2 ABOUT MANAGEMENT

1
2 ABOUT MANAGEMENT
2
2 ABOUT MANAGEMENT Definition of management

• The process of planning, organising and
  controlling resources to achieve a specific result

3
2 ABOUT MANAGEMENT One definition of leadership

• The process of inspiring others to accomplish a
  certain task or goal

4
2 ABOUT MANAGEMENT 2.1 Basic Processes of
management
Goals
1. Planning
3. Evaluating
Leadership
Resources
Tasks
2. Organising
5
2 ABOUT MANAGEMENT 2.1 Basic Processes of
Management

• BUDGETING
• Setting targets or goals for the future
• Establish detailed steps for achieving those
  targets
• Allocating resources required

6
2 ABOUT MANAGEMENT 2.1 Basic Processes of
Management

• ORGANISAING STAFFING
• Establish the organisational structure and set of
  jobs required to accomplish the plan
• Staffing the jobs
• Communicating the plan to staff
• Delegating responsibility
• Establishing systems to monitor implementation

7
2 ABOUT MANAGEMENT 2.1 Basic Processes of
Management

• MONITORING, CONTROLLING, PROBLEM SOLVING
  EVALUATION
• Monitor results against the plan
• Identify deviations often called problems
• Planning and organising to solve problems
• Evaluating results against goals

8
2 ABOUT MANAGEMENT 2.2 The different roles of a
manager

• 1 Interpersonal
• Leader motivating, developing staff
• Liaison maintain network of contacts outside
  the organisation

9
2 ABOUT MANAGEMENT 2.2 The different roles of a
manager

• 2 Informational
• Monitor the nerve centre for internal and
  external information
• Disseminator transmits and interprets
  information within the organisation
• Spokesperson - Transmits information externally
  about the organisation

10
2 ABOUT MANAGEMENT 2.2 The different roles of a
manager

• 3 Decisional
• Entrepreneur searches the organisation and
  environment for opportunities and change
• Disturbance handler corrective action when
  organisation faces important unexpected
  disturbances
• Resource allocator allocation of all sorts of
  resources
• Negotiator Representing organisation in
  internal and external negotiations

11
2 ABOUT MANAGEMENT 2.3. Comparing managers and
leaders

• Establish direction develops a vision and
  strategies long term
• Aligning people communicating
  direction,creating coalitions
• Motivate and inspire keeping people moving in
  the right direction

12
3. LEADING YOURSELF
13
3. LEADING YOURSELF

• Q
• Look around your workplace, your community. Have
  you seen situations where the person in charge,
  the boss, did not actually lead? And havent you
  come across instances where a person without any
  defined authority casually skipped into the
  leadership role? Using the worksheet below, list
  these instances. Note down the reasons you think
  that the boss did not function as an effective
  leader. And why was the person without any formal
  authority able to take over the role of the
  leader?

14
3. LEADING YOURSELF 3.1 Find out what
Characterizes good and bad Leadership

• Recognizing your STRENGHTS and WEAKNESSES and
  then finding ways to nurture the former and
  overcome the latter

15
3. LEADING YOURSELF3.1 Find out what
Characterizes good and bad Leadership

• An effective leader is best defined as a person
  who
• Identifies the right job that needs to be done
• Influences the right people, at the right time,
  to do the job
• Gets the job done right, in the right ways

16
3. LEADING YOURSELF 3.1 Find out what
Characterizes good and bad Leadership

• There is a difference between being a leader and
  being a manager. This is well expressed in the
  saying that
• Managers do things right, while leaders do the
  right thing.
• Leadership usually focuses on effecting change,
  while management is often about bringing
  stability.
• Leadership is usually people-focused, while
  management tends to be system-focused.
• Managers and leaders are not necessarily
  different people. But leadership and management
  are different processes.

17
3. LEADING YOURSELF3.1.1 The Leadership Process
18
3. LEADING YOURSELF3.1.2 Approaches to Leadership
19
3. LEADING YOURSELF 3.1.3 Personality
Characteristics of an Effective Leader
Core Personality Characteristics
MOTIVATION
CONFIDENCE
POSITIVE ATTITUDE
COMMUNICATION SKILLS
EMOTIONAL INTELLIGENCE
20
3. LEADING YOURSELF 3.1.3 Personality
Characteristics of an Effective Leader

• Motivation
• Self-motivated
• Desire to lead
• Drive defined by ambition, achievement, energy,
  initiative and persistence
• Definite goal
• Self-starter
• Passionately target their objectives.

21
3. LEADING YOURSELF 3.1.3 Personality
Characteristics of an Effective Leader

• Confidence
• Self-confident
• Constantly solve problems
• Make decisions
• Ensure others follow them

22
3. LEADING YOURSELF 3.1.3 Personality
Characteristics of an Effective Leader

• Positive Attitude
• Healthy body and mind
• Helps the leader be realistic, take periodic
  stock
• Be flexible and stay open to change
• Helps her/him manage stress
• Can balance different aspects of life notes
• When the going gets tough, ensures to stay calm
  and collected enough to seek appropriate
  solutions.

23
3. LEADING YOURSELF 3.1.3 Personality
Characteristics of an Effective Leader

• Communication Skills
• Wants to make the greatest positive impact on
  their environment
• persuasive communicators
• Receptive to what others are saying
• Listening skills
• Powerful oratory
• Appropriate body language

24
3. LEADING YOURSELF 3.1.3 Personality
Characteristics of an Effective Leader

• Emotional Intelligence (EI)?
• Emotionally mature
• Fortitude, patience, resilience and empathy
• Good judge of people and smart enough to maximize
  their potential.
• Use EI to harness both their own and other
  peoples feelings to achieve goals

25
3. LEADING YOURSELF3.1.3 Personality
Characteristics of an Effective Leader

• To acquire these attributes you have to first
  identify the missing links in your own profile
  and then develop those hidden parts of your
  persona that have been lying dormant or
  under-used!

26
3. LEADING YOURSELF3.1.4 Leadership Strengths
Weaknesses3.1.4.1 Motivation

• Q
• Take care to answer these questions as you
  actually are, not as you would like to be. No one
  else has to see your answers, so its best to be
  scrupulously honest with yourself. Only in this
  way can you get a reliable reading from the
  questionnaire.

27
3. LEADING YOURSELF 3.1.4 Leadership Strengths
Weaknesses 3.1.4.2 Confidence
28
3. LEADING YOURSELF 3.2 Lear to Manage yourself
and your relationsLeadership Styles

• The solo leader gives directions and makes
  her/his own decisions.
• The rules and regulations leader bases decisions
  and directives on laid-down guidelines and
  procedures.
• The sweet-talking leader uses her/his persuasive
  disposition and personality attributes to secure
  agreement.

29
3. LEADING YOURSELF 3.2 Lear to Manage yourself
and your relationsLeadership Styles

• The sharing leader involves others and keeps an
  open mind. S/he tries to develop a congenial
  working climate and tries to share decisions in
  an effort to gain commitment.
• The opt-out leader may set guidelines and
  deadlines, but generally removes her/himself from
  the scene. It is acceptable only with an
  experienced staff.

30
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relationsFreedom Involvement

• R

5
Opt -Out
2
Sharer
4
Sweet talker
3
1 Solo
Rules Regulations
31
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relations3.2.1 Encouragement

• James M Kouzes and Barry Z Posner
• Leaders who get extraordinary things done
• Challenge the process
• Inspire a shared vision
• Enable others to act
• Model the way
• Encourage the heart.
• Hypothesis All human beings, want to be
  recognised and that it is important to understand
  that encouraging the heart is much more than
  being nice to people.

32
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relations3.2.1 EncouragementEncouraging
the heart

• Seven essentials for encouraging the heart
• Set clear standards
• Expect the best
• Pay attention
• Personalise recognition
• Tell the story
• Celebrate together
• Set the example

33
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relations 3.2.1 EncouragementEncouragin
g the heart

• Set clear standards
• What is to be delivered and how the work is to be
  done
• Clear and ambitious goals
• Giving continuous feedback and encouragement

34
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relations 3.2.1 EncouragementReflecting
on setting clear standards

• Q
• Discuss in your group and answer the questions
  below by giving practical examples from your real
  life
• What values and principles are most important to
  you?
• How do you communicate those beliefs to others?
• How clear are others about what you stand for?
• How clear and specific are the goals of those you
  are leading to them?
• How do you know success when it happens? How do
  those you are leading know?
• How are you getting feedback on how you are doing
  as a leader?
• How are others getting feedback on their
  performance?
• How useful is this feedback in helping you and
  others improve?
• How can you enhance the ways you and others get
  feedback?

35
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relations 3.2.1 EncouragementEncouragin
g the heart

• Expect the best
• If expect others to succeed, they probably will
  and, if we expect them to fail, they probably
  will
• Leaders who have confidence in the ability their
  staff to develop and stimulate followers to high
  levels of performance will expect much of those
  followers, and will treat them in a manner that
  displays confidence that their expectations will
  be met.

36
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relations 3.2.1 EncouragementEncouragin
g the heart

• Pay attention
• Done in person, by being physically present,
  hanging out with people and wandering around in
  the organisation.
• Expecting to find the best and look for good
  examples that could be praised and shared with
  others.

37
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relations 3.2.1 EncouragementEncouragin
g the heart

• Personalise recognition
• Make it personal!

38
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relations 3.2.1 EncouragementEncouragin
g the heart

• Tell the story
• If someone has done something really
  extraordinary then tell others about it.
• When you do, make it an interesting narrative,
  something to inspire others.

39
3. LEADING YOURSELF3.2 Learn to Manage yourself
and your relations 3.2.1 EncouragementEncouragin
g the heart

• Celebrate together
• Always valuable opportunities to build healthier
  groups.
• Visible public recognition builds self-esteem
  and a sense of community, belonging and
  well-being.
• When people feel well they perform well!

40
3. LEADING YOURSELF3.2 Manage yourself and your
relations 3.2.1 EncouragementEncouraging the
heart

• Set the example
• If your co-workers are able to see and hear you
  thanking people for their contributions, telling
  stories about their accomplishments, and taking
  part in celebrating success, then chances are
  that you will see them doing the same.

41
3. LEADING YOURSELF3.3 Shape your vision

• Successful leaders have clearly defined visions
  that are forward-looking and filled with great
  excitement and anticipation.
• More than anything else in life, visionwhether
  its yours or somebody elsesdictates daily
  decisions.
• The person who has no imagination has no wings.
  
• Muhammad

42
3. LEADING YOURSELF3.3 Shape your vision

• Examples of Vision Statements
• To be respected and recognized as one of the
  premier associations of HR professionals
• Vision statement of HR Association of Greater
  Detroit
• To be a leading entity to provide training,
  knowledge and consulting services all over the
  world in the fields of self development and human
  resources development for individuals and
  business societies
• Vision statement of Leadership.org
• A personal computer in every home running
  Microsoft Software
• Vision statement of Microsoft

43
3. LEADING YOURSELF3.3 Shape your vision

• Local economy grows and Lao entrepreneurs are
  competitive in the region
• Vision statement of Enterprises Development
  Consultants Co., LTD
• To be one of the top Hospitals in the country,
  with a international recognized research
  department and for the citizens first-of-chose
  health care institutions
• Vision statement by Bo Hong Hospital
• A Clean city, where the inhabitants see clear
  links with recreation areas and parks and our
  waste management service
• Vision statement by a Local Authority

44
3. LEADING YOURSELF3.3 Shape your vision

• Q
• Read the lines from Alice in Wonderland again.
  Individually.
• Take 5 minutes to think of what it really means
  and how it applies to you and your organisation.
• Discuss in your group and share the various
  ideas.

45
3. LEADING YOURSELF3.3 Shape your vision3.3.1
Developing a Vision

• Two types of main information
• Background data
• Task-Related Data

46
3. LEADING YOURSELF3.3 Shape your vision3.3.1
Developing a Vision

• Scenario Thinking
• The Scenario Process
• Define the problem
• Gather data
• Separate certainties from uncertainties
• Develop scenarios
• Use the scenarios in your vision making and then
  planning

47
4 LEADING YOUR STAFF
48
4. LEADING YOUR STAFF4.1. Supportive and
motivational management

• In management theory, it is about forces within
  the individual that accounts for
• The level
• Direction
• Persistence
• of efforts expended at work

49
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.1. Is satisfying
needs a main motivator in life?Maslow's theory
Self-actualisation
               
 
Esteem needs
Social needs
Safety needs
Physiological needs
50
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.1. Is satisfying
needs a main motivator in life?

• Physiological needs
• Reasonable work hours
• Rest and refreshment breaks
• A salary and other benefits that meet basic needs

51
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.1. Is satisfying
needs a main motivator in life?

• Safety needs
• Safe working conditions
• Job security
• Fair treatment

52
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.1. Is satisfying
needs a main motivator in life?

• Social needs        
• Interaction with clients
• A sense of belonging to the team
• Being appreciated by the manager

53
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.1. Is satisfying
needs a main motivator in life?

• Esteem needs
• Responsibility of an important job
• Promotion to higher status job
• Praise and recognition from manager

54
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.1. Is satisfying
needs a main motivator in life?

• Self actualisation
• Creative and challenging work
• Participation in decision making
• Job flexibility and autonomy

55
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.4.Herzbergs studies
on motivating factors

• Successfully performing difficult tasks
• Skills and abilities recognised by others
• More responsible and less supervised
• Promotion and status
• Opportunity to gain new stimulating experiences
• Challenging and difficult tasks

• Achievement
• Recognition
• Responsibility
• Advancement
• Growth
• Work itself

56
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.6. Motivational
management To be internally motivated is the key

• Intrinsic motivation
• Motivation that arises from within.Intrinsically
  motivated employees are enthusiastic and eager to
  succeed, they bring their own motivation to work.

57
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.6. Equity theory
Personal rewards as compared to personal inputs
Others rewards as compared to their inputs
Compared to
Perceived equity The individual is satisfied and
doesnt change behaviour
Perceived inequity The individual feel discomfort
and acts to eliminate the inequity
58
4. LEADING YOUR STAFF4.1. Supportive and
Motivational Management4.1.6. Equity theory

• Possible ways to eliminate inequity
• Putting less input into work
• Trying to change rewards, asking for better
  treatment
• Changing comparison point to feel better
• Leaving for another job

59
4. LEADING YOUR STAFF 4.1. Supportive and
Motivational Management 4.1.7. Goal setting
theory

• Goals must be set in dialogue with the performer
  to gain commitment
• Goals must be specific, measurable and time set
• Goals must be challenging and achievable
• Goal priorities must be clarified
• Continuous feedback must be provided
• Accomplishment must be rewarded

60
4. LEADING YOUR STAFF4.1. Supportive and
Motivational ManagementEmpowering Motivating
Managers 1

• Encourage their employees to go from fragmented
  narrow tasks to whole processes.
• They direct and control less, but coach and
  support more, and share problems and planning
  with team
• Their style is collaborative and open.

61
4. LEADING YOUR STAFF4.1. Supportive and
Motivational Management Empowering motivating
managers 2

• They look for opportunities to make it possible
  for subordinates to participate in
  decision-making.
• They ensure employees have the knowledge and
  understanding required to participate
• They create motivation by expressing confidence
  in team members, ensuring employees feel they are
  making a difference

62
4. LEADING YOUR STAFF4.1. Supportive and
Motivational Management Empowering Motivating
Managers 3

• They are always building relationships with
  others.
• They are personally and emotionally mature.
• They establish good communication channels with
  their leaders, peers and subordinates
• They have a vision, can articulate clear sets of
  values and are able to create inspirational and
  meaningful goals

63
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.1.What is delegation?

• giving your team members the responsibility and
  the authority to carry out duties, which you
  could have kept for yourself.

64
4. LEADING YOUR STAFF4.2. Delegation and
situational management 4.2.1.1. Advantages of
delegation

• It frees the manager to focus on other important
  tasks
• It creates opportunities for more informed and
  faster decisions, which result in improved
  service delivery and satisfied clients
• It motivates and develops staff and hence
  improves the entire organisation
• Motivation encourages people to accept a wider
  range of responsibilities.

65
4. LEADING YOUR STAFF4.2. Delegation and
situational management The concept of Competence

• A persons ability to perform a task to standards
  required in a given environment
• That is, to make use of a combination of personal
  assets such as knowledge, skills and attitude in
  order to achieve specific aims and objectives.
• To be able and willing!
• Competence is not formal academic qualification
   

66
4. LEADING YOUR STAFF4.2. Delegation and
situational management 4.2.3. How to delegate

• What to consider before delegating
• 1. Select the task or role
• 2. Decide on competence required and to whom you
  can delegate
• 3. Prepare the individual/team

67
4. LEADING YOUR STAFF4.2. Delegation and
situational management 4.2.3. How to delegate

• Selecting the task
• What duties/roles could be delegated - develop
  staff and/or improve service delivery
• Compare what you actually have been doing to your
  main tasks diary
• Study bottlenecks in service delivery
• Areas where chain of decisions is long

68
4. LEADING YOUR STAFF4.2. Delegation and
situational management 4.2.3. How to delegate

• Competencies required and whom to delegate to
• Required competence
• Who could take it on?
• Consider
• What competence do we need to develop?
• Somebody who is competent but not fully used

69
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.3. How to delegate

• Prepare the team 1
• Discuss key issues with the receiver of
  delegation and others who will be affected
• Tasks or roles to be delegated
• Purpose of delegation
• Purpose of tasks
• Expected results/objectives
• Resources available

70
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.3. How to delegate

• Prepare the team 2.
• Expected standard
• Process/procedures that need to be known
• Time frames
• Level of authority and responsibility
• Support expected from team

71
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.3. How to delegate

• Prepare the team 3
• Identify with the receiver what support is
  required regarding Training, Coaching etc.
• Agree on how and when you want reports
• Agree on how and when to monitor

72
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.4. Different
situations require different leadership styles

• to apply different leadership styles depending
  on
• The competence of the staff member
• The difficulty and complexity of the task.

73
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.4. Different situation
require different leadership styles
74
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.4. Different
situations require different leadership styles

• (S1) Telling
• High task / low relationship leadership
  behaviour. This style is characterised by one-way
  communication in which the leader defines the
  roles of the followers and tells them what, how,
  when, and where to do tasks

75
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.4. Different
situations require different leadership styles

• (S2) Selling
• High task/high relationship behaviour. In this
  style most of the direction is still provided by
  the leader. The leader also attempts through
  two-way communication and emotional support to
  get the followers to buy into or own decisions
  that have to be made.
•  

76
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.4. Different
situations require different leadership styles

• (S3) Participating
• High relationship / low task behaviour. The
  leader and followers share in decision-making
  through two-way communication and much
  facilitation behaviour from the leader, since the
  followers have the ability and knowledge to do
  the task. This means acting as an equal and as a
  colleague, in discussing the job with the
  subordinates.

77
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.4. Different
situations require different leadership styles

• (S4) Delegating
• Low relationship/low task behaviour. At this
  stage, the staff member has the technical skill
  and the confidence to take full responsibility.
  You can leave the subordinate to get on with it,
  but be available if required. Follow up progress.

78
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.5.Some advise when
delegating

• The support you promised
• The opportunity to try their own way of
  performing the tasks
• Support by informing other departments concerned
  about the delegation
• Praise and possibly rewards
• Backing for the actions and decisions they have
  taken
• Progress meetings as agreed
• Information about any changes that might affect
  their progress.

79
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.5.Some advise when
delegating

• Blame them if something goes wrong but assist in
  reflection for learning and correction
• Interfere with the persons performance of the
  task
• Double-check everything, (unless you are in the
  telling stage)?
• Override decisions taken by the subordinate
• Change things behind the persons back

80
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.6. Evaluating the
delegation 1

• Were the preparations and information sufficient?
• Was there adequate support and coaching?
• Has the staff member found new ways of performing
  the tasks that others can benefit from?
• Can you delegate other tasks or roles to him or
  her?

81
4. LEADING YOUR STAFF4.2. Delegation and
situational management4.2.6. Evaluating the
delegation 2

• Does he or she need further training?
• How can you improve your delegation skills?
• Has delegation improved service delivery?
• How much time have you saved and how have you
  used it?

82
4. LEADING YOUR STAFF4.3 Effective Teams
83
4. LEADING YOUR STAFF4.3.1 Groups and
TeamsDefined
84
4. LEADING YOUR STAFF 4.3.1 Groups and Teams

• Characteristics of Teams
• Three aspects of teams and team building that are
  constantly intertwined
• Belonging to, and being part of, something
  successful
• Commonality of objectives and purpose
• Synergy, i.e. achieving more collectively than
  can be achieved by individuals acting outside a
  team environment

85
4. LEADING YOUR STAFF 4.3.2 Different kinds of
teams

• Different kinds of teams
• Task forces
• Project teams
• Quality circles
• Committees
• Management teams

86
4. LEADING YOUR STAFF 4.3.3 Why are
organisations using teams?

• Why are organisations using teams?
• Complexed issues/problems
• Team solutions are delivered more quickly
• With good leadership an individuals personal
  significance can be enhanced by a team
  environment
• Quality of team decision superior to one persons
  decision making
• Team proposals carry more weight than those
  coming from an individual source.

87
4. LEADING YOUR STAFF 4.3.3 Why are
organisations using teams?

• WHY BUILD A TEAM?
• Survey from 270 HRD Executives
• Productivity improved
• Quality improved
• Waste reduced
• Job satisfaction improved
• Client satisfaction improved
• Other benefits better scheduling, goal setting,
  and the increased ability of team members to
  resolve their own disputes.

88
4. LEADING YOUR STAFF 4.3.4 Stages of Group
Development

• The Five Group Development stages according to
  Bruce W Tuckman
• Stage 1 Forming
• Stage 2 Storming
• Stage 3 Norming
• Stage 4 Performing
• Stage 5 - Adjourning

89
4. LEADING YOUR STAFF 4.3.5 Belbins effective
Team Building
90
4. LEADING YOUR STAFF4.3.5 The Eight role types
91
4. LEADING YOUR STAFF
4. LEADING YOUR STAFF4.3.5 The Eight role types
92
4. LEADING YOUR STAFF 4.3.5 The Eight role types
93
4. LEADING YOUR STAFF 4.3.5 The Eight role types
The ninth type...
94
4 LEADING YOUR STAFF4.3.6 Setting up teams for
high performance

• Michael Colenso's ten-step approach to team
  creation (High Performing Teams. .) From how to
  use teams, to having a functioning team ready to
  operate.
• Step 1 What is the purpose of the team?
• Step 2 Is the team the best solution?
• Step 3 What sort of team will work best?
• Step 4 What will it take to sustain a team
  within the organisation?
• Step 5 Who should be appointed to the team?
• Step 6 Who should lead the team?
• Step 7 - What rules need to be established?
• Step 8 What sort of objectives will be needed?
• Step 9 What feedback loops will have to be in
  place?
• Step 10 What training will the team need?

95
4. LEADING YOUR STAFF4.4 INTERNAL COMMUNICATION
96
4. LEADING YOUR STAFF4.4 INTERNAL COMMUNICATION

• Main objectives of internal communication
• Establish understanding of the organisations
  vision, mission, values, objectives and policies.
• Establish understanding of different departments
  and functions, and their co-operation.
• Promote learning and capacity development via the
  exchange of knowledge.
• Ensure a high level of motivation and
  responsibility.
• Provide staff with the information they need for
  their jobs.

97
4 LEADING YOUR STAFF4.4.1 One-way two-way
communication

• Internal communication one way process
• memos, notice boards and newsletters, proposals,
  plans and budgets, reports, briefings and
  presentations.
• Of these, only two involve face to face
  interaction

98
4. LEADING YOUR STAFF4.4.1 One-way two-way
communication

• Internal communication two way process
• Briefings
• Presentations
• Questions
• Discussion
• Delegation
• Coaching
• Meetings, inter-group meeting, one-to-one
  meetings and forums.

99
4 LEADING YOUR STAFF4.4.2 Managing dissemination
of information

• PUBLIC SECTOR ORGANISATIONS MUST CONSIDER THESE
  BASIC QUESTIONS REGARDING DISSEMINATION
• Who should have access to what information?
• How do we make the information accessible to
  those people, in what form, and when?
• Who should be responsible for disseminating what
  information?
• How do we know that information has reached its
  destination and been understood (feedback)?

100
4 LEADING YOUR STAFF4.4.3 Conducting successful
meetings

• Key to respectful successful meetings
• Why?
• What?
• How?
• When?
• Where?
• Who?

101
4 LEADING YOUR STAFF4.4.4 Different types of
meetings

• Information meetings
• Debriefing
• Consultative meetings/discussions
• Decision making meetings
• Note
• Often meetings have multiple purposes e.g.
  information and decision making

102
4 LEADING YOUR STAFF4.4.5 Conduct meetings
correctly

• Get acquainted with participants
• Enough time
• Feel the atmosphere and anticipate problems
• Closing the meetings

103
4 LEADING YOUR STAFF4.4.6 Mission, vision and
values 4.4.7. Communication goals

• A public sector organisation in a democracy is
  governed by representatives chosen by citizens,
  with a mandate to provide and extend public
  services. In order to achieve its objectives, it
  needs to communicate effectively with those it
  serves, and other stakeholders regarding
• Plans, goals, objectives, programmes and projects
• Results and progress in implementing plans
• Income, budgets and expenditure against budgets
• Opportunities for ongoing public participation
  and feedback
• General and specific information of public
  importance

104
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE

• .

105
4 LEADING YOUR STAFF4.5. Organisational
climateDefinition climate

• -         behaviour, attitudes and atmosphere
  that are characteristic for an organisation.

106
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE
Definition culture

• -         existing norms and values that have
  developed throughout the history of the
  organisation.

107
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE
Input Resources e.g. money, staff. Materials etc
Organisational processes
Climate
Climate
Psychological processes
Output Services, products etc
108
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE
4.5.2. Developing contra stagnating organisations

• Developing organisations
• Employees consider work meaningful and are
  stimulated by challenges
• Employees are able to develop within the
  framework of the organisation
• Employees understand and identify themselves with
  the goals of the organisation
• There is an atmosphere of trust and and openness
  and people share ideas freely

109
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE
4.5.2. Developing contra stagnating organisations

• Developing organisations cont.
• Peoples ideas are respected and encouraged
• There are flexibility and open borders between
  people and units
• There are lively discussions about objectives and
  problem solving
• People have the freedom to look for information
  inside and outside the organisation and initiate
  change

110
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE
4.5.2. Developing contra stagnating organisations

• Developing organisations cont
• Mistakes are not being punished, hence employees
  are prepared to experiment in order to improve
  their work

111
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE
4.5.2. Developing contra stagnating organisations

• Stagnating organisations
• A stagnating organisation is often managed by
  rules and regulations that are obstacles to
  change and development.
• The organisation is often characterised by
  control and force.
• Suggested changes are often met by great
  suspicion.

112
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE
4.5.2. Developing contra stagnating organisations

• Stagnating organisations continued
• Relationships between colleagues are often tense
  and full of prestige
• People are watching each other in order to catch
  someone making mistakes.
• Personal conflicts are very common even if they
  are not visible on the surface, hence people are
  worried about taking own initiatives.

113
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE
4.5.2. Developing contra stagnating organisations

• Challenge
• Freedom/independence
• Support for ideas/encouragement
• Trust and Openness
• Dynamics
• Humour

114
4 LEADING YOUR STAFF4.5 ORGANISATIONAL CLIMATE
4.5.2. Developing contra stagnating organisations

• Debate/dialogue
• Conflicts/emotional tensions
• Risk taking
• Time for ideas/reflection

115
5 MANAGING THE ORGANISATION5.1 Organisational
Structures

• An illustration

116
5 MANAGING THE ORGANISATION5.1 Organisational
Structures

• Tall Structure

117
5 MANAGING THE ORGANISATION5.1 Organisational
Structures
118
MANAGING THE ORGANISATION5.1 Organisational
Structures
Flat Structure
119
5 MANAGING THE ORGANISATION5.1 Organisational
Structures
120
5 MANAGING THE ORGANISATION5.1 Organisational
Structures
Hierarchical Organisation
121
5 MANAGING THE ORGANISATION5.1 Organisational
Structures
122
5 MANAGING THE ORGANISATION5.1 Organisational
Structures
123
5 MANAGING THE ORGANISATION5.1 Organisational
Structures
124
5 MANAGING THE ORGANISATION5.1 Organisational
Structures
125
5 MANAGING THE ORGANISATION5.1 Organisational
Structures

• THE MATRIX ORGANISATION
• Contains teams of people
• Created for the purposes of a specific project
• Led by a project manager
• Individuals chosen according to needs of the
  project
• Conflict of loyalty between line project
  manager?

126
MANAGING THE ORGANISATION5.1 Organisational
Structures

• THE PROJECT ORGANISATION
• It is put together for a special purpose
• Efforts and scope of work is limited in time
• It is result-oriented
• It is organized around a project manager
  responsible for results and a project group with
  clearly defined responsibilities.
• It has clearly identified stakeholders, including
  the target group and the final beneficiaries
• Has clearly defined coordination, management and
  financing arrangements
• It is subject to a monitoring and evaluation
  system (to support performance management)
• It is based on an appropriate level of financial
  and economic analysis, which indicates the
  projects benefits will exceed its costs.

127
5 MANAGING THE ORGANISATION5.2 The Planning
Processes

• Operational planning
• Objectives
• Outputs
• Resources

• Implementation
• Line
• Programme
• Project

• Strategic planning
• process
• Goals
• Objectives
• Indicators

Evaluation and learning
Monitoring taking action and learning
128
MANAGING THE ORGANISATION5.2.3 Different kind of
Planning

• One persons goal is another persons objectives

Goal
Objectives
Goal
Objectives
Goal
Objectives
Goal
Objectives
Goal
129
MANAGING THE ORGANISATION5.2.4 Tools for Planning

• Action Planning Chart

130
MANAGING THE ORGANISATION5.2.4 Tools for Planning

• Work Breakdown Structure

131
MANAGING THE ORGANISATION5.2.4 Tools for Planning

• Gantt chart

132

• 5.2.4 Tools for planning - Individual Work
  Plans

133
5.3 TIME MANAGEMENT
134
5. MANAGING THE ORGANISATION 5.3.1. What are the
benefits of good time management?

• It gives you more time to do what you are here
  for
• It improves your availability
• It improves your decision making
• It improves your productivity, efficiency and
  effectiveness
• It minimises the risks you take
• It makes you easier to work with
• .

135
5. MANAGING THE ORGANISATION 5.3.1. What are the
benefits of good time management?

• It makes you easier to live with
• It improves your health
• It makes you feel more relaxed
• It reduces stress

136
5. MANAGING THE ORGANISATION 5.3.4. How to
organise yourself

• Identify your objectives
• List all tasks and activities necessary to
  achieve the objectives
• Prioritise among tasks and activities
• Delegate tasks that others can do better or just
  as well
• Plan the amount of time to spend on each
  activity/task
• Deal with your time wasters

137
5. MANAGING THE ORGANISATION 5.3.4. How to
organise yourself

• Time savers for meetings 1.
• Set clear goals for your meetings
• Provide everybody with a written agenda
• Keep the numbers present to a minimum
• Avoid the hour starts
• If agenda is brief keep everybody standing
• Use the talking ball technique

138
5. MANAGING THE ORGANISATION 5.3.4. How to
organise yourself

• Time savers for meetings 2
• Take regular straw polls to check consensus
• Try Japanese Nemawashi
• Encourage full participation
• Keep everybody focused
• Prevent one to one discussions
• End with a call to action

139
5. MANAGING THE ORGANISATION 5.3.5. Plan the use
of your time

• Start a diary system where you enter the
  prioritised activities. Allow time for reactive
  tasks as well.
• Prepare a daily to do list. Tick off tasks as
  you complete them.
• Improve your reading skills. Try to read more
  selectively.
• Schedule time for planning once a week
• Set deadlines for all tasks according to how much
  of your time you will allow them to take.

140
5. MANAGING THE ORGANISATION 5.3.5. Plan the use
of your time 20 rules for good time management 1

• Develop a fixed daily routine do routine things
  at routine times.
• Do the important jobs when you are at your best.
• Set time limits and stick to them.
• Never put off unpleasant and difficult tasks if
  they are also important.
• Put off everything that is not important.
• Analyse interruptions take steps to avoid them.

141
5. MANAGING THE ORGANISATION 5.3.5. Plan the use
of your time 20 rules for good time management 2

• Set up a quiet hour and publicise it.
• Do one thing at a time.
• Plan phone calls and stick to the plan.
• Keep a notebook to collect ideas in one place.
• Wherever possible, finish your task.
• Arrange breaks at times when you cannot work
  effectively.

142
5. MANAGING THE ORGANISATION 5.3.5. Plan the use
of your time 20 rules for good time management 3

• Communicate routine matters at routine meetings.
• Learn to say no.
• Do similar type jobs at the same time, e.g. all
  phone calls one after the other.
• Conduct a time audit about once every four
  months.
• Only take work home you intend to do it.

143
5. MANAGING THE ORGANISATION 5.3.5. Plan the use
of your time 20 rules for good time management 4

• Think, then act.
• Do things adequately, dont be a perfectionist.
• Set a task for the year, the month, the week, the
  day

144
5.4 PERFORMANCE APPRAISALS
145
5. MANAGING THE ORGANISATION5.4. Performance
appraisalsMain purpose of performance appraisals

• the improvement of the employees future
  performance of the job

146
5. MANAGING THE ORGANISATION 5.4. Performance
appraisalsPerformance appraisals can include

• Review and evaluate past performance
• Training and development
• Support required
• Career planning
• Salary reviews
• Setting of objectives
• Recognition of past accomplishments

147
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• Appraisal based on individual agreement
• A workplan derived from the business plan telling
  us what the employee should achieve during the
  period
• General performance factors (GPF) telling us
  about the genera performance of the individual
  employee

148
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• A workplan could have the following headings
• Key Performance Areas
• Outputs
• Performance standards
• Indicators
• Time
• Resource requirements
• Enabling conditions

149
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• Key Performance Areas or objectives describe what
  is expected from an employee in his/her role and
  focus attention on actions and activities that
  will assist units and ultimately the department
  in performing effectively.. KPAs can cover many
  different aspects of the work such as
• Specific tasks or events which the employee
  should ensure are achieved
• Actions or situations for which the employee is
  personally responsible for delivering his/her
  unique contributions

150
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• An output is a concrete achievement (such as a
  passport, a presentation or immunization,) that
  contributes to the achievement of a KPA or an
  objective.
•  

151
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• Performance standards are mutually agreed
  criteria to describe how well work must be done
  in terms of quantity and/or quality and
  timeliness, to what the required result should
  be. The performance standards are divided into
  indicators and the time factor.

152
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• A Performance indicator is a type of information
  used to gauge the extent to which an output has
  been achieved (policy developed, presentation
  delivered, service rendered)?

153
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• The time factor is used to determine whether the
  activities were completed or progress made, as
  agreed in the pursuit of the output (e.g. policy
  to be completed by 31 October 2008)?

154
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• The resource requirements in this format refers
  to human resources (who will be specifically
  involved in delivering the output) and financial
  resources (the budget set aside for delivering
  the output).

155
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• Enabling conditions describe the range of
  processes and systems, often beyond the control
  of the individual that need to be in place to
  assist effective performance.

156
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• General performance factors
• Provide services e.g. responding to clients
• Job knowledge e.g. technical skills
• Working with others e.g. cooperation
• Managing work e.g. plan and prioritize
• General conduct e.g. conforming with code of
  conduct
• Etc

157
5. MANAGING THE ORGANISATION 5.4.2. What are the
objectives of performance appraisals?

• GPFs for managers can include e.g.
• Managing resources
• Leadership skills
• etc

158
5. MANAGING THE ORGANISATION An example of a
rating system

• achieved less than fully effective results
  against almost all of the performance criteria
  and indicators
• has achieved less than fully effective results
  against more than half of the performance
  criteria and indicators
• has achieved as a minimum effective results
  against all of the performance criteria and
  indicators

• Unacceptable Performance
• Performance Not Fully Effective
• Performance Fully Effective
• Performance Significantly Above Expectations
• Outstanding Performance

159
Assessment rating
160
5. MANAGING THE ORGANISATION Performance
category/score
161
5. MANAGING THE ORGANISATION Example structures-
narrative assessment
Report on work carried out Describe the work
plus facts and figures
Assessment of performance How far has the person
succeeded in attaining the performance required?
Personal qualities Consider personal qualities
good/bad with bearing on the job
Technical knowledge Strengths and weaknesses
Training requirements
Overall assessment
162
5. MANAGING THE ORGANISATION 5.4.5. Conducting
qualitative performance appraisals. Manager
preparations

• Organisational objectives and main tasks?
• How do I break this down to the individual?
• What competence is lacking in the org?
• How can this employee help?
• How has performance been so far?
• Could this employee improve performance?
• How could that be done?

163
5. MANAGING THE ORGANISATION 5.4.5. Conducting
qualitative performance appraisals. Manager
preparations 2

• Will it be necessary to criticise this employee?
• How could it be done through well balanced
  feedback?
• Does this person have un-used competencies?
• How could they be discovered and used?

164
5. MANAGING THE ORGANISATION 5.4.5. Conducting
qualitative performance appraisals. Manager
preparations 3

• Can I delegate tasks to this employee?
• What support is required?
• Any development needs required?
• What plans does he/she have for the future?
• What are the feelings about his/her potential?

165
5. MANAGING THE ORGANISATION 5.4.5. Conducting
qualitative performance appraisals. Employee
preparation

• My most important tasks for the future?
• My competence related to what I do?
• Can I take on new tasks?
• Do I need support or help?
• Do I need training?
• My plans for the future?
• Any ideas on how to improve my work?
• What do I think of my managers leadership?
• My opinion of atmosphere and cooperation?

166
5.5 DEVELOPING YOUR STAFF
167
5. MANAGING THE ORGANISATION5.5. Developing your
staffMain roles of a manager in developing org
and staff 1

• Act as a coach
• Be an advocate for the importance of learning
• Take part in learning processes
• Demonstrate enthusiasm for development and
  learning
• Listen to ideas with an open mind

168
5. MANAGING THE ORGANISATION5.5. Developing your
staffMain roles of a manager in developing org
and staff 2

• Encourage information flow and knowledge creation
• Share the vision of the organisation and involve
  staff when developing strategies

169
5. MANAGING THE ORGANISATION5.5.1. A strategic
approach to learning
Strategic Objectives
Operational plan

• Available HR

Design of organisational structure job design

• Forecasted HR changes
• Retirement
• Leave

Demand forecast
Decide on
Supply forecast
Recruitment plan
Redeploy-ment
Skills development
Retention
170
5. MANAGING THE ORGANISATION5.5.3. Possible
learning interventionsHow to instruct

• Know exactly what you want
• Select the right task for the right person
• Use clear, concise, simple language
• Take it step-by-step
• Encourage note-taking
• Give the reasons and explain the significance
• Check for understanding
• Distribute tasks evenly
• Be available
• Follow-up

171
5. MANAGING THE ORGANISATION5.5.3. Possible
learning interventionsCoaching

• To convey a valued person from where he/she is to
  where he/she wants to go

172
5. MANAGING THE ORGANISATION5.5.3. Possible
learning interventionsHow to coach 1

• Analyse and agree on the issues for improvement
  with the learner
• Clarify learners objectives and agree on time
  for evaluation
• Clarify learners expectation and requirements
• Plan solutions and change. If necessary instruct

173
5. MANAGING THE ORGANISATION5.5.3. Possible
learning interventionsHow to coach 2

• Gain learners commitment on solution and change
• Create an environment suitable for the learner to
  perform
• Give continuous feedback on performance
• Evaluate against agreed objectives

174
(No Transcript)
175
5. MANAGING THE ORGANISATION5.5.3. Possible
learning interventionsMentoring Objectives

• A role model that can offer wide knowledge and
  experience
• Information that it would be difficult to find
  elsewhere
• An expanded network
• Assistance in pursuing on accelerated career path
• Feedback on ideas and assistance in problem
  solving
• Improved general people and conflict management
  skills
• Enhanced self confidence and motivation

176
5. MANAGING THE ORGANISATION5.5.3. Possible
learning interventions A good mentor 1

• Has an up to date professional competence
• Has relevant experiences
• Has an extensive network
• Is interested in and likes people
• Is a good listener
• Can talk about difficult issues
• Is able to create an open confidential
  relationship

177
5. MANAGING THE ORGANISATION5.5.3. Possible
learning interventions A good mentor 2

• Can see the whole picture as well as the details,
  and is able to identify causes and effects
• Doesnt see the protégé as a competitor and
  doesnt feel threatened
• Doesnt engage in solving the problems of the
  subordinate, but supports their protégé to solve
  his/her own problem-solving

178
5. MANAGING THE ORGANISATION5.5.3. Possible
learning interventions Bench learning includes

• Assessment of performance of the workplace
• Analysis of any improvement area identified
• Identification of a suitable role model
• Meeting and interaction with the role model
• Learning from the role model
• Implementation of improvements
• Monitoring and evaluation of results

179
5. MANAGING THE ORGANISATION5.5.4. Monitoring
and evaluating learning interventions
Post-course reporting

• Whether expectations and objectives have been met
• What the participant has learnt
• How new knowledge and skills will be implemented
  in the workplace
• Potential for transfer of knowledge and skills to
  colleagues and managers
• The quality and impact of the programme