you have the desire and mental toughness to lead?

Recommended Reading

Motivating and Engaging Employees


Engaging employees (Cole, Ch11, s11.1, pages 294-295)

o How to be an engaging leader-manager

Relating


Relating (Cole, Ch10, s10.1, page 261)

New Leadership Skills for the 21st Century

Visioning – Create and share a picture of the future

Inventing – Develop new ways to make the vision a reality

Relating – Form good working relationships

Sensemaking – Make sense of the working environment


Empowerment

What is Empowerment?

In the traditional way of doing things, management does the thinking, supervisors do the talking and employees do the doing. Empowerment is about managers passing on responsibility for the work that is done, as well as the authority to make decisions. Empowered employees take on more responsibility and make more use of the knowledge and skill they have. This type of participation increases both employee satisfaction and productivity. Depending on the level of the position, either individuals or groups of individuals can be empowered. Team empowerment is particularly appropriate when the work does not lend itself to empowering the individual alone.

Self-Check Exercise

There are many signs of a workplace that could benefit from empowerment. This is a list of just a few. How many do you find in your workplace? Tick those that apply to you.

Employees seem very negative Nobody says what is on his/her mind Rumours are always flying Everyone is suspicious of any changes People only do what they are supposed to do No-one helps out anyone else – unless they have to Everything is done just the way the boss wants

What are the Benefits in Empowering Employees

What do employees really want?

To have a say in things that will affect them

To be paid well for work they perform

To be trusted to do the work

To work for a company which is doing well

To know they are doing a good job

Quality and customer service are two of the forces driving the change towards increased employee participation. The skilled, committed and empowered employee can be both flexible and quick enough to respond to the needs of the customers.

The involvement and commitment of employees is essential for any quality or productivity improvement initiative. Some companies see that their very survival depends on the commitment and skills of employees.

Advantages for Employees

More control over the work and more job satisfaction

Consultation and collective decision-making

More variety in the job

More participation and responsibility

Flexibility in hours

Stronger sense of direction and self confidence

Clear communication

Advantages for Employers

Staffing is more flexible

Productivity, efficiency and profit increase


Workplace is more receptive to change

Positive workplace climate

Better industrial relations and reduced absenteeism

Operating costs reduce

Disadvantages for Employees

Change and more responsibility creates insecurity and lack of confidence

Morale and team spirit may be short lived

Working in a team is not natural – it needs to be learnt

Career advancement disappears as hierarchy reduces

More time in meetings and discussions

Disadvantages for Employers

Implementation phase reduces productivity and profit

Results may be a long time coming and empowered employees may block initiatives

Many issues develop, and need attention, because of empowerment

Managers and supervisors may feel loss of power and authority

Employees’ expectation of extent of empowerment may be unrealistic

Implementing Empowerment at Your Workplace Empowerment is not just the effort of an individual or team. It is essential that the structure of the organisation, its policy, values, incentive and culture reinforce individual and team behaviour. For your organisation to be empowered, your task should be able to discover how the characteristics of the organisation work against the concept of empowerment and teams that you are trying to reinforce. In an organisation where rewards and incentives are directed at individual achievement, there is no support for the idea for people supporting each other as a team. The empowered organisation has a culture, which is clearly and visibly based on:

Mutual trust and respect

A desire for mutual success

Effective communication and feedback

A structure which actively encourages participation

Flexibility and responsiveness The challenges facing any supervisor are:

To constantly design work for people which is challenging and interesting

To entrust operations to the people who do the work

To support these people by providing them with the technologies to make improvements to the way their work is done

Ideas for Team Empowerment

Start off with a simple everyday problem. Let your employees nominate a group to solve the problem. Set a firm date for the group to report back but don’t interfere along the way when the group comes back with a solution, seize the moment as a learning opportunity.

Teach employees the skills of solving problems, brainstorming and effective communication. Use them every day and encourage your employees to use them too

If you are not giving regular performance feedback, start now. Develop a method which is non-threatening. As well as individual feedback, nominate specific areas of company performance for feedback. Encourage everyone to give feedback to everyone about that area


Individual Team Member Responsibility

When encouraging team members to take responsibility for their own work, as a supervisor you should:

Allow team members to take responsibility – not autocratic style

Encourage and support team members to follow up and rectify any mistakes

Monitor team members and step in early if encouragement is needed

Remember that you can delegate responsibility not accountability


Section 3:

Communication Tools for Supervisors


What is Communication? Communication is the exchange of ideas, information, feelings, and meanings between two or more people. The communication process aims to influence, inform, or express feelings. The key to good supervision is to communicate effectively.

As a supervisor, you will:

Influence behaviour by directing staff or explaining to more senior managers reasons for implementing change

Inform staff, colleagues, clients or senior managers with relevant information

Express feelings either verbally or non-verbally

Effective Communication

Use active listening techniques

Listen attentively

Show you’re listening

Concentrate on what you’re hearing

Summarise often

Reflective listening

Display empathy and be able to provide and receive good feedback.

Understand different questioning techniques

Closed questions

Open questions

The main communication skills we learn at school are reading, writing, and speaking.

How many of us learn how to:

Listen?

Read body language?

Form good questions?

Concentrate?

Give and receive feedback?


Effective (Active) Listening

Listening


Listen (Cole, Ch6, s6.2, pages 149-152)

o Listen attentively o Show you’re listening o Concentrate on what you’re hearing o Summarise often o Reflective listening

Listening An ‘active’ not ‘passive’ activity, ‘hearing’ and ‘seeing’ total message, i.e. tuning into both verbal and non-verbal communication. Checking inconsistencies between verbal and non-verbal messages.

Paraphrasing

Translating into your own words the ideas and meaning of the message.

This can be done as another means of ensuring you really understand the message sent after all, isn’t this the whole purpose of the exercise – To understand each other?

Asking questions Asking for more information or explanation.

Summarising Condensing what the speaker has said in his/her own words to check understanding, i.e. providing feedback.

Listening more than thinking

This is often easier said than done, most of us have a message or ‘point’ that we feel is most important and hence want to ensure that we ‘get it across’. You must remember that effective communication is two way; hence, you must devote time to being an effective listener.

Providing feedback

An effective receiver/listener provides adequate ‘feedback’ to the sender so that they can adjust message delivery to enhance communication. Feedback, like other forms of communication, can take both verbal and non-verbal forms.


Attentive listening respects the sender by: Relaxing and tuning in – listen to the words and the way they are being said Open stance Leaning forward Eye contact – watch and interpret non-verbal signals Silence – we cannot listen when we are speaking

L Look interested Show encouragement by:

Facing the speaker

Keeping eye contact

Staying relaxed

Leaning slightly forward

Maintaining an open posture

I Inquire with questions

Clarify the speaker’s meaning

Ensure you get the full story

Use appropriate types of questions

S Stay on target

Stick to the point

Remember your purpose

Wait for complete message – don’t pre-judge

Don’t “Yes, but.....” Be patient

T Test your understanding

Restate in your own words

Summarise

Clarify/check

“So, what you are saying is....”

E Evaluate the message

Identify the speakers purpose

Analyse what is said

Reasoning – flaws, fallacies, generalisations

Evidence – facts vs. opinions, language, jargon

Non-verbal factors

Voice related indicator

N Neutralise your feelings

Stay calm

Be assertive not aggressive

Keep an open mind


Mechanics of Listening

Physical

Distance

Desk, room arrangement

Which room?

Distractions, telephones, passing traffic (both cars and people)

Mental

Clearing the mind for listening

Speed of listening vs. talking

Short-term memory limitations

Keep an open mind

Listening With Your Eyes and Your Ears

Body posture: the talker and listener

Gestures: yours and clients

Vocal cues

How much eye contact?

Appropriate Silence

Typical silence for normal situations

Typical silence for situations with emotion

Cultural aspects of eye contact

Asking Good Questions

Question types

Ask the right questions

Not questioning to get the answer you want

Don’t interrupt

Listening to the Content

Listen for the central theme rather than ‘the facts’

Restating

Summarising

Paraphrasing

Asking for clarification

Externalisation, blaming

Listening for Emotion

Listen for the emotion of how the content is being presented

Listen with empathy

Defusing anger and conflict to be able to move a rational discussion

Solving the problem vs. emotional reactions

Your key to influence (empathy not sympathy)


Four Types of Skills Required to Actively Listen

Attending

Following

Responding

Summarising

Attending

Encourages by use of expressions like “Ah-ha!”, “Right, I see”. Or just simple non-verbal gestures like nodding or smiling. These are non-verbal cues which encourage the speaker to continue. Examples include; posture, eye contact, body motion.

Following

Picking up a key word or phrase from the sender and reflecting that cue. For example, if you hear “I was very unhappy with that”, you could reflect by responding by “unhappy?” and so on. This encourages the speaker without disrupting their flow, but demonstrates that you are still listening: “I see”, “oh yes” and “continue”.

Responding

Seeks further clarification or elaboration on a point by asking minimal questions such as “Could you tell me more about...?” or “Could you be more specific about...?” Some examples include; paraphrasing, summarising, reflecting, questioning.

Summarising

Summarising is a useful skill and should be used frequently as it ensures the key feature of effective communication – shared understanding. Allows the parties to draw together the content and feeling of what was stated in the conversation. Some examples include; summarise what was said, concluding the conversation and checking understanding.


What is Empathy?

Listen with Your Heart As Well As Your Head

People often confuse empathy for sympathy, thereby agreeing with or claiming to feel what someone else says they feel. Instead, try to acknowledge as neutrally as possible what you consider their emotion to be. (You might even confirm this with them.) Empathy does not attempt to solve someone’s problems for them. It simply conveys that you are actively listening to them.

Part One Imagine you have said something to your boss which has prompted them to say the following statements to you. Which of the 10 statements below do you think are the truly empathetic responses:

1. “If what you said to him/her makes you feel this way now, maybe it wasn’t such a good idea to have said it!”

2. “Let me get this straight. You say your completed intakes are 30% short of your average….”

3. “Don’t feel that way - she/he probably didn’t even notice the mistakes in your report.”

4. “You seem upset that the team hasn’t yet acted on your suggestion.”

5. “I guess you’ll think twice about sharing such personal information with that person again.”

6. “The solution is obvious - always clear the work schedules with your manager before you tell anybody else about them.”

7. “You seem to have a knack for trusting the wrong people.”

8. “Don’t think about this for too long, you’ll become morbid.”

9. “Sounds like you’re both glad and proud that this project is finally completed.”

10. “I could tell from your phone message that you’re not happy with the data I sent over. Can we talk about it?”

Part Two Now that you’ve had some practice identifying empathetic statements, try writing some responses of your own to these employee statements”

1. “This is crazy! I can’t use this data. I don’t understand how or why things went so wrong.”

________________________________

________________________________

________________________________

2. “I don’t think the receptionist likes me. Why do I always seem to get the irrational and angry clients?”

________________________________

________________________________

_______________________________

3. “Are you sure you want to assign this project to me? You remember my problems with the last one…”

________________________________

________________________________

________________________________

4. “It doesn’t seem to make any difference how often I check the figures, they always come out different.”

________________________________

________________________________

________________________________


Showing Integrity, Respect and Empathy

The “STARE” Model

Situation: A worker requires time during the day for brief prayers as part of their religious

beliefs and customs.

Task: This worker is part of an electrical engineering team working on a project.

Action: The worker will be given permission to pray in a specified prayer area of their choice

(on-site) providing they meet the project team’s work requirements and their hours of work under their contract.

Result: The worker met all his job requirements and made up the prayer time with a

shortened lunch break and working through their “smoko” breaks.

Evidence: Feedback from the worker and their colleagues on-site. Job output reports.

Feedback from the worker’s immediate manager.

Questioning Skills

Questioning, together with active listening and efficient looking (i.e. observing body language), is one of the major communication skills used in almost all communication situations.

Open and Closed Questions

Closed Question - Limits the subject area of response and generally seeks a limited answer, e.g. “Do you know how to do the job?”

Open Question - Invites the other person to “open up” and give information. This is particularly useful for problem solving and giving detailed job instructions.

Most of us use closed questions more than we probably should, especially when we need to gather detailed information or understand a problem. The trick is to try and get the balance right.

Typical words that start a CLOSED question? Words that start an OPEN question?

Do? What?

Did? Where?

Would? Why?

Should? How?

Can? When?

Have? Who?

Where?

Will?


Feedback

Giving Feedback

Feedback is a response to something we observe whether a behaviour or an event. Feedback can be intended to reinforce, modify or eliminate behaviour in an employee. Whatever your goal, you want the feedback to be effective.

Be specific (do not make general comments)

Involves trust

Be direct and give it in small doses (do not overwhelm people)

Do it immediately (do not save it up)

Do not reprimand in front of others

Only give feedback about things within the receivers’ control

Discuss behaviour, not personality

Give positive and constructive feedback

Avoid

Inferential Examples

Judgments on how the other person feels; makes "you" statements

You don't care

Cannot be observed or verified You don't know

Agreement is difficult You don't take into consideration

Using the verbs "to be", "to know" You need to be more conscientious

Using absolutes You should know these things

General/abstract Good work

Value judgment You are never here when I need you

Attributing causes or motives You are always late for meetings

Use

Behavioural Examples

Tells about the event The report contained a concise, useful

conclusion

Can be observed and verified Your language with the client was vague

Makes agreement easier and uses verbs Six absences in two months is not

acceptable

Differentiates clearly The contract omitted a vital section

Concrete/specific The analysis on my data was inaccurate

Free of values I saw you interrupting that employee

Not locked into attributing causes or motives


Receiving Feedback

Involves trust

Listen carefully (use active listening skills)

Do not behave defensively

Receive the feedback in the spirit it is given

Do not interrupt the speaker

Ask for feedback about things you need to know

Always thank the speaker for the feedback

How to Receive Feedback

Listen carefully.

Try not to let defences build; mentally note questions or disagreements

Paraphrase what you think you hear to check your perception

Ask questions for clarification and ask for examples in those areas which are unclear or in which disagreement exists. Paraphrase answers again or use re-statement, e.g., "I hear you say...", "Do you mean..."

Carefully evaluate the accuracy and potential value of what you have heard

Gather additional information from other sources or by observing your own behaviour and the other person's reactions to it

Do not overreact to feedback. Where desired, modify your behaviour in suggested directions and then evaluate the outcomes

Behaviours that hinder one from effectively receiving feedback are:

o Justifying o Building a case o Apologising o Rejecting

Liberally use the phrase "Tell me more"

Ask for feedback you want and didn’t get

Always thank the other person for taking the time and trouble to give you the feedback

Providing informal feedback on performance Read the following sections of Cole’s Leadership & Management Theory and Practice (7th ed.):

Providing informal performance guidance (Cole, Ch15, s15.3, pages 419-427)

o Think of feedback as guidance

o Types of feedback

o Corrective guidance

o Positive guidance


Body Language

Behaviour

Positive Non-Verbal Behaviours (Body Language)

Do more of these…

The following non-verbal behaviours generally communicate a positive interest, understanding and acceptance:

Negative Non-Verbal Behaviours (Aggressive/Passive Body Language)

Do less of these…

There are of course a number of non-verbal behaviours and influences that generally communicate a negative interest in the other person or cause negative impressions:

Facial Expressions and Acceptance

Warm, inviting smile

Appropriate dress, grooming, etc.

Good eye contact

Cold, frowning or ‘poker faced’ expression

Inappropriate dress – too formal or too casual, untidy in appearance

Poor eye contact; downcast eyes, peering, staring, darting around the room

Body Posture

Body posture positioned to encourage open communication

Leaning slightly toward the other person

Facing the other squarely

Relaxed, active movement conveys interest in the other person

Settling back in chair indicates willingness to listen

Sitting with arms and legs uncrossed communicates openness

Establish ‘optional comfort zone’ between both parties (approximately 3-4 feet in Western cultures)

‘Laid back’ or ‘propped up’ disinterested look; feet on desk

Not facing the other squarely, ‘the cold shoulder’

Body posture aimed at discouraging interactions

Very rigid posture communicating cold, impersonal interaction

Constant shifting of body position, out of ‘sync’ with the other person

A closed or defensive posture

Distance between parties too close or far (‘comfort zone’ violated)

Vocal Behaviours

Warm, interested, natural voice

Appropriate volume and pitch

Good rate

Good fluency in language used

Appropriate enthusiasm

Receptive noises (um, hmm, aha etc.)

Silence provides plenty of time to think or elaborate

Interrupt when appropriate, to clarify, summarise, or reflect meanings

Cold, impersonal, lacking interest in the other person

Too loud or too quiet

Mumbling

Too fast, too abrupt, too terse

Too slow, very low pitch

Over empathetic

Clearing throat repeatedly

Stammering, frequent interruptions

Silence, causing undue anxiety

Too many ‘you knows’, ‘right on’ etc. (inappropriate encouragers)


Behaviour

Positive Non-Verbal Behaviours (Body Language)

Do more of these…

The following non-verbal behaviours generally communicate a positive interest, understanding and acceptance:

Negative Non-Verbal Behaviours (Aggressive/Passive Body Language)

Do less of these…

There are of course a number of non-verbal behaviours and influences that generally communicate a negative interest in the other person or cause negative impressions:

Environmental Influences

Comfortable, appropriate office surroundings and furniture

As much privacy as possible

Adequate temperature and lighting

Adequate seating

Minimum of noise and other distractions

Uncomfortable inappropriate meeting place

Lack of privacy

Lack of comfort: too hot, too cold, inadequate lighting, ventilation problems, etc.

Inadequate seating

Excessive noise, interruptions and other distractions

Gestures and Mannerisms

An outstretched arm or welcoming wave

Firm handshake

Pointing to or pulling out a chair

Making room to sit down

Stopping activity when the other party enters

Putting aside papers, clear the workspace

Cold impersonal greeting; rude seating gesture

‘Dead Fish’ handshake or hand crusher

Not indicating to the other person where to sit

Activity continues even when the other person enters

Little attempt to put aside paper or clear desk

Does not discourage interruptions by phone or person

Lame excuse to the other person before continuing to make phone calls

Looks repeatedly at watch


Written Communication Skills

Another important communication skill is knowing when and how to write important information. In today’s workplace, we are overloaded with information. Deciding what is important and how to inform your employees is an important challenge. Information commonly presented to frontline managers may include:

Production figures

Sales figures

Customer contact details

Customer purchasing patterns

Performance records

Safety records

Policies and procedures

Training records

Staff contact details

Marketing information

Sharing and Filtering Information

As a frontline manager, you are responsible for sifting through this information and communicating it to your team regardless of the communication approach. It is important to ensure that the message is presented clearly and logically. The six ‘C’s of communication:

Clear

Courteous

Complete

Correct

Concrete

Concise

Some Tips

Address the What, Why, When, Who, Where and How

Keep it Simple Stupid (KISS) principle

Check your facts Among the most important written communications are:

Safety and health policy statements

Organisation charts showing health and safety roles and responsibilities

Safe Work Procedures (SWP)

Risk assessments

Workplace Records

Toolbox meeting agenda and minutes

Pre-start meetings

Resolution of issue procedure

Training records to verify knowledge and skills


Written Communication Benefits

Clear concise information on how a task or system is to be run

Supports organisations systems

Legal document

Record keeping

Training for new employees

Written Communication Downfalls

Literacy of employees

Incorrect information

Out-of-date information

Limited interaction from employer /employees With the constant development of technology, written communication is no longer limited to written procedures kept in the supervisor’s office. Well-designed intranet sites are a quick and easy way to access current company and legislative information. If employees are not trained to use current technology, or do not have access to the intranet, then these systems are limited. Electronic written communication (email, text messages etc.) is another quick and easy way to conduct business internally and externally. Email and text messages tend to be written quickly and not checked as thoroughly as other written material and therefore mistakes can be made. A new phenomenon in today’s environment is the communication of personal feelings towards a company, work ethics and personal views of other workmates/supervisors through “social media” such as Facebook or Twitter.

Use Plain English to Meet Your Goals


Use plain English to meet your goals (Cole, Ch7, s7.4, pages 192-196)


Barriers to Effective Communication

“Killer phrases”: The effect of our reaction to our employees when they come to us with a suggestion or idea to improve things.

Where’d you get that idea? Don't rock the boat

We haven’t got the time! It will take too long

That won’t work! Don't make waves

That’s wrong! We are too busy to make changes

Just put it over there for now, it will take too long Wait until you've been here longer

It isn’t in the budget Are you trying for a promotion?

We’ve never done it like that before Don't fight the system

It won't work The union won't like it

That has been tried before and didn’t work No!

Put it in writing That might work somewhere else

I don't remember asking you for your opinion We'll talk about it later

I'm on lunch break, see me later It is not feasible

That's a great idea but management won't buy it It will cost too much

I am the boss Get your co-workers to go along with it first

It is not in your job description I agree with you, but...

You will have to put it up to me through the proper channels

Talking speed

Lack of interest

Religious persuasion

Difference in age Slang/

Jargon

Timing

Complex message

Disability

Political views

Status

Stress

Boring message

Voice volume

Emotional state

Language

Lack of understanding

Noise


The Importance of Communication

Your effectiveness as a supervisor – your ability to get work done through other people - is in large part a result of your relationship with them. Your relationships with others are a result of your communications with them and your ongoing interactions. This is true in both the business and social arenas. In fact companies place such importance on communication that many now include it as part of their organisational strategies. These strategies include:

Accountability for clear communication targets

Employee attitudes surveys with public results

Highly visible senior management walk ‘n talk

High use of technology

Open door, non-hierarchical policy

Ongoing communication training

Publications by professionals

Management bonuses based on communication performance Their strategies involve a five-way communication plan.

Strategies for Effective Communication with Your Boss

If a lack of communication with your manager is a problem, strategies that might assist you to improve the situation include:

Scheduling formal meetings/telephone conversations on a regular basis

Going out of your way to talk informally with your manager

Providing your manager with a copy of the minutes from your team meeting, highlighting any areas where you need their assistance, advice or support

Spending some time working closely with your manager, or socialising with them, so as to build some rapport

There may be some benefit in seeking the advice of others who have worked with or under that person, those who appear to relate well with them, or a trusted mentor in the organisation. Clearly this would need to be done with some tact. When communication is an issue, it is also important to reflect honestly on whether you are an easy person to communicate with. How easy do you make it for your boss to give you feedback? Do you ask for it? When you receive it, how do you respond?

Out

In

5 Way Management Communications

Sideways Sideways

Up

Down


Understand Your Boss

To work effectively with your boss it is important to have a good understanding of their strengths, weaknesses, work style and foremost concerns.

Consider:

Your boss’s organisational and personal goals

The issues and concerns that are uppermost in your boss’s mind

What pressures are on your boss from his/her boss and colleagues

The logic of your boss’s decision-making processes To really understand your boss, you need to see him or her as a person, not just a business contact. Most bosses value relationships with team members who show an interest in them, and even better, who genuinely care about them.

Support Your Boss

Ideally your role as a supervisor/frontline manager should be to support your boss to achieve the organisation’s goals and objectives.

Are you prepared to take a stand, even when it’s unpopular with the boss?

If you disagree with one of your boss’s ideas or decisions, do you explain why and offer a better alternative?

Do you accept the boss’s ideas and decisions and work to make them succeed, even if you don’t totally agree with them?

When approaching your boss with a problem do you always have a solution to offer?

Are you empathetic?

Do you look for ways to give them credit for the things they do well?

Building Networks

“It’s not what you know, but who you know…”

Networking is the skill of building and maintaining relationships built on trust with the people you communicate with and on whom you rely to get things done. Networking involves using strong communications skills and is time consuming.

How good are your networking skills?

When was the last time someone asked you for a favour?

Were you able to help?

Were they appreciative?

How did they thank you?

Would you help this person again?

When was the last time you asked someone a favour?

Were they able to help?

How did you thank them?

Would you ask this person for help in the future?


Establishing and Sustaining Networks


Establishing and sustaining networks (Cole, Ch8, s8.3, pages 220-222)

Establishing and Sustaining Networks

Networking helps you expand and share your information, knowledge, perspective and skills, and to extend your sphere of influence.

The Australian Institute of Management (AIM) defines networking as ‘connecting with others without the need for immediate gain


Section 4

Workplace Conflict and Negotiation


Conflict

In every encounter with other people there is always the risk of conflict occurring. In simple terms, conflict is all kinds of opposition, disagreement and antagonistic interaction. Conflict can be about real issues such as goals of an organisation, allocation of resources, policies and procedures, how a job is done, allocation of rewards and many other things. Conflict can also be emotional. The emotional conflict occurs as a result of people’s feelings such as fear, dislike, mistrust, resentment, anger and from clashes of personality between individuals. This type of conflict is just as “real”, although it is more difficult to manage.

Negative Conflict

Both individuals and organisations suffer from the negative effects of too much conflict. It reduces both productivity and satisfaction. Negative conflict:

Takes time and energy from other activities

Leads to stress in individuals

Hampers attempts at open, honest communication

Positive Conflict

Not all conflict is bad – in fact at times we need more of it. Some positive results of ‘managed’ levels of conflict are:

Increased creativity and innovation

Increased levels of input

Conflict with external groups increases internal cohesion

May enable tensions to be aired, and hence reduce stress

Managing Conflict

Because conflict can have a positive as well as a negative effect on individuals and organisations, its total elimination should not be our goal and as such, should be treated as impossible to achieve. So, if a little bit of conflict is ‘good’ for us, the key is managing conflict – not eliminating it. How you manage or resolve conflict will depend very much on your own style based on co-cooperativeness and assertiveness. Cooperation Is an underlying concern for the other person and a desire to satisfy their

needs and concerns. Assertiveness Relates to the desire to satisfy one’s own needs and desires.

Awareness of Issues/Concerns

As a frontline manager you should be aware of the main issues and concerns that are likely to arise in your team.

Boring/monotonous work Limited responsibility

Changes in the workplace Inadequate procedures

Equipment problems Minimal feedback/recognition

Limited resources Lack of training

Conflict amongst team members Safety issues

Overloaded with work Working conditions

Pay disputes Arguments about the roster


Examples of Symptoms and/or Performance Problems

Low productivity Low quality of work

New Supervisors Lethargy

Poor attitudes Poor service

Conflict with supervisors Equipment problems

Time constraints New Management

New policy Too much time

Too costly Complaints from clients

Reduced efficiency Changed standards

Deadlines missed Too many errors

Low morale Turnover of staff

Tardiness Time wasting

Long coffee breaks Inactivity

Accidents Frustration

Absenteeism Staff complaints

Too much gossip Conflict among employees

Work stoppages Lack of initiative

Lack of confidence Bad mouthing the organisation Conflict is a normal part of any workplace and if managed effectively a level of conflict may actually be positive in that it encourages creativity. Clear policies on acceptable and unacceptable behaviour can also help. Allowing employees to air their grievances also helps to avoid sweeping conflict under the carpet as this will escalate the conflict. You can avoid unhealthy conflict or prevent it from escalating by ensuring your team practices:

Good communication skills

Effective listening skills

Strong problem solving skills

Listening and focusing on the problem not the person

Admitting their feelings of anger and frustration

Committing to any decisions reached

Accepting that they may be part of the problem

Trying to change their behaviour

Causes of Conflict

Poor communication

Competition for limited resources

Personality clashes

Emotional issues

Differences


Conflict Escalation Stages

1. Discomfort – An individual may feel uneasy about another person and may display wariness or distance.

2. Incident – A minor event may occur. 3. Misunderstanding – Blame or accusations are laid. 4. Tension – A breakdown in communication between two individuals, and attitudes change. 5. Crisis – Outbursts and scenes occur, causing major disruption to the workplace.

Keys to Effective Conflict Management

Carefully analyse the situation before the discussion

Use specifics when stating the reason for your intervention

Lay out the ground rules for discussion

Remain as objective as possible and don’t offer value judgements about behaviour

Do ask about each individual’s feelings

Make suggestions about considering alternative conduct

Ask the employee how they might avoid or improve the behaviour in the future

Discuss the consequences of continued conflict

Encourage the conflicting parties to talk to each other

Develop a plan agreeable to all parties and test the plan to ensure that it is realistic

Conflict will increase in intensity if not managed

Discomfort

Incident

Misunderstanding

Tension

Crisis


Conflict – Helpful Hints for Resolutions

Disagree over issues not personalities:

Make it clear it is ideas or actions you disagree with, not the person

Be able to accept criticism of your ideas and actions without feeling rejected as a person

Find out about your similarities before exploring your differences:

What do we agree on?

What are the disagreements and differences between myself and the other person?

What actions of the other person do I find unacceptable?

What actions of mine does the other person find unacceptable?

What are the possible solutions that satisfy both myself and the other person?

What are the things I need to do to resolve the conflict?

What are the things the other person needs to do to resolve the conflict?

From the other person’s perspective:

Use active listening skills

Summarise the other person’s point of view

Coordinating motivation to resolve conflict:

What do I gain from continuing the conflict?

What does the other person gain from continuing the conflict?

What do I lose from continuing the conflict?

What does the other person lose from continuing the conflict?

Reach an agreement:

The conflict ends when you and the other person reach agreement on:

The ways in which you and the other person will act in future

The ways in which cooperation will be restored if one person slips and/or acts inappropriately

The time you will both meet to discuss your relationship


Understanding the Effective Conflict Resolution Process

Conflict comes in many forms, and this process will help you in any situation. Below you can find a brief overview. Although we have outlined the various conflict resolution phases in a particular order and with a particular grouping, that doesn’t mean that you have to use all the phases all the time.

Mapping the Conflict

Problem definition:

What are my/their needs?

What major values are involved?

What are my/their objectives and priorities?

How do I see the other party? Am I stereotyping them a little or a lot?

Can I write something about their motivations/problems to help me understand them better?

Would reviewing my/their attitude help?

Am I willing to brainstorm options and discuss solutions with them?

Yes. WHEN? Set a date

No. Do I need to work on the relationship independently of the problem?

• Defuse emotions

• Set ground rules

• Set the time and place

Create a communicative atmosphere

• What do I want?

• What do you want?

• What do we want? Mutual understanding

• Identify common ground

• Build positive energy and goodwill

• Strengthen the partnership Individual and shared needs

• Examine root causes

• Create a fishbone diagram (for complex issues)

• Identify the benefits of resolution Get to the root cause

• Generate, don't evaluate

• Create mutual gain options and multiple option solutions

• Dig deeper into the options Create options

• Create criteria

• Create the shortlist

• Choose a solution

• Build a plan

Solution building


A. Focus on the Emotions First

Step 1 Treat the person with respect

Step 2 Listen... until you experience the other side

Step 3 ‘Level’ – state your views, needs and feelings

Expected Outcomes

Discharge of strong emotions

Increased understanding of the values... ‘Agree to disagree’

Possible improved relationship

B. Deal with the Substantive Issues in Conflict

Step 1 Define the problem in terms of needs, not solutions

Step 2 Brainstorm possible solutions

Step 3 Select the solution (or combination) that will best meet both parties’ needs

Step 4 Plan – who will do what, where, when

Step 5 Implement the plan

Step 6 Evaluate

Turning Conflicts into Agreements


Turning conflicts into agreements (Cole, Ch7, s7.3, pages 179-189)

o Conflict can be useful o Assertiveness and conflict o Causes of conflict o Common responses to conflict o How conflict grows o Five ways to manage conflict

- Accommodate - Avoid - Collaborate - Compete - Compromise

o Four steps for reaching agreement


Building Trust and Confidence


Building trust and confidence (Cole, Ch8, s8.1, pages 210-217)

o Take responsibility o Show respect o Do the ‘right thing’ o Behave ethically and with integrity

Three styles of communicating


Assertiveness (Cole, Ch6, s6.3, pages 159-162)

o Three styles of communicating

Assertiveness

Assertiveness is a style of communicating and relating to others that enhances mutual respect and leads to clear, direct and honest communication, both verbally and through body language.

Negotiation

Supervisors are often called upon to participate in formal and informal negotiations. A negotiation, as defined by the Oxford Dictionary, is a “discussion aimed at reaching an agreement”. We do that among friends when deciding which restaurant to go to, or at work when the team is developing a job hazard analysis.

Sometimes the parties fail to reach an agreement. If neither party gets what they want, it can be described as a lose-lose situation. Or if one party stubbornly stands their ground until they get what they want while the other makes too many concessions in the forlorn hope of reaching an agreement at any cost, the outcome may be described as a win-lose situation.

The ideal outcome of any negotiation is where each party is flexible enough or willing to make at least some compromise to ensure all parties benefit from the agreement. That’s what we call a win-win situation.

For the purposes of this course, there are six key negotiation requirements you need to be able to demonstrate in order to show that you can competently participate in negotiations.


You need to show that you can:

1. Make adequate preparation and planning for the negotiation.

2. Select a suitable negotiation strategy in accordance with the purpose, including the location, time and approach to be taken.

3. Conduct negotiations in accordance with the planned approach.

4. Review negotiation outcomes in terms of desired outcomes of the parties and initiate suitable further action, if required.

5. Follow up actions arising from the negotiations, including further discussions with the parties, if necessary.

6. Document outcomes of the negotiation.

Let’s take a closer look at these requirements.

1. Make adequate preparation and planning for the negotiation

How much preparation and planning you undertake may depend on the importance or complexity of the issue being negotiated. It may also depend on the how familiar you are with the issues and how well you know the other parties who are participating in the negotiation.

One way of ensuring you cover all the bases in your preparation and planning is to use a negotiation plan. During our online negotiation activity, we’ll get you to download and complete a specific negotiation plan, but a good plan will generally help you to:

Outline the issue and state the purpose of the negotiation

Think about the key questions to ask

Consider potential communication barriers and how you might overcome them

Clarify any relevant company standards, values or ethics that might impact the negotiation

Get a better understanding of what the other party wants or needs and what common ground there might be

Anticipate the views or assumptions the other party might bring to the negotiation

Identify the time and place of the negotiation


2. Select a suitable negotiation strategy in accordance with the purpose, including the location, time and approach to be taken

By the time you’ve completed a negotiation plan, you will have already clarified the purpose and context (including the time and place) of the negotiation.

You may also have given some consideration to the approach to be taken. In negotiation literature, the three basic approaches are generally described as hard, soft, and principled. A hard approach refers to a highly competitive “win at all costs” bargaining style. Soft refers to a yielding approach, where you are prepared to lose ground in order to reach an agreement. A principled approach generally involves a commitment to seeking a win-win outcome for all parties.

In line with the purpose, context, and approach of the negotiation, you will also need to select a suitable strategy. By strategy, we mean the method of conducting the negotiation. There are numerous strategies you could choose from, but the one we recommend involves the following stages of negotiation along with typical behaviours that can occur in each stage:

Stage Behaviour

Preparation Examine all views, aspects and possible solutions

Prepare positions and anticipate likely reactions

Introduction

Outline the purpose of the negotiation

Set the ground rules for behaviour

Get each party to state their position clearly

Listen and gather information

Brainstorming Brainstorm and record all ideas

Discuss all the ideas and discard irrelevant ideas

Coming to a resolution Check understanding and agreement

Follow up Put the agreement in writing

Inform all parties

Schedule further meeting/ review time set

3. Conduct negotiations in accordance with the planned approach

When you have prepared thoroughly for a negotiation, it’s generally best to follow the planned approach as it’s likely to provide a sure pathway for covering the essential points. This is especially true if you are taking a principled approach, which usually includes the following characteristics:

Setting the scene

Understanding the issues

Making sure the negotiation is fair, without one party dominating another

Not giving direct instructions for resolution

Focusing on the problem, not the person

Focusing on needs, not positions

Making sure all parties have an opportunity to speak

Emphasising common ground

Being creative about options for agreement

Ensuring the final agreement is clear

Scheduling follow-up and review meetings, if required.


4. Document outcomes of the negotiation

For formal workplace negotiations, it’s important to have a written record of the negotiation outcomes. A written record makes the outcomes clear for all participants and helps avoid further arguments or confusion over the final agreement. It’s especially helpful when time passes and memories fade or when decisions made in a stressful context seem uncertain.

For our online negotiation activity, you’ll have a chance to fill in a negotiation outcome form, which will serve as minutes of your negotiation. The minutes generally include details such as:

Date of the meeting

Attendees

Purpose

Statement of each party’s position

Ideas generated while brainstorming for solutions

Action items

Outcomes

Further action required.

5. Review negotiation outcomes in terms of desired outcomes of the parties and initiate suitable further action, if required

Reviewing the outcomes can be beneficial not only for the current negotiation but for all future negotiations, especially if we can learn from the process and see how better outcomes for all participants may have been achieved.

Where the written records of a negotiation indicate the desired outcomes of the parties, it’s easier to see whether the final negotiated agreement falls short or achieves the goal of creating a win-win situation for all parties.

A review of the outcomes also presents an opportunity to see whether any further action could be taken to bridge the gap between the final outcome and the desired outcomes of the parties. The type of further action required would depend on the nature of the negotiation, but it could be as simple as checking with the parties that the agreement is being fulfilled as expected.

Note that our negotiation outcome form for the simulated negotiation asks you to indicate whether further action is required. So the process of documenting the outcome of the negotiation gives you an opportunity to both review the outcomes and consider the possibilities of taking further action.

6. Follow up actions arising from the negotiations, including further discussions with the parties, if necessary

Negotiation outcomes could potentially include various actions that need to be followed up. If, for example, a negotiated agreement among your work team included a requirement for some workers to undertake further training, you may need to have further discussions with individuals to clarify the nature and scope of the training. You may also need to collaborate with HR or a registered training organisation to take care of the logistics of the proposed training.

There could be some overlap between further action arising from a review (such as checking with participants that the agreement is being fulfilled as expected) and further action arising directly from the negotiations (as in the training example).

The key is to be aware that the responsibilities of participating in a negotiation don’t end when you reach an agreement in a meeting. You still need to document, review, and follow up various aspects of the negotiation process.


Counselling Unsatisfactory Performance


Counselling unsatisfactory performance (Cole, Ch16, s16.2, pages 437-447)

o Step 1: Analyse your information o Step 2: Give good information o Step 3: Gather good information o Step 4: Problem-solve o Step 5: Agree actions o Step 6: Follow up o Document your discussions

Investigating Complaints


Investigating complaints (Cole, Ch31, s31.2, pages 993-996)

o Conducting an investigation yourself o Officially appointed investigators

Officially Appointed Investigators Usually, the appointed investigator is a senior employee who has been formally trained in workplace investigations.

The complainant is interview first to obtain full details of the allegation

If necessary, any witnesses are then interviewed

The next step is usually mediation

When the complainant is not satisfied with the outcome, a conciliation phase generally begins

When agreement is not reached, or if either party is unhappy with the outcome, arbitration is the next step.

Investigating Complaints

All complaints concerning harassment, violence or vilification require investigation within three days

This first involves discussing the incident(s) with complainer and complaint

Take immediate steps to prevent any further occurrences

Deal quickly with any behaviour that puts others at physical or psychological risk


Recommended further reading

Helping Others Solve Problems


Helping others solve problems (Cole, Ch26, s26.2, page 811)

Consensus


Consensus (Cole, Ch26, s26.3, page 815-817)


Section 5:

Team Building


Working with Group Dynamics


Working with group dynamics (Cole, Ch4, s4.3, pages 94-96)

o Communication patterns o Decision-making o Group roles.

Stages of team growth (Cole, Ch13, s13.4, pages 357-362)

o Forming o Storming o Norming o Performing o Adjourning

The ‘Led to’ Key


The ‘led to’ key (Cole, Ch19, s19.1, pages 562-563)

o Ambitious goals o Focus o High standards o Interpersonal skills o Action orientation o Self-esteem.

Teams and Team Working

What is a Team?

Is it a group of people who happen to be working in the same location? Is it a group of people brought together for a particular job? Or is a team something more than that? Many organisations encourage teams and team working approaches to customer service as they can often deliver more efficient and effective results than individuals not using these approaches can. However using teams and team working approaches can sometimes be more time-consuming, expensive and more cumbersome than alternatives particularly when decisions need to be made quickly, or where minimal interaction is required between staff. Effective teams are usually composed of people committed to an agreed common purpose for which they hold themselves mutually accountable. A team will have:

Team values to live by

Common goals and objectives and a sense of purpose in achieving these goals

Synergy – they will work together cooperatively

Accountability to each other and to their clients

A mix of skills Teamwork can occur at home, in the community, whilst playing sport or at work. We are all at some stage expected to be a committed member of an effective team.


Building and Maintaining Your Team


Building and maintaining your team (Cole, Ch13, s13.4, pages 355-357)

Stages of team growth (Cole, Ch13, s13.4, pages 357-362)

o Forming o Storming o Norming o Performing o Adjourning

The top ten tips to help teams grow and keep growing (Cole, Ch13, s13.4, page 362)

Building trust and confidence (Cole, Ch8, s8.1, pages 210-213)

o Earn trust

Team Cohesion

Team cohesion is defined as the degree of closeness displayed by members of a team. Team members are supportive of each other, work closely together and cooperate with one another. A number of factors can influence the cohesiveness of a team:

Length of time working together

The closeness of the physical work space

The smaller the team the more likely it is for them to be cohesive

Threats externally from other sources will make a team more cohesive

Challenging projects helps individuals rely more closely on each other

A history of success as a team

Organisation that rewards team cohesion

Trust

Participation

Compatibility

Understanding of team goals and objectives The greater the individual’s involvement in planning team policies, procedures, goals and objectives, the greater their commitment to the team. Involve your team as much as possible in decisions that impact on their daily working lives by allowing them to participate in:

Team meetings including contributing to agenda items

Team planning and goal setting

Team problem solving

Newsletters

Positions of responsibility such as OHS representative

Special projects

Organising social events both internally and externally

Key Point

Individuals in successful teams work cooperatively so that both individual goals and team goals are achieved.


Feedback

We covered feedback earlier in the course as part of communication skills. Use these skills to encourage team performance and participation. Many studies repeatedly demonstrate that this is one area where managers perform badly, so:

Get into the habit of providing feedback frequently

Make sure the feedback is timely

Make sure the feedback is specific

Ensure the feedback is individualised appropriately to varying personalities in your team

Give positive feedback to everyone equally

How to “Grab” Your Team

Use the checklist of questions below to review your team as a regular “health check”. How does your team shape up?

Goals

What are the team’s objectives and values?

How clearly are they understood?

What are the implications of the goals for team or individual action?

How clear are individual goals and are they compatible with working as team?

How much real commitment is there?

Does everyone know what the “team” is?

Roles

Where do people fit?

How clear is everyone about their contribution to the team in their role?

How do the roles fit with each other?

What overlaps and clashes are there between roles?

How comfortable are team members in their roles?

How competent do people feel in their roles?

Who is “in” and who is “out” of the team?

Accountable (for communication, meetings, decision-making, problem solving, rewards,

performance review, feedback and leadership)

How formal/informal are team procedures?

How a team member’s performance is evaluated, what are the criteria?

How often does the team meet and what is the format?

How does the team make decisions, what is the process?

How are team decisions and actions communicated?

What are relationships like: formal/informal, easy/strained?

Behaviours (interpersonal relationships between team members)

What are relationships like: formal/informal, easy/strained?

Are people direct with each other or do they “play games”?

Are there personal conflicts, animosities or feuds?

How skilful are people in dealing with each other in the team?

What is the team “atmosphere/climate” like?

How “open” are team members with each other?

How “closed” are team members with each other?


Bridge the “GAPS” in Team Development

Gather Individuals meet for the first time and get to know each other. Initially people will

usually behave in a reserved, polite, and cautious way until they get to know each other sufficiently to feel comfortable and not threatened by the unknown. Individuals are likely to test each other out and look for signs of other people’s motives and attitudes. This is, of course, difficult because members are initially concerned with finding their place in relation to others, and feelings and thoughts are generally kept hidden.

As team leader, you can help people to interact with each other and begin to

share thoughts and concerns. It is also important at this stage that you share your thoughts and expectations of what the team should do. Encouraging individual members to disclose their personal history and share their own perception of their strengths can help the team begin to identify potential roles.

Assimilate The second stage involves integration of different personalities and skills into a

team structure and usually creates conflict and arguments about team goals and purpose. Underlying assumptions and attitudes are displayed and fought out. At this stage, some of the barriers begin to drop, and issues about pecking order and status begin to emerge. In some cases, this may involve challenging the leader or infighting over responsibilities. People are likely to act more naturally, and strong personalities in particular may begin to stake their claim in relation to particular roles. The team has basic skills at this stage.

Your role here is to encourage openness and expression of motives and feelings.

You may also have to build bridges between people. It is important that you clearly indicate your own leadership style and the roles that you expect individual members to play. Even a minor success early on will help foster the sense of team identity. You may also at this stage begin to bring conflicts out into the open and seek common ground for resolution.

Perform The team develops from basic skill and performance levels and starts to perform

effectively in terms of productivity and results and as a functioning team. The team is starting to work together, sets rules and team processes and there is likely to be some evidence of members caring about the performance of the team as a whole rather than their own self-satisfaction. Roles and status may begin to change as new challenges are faced and team members become more aware of each other’s strengths and weaknesses. It is also likely that the team themselves will establish acceptable standards of performance and behaviour.

As team leader, you must ensure that individual strengths of the team are used

effectively and members guided about their respective roles. If you can also establish agreed ways in which problems are solved and decisions made, this will help determine the team’s style and culture. This is when team training is most effective.

Strive The team strives to exceed as individuals as a team and for the benefit of its

customers. Team members are competent, have developed team values, rules and processes and are both open with each other and supportive. Shared leadership may also feature as the team matures and develops and performance is likely to be at high or even outstanding levels whilst the team membership remains stable and continuously developing in individual and team skills. Team members are flexible, accountable and don’t have to be asked to help each other out. There is pride in team performance.


Resolving Issues and Problems within the Team

To maintain an effective team, problems need to be recognised early and addressed. Certain tasks and interpersonal issues can prevent a team from functioning effectively. Team building aims at improving the problem-solving ability of a team by allowing team members to work through these issues. This major goal includes a number of sub-goals:

A better understanding of each team member’s role in the work group

A better understanding of the team’s character – its purpose and role in the total functioning of the organisation

Increased communication among team members about issues that affect the efficiency of the group

Greater support among group members

A clearer understanding of group process – the behaviour and dynamics of any group that works closely together

More effective ways of working through problems inherent to the team – at both task and interpersonal levels

The ability to use conflict in a positive rather than a destructive way

Greater collaboration among team members and the reduction of competition that is costly to the individual, group and organisation

A group’s increased ability to work with other work groups in the organisation

A sense of interdependence among group members

Dealing with Team Problems

Problem What You See Possible Causes Potential Solutions

1. Lack of disagreement in team meetings.

Ideas accepted with minimal discussion. Reluctance to challenge ideas. Few questions on consequences.

The team may not be comfortable with positive conflict, so members avoid disagreement. Also, the team may not have expected risk taking and frank speaking as a part of teamwork.

Team skills: Constitution, cooperation. Suggestions: Members should agree to disagree. The team constitution should state that members are expected to speak frankly without penalty. Give members training in conflict resolution.

2. Commitment to the team tapers off after four or five meetings.

Members skip meetings or send ‘representatives’. Lack of support or open undermining of team decisions. Members appear withdrawn or preoccupied at meetings.

The honeymoon is over, and the hard work is starting. Many teams experience growing problems after buckling down. Two major causes: the benefits of achieving the team goal haven’t been sold; and operating ground rules are not working.

Team skills: Constitution, collaboration. Suggestions: Members should hold an organisational meeting to review ground rules and the team goal. Confront members with their team responsibilities. Solve schedule-conflict problems. Ask members to state their commitment to the team.



3. Open conflict, blaming, and arguing divide the group.

Emotional discussions. Hurt feelings. Trust problems begin to erode relationships.

Blaming and negative conflict are violations of the team constitution. Also, members may feel they are not being heard.

Team skills: Cooperation, constitution. Suggestions: The team needs to review conflict-resolution techniques as well as the team constitution rules about disagreeing without being disagreeable.

4. Ideas are flat, unoriginal, and typical.

Members seem satisfied with minimal efforts at creativity. Low volume of ideas is generated. Little time is spent thinking; there are few jokes, and not much laughter is heard.

Members may not be aware that innovation and creativity are allowed and that open expression of diverse ideas is needed to address problems. Also, corporate culture frowns on fun at work.

Team skill: Collaboration. Suggestions: Anyone can be creative if given permission. The team needs to review collaboration skills, even conduct a few silly exercises, like naming new uses for marshmallows. Get away from the work setting.

5. Rambling, undisciplined discussions.

Points are repeated several times. People talk a lot without making new points. Discussions digress from the topic.

The team leader may not be controlling the discussion. Members feel they can’t tell others to stick to the subject. The purpose or outcome of the discussion was not made clear when it began.

Team skills: Consensus, constitution. Suggestions: Some new ground rules for this team may be to limit discussion, make a priority of defining the decision needed and how it will be reached. The team leader can also review meeting-facilitation skills.

6. Individuals remain inflexible and defensive about their points of view.

Discussions reach an impasse. Emotions start to build. ‘Camps’ and cliques divide the team.

When members dig their heels in, look to how the discussion process is working. Are members talking openly about the issues? Are facts and opinions based on experience the basis for discussion, or do members react emotionally? Do members understand where the others are coming from?

Team skills: Consensus, cooperation. Suggestions: It’s time to call a break, remind the team about their shared goal, and use team consensus skills to clarify differences and identify similarities. Time spent discussing differences reduce resistance and open the possibility for creative solutions. An outside facilitator could conduct some meetings.



7. Members don’t/won’t implement what the team decides to do.

Work goes on unchanged. Members ‘forget’ team decisions. Members criticise the team to others in hallway chatter.

Team decisions may not be clear or specific. Also, members may not be enrolled in the goals of the team or realise the importance of those goals. Clearly, personal commitment is an issue.

Team skill: Cooperation. Suggestions: Divided loyalties & conflicting priorities can make life hard for team members. If ground rules are clear, the team should confront wayward members with the need to commit. Doing so can lead to creatively resolving priority conflicts.

8. Are not in line with reality.

Team decisions are unrealistic and unworkable. Members want to change too much too quickly.

This team may not have clear direction, boundaries and guidelines.

Team skills: Constitution. Suggestions: This team should review its goal, and with the manager, clearly define roles and responsibilities. Several test cases can be examined.


Team Decision-Making Process

Problem to be solved Collect information

Consult with team

Examine all the alternatives and assess the risks to determine the preferred

course of action

Make a timely decision Communicate clearly to individuals, team and

stakeholders

Get agreement from team and implement

Monitor implementation through feedback process


Allocate Work


Assigning work (Cole, Ch12, s12.2, pages 323-326) o Six ways to assign work

Maslow’s Hierarchy of Needs

One of the most famous theories of motivation is attributed to the psychologist Abraham Maslow, who in 1943 published his now famous “Hierarchy of Needs” theory of motivation.

According to Maslow’s theory, the behaviour of a person at any point in time is motivated by their strongest need, and people are typically motivated to satisfy their needs in the order shown below.

Improving one-self and reaching one’s full potential

Belonging to a group and having meaningful relationships with others

Food, water, clothing, shelter, rest etc.

Safety from physical danger and ongoing satisfaction of physiological needs (e.g. through regular income from a job)

Feeling useful and having a positive influence over one’s environment. Generally satisfied through recognition and respect from others


For example, someone who is starving will place the need for food ahead of the need for a regular job, a meaningful relationship, or self-esteem needs. As an individual begins to satisfy their physiological needs, their security needs start to take on increased importance. As their security needs are fulfilled, they become increasingly concerned with their social needs, and so on.

Maslow noted that the hierarchy represents a general pattern of behaviour, and that not everyone moves through the hierarchy in a fixed step-by-step fashion. He also recognised that some behaviour can be motivated by a number of needs simultaneously.

Herzberg’s Hygiene Factors and Motivators

In the late 1950’s, a behavioural scientist by the name of Frederick Herzberg developed the motivator-hygiene theory of job satisfaction.

Herzberg interviewed approximately 200 accountants and engineers, asking them to describe occasions when they felt especially good about their jobs, and occasions when they felt particularly negative about them. Through this process, Herzberg discovered that there were some factors which correlated well with job satisfaction (he called these motivators) and other factors which were highly correlated with dissatisfaction (these he labelled hygiene factors).

Herzberg’s hygiene factors and motivators are tabulated below.

Hygiene Factors (Associated primarily with work context) Lead to dissatisfaction if not present

Motivating Factors (Associated primarily with work content) Promote job satisfaction

Organisation’s policy and administration Achievement

Supervision Recognition

Salary Characteristics of the work itself

Relationship with supervisor Responsibility

Working conditions Advancement

Relationship with peers Personal growth

According to Herzberg’s theory, a person who has good supervision, pay, and working conditions, but a tedious and unchallenging job with little chance of promotion, would have no dissatisfaction, and no satisfaction. The implication for managers from Herzberg’s study is that it takes more than good pay and good working conditions to motivate employees. Motivation comes from giving staff opportunities for achievement and recognition, stimulating work, responsibility and advancement. Using the diagram on the following page - How could you introduce some different motivators in your workplace in line with Herzberg’s and Maslow’s theories?

Hygiene factors Motivation factors

Dissatisfaction Neutral Satisfaction


Factors Affecting Job Attitudes As Reported in 12 Investigations

Factors characterising 1,844 events on the job that led to extreme dissatisfaction

Factors characterising 1,753 events on the job that led to extreme satisfaction


Preparing and presenting plans and estimating the necessary resources


Preparing and presenting plans and estimating the necessary resources (Cole, Ch20, s20.2, pages 601-608)

What results are we aiming for? (goals) or What do we need to do? (activities)

Why is this important (strategic goal)

When or by when do we need to do it? (today, tomorrow, next month)

Where should we do it? (at the workplace, in the stockroom)

How should we do it? (steps to be undertaken)

Who is to do it? (list people by name)

Managing Underperformance


The best method (Cole, Ch15, s15.1, page 410)

Performance Reviews – Getting the Best Results

For the most effective performance reviews:

Encourage open communication and build understanding

Help employees to improve performance and find ways to meet personal goals

Shed light on organisational difficulties and ascertain solutions

Be well prepared and focus on the individual.

Managing Underperformance


Terminating employment (Cole, Ch16, s16.3, pages 448-452) o General principles o Termination for poor performance or misconduct o Instant dismissal

Assisting employees with personal problems (Cole, Ch16, s16.4, pages 452-454)

o Offer assistance o What to do if you suspect a serious psychological problem


Change Management


Tips for dealing with persistent resisters (Cole, Ch24, s24.4, pages 753-754)

Introducing change (Cole, Ch24, s24.2, pages 736-744) o Seven steps to introducing change o When the news is mostly bad

Seven Steps to Introducing Change

Step 1: Think it through

Step 2: Create a common vision

Step 3: Communicate, communicate, communicate

Step 4: Address people’s concerns

Step 5: Develop an action plan

Step 6: Create a climate of certainty

Step 7: Monitor your progress

Coaching

Providing Support Through Coaching

Coaching is an important management technique for correcting skill deficiencies, solving performance problems and helping staff develop to their full potential. It requires listening, questioning, observation, patience and providing constructive feedback skills.

Agree on the purpose of the coaching session and the learning objectives

Plan the session

Conduct the session:

o Show the employee what is required at normal speed o Slowly demonstrate each step, explaining what you are doing o Get the employee to perform the task/skill while explaining what they are doing to you o Allow the employee further opportunities to practice and build their confidence

Conclude the session by reviewing the main points

Coaching and Mentoring Techniques

Read the following section of Cole’s Leadership & Management Theory and Practice (7th ed.):

Coaching and mentoring techniques (Cole, Ch29, s29.3, pages 929-931)

Coaching and Mentoring Techniques

‘The role of management is always to identify the weakest links, support them and strengthen them.’

Five common coaching techniques are:

o Gap analysis o Flag-example-benefit model o Intent-outcome o Overuse–appropriate use-underuse model o Socratic questioning


Record Keeping

Documentation of performance management interviews provides a record of the employee’s work performance and efforts made to address any inadequacies. You need to determine whether a written record will be required, and if so, what to include in the record. Your manager or your organisations human resources department may be able to advise you in this regard. Ensure any records that you write are objective and not prejudicial in any way.

Employee Dismissal Procedures

Each organisation should have clear guidelines detailing the process to be followed for staff dismissal. The broad procedure followed by most organisations involves:

A verbal warning, normally delivered at a performance management interview

A written warning if the employee’s performance does not improve

A final written warning provided if the performance still does not improve

Termination via a formal interview

In specific circumstances gross negligence by an employee can result in instant dismissal.


Section 6

Meetings and Presentations


Calling the Right Type of Meeting at the Right Time


Calling the right type of meeting at the right time (Cole, Ch25, s25.1, pages 760-765)

o Types of meetings o When to call a meeting

Types of Meetings

General update meetings

Information-giving meetings

Information-seeking and information-exchange meetings

Team briefing meeting

When to Call Meetings

When you need other people’s help to solve problems or implement solutions or decisions

When you need to gain commitment

When you need to generate discussion or ideas

When you need to present information to a group of people quickly, and communicating in writing would not be appropriate

When you want to motivate people and create energy about an idea

Planning and Leading Meetings


Planning and leading meetings (Cole, Ch25, s25.2, pages 766-770)

o Establish objectives o Plan the agenda o Select participants o Decide when and where to hold the meeting o Meeting roles

Establish Objectives

Before leading a meeting, ask yourself these three questions:

What do I need this meeting to achieve?

How can I know whether it has succeeded?

What do I want the atmosphere of the meeting to be like?


Plan the Agenda

List the topics in writing

Indicate the time allocated for each topic

Make the agenda flexible

Start with an item which is easy and brief to deal with

Try to keep meetings to less than an hour

Ensure you follow up on actions from your last meeting

Decide When and Where to Hold the Meeting

Select a time during work hours that is convenient for everyone

People are generally fresher and have less on their minds early in the day

Think about your objective for the meeting as you select the location

Meeting Ground Rules

Meeting Roles

Leader-managers usually lead meetings, although this is not always the case

A recorder records notes for later posting or distribution

The meeting facilitator leads the process of the meeting, staying away from content matters



Lead an effective meeting (Cole, Ch25, s25.2, pages 770-777)

The Meeting Process

Open the meeting • Arrive earlier than the attendees to greet people. - This establishes a

friendly atmosphere. • Begin on time – starting late sets a bad precedent, it also penalises

those who were on time and rewards those who are late. • Thank people for attending and clarify the expectations of the

meeting • Review and confirm the agenda

Lead discussions

• Encourage free and open participation • Allow all participants to have a say • Explore issues fully with appropriate questions • Summarise often • Listen carefully • Ensure comments are on topic • Stay neutral • Hold your opinions until last

Close the meeting

Clarify the next steps, particularly who is responsible for doing what and by when

Thank everyone for their participation and spend a few minutes talking about how the meeting went

After the meeting

Write up a short set of minutes to distribute to the meeting participants or post on your team’s noticeboard or intranet team site


Keep Control (Cole, Ch277, s25.2, pages 777-780)

Disruptive Behaviours

Arriving unprepared

Constantly criticising

Daydreaming

Digressing

Dominating

Interrupting

Failing to follow through

Reiterating

Side conversations


Run Effective Virtual Meetings


Run effective virtual meetings (Cole, Ch25, s25.3, pages 784-785)

Run Effective Virtual Meetings

Open by welcoming everyone and confirming what the meeting is intended to achieve

Your first agenda item should be a topic that gets people talking

Stick to the agenda

Summarise the key points and confirm decisions

Acknowledge what the meeting has achieved. Thank participants for their time

Confirm when and where you will post the meeting’s minutes

Attending Meetings


Attending meetings (Cole, Ch25, s25.4, pages 785-786)

o Participate professionally

Attending Meetings

Negotiate the length of short informal meetings in advance so they don’t devour all of your time

Ask people how much time they think they’ll need and agree on when the meeting will begin and end

Participate Professionally – Your Responsibility

Before the meeting, think about the items on the agenda and do any research that will help you make a worthwhile contribution

Arrive fully prepared and on time

Speak up when you can contribute, taking care to use only your share of the speaking time

Keep your contributions relevant to the subject under discussion

Encourage good ideas suggested by others

Don’t set a pattern of always disagreeing or seeing the negative side; offer solutions and encouragement


Understanding Meeting Protocol


Understanding meeting protocol (Cole, Ch25, s25.5, page 786-788)

o Formal meeting roles and protocol

Understanding Meeting Protocol

Some meetings are very informal and seem more like a conversation among colleagues

At the other extreme are formal meetings that follow parliamentary protocol

Each type of meeting has varying protocol that is considered acceptable

Formal Meeting Roles and Protocol

When you first join a committee or an organisation that follows formal meeting protocol, find out:

The rules

The terms of reference they follow

A bit about the other members, the informal power structure and the ‘pecking order’ of members

About the ‘politics’, or informal alliances, between members

References

Occupational Safety and Health Act 1984

Mines Safety Inspection Act 1994

Recommended Reading

Leadership and Management Theory and Practice,7th ed., by Kris Cole ISBN: 978-0-170-40385-6

The Business Communication Handbook, 3e, by Judith Dwyer ISBN: 978-1-442-50266-6

The Management Bible, by Bob Nelson and Peter Economy ISBN: 978-0-471-70545-1

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