eom180.ppt

1. The Essentials of Management Activities Menu 1. What are the Essentials ofManagement? 2. Oriented to the Future 3. Planning the Future 4. Decision Making 5. Managing Time and Delegation 6. Recruiting and Selecting 7. On-the-job Training 8. Leadership 9. Motivating your Team 10. Feedback Skills 11. Managing Assertively 12. Face-to-face Communication Skills 13. Written Communications 14. Managing Meetings 15. Managing Budgets 16. Solving Problems Together 17. Performance Appraisal 18. Customer Care 19. Managing Change 20. Continuous Professional Development Click on Activity required Click on Activities Menu button to return 2. What are the Essentials of Management? Activity 1 1.1 Management - a definition 1.2 Key management resources 1.3 The management wheel Activities Menu Click on Home button at any time to return to this menu. Back 3. Management - a definition <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>1.1 Home 4. Key management resources 1.2 Home People 5. The management wheel 1.3 Home Communicating 6. Oriented to the Future Activity 2 2.1 What is management? 2.2 Mission statement - an example 2.3 Job purpose: Personnel Manager 2.4 The Pareto Principle 2.5 KRAs of a personnel manager 2.6 What is an objective? 2.7 An example objective 2.8 Personnel Manager’s performance objective 2.9 Characteristics of an effective objective Activities Menu Click on Home button at any time to return to this menu. Back 7. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>2.1 Home 8. Mission statement - an example <ul><li>To provide a full training and development service that is recognised as giving the best advice available, and assisting customers to obtain value-for-money activities to meet their training needs. </li></ul>2.2 Home 9. Job purpose: Personnel Manager <ul><li>To provide advice and guidance to the Heads of Operating Divisions on the current application of personnel policies which will enable them to manage the organisation’s human resources legally and equitably. </li></ul>2.3 Home 10. The Pareto Principle 2.4 Home Time Results 20% of time generates 80% of results 80% of time generates only 20% of results 11. KRAs of a personnel manager <ul><li>1. Administer the organisation’s pension scheme to meet OPRA guidelines. </li></ul><ul><li>2. Provide advice to ensure the legality of discipline and grievance procedures. </li></ul><ul><li>3. Carry out training needs analyses to identify which courses meet business needs. </li></ul><ul><li>4. Manage training office staff to ensure courses meet budget targets. </li></ul><ul><li>5. Administer promotion and recruitment panels in a professional and uniform manner. </li></ul>2.5 Home 12. What is an objective? <ul><li>A specific end result to be achieved within a stated time-frame to a predetermined level of quality and quantity. </li></ul>2.6 Home 13. An example objective <ul><li>‘Prepare a disciplinary procedures guide for the Treasurer’s Department, taking into account likely changes brought about by the Government White Paper.’ </li></ul>2.7 Home 14. Personnel Manager’s performance objective <ul><li>Key Result Area </li></ul><ul><ul><li>5. Administer promotion and recruitment panels in a professional and uniform manner. </li></ul></ul><ul><li>Objective and Performance Standards </li></ul><ul><ul><li>To assist with the appointment of a new Sales Director for the North-Eastern Region by 30 June: </li></ul></ul><ul><ul><li>continued ... </li></ul></ul>2.8A Home 15. <ul><li>provide clear and concise background briefing information for panel members five working days before interviews </li></ul><ul><li>draft appointment letters to agreed ‘Personnel Guide’ format and time-scale </li></ul><ul><li>agree draft press notice with successful candidate and issue to ‘People Management’ during month of appointment </li></ul>2.8B Home <ul><li>arrange interviews within timetable agreed with CEO and Personnel Director </li></ul> 16. Characteristics of an effective objective <ul><li>S - SPECIFIC Clear and unambiguous end product </li></ul><ul><li>M - MEASURABLE Observable outcomes of performance: quantity, quality, cost, time </li></ul><ul><li>A - ACHIEVABLE Realistic within the capabilities and constraints </li></ul>SMARTER 2.9A Home 17. <ul><li>T - TIMEBOUND You have a target date for completion. Now is an opportune time to undertake the project </li></ul><ul><li>E - EXCITING A project that will stimulate action </li></ul><ul><li>R - RECORDED Written down for clarity, communication and review </li></ul>SMARTER R - RELEVANT Addresses a significant need of the organisation 2.9B Home 18. Planning the Future Activity 3 3.1 The management wheel 3.2 The power of planning 3.3 What is a plan? 3.4 Three stages of planning 3.5 OARS Activities Menu Click on Home button at any time to return to this menu. Back 19. The management wheel 3.1 Home Communicating 20. The power of planning <ul><li>Failing to plan is planning to fail. </li></ul>3.2 Home 21. What is a plan? <ul><li>‘A formulated and detailed method by which a thing is to be done.’ and </li></ul><ul><li>‘A table indicating times, places, etc., of intended proceedings.’ The Concise Oxford Dictionary </li></ul>3.3 Home 22. Three stages of planning 3.4 Home Stage One Work out where you are now Stage Two Work out precisely where you want to go Stage Three Work out how best to get there 23. OARS <ul><li>To reach your destination successfully you need OARS: </li></ul><ul><li>O - Objectives </li></ul><ul><li>A - Activities </li></ul><ul><li>R - Relationships </li></ul><ul><li>S - Schedule </li></ul>3.5 Home 24. Decision Making Activity 4 4.1 What is decision making? 4.2 What is management? 4.3 How to make decisions 4.4 Characteristics of an effective objective 4.5 Quantify the options 4.6 Weight each item 4.7 Rating scales 4.8 Summary of comparisons 4.9 Summary of weighted comparisons 4.10 Summary of paired comparisons Activities Menu Click on Home button at any time to return to this menu. Back 25. What is decision making? <ul><li>‘Making up your mind on how to resolve an issue.’ </li></ul><ul><li>‘Using judgement to reach a conclusion.’ </li></ul>4.1 Home 26. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>4.2 Home 27. How to make decisions <ul><li>1. Define the objective </li></ul><ul><li>2. Identify the options </li></ul><ul><li>3. Quantify the options </li></ul><ul><li>4. Weight the options </li></ul><ul><li>5. Make the decision </li></ul><ul><li>6. Monitor performance </li></ul><ul><li>7. Take remedial action </li></ul>4.3 Home 28. Characteristics of an effective objective <ul><li>S - SPECIFIC Clear and unambiguous end product </li></ul><ul><li>M - MEASURABLE Observable outcomes of performance: quantity, quality, cost, time </li></ul><ul><li>A - ACHIEVABLE Realistic within the capabilities and constraints </li></ul>SMARTER 4.4A Home 29. <ul><li>T - TIMEBOUND You have a target date for completion. Now is an opportune time to undertake the project </li></ul><ul><li>E - EXCITING A project that will stimulate action </li></ul><ul><li>R - RECORDED Written down for clarity, communication and review </li></ul>SMARTER R - RELEVANT Addresses a significant need of the organisation 4.4B Home 30. Quantify the options <ul><li>Option 1: £9,000 for 10 courses </li></ul><ul><li>Option 2: £11,200 for 16 courses </li></ul><ul><li>Option 3: £9,600 for 12 courses </li></ul><ul><li>Option 4: £10,500 for 14 courses </li></ul>4.5 Home = £900 per course = £700 per course = £800 per course = £750 per course 31. Weight each item <ul><li>Leadership = 5 </li></ul><ul><li>Customer service experience = 3 </li></ul><ul><li>Creative problem solving = 4 </li></ul><ul><li>Business degree = 4 </li></ul><ul><li>Technical knowledge = 2 </li></ul>4.6 Home 32. Rating scales <ul><li>5 = Fully matches specification </li></ul><ul><li>4 = Matches well, slight discrepancies </li></ul><ul><li>3 = Matches fairly well, weaknesses in some aspects </li></ul><ul><li>2 = Matches some aspects, but several important omissions </li></ul><ul><li>1 = Does not match specification </li></ul>4.7 Home 33. Summary of comparisons 4.8 Home 34. Summary of weighted comparisons 4.9 Home 35. Summary of paired comparisons 4.10 Home 36. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>(4.2) Home 37. Managing Time and Delegation Activity 5 5.1 Time management 5.2 What is management? 5.3 Ground rules for ‘to-do’ lists 5.4 The priority grid 5.5 What’s the best use of my time right now? 5.6 Delegation ground rules Activities Menu Click on Home button at any time to return to this menu. Back 38. Time management <ul><li>‘Ordinary people merely think how they shall spend their time; a man of talent tries to use it.’ Arthur Schopenhauer, 1948 Quoted in Macmillan Treasury of Relevant Quotations , Macmillan Press, 1979 </li></ul>5.1 Home 39. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>5.2 Home 40. Ground rules for ‘to-do’ lists <ul><li>1. Only have one list. </li></ul><ul><li>2. Be sure to write it down. </li></ul><ul><li>3. Rewrite the list at the same time each day. </li></ul><ul><li>4. Make sure to include your key result activities. </li></ul><ul><li>5. If a task will take a lot of time, break it down into its component parts. </li></ul>5.3A Home 41. <ul><li>7. Include activities that will help you move towards your long-term career goals. </li></ul><ul><li>8. Make sure you identify your priorities. </li></ul><ul><li>9. Identify what you can delegate. </li></ul><ul><li>10. Start with the important activities. </li></ul>5.3B Home 6. List each part as a separate item. 42. The priority grid 5.4 Home Pane A: High urgency, high importance Pane B: Low urgency, high importance Pane C: High urgency, low importance Pane D: Low urgency, low importance IMPORTANCE URGENCY Low High High Low A C D B A B C D 43. What’s the best use of my time right now? <ul><li>Set your priorities </li></ul><ul><li>Start with As not Cs </li></ul><ul><li>Identify what you can delegate </li></ul><ul><li>Do it now </li></ul>5.5 Home 44. Delegation ground rules <ul><li>1. Identify the task. </li></ul><ul><li>2. Decide what should be delegated. </li></ul><ul><li>3. Identify the right person. </li></ul><ul><li>4. Explain why you are delegating it to them. </li></ul><ul><li>5. Specify the expected outcomes. </li></ul>5.6A Home 45. <ul><li>6. Establish a target-completion date. </li></ul>5.6B Home 7. Discuss how they may go about it. 8. Identify the resources they will need. 9. Decide how and when you are going to monitor progress. 10. Identify who else needs to be informed. 46. Recruiting and Selecting Activity 6 6.2 Key management resources 6.3 What is management? 6.4 Successful selection - the essential preparation 6.5 What are competencies? 6.6 Phases of a typical selection panel interview Activities Menu Click on Home button at any time to return to this menu. Back 47. Key management resources 6.2 Home People 48. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>6.3 Home 49. Successful selection - the essential preparation <ul><li>Step One: Create a specification </li></ul><ul><li>Step Two: Structure the interview </li></ul><ul><li>Step Three: Plan your questions </li></ul>6.4 Home 50. What are competencies? <ul><li>Competencies are the individual characteristics, skills and abilities that can be measured reliably and shown to make a significant difference between average and superior performance. </li></ul>6.5 Home 51. Phases of a typical selection panel interview <ul><li>Phase One: The opening </li></ul><ul><li>Phase Two: Questioning the candidate </li></ul><ul><li>Phase Three: Questions from the candidate </li></ul><ul><li>Phase Four: The close </li></ul>6.6 Home 52. On-the-job Training Activity 7 7.1 What is management? 7.2 Identify the gap 7.3 A mission statement - an example 7.4 KRAs of a personnel manager 7.5 Training needs matrix 7.6 Rating your staff 7.7 Training objectives - an example 7.8 The main body of the training session Activities Menu Click on Home button at any time to return to this menu. Back 53. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>7.1 Home 54. Identify the gap <ul><li>Where we are now </li></ul><ul><li>Corporate results </li></ul><ul><li>Knowledge and skills possessed </li></ul><ul><li>Individual performance </li></ul><ul><li>Where we’d like to be </li></ul><ul><li>Corporate targets </li></ul><ul><li>Knowledge and skills required </li></ul><ul><li>Performance standards </li></ul>7.2 Home THE TRAINING GAP 55. A mission statement - an example <ul><li>To provide a full training and development service that is recognised as giving the best advice available, and assisting customers to obtain value-for-money activities to meet their training needs. </li></ul>7.3 Home 56. KRAs of a personnel manager <ul><li>1. Administer the organisation’s pension scheme to meet OPRA guidelines. </li></ul><ul><li>2. Provide advice to ensure the legality of discipline and grievance procedures. </li></ul><ul><li>3. Carry out training needs analyses to identify which courses meet business needs. </li></ul><ul><li>4. Manage training office staff to ensure courses meet budget targets. </li></ul><ul><li>5. Administer promotion and recruitment panels in a professional and uniform manner. </li></ul>7.4 Home 57. Training needs matrix 7.5 Home 58. Rating your staff <ul><li>A Demonstrates competence in this KRA at the highest level </li></ul><ul><li>B Demonstrates competence to perform KRA satisfactorily </li></ul><ul><li>C Requires development before they can perform KRA at the necessary standard without supervision </li></ul><ul><li>D Has not had the opportunity to tackle this KRA </li></ul>7.6 Home 59. Training objectives - an example <ul><li>‘At the end of this training session the trainee will be able to calculate an applicant’s monthly pension and tax-free lump sum within 10 minutes without any errors by using a spreadsheet and the relevant chapter of the Staff Handbook.’ </li></ul>7.7 Home 60. The main body of the training session <ul><li>A Show the overall task </li></ul><ul><li>B Show the first stage </li></ul><ul><li>C Check for understanding </li></ul><ul><li>D Part practice </li></ul><ul><li>E Whole practice </li></ul>7.8 Home 61. Leadership Activity 8 8.1 Management - a definition 8.2 Leadership - a definition 8.3 Continuum of leadership styles 8.4 A good leader 8.5 Forces influencing leadership style 8.6 Develop a leader’s action plan 8.7 Leadership activity - group review sheet Activities Menu Click on Home button at any time to return to this menu. Back 62. Management - a definition <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>8.1 Home 63. Leadership - a definition <ul><li>Inspiring others to follow your lead by creating a compelling vision of the future. </li></ul>8.2 Home 64. Continuum of leadership styles 8.3 Home TEAM MEMBERS TEAM LEADER X Y [ A ] Autocrat [ C ] Abdicrat [ B ] Democrat 65. A good leader <ul><li>‘ A leader is best - when people barely know he exists; Not so good - when people obey and acclaim him; Worst - when they despise him. Fail to honour people and they will fail to honour you. But of a good leader - When his work is done, his aim fulfilled, People will say “We did this ourselves”.’ Lao Tzu </li></ul>8.4 Home 66. Forces influencing leadership style Forces in the leader Forces in the team 8.5 Home Forces in the situation 67. Management - a definition <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>(8.1) Home 68. Develop a leader’s action plan <ul><li>Clarify your vision </li></ul><ul><li>Generate ideas </li></ul><ul><li>Evaluate alternatives </li></ul><ul><li>Make a decision </li></ul><ul><li>Define the tasks </li></ul>8.6A Home 69. <ul><li>Act </li></ul><ul><li>Monitor </li></ul><ul><li>Review </li></ul><ul><li>Celebrate </li></ul>Develop a leader’s action plan <ul><li>Plan your time </li></ul>8.6B Home 70. Leadership activity - group review sheet <ul><li>Vision clarified and agreed 1 2 3 4 5 </li></ul><ul><li>Range of ideas generated 1 2 3 4 5 </li></ul><ul><li>Alternatives evaluated 1 2 3 4 5 </li></ul>8.7A Home Scale: 1 = low to 5 = high 71. <ul><li>Action planned 1 2 3 4 5 </li></ul><ul><li>Time control 1 2 3 4 5 </li></ul>Leadership activity - group review sheet <ul><li>Quality of decision making 1 2 3 4 5 </li></ul>8.7B Home Scale: 1 = low to 5 = high 72. <ul><li>Monitoring progress 1 2 3 4 5 </li></ul><ul><li>Appropriateness of leadership style 1 2 3 4 5 </li></ul>Leadership activity - group review sheet <ul><li>Sensitivity to team members during action 1 2 3 4 5 </li></ul>8.7C Home Scale: 1 = low to 5 = high 73. Motivating your Team Activity 9 9.1 Money makes the world go round 9.2 Cycle of motivation 9.3 Maslow’s hierarchy of needs 9.4 Herzberg’s two-factor theory of motivation 9.5 Does it pass the NAF Test? Activities Menu Click on Home button at any time to return to this menu. Back 74. Money makes the world go round 9.1 Home 75. Cycle of motivation 9.2 Home NEEDS EFFORT PERFORMANCE REWARDS SATISFACTION 76. <ul><li>adequate food </li></ul><ul><li>drink </li></ul><ul><li>body warmth </li></ul><ul><li>rest </li></ul>Maslow’s hierarchy of needs 9.3A Home Physical Maslow’s hierarchy Specific needs 77. Maslow’s hierarchy of needs <ul><li>job security </li></ul><ul><li>protection (insurance/sick pay plan) </li></ul><ul><li>comfortable environment </li></ul><ul><li>pension scheme </li></ul>9.3B Home Maslow’s hierarchy Specific needs Physical Safety 78. Maslow’s hierarchy of needs <ul><li>need to belong </li></ul><ul><li>for friendship </li></ul><ul><li>affection </li></ul><ul><li>positive relationships </li></ul><ul><li>affiliation </li></ul>9.3C Home Maslow’s hierarchy Specific needs Physical Safety Social 79. Maslow’s hierarchy of needs <ul><li>self-respect </li></ul><ul><li>recognition from others </li></ul><ul><li>status items (title, car, etc.) </li></ul><ul><li>influence over others </li></ul>9.3D Home Maslow’s hierarchy Specific needs Physical Safety Social Esteem 80. Maslow’s hierarchy of needs <ul><li>personal growth </li></ul><ul><li>developing to your full potential </li></ul><ul><li>being creative </li></ul>9.3E Home Maslow’s hierarchy Specific needs Physical Safety Social Esteem Self-actualisation 81. Herzberg’s two-factor theory of motivation 9.4A Home Achievement Recognition Work itself Responsibility Advancement Growth Company policy & administration Supervision HYGIENE FACTORS MOTIVATOR FACTORS 82. Herzberg’s two-factor theory of motivation 9.4B Home Relationship with manager Work conditions Salary Relationship with peers Personal life Relationship with subordinates Status Security HYGIENE FACTORS MOTIVATOR FACTORS 83. Does it pass the NAF Test? <ul><li>N = Novel This is a new idea that hasn’t been tried before. </li></ul><ul><li>A = Applicable This will really work and lead to increased motivation. </li></ul><ul><li>F = Feasible This idea can really be put into practice. </li></ul>9.5 Home 84. Feedback Skills Activity 10 10.1 What is management? 10.2 Five needs of your team members 10.3 Feedback 10.4 Bandura’s research 10.5 The Learning Cycle Activities Menu Click on Home button at any time to return to this menu. Back 85. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>10.1 Home 86. Five needs of your team members <ul><li>What I want is for you to: </li></ul>1. Clarify my job and the results I’m expected to achieve. 2. Give me the resources and opportunity to perform. 3. Let me know how I’m getting on. 4. Give me guidance and training when I need it. 5. Reward me according to my contribution. Adapted from the work of John Humble, Management by Objectives in Action , McGraw Hill, Maidenhead, 1970 10.2 Home 87. Feedback <ul><li>‘The carrying back of some of the effects of a process to its source or to a preceding stage so as to strengthen or modify it.’ The Concise English Dictionary, 5th Edition 1972 </li></ul>10.3 Home 88. Bandura’s research 10.4 Home © The American Psychological Association 1983. Adapted with permission. 89. The Learning Cycle 10.5 Home HAVING AN EXPERIENCE CONCLUDING FROM THE EXPERIENCE REVIEWING THE EXPERIENCE PLANNING THE NEXT STEPS Taken from The Manual of Learning Styles , Peter Honey and Alan Mumford, 1992 90. Managing Assertively Activity 11 11.1 What is management? 11.2 The human brain 11.3 Types of behaviour 11.4 Rights and behaviours Activities Menu Click on Home button at any time to return to this menu. Back 91. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>11.1 Home 92. The human brain 11.2 Home CORE 93. Types of behaviour <ul><li>Aggressive = offensive; disposed to attack; forceful </li></ul><ul><li>Passive = offering no opposition; submissive </li></ul><ul><li>Assertive = insistence upon one’s rights; positive The Concise Oxford Dictionary, 5th Edition 1972 </li></ul>11.3 Home 94. The human brain (11.2) Home 95. Types of behaviour <ul><li>Aggressive = offensive; disposed to attack; forceful </li></ul><ul><li>Passive = offering no opposition; submissive </li></ul><ul><li>Assertive = insistence upon one’s rights; positive The Concise Oxford Dictionary, 5th Edition 1972 </li></ul>(11.3) Home 96. Rights and behaviours <ul><li>Aggressive = overrule others’ rights in pursuit of your own needs </li></ul><ul><li>Passive = don’t stand up for your own rights, and let others impose their views </li></ul><ul><li>Assertive = stand up for your own rights whilst recognising the rights of others </li></ul>11.4 Home 97. Face-to-Face Communication Skills Activity 12 12.3 What is management? 12.4 Communication - a definition 12.5 Communication? 12.6 Effective communicators 12.7 Question types 12.8 Three components of communication 12.9 SOLER power 12.10 Key responding techniques 12.11 Are you actively listening? Activities Menu Click on Home button at any time to return to this menu. Back 98. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>12.3 Home 99. Communication - a definition <ul><li>A two-way process which allows the interchange of information for the purpose of determining future courses of action. </li></ul>12.4 Home 100. Communication? <ul><li>‘ Send three and fourpence, we are going to a dance’ </li></ul><ul><li>or ‘Send reinforcements, we are going to advance’ </li></ul>12.5 Home 101. Effective communicators <ul><li>Triple A communicators: </li></ul><ul><li>1. A - Ask questions </li></ul><ul><li>2. A - Adopt positive body language </li></ul><ul><li>3. A - Actively listen </li></ul>12.6 Home 102. Question types <ul><li>Open questions </li></ul><ul><li>Probing questions </li></ul><ul><li>Hypothetical questions </li></ul><ul><li>Closed questions </li></ul><ul><li>Multiple or marathon questions </li></ul><ul><li>Leading questions </li></ul><ul><li>The trick question </li></ul>12.7 Home 103. Three components of communication <ul><li>Words </li></ul><ul><li>Tone of voice </li></ul><ul><li>Body language TOTAL </li></ul>12.8 Home 7% 38% 55% 100% 104. SOLER power <ul><li>S - Sit up and face the individual </li></ul><ul><li>O - Open posture </li></ul><ul><li>L - Lean forward </li></ul><ul><li>E - Eye contact </li></ul><ul><li>R - Relax </li></ul>12.9 Home 105. Key responding techniques <ul><li>Paraphrasing </li></ul><ul><li>Reflecting </li></ul><ul><li>Clarifying </li></ul><ul><li>Echoing </li></ul><ul><li>Silence </li></ul><ul><li>Summarising </li></ul><ul><li>Focus </li></ul>12.10 Home 106. Are you actively listening? <ul><li>Take it in turns to play each of the following roles. </li></ul><ul><li>A - Speaker </li></ul>12.11A Home <ul><li>Put forward your own views of a controversial topic. </li></ul> 107. Are you actively listening? <ul><li>Take it in turns to play each of the following roles. </li></ul><ul><li>B - Listener </li></ul><ul><li>Clarify the speaker’s position. </li></ul><ul><li>Ask questions, but don’t give your views. </li></ul><ul><li>Pay attention using SOLER. </li></ul><ul><li>Actively listen and… </li></ul><ul><li>Summarise their position. </li></ul>12.11B Home 108. Are you actively listening? <ul><li>Take it in turns to play each of the following roles. </li></ul><ul><li>C - Observer </li></ul><ul><li>Don’t get involved in the discussion. </li></ul><ul><li>Judge the accuracy of the final summary. </li></ul><ul><li>Give feedback to the listener on their: </li></ul><ul><ul><li>questioning technique </li></ul></ul><ul><ul><li>body language </li></ul></ul><ul><ul><li>active listening skills. </li></ul></ul>12.11C Home 109. Written Communications Activity 13 13.1 What is management? 13.2 The ABCD challenge 13.3 Conventions in writing 13.4 The principles of clear writing 13.5 Structure your report Activities Menu Click on Home button at any time to return to this menu. Back 110. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>13.1 Home 111. The ABCD challenge <ul><li>ABCD BACD CABD DABC </li></ul><ul><li>ABDC BADC CADB DACB </li></ul><ul><li>ACBD BCAD CBAD DBAC </li></ul><ul><li>ACDB BCDA CBDA DBCA </li></ul><ul><li>ADBC BDAC CDAB DCAB </li></ul><ul><li>ADCB BDCA CDBA DCBA </li></ul>13.2 Home 112. Conventions in writing <ul><li>‘Dear Sir’ : ‘Yours faithfully’ </li></ul><ul><li>‘Dear Angela’ or ‘Dear Miss Wilde’ : ‘Yours sincerely’ </li></ul>13.3 Home 113. The principles of clear writing <ul><li>Put yourself in your readers’ shoes </li></ul><ul><li>Put it into a logical order </li></ul><ul><li>Keep sentences short and simple </li></ul><ul><li>Use clear, familiar words </li></ul><ul><li>Use punctuation to aid understanding </li></ul>13.4A Home 114. The principles of clear writing <ul><li>Use a paragraph for each idea </li></ul>13.4B Home <ul><li>Prefer the active to the passive </li></ul><ul><li>Use verbs, not nouns created from verbs </li></ul><ul><li>Use a conversational style </li></ul><ul><li>Use specific words rather than abstract </li></ul> 115. The principles of clear writing <ul><li>Avoid clichés like the plague </li></ul><ul><li>Explain your terminology </li></ul><ul><li>Make full use of visual layout </li></ul><ul><li>Read it out loud </li></ul><ul><li>Check it before you send it </li></ul>13.4C Home <ul><li>Avoid ‘officialese’ </li></ul> 116. Structure your report <ul><li>Title </li></ul><ul><li>Table of contents </li></ul><ul><li>Executive summary </li></ul><ul><li>Introduction </li></ul><ul><li>Methodology </li></ul><ul><li>Main body </li></ul><ul><li>Conclusion </li></ul><ul><li>Recommendations </li></ul><ul><li>Appendices </li></ul>13.5 Home 117. Managing Meetings Activity 14 14.1 A typical attitude to meetings 14.2 Eight steps for managing effective meetings 14.3 Decision making in meetings Activities Menu Click on Home button at any time to return to this menu. Back 118. A typical attitude to meetings <ul><li>‘Not all of our meetings are a waste of time - some of them are cancelled!’ </li></ul>14.1 Home Anon 119. Eight steps for managing effective meetings <ul><li>Start on time </li></ul><ul><li>Stick to the agenda </li></ul><ul><li>Keep on track </li></ul><ul><li>Control the discussion </li></ul><ul><li>Work for consensus </li></ul><ul><li>Summarise decisions </li></ul><ul><li>Allocate action </li></ul><ul><li>Finish on time </li></ul>14.2 Home 120. Decision making in meetings <ul><li>1. Decision by authority </li></ul><ul><li>2. Decision by minority </li></ul><ul><li>3. Decision by majority </li></ul><ul><li>4. Decision by consensus </li></ul><ul><li>5. Decision by unanimity </li></ul>14.3 Home 121. Managing Budgets Activity 15 15.1 Mr Micawber’s advice 15.2 What is management? 15.3 Key management resources 15.4 What is a budget? 15.5 Budgets at work 15.6 How to review historical information 15.7 Typical organisation costs 15.8 Annual budget - an example 15.9 Highlight the variance Activities Menu Click on Home button at any time to return to this menu. Back 122. Mr Micawber’s advice <ul><li>‘ Annual income twenty pounds, annual expenditure nineteen nineteen six, result happiness. Annual income twenty pounds, annual expenditure twenty pounds ought and six, result misery. ’ Mr Micawber in David Copperfield by Charles Dickens, 1850 </li></ul>15.1 Home 123. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>15.2 Home 124. Key management resources 15.3 Home People 125. <ul><li>‘A budget is the annual estimate of revenue and expenditure of a country’ [in Great Britain by the Chancellor of the Exchequer presented to Parliament in the House of Commons]. The Concise Oxford Dictionary </li></ul>What is a budget? 15.4 Home 126. Budgets at work <ul><li>‘A financial statement for a defined period of time that has been prepared and approved to ensure that the organisation does not overspend or waste money in pursuit of its main aims.’ </li></ul>15.5 Home 127. How to review historical information <ul><li>How close a prediction was last year’s budget? </li></ul><ul><li>Did we under- or over-spend? </li></ul><ul><li>How typical was last year? </li></ul><ul><li>Were there any ‘one-off’ occurrences? </li></ul><ul><li>How typical will next year be? </li></ul>15.6A Home 128. How to review historical information <ul><li>What allowance should we make for inflation from last year? </li></ul><ul><li>Are this year’s activities necessary in their current format? </li></ul><ul><li>Can they be reduced or eliminated? </li></ul>15.6B Home <ul><li>Can we predict any unusual events? </li></ul> 129. How to review historical information <ul><li>What will they cost? </li></ul><ul><li>How will any changes affect the quality of our services? </li></ul><ul><li>Shall we build in a contingency fund to allow for the unexpected? </li></ul>15.6C Home <ul><li>Are there any alternatives? </li></ul> 130. Typical organisation costs <ul><li>Manpower </li></ul><ul><li>Machinery </li></ul><ul><li>Materials </li></ul><ul><li>Premises </li></ul><ul><li>Delivery </li></ul><ul><li>Marketing </li></ul><ul><li>Professional fees </li></ul><ul><li>Insurance </li></ul><ul><li>Administration and overheads </li></ul>15.7 Home 131. Annual budget - an example 15.8 Home 132. Highlight the variance 15.9 Home REPORT FOR FIRST QUARTER ENDED 31 MARCH (Figures in brackets indicate a deficit) 133. Solving Problems Together Activity 16 16.1 Life without problems 16.2 What is management? 16.3 Work-home interface 16.4 Continuum of leadership styles 16.5 Effective leadership 16.6 A joint problem-solving approach 16.7 The essential attitudes 16.8 Three phases of joint problem solving Activities Menu Click on Home button at any time to return to this menu. Back 134. Life without problems <ul><li>‘There is a clinical term for life without problems … it’s called death!’ </li></ul>16.1 Home 135. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>16.2 Home 136. Work-home interface 16.3 Home WORK HOME 137. Continuum of leadership styles 16.4 Home TEAM MEMBERS TEAM LEADER X Y [ A ] Autocrat [ C ] Abdicrat [ B ] Democrat 138. Effective leadership <ul><li>This material is taken from Leadership Skills by J. Adair </li></ul><ul><li>and reproduced with the permission of the publisher, the Institute of Personnel Development, IPD House, Camp Road, Wimbledon, London SW19 4UX </li></ul>16.5 Home Task needs Individual needs Team needs 139. A joint problem-solving approach <ul><li>A two-way, face-to-face discussion to exchange information for the purpose of determining future courses of action that will help manage or resolve a problem. </li></ul>16.6 Home 140. The essential attitudes <ul><li>Genuineness </li></ul><ul><li>Respect </li></ul><ul><li>Empathy </li></ul>16.7 Home 141. Three phases of joint problem solving <ul><li>Exploring </li></ul><ul><li>Clarifying </li></ul><ul><li>Action planning </li></ul>16.8 Home 142. Performance Appraisal Activity 17 17.1 Purpose of performance appraisal schemes 17.2 Making staff review objective 17.3 Essential interviewing preparation 17.4 Key aspects for dealing with poor performance Activities Menu Click on Home button at any time to return to this menu. Back 143. Purpose of performance appraisal schemes <ul><li>Promote a dialogue between job holder and line manager </li></ul><ul><li>Establish a job description with personal objectives </li></ul><ul><li>Encourage performance improvement </li></ul>17.1A Home 144. Purpose of performance appraisal schemes <ul><li>Help develop potential and job satisfaction </li></ul>17.1B Home <ul><li>Review training needs and develop a personal development plan </li></ul><ul><li>Assist future postings by spotting talent and special skills </li></ul> 145. Purpose of performance appraisal schemes <ul><li>Identify suitability for promotion to next grade </li></ul>17.1C Home <ul><li>Discuss their overall performance rating </li></ul><ul><li>Warn of unsatisfactory performance </li></ul><ul><li>Provide essential information for pay awards </li></ul> 146. Making staff review objective <ul><li>Substantial interviewee participation </li></ul><ul><li>Emphasis on performance not personality </li></ul><ul><li>Joint problem-solving style </li></ul><ul><li>Positive and supportive interviewer </li></ul><ul><li>Collaborative goal-setting </li></ul>17.2 Home 147. Essential interviewing preparation <ul><li>Set your objective </li></ul><ul><ul><li>What do you want to achieve by the end of the discussion? </li></ul></ul><ul><li>Material preparation </li></ul><ul><ul><li>What information do you need for the discussion? </li></ul></ul><ul><ul><li>Have you read and understood it? </li></ul></ul>17.3A Home 148. Essential interviewing preparation <ul><li>Environmental preparation </li></ul><ul><ul><li>What sort of room should you use? </li></ul></ul><ul><ul><li>How should you arrange the furniture? </li></ul></ul><ul><ul><li>Have you eliminated any distractions? </li></ul></ul>17.3B Home <ul><li>Prepare the job holder </li></ul><ul><ul><li>Advise of date, time and place. </li></ul></ul><ul><ul><li>Encourage them to review their own performance. </li></ul></ul> 149. Essential interviewing preparation <ul><li>Mental preparation </li></ul><ul><ul><li>How should I construct the interview for maximum effectiveness? </li></ul></ul><ul><ul><li>How should I open the discussion and in which direction should I move? </li></ul></ul><ul><ul><li>What response can I anticipate from the job holder? </li></ul></ul><ul><ul><li>How can I manage that response? </li></ul></ul>17.3C Home 150. Key aspects for dealing with poor performance <ul><li>Employees should know the standard of performance they are expected to achieve and the rules to which they are expected to conform. </li></ul><ul><li>Employees should be given a clear indication of where they are failing, or the rules they have broken. </li></ul>17.4A Home 151. Key aspects for dealing with poor performance <ul><li>Employers should ensure that there is no disciplinary action until there has been a thorough investigation. </li></ul>17.4B Home <ul><li>Unless circumstances are exceptional, employees should be given an opportunity to improve, and there should be no dismissal for a first offence. </li></ul> 152. Customer Care Activity 18 18.1 Customer care - a definition 18.2 The customer service chain 18.3 Impact of customer service 18.4 Types of organisation 18.5 The CRASH test Activities Menu Click on Home button at any time to return to this menu. Back 153. Customer care - a definition <ul><li>A strategy for increasing performance by re-establishing an organisation’s primary activity: to serve its customers. </li></ul>18.1 Home 154. The customer service chain 18.2 Home Internal staff External staff Customers 155. Impact of customer service <ul><li>Bad news travels far </li></ul><ul><li>Lower impact for good service </li></ul><ul><li>Complaints are the tip of the iceberg </li></ul><ul><li>Sorting out complaints can win them over </li></ul><ul><li>Bad news is no respector of status </li></ul><ul><li>Size doesn’t matter </li></ul><ul><li>Here today, gone tomorrow </li></ul><ul><li>Cheaper or better? </li></ul>18.3 Home 156. Types of organisation <ul><li>Personal </li></ul><ul><li>Professional </li></ul><ul><li>Bureaucratic </li></ul><ul><li>Customer-focused </li></ul>18.4 Home 157. The CRASH test <ul><li>C - Contactability </li></ul><ul><li>R - Reliability </li></ul><ul><li>A - Acceptability </li></ul><ul><li>S - Speed </li></ul><ul><li>H - Helpfulness </li></ul>18.5 Home 158. Managing Change Activity 19 19.1 What is change? 19.2 What is management? 19.3 The change process - an overview 19.4 PEST analysis 19.5 SWOT analysis 19.6 Alice in Wonderland quote 19.7 An effective vision? 19.8 Characteristics of an effective objective 19.9 Force field analysis 19.10 Strategies for change - a continuum 19.11 Three stages of change Activities Menu Click on Home button at any time to return to this menu. Back 159. What is change? <ul><li>‘A roaring current that overturns institutions, shifts our values and shrivels our lives.’ </li></ul><ul><li>Alvin Toffler, Future Shock , </li></ul><ul><li>Bantam Books 1970 © Random House, Inc </li></ul>19.1 Home 160. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>19.2 Home 161. The change process - an overview <ul><li>STAGE ONE Where are we now? Define the present situation </li></ul><ul><li>STAGE TWO Where would we like to be? Picture the desired future </li></ul>19.3 <ul><li>STAGE THREE How do we get there? How can we move forward to our ideal? </li></ul>Home 162. PEST analysis <ul><li>P = Political </li></ul><ul><li>E = Economic </li></ul><ul><li>S = Social </li></ul><ul><li>T = Technological </li></ul>19.4 Home 163. SWOT analysis S = Strengths W = Weaknesses O = Opportunities T = Threats 19.5 Home 164. Alice in Wonderland quote <ul><li>‘ Would you tell me please which way I ought to go from here?’ </li></ul><ul><li>‘ That depends a good deal on where you want to get to,’ said the cat. </li></ul><ul><li>‘ I don’t much care where,’ said Alice. </li></ul><ul><li>‘ Then it doesn’t matter which way you go,’ said the cat. </li></ul><ul><li>‘ So long as I get somewhere,’ Alice added as an afterthought. </li></ul>Alice’s Adventures in Wonderland , Lewis Carroll, 1865 19.6 Home 165. An effective vision? <ul><li>‘Davies Training Services - </li></ul><ul><li>simply the best’ </li></ul>19.7 Home 166. Characteristics of an effective objective <ul><li>S - SPECIFIC Clear and unambiguous end product </li></ul><ul><li>M - MEASURABLE Observable outcomes of performance: quantity, quality, cost, time </li></ul><ul><li>A - ACHIEVABLE Realistic within the capabilities and constraints </li></ul>19.8A SMARTER Home 167. <ul><li>T - TIMEBOUND You have a target date for completion. Now is an opportune time to undertake the project </li></ul><ul><li>E - EXCITING A project that will stimulate action </li></ul><ul><li>R - RECORDED Written down for clarity, communication and review </li></ul>19.8B SMARTER Home R - RELEVANT Addresses a significant need of the organisation 168. Force field analysis HIGH MED LOW LOW MED HIGH 19.9 DRIVING FORCES RESISTING FORCES Home Own desire Line manager support Organisation image Training funds available Increase workload Lack qualifications Travelling time to college Lack partner support 169. Strategies for change - a continuum <ul><li>Education and communication </li></ul><ul><li>Participation and involvement </li></ul><ul><li>Facilitation and support </li></ul><ul><li>Negotiation and agreement </li></ul><ul><li>Manipulation and co-option </li></ul><ul><li>Explicit and implicit coercion </li></ul>Fast Little involvement Slow Full involvement These six methods were identified by Kotter and Schlesinger, Harvard Business Review , March/April 1979. Adapted and reprinted by permission of Harvard Business Review , Exhibit 1: Methods for Dealing with Resistance to Change. From “Choosing Strategies for Change”, by John P. Kotter and Leonard A. Schlesinger, March/April 1979. Copyright © 1979 by the President and Fellows of Harvard College; all rights reserved. 19.10 Home 170. Three stages of change <ul><li>Unfreezing </li></ul><ul><li>Restructuring </li></ul><ul><li>Refreezing </li></ul>Adapted from Process Consultation , Edgar Schein, 1987 19.11 Home 171. Continuous Professional Development Activity 20 20.1 What is management? 20.2 The key management resource? 20.3 The Learning Cycle 20.4 Core management competencies Activities Menu Click on Home button at any time to return to this menu. Back 172. What is management? <ul><li>Management is the efficient,effective and economic use of resources to achieve results with and through the efforts of other people. </li></ul>20.1 Home 173. The key management resource? <ul><li>THE MANAGER </li></ul>20.2 Home ‘ You can’t manage and develop other people effectively unless you can also manage and develop yourself.’ 174. The Learning Cycle HAVING AN EXPERIENCE CONCLUDING FROM THE EXPERIENCE REVIEWING THE EXPERIENCE PLANNING THE NEXT STEPS Taken from The Manual of Learning Styles , Peter Honey and Alan Mumford, 1992 20.3 Home 175. Core management competencies 20.4A Home PLANNING <ul><li>Awareness of management role </li></ul><ul><li>Future orientation </li></ul><ul><li>Planning techniques </li></ul> 176. Core management competencies 20.4B Home ORGANISING <ul><li>Decision making </li></ul><ul><li>Managing time and delegation </li></ul><ul><li>Recruiting and selecting </li></ul><ul><li>Training and development </li></ul> 177. Core management competencies 20.4C Home DIRECTING <ul><li>Leadership </li></ul><ul><li>Motivating </li></ul><ul><li>Giving feedback </li></ul><ul><li>Assertiveness </li></ul> 178. Core management competencies 20.4D Home COMMUNICATING <ul><li>Face-to-face communication </li></ul><ul><li>Writing </li></ul><ul><li>Managing meetings </li></ul> 179. Core management competencies 20.4E Home CONTROLLING <ul><li>Budgeting </li></ul><ul><li>Problem solving </li></ul><ul><li>Appraising and disciplining </li></ul> 180. Core management competencies 20.4F Home REVIEWING <ul><li>Customer care </li></ul><ul><li>Managing change </li></ul><ul><li>Continuous professional development </li></ul>