leadership and management level 3 certificate...

Leadership and Management Certificate - Day 2 Leading

People and Teams

GWA Training and Development 1

Leadership and

Management Level 3 Certificate

Jenny Wilkinson [email protected] http://gwagettingitright.blogspot.co.uk/

Communication Skills

for Managers

Assignment Questions

• Explain the importance of effective communication in the workplace (8%)

• Describe the stages in the communication cycle (8%)

• Identify possible barriers to communication in the workplace (8%)

• Explain how to overcome a potential barrier to communication (8%)

• Describe the main methods of written and oral communication in the workplace and their uses (12%)

• Identify the main advantages and disadvantages of written methods of communication (8%)

• Identify the main advantages and disadvantages of oral communication (8%)

• Explain how non-verbal communication can influence the effectiveness of oral communication (8%)

• Explain the value of feedback in ensuring effective communication (8%)

• Assess own performance in a frequently used method of communication (16%)

• Identify actions to improve own performance in communicating (8%)

The purpose of this unit is to develop knowledge and understanding of the communication process in the workplace. By understanding the process and methods used you can improve your own effectiveness in achieving results. The task requires you to show an understanding of the process of communication and the main methods of communication and how to use them. You also need to complete a reflective self-assessment of your own communication skills and identify areas for performance improvement. You should plan to spend approximately 8 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The 'nominal' word count for this assignment is 1500 words: the suggested range is between 1000 and 2000 words. Check your assignment carefully prior to submission using the assessment criteria.

Unit 8600-326: UNDERSTANDING THE COMMUNICATION PROCESS

IN THE WORKPLACE Overview of the Task

Section 1 - Understand the nature and importance of the communication process in the workplace Show your understanding of the communication process by providing responses to cover these assessment criteria.

AC 1.1 Explain the importance of effective communication in the workplace (8%) Pass: The importance of effective communication in the workplace is briefly explained

Good Pass: The importance of effective communication in the workplace is fully explained

AC 1.2Describe the stages in the communication cycle (8%) Pass: All the stages in the communication cycle are briefly described

Good Pass All the stages in the communication cycle are described in detail. Examples may be included of the various stages to expand the description

AC 1.3 Identify possible barriers to communication in the workplace (8%) Pass: Two or more possible barriers to communication in the workplace are briefly identified

Good Pass: A range of possible barriers to communication in the workplace are identified in detail

AC 1.4 Explain how to overcome a potential barrier to communication (8%) Pass: An explanation of how to overcome a potential barrier to communication is given, although the explanation may lack detail Good Pass: A detailed explanation of how to overcome a potential barrier to communication is given


People and Teams


Section 2: Understand the methods of communication Show your understanding of the main methods of communication by providing responses to cover these assessment criteria.

AC 2.1 Describe the main methods of written and oral communication in the workplace and their uses (12%) Pass:

• One main method of written and one main method of oral communication in the workplace are briefly described

• One use of written and one use of oral communication in the workplace are briefly described

Good Pass: • One main method of written and one main method of oral communication in the workplace

are described in detail • One use of written and one use of oral communication in the workplace are described in detail

AC 2.2 Identify the main advantages and disadvantages of written methods of communication (8%) Pass: One main advantage and one main disadvantage of written methods of communication are briefly identified

Good Pass: One main advantage and one main disadvantage of written methods of communication are fully identified

AC 2.3 Identify the main advantages and disadvantages of oral communication (8%) Pass: One main advantage and one main disadvantage of oral communication are briefly identified

Good Pass: One main advantage and one main disadvantage of oral communication are fully identified

AC 2.4 Explain how non-verbal communication can influence the effectiveness of oral communication (8%) Pass: How non-verbal communication can influence the effectiveness of oral communication is explained although the explanation may be limited

Good Pass A detailed explanation of how non-verbal communication can influence the effectiveness of oral communication is given. Examples may be included to amplify the explanation

AC 2.5 Explain the value of feedback in ensuring effective communication (8%) Pass: The value of feedback in ensuring effective communication is briefly explained

Good Pass: The value of feedback in ensuring effective communication is explained in detail

Section 3 - Be able to assess own effectiveness in communication Select a method of communication e.g. giving briefings, e-mail, telephone that you use. Based on your knowledge of good practice in communication reflect on what your strengths and weaknesses are when using this method and prepare a short summary. Then identify and list any ways in which you could improve your performance as a communicator when using this method.

AC 3.1 Assess your own performance in a frequently used method of communication (16%) Pass: Limited criteria is used to assess own performance in a frequently used method of communication

Good Pass: An appropriate range of criteria are used to assess own performance in a frequently used method of communication

AC 3.2 Identify actions to improve your own performance in communicating (8%) Pass: Two or more actions to improve own performance in communicating are outlined

Good Pass: A range of actions to improve own performance in communicating are outlined

Communication Breakdown! What stops good communication happening? Discuss in groups….

I have said something—therefore I am communicating When I am not communicating I am not communicating People are interested in what I have to say People have understood my message People agree with my message People care about what I have to communicate People will respond to my communication It’s their fault they didn’t understand They heard what I said so they must have understood I’ve told them once, I don’t need to tell them again The people I have told will pass on the message to the right people People have read the emails I sent People will read the website I was pleased with my communication - so it must have gone well

Common Communication

Assumption!

http://www.maximumadvantage.com/


People and Teams


Dos and Don’ts of Communication In groups identify your top 10 tips for ensuring good communication

Activity ‘The Hole in the Middle’

Communication

Star

Source: John Adair

Aim

Situation Receiver

Content Method

Sender

Motivating Yourself

and Others


• Define the term motivation (8%)

• Describe the factors that may affect motivation levels in the workplace (16%)

• Explain how individual differences affect levels of motivation in the workplace (12%)

• Explain the potential impact on organisational performance if employee motivation levels are low (12%)

• Explain the potential impact on organisational performance if employee motivation levels are low (12%)

• Describe ways in which knowledge of a theory of motivation can be used to improve performance in the workplace (20%)

• Explain how to use employee engagement to increase motivation levels (16%)

The purpose of this unit is to develop knowledge of why motivation is important, what motivates people and how understanding this can be used to increase motivation in the workplace with resulting improvements in performance. The first section of this task asks you to describe and reflect on what factors influence motivation levels. The second section requires you to show how knowledge of motivation theory can enable you to improve motivation levels within the workplace.

You should plan to spend approximately 7 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The 'nominal' word count for this assignment is 1000 words: the suggested range is between 800 and 1200 words. Check your assignment carefully prior to submission using the assessment criteria.

Unit 8600-310: UNDERSTANDING HOW TO MOTIVATE TO IMPROVE

PERFORMANCE Overview of the Task


People and Teams


Section 1 - Understand the factors that influence motivation levels in the workplace Describe the factors that affect motivation levels in the workplace and how different people appear to be motivated by different things. You should also consider what motivates you. Your responses should cover the assessment criteria shown

AC 2.1 Define the term motivation (8%) Pass: An appropriate definition of motivation is given although the definition may lack detail Good Pass: A detailed and appropriate definition of motivation is given

AC 2.2 Describe the factors that may affect motivation levels in the workplace (16%) Pass: Two or more factors that may affect motivation levels in the workplace are described, although the description may be limited

Good Pass: A range of factors that may affect motivation levels in the workplace have been thoroughly described

AC 2.3 Explain how individual differences affect levels of motivation in the workplace (12%) Pass: Two or more factors that may affect motivation levels in the workplace are described, although the description may be limited

Good Pass: A range of factors that may affect motivation levels in the workplace have been thoroughly described

AC2.4 Explain the potential impact on organisational performance if employee motivation levels are low (12%) Pass: The potential impact on organisational performance if employee motivation levels are low is explained although the explanation may lack detail Good Pass: The potential impact on organisational performance if employee motivation levels are low is explained in detail and may be supported by relevant examples

Section 2 - Understand how a theory of motivation can be used to improve performance levels Show your understanding of how to motivate by describing and showing how to apply a simple motivation theory. Your responses should cover the assessment criteria shown.

AC2.1 Describe a recognised theory of motivation (16%) Pass: An recognised theory of motivation is described although the description may be limited

Good Pass: An recognised theory of motivation is thoroughly described in detail

AC2.2 Describe ways in which knowledge of a theory of motivation can be used to improve performance in the workplace (20%) Pass: Two or more ways in which knowledge of a theory of motivation can be used to improve performance in the workplace are described although the descriptions may be limited

Good Pass: Several ways in which knowledge of a theory of motivation can be used to improve performance in the workplace are described in detail. The described ways are different in nature

AC2.3 Explain how to use employee engagement to increase motivation levels (16%)

Pass: How to use employee engagement to increase motivation levels is explained although the explanation may lack detail Good Pass: A thorough explanation is given of how to use employee engagement to increase motivation levels and may be supported by relevant examples

What is Motivation?

In groups complete this sentence. “Motivation is…”

A motive is something which impels a person to act, a reason for behaviour. If, therefore, we want people to behave in a certain way so that the organisation can achieve its goals, then we need to understand the kind of motives that will prompt them to do so. Motivation is not manipulation. It is about understanding the needs or urges which prompt people to do things and providing ways of helping them to satisfy those needs through the organisation, while, at the same time, harnessing their contribution to satisfy its needs. Penny Hackett, ‘Success in Managing People’

Motivation is…

http://images.google.com/imgres?imgurl=http://www.cipd.co.uk/NR/rdonlyres/6C981778-4D3A-475A-A6B3-4742BF925A5A/0/CIPD_0852929803CL.jpg&imgrefurl=http://www.cipd.co.uk/Bookstore/_catalogue/Training/0852929803.htm&h=400&w=284&sz=54&hl=en&start=2&tbnid=Ycrkz1Thpx11-M:&tbnh=124&tbnw=88&prev=/images%3Fq%3Dpenny%2Bhackett%26svnum%3D10%26hl%3Den%26lr%3D%26rls%3DRNWE,RNWE:2005-47,RNWE:en%26sa%3DN


People and Teams


“…an inside process. We are stimulated in some way in our environment, we make some decisions about becoming motivated. Motivation is the act of moving forward.”

Skip Everitt, Professional Supervision Skills

Motivation is…

Getting the group and its individual members moving - or keeping them moving - in the desired direction. The ability to move and excite people to action.

John Adair, Professor in Leadership Studies

Motivation is… Motivational Theories

Motivational Theory

Maslow Self

Actualisation

Self Esteem

Independence

Social

Security and Safety

Motivational Theory

Herzburg

The launch pad ‘ hygiene’ - maintenance factors

status, security, relationships with subordinates personal life, relationships with peers, salary work conditions, relationship with supervisor

company administration, supervision

‘motivators’ achievement recognition work itself

responsibility advancement

personal growth

Motivational Theory

McGregor

Theory X management

staff

Authoritarian, repressive, tight control, no development, limited and depressed culture


People and Teams


Motivational Theory

McGregor

Theory Y

management

staff

Liberating and developmental, continuous improvement, enabling and empowering

Employee Engagement

What is employee engagement?

Employee Engagement

An "engaged employee" is one who is fully involved in, and enthusiastic about their work, and thus will act in a way that furthers their organization's interests

http://en.wikipedia.org/wiki/Employee_engagement

Employee Engagement

http://www.cipd.co.uk/hr-resources/factsheets/employee-engagement.aspx

Employee Engagement

http://www.engageforsuccess.org/about/what-is-employee-engagement/

https://www.i-l-m.com/Insight/Inspire/2013/May/Employee-engagement-levels-rising-according-to-new-report


People and Teams


Planning and

Allocating Work


• Identify organisational targets relevant to the team (4%)

• Set SMART objectives for the team to achieve the targets (8%)

• Use a technique to plan to achieve the objectives (12%)

• Explain how to monitor and control a planned activity (12%)

• Identify resources required to complete a planned activity (8%)

• Explain how to allocate work to team members (12%)

• Explain how to assess and support team performance in achieving objectives (16%)

• Identify a possible cause of variance from a planned activity (8%)

• Identify actions to overcome causes of variance (8%)

• Explain how to involve team members in identifying ways to improve performance to meet objectives (12%)

The purpose of this unit is to develop knowledge and understanding of how work is planned and allocated in the workplace. This task requires you to show how you plan and allocate work for a team through a clear understanding of what output is required, the resources available, timescales involved and how performance will be measured. You also need to show how you inform your team of requirements through the use of SMART targets, planning and effective communication. The task also requires you to reflect on those factors that could cause a variance from plan and explain how, with the involvement of the team, you would overcome these.

You should plan to spend approximately 9 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The 'nominal' word count for this assignment is 1500 words: the suggested range is between 1000 and 2000 words. Check your assignment carefully prior to submission using the assessment criteria.

Unit 8600-303: PLANNING AND ALLOCATING WORK

Overview of the Task

Section 1 - Know how to plan work in the workplace To show how you can plan to achieve objectives you should follow these steps, providing specific examples and brief supporting explanations:

• Identify organisational targets relevant to the team. These may already be set for you. You should be clear about these and they should be sufficiently detailed and complete for you to know what you are expected to achieve.

• Set your own SMART objectives for the team to achieve these targets. • Use a suitable technique such as an action plan to plan to achieve at least one of these

objectives. • Explain how you can monitor and control the activity you have planned.

AC 1.1 Identify organisational targets relevant to the team (4%) Pass: At least two organisational targets are given that are relevant to the team although the targets may not be clear or specific and/or their relevance to the team may be more implicit than explicit Good Pass: A range of SMART organisational targets are given and prioritised along with their relevance to the team being explicitly made clear in some detail

AC 1.2 Set SMART objectives for the team to achieve the targets (8%) Pass: At least two SMART objectives are given for the team to achieve the targets identified for the previous AC although one element of SMART may be missing (e.g. there may be no measurability) and/or their link to the organisation targets may be more implicit than explicit Good Pass: Several fully SMART objectives are given for the team to achieve the targets at AC 1.1 with an outline of how they could contribute to the organisation targets

AC 1.3 Use a technique to plan to achieve the objectives (12%) Pass: A plan to achieve the objectives set for AC 1.2 is given although the plan may be limited and missing some elements of what, who, when, with what, etc

Good Pass: A thorough and detailed plan is given with a detailed step-by-step explanation of how it is intended to achieve the objectives

AC 1.4 Explain how to monitor and control a planned activity (12%) Pass: How to monitor and control a planned activity is explained although either monitoring or controlling may be limited

Good Pass: A thorough and detailed step-by-step explanation is given of a technique for monitoring and controlling along with an outline of how monitoring leads to control of a planned activity

Section 2 - Know how to allocate work to team members To show how you can allocate the tasks required to achieve the team’s objectives you should follow these steps, provide specific examples with brief supporting explanations:

• Look at your planned activity and the tasks and timescales involved in order to identify the resources required. Make reasonable estimates here if precise details are not available.

• Decide on the most effective way to allocate work to the team to ensure that they have sufficient detailed and accurate information and instructions to carry out the task(s) required. This should include ensuring that they have opportunities for suggestions and clarification. Describe how you will do this.

• You will then need to describe how you will check that work is being completed. • You also need to identify what kind of support your team members may require to enable them

to achieve their objectives and ensure that this is provided. This could be guidance on completing the task, technical support.

AC 2.1 Identify resources required to complete a planned activity (8%) Pass: Resources required to appropriately complete a planned activity are correctly identified although why they are required may be more implicit than explicit Good Pass: A range of required resources is identified along with an explanation of why they are required and how they will be used to complete the planned activity


People and Teams


AC 2.2 Explain how to allocate work to team members (12%) Pass: How to allocate work to team members is explained although the explanation may be limited

Good Pass: A detailed step-by-step explanation is given of the process of allocating work to team members

AC 2.3 Explain how to assess and support team performance in achieving objectives (16%) Pass: How to assess and support team performance in achieving objectives although is explained, the explanation may be limited and/or the link between team performance and objectives may be more implicit than explicit Good Pass:

• A full explanation is given of how to assess and support team performance with an outline of how the team’s work is intended to contribute to the achievement of the objectives given for AC 1.2

• A range of ways in which to assess and support team performance is thoroughly explained in detail with a detailed description of how the team’s work is focussed on the achievement of the objectives identified for AC 1.2

Section 3 -Understand how to improve the performance of a team in delivering to plan

Having completed the above use an actual example of a situation that has occurred or that you believe could occur and produce a reflective statement to show how a variance to plan should be handled. Your statement should cover these assessment criteria:

• Identify a possible cause of variance from your planned activity. • Identify actions to overcome the cause of this variance. • Explain how to involve team members in identifying ways to improve

performance to meet objectives. AC 3.1 Identify a possible cause of variance from a planned activity (8%) Pass: One possible cause of variance from a planned activity is identified

Good Pass: One possible cause of variance is identified along with the way in which the cause could cause the variance and an example to illustrate

AC 3.2 Identify actions to overcome causes of variance (8%) Pass: In order to overcome causes of variance, at least two actions are identified that are appropriate and plausible in overcoming the causes

Good Pass: Several actions to overcome the causes of variance identified for AC 3.1 are identified along with an outline of how they could overcome the causes identified

AC 3.3 Explain how to involve team members in identifying ways to improve performance to meet objectives (12%) Pass: At least one way to involve team members in identifying ways to improve performance to meet objectives is explained, although the explanation may be limited

Good Pass: A thorough and detailed explanation is given of a range of techniques to involve team members to improve performance to meet objectives

Working in pairs - identify two objectives for your team over the coming year…

How do these objectives link to University or departmental strategy?

Are these objectives SMART? Write them up as SMART goals and present them to the group…


People and Teams


What factors do you need to take into account when planning work for the team?

Planning and Allocating

Work

In groups - draw a diagram showing how you plan and allocating work – showing the stages that you go through

Planning and Allocating

Work Consider the following questions: • What planning tools could you

use?

• What issues will you consider when allocating work?

• How will you communicate the plan to the team?

Planning Model Planning Model

Why – do we need to do this?

What – do we need to do?

What – standards to we need to meet?

Who – is the best person to do this?

When – does it need to be done by?

How – do we do it?

Planning Tools

Paper based: Diary, planners, calendars, Gantt charts, to do lists, mindmaps, spider diagrams, work-breakdown structures

Computerised: Microsoft Outlook, Microsoft Project, MindManager


People and Teams


Communicating the Plan

Audience Action

Barriers Benefits

How do you know that your plan has worked? How is the quality of the project going to be determined? What methods of ensuring quality can you build into the process? Are small-scale pilots or tests required? Who is responsible for checking quality?

Measuring Success

Gantt charts (time)

Budgets (money)

Resources plan (money)

Stakeholder feedback (quality/satisfaction)

Quality monitoring (quality)

Team performance/morale

Watching!

Walking around!

Monitoring Tools

and Activities

Identify significant deviations

Analyse cause/actions required

Make changes to the plan

Communicate the changes

Managing Variance


People and Teams


Key Planning Factors

• WHAT needs to be done (does it fit in with the known team objectives?)

• WHO is going to do it (skills, availability, motivation, enrichment, speed, development?)

• HOW LONG is the task going to take (will it take one person longer than another?)

• HOW WELL – how will you set, communicate and check the standards? (what will it look like when it is done well?)

• WHAT SUPPORT do the team need?

The University’s Widening Participation Team has undergone significant change. The retirement of the Head and the changes in government policy have led the University to re-organise the operation and re name and re-launch it as Student Engagement. You have been appointed as the new Director of Student Engagement. You’ve been in post a couple of months, which has given you time to think about the strategies moving forward as well as getting to know the team. Your task is to create a six month plan for the team which will enable them meet the forthcoming priorities. You will need to identify the key priorities, determine how long each task will take, allocate the work to an individual, consider resource implications and the help they will require.

Team Planning

Setting the Objectives for Student Engagement

Working in Teams

Is this a team? Is this a team? Is this a team?


People and Teams


Question What is a Team?

A team is…

A group of people, with individual skills, working together to achieve a common, agreed goal

In other words

• A highly communicative group of people

• With different backgrounds, skills and abilities

• With a common purpose

• Working together

• To achieve clearly identified goals

Formation of Teams

• Forming concentration on task, politeness between members

• Storming confrontation, power seeking, status, reluctance to undertake task

• Norming Co-operation, negotiation, discussion to achieve task

• Performing roles are understood in relation to task, people generate ideas, everyone pulls their weight - working to achieve shared goals

Tuckman

Meredith Belbin identified 8 or 9 team roles which need to be covered by any team that wishes to perform effectively The names of these roles are on the cards you’ve been given. As a group describe what you think each of these roles is meant to cover, can you see any patterns, groupings or links between the roles?

Team Roles – Activity Shaper

Challenging, dynamic, thrives on pressure. Has the drive and courage to overcome obstacles.

Prone to provocation. May offend people's feelings


People and Teams


Disciplined, reliable, conservative and efficient. Turns ideas into practical actions

Somewhat inflexible. Slow to respond to new possibilities

Implementer

Painstaking, conscientious, anxious. Searches out errors and omissions. Delivers on time

Inclined to worry unduly. Reluctant to delegate

Completer-Finisher

Mature, confident, a good chairperson. Clarifies goals, promotes decision-making, delegates well

Can often be seen as manipulative. May off-load personal work

Co-ordinator

Co-operative, mild, perceptive and diplomatic. Listens, builds, averts friction

Indecisive in crunch situations

Team Worker

Extrovert, enthusiastic, communicative Explores opportunities Develops contacts

Over-optimistic. Loses interest once initial enthusiasm has passed

Resource Investigator

Creative, imaginative, unorthodox Solves difficult problems

Ignores incidentals. May be too pre-occupied to communicate effectively

Plant


People and Teams


Sober, strategic and discerning Sees all options Judges accurately

Lacks drive and ability to inspire others

Monitor Evaluator The 8 Team Roles

• Action roles Shaper, Implementer, and Completer Finisher

• People roles Co-ordinator, Team worker and Resource Investigator

• Cerebral roles Plant and Monitor Evaluator

Belbin’s Team Roles

• Good teams tend to have a mix of different ‘team roles’

• Individuals have preferred team roles

• Your preferred team role is not necessarily an indicator of personality

• Your team role can change over time and can be adapted to meet the needs of the team

The Hunt for Lady

Jewels Will you be the first to

find them?

New Evidence Found in the Hunt

for Lady Bethany’s Jewels

The Winterton Town Cryer

Many of you will remember the story of Lady Bethany’s

hidden jewels. We’ve always thought it was a tail told to

us by our families to warn us against the perils of an

inappropriate union, but new evidence would suggest

there is more to this story than mere myth or rumour.

In 1921 Lady Bethany Winterton

disgraced the Winterton family by

eloping with the family chauffeur

Patrick Delaney. Furious at her

stupidity her father, Lord

Winterton, cut her off without a

penny. Legend has it that,

anticipating this, Lady Bethany

had taken her jewels and hidden

them. However, she never

returned to retrieve them and to

this day many still believe that her

jewels are hidden somewhere

within the village of Winterton.


People and Teams


Lady Bethany, or Mrs Delaney as she

became, lived a long and happy life with

Patrick. They had two children,

Laurence (born in 1925 and killed at the

end of the second world war) and

William (born 1928). Together with his

son William, Patrick set up and ran the

family business, Delaney Motors, which

remained in the centre of the village

until William’s death in 2006.

William’s children, Pat and Nancy have now decided to sell the business.

Whilst clearing out the premise they found a pile of old cards, written by

their grandmother, which seem to be clues as to the location of the

infamous jewels. Wrapped around the cards was a scarf with the

following message printed on it…

A final riddle to test

Which of my offspring is the best

17 words to a rhyme

17 numbers a sign

Find each letter a place

To get ahead in this race

_ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _

From the answers you collect

This tells you which letter to select

Word by word you must complete

This points to where this must fit

Riddle/rhyme

2

5/L

Both siblings have taken copies of the cards and are

desperate to beat the other in the race to find the jewels.

Keen to be the first to do so they have each enlisted the

assistance of the local villagers to help them solve the riddle

of the cards and win the prize.

A PLEA…

CAN YOU HELP PAT OR

NANCY FIND THE JEWELS?

Review: Looking Back

Looking Forward

• 8600-310 Understanding How to Motivate to Improve Performance (2 credits)

• 8600-326 Understanding the Communications Process in the Workplace (2 credits)

• 8600-303 Planning and Allocating Work (2 credits)

ILM Assignment

leadership and management level 3 certificate...

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