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Managing your team
- 2. Introduce your partner and state: What their current role is? Length of time in current role? Length of time with NFOPP? What would you do if: ◦ You won a million pounds?
- 3. At the end of this course you will be able to: ◦ Explain your role in relation to staff management ◦ Identify possible causes of under performance and discuss how to deal with it ◦ Recognise the importance of developing good performers ◦ Explain the importance of feedback
- 4. “An opportunity to explore how you can use your own skills and abilities to support your team and help them deliver the results you need”
- 5. Individual Task Team
- 6. “The team leaders role and responsibilities in relation to the individual and the team”
- 7. Aims To explore different management styles To describe the impact of management style on performance
- 8. Engages in one way communication Spells out the team members role Tells the team member what to do, where and how to do it Closely supervises performance Such behaviour can be defined in three words Structure Control Supervise
- 9. Engages in two way communication Listens, provides support and encouragement Actively encourages team members to make suggestions and allows them to be involved in the decision making process Such behaviour can also be defined in three words; Praise Listen Discuss
- 10. If you had a brand new member of staff in your team how would you manage him / her in the first 6 months ? If you have a very experienced team that knows what it’s doing and consistently performs well, how would you manage them? What influences which style should be used?
- 11. LEADER BEHAVIOUR (HIGH) High Supportive Behaviour High Directive Behaviour High Supportive Behaviour COACHING SUPPORTING SUPPORTIVE BEHAVIOUR Low Directive Behaviour High Directive Behaviour DELEGATING DIRECTING Low Supportive Behaviour Low Directive Behaviour Low Supportive Behaviour (LOW) DIRECTIVE BEHAVIOUR (HIGH)
- 12. Read through the scenarios on the handouts you have been given Individually select your responses Once complete, discuss in your teams and agree a team answer for each scenario When everyone is ready, you will be asked to state your teams answer and explain the reasons for this answer.
- 13. CASE STUDY 1 Best approach C = Directive Good approach B = Coaching Fair approach D = Supportive Poor approach A = Delegating CASE STUDY 2 Best approach A = Coaching Good approach D = Directive Fair approach C = Supportive Poor approach B = Delegating
- 14. CASE STUDY 3 Best approach B = Supportive Good approach D = Delegating Fair approach C = Coaching Poor approach A = Directive CASE STUDY 4 Best approach C = Delegating Good approach A = Supportive Fair approach D = Coaching Poor approach B = Directive
- 15. How would using different styles be helpful in staff management? What would be the effect of using the ‘wrong’ style on an individual or team?
- 16. Is leadership natural or can it be taught/trained? Aresports professionals and actors paid too much? Should the death sentence be brought back?
- 17. Feedback: ◦ Emotion ◦ Body Language ◦ Communication ◦ Expression
- 18. To identify possible causes of under-performance. To develop effective strategies for dealing with under-performance. To recognise the importance of developing high levels of performance.
- 19. Team 1 – discuss and list the reasons why people under perform Team 2 – discuss and list the reasons why some people are able to consistently achieve high levels of performance
- 20. Case Studies In your groups please look at your case study and be ready to present your ideas for dealing with the individuals.
- 21. What are the key things we can do to encourage a continued high performance? Why should we concern ourselves with high performers? What sort of things will help you improve under- performance? How can you use targets? What might need to be clarified? How could you use your high performers to help improve the situation?
- 22. Disciplinary procedure and the procedure for dealing with employee grievances Absence from work Appraisal / review procedure
- 23. What would you do if a member of your team is absent from work, regularly, on Mondays and Fridays? What should you do if a member of your team swears at a customer whilst on site? What should you do if a member of your team approaches you to say some banter has gone too far and they feel bullied by their colleagues?
- 24. It’s the end of this course, you should now be able to: ◦ Explain your role in relation to staff management ◦ Identify possible causes of under performance and discuss how to deal with it ◦ Recognise the importance of developing good performers ◦ Explain the importance of feedback
- 25. Any Questions ?
Hinweis der Redaktion
- Introduce the session and welcome all managers. Cover domestic arrangements .
- Welcome & introduction Introduce facilitators Give background information on Deminos. Explain that whilst we are taking back general views and opinions – all discussions will remain confidential. Tell the group that you would like them to introduce themselves, say a little about the role and a little about their expectations – what will make this session a success for them.
- Read through objectives
- Explain to the group that as a starting point we are going to explore the role of the Manager and ensure that we all have a shared understanding of the role and its responsibilities in relation to staff management. Look at approach developed by prof John Adair, which clarifies the basic elements of a managers role. According to Adair there are 3 variables in any work situation: The task needs The team needs The individual needs The effective leader has to be able to balance the three sets of needs against the demands of the task or situation at the time. This known as ‘Action-centred Leadership”
- Exercise – split group into pairs. Ask group to turn to Handout 1 - one side headed ‘individual’ the other ‘team’. Ask them to discuss: “ the manager’s role and responsibilities in relation to the individual and the team” Explain to the group that the sets of needs are interconnected – actions taken in relation to one set of needs will have an effect upon the others. E.g. if as a manager you concentrate on developing the performance of of 2 or 3 individuals, your actions are liable to develop the performance of the group as a whole and hence improve the accomplishment of the task. Conversely, if you fail to communicate to your team then individual levels of communication will fail and the task will be less readily or satisfactorily accomplished. What message is this giving you about staff management? – Keep a balance and focus on all three elements. If we focus on just one element, individual and collective performance will suffer and hence we will find it difficult to accomplish our tasks effectively.
- Explain to the group that there is no all-purpose, “one size fits all” management style. Instead, successful managers and leaders are those who can adapt their behaviour (style to meet the demands of different situations, different teams and different individuals’ This is what is known as situational leadership. As team leaders there are two types of behaviours that we use to manage our staff.
- A new starter is likely to need higher levels of directive behaviour (control, structure and supervision). The new starter needs clear understanding of the task and the structure of the job and close supervision whilst learning. An experienced team is likely to need much lower levels of directive and supportive behaviour – the team can be trusted to get on with the task. They don’t need high levels of supervision and they can be trusted to organise and accomplish the task on their own initiative. The style used will be influenced by: The level of competence of the team / individual. The level of commitment to, and motivation for, the task. The level of confidence the team / individual has. The style used is not an either / or choice, the level of supportive and directive behaviour can be adapted. By varying the degree of Directive and Supportive behaviour 4 distinctive ‘management styles’ can be identified. These styles can be used to manage individuals or teams that show different levels of competence, commitment and confidence.
- Style 1 – (S1 Directing) High levels of directive behaviour and low levels of supportive behaviour. The team leader defines the role of the individual / team and tells them what, how, when and where to do various tasks. Problem solving and decision-making are initiated by the team leader. Solutions and decsions are announced, communications are largely one way and the team leader closely supervises implementation. Style 2 – (S2 Coaching) High levels of directive and supportive behaviours. With this style the leader still provides a great deal of direction and leads with his / her ideas, but also attempts to hear the individuals / teams feelings about decisions as well as their ideas and suggestions. Whilst two – way communication and support are increased, control over decision making remains with the leader. Style 3 - (S3 Supporting) Low levels of directive and high levels of supportive behaviour. The control of day-to-day decision making and problem solving solving shifts from leader to individual / team. The leaders role is to provide recognition and to actively listen and facilitate problem solving and decision making on the part of the individual team. Style 4 – (S4 Delegating) Low levels of directive and supportive behaviour. In this style the leader discusses the problems with the individual / team until there is joint agreement on problem definition and then the decision making process is delegated totally to the individual / team. Now it is they who have significant control for deciding how tasks are to be accomplished. (Handout 2 and Handout 3)
- (Handout 4, Handout 5, Handout 6, Handout 7 )
- Discuss with the group the impact of using different styles in different situations.
- Explain that we are going to explore in more detail the different issues that under-performance and high level performance can present to the team leader and then look in more detail at how we can deal with these issues.
- What is aptitude and what impacts on aptitude? – Aptitude is the basic ability to perform the task / tasks. Our strengths and weaknesses determine whether we can learn or perform a task. How important is it? – Poor aptitude could mean that the person could never learn how to do a particular task, even with all the support in the world. What is the difference between aptitude & skill ? Skills are different from aptitudes in that they can be learned – up to the limits imposed by the aptitude. How important is it for the individual to understand the task? A person must understand the nature of the task and what is expected. Clarity of role and responsibilities, objectives, targets and standards are essential. How important is motivation, what is it & what affects it? Motivation can be split into three areas: The choice an individual makes to make an effort The choice an individual makes to limit the amount of effort they put in. The choice to keep up the effort. What do we mean by the choice to make an effort ? If the person has the aptitude and skills to complete a task, and an understanding of the task required, they may still choose not to make the effort. For example they may not see the need for the task or they may not agree with the way they have been told to perform it. This motivational problem is a difficult one to diagnose. It is best explored by examining other indicators such as sickness, absence, lack of participation, etc. What do we mean by the choice to limit the amount of effort spent ? – The individual may decide only to put a limited amount of effort into accomplishing the task. For example, they may eel it is not very important. What do we mean by the choice to persist with the effort? – Performance needs effort to be sustained over time until the task is complete. If a staff member is not persisting with a task it may indicate boredom, fear of failure or may relate to a lack of skills. What outside factors can influence an individual’s performance? The Organisation may inadvertently create barriers to performance. For example: Over bureaucratic procedures Lack of resources to accomplish a task Difficulties with management style Difficulties with co-workers and colleagues Personal problems, which the individual is unable to “switch off’ from. Contributors to high performance include: High level of aptitude and skill Clear understanding of the task, its relevance and importance Clear goals and objectives Plenty of feedback High levels of motivation arising from interest, confidence and pride in their work. Desire for recognition of their achievements Higher sense of responsibility for their work A match or visible link between the role an individual is in and their ambition and career aspirations.
- Handout 8 & Handout 9
- Some of the things that will help keep performance high are: Stretching the employee by enriching their role. More challenging tasks, increasing responsibility level or delegating a task to them. Giving them new activities, tasks or situations to handle, which will help them to develop new skills. It is important to keep high performers motivated to prevent deterioration in performance, to retain them within the organisation and to prepare them for higher levels of work. Discussing the problem and providing feedback. Feedback needs to be based on observed behaviour. Agreeing short-term targets and deadlines that are clear and understood. Clarifying the standards you expect and monitoring these. Clarifying the role and the responsibilities within it. Coaching them. This is something you could either do yourself or something you could get one of your high performers to do.
- Check that everyone is aware of / familiar with :
- Director, office staff, employee handbook. Employee handbook First formal, second formal, final formal, dismissal Notify Director, advise employee that company may take this as a sign that they are terminating their own employment, make a brief note of incident. Review absence record to investigate pattern, check through / conduct ‘return to work meetings’, after investigation consider whether or not disciplinary action is appropriate. Advise Director, investigate circumstances, take witness statements from those present, if appropriate suspend employee Take it seriously, commence thorough, objective and timely investigation in a confidential manner.