www.stir.ac.uk

1
Middle Management Development 14-16 April 2009

www.stir.ac.uk
2
welcome

• Claudia McComish
• Simon Smith
• University of Stirling
• Organisation Development Team
• Sandy Wilkie
• University of St Andrews
• Staff Development Manager

3
finding your own direction

• MMD traffic lights action plan framework
• STOP doing this...
• START doing this...
• Think about?
• an opportunity for honest self-reflection
• capture any thoughts as they occur
• ideas for realistic actions to take away

4
introductions

• introductions
• who you are
• what you can bring to the group

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introductions

• introductions
• who you are
• what you can bring to the group
• spot the team
• using the biographies provided, identify which
  team you have information about

6
course expectations

• think about what you want to achieve over the
  next 2.5 days...
• if the MMD course was a journey, what would be
  the signposts youd like to see along the way ?
• what would the landscape look like ?
• create a team map to illustrate the places youd
  like to visit

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learning outcomes

• provide some reflection on changing HEI
  environment
• develop your team-working skills
• enhance your ability to operate as managers
  (planning, motivating etc)
• broaden your experiences through networking with
  others
• progress your own personal professional
  development plans

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role of middle manager

• management vs leadership
• connection communication
• recent leadership thinking
• 6 managerial styles (Hay MSQ)
• managing downwards influencing upwards
• sharing your experiences

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managers vs leaders ?

• Management is concerned with the execution of
  transactional (day-to-day) operations
• Leadership refers to the transformational
  aspects of organisational development
• (Middlehurst, 1993)

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the best managers have

• a clear sense of Purpose
• their own Strategic Goals
• an ability to Secure Manage Resources
• the ability to Manage Priorities
• well-developed Influencing Skills
• an ability to Motivate Others
• a desire for Continuous Improvement
• Ownership for Performance (of self and others)
• willingness to take Responsibility
• Source Honey (1996)
• study of managers at IBM, Ciba Geigy, Xerox
  Coca Cola

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the purpose of leadership

• Leaders must challenge people to depart from
  the patterns of the past and to destroy the
  present profit-makers by creating new ones.
  Meaningful leadership is about stirring the pot
  rather than putting on the lid
• Ridderstrale Nordstrom (2000), Funky
  Business

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5 key leadership behaviours

• Challenge the process
• Enable others to act
• Model the way
• Encourage the heart
• Inspire a shared vision
• Kouzes Posner (1996), The Leadership
  Challenge

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challenge the process

• commitment to continuous improvement
• question the way things are done
• have passionate aims for change

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enable others to act

• ensure people have the skills to act in pursuit
  of the vision
• create a kind of intense loyalty
• teach others how to make the decisions

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model the way

• have a set of values that you really believe in
• demonstrate these through consistent behaviour
• build trust and credibility

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encourage the heart

• give the praise and appreciation to staff
• encourage them to keep going
• if possible, use a personal touch

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inspire a shared vision

• have a very clear view of where you want to go
• communicate this to others around you
• get them to engage and follow

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5 components of leadership

• Preparation
• Clear Philosophy
• Courage
• Teamwork
• Communication

If you do the other four things, communication
is easy. Be open. Be honest Rudolph Guiliani,
July 2002
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connector communicator

• helping employees understand their role how it
  links to the wider organisation
• turning strategic information into meaning for
  employees
• Focus - set a few clear priorities
• Articulate - translate vision
• Model - correct values/behaviours
• Engage - add context create dialogue

Source Quirke, B Walters, D (2003) What every
manager should know about Communication, Melcrum
Publishing
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7 lessons in leadership

• be yourself (authenticity)
• communication really matters (find a language
  they understand)
• be honest with your staff (admit mistakes)
• practice what you preach (set an example)
• persuade the people working for you they can
  achieve great things
• understand the finances
• show that you genuinely care about the people

Leadership is about the stories that other
people tell about you" Greg Dyke
CIPD Scottish Conference
10th March 2006
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recent leadership thinking

• trait theory is unreliable no-one can match the
  list of ideal competences
• organisations are too complicated to be
  transformed by a single giant (Kotter)
• every act of leadership is unique, can happen at
  all levels of the organisation
• leadership is underpinned by emotional
  intelligence and is recognised as action
• acts of leadership create meaning, value
  structure for people

Source John Kotter, Leading Change, 1996
Richard Little, Impact DTG, 2004-5

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managerial styles

• a manager can have a significant impact on
  employee motivation performance
• you as a manager create the team climate in which
  individuals operate
• your style of interaction will determine how your
  staff respond to you
• ...but how aware are you of your preferred
  management style ?
• please complete this short Hay MSQ questionnaire
  (36 items)
• ...then total your responses for columns A-F

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managerial styles

• Hay MSQ measures your perception of how you
  manage in terms of 6 styles
• Coercive
• Authoritative
• Affiliative
• Democratic
• Pacesetting
• Coaching

All originating from different components of
Emotional Intelligence
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scoring the MSQ

• transfer your raw scores onto the Managerial
  Style Profile
• results compare you to a typical group of
  managers
• Dominant Style(s)
• those you use most of the time
• Backup Style(s)
• those you can use occasionally if required

Based on a sample of 16,916 managers from 16
industries
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Coercive

• aims to achieve immediate compliance
• one-way directive conversation
• seeks tight control over situations
• dealing with crisis situations or problem
  employees
• with talented or self-motivated staff

Do it the way I tell you
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Authoritative

• aims to provide long-term direction/vision
• allows employee input but retains control over
  decision
• seeks to influence to gain buy-in
• with new staff or when a new direction has to be
  communicated
• with sophisticated experienced staff

Firm but fair
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Affiliative

• aims to promote harmony co-operation
• seeks to smooth tensions and resolve work/family
  conflicts
• seeks to be liked as a manager
• when tasks are routine or employees need support
• when negative feedback is required

People first, task second
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Democratic

• aims to build group consensus for decision-making
• heavy emphasis on team participation
• employees are trusted to have skills drive
• working with good staff with ample time for
  decision-making
• when a particular answer is needed

Id like you to participate
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Pacesetting

• aims to accomplish quality work yourself
• models high standards expects them in others
• delegates only to good performers
• dealing with staff who can perform independently
• with staff who need feedback support

Do it myself
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Coaching

• aims towards professional growth of employees
• helps people identify strengths/weakness
• encourages honest self-assessment
• with employees interested in being innovative or
  developing career
• when explicit direction is required

Id like to help you develop
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impact of the managerial styles

• Leaders who have mastered 4 or more styles create
  the best business performance
• The most effective leaders can switch flexibly
  between leadership styles in response to the
  situation
• Authoritative, Affiliative, Democratic Coaching
  styles have a positive impact on organisational
  climate
• Coercive Pacesetting can have a negative impact
  on the working environment

Source Goleman, D (2000) Leadership that gets
results, Harvard Business Review
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group discussion (1)

• do you agree with your own individual profiles ?
• any surprises within the group ?
• how flexible are you at varying your style in
  situations ?
• what are the styles that typify your
  organisational culture ?

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caught in the middle

• managing downwards
• the performance motivation of your team members
• satisfying their aspirations to progress learn
• giving them info they need protecting them from
  politics
• influencing upwards
• communicating progress to the levels above
• seeking information on strategies key
  directions
• persuading your own manager on issues that affect
  you

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managing downwards

• connection through focus
• objective setting, articulating strategy/vision,
  ensuring individual effort is aligned to team
  operational goals
• engagement through dialogue
• regular 11 progress meetings, conversations
  about development, involving your team in
  decision-making
• leadership though action
• being proactive, role modelling behaviours,
  helping drive good practice downwards/side-ways/up
  wards
• motivation through reward
• recognising individual motivators, giving
  feedback on performance, enabling career
  progression, (pay)

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influencing upwards strategies

• reason - logical presentation of ideas
• coalition - getting the support of others for
  ideas
• friendliness - creation of goodwill
• bargaining - negotiation
• assertiveness - a direct approach, confidently
  seeking compliance
• higher authority - getting the support of more
  senior managers

Robbins (1989), Organisational Behaviour
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influencing upwards

• understanding the relationship
• recognise interdependence
• reflect on respective styles how they can fit
• observe your boss in context to discover goals
  values
• understand the root of any frustrations you may
  have (e.g over dependence on them)
• resolve any conflict

Source goodpractice.net
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influencing upwards

• managing the relationship
• make considerate use of their time
• ensure you are dependable honest
• moderate the flow of information to them
• regularly assess mutual expectations
• begin to draw upon respective strengths
• gather info on working style decision-making
  styles

Source goodpractice.net
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group discussion (2)

• share your experiences of being a middle
  manager...
• discuss your examples of influencing upwards
• share experiences of managing downwards
• identify key attributes required to operate in
  the middle
• handout influencing upwards

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Performance Management Developing Staff
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Performance Management and Developing Staff

• A four stage model
• Planning
• Coaching
• Evaluating
• Developing

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planning - levels
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planning setting objectives

• Do you agree performance objectives with members
  of your team and your team as a whole?
• If so, what process do you follow to do this?
• Do you encounter problems agreeing objectives?
• How do you overcome these?
• Please discuss in your groups

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planning good practice

• Schedule an objective-setting session with the
  team
• Focus on key objectives for a range of
  time-scales month term semester full-cycle
  academic year
• Agree objectives that are SMART, significant and
  challenging for individuals/the team
• Identify measures and targets to help you all
  assess progress
• Check that individuals have a real understanding
  of whats expected of them

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Planning setting objectives

• S specific
• M measurable
• A achievable/agreed
• R realistic
• T timebound
• Complete SMART exercise in pairs

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Performance Management and Developing Staff
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coaching - styles

• 4 styles of coaching Skill/Will Matrix
• delegate
• direct
• excite
• guide
• The Tao of Coaching, Max Landsberg (1997)

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coaching good practice
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Performance Management and Developing Staff
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evaluating sharing experience

• if you currently use an appraisal/review scheme
• what has gone well ?
• what has gone less well ?
• what might you do differently?
• discuss in small groups then report back
• PDP Handout

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Evaluating Go equipped!

• Set calendar date and time and dont change it!
• Book a meeting room to avoid interruption
• Gather your info job description, current
  objectives, your documentation notes, any
  feedback from colleagues or customers
• Allow enough time for self appraisal
• Make sure you know where the individual has done
  well and what needs to be improved

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Evaluating good practice

• Put reviewee at ease
• Listen and take notes
• Reflect back to the employee your understanding
• Dont interrupt silences are good
• Apply 90/10 rule

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Evaluating good practice

• Emphasise strengths as well as development areas
• Be honest and be prepared to discuss questionable
  matters
• Focus on the future
• Summarise the session and end on a positive note

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Evaluating some pitfalls

• Try to be aware of and avoid
• Halo Effect tendency to overrate a favoured
  employee, or an employee who had a good rating
• Horns Effect tendency to rate and employee
  lower based on historic performance
• Recency Error letting outstanding work
  immediately prior to evaluation
  disproportionately affect rating
• Cookie Cutter Effect not focusing on individual
  specific performance and rating everyone, or
  groups the same
• Human Resources, University of California,
  Berkeley

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evaluating benefits of appraisals/review
discussions
for individuals for managers/team leaders for the University
clear expectations, feedback reassurance opportunity to be heard/feedback to the department training opportunities career development enhanced satisfaction morale setting individual and team objectives expectations understanding individual and team strengths, needs aspirations improved relationships better quality of dialogue effective performance management alignment of effort to fit strategic/operational plans enhanced performance through focus on both individual team effort
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Performance Management and Developing Staff
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developing

• Team members will need different types of
  development and training depending on their level
  of competence
• Competentprovide TD for the next stage of
  competence
• Not yet competentidentify areas of weakness and
  provide TD to achieve
• Better than competentincrease opportunities for
  responsibility and change
• Thomson, R. 2002. Managing People. Butterworth
  Heinemann, p. 146.

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developing - learning cycle Kolb, D (1984)
Experiential Learning as the Science of Learning
Development
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Learning Styles

• 'Having an Experience' (stage 1), and Activists
  (style 1) 'here and now', gregarious, seek
  challenge and immediate experience, open-minded,
  bored with implementation.
• 'Reviewing the Experience' (stage 2) and
  Reflectors (style 2) 'stand back', gather data,
  ponder and analyse, delay reaching conclusions,
  listen before speaking, thoughtful.
• 'Concluding from the Experience' (stage 3) and
  Theorists (style 3) think things through in
  logical steps, assimilate disparate facts into
  coherent theories, rationally objective, reject
  subjectivity and flippancy.
• 'Planning the next steps' (stage 4) and
  Pragmatists (style 4) seek and try out new
  ideas, practical, down-to-earth, enjoy problem
  solving and decision-making quickly, bored with
  long discussions.

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developing other theories 1

• Pask (1976) distinguished between
• Holist learners, who prefer to form a global view
  of what is learned and make relations between its
  parts
• Serialist learners, who prefer to take a
  step-by-step approach

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developing other theories 2

• visual learners prefer to learn through seeing
• auditory learners prefer to learn through hearing
• tactile/kinaesthetic learners prefer to learn
  through hands on physical activity
• I hear and I forget. I see and I remember. I do
  and I understand.
• Confucius (551 BC - 479 BC)

61
types of development
Source McCaffery, P, D (2004) The Higher
Education Managers Handbook, RoutledgeFalmer
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Performance Management Developing Staff
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introduction to teambuilding

• importance of teams to organisations
• attributes of high-performing teams
• introduction to Belbin team role theory
• reflection on individual profiles feedback

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what is a team ?
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some definitions
A small number of people with complementary
skills who are equally committed to a common
purpose, goals and working approach for which
they hold themselves mutually accountable Katzenb
ach Smith (1992)
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some definitions
A team is not a bunch of people with job titles,
but a congregation of individuals, each of whom
has a role which is understood by other members.
Members of a team seek out certain roles and they
perform most effectively in the ones that are
most natural to them Belbin (1993)
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importance of teams

• a major building block for most organisations
• a way of combining skills/expertise (synergy)
• team identity connects individual to organisation
• different types of teams
• Structure Location
• Size Longevity
• Remit Accountability
• Stage of Development

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stages of team development
PERFORMING
STORMING
FORMING
NORMING
Self Reliance
Inter- Dependence
Counter Dependence
Dependence
Independence
Time
Tuckman (1965)
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an effective team culture

• a clear, elevating goal
• a results-driven structure
• competent team members
• unified commitment
• collaborative climate
• standards of excellence
• external support recognition
• principled leadership
• 
  Larson Lafasto (1989)

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key elements (team process)

• inclusion
• associations between and among people the desire
  to be given attention, to interact, to belong, to
  be unique
• control
• relations of power, influence and authority
  between people
• openness
• the degree to which I am willing to be open to
  another person, to share my feelings, secrets and
  innermost thoughts
• 
  Schutz (1994)

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example of teamwork

• Edinburgh Royal Infirmary AE unit
• effective teams form and disperse in a short
  space of time
• specialists brought together around a focus on
  the patients condition
• individual team members must perform and
  communicate optimally
• culture encourages feedback learning for AE
  team members
• 
  goodpractice.net

72
Belbin team role theory

• what is a team role ?

A tendency to behave, contribute and interrelate
with others in a particular way
team role behaviour influenced by personality,
experience, environmental constraints, values
motivation
Belbin defines 9 ways of contributing to a team.
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plant (PL)

• creative, solves difficult problems
• can be seen as losing touch with everyday
  realities
• strong ownership of idea when co-operation with
  others would yield better results

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resource investigator (RI)

• enterprising, quick to explore opportunities
• can be seen as weak in follow through
• letting clients down by neglecting to follow-up
  arrangements

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co-ordinator (CO)

• facilitates, makes good use of group activities
• can be seen as manipulative
• taking credit for the effort of the team

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shaper (SH)

• challenging, dynamic, gives group direction
• can be seen as provocative or aggressive
• inability to recover situation with good humour
  or apology

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monitor evaluator (ME)

• discerning, objective, judges accurately
• can be seen as sceptical or uninspiring
• displaying cynicism without logic

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teamworker (TW)

• co-operative, supportive, avoids friction
• can be seen as indecisive
• avoiding situations that may entail some pressure

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implementer (IMP)

• organised, efficient, practical
• can be seen as slow to see new possibilities
• obstructing change

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completer finisher (CF)

• painstaking, conscientious, delivers on time
• can be seen as anxious, reluctant to delegate
• obsessional behaviour

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specialist (SP)

• single-minded, professionally dedicated
• can be seen as having limited interests
• ignoring factors outside area of competence

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Belbin team role theory

• an effective team should have individuals with
  complementary roles
• your Belbin SPI profiles
• Preferred Roles - those that come naturally
• Manageable Roles - able to be assumed depending
  on other group dynamics
• Least Preferred Roles - avoid by delegating or
  assigning this role

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group discussion (1)

• share results of Belbin SPI
• any surprises in your individual results ?
• what is the distribution of roles within the
  group ?

84
joharis window

• we usually operate in the public area
• feedback extends perceptions into the blind
  area
• the more you disclose, the more feedback you will
  receive

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the value of feedback
We all need feedback, particularly about our
blind spots those tender areas of weakness we
defend The 8th Habit from Effectiveness to
Greatness, Stephen Covey (2004)
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Belbin team role theory

• SPI is only part of picture
• use of Obs Assessment helps balance your profile
  improve self-awareness
• Belbin feedback reports
• Assessment Results in Rank Order
• SPI vs Obs pie chart
• Counselling Report
• Character Profile
• Personal Work Style

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group discussion (2)

• read your own feedback reports
• share results of full Belbin profile
• any surprises in the pattern of the observations
  ?
• what is the (revised) distribution of roles
  within the group ?

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team roles some characters
  SP CF IMP TW ME SH CO RI
PL Wallace (of Wallace Gromit) John Cleese Lawrence Llewelyn Bowen Michael Palin Inspector Morse Ian Hislop John Harvey Jones Richard Branson
RI Ainsley Harriot Columbo Sgt. Lewis Louis Theroux Miss Marple Ruby Wax Tony Blair
CO Alan Titchmarsh Andrew Lloyd Weber Jeffrey Archer Terry Wogan Jonathon Dimbleby Kenneth Clark
SH Alex Ferguson Margaret Thatcher Captain Manwaring Nelson Mandela Jeremy Paxman
ME Carol Vorderman John Major Gromit Sgt. Wilson
TW Jamie Oliver Gary Lineker Carole Smilie
IMP Handy Andy Charlie Dimnock
CF Geoffrey Boycott
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team exercise...

• work together to create a unique team identity
• logo should capture essence of how you want your
  team to be viewed by others this week
• logo design on the back of all of your
  tee-shirts!
• select one team member to model their tee-shirt
  for rest of group

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team exercise...

• back in this room in 30 minutes
• all materials provided
• design to max A4 size
• Prize for most interesting design!

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team exercise...

• and the winner is ?!
• Belbin team role combinations report...

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individual action planning

• MMD traffic lights framework
• STOP doing this...
• START doing this...
• Think about?
• take a few minutes to reflect on today
• review the notes observations so far
• working towards SMART objectives...

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SMART objectives

• For objectives to be worthwhile, they should be
• Specific
• Measurable
• Achievable
• Realistic
• Timebound

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motivating staff
Peter Kemp Eglinton
95
Middle Management Development Course for Staff
within University Administration Motivating
Staff
96
Aim
This event is has been designed to provide
participants with an understanding of what
motivates people in the workplace and how to
manage themselves and others to enhance the
contribution that they make.
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Learning Objectives

• By the end of the event, participants
• Will understand what is meant by motivation
• Be able to name key theories of motivation
• Possess enhanced understanding of what motivates
  them
• List some dos and donts of motivating others
• Be able to describe the reinforcement theory

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Definitions of Motivation

1. Giving of a reason to act the act of giving
   somebody a reason or incentive to do something
2. Enthusiasm feeling of interest/enthusiasm that
   makes somebody want to do something, or something
   that causes such a feeling
3. Reason reason for doing something or behaving in
   some way
4. Psychology forces determining behaviour the
   biological, emotional, cognitive, or social
   forces that activate and direct behaviour

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Some Statistics

• 70 of employees are less motivated today than
  they used to be
• 80 of employees could perform significantly
  better if they wanted to
• 50 of employees only put enough effort into
  their work to keep their job
• Source - Super Motivation by Dean Spitzer

100
Motivation
You can take a horse to water but you cant make
it drink.
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Causes of Behaviour
102
Theories of Motivation

• Douglas McGregor/ Freud - Theory X
• assumes that people are lazy
• they avoid work
• have no ambition
• take no initiative
• avoid taking any responsibility
• to get them to work, they must be rewarded,
  coerced, intimidated and punished
• 'stick and carrot'

103
Theories of Motivation

• Theory Y
• people want to learn
• see reward not in cash payments but in the
  freedom to do difficult and challenging work by
  themselves
• managers job is to 'dovetail' the human wish for
  self-development into the organisations need for
  maximum productive efficiency

104
Theories of Motivation

• Maslow - Theory Z
• people are inherently good
• revolves around the meaning and significance of
  human work
• the basic human needs are
• (a) physiological needs (Lowest)
• (b) safety needs
• (c) love needs
• (d) esteem needs and
• (e) self-actualisation needs (Highest)
• humanistic school

105
Theories of Motivation
106
Need for Achievement

• meeting or surpassing standards of excellence
• making a significant and unique contribution
• competing successfully with others
• realising personal career goals

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Need for Affiliation

• being part of a group or team
• being liked and accepted
• being involved with others in work activity
• minimising conflict

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Need for Authority and Power

• having control of situation
• ability through position and circumstances
• recognition through status/position
• seeking greater responsibility
• building a reputation

109
Using McClellands Theory to Motivate Staff
Achievement Orientated
Do agree ambitious standards review performance regularly focus on results and contributions approach work systematically with a plan to achieve Dont be vague about results hold unstructured discussion over supervise have unnecessary controls give feedback infrequently give insufficient authority to act
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Using McClellands Theory to Motivate Staff
Affiliation Orientated
Do show an interest in personal life share information emphasise the we establish work group discussion ensure social contact recognise their role in the team Dont be abrupt or cold have irregular contact physically isolate restrict communication be overly critical of others
111
Using McClellands Theory to Motivate Staff
Authority and Power n-pow
Do ask them for ideas let them present ideas show they influenced a situation credit success assign a role, get others to recognise keep informed of major events Dont exclude from decision making restrict access to senior managers withhold authority be autocratic with them
112
Reinforcement Theory

113
Reinforcement

• Positive reinforcement
• follow the behaviour by adding something
  pleasant, a compliment or a smile
• Negative reinforcement
• remove something that the individual perceives as
  unpleasant

114
Punishment

• This decreases behaviour. There are two types of
  sanctions
• follow the behaviour you disapprove of by
  adding something unpleasant like a reprimand or
  giving less attention
• taking away something the individual perceive
  as pleasant or positive. For example, not giving
  them attention when they are clowning about

115
Catch them doing something right

• identify the behaviour you want to happen or to
  improve be specific
• communicate to appropriate staff
• identify each persons reinforcers people
  differ
• measure performance against the standard set
• reinforce the behaviour as soon as possible

116
Practical Steps to Motivate Staff

• Provide Challenge
• by setting and communicating the teams
  objectives
• by providing scope for individuals to take
  greater responsibility
• by training thoroughly at least one deputy
• by encouraging ideas, and where practical, by
  allowing subordinates the responsibility for
  implementing them

117
Practical Steps to Motivate Staff

• Recognising Achievements
• by praising and communicating individual
  successes
• by reporting regularly on the teams progress
• by regular meetings to monitor and counsel on an
  individuals progress towards targets
• by explaining the company results and achievements

118
Practical Steps to Motivate Staff

• Valuing People
• by regularly monitoring their work
• by sharing an interest in what they hold
  important
• by creating an atmosphere of approval and
  co-operation
• by ensuring team members understand the
  importance of their contribution to the teams
  objectives
• by ensuring team members understand
  the function of the organisation

119
Practical Steps to Motivate Staff

• Providing scope for development
• by providing on and off the job training
• by arranging any necessary internal and external
  contacts
• by using people to train others in the specialist
  skills they may have
• by restructuring or grouping tasks to use
  peoples skills to the fullest

120
Motivational Drivers
Be perfect I will have to square them up
exactly. (As though extreme precision is
important). Hurry up I will have to achieve
fastest possible time (As though speed is
important) Please people I will be glancing
round to see who is watching (As though their
approval is important) Be strong I will sit
uncomfortably on the floor rather than sit on the
chair (As though the discomfort lends added
merit) Try hard I will try it horizontally
first (As though the extra effort is important)
121
In managing Hurry Up people bear in mind

• they respond well to tight time schedules
• avoid giving them long time scales large
  projects should be split into short time-tight
  steps
• ensure quality standards are set and checked
  regularly as mistakes can be made and details
  overlooked
• encourage good time management techniques

122
In managing Be Strong people bear in mind

• they respond well under pressure and to difficult
  tasks
• they will handle unpleasant tasks without
  complaint
• they lack sensitivity with relationships, so such
  tasks should be avoided or they should be given
  training to overcome this problem
• they dont like to ask for help and so may get
  themselves into difficulties

123
In managing Try Hard people bear in mind

• they enjoy starting new projects, and then moved
  off to let someone else maintain or finish it
• where projects have to be completed by the
  individual, steps should be taken to prevent them
  being distracted by new projects

124
In managing Be Perfect people bear in mind

• they pay a lot of attention to detail use them
  for such tasks
• they work to high standards and are not afraid to
  be critical of others performance
• there is a danger that they can never be pleased
• there is a lack of urgency since achieving high
  standards and attention to detail takes time, so
  time pressures could be imposed

125
In managing Please People people bear in mind

• they make good team members, encouraging people
  to work together
• they often find it difficult to set high
  standards for others
• they avoid confrontation - have difficulty
  getting what they want
• they are good in helping people with problems,
  training staff etc

126
Review of Learning Objectives

• By the end of the event, participants
• Will understand what is meant by motivation
• Be able to name key theories of motivation
• Possess enhanced understanding of what motivates
  them
• List some dos and donts of motivating others
• Be able to describe the reinforcement theory

127
Middle Management Development Course for Staff
within University Administration Motivating
Staff
128
individual action planning

• MMD traffic lights framework
• STOP doing this...
• START doing this...
• Think about?
• take a few minutes to reflect on this morning
• review the notes observations so far

129
teambuilding briefing

• experiential learning (putting the theory into
  practice)
• team roles, working together, problem-solving,
  handling change
• five facilitators, five group exercises
• Kolbs Learning Cycle
• doing, reviewing, concluding, planning/testing,
• an opportunity to try out roles
• a chance to give each other feedback and
  accelerate towards being a performing team

130
the importance of feedback
"Feedback is arguably the most effective tool in
any manager's toolkit, as well as one of the
cheapest. It can be used to encourage people to
learn, to raise their morale and motivation, and
to improve their performance" Penny Swinburne
People Management, 31 May 2001
131
teambuilding briefing

Cave Rescue 3 1 5 2 4
Stepping Stones 1 4 3 5 2
Reversal 5 3 2 4 1
Spiders Web 4 2 1 3 5
Blindfold Square 2 5 4 1 3
132
teambuilding debriefing

• scores on the doors
• self-feedback on team processes
• co-operation communication
• motivation morale
• roles responsibilities
• what behaviours/values characterised your team ?
• were there any individual acts of leadership ?
• feedback from group facilitators.

133
individual action planning

• MMD traffic lights framework
• STOP doing this...
• START doing this...
• Think about?
• take a few minutes to reflect on the exercises
• what have you learned - about yourself about
  team development

134
planning resources
Jim McGeorge University of Dundee
135
PLANNING RESOURCESMiddle Manager Development
Course 16 April 2009
Dr Jim McGeorge University Secretary, University
of Dundee
136
Session aims

• Presentation
• Brief overview of planning and its challenges
• Introduce some concepts (briefly)
• Project management
• Risk management
• Option appraisal
• Case study exercise
• Planning and resources context
• Continue teamworking
• Reach decisions under pressure

137
What is planning?

• Clarifying the goals you want to achieve and
  identifying the actions required to achieve them

138
So its about

• Adapting to the environment
• Deciding on priorities and setting objectives
• Meeting those objectives
• In a co-ordinated way
• Using resources efficiently and effectively
• Achieving change and competitive advantage
• Everyone in the organisation
• The process as much as the end product

139
But its not about

• Complying with the SFC
• Creating blue prints to follow slavishly
• Top-down edicts
• Leaving it to others
• Annual cycles
• Doing it because you have to

140
An approach

• Identify your mission and aims
• Analyse our current position
• SWOT or other analysis
• Internal and external environments
• What data and information do you have to support?
  
• What feedback do you obtain?
• Identify what you want to do and prioritise
• Identify how, who and when
• Implement and review progress

141
Importance of context

• External impacts
• Uncertainty and complexity
• Political, social and economic environments
• How might changes affect us?
• Benchmark data and league tables
• Internal issues
• Qualitative information on departmental health
• Staff data, student numbers, financial
  information etc
• How measure service department performance?

142
Key external issues (some!)

• Scottish Government
• New Horizons report
• General Fund
• Horizon Fund
• Direction to Scottish Funding Council
• Higher education as the seventh sector
• SFC itself
• Main Grant Letter (outcomes of the RAE)
• New Chief Executive
• Differentiation of the UK sector

143
Key external issues (some more!)

• Impact of the global economic downturn
• Outcomes of RAE 2008 and the new REF
• Demographic change
• Quality assurance and enhancement ELIR
• Collaboration, competition, globalisation
• Funding infrastructure
• International student markets
• National Student Survey
• League tables

144
Links to budgets

• Income
• Inadequate unit of resource
• Focus on diversification
• Expenditure
• Staff and running costs (pensions, utilities etc)
• The challenge of investment in infrastructure
• Taking a plan-led approach
• Align decision-making to institutional priorities
• Resources follow priorities provide incentives
• Creates tensions
• Implies withdrawal of resource from some

145
Scenario planning

• Imagining different futures
• Realistic
• Based on internal/external context
• Enables prior thinking
• What would we do if?
• Encourages flexibility in strategy
• Faster to respond to future change

146
Risk Management

• Must link effectively to strategies and plans
• What risks are associated with what we want to
  do?
• Identify and quantify them
• Assess their likelihood of occurring
• Identify controls (and those responsible)
• Institutional risk appetite
• Residual risk acceptable or do we need more
  controls?
• Important we consider at all levels

147
Project management

• Many sophisticated techniques
• Milestones and deadlines
• What, by when, by who, how etc
• Critical path analysis
• Having (and aligning) resources
• Importance of teamwork and the right team
• Importance of leadership
• Applicable to large and small
• Many tasks are projects

148
An approach to decision-making

• Could do many things, but limited resources
• Which are best aligned with strategy (plan led)?
• Which might be most successful?
• Option appraisal
• Can help ensure transparency
• Can help eliminate bias
• Generate options
• Assess options against criteria

149
Assessment criteria (some!)

• Cheapest?
• Highest quality?
• Most leverage?
• Highest profit?
• Best written?
• Likely to be popular?
• Most straightforward to deliver?
• Most strategically relevant?
• Highest impact on reputation?
• Most attractive to students?

150
Questions?
151
Case study
University of Braehead
152
Groupwork one

• University of Braehead
• Minnie Fortune bequest of 10m
• Review academic and administrative profile
• Brief SWOT analysis 15 minutes
• Agree assessment criteria - 15 minutes
• Report back
• (Proposals will be circulated afterwards)

153
Groupwork two

• Review each proposal
• Score against assessment criteria
• Prepare 5 minute presentation
• Which option(s) you have chosen
• Why you have chosen them

154
managing change

• the change curve handling personal change
• planning organisational change
• managing leading change for others
• case studies

155
coping with change

• consider a time when you had to face considerable
  change
• what did it feel like at first ?
• how did it feel as you got used to the idea ?

156
The Change Curve(John Adams Sabina Spencer)

• Denial - Rejection and
• distortion of reality.

Adapting - involvement in action, learning and
growth.
Fighting the change - Emotionally charged
resistance irrational attacks.
Coming to terms - Acceptance, resignation,
emptiness.
The Pit - Despair, depression, apathy, inaction,
paralysis.
157
handling personal change

• why do individuals resist change ?

158
handling personal change

• why do individuals resist change ?
• loss of routine
• uncertainty
• old habits
• no control
• worn out
• insecurity
• loss of status
• unsure what it is leading to...

159
help yourself deal with change

• acknowledge that change may feel uncomfortable
• switch perceptions - understand the reasons for
  change
• look for opportunities that may open up act
  quickly
• encourage regular communication
• stay fluid flexible to deal with any obstacles
• look to influence the things that you can
• keep your customers informed

160
helping others deal with change

• identify their needs and keep them informed
  involved
• make time to meet them on a 11/team basis
• encourage them to generate improvement ideas
  during the change
• watch for stress, keep them focused on the future
• spot any opportunities to develop career
  aspirations
• keep the communication channels open

161
planning organisational change

• around 70-75 of organisational change efforts
  actually fail
• strength of vision effectiveness of follow
  through
• anticipation of barriers resistance to change
• extent to which senior managers engage with
  employees impacted (psychological contract)
• appropriate effective communication processes
• balance of Theory E/O1 approaches used

Beer Nohria (2000)1, Cracking the Code of
Change, Harvard Business Review 78/3
162
handling open changes
Handover
Solution Development Activity
Deployment
Definition
Time
163
handling open changes

• communicate aims from the outset
• provide reasons for the change
• ensure stakeholders are all involved early
• establish wide consultation processes
• enable participants to influence the detail

engaged
Source Siemens Communications, 2005
164
handling closed changes
Launch
Solution Development Activity
Deployment
Definition
Time
165
handling closed changes

• assess the risks, anticipate reactions
• retain information within small, close-knit team
• have a well-rehearsed communication plan
• explain non-negotiables, expect turbulence
• manage process towards clear end point

prescriptive
Source Siemens Communications, 2005
166
group discussion (1)

• identify one example of a significant change
• was it managed in an open or closed way ?
• what practices helped or hindered the change ?
• what leadership qualities are necessary to manage
  change successfully ?

167
leading change for others

• 7 attributes of effective change leaders2...
• tuning in to the environment
• challenging the prevailing organisational wisdom
• communicating a compelling aspiration
• building coalitions
• transferring ownership to a working team
• learning to persevere
• making everyone a hero

Rosabeth Moss Kantor (1999)2, The Enduring
Skills of Change Leaders, Leader to Leader 13
168
role of leaders in change

• promote change (new ideas processes)
• provide stability (core beliefs values)
• mobilise people to meet change
• estimate manage adaptive work
• understand the human side of change

Source Linkage International, 2004
169
the work of leadership
Not everything is subject to change. If the role
of the leader is first to help people face
reality and then to mobilise them to make change,
then one of the questions that defines both of
these tasks is this whats precious, and whats
expendable ? Which values and operations are so
central to our core that if we lose them, we lose
ourselves ? And which assumptions, investments
and businesses are subject to radical change ? At
the highest level, the work of a leader is to
lead conversations about whats essential and
whats not" Ronald Heifetz Fast Company, June
1999
170
a blueprint for change
Make the Case for Change
Reinforce the Change
1
6
Enlist Stakeholders to Develop a Vision
Set Milestones Acknowledge Progress
2
5
Communicate the Vision
Remove Barriers
3
4
Source Linkage International, 2004
171
group discussion (2)

• complete the leading change diagnostic (15mins)
• discuss learning points (10mins)
• comparative areas of strength/exposure
• any opportunities to share experiences ?

172
example of leading change

• Chris Mellor, CEO at AWG
• decided to lead organisational change with/though
  people
• encouraged senior management to give honest
  feedback, take responsibility engage
  emotionally
• he developed appropriate internal communication
  mechanisms
• he developed AWG values and worked on their
  decision-making processes
• 
  goodpractice.net

173
group discussion (3)

• Wave Factory how to communicate a vision for
  change
• discuss possible solutions (10mins)
• group debrief (10mins)
• suggested actions
• handout
• leading change successfully

174
managing change - summary

• change can be difficult to handle manage
• dealing with change requires careful thought
  resilience
• leading change requires inspiration persistence
• without effective communication,change
  initiatives are less likely to succeed
• article - look whos talking

175
Issues Facing Higher Education

• Steve Burt
• Deputy Principal (Strategy Resources)
• Middle Management Development Programme
• 16th April 20009

176
The Changing Environment

• the modern-day managers mantra that we live in
  times of great and constant change
• we perceive our environment to be in constant
  flux because we only notice the things that do
  change
• the world continues to move ahead in small
  steps, punctuated by the occasional big one
  just as it always has
• Huy Mintzberg (2003)

www.stir.ac.uk
177
Stakeholder Groups
Student Market(s)
Scottish Govt
Stakeholders
Society Organisations
Scottish Funding Council
Other Providers
Resource Base
www.stir.ac.uk
178
Student Market(s)

• Traditional Students
• domestic
• demographic downturn coming
• international
• sustainability
• exchange rates\costs
• host or home market delivery
• home and other international market
  competition
• visa systems entry requirements

www.stir.ac.uk
179
Student Market(s)

• CPD Students
• economic climate
• value of CPD
• Delivery Expectations
• flexibility in learning
• information search/digestion
• Policy Actions
• quality assurance/enhancement
• degree classifications
• Employability

www.stir.ac.uk
180
Society Organisations

• Research Agenda
• research for all or a few
• dual support system
• REG and REF
• Grant Funding
• research councils
• projects v programmes
• success rates
• studentships
• other sources
• FEC recovery
• ability to fund in recession

www.stir.ac.uk
181
Other Providers

• Intra-University Competition
• collaboration (pooling) v competition
• league tables
• accreditation (professions etc)
• Alternative Providers
• FE provision of HE
• private HE providers (OS)
• Geographical Dimension
• regional v national v international

www.stir.ac.uk
182
Scottish Government

• Funding Priorities
• CSR Settlement
• Attitudes towards
• student fees (and funding)
• direction sector skills agenda
• FE/HE relationship
• number of universities
• Election Approaching

www.stir.ac.uk
183
Funding Council

• New Horizons
• 7th sector
• light touch
• general v horizon fund
• New Chief Executive
• Relationship with Scottish Government
• Resourcing
• UTR value, control, banding
• REG value, revision\updating

www.stir.ac.uk
184
Resource Base

• Staff
• pay and pensions
• succession in some subject areas
• training and career development
• performance management
• Services
• in house v third party
• Infrastructure
• funding capital v recurrent
• fitness for purpose
• energy efficiency

www.stir.ac.uk
185
The Future ?

• Is going to be
• interesting
• different
• challenging
• But it always has been !

www.stir.ac.uk
186
individual action planning (1)

• MMD traffic lights framework
• STOP doing this...
• START doing this...
• Think about?
• reflect on today
• review your notes observations
• define some SMART objectives
• highlight 6 priority commitments

187
individual action planning (2)

• get together with other delegates from your own
  university
• share your 6 Commitments
• identify any obstacles to success
• any opportunities to help each other ?

188
making leadership a habit (or 8)

• Definition
• Habits as the intersection of knowledge, skills
  desire
• Effective habits are internalised principles
  patterns of behaviour

Covey, S.R, 1989, The 7 Habits of Highly
Effective People Covey, S.R, 2004, The 8th
Habit from Effectiveness to Greatness
189
1. Be Proactive

• take the initiative responsibility to make
  things happen
• be driven by values, dont be controlled by
  external factors
• expand your circle of influence to fill your
  circle of concern
• make keep commitments - try the 30-day test
  within your circle of influence

190
2. Begin with the End in Mind

• have a clear understanding of your destination
  before you start out
• act as a leader - develop self-awareness,
  imagination and conscience
• un