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management fundamentals for

managers

Course Objectives:

By the end of the course participants must be able to:

Identify their strengths and weaknesses

Distinguish between management and leadership

Identify and explain what drives or motivates employees


Polish and refine their communication skills
Align their goals with business goals and set performance
expectations
Achieve a win-win situation by dealing more effectively with
workplace conflict
Bridge and articulate team goals
Formulate Action Plans.

MODULE 1

THE CHANGING ROLE OF MANAGEMENT

"The successful manager of the future... will learn to derive pleasure not from
the making of decisions but rather from ensuring the best possible decision is
made." Best selling author, Larry Miller
The many changes in managers jobs mean that managers must broaden
their knowledge, learn new skills and become more adept in their ability to
influence others; they are under more pressure to make more effective and
efficient use of resources.
Rosemary Stewart, Managing Today and Tomorrow

Portrait 1

Portrait 2

Portraits 3

Portrait 4

Being a manager ain't what it used to


be!
It helps to understand why these changes are taking
place.

Global competition

Work is becoming more complex.

Knowledge work is replacing physical work as the primary source of


competitive advantage.

Having a good grasp of your strengths and weaknesses


will help you:

Achieve your goals;

Create
a sense of balance,
Identify
your and;
strengths

and

weaknesses
Improve
your productivity.

What is a strength?
A strength:

Is anything that comes into being gradually through successive stages of


growth and change.

Has a strong pull or attraction to one activity over another, like an internal
magnet.

Identifying hidden strengths: Watch for feelings of fulfillment and


achievement,
where you feel emotionally or psychologically invigorated, i.e.

When you do the task or activity, it just feels good.

When you witness rapid learning in a certain area.

Whenever you witness glimpses of excellence.


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Everyone has hidden strengths or weaknesses. As long as


they remain hidden you cannot improve or manage them.

Create strategies to develop your strengths.

Once you become aware of a hidden strength put yourself in


situations that demand that you apply and use that strength.

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What is a weakness?

A weakness is a feeling that lacks force, power or vigour as it relates


to a particular activity.

If your weakness is linked to a mission critical function or issue,


significant problems can arise.

We need to develop strategies to minimise our weaknesses.

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Five weaknesses management


strategies:

If it has not made a difference in your life, stop doing it!

Delegate.

Find a partnership to achieve a goal.

Create support systems to get the result you want.

Look for other ways of getting the task completed.


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MODULE 2

TRANSITION TO THE NEW MANAGEMENT MODEL


We cannot become what we want to be by
remaining
what we are.
Max DePree

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The threat to traditional


management

The conventional wisdom in business was that managers should:


monitor, supervise, control!

Traditionally, managers have always focused mainly on


administration and distribution of information.

However, there is now a growing pressure for managers to


recognize the need to transform their approach to management.

As professionals in a changing environment, managers are like


Charles Handys frogs in water.

The water is hitting up around the frogs in a pot in the form of


changes created by market pressure, new legislation, IT etc.
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Traditional management model

Command and control

Vertical organisation structures

Belief that vital organizational information should be available at the top;

Over-reliance on principles of extrinsic motivation - the carrot and stick

Compartmentalization of people and work into units,

Problem solving strategies which are largely reactive;

Belief that organizational discontent is unhealthy; threatens efficiency


and must be curtailed.
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New management model

Role of senior management is to foster, support and inspire continuous learning;

Horizontal organizational structures - collaborative networks inside and outside the


organisation;

Vital information is available throughout the organisation;

Assumptions about people based on the principles of self-determination and


mutual trust;

Cross-functional work;

Financial results balanced with the creation of an organisational climate which


fosters partnerships;

Belief that organisational discontent is healthy, and leads to more effective


actions.

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Inbred management:

Six signs of inbred management."

People cling to old ways of working;

They fail to define new goals with meaning and challenge.

Action is taken without studied reflection.

Institutionalized contentment exists: activity is secure and stable, not


venturesome.

Old "wisdom" is passed on to new people.

Low tolerance for criticism stifles independent thinking.

(Frederick R. Kappel, ex- CEO of AT&T)


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The five components of emotional intelligence


at work

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Definition

Hallmarks

Selfawareness

The ability to recognize & understand


your moods, emotions & drives as well
as their effects on others.

Self-confidence
Realistic self-assessment
Self-deprecating sense of
humour.

Selfregulation

The ability to control disruptive


impulses & moods
The propensity to suspend judgment

Trustworthiness &
integrity
Comfort with ambiguity
Openness to change

Motivation

A passion to work for reasons that go


beyond money or status
A propensity to pursue goals with
energy and persistence

Strong drive to achieve


Optimism, even in the
face of failure
Organisational
commitment

Empathy

The ability to understand the


emotional makeup of people
Skill in treating people according to
their emotional reactions

Expertise in building and


retaining talent
Cross-cultural sensitivity
Service to customers

Social skill

Proficiency in managing relationships


and building networks
An ability to find common ground and
build rapport

Effectiveness in leading
change
Persuasiveness
Expertise in building and 20

How to be more creative

Instructions: Lets test your creativity. Using this quick skills


test all you need to do is connect up the nine dots with four
consecutive straight lines without taking your pencil off the
paper.

.
.
.

.
.
.

.
.
.
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MODULE 3

EMPLOYEE MOTIVATION
The day soldiers stop bringing you their
problems is the day
you have stopped leading them.
General Collin Powell

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Most companies have it all wrong. They don't have to motivate their
employees. They have to stop demotivating them!

The majority of employees are enthusiastic when they start a new


job. But their morale sharply declines after their first six months.

The fault lies at the feet of management the policies, procedures


and the relationships

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Are you a motivator?

Do you appreciate your subordinates for a job well done?


Do you give them timely and specific feedback?
Do you allot time to meet and exchange ideas with your staff
regularly?
Is your workplace open, trusting and fun?
Do you encourage and reward initiative and new ideas?
Do you share new information about your department with
staff regularly?
Do you involve staff in decisions that will affect them?
Do you provide staff with a sense of ownership of their jobs?
Do you give people a chance to learn new skills?
Do you celebrate the success of individuals/teams?
Do your rewards encourage the behaviours you expect to
have a winning team?
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Three key goals for people at work

Equity

Achievement

Camaraderie.

To maintain an enthusiastic workforce, management must meet all


three goals.

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What individual managers can do?

Satisfying the three goals depends on organizational policies and


the everyday practices of individual managers.

If the company has a solid approach to talent management, a bad


manager can undermine it in his/her unit.

Smart managers can overcome corporate mismanagement while


creating enthusiasm and commitment within their units.

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Achievement related

Instill an inspiring purpose

Provide recognition

Be an expediter for your employees

Coach your employees for improvement.

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Equity related

Communicate fully

Face up to poor performance

Camaraderie related

Listen and involve

Promote team work

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MODULE 4
DELEGATION
"What separates those who achieve from those who
do not is in direct proportion to one's ability to ask
for help."
--Donald Keough, former President of Coca-Cola
No bird soars too high if he soars with his own
wings. William Blake

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What is delegation?
What is delegation?

It is a way to accomplish job tasks with each person taking a


part of the work and responsibility that best uses and extends
his or her skills.

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Why some managers dont like


delegating?

I could do it better myself.

I don't know if I can trust her to do it.

He isn't qualified to do it.

She doesn't want any added responsibilities.

I don't have the time to show anyone how to do it.

There is no one else to delegate to.

He already has enough to do.


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The benefits of quality delegation

You multiply yourself.

You create a motivated group

You master stress and time management skills

You are known as a person who develops people

You create opportunities for yourself and others

Develop yourself for future promotions, monetary, and career


opportunities

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What to delegate

Don't delegate what you can eliminate. If you shouldn't be doing an


activity, then perhaps you shouldn't be giving the activity away to
others. Eliminate it.

Delegate routine activities, even though you don't want to:

Fact-finding assignments

Preparation of rough drafts of reports

Photocopying, printing, collating

Data entry

Delegate things that aren't part of your core competency.

Some things you can't delegate: performance reviews, discipline,


firing.
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Degrees of delegation

Take action Your responsibility/no future reference.

Take action Let me know what you do?

Look into this problem Tell me what you want to do?

Please discuss and give alternative options.

Look into this problem and give all the facts I will decide.
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Tips to delegate effectively

Decide what you will delegate;

Clarify the result you want;

Clearly define the employees responsibility;

Communicate the employees responsibility over the delegated task;

Be sure the employee understands his/her authority;

Establish a time limit;

Establish a follow-up schedule;

Stick to the delegation programme; avoid reverse delegation.


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Some tips for good follow-up

Make sure you know the level of follow-up required

Make sure you have scheduled follow-ups

Reward progress at each follow-up meeting and in public if possible

Correct to get back on track

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MODULE 5

TIME MANAGEMENT

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Classic symptoms of poor time


management

Activity mania

Reacting to and not controlling events

Living in the present rather than the future

Work overload

Less leisure time

Stress.

Lack of forward planning


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Time: Where does time go?

Areas to consider that might take up big slices of your time:


The telephone

Visitors

Paperwork

Deadlines

Doing it yourself

Taking on too much paperwork

Meetings

Communication problems

Lack of self-discipline
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The time management matrix


(Stephen Covey)
Urgent
1. (MANAGE)
Crisis
Pressing problems
Deadline-driven projects
Last-minute preparations for
scheduled activities
Quadrant of Necessity
3. (AVOID)
Interruptions, some calls
Some meetings, mail, reports
Many pressing matters
Many popular activities
Quadrant of Deception

Not Urgent
2. (FOCUS)
Preparation/planning
Prevention
Values clarification, exercise
Relationship-building
True recreation/relaxation
Quadrant of Quality &
Personal Leadership
4. (AVOID)
Trivia, busywork
Junk mail, some e-mail/phone
Time wasters
Escape activities
Viewing mindless TV shows
Quadrant of Waste

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Meetings
Many people complain that:

There are too many meetings this week

Nothing was gained from going to that meeting

The meeting took too long

The meeting was boring

There was no agenda

Everyone was jumping from topic to topic

Nothing was finalized


One or two people did all the talking

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Guidelines for conducting effective


meetings

Clearly define the purpose of the meeting


Prepare an agenda
Create a relaxed atmosphere
Give everyone a chance to contribute
Allow people to challenge and disagree on topics
Listen carefully
Keep to time
Conclude the meeting with a brief summary
Follow through
Measure progress and the value of meetings
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Time management exercise


Basic needs take at least 40% of our time:

Sleep

Cooking/eating

Personal hygiene
After basic needs come subsistence needs:

Housing, medical care, food, clothes, family etc.


These take an average of:

8 hours sleep

1 hours day transport


Total: ------
How much time is left for you to take care of yourself, to do
something other sleep and organize your subsistence?
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MODULE 6

FROM CONFLICT TO COOPERATION

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Elements of conflict

The word conflict is commonly used in everyday speech to label


various human experiencesindecision, disagreement, stress.

To be understood as a conflict, a situation must contain each of the


following four elements:

Interdependency

Blame

Anger

Business problem

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Conflict structure
What to consider before selecting the appropriate conflict-resolution tool:

Interdependency.

Number of interested parties.

Constituent representation.

Negotiator authority.

Critical urgency.

Communication channels.

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Teams and conflict

Research has revealed the following effects of interpersonal conflicts


on teams:

The degree of conflict that a team member is experiencing within


the team does impact positively or negatively on that persons
commitment to his or her organization.

A team members commitment to the team and the team mission


decreases if conflict goes unresolved, but can increase if conflict is
well-managed and resolved.

If unhealthy conflict goes unresolved for too long, team members


are likely to quit or to search for alternatives.

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Effects of conflict in the workplace

Decreased productivity,

Increased stress among employees,

Hampered performance,

High turnover rate,

Absenteeism

At its worst, violence and death.


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Causes of workplace conflict

Feeling taken advantage of.

Employee having unrealistic expectations of what their job position really is, or
of being misunderstood in the workplace.

Values and goal differences in the company

Four specific steps managers can take to reduce workplace conflict.

Effective communication skills.

Establishing healthy boundaries.

Emotional intelligence.

Setting up behavioral consequences to be used with uncooperative employees


who are unwilling to change.
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MODULE 7

COMMUNICATION SKILLS

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In his New Testament epistle, James says: "My dear brothers, take
note of this: Everyone should be quick to listen, slow to speak
and slow to become angry, for man's anger does not bring about
the righteous life that God desires." (James 1:19-20).

Leaders who make it a practice to draw out the thoughts and ideas
of their subordinates and who are receptive to bad news will be
properly informed. Communicate downward to subordinates with
at least the same care and attention as you communicate upward
to superiors. L.B. Belker

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Communication in an organisation
Communication MUST occur in an organisation in all directions:
Downward communication: it is used to:

Assign goals

Provide job instructions

Point out problems that need attention

Offer feedback on performance


Upward communication: It may be achieved through:

Group meetings

Suggestion boxes

One-minute management walkabout

Formal complaints

Grievance and appeal procedures


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Verbal communication
Verbal communication is by far the most frequently used medium. The
advantages
of face-to-face communication are:

You can change your presentation to suit the receiver e.g. language,

You can stress or emphasize a word;

You can give emphasis by practical examples;

You can get an immediate response or understanding;

Two-way communication and feedback takes place

You get understanding and commitment.


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Presenting facts to get a request


accepted

Stage 1: Preparation
Make sure that:

Any facts you propose to use are correct and, if possible, you
have evidence to support them.

You consider all possible objections to your idea, and that you
have arguments to refute them.
You have supporting material (such as production figures, costs,
absence figures, duty roasters etc).

You have considered all possible aspects of your plan and


questions that might be asked on them.

Consider what benefits would your proposals give to your


organisation, to other workers and to yourself.
Make note of what you want to say.

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Stage 2: Presentation

Get to the point as quickly as possible

Explain why you have made your proposal

List the alternatives that you have ruled out and why.

Point out advantages and disadvantages (by means of cost savings,


reduced waste, and better use of time, etc.)

Finally, summarise your proposal, what it will cost to carry out and
what the benefits will be.
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Stage 3: Handling questions

Be prepared for questions

Objections also show interest.

Answer all questions politely.

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Key listening skills

Seek first to understand, then to be understood. S. Covey

Too many people confuse hearing with listening. Hearing is merely


picking up sound vibrations. Listening is making sense out of what
we hear.

Active vs. Passive Listening


There are four essential requirements for active listening:

Empathy

Acceptance

A willingness to take responsibility for completeness

Absorbing what is being said and withholding judgment on content


until the speaker is finished.
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Developing active listening skills


Based on a review of the active listening literature 8 specific behaviors
have been
identified:

Make eye contact


Exhibit affirmative head nods and appropriate facial expressions
Avoid distracting actions or gestures
Ask questions
Paraphrase
Avoid interrupting the speaker
Dont over talk
Make smooth transitions between roles of speaker and listener
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MODULE 8

PERFORMANCE MANAGEMENT
What gets measured gets done.

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Performance appraisal

Employees need to know that their contributions are being


recognized and acknowledged.

Performance management is not an isolated event, but an ongoing


process.

Performance appraisal is part of that process, and provides an


excellent opportunity for you to:

Communicate with the employee about past performance,


Evaluate the employee's job satisfaction,
Make plans for the employee's future performance.

It summarizes the employee's contributions over the


entire appraisal period (usually one year).
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Guiding principles
The goal of the performance appraisal process is to help the employee
feel:

Positive about the job

Motivated to do well and to develop

Benefited by specific, constructive feedback

Appreciated for specific contributions

Informed about current and future performance objectives

Involved as a participant in the process


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Preparing for the appraisal

You and the employee play an important role in creating a productive


performance appraisal process.

Here are some suggestions to get the employee involved:


Schedule a mutually convenient time and place for the performance
appraisal discussion.

The discussion must be a dialogue, with input from both of you


included in the final written document.

Give the employee some options about how to prepare for the
discussion.

Give the employee a list of questions to consider evaluating his/her


own performance.

Prepare a draft appraisal, making sure you have as much information


as possible.

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Conducting the appraisal discussion

You must set the tone for an open and productive discussion.

Here are some steps you can take to make it as successful as possible:

Create a supportive environment by stating clearly the purpose of the


discussion.

Discuss key areas of responsibility and give examples of specific


results.

Discuss what could have been done better. Identify your concerns and
listen to the employee's explanations.

Ask your employee for help in resolving problems.

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Contd.

Make sure you and the employee have the same understanding of
future expectations regarding performance.

Give positive recognition for performance that reinforces the goals


of the work unit.

Discuss the employee's interests and potential new responsibilities.

Conclude on a positive note, emphasizing the benefits of your


dialogue.

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The final appraisal document

Record the results of your discussion on the performance appraisal.

Ask the employee to sign the form, and explain that this signature
acknowledges discussion of the contents, not necessarily
agreement with them.

Route to your manager for final signatures and placement in the


employee's departmental personnel file.

Give a copy of the signed appraisal to the employee.

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Performance standards
Standards identify a baseline for measuring performance.

Serve as an objective basis for communicating about performance.

Enable the employee to differentiate between acceptable and


unacceptable results.

Increase job satisfaction because employees know when tasks are


performed well.

Inform new employees of your expectations about job performance


Encourage an open and trusting relationship with employees.

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Characteristics of performance
standards

Standards describe the conditions that must exist before the


performance can be rated satisfactory. A performance standard should
meet the SMART criteria:

Be realistic, in other words, attainable by any qualified, competent, and


fully trained person who has the authority and resources to achieve the
desired result

Describe the conditions that exist when performance meets


expectations

Be expressed in terms of quantity, quality, time, cost, effect, manner of


performance, or method of doing

Be measurable, with specified method/s of gathering performance data


and measuring performance against standards
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Expressing standards

Quantity: e.g., enters 30 enrolments per day.

Quality: e.g., 95% of documents submitted are accepted without


revision.

Timeliness: By when? , How soon? , or Within what period? ,

Effective Use of Resources: e.g., the manual will be completed


with only internal resources.

Effects of Effort: e.g., establish inventory levels for storeroom so


that supplies are maintained 100% of the time.

Manner of Performance: e.g., assists other employees in the work


unit in accomplishing assignments.

Method of Performing Assignments: e.g. 100A forms are


completed in accordance with established office procedures

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Performance measurements

Identify how and where evidence about the employee's performance will
be gathered.

This helps the employee keep track of his progress, as well as helping you
in the future performance discussions.

Ways to monitor and verify performance

Direct observation

Specific work results (tangible evidence that can be reviewed without the
employee being present)

Reports and records, such as attendance, safety, inventory, financial


records, etc.

Commendations or constructive or critical comments received about the


employee's work
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Coaching and giving feedback

Once performance objectives and standards are established and


clearly communicated, observe employees' performance and provide
feedback.

Coaching is a method of strengthening communication between you


and the employee.

Guiding Principles
Effective coaching can:

Strengthen communication between you and the employee

Help the employee attain performance objectives

Increase employee motivation and commitment

Maintain and increase the employee's self-esteem


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Key elements of coaching


To make your coaching session effective, you must understand the key elements
of
coaching:

Coach when you want to focus attention on any specific aspect of the
employee's performance.

Observe the employee's work and solicit feedback from others.


When performance is successful, take the time to understand why.
Advise the employee ahead of time on issues to be discussed.
Discuss alternative solutions.
Agree on action to be taken.
Schedule follow-up meetings to measure results.
Recognize successes and improvements.
Document key elements of coaching session.
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Questions to consider when coaching

To provide effective feedback, keep these questions in mind:

How is the employee expected to perform?

Does the employee understand these expectations? If not, why not?

Does the employee know what successful results look like? How do you
know?
Does the employee know the performance is marginal?
Are there obstacles beyond the employee's control? Can you remove
them?
Has the employee ever performed this task satisfactorily?
Is the employee willing and able to learn?
Does satisfactory performance result in excessive work being assigned?
Does unsatisfactory performance result in positive consequences such
as an undesirable task being reassigned?
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Coaching behaviors

To make the most of coaching the employee, remember to practice


these
coaching behaviors:

Focus on behavior, not personality.

Ask the employee for help in problem identification and resolution.


Use active listening to show you understand.

Set specific goals and maintain communication.

Use reinforcement techniques to shape behavior.

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During the coaching session

Describe the issue or problem, referring to specific behaviors.

Involve the employee in the problem-solving process.


Discuss causes of the problem.

Identify and write down possible solutions.

Decide on specific actions to be taken by each of you.

Agree on a follow-up date.

Document key elements of the session.

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Keep these steps in mind:

Describe in detail the poor work habit observed.

Say why it concerns you. Tie it to the performance standards and


goals.

Ask why it occurred and listen non-judgmentally to the explanation.


Describe the need for change and ask for ideas.

Discuss each idea and offer your help.

Agree on specific actions to be taken and set a specific follow-up date.

Document results from the session.

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Follow-up discussion

Consider the following steps:

Review the previous discussion/s.

Discuss insufficient improvement and ask for reasons why.

Indicate consequence of continued lack of improvement. (No


threats! This isn't an oral warning.)

Agree on action to be taken and set a follow-up date, if appropriate.

Convey your confidence in the employee.

Document your discussion.


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MODULE 9

WORK TEAMS

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What is a team?
"A team is a group organized to work together to accomplish a set of
objectives that cannot be achieved effectively by individuals."

Characteristics of a team

There must be an awareness of unity on the part of all its members.

There must be interpersonal relationship. Members must have a


chance to contribute, learn from and work with others.

The members must have the ability to act together towards a


common goal.

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Guidelines for effective team


membership

Contribute ideas and solutions

Recognize and respect differences in others

Value the ideas and contributions of others

Listen and share information

Ask questions and get clarification

Participate fully and keep your commitments

Be flexible and respect the partnership created by a team --strive for the "win-win

Have fun and care about the team and the outcomes.
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Characteristics of a high-performance
team

Participative leadership
Shared responsibility
Aligned on purpose
High communication.
Future focused
Focused on task
Creative talents
Rapid response

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Team Charter
A team charter:

Clearly defines an initiative

Provides a structure for ensuring clear, consistent understanding of


project purpose, scope and objectives;

Provides measurable goals and objectives

Focuses the commitment, energy and activities of team members

Serves as a way to communicate the teams purpose and


objectives to external groups.
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The charter of a high performing team


includes 2 components

The specific measurable result the team will produce and by


when it will produce the result.

The greater possibilities of the project.

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Creating a team charter: questions to


consider

What are the specific deliverables to be produced and/or results


to be achieved?

Who is our customer?

What is unique or distinctive about this project especially


compared to projects we have executed in the past?

What difference will this project make to the company, the


marketplace, the team itself etc?

What is possible out of the team accomplishing the result it is


committed to accomplish?

NB: The possibility is that which really inspires people who work on
the project or those with whom the project comes into contact.
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Examples of team charters


Specific Results
To reduce waste by $200 mil. By year end, with an interim
target of $80 mil by 30 June 2007.
Greater Responsibilities
We will embrace a new way of working together that
fosters teamwork, trust and personal growth. We will
introduce unique products that meet customer needs for
health, convenience, taste and quality. We will be the
driving force in our organisation. Our breakthrough
success will stimulate growth and change throughout
our organisation, resulting in expanding pride in our
organisation and a heightened sense of confidence in
the contribution we all make.
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MODULE 10

DECISION MAKING AND PROBLEM SOLVING


If you always do what youve always done,
youll always get what youve always gotten.
source unknown

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Routine decisions

Decision making and problem solving are so interrelated they are part of the
same process.

Routine decisions are those made frequently, where a definite procedure has
been worked out for everyone to follow. They are covered by company rules
and procedures and there is no choice.

Examples include:

Re-ordering of goods out of stock

Granting discounts to certain customers

Use of particular tools to do a job

Challenging problems are those not covered by procedures. This is the managers
chance to be creative, perhaps using ideas from their experience or getting the
team involved.
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Decisions or problems

It is always a good idea, when you meet a non-routine problem


to sit back a minute and try to identify the real problem. Identify
it as fully as possible.

For e.g. if a worker suddenly changes their behaviour, the


situation is more complex than saying, I have a problem
with Joe. The problem could be in Joes personal life or in his
relationship with co-workers or even something you have done
to this worker.

Once you have done this, you can then consider possible
alternatives and finally decide which alternative is best.

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Making decisions

Try this method

Create a way of brainstorming using post-its (yellow, sticky pads).

Each person puts his/her post-its on the flipchart in turn.

You read out each post-it.


Remove post-its where duplication occurs
Discuss and develop ideas
Group post-its into themes or possible decisions to achieve a result.
Check everyone agrees with these groupings.
Create headings for the themes or possible solutions using coloured
post-its.
Arrange themes in order of priority.
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Becoming more skilled in decision


making

Good results from decisions will impart in your confidence for


making prompt decisions.

If the need for an important decision arises, discuss with a


trusted associate what information should be gathered and
evaluated before making the decision.

Always focus on the short and long-term result you want to


achieve from making this decision.

Try to use pen and paper the act of writing helps you remain
objective, slows the process and neutralizes the tendency to act
impulsively, procrastinate or defensive.

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Key steps
1. Define the desired result

Determine the purpose you want to achieve and list the criteria by which
you will judge the effectiveness of the results.
2. List possible options

Brainstorm a list of possible decisions that might achieve the desired


results. Be creative.
3. Devise possible results for each option

Rate each option on expected performance.


4. Choose the best option

Analyse the options and which one will come up with the best result for
what you want to achieve
5. Implement the decision

Once you have chosen the best option, implement it. If necessary,
develop a written plan for taking action.

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Dealing with problems and being


effective
1. Clearly identify the problem
This is a vital preliminary. Try to isolate the real problem. Make sure the
problem
is clearly understood and related to an organizational goal or personal one.
2. Gather all relevant facts
This may be a tedious exercise but to avoid drawing hasty conclusions every
possible care must be taken in obtaining information.
3. Establish the cause of the problem
It is very difficult to solve any problem until its cause is identified. It is
important
to make sure you have established where the problem arises so as to
eliminate it
once and for all.

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4. Search for and develop a variety of


solutions

When you face human and work problems, you should realize that
there are no right or wrong answers, just a range of alternative
courses of action of which one or two are better or more acceptable
than the others.

To cope with complex problems, you will need to be creative as well


as logical.

The imaginative manager will develop several different solutions to


problems and encourage participation of their staff or peer
managers.

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Human problems should be examined


against this checklist:

Training do they have the correct skills to carry out the work
properly?

Environment is there teamwork, communication and the correct


working conditions?

Motivation do you know what motivates this person?

Flexibility is there an option to transfer the person to another


machine or department?

Performance review performance against job responsibilities

Discipline promote, dismiss, suspend or get the workers committee


involved.

Personal give leave for personal problems to be resolved.


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5. Choose an option and take action

Be practical and fair in considering a solution and work within the


constraints of your position.

Make sure that the proper steps are followed and that every person
involved understands what to do, how, when and why.

6. Follow up

This is a step that is often forgotten. You must follow up on the


results of the decision you made.

When necessary and practical, be willing to modify the plan when the
feedback you receive indicates a need for adjustment.

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Six sigma
What is it?

This is a results-oriented, project focused approach to quality.

It was originated by Motorola in the 1990s and has since been


adopted by the best performing companies as businesses are under
pressure to remain competitive

It is designed to provide tangible business results and cost savings


that are fully accountable, e.g. delivering services quicker, cheaper,
with less variation, less waste and increased reliability.

It leads to reduced defects, failure costs, complaints, fault calls etc.

The six sigma concept has developed into a methodology that


focuses on process improvement and variation reduction.

A six sigma project is accomplished through the use of the DEFINE,


MEASURE, ANALYSIS, IMPROVE and CONTROL (DMAIC)
methodology.
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DMAIC
Define: The customer, their problem and the processes/services
involved. The scope and project objectives, determine the exact
project problem and goal.
Measure: The performance of the process or service. Determine
what, when and how frequently to measure.
Analyse: The collected data, evidence and information is analysed to
determine source of variation root cause of the problem and the
opportunity for improvement.
Improve: Develop (including alternatives), generate, implement, test
and verify the agreed action plan designed to improve or resolve
the identified issues.
Control: Monitor the success of the enhanced process performance.
Providing means to measure, control and maintain the process at
the new enhanced performance levels.
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Analysing the problem


People

Process

Problem
statement

Environment

Machinery

Materials

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Finally!
Everyone thinks of changing the world,
but no one thinks of changing himself.
Leo Tolstoy
There is a little difference in people, but
that little difference makes a big
difference. The little difference is
attitude and the big difference is whether
it is positive or negative.
W. Clement Stone.
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