SOLUTION: Communicate organisational mission and goals | My Assignment Tutor

BSBMGT605 Provide leadership across the organisation Learner Guide P a g e | 1 Table of Contents Unit of Competency ………………………………………………………………………………………………………….. 5 Application …………………………………………………………………………………………………………………………. 5 Performance Criteria……………………………………………………………………………………………………………. 6 Foundation Skills…………………………………………………………………………………………………………………. 8 Assessment Requirements………………………………………………………………………………………………….. 10 1. Communicate organisational mission and goals ………………………………………………………………… 11 1.1 – Clarify objectives, values and standards in accordance with organisation’s strategic direction.. 12 1.2 – Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals ……………………………………………………………………. 12 Clarify objectives……………………………………………………………………………………………………………….. 12 Standards and values…………………………………………………………………………………………………………. 12 Linkages……………………………………………………………………………………………………………………………. 13 Activity 1A ………………………………………………………………………………………………………………………… 14 1.3 – Ensure media and language used is appropriate to individuals and group circumstances………. 15 Using appropriate media and language………………………………………………………………………………… 15 Media ………………………………………………………………………………………………………………………………. 15 Audience ………………………………………………………………………………………………………………………….. 15 Language ………………………………………………………………………………………………………………………….. 16 Activity 1B ………………………………………………………………………………………………………………………… 17 1.4 – State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation…………………………………………………………………………………………….. 18 Team management……………………………………………………………………………………………………………. 18 Making decisions……………………………………………………………………………………………………………….. 19 Stating expectations…………………………………………………………………………………………………………… 20 Activity 1C ………………………………………………………………………………………………………………………… 21 1.5 – Address expectations of the organisation ………………………………………………………………………… 22 Managing performance ……………………………………………………………………………………………………… 22 Activity 1D………………………………………………………………………………………………………………………… 23 1.6 – Investigate incidents promptly and communicate results clearly to relevant groups and individuals……………………………………………………………………………………………………………………………. 24 Managing problems and issues……………………………………………………………………………………………. 24 Manager’s responsibilities………………………………………………………………………………………………….. 25 P a g e | 2 Communicating results………………………………………………………………………………………………………. 26 Activity 1E…………………………………………………………………………………………………………………………. 27 2. Influence groups and individuals…………………………………………………………………………………….. 28 2.1 – Build trust, confidence and respect of diverse groups and individuals through positive role modelling and effective communication and consultation …………………………………………………………. 29 Gaining support…………………………………………………………………………………………………………………. 29 How to influence others …………………………………………………………………………………………………….. 29 Activity 2A ………………………………………………………………………………………………………………………… 32 2.2 – Embrace, resource and effectively implement improvements to organisational and workplace culture…………………………………………………………………………………………………………………………………. 33 Conducting employee reviews…………………………………………………………………………………………….. 33 Establishing the most suitable strategies for your business…………………………………………………….. 33 Monitoring financial performance……………………………………………………………………………………….. 34 Considering other business factors………………………………………………………………………………………. 34 Workplace culture……………………………………………………………………………………………………………… 35 Activity 2B ………………………………………………………………………………………………………………………… 36 2.3 – Demonstrate understanding of the global environment and new technology in work activities 37 The global environment……………………………………………………………………………………………………… 37 New technology ………………………………………………………………………………………………………………… 37 Activity 2C ………………………………………………………………………………………………………………………… 38 2.4 – Ensure actions convey flexibility and adaptability to change and accessibility………………………. 39 Flexibility and adaptability ………………………………………………………………………………………………….. 39 Accessibility………………………………………………………………………………………………………………………. 39 Policies that reflect adaptability and flexibility………………………………………………………………………. 40 Activity 2D………………………………………………………………………………………………………………………… 41 2.5 – Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate………………………………………………………………………………………………… 42 2.6 – Ensure decision making takes into account needs and expectations of both internal and external groups …………………………………………………………………………………………………………………………………. 42 Decision-making processes…………………………………………………………………………………………………. 42 Activity 2E…………………………………………………………………………………………………………………………. 45 2.7 – Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes……………………………………………………………………………………………….. 46 Conducting a risk analysis…………………………………………………………………………………………………… 46 Activity 2F…………………………………………………………………………………………………………………………. 48 P a g e | 3 2.8 – Ensure that the organisation is represented positively in the media and community…………….. 49 Positively representing the organisation ………………………………………………………………………………. 49 In the community………………………………………………………………………………………………………………. 49 Media content guidelines…………………………………………………………………………………………………… 49 Activity 2G………………………………………………………………………………………………………………………… 50 3. Build and support teams……………………………………………………………………………………………….. 51 3.1 – Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans………………………………………………………………………………………………………………….. 52 Accountability …………………………………………………………………………………………………………………… 52 Clear communication…………………………………………………………………………………………………………. 53 Operational plans………………………………………………………………………………………………………………. 54 Team competencies…………………………………………………………………………………………………………… 54 Activity 3A ………………………………………………………………………………………………………………………… 56 3.2 – Ensure teams are resourced to allow them to achieve their objectives ……………………………….. 57 Ensuring teams are resourced …………………………………………………………………………………………….. 57 Objectives…………………………………………………………………………………………………………………………. 57 Activity 3B ………………………………………………………………………………………………………………………… 58 3.3 – Empower teams and individuals through effective delegation and support for their initiatives. 59 3.4 – Create and maintain a positive work environment ……………………………………………………………. 59 Being a role model …………………………………………………………………………………………………………….. 59 Recognition ………………………………………………………………………………………………………………………. 60 Continuous feedback …………………………………………………………………………………………………………. 60 Activity 3C ………………………………………………………………………………………………………………………… 61 3.5– Encourage teams and individuals to develop innovative approaches to the performance of work …………………………………………………………………………………………………………………………………………… 62 Encourage team performance …………………………………………………………………………………………….. 62 Employees and innovation………………………………………………………………………………………………….. 63 Activity 3D………………………………………………………………………………………………………………………… 64 4. Demonstrate personal and professional competence …………………………………………………………. 65 4.1 – Model ethical conduct in all areas of work and encourage others to adopt business ethics……. 66 Business ethics………………………………………………………………………………………………………………….. 66 Modelling ethical conduct ………………………………………………………………………………………………….. 67 Activity 4A ………………………………………………………………………………………………………………………… 68 4.2 – Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations……………………………………………………………………………………………………………………………… 69 P a g e | 4 Leadership styles……………………………………………………………………………………………………………….. 69 Activity 4B ………………………………………………………………………………………………………………………… 70 4.3 – Set and achieve personal objectives and work program outcomes……………………………………… 71 4.4 – Ensure self-performance and professional competence is continuously improved through engagement in a range of professional development activities…………………………………………………… 71 Personal performance………………………………………………………………………………………………………… 71 Development activities………………………………………………………………………………………………………. 73 Activity 4C ………………………………………………………………………………………………………………………… 74 4.5 – Participate regularly in industry/professional networks and groups ……………………………………. 75 Networking……………………………………………………………………………………………………………………….. 75 Group meetings ………………………………………………………………………………………………………………… 75 Activity 4D………………………………………………………………………………………………………………………… 76 Summative Assessments………………………………………………………………………………………………………… 77 References …………………………………………………………………………………………………………………………… 78 P a g e | 5 Unit of Competency Application This unit describes the skills and knowledge required to demonstrate senior leadership behaviour and personal and professional competence. Business ethics are also addressed in this unit. It applies to individuals who have a role in inspiring and motivating others to achieve organisational goals and to model professionalism in their organisation and industry. Leadership is seen in the context of the organisational mission. No licensing, legislative or certification requirements apply to this unit at the time of publication. Pre-requisite Unit Nil Unit Mapping Information BSBMGT605B Provide leadership across the organisation – Equivalent unit Unit Sector Management and Leadership – Management P a g e | 6 Performance Criteria Element Elements describe the essential outcomes. 1. Communicate organisational mission and goals 2. Influence groups and individuals 3. Build and support teams Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. 1.1 Clarify objectives, values and standards in accordance with organisation’s strategic direction 1.2 Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals 1.3 Ensure media and language used is appropriate to individuals and group circumstances 1.4 State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation 1.5 Address expectations of the organisation 1.6 Investigate incidents promptly and communicate results clearly to relevant groups and individuals 2.1 Build trust, confidence and respect of diverse groups and individuals through positive role modelling and effective communication and consultation 2.2 Embrace, resource and effectively implement improvements to organisational and workplace culture 2.3 Demonstrate understanding of the global environment and new technology in work activities 2.4 Ensure actions convey flexibility and adaptability to change and accessibility 2.5 Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate 2.6 Ensure decision making takes into account needs and expectations of both internal and external groups 2.7 Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes 2.8 Ensure that the organisation is represented positively in the media and community 3.1 Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans 3.2 Ensure teams are resourced to allow them to achieve their objectives 3.3 Empower teams and individuals through effective delegation and support for their initiatives 3.4 Create and maintain a positive work environment 3.5 Encourage teams and individuals to develop innovative approaches to the performance of work Element Elements describe the essential outcomes. 4. Demonstrate personal and professional competence P a g e | 7 Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. 4.1 Model ethical conduct in all areas of work and encourage others to adopt business ethics 4.2 Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations 4.3 Set and achieve personal objectives and work program outcomes 4.4 Ensure self-performance and professional competence is continuously improved through engagement in a range of professional development activities 4.5 Participate regularly in industry/professional networks and groups. P a g e | 8 Foundation Skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Learning: ➢ Actively looks for and accepts ways to maintain and improve own skills and knowledge. Reading: ➢ Evaluates and integrates facts and ideas to construct meaning from a range of text types. Writing: ➢ Records and reports key information related to the outcomes of the job to interact effectively and appropriately with the team ➢ Researches, plans and prepares documentation using format and language appropriate to the audience. Oral communication: ➢ Participates in a variety of spoken exchanges with clients, co-workers and stakeholders using structure and language appropriate to context and audience. Navigate the world of work: ➢ Works autonomously making high level decisions related to the achievement of organisational goals ➢ Reflects on designation of roles and responsibilities and how everyone’s role contributes to broader organisational goals ➢ Appreciates the implications of ethical and other organisational responsibilities in carrying out own role. Interact with others: ➢ Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to achieve goals ➢ Identifies strengths and limitations of own interpersonal skills and addresses areas that would benefit from further development ➢ Recognises the importance of building rapport in order to establish effective working relationships and inspire trust and confidence ➢ Collaborates and cooperates with others, playing an active role in leading and facilitating effective group interaction and influencing direction ➢ Facilitates a climate in which others feel comfortable to identify, explore and build on a variety of perspectives in order to achieve shared outcomes. P a g e | 9 Get the work done: ➢ Accepts responsibility for planning and sequencing complex tasks and workload of self and others, negotiating key aspects with others taking into account capabilities, efficiencies and effectiveness ➢ Applies problem solving processes to identify risks, evaluate options and determine solutions ➢ Facilitates a climate in which creativity and innovation are accepted as an integral part of achieving outcomes ➢ Actively identifies systems, devices and applications with potential to meet current and/or future needs. P a g e | 10 Assessment Requirements Performance Evidence Evidence of the ability to use interpersonal and risk management skills to: ➢ Clearly communicate the organisation’s objectives, values and standards to a range of stakeholders using appropriate media and language ➢ Influence, support and provide resources for individuals and groups to: o participate in consultations and decision making processes o contribute to innovation and improvements o achieve their responsibilities and objectives ➢ Facilitate consultative decision making processes with relevant internal and external stakeholders ➢ Demonstrate ethical conduct and professional competence and continuing professional development ➢ Encourage others to adopt business ethics and build their commitment to the organisation. Note: If a specific volume or frequency is not stated, then evidence must be provided at least once. Knowledge Evidence To complete the unit requirements safely and effectively, the individual must: ➢ Explain business ethics and their application to leadership ➢ Outline leadership styles and their application in supporting the organisation’s mission, objectives and values ➢ Explain the impact of legislation in providing leadership in the organisation ➢ Explain the organisation’s mission, purpose and values ➢ Describe organisation objectives, plans and strategies ➢ Explain organisational change processes. Assessment Conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to: ➢ Relevant legislation, regulation, standards and codes ➢ Relevant workplace documentation and resources ➢ Case studies and, where possible, real situations ➢ Interaction with others. Assessors must satisfy NVR/AQTF assessor requirements. Links Companion Volume implementation guides are found in VETNet – https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10 P a g e | 11 1. Communicate organisational mission and goals 1.1. Clarify objectives, values and standards in accordance with organisation’s strategic direction 1.2. Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals 1.3. Ensure media and language used is appropriate to individuals and group circumstances 1.4. State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation 1.5. Address expectations of the organisation 1.6. Investigate incidents promptly and communicate results clearly to relevant groups and individuals P a g e | 12 1.1 – Clarify objectives, values and standards in accordance with organisation’s strategic direction 1.2 – Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals By the end of this chapter, the learner should be able to: ➢ Clarify the organisation’s objectives, standards and values with relevant personnel ➢ Establish linkages and responsibilities with relevant staff members. Clarify objectives Before providing leadership across an organisation, you must first understand its objectives and clarify these to the relevant personnel. Once you comprehensively understand the organisation’s objectives, you will be able to clarify and convey them to your staff and other managers – to ensure everyone is heading in the right direction. The overall strategic direction of the company will include carefully considered objectives, values and standards. Standards and values An organisation will have standards and values that it expects team members, managers and other staff to follow and abide by. These values and core beliefs will usually be found within the mission statement of an organisation, within its vision statement, as part of its goals or even within the Code of Conduct. Managers need to be able to communicate these values effectively with their team by making sure they lead by example, they work out of integrity at all times, they are honest and open with staff, they work and get their job done, and they display values and qualities that are in line with expectations from society and from the organisation itself. Values of organisations are what make the organisation what it is. It is what customers and clients expect from the organisation when they are dealing with internal staff. It is how internal staff expects to be treated and behave like when they are working within the organisation itself. It often covers any of the following areas: ➢ Employment of team members ➢ General customer and client service ➢ General legislation such as discrimination laws, compliance with harassment and other laws ➢ Maintenance of the privacy of team members P a g e | 13 ➢ Quality control ➢ Integrity of the people that work for the organisation. Linkages Linking together staff responsibilities and organisational objectives and standards is an important part of the management role. As mentioned above, ensuring staff have well-defined job expectations which incorporate standards and values with obvious objectives will ensure efficient and well-focused workers. P a g e | 14 Activity 1A P a g e | 15 1.3 – Ensure media and language used is appropriate to individuals and group circumstances By the end of this chapter, the learner should be able to: ➢ Use media and language that is appropriate to the situation. Using appropriate media and language To successfully convey and explain your message and an organisation’s standards and values, you must use language and media that is appropriate and accessible to your colleagues and relevant personnel. Above all, information should be offered and communicated in a respectful and clear way. You should use media that is appropriate to groups and individuals, and the environment in which you need to communicate. Media Media that can be used in the workplace to communicate takes on a variety of forms. You need to decide upon the most appropriate and effective media to present and communicate in the correct manner. By choosing the best form of media, you will ensure that your message is delivered to the appropriate people and in the most concise and effective way. Types of media may include: ➢ PowerPoint slides ➢ Posters ➢ Emails ➢ Social media accounts ➢ Written letters ➢ Informational videos ➢ Speeches delivered via meetings. Audience The audience that may view your organisation’s different types of media will vary depending on your organisation. However, it can generally be broken down into three different categories. Potential customers Potential customers can be anyone who would take an external interest in your business. They may need to interact with your business for information, even if this is not paid for. Customers will usually interact with an organisation’s media through social media accounts or targeted emails. P a g e | 16 Employees Employees will have access to any internal media channels that an organisation uses, this will usually be in the form of emails or PowerPoint presentations, though it will depend on the type of technology that is used within your organisation. Stakeholders Stakeholders will cover a wider area of media usage, as they are generally defined as anyone who has a certain interest regarding your organisation. Potentially any of the above-listed types of media could be accessed by stakeholders. Language Using the correct language is just as, if not more important than the correct media. The language you choose to use will reflect upon all the messages you try to convey; it will also be present on almost all of the media you choose to use. The language used by the leader should be consistent with organisational expectations. This is important to convey a consistent message across the organisation. In addition to this, leaders are expected to avoid language that could be perceived to be offensive or potentially discriminatory. By treating employees with respect and equality, you can hope to create a respectful environment where goals are achieved through the team’s effort, under effective leadership. P a g e | 17 Activity 1B P a g e | 18 1.4 – State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation By the end of this chapter, the learner should be able to: ➢ Clearly define expectations of internal groups and individuals. Team management An effective manager or leader will need to encourage team members to take responsibility for their own actions within the team environment. A high-performance team works well together, gets the work done is efficient and understands the value in working as part of a team versus working alone. An effective and high-performance team understands synergy and works well together to achieve organisational objectives and outcomes. It is usually led by an effective and exceptional manager who demonstrates integrity and professionalism, shows and understands credibility and can be trusted to do the right thing, every time. These managers or leaders know the importance of allowing all team members to participate in the decision-making process. The more they are encouraged to participate in a process, the more likely they will be to take ownership and assume a level of accountability towards helping to drive the success of the process. Peter Drucker discusses Pillars of Management that incorporate allowing staff to have: ➢ Responsibility ➢ Authority and ➢ Accountability … for their actions. A similar model to use has been discussed previously in other units and encompasses “Above the Line behaviour” and “Below the Line behaviour” as follows: Above the line behaviour Accountability Responsibility Ownership Below the line behaviour Excuses Denial Blaming others Exceptional managers encourage team members to operate from ‘above the line’ by taking accountability for their actions, assuming responsibility towards the decision making processes that the P a g e | 19 organisation has in place, and by taking ownership of their job roles and the consequences of the decisions they make. When there is a performance gap, managers will usually find that team members are working from ‘below the line’ and are usually lacking confidence or not feeling part of the team environment. A good manager or leader should empower team members to take responsibility for their actions and decisions, therefore, expecting them to operate from ‘above the line’ at all times. Managers need to be aware that teams need to have a clear focus on their objectives and the organisational objectives in order to function in an effective and efficient manner. Some of these areas of focus could include: ➢ Having clear targets set for them within their performance plans ➢ Knowing their own and the team purpose within the organisation ➢ Measure Key Performance Indicators or Key Result Areas ➢ A specific plan to help them achieve their goals ➢ A decision-making process that allows them to display accountability, responsibility and ownership ➢ Being focused on customers – both internal and external to the organisation. Effective managers or leaders will always be looking for ways to improve their team. They can implement continuous improvement practices, work with integrity, they can ensure they have open and honest communication and that they can solve problems as soon as they arise. Making decisions As a manager or leader, there are a number of different types of decisions you may need to make on a daily, weekly or even monthly basis. Some of these types of decisions include: Routine decisions These occur every day and are generally small or minute in terms of details or repercussions. They can include things like what time to schedule a meeting, who to invite to the meeting, etc. Management decisions These decisions relate to the overall organisational function and involve deciding how the management structure could be carried out. They may need careful consideration at times and include things like P a g e | 20 deciding who to put on a project, who to delegate a task to, who to involve in the workload, who to advise about a situation, etc. Last-minute decisions Last-minute decisions are usually made because something has become urgent. They usually have no warning and need to be made quickly, often with little time to weigh up the pros and cons. They include things like who to replace a staff member who is sick, what to do if technology or equipment breaks down, who to put on a last-minute tender, etc. It is always a good idea to have a contingency plan in place in case last-minute decisions need to be made. Long-term decisions A long-term decision involves using strategy and forward planning. It is a decision that is made after a lot of research and thought, input from team members and consideration. These include things like what are the overall objectives for the organisation over the next few years, what objectives does the team have, what is the best way to market our services to new and prospective clients, etc. Stating expectations To clearly state your expectations across the organisation and on an individual level, you must be prepared to communicate them clearly. Expectations can include values and objectives that are expected to be worked towards on an ongoing and daily basis, and they can include individual expectations for members of staff. You can state expectations clearly by: ➢ Making the organisation’s standards and values clear and visible at all times ➢ Holding regular progress report sessions with individual members of staff ➢ Communicating expectations of groups or departments through departmental meetings or emails ➢ Holding annual organisation meetings to reinforce and outline the expectations for the coming year. To gauge the effectiveness of how you are communicating expectations, it can be a good idea to investigate. You may be able to assess how well they have been understood by the content of your staff’s work or by feedback. A general feedback form or a more targeted expectations feedback form can be a good way to confirm the understanding. You could also hold follow-up sessions after the initial sessions have taken place with individuals. P a g e | 21 Activity 1C P a g e | 22 1.5 – Address expectations of the organisation By the end of this chapter, the learner should be able to: ➢ Set expectations by managing performance. Managing performance The performance management system should be a process or set of processes for establishing a shared understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short- and long-term. It should also account for relevant industrial agreements. Work plans and organisational expectations should be highlighted as part of the performance management system. Employees should be aware of their individual responsibilities and the standards that they are expected to achieve. The employee’s performance should be monitored on a continual basis and they should be given regular feedback detailing the positive aspects and possible improvements. It is important for supervisors and managers to meet with the employees when establishing the performance management system. There should be discussions about the allocation of responsibilities and desirable levels of performance. The objectives should be realistic and achievable in order to motivate the employees. It is essential for work to be within the scope of employee skills and knowledge. They should be provided with the necessary resources and assistance. The performance management process should fulfil these requirements: ➢ Clarifying individual duties/responsibilities and ensuring understanding of business objectives ➢ Keeping employees updated on the progression of work and levels of achievement ➢ Documenting business activities and maintaining records related to employee performance ➢ Identifying and signalling the need for employee recognition and financial reward. The development of the performance management system should be seen as a means of ensuring the continuous progression of your organisation. It should allow for the evaluation of work and measurement of standards against objectives. It should also enable you to identify systems that are not working effectively and improvements that could be made. P a g e | 23 Activity 1D P a g e | 24 1.6 – Investigate incidents promptly and communicate results clearly to relevant groups and individuals By the end of this chapter, the learner should be able to: ➢ Manage problems and issues promptly as they arise ➢ Identify and investigate any inappropriate behaviour ➢ Use conflict resolution skills to resolve problems in the workplace ➢ Encourage ethical behaviour of team members. Managing problems and issues Organisations will be made up of core values, culture, mission and vision statements and goals and objectives. Team members are expected to adhere to these values and culture, be a part of the mission and vision statement and work towards achieving the organisational objectives. They will also be required to adhere to any regulatory or legislative requirements based on the industry they are a part of. Team members will come into an organisation with core values and beliefs already in place. The organisation should have values and beliefs in place that match the values and beliefs of the individual. When these values are not aligned, potential issues and conflicts can occur within the team. An effective manager or leader will need to manage problems and issues as they arise and treat all team members fairly and with respect at all times. They should investigate problems and use conflict resolution skills to attempt to resolve the situation as quickly as possible. Some of the ways in which a manager can manage these issues appropriately include: ➢ Determine issues as they arise ➢ Identify what is really happening to cause the issues ➢ Identify what is stopping these issues from being resolved ➢ Helping to resolve the issues in a professional manner while protecting the self-esteem of everyone involved ➢ Acting in a way that will resolve the issues for the best of all concerned. P a g e | 25 Manager’s responsibilities When a value displayed by a team member appears to be detrimental or damaging to the organisation, managers should intervene and resolve this as quickly as possible. If the conflict that occurs relates directly to a mismatch in the values and belief system of the team member(s) in question, then the manager will need to adapt their resolution accordingly and look at other ways in which the conflict can be resolved. At worst case, it may be necessary to manage the employee out of the organisation, as often clashes in values will be detrimental to the organisation and the image it may be trying to portray to its customer base. Managers need to be able to: ➢ Identify inappropriate behaviour ➢ Advise the team member(s) of what they expect in terms of changed behaviour ➢ Ask questions that can determine what is going wrong ➢ Ask questions that can help to resolve the issues ➢ Implement appropriate support to ensure the situation does not occur again ➢ Provide feedback as required to ensure the team member knows what is expected. The organisation will have a list of policies and procedures, a Code of Conduct and various other methods of keeping track of what it requires and expects from its employees. Managers and team members should be familiar with these policies and regulations, in order to ensure they are working in line with objectives at all times. One other thing to consider within an organisational environment is the unwritten Code of Conduct. This is usually determined by the ‘organisational health’ of a company. Organisational health is a term used to describe the way in which an organisation is known, both by its internal staff members and by the market externally. An organisation can have what appears to be the best vision and mission statement, incredible underlying values, but its health is not aligned with these statements or values. This can create a negative atmosphere in a company, both with internal staff and external customers and clients. P a g e | 26 Communicating results Part of a manager’s role will be to communicate the results of investigations and incident resolution to their staff members. The simplest way of communicating these results will be to provide feedback to the appropriate staff members. This can be done in the form of a one-on-one meeting or by providing the feedback via – email or printed letter. P a g e | 27 Activity 1E P a g e | 28 2. Influence groups and individuals 2.1. Build trust, confidence and respect of diverse groups and individuals through positive role modelling and effective communication and consultation 2.2. Embrace, resource and effectively implement improvements to organisational and workplace culture 2.3. Demonstrate understanding of the global environment and new technology in work activities 2.4. Ensure actions convey flexibility and adaptability to change and accessibility 2.5. Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate 2.6. Ensure decision making takes into account needs and expectations of both internal and external groups 2.7. Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes 2.8. Ensure that the organisation is represented positively in the media and community P a g e | 29 2.1 – Build trust, confidence and respect of diverse groups and individuals through positive role modelling and effective communication and consultation By the end of this chapter, the learner should be able to: ➢ Gain support as a leader throughout the organisation ➢ Influence others as a manager. Gaining support An important aspect of the leader’s role is to gain support from the team. As stated earlier, the leader cannot function alone – they rely on the support and engagement of their team members in order to deliver the leader’s job responsibilities. It is much easier for a leader to achieve the results they are seeking if the team is supportive of them. At best, an unsupportive team will only grudgingly comply with instructions and standards. At worst, they may resist or even sabotage the leader’s efforts. The ability to influence the team – to win hearts and minds – is a key skill for an effective leader. Influencing may take several different forms and should vary depending on the context of the situation and the matter over which people’s acceptance and support is required. The approach taken to influence the team to comply with a slight change in procedure will be very different from influencing them to a major restructure and reallocation of responsibilities, etc. How to influence others There are two basic approaches to influencing others: push and pull. One can either push others towards an idea or pull them towards it. Imagine an aggressive TV advertising campaign which is brash in its style and offers incentives for purchasing before a deadline. This is a ‘push’ style. Contrast that with a more subtle, sophisticated advert which makes the product seem very desirable and maybe doesn’t even mention the product name until right at the end. This would be a ‘pull’ style. Each of these basic styles can be further broken down into: Pull style: Common vision This is a ‘pull’ style which sets out the big picture of what you are trying to achieve and how it will benefit the team. It adopts the notion that ‘we’re all in it together – all for one, and one for all, etc.’ A leader using this style will describe what the future looks like and what this means for the team, in positive terms. They will use words like ‘we’ a great deal. Pull style: Participation and trust This style invites the team members to take part in the situation in which the leader is attempting to influence them. It adopts the idea that people are more likely to be accepting of information and ideas if they are involved in their creation. A team is more likely to follow a procedure that they have designed themselves as opposed to one that has been imposed on them by others. A leader using this approach will ask questions of the team, invite their ideas and input and show that they trust the team to do the right thing. P a g e | 30 Push style: Assertive persuasion This is a ‘push’ style which attempts to persuade others to accept the leader’s point of view. A TV advert for anti-wrinkle cream, for example, might include details such as: ➢ Scientifically proven to reduce the signs of ageing ➢ 50 million jars sold worldwide ➢ 92% of women agree, etc. This data is designed to make the person think ‘That’s a good product – I should buy that.’ The basic principle of this style is to set out the positive points relating to the information or idea. In terms of a leader attempting to influence the team, this might be translated into key benefits associated with a proposed change in procedure, for example. Push style: Reward and punishment This style pushes the team towards or away from accepting the information or ideas. This might include offering a practical benefit or reward in exchange for their acceptance or compliance with a change. For example: ‘If you adopt this new procedure correctly and achieve an audit rating of 95% or above, the team will achieve a bonus this month’. Alternatively, the punishment might be ‘If you don’t adopt the new procedure, you could be facing disciplinary action.’ This is quite an extreme example, but a lower level one might be ‘If you don’t adopt the new procedure, it will make life difficult for us when we’re audited……’. All of the above approaches are equally valid. There is no single style which is guaranteed to bring successful results every time. The key is to assess the situation and to use the style which is most appropriate given the particular set of circumstances that are being faced. As mentioned earlier, different approaches would be used when influencing the team to adopt a minor change in procedure compared with a major restructuring exercise. Follow some of the general tips below to gain positive support from your team: ➢ Be positive ➢ Show your own acceptance and support for the message that you are conveying, even if you personally disagree with a message that is being pushed through from a senior level ➢ Be open and honest in your communication: tell them what you do and don’t know; what you can and can’t say ➢ Position your message in a way that means something to the team ➢ Consult the team before decisions have been made ➢ Where the team’s ideas are not taken up, say so and explain why this is P a g e | 31 ➢ Invite their questions and suggestions, and answer their questions as much as you can ➢ Recognise that they may be feeling confused, angry, disappointed, frustrated, etc. ➢ Be sincere ➢ Allow time for the team to get used to the new information you have given them ➢ Make yourself available to people so that they can approach you with comments or concerns individually ➢ Follow up with people from time to time to find out what they are thinking or feeling ➢ Communicate any successes to the team when they happen, etc. P a g e | 32 Activity 2A P a g e | 33 2.2 – Embrace, resource and effectively implement improvements to organisational and workplace culture By the end of this chapter, the learner should be able to: ➢ Conduct employee reviews ➢ Establish suitable business strategies. Conducting employee reviews The employees should be aware that their work is continuously monitored and evaluated as part of the performance management system. Regular inspections and observations should be conducted to ensure that work is being carried out in accordance with expectations. Employee performance reviews may include: ➢ Job description comparisons – they will involve comparing and evaluating the employees work against all of the duties and responsibilities outlined in job descriptions ➢ Performance descriptions – supervisors may write short reviews detailing their observations and recommendations for improvement in the employee’s work ➢ Rating scales – ratings may be established for different aspects of performance and applied consistently to the employees ➢ 360-degree evaluations – these evaluations should draw upon the knowledge and experience of the workforce. Employees will be encouraged to give detailed appraisals of their colleague’s work. ➢ Self-assessments – employees may be encouraged to reflect on their own performance and identify aspects that could be improved. You should consider the performance review options and apply your chosen methods to employees at all levels of your organisation. Managers and supervisors should be committed to the review process and appreciate that there is always scope for improvement. You should also ensure that employees are aware of how their performance will be evaluated and when review meetings will take place. Reviews should take place regularly throughout the year. Establishing the most suitable strategies for your business You should consider the specific nature of your business when choosing the best strategies for monitoring and evaluating performance. Time should be taken to outline the various options and discuss appropriate strategies during business meetings. Each of your employees should have the opportunity to voice their opinions and all feedback should be taken into account. The improvement strategies will be most effective if everybody is in agreement about their implementation. P a g e | 34 Effective business management will involve the monitoring and evaluation of performance, in accordance with your organisational goals. You may have established key performance indicators (KPIs) relating to the amount of money that is being generated and the levels of customer satisfaction. Managers may need to change and adopt new strategies if the targets aren’t being met. Consider the smart acronym when developing new objectives: ➢ Specific ➢ Measurable ➢ Achievable ➢ Realistic ➢ Time-specific. Monitoring financial performance Effective financial management will be essential for the sustainability and growth of your business. You may take the opportunity to measure performance budgets against actual expenses or compare past with current profits. You should account for the various types of income and expenditure. Enough cash flow should be generated for the maintenance and growth of your business. Considering other business factors The performance of your business shouldn’t be measured purely in financial terms. You should consider the effects of training on efficiency. It is also necessary to consider the level of innovation within your business. Consider any success that has been enjoyed subsequent to the development and release of brand new products and services. Compare your growth in particular markets against rival businesses. Conduct regular surveys to gauge the level of customer satisfaction and think about whether you have responded appropriately to feedback. You are encouraged to use the following methods of analysis and evaluation: ➢ Benchmarking – This will involve the comparison of your business against rivals, both within, and outside your target market. You should consider the respective strengths and weakness of any systems and processes that have been implemented. The levels of performance should be measured over a defined time period ➢ Financial analysis – You can measure debts, liquidity and net profit margins as a means of ascertaining the impact of key systems and processes ➢ Questionnaires and interviews – You may question customers and employees for perspectives on the performance of your business. They might provide feedback on suitable means of improving efficiency or satisfying specific needs P a g e | 35 ➢ Mystery shopping visits – If you want a realistic perspective of everyday business operations then it would be worth carrying out mystery shopping visits. You’ll find numerous market research companies offering mystery shopping services and guaranteeing the production of detailed business reports ➢ Social media monitoring – You may build a presence on various social media networks and follow the profiles of your business customers for feedback on performance ➢ Business meetings – You should ask your employees to regular meetings and encourage them to provide perspectives on business efficiency and performance. They might identify causes for concern and solutions that hadn’t previously been considered ➢ Quantitative employee analysis – Quantitative research will allow you to gain a variety of valuable insights regarding the performance of your employees. Consider the impact of procedural changes on productivity. Take account of sales, contribution, and profit directly attributable to the work of each employee. Workplace culture Your workplace’s culture is the character and personality of your organisation. A culture is developed by the organisation’s values and standards and how people believe they are treated. Culture can also be a result of procedures and the nature of the work environment. Your organisation will have a negative or positive workplace culture. Things may need to be adjusted to improve it, such as procedures, the workplace environment or even certain company benefits that staff can access. P a g e | 36 Activity 2B P a g e | 37 2.3 – Demonstrate understanding of the global environment and new technology in work activities By the end of this chapter, the learner should be able to: ➢ Use knowledge of the global environment to enhance work activities ➢ Use technology to improve or advance work activities. The global environment A leader should have a sound working knowledge of the global environment in relation to their organisation, industry and work role. This is important, as changes to the environment may directly or indirectly be linked to their organisation. Advances in thinking and technology within the global environment may also have an impact, some of these technologies may be employed to help the company improve or run more efficiently. Being aware of competitor activity in the global environment is also an essential skill that comes with leadership. Many organisations will monitor their competitors closely, in order to react where needed and imitate successful initiatives to benefit their own business. In the age of information and within the fast-moving nature of business, it is simply unacceptable to be ignorant of the wider global environment. Many organisation leaders job roles with have the remit of environmental awareness written into their job description. Items of interest in the global environment may include: ➢ Advances in relevant technology ➢ Competitor activity ➢ New thinking or disciplines relating to the job role ➢ Relevant global events ➢ Stock market movements. New technology Technology changes at an alarming rate, being able to interpret this amount of change and how it can be employed to benefit your organisation is one skill a leader needs to possess in the modern world. Depending on your industry the technology that is relevant to your company will vary greatly. Although there are a few items that will work across many industries. These items will include changes to office based software, and programmes that can make work more efficient for your organisation. Work activities can be greatly improved and augmented by new technology and it is important to know how you can achieve this. Activities can also be enhanced by knowledge of the global environment by incorporating your knowledge into the activities of your organisation. P a g e | 38 Activity 2C P a g e | 39 2.4 – Ensure actions convey flexibility and adaptability to change and accessibility By the end of this chapter, the learner should be able to: ➢ Demonstrate their flexibility and adaptability in the management role ➢ Be accessible to your staff. Flexibility and adaptability While providing leadership across an organisation, you need to be aware that many things will change over the course of your incumbency. It is important to know when this change is useful to the company and when it is not. By being flexible and adaptable, you will be constantly ready to assess and implement or reject certain changes as they happen, as well as being proactive enough to make positive change yourself. Your outlook should also reflect this, by behaving in a flexible and adaptable way your behaviour will rub off positively on other team members. Flexibility and adaptability will ensure: ➢ Easier change transition periods ➢ Increased likelihood to take stakeholders suggestions on board ➢ More of an ‘open mind’ ➢ More likely to resolve problems ➢ Increased likelihood of success in a changing environment ➢ More able to change as the industry or market does. Accessibility Being an accessible leader means having an open door policy so that anyone can walk into your office at a reasonable time and have a chat about anything. It also means responding in good time to phone calls or emails. By doing this, you will ensure that any conflicts or disputes can be resolved quickly as you are easy to get a hold of. Having an open door policy breeds confidence in your ability as you put yourself on the ‘front-line’ with your staff every day. If anything happens to go wrong during the change process, you are never far from being reached, this aspect of your accessibility is an important factor that should not be overlooked. P a g e | 40 Policies that reflect adaptability and flexibility To be consistently adaptable and flexible to workplace change there are certain policies you can employ yourself. These initiatives will ensure that the working environment presents plenty of opportunities for colleagues to have their own input and a way they can voice opinions on the change that is happening in their organisation. Policies may include: ➢ Open door policy ➢ Continual feedback policy ➢ Consulting with staff before decisions are made ➢ Transparency regarding upcoming changes. P a g e | 41 Activity 2D P a g e | 42 2.5 – Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate 2.6 – Ensure decision making takes into account needs and expectations of both internal and external groups By the end of this chapter, the learner should be able to: ➢ Consult with relevant teams in the decision-making process ➢ Invite team members to participate in the decision-making process. Decision-making processes Sometimes, decisions have to be imposed without consultation and involvement of the team members. In instances where the organisation is changing its direction or restructuring, for example, it’s unlikely (but not impossible) that team members will be involved in making the ultimate decisions. Of course, there are exceptions in some organisations where employees are very closely involved in the running of the business. However, in the main, we have to accept that it is not always possible or desirable, for a number of reasons, for team members to be consulted prior to decisions being made. When it comes to operational decisions, it is good practice to involve individuals and teams in the decision-making process for several reasons: ➢ It enables team members to feel involved and consulted with ➢ It enables them to feel that their opinion matters and is valued ➢ It builds working relationships with the line manager ➢ Team members are likely to have first-hand knowledge of the matter under consideration and therefore have better ideas about the actual problems and proposed solutions ➢ Team members are more likely to engage with a decision (and implement it successfully) if they have been involved in making it. When decisions are imposed on team members without any consultation or involvement, it can lead to: ➢ Reluctance or resistance to implementing the resulting decision ➢ Lack of willingness to co-operate ➢ Frustration and resentment ➢ Demotivation ➢ Disruption to the team and its work P a g e | 43 ➢ Negative impact on productivity, etc. Team members can be invited to actively participate in the decision-making process in a variety of ways: ➢ Talking to team members, either one-to-one or in groups; formally or informally ➢ Inviting anonymous contributions, questions, comments, etc. ➢ Briefings and team meetings ➢ Consultation events ➢ Surveys ➢ Voting mechanisms ➢ Suggestion schemes ➢ Involvement in working parties to propose decisions ➢ Involvement in panels to make decisions ➢ Input to developing action plans, etc. The method used to invite team member participation will very much depend on the issue under consideration. A simple review of procedures in a department may be done through one or two team meetings, whereas a complex overhaul of all procedures across the whole organisation may benefit from a series of consultation events and working parties, etc. When asking people for their input and participation, they need to have adequate information made available in good time to enable them to contribute effectively. So if you are running a consultation event, don’t surprise them at the meeting with the details of what it’s all about and how the session will be run – tell them in advance, so that those who want to can prepare in advance. Similarly, if you are going to ask individuals to participate in a working party, brief them for their role and give them access to all the information they will need in order for them to make a useful contribution. Don’t just let people turn up, uninformed and bewildered as to what it’s all about as they are likely to contribute little that is of any value. If managed poorly, this part of the decision-making process can lead to criticism and undermine what you are trying to achieve. It is very important that, if people have been invited to participate, they know what happens to their contributions. If a decision has been shaped specifically in response to team members’ input, tell them – this demonstrates that their views have been taken into account and goes a long way to build trust and confidence in the relationship between the team and the leader. Equally, if team members’ input has not been acted up, tell them – let them know why their input has not been acted upon. This also shows that their views have been given due consideration and will encourage them to provide input in similar situations in the future. P a g e | 44 Three things are important to bear in mind when planning to invite team members to participate in decision-making processes: ➢ Give them enough information to enable them to make a considered contribution to the process ➢ Use appropriate methods to enable their participation ➢ Tell them how their contributions have been used/acted upon (or otherwise). P a g e | 45 Activity 2E P a g e | 46 2.7 – Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes By the end of this chapter, the learner should be able to: ➢ Follow the risk analysis procedure in accordance with the organisational risk management plan and legal requirements ➢ Use risk assessment tools and template documents such as the risk matrix. Conducting a risk analysis You are advised to conduct a risk analysis prior to the allocation of work to staff members. This will involve the determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance. The first step of your risk analysis should be to identify the various risk events and the likelihood of them occurring. You should consider all of your business processes and attempt to establish the root causes of any problems. You should also arrange group meetings and brainstorming sessions for the identification of issues which wouldn’t otherwise be considered. The next step will be to estimate the level of impact that risk events may have upon your organisation. You should gauge the likelihood of the possible negative events that have been identified. It will then be necessary to consider the probability of such events in association with the costs that may be incurred by your organisation. You should identify possible ways of managing and limiting the risks. A risk assessment should help you to identify: ➢ The severity of the risk ➢ Whether or not the existing control measures are effective, if applicable ➢ What action should be taken to control the risk ➢ How urgently the action needs to be taken. You may refer to these risk assessment tools and template documents: ➢ Checklists ➢ Matrix nomograms ➢ Codes of practice ➢ Standards ➢ Guidelines. Risk matrix A risk matrix provides an overview of potential risks for the identification of areas of concern and priorities for your organisation. This is a useful way to assess any probabilities of risk. The following risk matrix template shows the scale for risks. P a g e | 47 You are advised to design a specific matrix for your particular needs and carefully monitor individual risks throughout. If you don’t follow these steps, then the matrix will not give you a clear indication of risk. Example risk matrix template: k s i r f o t c a p m ILikelihood of risk happening RareUnlikelyPossibleLikelyMost likelyExtremeLMMMHHHHighLLMMMHHModerateLLMMMHMHLowLLMLMMMHVery lowLLLMMM Key: L – low risk LM – low/medium risk M – medium risk MH – medium/high risk H – high risk Level of risk may include: ➢ Low, treated with routine procedures ➢ Moderate, with specific responsibility allocated for the risk, and monitoring and response procedures implemented ➢ High, requiring action, as it has the potential to be damaging to the organisation or project ➢ Extreme, requiring immediate action, as it has the potential to be devastating to the organisation or project. P a g e | 48 Activity 2F P a g e | 49 2.8 – Ensure that the organisation is represented positively in the media and community By the end of this chapter, the learner should be able to: ➢ Represent their organisation in a positive fashion ➢ Identify any media outlets the company uses ➢ Identify and community projects the organisation is involved in. Positively representing the organisation As a leader, it is important that you always ensure that your organisation is represented positively in the media and in the wider community. By having a positive outlook across all external and internal channels that the organisations are represented on you will not only foster a positive and respectful culture within the company but will also go a way to help create a positive image without. Depending on what aspects of the community the company is involved in and what media channels it uses, your approach may differ greatly. Types of media your company may be represented on may include: ➢ Social media including Twitter and Facebook ➢ Professional social media such as LinkedIn ➢ Local or national radio stations ➢ Television, in the news or as commercials ➢ External advertising such as magazine inserts or billboards. In the community Your company may be involved in a number of community outreach programmes, or it may be involved in the local community in other ways. It is important that anyone who represents your company behaves and conducts themselves in the proper manner while being out of the office. Your company will more than likely have a code of conduct that covers this thoroughly. It may be necessary to review and amend the code of conduct to more effectively reflect the company’s ethos with regards to current affairs. You must personally set the best example and behave and conduct yourself in a manner that is beyond reproach and as you would expect your staff to do themselves. Media content guidelines It may be beneficial to create or commission a set of media content guidelines for all staff to have access to; this will help to ensure that the company is represented in a favourable light when it is in the media eye. P a g e | 50 Activity 2G P a g e | 51 3. Build and support teams 3.1. Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans 3.2. Ensure teams are resourced to allow them to achieve their objectives 3.3. Empower teams and individuals through effective delegation and support for their initiatives 3.4. Create and maintain a positive work environment 3.5. Encourage teams and individuals to develop innovative approaches to the performance of work P a g e | 52 3.1 – Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans By the end of this chapter, the learner should be able to: ➢ Assign accountabilities and responsibilities as necessary. Accountability When people are working well in their roles, they have a good understanding of what is expected of them, and they get on with it! People need to know and understand the job role and the expectations associated with it. If things change (e.g. priorities; deadlines; standards; procedures; etc.) they need to be informed about this so that they can act accordingly. It is exceptionally frustrating to do a job believing it to be meeting the required standard, only to find later that the rules have changed and that the requirements are no longer what you believed them to be. At best, this causes frustration and annoyance. At worst, it can lead to resentment and damaged working relationships. Someone who is feeling resentful is very unlikely to offer much in the way of ‘discretionary effort’ and so it is important to avoid putting people in a situation where things change and they are not told about it. Accountability can be conveyed to team members through a range of methods: ➢ Job descriptions usually set out the key tasks and the standards required ➢ Procedures describe how to perform tasks correctly ➢ Training can convey information about how tasks are to be completed ➢ Briefings can be used to remind team members of the standards and expectations – these are useful for advising people of any changes or developments that affect their work, etc. Accountability is important because if people are held to account for the work that they do, they are more likely to take pride in delivering what is expected of them and to take responsibility and initiative when things are likely to go wrong. As a leader, it is frustrating when things go wrong to hear people saying things like: ➢ I didn’t know…. ➢ No-one told me…. ➢ I didn’t realise… ➢ I didn’t think it was important… ➢ I didn’t know it was my job to… ➢ I thought someone else…., etc. These are excuses which are avoidable if team members have adequate communication about their role and responsibilities. However, many leaders make the mistake of thinking that ‘giving information’ to P a g e | 53 people is the same as ’communicating’ with them. It is not sufficient to simply give a job description to people and expect them to understand the expected standards of performance, etc. Team members need to have a clear understanding of their role if they are to have any chance of delivering it effectively. Using a range of methods to communicate this information gives a greater chance that the individual will understand it. Clear communication One step that is commonly missed is checking that the person has understood the information provided – we often assume that if we have provided information, then the other person must understand it in the way we intended. This is simply not the case. We have complex ways of processing and interpreting information which is unique to each of us. One person’s interpretation is not always the same as someone else’s. Think of optical illusion pictures which can be interpreted in more than one way – very often people will have different interpretations of the same image. Imagine the myriad interpretations that are possible with the written or spoken word! Let’s take a seemingly simple instruction: ‘Can you move that box over there later?’ This could be interpreted as follows: 1. Yes, it is physically possible for me to move it 2. I’ll move the box over there to somewhere else 3. I’ll move it to the place I know it should go 4. I’ll do it in 5 minutes 5. I’ll do it before the end of my shift 6. I’ll do it sometime….. So, a simple sentence can have many different interpretations which may or may not lead to the task being completed correctly, or as expected by the person giving the instruction. If these are the different possible interpretations of a simple sentence, imagine the potential for confusion and misunderstandings in a typical job description. Another key component in communicating effectively is explaining why something is important. If we understand the importance or relevance of something, it helps us to make decisions about what to do and how to do it. Clarity is key. Precision in the use of language is an important way of preventing confusion and misunderstandings. So, instead of ‘Can you move that box over there later?’, a better, clearer alternative might be: ‘Within the next 10 minutes, I’d like you to move that box and place it on that shelf so that we can make room for the delivery that’s coming in’. P a g e | 54 This is better in that it is clear: ➢ That the task should be done within the next 10 minutes ➢ What is to be moved ➢ Where it is to be moved to ➢ Why this task is important. Operational plans An operational plan is a detailed plan or document that is designed to paint a clear picture of how a specific team will contribute and work towards achieving an organisation’s strategic goals. A strategic plan will identify: ➢ The organisation’s strengths and weaknesses ➢ The organisation’s position in the marketplace ➢ Potential growth areas ➢ Areas of vulnerability. Your organisation’s operational plan will align with your organisation’s overall mission and its standards and values. This means that if implemented properly, an operational plan will help everyone move towards the same goal, and at the same time working with the organisation’s standards and values in mind. Source: Operational Plan (Date accessed: 07/03/2017) https://www.dlsweb.rmit.edu.au/toolbox/leadership/toolbox/op/op_c03.html Team competencies In the modern business world, teams must perform well to achieve their set goals and to help organisations move forward. Ideally, they will all have the following competencies. The seven competencies: 1. Relational – Capacities for connection, intimacy, openness and trust 2. Sense-Making – Capacities for making sense of the world and creating an objective reality together 3. Autonomy – Capacities for maintaining and honouring individual and group integrity 4. Collective Action – Capacity to act effectively, collectively 5. Coherence – Capacity to integrate vision, strategy, behaviour, experience and results 6. Visioning – Capacity to align present actions with a clear vision of the future P a g e | 55 7. Learning – Capacity to fluidly shift between reflecting, letting go and enacting – to integrate learning. Source: Seven critical competencies of teams. (Date accessed: 07/03/2017) http://www.pacificintegral.com/new/homepages/leadership-consulting-and-training/seven-critical competencies-of-teams/ P a g e | 56 Activity 3A P a g e | 57 3.2 – Ensure teams are resourced to allow them to achieve their objectives By the end of this chapter, the learner should be able to: ➢ Effectively resource your teams where required. Ensuring teams are resourced In any business, part of maintaining success is keeping your teams resourced effectively. If they feel they are well backed with all the resources, they need it’s almost certain that they will perform to the best of their ability. It also shows your confidence in them by granting teams any financial needs they may have. Resources are not confined to finance, however, and may include a wider range of items, depending on your industry or organisation. It is up to you to determine the effectiveness of resources that may be needed and develop provision for them accordingly. Types of resources may include: ➢ Financial ➢ Additional manpower ➢ Provision for further recruitment ➢ Employment of specialists or consultants ➢ Further hardware acquisition ➢ Possible office-based expansion ➢ IT infrastructure improvement ➢ Provision for further training ➢ Scope for teambuilding exercises. Objectives Objectives can be achieved more resoundingly if a team is properly resourced. By granting your teams the money and backing, they may require you can expect to see a certain improvement in their work output. If you haven’t identified a need for certain things yourself, your team leaders will more than likely approach you with resourcing requests. P a g e | 58 Activity 3B P a g e | 59 3.3 – Empower teams and individuals through effective delegation and support for their initiatives 3.4 – Create and maintain a positive work environment By the end of this chapter, the learner should be able to: ➢ Empower teams and individuals by being an effective role model ➢ Create a positive environment through recognition and feedback. Being a role model As explained in an earlier section, leaders and their behaviour are scrutinised very closely – others expect to see exemplary standards and performance from their leaders. This gives them confidence in the person who is leading them and helps them to have trust in that person. Where people lack confidence in their leader, this is unsettling, and it can lead to conflict and a lack of understanding of standards and expectations. Others will emulate what the leader does, whether this is positive or negative behaviour or performance. If the leader models negative behaviours, it is increasingly likely that the team members will display similar behaviours. For example, if the leader has a habit of coming in to work late, using their mobile phone for personal calls and playing computer games during working time, it is very tempting for the team members to behave in a similar way. The leader doesn’t necessarily have to display negative behaviours themselves for it to be a bad influence on the team. By ignoring poor behaviour from others, there is a tacit implication that the leader is approving the behaviour and that there will be no consequences as a result. This can lead to a culture in which ‘it doesn’t matter what you do as the boss doesn’t mind….’ So, for example, if the leader turns a blind eye to offensive language in the workplace, some people will carry on using it knowing that it is unlikely to be dealt with. Over time, this can lead to a culture where offensive language is the norm in that workplace – this makes for a very uncomfortable working environment for those people who don’t engage in using offensive language and it creates a very poor impression for customers and other external parties. When leaders model negative behaviours themselves, this makes it extremely difficult for them to tackle similar behaviours in the team. This makes performance management very complex and awkward. We have examined the possible effects of role modelling negative behaviours so let’s turn our attention to the benefits of role modelling positive behaviours: ➢ It communicates and demonstrates the expected standards of behaviour to team members ➢ It helps team members to understand what is considered to be acceptable or positive behaviour P a g e | 60 ➢ It is easier to manage performance issues around behaviour when the leader is demonstrating positive behaviours, etc. There are some practical steps that can be taken to ensure that leaders provide a positive role model for others: ➢ Familiarise yourself with the expected standards of behaviour and performance, and any codes of conduct ➢ Think before acting – remember that people will observe and emulate what you do ➢ Consciously adopt a positive mindset if it’s difficult to so naturally from time to time – we all have bad days, so it might be necessary to ‘put on a brave face’ ➢ Ask others for their feedback about you as a role model that you are, etc. Recognition There are numerous ways of recognising the positive work of employees. You may say a simple thank you or go out of your way to meet with an employee and state your satisfaction at the end of the working day. It is important to be specific and highlight the positive effect that employee contributions have had. You should ensure that recognition is given as soon as possible and that your statements are sincere. You are advised to reflect upon the association between the employee’s work and the achievement of recognised organisational objectives. It is also important to ensure that employees are recognised and rewarded consistently. Employee contributions may be recognised in the following ways: ➢ Handwritten ‘thank you’ notes ➢ Passing on positive comments made by customers and colleagues ➢ Positive statements in newsletters and bulletins ➢ Speeches during business meetings ➢ Parties and social gatherings ➢ Personalised gifts ➢ Financial bonuses ➢ Team outings and activity days. Continuous feedback The provision of continuous feedback should also have a positive effect on employee motivation and engagement. You should provide a mixture of positive and constructive feedback as appropriate. Employees should recognise the importance and benefits of maintaining good standards of performance. P a g e | 61 Activity 3C P a g e | 62 3.5– Encourage teams and individuals to develop innovative approaches to the performance of work By the end of this chapter, the learner should be able to: ➢ Encourage team performance through KRA and KPIs. Encourage team performance A good manager will use the performance plan as an opportunity to help their team member improve their performance in the job role, use it objectively and assist the team member to become a better employee using the plan as a template or guide. A Key Result Area (KRA) should be considered the overall and broad objective, while the Key Performance Indicator (KPI) could be considered a more detailed look into the KRA itself. Some organisations use these terms interchangeably, so it is a good idea to see what your organisation uses and work with that terminology. Performance objectives can usually be measured by using Key Performance Indicators (KPIs). KPIs are a way of measuring standards against which management can determine how performance is evaluated. Team members are advised when they are not meeting the objectives based on a rating system which helps them to improve in areas where they may not realise they need improvement. Most performance plans allow team members to provide a considerable amount of input whereby they can rate themselves on their performance then their manager can discuss whether they agree or disagree with their performance and the perception they have of their performance. This can provide a good opportunity for managers to identify and address issues and concerns as they arise, focus on improving the behaviour that is not working for the team member, and provide some guidance for the team member to know what needs to change within their job role or function. If the manager is not able to address or assist in rectifying any issues that could be identified as part of the performance plan process, they can refer to the relevant internal staff for further action, or organise to refer to the relevant external consultants for further action if required. When a KPI is measured and benchmarked, it is possible for management to determine where a performance gap may lie. P a g e | 63 Employees and innovation Your employees are without a doubt one of the most productive assets in your organisation. IF you want to inspire your employees to innovate, you must first create an environment within your business that encourages innovation. This will help employees to share their knowledge and skills, and to make more frequent suggestions and recommendations. To encourage an innovative environment in your business, you can: ➢ Encourage an innovation culture By encouraging employees to be honest and open and top share ideas they will be able to explore different initiatives without fear of reprisal. ➢ Hire people with different perspectives Look for employees who are passionate about their work and who have diverse backgrounds and capabilities. You should also seek out people who are different from you but share a similar vision. ➢ Lead by example You should be open and approachable about new ideas and ensure that every employee is encouraged to share new ideas. You could support this through meetings or suggestion boxes. ➢ Have a process Ensure that there is a process which everyone understands for assessing each new idea. Employees will be encouraged to make suggestions and recommendations if they are confident that the idea will be appropriately considered. ➢ Implement quickly Where possible, implement ideas quickly. Employees will be extremely motivated to continue to share ideas, work towards the success of the idea and encourage productivity of other employees when they see that they are in fact influencing the direction of the business. ➢ Reward employees Even if the idea is not implemented, the employees should be encouraged to suggest all ideas. Rewards can be for individuals or even teams or for the whole workforce. Source: Improving innovation (access date 08/03/2017) http://www.business.vic.gov.au/marketing-sales-and-online/growth-innovation-and measurement/improving-business-innovation-and-examples P a g e | 64 Activity 3D P a g e | 65 4. Demonstrate personal and professional competence 4.1. Model ethical conduct in all areas of work and encourage others to adopt business ethics 4.2. Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations 4.3. Set and achieve personal objectives and work program outcomes 4.4. Ensure self-performance and professional competence is continuously improved through engagement in a range of professional development activities 4.5. Participate regularly in industry/professional networks and groups P a g e | 66 4.1 – Model ethical conduct in all areas of work and encourage others to adopt business ethics By the end of this chapter, the learner should be able to: ➢ Encourage ethical behaviour in team members. Business ethics Potential stakeholders and shareholders will usually not invest in organisations that have a negative impression within the marketplace. They may also avoid organisations that have values that do not align with their own, for example, the tobacco or gambling industry or the alcoholic beverage industry. As for the internal health of an organisation, there will often be in place policies and procedures that relate to theft, unethical conduct, use of the internet for private use, mistreating other employees or customers, etc. Leaders and managers need to ensure that they are keeping their staff aligned with the core organisational values and beliefs, whether they are actually written into a Code of Conduct or assumed as unwritten rules within the company. A manager needs to encourage the ethical behaviour of team members by: ➢ Taking action when they say they will do something ➢ Being open and honest with their team and other staff ➢ Providing employees with clear expectations ➢ Matching their actions to the values of the organisation ➢ Providing adequate training, support, guidance and coaching to team members as required ➢ Respecting their colleagues and team members ➢ Being reliable and leading by example ➢ Sharing information as it relates to the company and/or the job role. When managers and leaders are open in terms of their expectations of ethical behaviour within their team, and when they address issues as soon as they arise, there is less likely of differences escalating beyond the control of the manager and less likely to have a negative impact on the company. P a g e | 67 Modelling ethical conduct To model ethical conduct and behaviour in your organisation, you must first lay the ground rules. This is often done by having an employee handbook or a code of conduct. Employee handbook Most business organisations will have a comprehensive employee handbook that outlines acceptable behaviours and practices within the workplace. Professional codes Models for business ethics can also be found in codes adopted by various professional organisations. As with other such codes of conduct, professional codes are designed to assist members of professional organisations in resolving the ethical dilemmas. Government codes Models for business ethics can also be found in the codes of ethics adopted by government agencies; these will usually cover things such as anti-harassment policies and inclusivity acts. Source: Models of ethical conduct in business (Accessed on 08/03/2017) http://smallbusiness.chron.com/models-ethical-behavior-business-62697.html P a g e | 68 Activity 4A P a g e | 69 4.2 – Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations By the end of this chapter, the learner should be able to: ➢ Use appropriate leadership styles for particular situations. Leadership styles There are a number of differing decision-making styles that can be incorporated into any working environment. Effective managers need to determine which style can best suit the needs of the team and the situation which requires a decision to be made. The styles that can be utilised include: Democratic This style involves everyone making a decision as a group. Facts and information are gathered, and the team members work together to make a decision. Autocratic This style involves the manager or leader making a decision with no input from the group or team members. This is useful when a quick decision has to be made. Consensus This is when every team member has a say in what decision is made, and the manager gives control of the decision-making process to the team as a whole. They all have buy-in or support for the decision making process. Participatory This style is used when input is required from other stakeholders and team members that do not necessarily have a vested interest or buy-in into the decision but could provide valuable advice or input to help with the process. P a g e | 70 Activity 4B P a g e | 71 4.3 – Set and achieve personal objectives and work program outcomes 4.4 – Ensure self-performance and professional competence is continuously improved through engagement in a range of professional development activities By the end of this chapter, the learner should be able to: ➢ Set a benchmark with your own behaviour ➢ Contribute to the development of your organisation ➢ Encourage a high standard of performance from your team. Personal performance Anyone in a leadership role is representing not only themselves but their department and the organisation as a whole in everything that they say and do. Leaders’ personal performance and behaviour are frequently scrutinised both by those who report to the leader and others who have an interest (e.g. other departments, senior managers, external parties, etc.). Leaders’ behaviour sets the benchmark which others follow – if others see a leader turning up late for work, being disorganised and flouting WHS rules and procedures, this gives implied permission for others to behave in the same manner. There is an expectation that leaders have secured their role due to the fact that they have proved themselves to be competent candidates. There is an expectation that they will deliver sustained performance at a competent level. Any leaders who fail to do this quickly lose credibility and support of those around them. When leaders fail to deliver the expected standards, whether in terms of job performance or personal behaviour, not only is this a disappointment but it can have a potentially damaging effect on the organisation as a whole. We sometimes hear of senior-level people who have found themselves in the media spotlight as a result of an error of judgement, a misjudged or inappropriate remark or some other behaviour which is inappropriate. What often happens in these situations is that the organisation quickly distances itself from the individual’s remarks or behaviour as a way to mitigate the damaging effects. Even seemingly simple things like someone posting a comment on social media can result in a publicity storm which leads to a retraction of the comment, an apology and sometimes the resignation (voluntary or otherwise) of the perpetrator. Those in leadership positions are expected to behave with integrity and credibility and the consequences can be harsh for those who step out of line! However, the scenario described is an extreme example, but it does show the potentially damaging effects of inappropriate behaviour, whether or not it was intentional. P a g e | 72 There are several guidelines that leaders can bear in mind to enable them to contribute to the development of a reputable organisation which include: ➢ Have an open approach to the role – have nothing to hide and be willing to be scrutinised over your decisions and transactions ➢ Always behave with the best interests of the organisation at heart ➢ Be fair when dealing with people, and be seen to be fair ➢ Consider the wider implications of your actions (e.g. using social media) ➢ Avoid showing favouritism – whether that’s to team members, suppliers, contractors, etc. ➢ When in doubt, seek advice or guidance from someone senior to you, etc. Leaders have a responsibility not only for their own behaviour and performance but that of their teams too. A member of staff whose behaviour is inappropriate reflects on the individual and on the leader as well. For example, imagine a team working in a warehouse is highly trained in safety procedures, but then the warehouse manager ignores a team member stepping over a broom which has been left lying on the floor. Not only has the team member’s performance been poor (they should have picked up the broom and stored it safely), but so has the manager’s for failing to act upon the breach in procedures. By ignoring poor performance or behaviour, the leader is also demonstrating weakness and poor performance themselves as they are failing to manage situations that conflict with the organisation’s requirements. So, leaders not only have a duty to ensure that their own performance is consistent with the organisation’s requirements, but that of the team also. Leaders are like guardians of the organisation’s standards – they should be demonstrating high standards themselves and taking action to promote and maintain the same high standards in others. Leaders can ensure the team’s high standards of performance by: ➢ Ensuring that each individual within the team knows and understands the standards expected of them ➢ Monitoring team and individual performance ➢ Praising and recognising instances of good performance and behaviour ➢ Taking appropriate action to deal with any instances of poor performance or behaviour ➢ Avoiding favouritism, turning a blind eye, ignoring procedural breaches, etc. ➢ Seeking guidance and clarification in complex matters involving people and performance, etc. P a g e | 73 As already stated, leaders have a responsibility for self-managing – that is, being aware of their own behaviour and standards of performance and adjusting these where necessary to ensure compliance with the organisation’s requirements. Leaders can do this by: ➢ Knowing and understanding the standards that are expected of them ➢ Seeking guidance and clarification where necessary ➢ Seeking feedback about their behaviours and performance ➢ Acting upon any feedback which suggests that changes in behaviour or performance are required, etc. Development activities Leadership development activities are used to further develop a manager or a leader’s ability to meet the daily requirements of leadership. Workshops on dealing with resistance One of their biggest challenges in the workplace is dealing with resistance from all angles. Co-workers and clients can offer a serious blockade when they disagree with any calls that management has had to make. It is important to learn how to deal with these situations. Simulations on making or implementing important changes Change is an inevitability in any company. Change facilitates professional growth; which is why managers need to know how to implement changes effectively without making unnecessary waves. Immersive team experiences Team building exercises are an incredibly useful tool for managers. Immersive team experiences are the perfect platform for managers to learn when to work in a team and when to step up to the plate as the ultimate leader. Meeting and conference simulations Knowing how to conduct oneself in a meeting is an invaluable skill. Training courses which simulate this particular environment are a fantastic management training device. One-on-one with a pro While team coaching programs have a lot of merits, one-on-one leadership coaching can be a very fulfilling process. Having some insight into the life of someone who has walked a similar path can often be encouraging. Your coach can give you specific leadership development activities where you learn to lead by leading. Source: 10 leadership development activities for managers. (Accessed on 08/03/2017) http://learn2.com/top-10-leadership-development-activities-for-managers/ P a g e | 74 Activity 4C P a g e | 75 4.5 – Participate regularly in industry/professional networks and groups By the end of this chapter, the learner should be able to: ➢ Identify various networking opportunities ➢ Set an example to your colleagues at any groups or events. Networking As a leader, it is very important that you use some of your professional time to network with other leaders of similar organisations, colleagues and industry professionals. This will ensure that you are able to keep well informed of current events within your industry and to keep an eye on competitors. Networking and attending groups will also give you experience and wider confidence in dealing with industry professionals. Your colleagues will look to you as a role model in this setting, so it is important that you conduct yourself in the correct manner. Networking opportunities may include: ➢ Social media presence ➢ LinkedIn ➢ Meetings with other professionals ➢ Expos and trade shows ➢ Competitor meetings ➢ Board meetings ➢ Industry talks and lectures ➢ Sales events. Group meetings Group meetings are a large part of the networking process. They can also mean several different things, but generally boil down to one ingredient; industry professionals attending a meeting. All the attendants may not be from the same company, but they will all be relevantly well versed in your particular industry. As a leader, it may be necessary to take along colleagues from your own organisation to attend these meetings. If this is the case, you will be expected to lead by example, making their experience worthwhile and something they can gain knowledge and experience from. P a g e | 76 Activity 4D P a g e | 77 Summative Assessments At the end of your Learner Workbook, you will find the Summative Assessments. This includes: ➢ Skills Activity ➢ Knowledge Activity ➢ Performance Activity. This holistically assesses your understanding and application of the skills, knowledge and performance requirements for this unit. Once this is completed, you will have finished this unit and be ready to move onto the next one – well done! P a g e | 78 References These suggested references are for further reading and do not necessarily represent the contents of this unit. Websites https://www.dlsweb.rmit.edu.au/toolbox/leadership/toolbox/op/op_c03.html http://www.pacificintegral.com/new/homepages/leadership-consulting-and-training/seven-critical competencies-of-teams/ http://www.business.vic.gov.au/marketing-sales-and-online/growth-innovation-and measurement/improving-business-innovation-and-examples http://smallbusiness.chron.com/models-ethical-behavior-business-62697.html http://learn2.com/top-10-leadership-development-activities-for-managers/ All references accessed on and correct as of 08/03/2017 unless other otherwise stated.