BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 1
Leading Teams and
Relationships
BOOK OF READINGS Version 1.1 (5 May 2016)
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 2
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 3
How this book works
This Book of Readings has three sections: Intention, Extension and Retention
INTENTION
This is the content that we “intend” to cover as part of
the training. This content forms part of the requisite
information needed to complete this unit. This section
includes key concepts, definitions and examples to
support the learners through the material and is
arranged in the order of the delivery.
EXTENSION
This section provides more in-depth explanations of the
key course content. It includes additional readings,
references and examples to extend and elaborate upon the
initial learning. It provides an enduring resource for future
referral and use.
RETENTION
This section is designed for you to reflect upon your own
learning and add any action items that will help you
transfer the concepts and techniques learned in the course
to your own settings. This may include tips, tricks,
templates or websites to review.
This Book of Readings is copyright. Apart from any fair dealing for the
purposes of private study, research, criticism or review, as permitted under
the Copyright Act, no part may be reproduced by any process without the
written consent of the copyright owner.
© 2016 MRWED Training and Assessment
ABN 97 126 082 376
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 4
Leading Teams and Relationships Cluster
BSBLDR402 Lead effective workplace relationships
BSBLDR403 Lead team effectiveness
BSBINN301 Promote innovation in a team
environment
The units in this cluster focus upon developing better workplace relationships
and more effective use of teams to enhance organisational performance and
innovation.
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 5
CONTENTS INTENTION ................................................................................................................................... 7
Leading Effective Workplace Relationships .................................................................................... 8
1. Management vs Leadership ................................................................................................. 8
Key Functions ...................................................................................................................... 9
Management .................................................................................................................................9
Leadership ........................................................................................................................ 10
2. Leadership Considerations ................................................................................................. 11
5 Qualities of Good Role Models ........................................................................................ 11
Leadership Styles .............................................................................................................. 12
Mission, Vision and Values ................................................................................................ 13
Communication Styles ....................................................................................................... 14
Communication Perspectives ............................................................................................. 17
Characteristics of Effective Communication ....................................................................... 18
Interpersonal Styles .......................................................................................................... 19
Social and Cultural Sensitivity ............................................................................................ 20
Some Theories on Leadership ............................................................................................ 21
Six Principles to Leadership (Stephen Covey) ...................................................................... 21
Creating Multipliers (Liz Wiseman and Greg McKeown) ...................................................... 23
Leadership Emotional Intelligence (Daniel Goleman) .......................................................... 24
3. Management Considerations ............................................................................................. 25
Key functions of a manager ............................................................................................... 25
Skills needed at different levels of management ................................................................ 26
Key tasks to come from Management functions ................................................................. 26
4. Creating Positive Work Relationships ................................................................................. 33
Leading Team Effectiveness ........................................................................................................ 34
5. Planning and Goal Setting .................................................................................................. 34
SMART Goals/Objectives ................................................................................................... 34
Work Plans ........................................................................................................................ 35
Delegation and Work Allocation ........................................................................................ 36
Principles of Delegation ..................................................................................................... 36
Benefits and Pitfalls of Delegation ..................................................................................... 36
Allocation of Work ............................................................................................................ 37
6. Groups vs Teams ............................................................................................................... 37
Definitions ........................................................................................................................ 37
Types of Groups ................................................................................................................ 38
Team Development Models ............................................................................................... 39
Tuckman’s Four Stages of Development ............................................................................. 39
White-Fairhurst’s TPR Life Cycle Model .............................................................................. 41
Eight Cs to Team Development .......................................................................................... 42
7. Motivation ........................................................................................................................ 43
Motivation Theories .......................................................................................................... 43
Maslow’s “Hierarchy of Needs” ......................................................................................... 44
Alderfer's “ERG Theory” .................................................................................................... 44
McClellan’s “Acquired Needs Theory” ................................................................................ 45
Hertzberg’s “Two-factor Theory” ....................................................................................... 46
Skinner’s “Operant Conditioning Theory” (Reinforcement Theory) ..................................... 47
Honouring/Celebrating Individuals and Teams ................................................................... 48
Building Respect ................................................................................................................ 49
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 6
Lead innovation in a team environment ...................................................................................... 50
8. Innovation ........................................................................................................................ 50
What is Innovation? .......................................................................................................... 50
Types of Innovation ........................................................................................................... 51
Benefits of Innovation ....................................................................................................... 51
Factors influencing a team becoming and remaining innovative ......................................... 52
Keys to providing innovation ............................................................................................. 52
Leading Innovation Template ............................................................................................ 53
Leading Innovation Template Example ............................................................................... 55
EXTENSION ................................................................................................................................. 59
Role-Modelling ................................................................................................................. 61
Creating Positive Work Relationships ................................................................................. 62
Groups vs Teams ............................................................................................................... 63
10 Tips About Motivating Employees ................................................................................. 65
Innovation Strategy ........................................................................................................... 66
RETENTION ................................................................................................................................. 69
TRAINING EVALUATION SHEET .......................................................................................... 73
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 7
INTENTION
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 8
Leading Effective Workplace Relationships
The first step in building highly productive and innovative workplaces is
developing effective relationships. If you get the relationships right, the
transactions will follow. From here, leaders and managers can foster more
effective teams and ultimately create the kinds of environments where
innovation thrives.
Management vs Leadership
Before relationships can be developed, it is important to identify how
interactions will take place. Will they be based on management roles or
leadership roles? The answer will ultimately influence how you do such things
as provide instructions, encourage input and frame key messages.
Management involves planning, organising and controlling resources (both
human and physical) to accomplish designated goals.
Leadership refers to an individual’s ability to influence, motivate and enable
others to contribute toward organisational success.
Influence and inspiration separate leaders from managers, rather than
authority and control. It is often said that people work for a manager, but
follow a leader.
Lead Teams Effectively
Promote Innovation
Develop Effective
Relationships
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 9
Key Functions
Management
Management normally focuses on work and tasks. These activities fit within the
subject of resource: Human, time, financial, equipment and anything else that
involves achieving that task. The distinction therefore from Management
versus Leadership is on managing resource within the constraints of the
systems and enforcing the desired standards of work, including:
• Planning – Planning resource and tasks to achieve the objectives
• Budgeting – Managing the constraints of budgets in the department /
project
• Organising – Organising support functions and resource
• Controlling – Controlling the standards required to deliver the objectives
• Coordinating – Coordinating and directing project tasks for achievement
of goals
• Resource use – Ensuring effective resources are used for the task at hand
• Time Management – Ensuring tasks and activities are conducted within
an appropriate time frame
• Decision Making – Making the right decisions in the heat of the moment
• Problem Solving – Ensure problems are contained, reduced or
eliminated.
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 10
Leadership
Leadership focuses on achieving tasks, keeping the team motivated and
empowered to achieve that task. It also involves getting the best out of each
and every individual for the benefit of the team’s successful achievement of
their goals. It is about leading by example, inspiring, empowering and creating
the most conducive environment for team success.
• Vision– focusing on the long term vision or goal
• Motivation – Motivation and empowerment to challenge the norm
• Inspiration – Inspiring others through merely leading and injecting
enthusiasm
• Persuasion – Using excellent leadership skills to bring people willingly
along the best path
• Team Work – Encouraging effort and commitment, and teamwork
• Building Relationships – Building strong relationships and ensuring the
team is well balanced
• Listening – Being able to listen and get the root causes quickly and
effectively
• Counselling – Ensuring that every member of the team is motivated and
effectively empowered
• Coaching – Encouraging and giving freedom for individuals to learn and
grow
• Teaching – Leading the correct performance and expectations
• Mentoring – Being the leader in a successful team and parting
knowledge and wisdom onto the team and its individuals.
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1. Leadership Considerations
What sort of leader do you want to be? There are a number of considerations:
• How will you role model behaviour?
• What will be your preferred leadership style?
• How will you communicate your vision and values?
• How will you manage your communication and interpersonal styles?
• How will you ensure social and cultural sensitivity?
5 Qualities of Good Role Models
The top five qualities of role models are listed below. These qualities were
woven through hundreds of stories and life experiences that helped people
form a vision for their own futures.
1. Passion and Ability to Inspire
Role-models show passion for their work and have the capacity to infect
others with their passion.
2. Clear Set of Values
Role-models live their values in the world. People admire those who act
in ways that support their beliefs. It helps them understand how their
own values are part of who they are and how they might seek fulfilling
roles themselves.
3. Commitment to Community
Role-models are other-focused as opposed to self-focused. They are
usually active in their communities, freely giving of their time and talents
to benefit people.
4. Selflessness and Acceptance of Others
Related to the idea that role-models show a commitment to their
communities, people also admired others for their selflessness and
acceptance of those who were different from them.
5. Ability to Overcome Obstacles
Booker T. Washington once said, “Success is to be measured not so much
by the position that one has reached in life as by the obstacles which one
has overcome.” Not surprisingly, we admire people who show us that
success is possible.
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 12
Leadership Styles
Psychologist Kurt Lewin developed his framework in the 1930s, and it provided
the foundation of many of the approaches that followed afterwards. He argued
that there are three major styles of leadership:
1. Autocratic leaders make decisions without consulting their team
members, even if their input would be useful. This can be appropriate
when you need to make decisions quickly, when there's no need for
team input, and when team agreement isn't necessary for a successful
outcome. However, this style can be demoralising, and it can lead to high
levels of absenteeism and staff turnover.
2. Democratic leaders make the final decisions, but they include team
members in the decision-making process. They encourage creativity, and
people are often highly engaged in projects and decisions. As a result,
team members tend to have high job satisfaction and high productivity.
This is not always an effective style to use, though, when you need to
make a quick decision.
3. Laissez-faire leaders give their team members a lot of freedom in how
they do their work, and how they set their deadlines. They provide
support with resources and advice if needed, but otherwise they don't
get involved. This autonomy can lead to high job satisfaction, but it can
be damaging if team members don't manage their time well, or if they
don't have the knowledge, skills, or self-motivation to do their work
effectively.
These three leadership frameworks can still be useful in different situations,
however, in business, "transformational leadership" is often the most effective
style to use.
Transformational leaders have integrity and high emotional intelligence. They
motivate people with a shared vision of the future, and they communicate well.
They're also typically self-aware, authentic, empathetic and humble.
Transformational leaders inspire their team members because they expect the
best from everyone and they hold themselves accountable for their actions.
They set clear goals and have good conflict-resolution skills which leads to high
productivity and engagement. However, there is the danger that there is too
much reliance on the leader’s charisma to motivate the team and as such these
types of leaders may wield improper influence over their workers.
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 13
Mission, Vision and Values
“Mission” describes what you exist to do. It declares your organisational
purpose and serves as the standard against which actions and decisions are
measured.
“Vision” represents a look towards the future and allows leaders to define their
aspirations and describe the type of organisation they wish to lead. Visualising
and articulating this future orientation will help others to understand the big
picture.
“Values” relate to a leader’s character and ethos. This speaks to what they
believe in and how they act.
Case Study: Coca Cola
Mission:
• To refresh the world...
• To inspire moments of optimism and happiness...
• To create value and make a difference.
Vision:
• People: Be a great place to work where people are inspired to be the best they can
be.
• Portfolio: Bring to the world a portfolio of quality beverage brands that anticipate
and satisfy people's desires and needs.
• Partners: Nurture a winning network of customers and suppliers, together we create
mutual, enduring value.
• Planet: Be a responsible citizen that makes a difference by helping build and support
sustainable communities.
• Profit: Maximise long-term return to shareowners while being mindful of our overall
responsibilities.
• Productivity: Be a highly effective, lean and fast-moving organisation.
Values:
• Leadership: The courage to shape a better future
• Collaboration: Leverage collective genius
• Integrity: Be real
• Accountability: If it is to be, it's up to me
• Passion: Committed in heart and mind
• Diversity: As inclusive as our brands
• Quality: What we do, we do well
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 14
Communication Styles
The way you communicate has a big impact on how you get on with people and
get the things you need. Good communication skills can help you avoid conflict
and solve problems – they’re also important for creating healthy and
productive workplace relationships.
There are four main styles of communicating:
1. Passive Communication is a style in which individuals have developed a
pattern of avoiding expressing their opinions or feelings, protecting their
rights, and identifying and meeting their needs.
2. Aggressive Communication is a style in which individuals express their
feelings and opinions and advocate for their needs in a way that violates
the rights of others.
3. Passive-Aggressive Communication is a style in which individuals appear
passive on the surface but are really acting out anger in a subtle, indirect,
or behind-the-scenes way.
4. Assertive Communication is a style in which individuals clearly state
their opinions and feelings, and firmly advocate for their rights and needs
without violating the rights of others.
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 15
The Assertive Response to Conflict
Assertiveness is about carrying yourself with dignity and being able to empathise with
the other person so that you both have a win outcome. Assertive behaviour requires
a positive outlook, healthy self-esteem and sensitivity, since you are both firmly
stating your case while being prepared to understand the other person’s perspective.
Assertion Skills
Self-disclosure
This skill is about clearly telling the other person how you feel or think:
• “I feel uncomfortable discussing this at the moment…”
• “I feel fantastic!”
• “I think we should tackle this later.”
• “This conversation is confusing to me.”
Open questions
These require the other person to give more explicit responses. It makes it difficult
for them to make sweeping statements without backing them up.
For example:
Person 1 “This course is rubbish!”
Person 2 “What part you are disappointed with?”
Tell person your preferred outcomes
This skill concerns being able to tell the other person what you would like to achieve,
without sounding as though you are telling them what they have to do:
• “I’d like us to agree on a way to fix this.”
• “I would like to come up with a better way.”
The ‘I’ Statement
This technique combines the skills above to create a powerful message, where you
take responsibility for your own feelings whilst managing a difficult situation:
Using the assertive ‘I’ technique
1. State facts: When you come to work late
2. State feelings: I feel frustrated because this lets all the team down
3. Preference: I would prefer it if you could arrive at work on time or let us
know if you are going to be late, so we can plan accordingly.
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Let’s review some of the characteristics of different communication styles:
Passive
(Lose – Win)
Aggressive
(Win-Lose)
Passive-Aggressive
(Lose-Lose)
Assertive
(Win-Win)
Behaviour • Keeps quiet.
• Puts
themselves
down.
• Doesn’t say
what they feel,
need or want.
• Expresses
feelings and
wants as though
any other view
is stupid.
• Dismisses or
ignores the
needs, wants
and opinions of
others.
• Fails to meet
expectations of
others through
“deniable
means”. (e.g.
“forgetting” or
“being
delayed”.)
• Denies personal
responsibility
for actions.
• Expresses their
needs, wants
and feelings
directly and
honestly.
• Allows others to
hold alternative
views without
dismissing or
insulting them.
Non-
verbals
• Makes
themselves
small.
• Avoids eye
contact.
• Speaks softly.
• Makes
themselves
large.
• Uses fixed eye
contact.
• Voice is loud.
• Usually mimics
the Passive
Style.
• Body is relaxed.
• Movements are
casual.
• Eye contact is
frequent.
Goals • Avoids conflict.
• Pleases others
at the expense
of themselves.
• Win at any
expense to
others.
• Gain control.
• Go their own
way without
having to take
responsibility.
• All parties keep
self-respect.
• Expresses
themselves
without having
to “win” all the
time.
• No one controls
anyone else.
.
To take a quiz on your communication styles visit:
http://www.newlineideas.com/communication-style-quiz.html
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 17
Communication Perspectives
Communication is the lifeblood of any business and is an important tool in the
toolkit for managers and leaders alike.
Below are some quotes about communication:
“The most important thing in communication is hearing what isn't
said.”
~ Peter Drucker
“The single biggest problem in communication is the illusion that it
has taken place.”
~ George Bernard Shaw
“Good words are worth much, and cost little.”
~ George Herbert
“It's never what you say, but how you make it sound sincere.”
~ Marya Mannes
“Words of comfort, skillfully administered, are the oldest therapy
known to man.”
~ Louis Nizer
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 18
Characteristics of Effective Communication
1. COMPLETE
To be effective, communication should be complete, i.e. it should include
all the information the recipient needs to evaluate its content, solve a
problem or make a decision.
2. CONCISE
Conciseness is not about keeping the message short, but rather about
keeping it to a point. Concise communication prompts a better
understanding of the message, because the recipient can focus on the
key points and does not get distracted by a wealth of minor details.
3. CONSIDERED
When communicating, a sender should always consider and value the
recipient's needs, moods and points of view. Tailoring the contents and
style of your messages based on their audience strengthens the key
points delivered.
4. CONCRETE
Effective communication happens when the message is supported by
facts and figures. Concreteness in communication is also about providing
answers to questions in a timely and consistent way and developing your
arguments based on real-life examples rather than on general scenarios.
5. COURTEOUS
Courtesy in communication implies being respectful of the recipient's
culture, values and beliefs. Courteous communication has a positive
impact on the overall communication, as it prompts a more positive and
constructive approach to the conversation.
6. CLEAR
To be effective, communication has to be clear and specific. To achieve
clearness, the message should focus on a single objective. Clear
communication also requires the adoption of the relevant language or
terminology, thus reducing confusion in the communication process.
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 19
Interpersonal Styles
Every individual has a preference for how they like to interact with others and
the world around them. By understanding the personal style of a person, an
individual can quickly build a rapport and interact with others. Rapport building
indicates that an individual can build a relationship with another.
Basically there are 4 types of personality styles:
• Challengers appreciate action and exciting activity
• Casuals appreciate creativity and relationships
• Stabilisers appreciate rules and order
• Visionaries appreciate innovation and perceptiveness
The two ways to quickly identify the personal style of others is: listening to the
words of others and observing how they dress.
Challengers possess the get-up-go attitude and use words that relate to
competition, bravery, energy, incentives. They dress casually.
Casuals use words that suggest the notions of acceptance, friendship,
principles, peace, and sharing. They tend to dress fashionably.
Stabilisers use words that indicate budgets, consistency, compliance, safety
and security. They tend to dress formally.
Challengers Casuals
Stablisers Visionaries
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 20
Visionaries use words that indicate examination, ability, explanations,
research, and solutions. They tend to dress functionally.
If an individual can adapt their personal style to another's without losing their
own, they can increase the possibility of creating successful workplace
relationships which result in mutual benefit.
Social and Cultural Sensitivity
Social background and culture play an important part in people’s lives. Social
and cultural sensitivity refers to a set of skills that allows you to understand and
learn about people whose backgrounds are not the same as your own.
You need to be able to communicate with people of different social and
cultural backgrounds with respect and sensitivity and address intercultural
misunderstandings. In particular, you must:
• treat customers and colleagues fairly and equitably
• not discriminate, show partiality or grant any special favours on the
basis of social and cultural attributes
• not threaten, humiliate or intimidate people because of their social or
cultural attributes.
Consider cultural differences in all your verbal and non-verbal communication.
Common differences include:
• language spoken
• forms of greeting
• perceived social standing
• levels of formality or informality
• interpretation of non-verbal behaviour (e.g. eye-contact)
• work ethics
• kind of help they need
• family and social obligations
• observance of special religious feasts or other celebratory days
• other customs, beliefs and values.
BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
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Some Theories on Leadership
There have been dozens of theories on leadership over the years. In this
section we provide an overview of three:
• Six Principles of Leadership (Stephen Covey)
• Creating Multipliers (Liz Wiseman and Greg McKeown)
• Leadership Emotional Intelligence (Daniel Goleman)
Six Principles to Leadership (Stephen Covey)
In his book “Principle-Centered Leadership” (1992) Stephen R
Covey outlines the six principles of effective leaders.
These are summarised below:
Principle 1 – Being Serious About Succeeding
• Being performance driven, tenacious and getting things done
• Solving problems quickly
• Contributing effectively to create a competitive edge
• Maintaining a focus on results and outcomes
• Being passionate and having a sense of urgency about being the industry
leader
• Promoting an understanding that the key to success lies with the future,
not the past
• Never being satisfied with the status quo
• Learning from mistakes and changing my behaviour accordingly.
Principle 2 – Putting Customers First
• Be passionate about delivering customer promises
• Motivate staff to please our customers
• Care for the individual needs of our members and customers
• Ensure that we go out of our way to help those with special needs
• Not tolerate disrespect and below average service to our members and
customers
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 22
Principle 3 – Providing Purpose
• Motivate people by setting goals and challenges
• Talk enthusiastically about the future
• Understand threats and opportunities for your organisation
• Regularly ‘put the cards on the table’ – i.e. be open and frank about your
organisation’s position and industry comparisons
• Set Key Performance Indicators and put targets in place
• Talk constantly to people about the need to provide service excellence
and the consequences of not providing excellent service
• Give people a reason to be part of the solution, not part of the problem.
Principle 4 – Promoting Effective Communication
• Be an effective talker and listener
• Regularly talk about the ‘big picture’ and the external environment
• Continually reinforce key messages, the strategic plan and organisational
values
• Consult effectively and get staff involved
• Deal with rumours and negativity
• Keep staff in touch with decisions and developments
• Plan for and contribute to meetings effectively
• Encourage different sections to talk and share information
• Be visible, available and ‘out there’.
Principle 5 – Managing Performance
• Be accountable and hold others accountable
• Recognise good performance and challenge poor performance
• Create a positive working environment that gets the best out of staff and
makes people feel valued
• Make sure that everybody pulls in the same direction
• Work hard to build trust and loyalty so that people will understand their
rights and responsibilities
• Challenge people who are negative or abuse sick leave, Workcover or
other organisational standards.
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 23
Principle 6 – High Personal Integrity
• Lead by example
• Be accountable, fair, honest, sincere and credible
• ‘Walk the talk’
• Be a ‘role model’ who does not play games, have favourites or show
special treatment
• Treat people with respect and care for people who are sick or injured
• Not tolerate double standards
• Avoid blaming others
• Always present yourself in a professional and positive manner
• Look after the ‘little things’ as well as the big things.
Creating Multipliers (Liz Wiseman and Greg McKeown)
Liz Wiseman and Greg McKeown in their book “Multipliers:
How the Best Leaders Make Everyone Smarter” (2010),
examine why some leaders (called “Diminishers”) drain
capability and intelligence from their teams while others
(called “Multipliers”) amplify it to produce better results.
Leaders should be trying to bring out the intelligence in others and building
upon the collective intelligence of the group. Conversely, they should avoid
being absorbed in their own intelligence, otherwise they will stifle growth in
others and deplete the group of crucial intelligence and capability.
There are five disciplines of the “Multiplier”:
1. The Talent Magnet: Attracts and deploys talent at its highest point of
contribution.
2. The Liberator: Creates a climate of safety and ambition that both invites
and demands people’s best thinking and work.
3. The Challenger: Defines an opportunity that causes people to stretch.
4. The Debate Maker: Drives sound decisions through rigorous debate.
5. The Investor: Delivers extraordinary results again and again without
direct management.
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© 2016 MRWED Training and Assessment Version 1.1 (05/05/2016) Page 24
According to Wiseman and McKeown, by extracting people's full capability,
Multipliers get twice the capacity from people as Diminishers do. This point
alone combined with the opportunity cost, should be compelling enough to
make leaders change their approach.
Leadership Emotional Intelligence (Daniel Goleman)
Psychologist and author Daniel Goleman first brought the
term “emotional intelligence” to a wide audience with his
1995 book of the same name. In his research at nearly 200
large, global companies, Goleman found that truly effective
leaders are distinguished by a high degree of emotional
intelligence. Without it, a person can have first-class training,
an incisive mind and an endless supply of good ideas, but
won’t be a great leader.
In 2013 he teamed with Richard Boyatzis and Annie McKee to release “Primal
Leadership” which affirmed the importance of emotionally intelligent
leadership.
There are five key characteristics to emotional intelligence:
1. Self-awareness – the ability to know one's emotions, strengths,
weaknesses, drives, values and goals and recognise their impact on
others while using gut feelings to guide decisions.
2. Self-regulation – involves controlling or redirecting one's disruptive
emotions and impulses and adapting to changing circumstances.
3. Social skill – managing relationships to move people in the desired
direction.
4. Empathy - considering other people's feelings especially when making
decisions.
5. Motivation - being driven to achieve for the sake of achievement.
The chief components of emotional intelligence can sound un-businesslike, but
Goleman, found direct ties between emotional intelligence and measurable
business results.
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2. Management Considerations
Key functions of a manager
1. Organise the work
2. Direct Work Activities
3. Develop Staff4. Manage
Performance
5. Manage Relationships
� Identifying job roles
� Implementing action plans
� Setting goals to achieve results
� Prioritising and sequencing work
� Allocating the right resources
� Developing standard work
procedures
� Dealing with issues/problems
� Communicating effectively
� Solving problems
� Achieving organisational goals
� Building teamwork
� Planning to achieve targets
� Using talents of staff to reach goals
� Delegating
� Proving leadership
� Creating a positive, cooperative work
environment
� Motivating
� Coaching
� Inducting and training
� Clarifying expectations and
organisation goals
� Providing feedback and
rewarding achievements
� Assessing work
performance, providing
feedback
� Establishing KRA’s/KPI’s
� Monitoring work activities
� Taking action to improve
performance and set
results
� Being fair in dealing with
staff performance issues
� Communicating effectively
� Keep staff informed
� Establishing effective
working relationships
� Developing teams –
individuals to perform at
their best
� Taking corrective action
when relationships and work
is not productive
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Skills needed at different levels of management
Management at different levels in organisations requires varying degrees of
responsibility.
There are three functions in any management role:
• The Strategic function (S) relates to organisational strategic
planning and decision making.
• The People function (P) relates to the managing of others within
the organisation.
• The Technical function (T) relates to specific technical skills
required.
Senior
Management
S P T
Middle
Management
S P T
Supervisors
Team Leaders
S P T
Key tasks to come from Management functions
• Problem Solving
• Resolving Workplace Conflict
• Managing Work Performance
• Improving Relationships
• Ensuring Involvement and Consultation
Following are a series of case studies which highlight how these tasks could be
carried out successfully.
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1. Problem Solving – Case Study: A Better Way to On-Board Staff
The Situation
A line manager was concerned that the company’s traditional induction (on-
boarding) workshop took place so irregularly that a new employee was often in
the organisation for many weeks, if not months before they were able to
attend. The situation had now come to a head as one of his new promising
employees had resigned before attending it, and had stated that this was due
to the obvious lack of interest of the company in integrating them into it.
The Response
The line manager turned to the L&D department for help. Their
traditional response might well have been to create an online induction course
which would be available to all employees as soon as they joined the company,
but instead the L&D Director suggested that Tim, one of his team members,
should meet with the line manager and some recent new hires to find out more
about the issues.
During that meeting, in addition to the delay in getting a place on the induction
workshop, it also transpired that the content of the workshop was very boring,
being lecture after lecture on the history, vision and mission of the
organisation. It was clear that they would not be interested in spending their
time working through that same content online. What they had really wanted
to know it in the early days of joining the company, was how to deal with
practical issues like where you got your company laptop and mobile phone, and
how you used your canteen card to purchase lunch and refreshments. These
things the new hires had to find out for themselves, and although their
colleagues were willing to help out and answer their questions, they were
unable to spend too much time with them because of their own workload. The
line manager also asked why induction couldn’t actually start before the new
hires stepped through the door on the first day.
So Tim suggested setting up a group on the company’s Yammer (enterprise
social network) which new hires could join immediately once their job position
had been confirmed, where they could find information about the company as
well as where they could ask questions and post their comments and views.
Those in the meeting thought this would be a good idea, so Tim asked them if
they would be prepared to help with the project in terms of populating it with
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some early content, as well as helping to answer the questions of other new
hires. He explained that as more and more people joined the group over time,
then their participation would be reduced.
Tim fed back the idea to the L&D and HR Directors, who said they would be
very interested to see how this worked out, and Tim said he would be happy to
act as a New Hire community manager in the first instance until someone else
could take over the role. So a Yammer New Hire group was set up and Tim got
to work with others to make it a useful group space.
Results
After a couple of months in operation, Tim ran an informal survey to get some
feedback. The new hires all felt that this was a very welcoming approach and
that as they had established relationships with colleagues before they had
arrived, it was very easy to fit in to the company. They also knew where to go
to get everything they needed in the first few days. It was therefore decided to
continue the New Hire group indefinitely. A few months later the HR Director
was able to report an increase in retention rates, which could be directly
attributed to the introduction of the new way of on-boarding staff.
2. Resolving Workplace Conflict – Case Study: The War Within
The Situation
The workplace conflict concerned a departmental team of 12 people. The
relationship between the team leader and the department manager was so
damaged they only spoke to each other through third parties.
The group was split into two warring factions – one group behind the team
leader, the other siding with the department manager with a few members
remaining neutral. There was a perceived favouritism with respect to approval
of leave, training and allowances. There had been no performance appraisals
for two years, and two staff members had been on stress leave for five weeks.
Problems had been investigated, discussed and not solved to anyone’s
satisfaction by senior management for two years.
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Response
An external consultant was brought in to help address and remedy the
situation with the goal of creating a long term, sustainable solution that was
accepted by everyone involved in the workplace conflict.
The consultant conducted a facilitated conversation between the parties
involved to try and get to the cause of the workplace conflict, develop a
workplace conflict resolution action plan and oversee the implementation of
the plan.
This process involved conducting voluntary interviews with each of the 12 team
members. These interviews revealed the key underlying issues and the nature
of the conflicts between various team members. The interviews revealed that
all 12 team members had been involved with the workplace conflict to some
extent. During discussions, it became evident that the root cause of the
workplace conflict could be traced back to leave approval procedures (where
one member of the team had been given significantly more leave than others),
the department managers style of interacting with department members and
malicious gossip and emails.
By the end of the facilitated conversations, a detailed agreement (signed by
every team member) was reached. It included the following commitments:
• provide individual staff with needs analysis, training and coaching
• workplace policies would be re-distributed and re-signed by staff
• conduct monthly one-on-one feedback sessions with staff
• review and formalisation of the team leader and department manager
responsibilities with performance measures defined
Results
After everyone agreed on the workplace conflict action plan, each step was
carried out by the team within six months. The impact was immediate:
• There was no stress leave taken in the first six months.
• Overall staff turnover was reduced resulting in an annual savings of
$160,000 for the organisation.
• Days and weeks spent managing workplace conflict were reduced to two
hours a week reviewing team performance and providing constructive
feedback to the team manager.
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3. Managing Work Performance – Case Study: Creating a Better System
The Situation
Linda was a new manager joining an established work team within a local
council. This team was responsible for approving special use permits and
communicating the outcomes of permit applications with customers. The team
had been identified for under-performance in terms of meeting published
service standards. Over the past two years, their turnaround time after
receiving permit applications was three times higher than the required
standard and they regularly had complaints from customers lodged with
council. Linda had been assigned to this team to help them get back on track.
Response
When Linda investigated the problem further, she discovered that the team
had no control over the systems they had to use to get the job done. She was
surprised to see that they still used an antiquated system of completing
paperwork by hand in triplicate, even though most other council units had
access to technology that would make their jobs more efficient.
During interviews with each of the staff, Linda discovered that the team felt like
they had been forgotten by the organisation and if it didn’t value their work,
why should they!
Linda believed that empowerment was the key to making people efficient. It
makes teams happy and if they're happy, they produce higher-quality work and
are more productive. In this spirit, she encouraged the team to provide her
with ideas of how they could improve their performance with the aim of
meeting the published service standards. They agreed that an electronic
process would be best and with the support of IT, they launched a “Special
Permits Portal” on the council website where customers could complete and
submit forms. These forms would go to a dedicated email account which was
managed by a team leader who then distributed the applications to different
members of the team, based on workload and availability. They were then able
to send the approved permits electronically directly to the customers, who
would print them out themselves for use.
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Results
• Within six months, the team had taken the approvals process from
their average of 15 days to a turn-around of just three days. (The
service standard is 5 working days)
• Complaints were reduced by 86%.
• The team has lead presentations with other departments promoting
the success of their ideas.
4. Improving Relationships – Case Study: LLN Solution for Rotoform
The Situation
Rotaform Plastics is a family-owned company employing about 30 people.
Rotaform is one of New Zealand's largest rotational plastic moulders. The
company specialises in manufacturing large plastic items, such as water tanks,
bins, road barriers, spa pools and a wide range of plastic packaging.
However, poor staff literacy and numeracy levels were hurting Rotaform's
performance. Staff found it hard to follow written or verbal instructions, there
were high levels of manufacturing mistakes and rejects and bad reporting
made it hard to keep track of important company information. This created
much tension between management and the workforce and was the basis for
many heated discussions.
Response
Chief Executive David Brumby recognised that low literacy rates were holding
Rotaform back and decided to tackle the issue head on by providing staff with
literacy and numeracy training. Whilst initially apprehensive, the staff felt
valued and were pleased that the company was willing to invest in them. When
they started to experience the reductions in errors and less reworking of jobs,
they become happier in their roles and as such their interactions with
management were calmer and more productive.
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Results
Improving literacy levels saw a sharp rise in employee skills, confidence and
morale and has led to a number of other benefits for Rotaform:
• product reject rates on the factory floor dropped by 55 percent, the
number of late deliveries dramatically fell and the company is producing
higher quality, more sophisticated products
• staff began suggesting ideas to management about new systems that
could be introduced to improve production on the factory floor
• procedures and processes are now properly documented, which has
resulted in higher quality and efficiency
• sales rose 34 percent and profits rose 31 percent.
5. Ensuring Involvement and Consultation – Create your own Case Study
Have a CRACK at identifying ways that you could involve work teams using the
following headings:
C
R
A
C
K
onsultation
elationship Building
ctive Participation
ontributions
indness
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3. Creating Positive Work Relationships
Creating positive work relationships is important for building successful
organisations and finding satisfaction in your job. To learn how to develop
positive work relationships, you must be willing to listen to others,
communicate openly and respect yourself and your co-workers.
Despite having a commitment to creating positive work relationships, there are
external factors that can impact adversely on these relationships. This includes
government legislation, regulatory requirements, media commentary and
market trends. These factors may create uncertainty or anxiety within
organisations and thus make it harder to keep things positive in the workplace.
Additionally, outdated or inefficient organisational policies can create
frustrations with staff which could manifest itself as workplace conflict or
reduced productivity.
There are several parts to creating a positive work environment. Here are six of
the key components:
1. Build the trust and confidence of the team
2. Communicate effectively
3. Adjust interpersonal styles
4. Enable consultation and contributions
5. Support networking
6. Demonstrate social and cultural sensitivity
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Leading Team Effectiveness
Planning and Goal Setting
Goal setting is a critical role in leading team effectiveness. If a team lacks
direction or is uncertain of what they are working towards, their effort can be
often counter-productive.
SMART Goals/Objectives
One way to focus the team is with the use of SMART Goals/Objectives.
SSpecific
What specifically do you want to do?
MMeasurable
How will you know when you have
reached it?
AAchievable
Is it in your power to accomplish it?
RRealistic
Can it be realistically achieved?
TTimely
When exactly do you want to accomplish it?
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Work Plans
A work plan is an outline of a set of goals and processes by which a team
and/or person can accomplish those goals, offering the reader a better
understanding of the scope of the project. Work plans, whether used in
professional or academic life, help you stay organised while working on
projects. See below for a sample work plan.
Wo
rk P
lan
Na
me
of
Ta
sk:
Wri
tin
g a
Jo
b A
d
Ob
ject
ive
: C
rea
te a
jo
b a
d f
or
ne
w p
osi
tio
n
Re
sou
rce
s: C
om
pu
ter,
Pri
nte
r, P
ap
er
Co
mm
en
ts
Fra
nk
is t
he
sup
erv
iso
r
Lin
da
wo
rks
in H
R
Tim
efr
am
e
3
0 m
inu
tes
1 h
ou
r
2 h
ou
rs
30
min
ute
s
45
min
ute
s
30
min
ute
s
5 m
inu
tes
Wh
o i
s re
spo
nsi
ble
?
Fra
nk
Sara
h
Sara
h
Sara
h
Sara
h,
Lin
da
Sara
h,
Lin
da
, Fr
an
k
Sara
h
Ste
p
1.
De
term
ine
job
tit
le.
2.
Bre
ak
the
Ad
do
wn
into
sub
sect
ion
s o
f Jo
b D
esc
rip
tio
n,
Du
tie
s, Q
ua
lific
ati
on
s, E
xpe
rie
nce
an
d A
pp
lica
tio
n P
roce
ss.
3.
Wri
te t
he
Jo
b D
esc
rip
tio
n,
listi
ng
the
loca
tio
n o
f th
e r
ole
,
exp
ect
ati
on
s o
f th
e jo
b a
nd
ba
ckg
rou
nd
of
the
org
an
isa
tio
n.
4.
List
oth
er
rele
van
t in
form
ati
on
such
as
pa
y ra
te,
sup
era
nn
ua
tio
n
pa
cka
ge
an
d t
erm
s o
f e
ng
ag
em
en
t.
5.
Incl
ud
e a
pp
lica
tio
n in
stru
ctio
ns.
6.
Pro
of
rea
d t
he
ad
.
7.
Po
st t
he
Ad
.
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Delegation and Work Allocation
Delegation is one of the most important management skills. It is about guiding
others to do a task that is part of your job, thus freeing you up to focus on
other activities of betterment to the organisation.
Delegation provides opportunities for growth and development for your people
as it spreads the skill and knowledge base across the team.
Principles of Delegation
• Only delegate to a person who has the knowledge and experience to
do the task or make a decision or can quickly acquire this through
training or coaching.
• If you are using delegation as a training or learning opportunity, you
must maintain closer contact and monitor regularly.
• You must ensure the person has all necessary resources to complete
the task.
• Whilst the person you have delegated to is responsible for the
finished product, you are ultimately accountable for the job to be
done properly.
Benefits and Pitfalls of Delegation
Benefits Pitfalls
• Employees and managers
discover skills they were not
previously aware of.
• Employees have a chance to
succeed in a new role.
• Staff who can take more of the
workload in the future can be
identified.
• People get to contribute.
• Presents an opportunity to
share the credit.
• Loyalty and trust are built.
• Micromanaging/hovering
creates distrust.
• Employees can feel dumped on.
• Perception that it is easier to do
it yourself.
• Creates situations where a
person does all the work but has
no authority.
• It fails without adequate
resourcing or training
• Other work needs to be put
aside when person is delegated
to and priorities get confused.
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Allocation of work
Allocation is about delegating workloads to team members in a way that makes
most effective use of the available resources. The best allocation is when the
work fully fits the capabilities, interests and ambitions of the team member.
Effective Team Work Allocation should be:
• Fair – nobody in the team should be appointed to work which they
cannot accomplish.
• Equal – portions or types of workloads should be allocated equally, so no
one in the team is overwhelmed with excessive tasks.
• Justified – work should be accurately assessed and assigned only to
appropriate employees who are approved, motivated and capable of
doing it.
• Prioritised - Setting priorities helps to clarify if the person is appropriate
for certain work or if they should be focussed with something else.
4. Groups vs Teams
Definitions
While all teams are groups of individuals, not all groups are teams. Team
members work together toward a common goal and share responsibility for the
team's success. A group is comprised of two or more individuals that share
common interests or characteristics and its members identify with each other
due to similar traits.
Groups differ from teams in several ways:
• Task orientation: Teams require coordination of tasks and activities to
achieve a shared aim. Groups do not need to focus on specific outcomes
or a common purpose.
• Degree of interdependence: Team members are interdependent since
they bring to bear a set of resources to produce a common outcome.
Individuals in a group can be entirely disconnected from one another and
not rely on fellow members at all.
• Purpose: Teams are formed for a particular reason and can be short- or
long-lived. Groups can exist as a matter of fact; for example, a group can
be comprised of people of the same gender or ethnic background.
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• Degree of formal structure: Team members' individual roles and duties
are specified and their ways of working together are defined. Groups are
generally much more informal.
• Familiarity among members: Team members are aware of the set of
people they collaborate with, since they interact to complete tasks and
activities. Members of a group may have personal relationships or they
may have little knowledge of each other and no interactions whatsoever.
Types of Groups
There are a number of types of groups that form within organisations. Some
form to support the work and others form as a result of the work and
interactions with others. Examples include:
• Command Groups
• Task Groups
• Functional Groups
• Interest Groups
• Friendship Groups
• Reference Groups
One way to classify the groups is by way of formality – formal and informal.
While formal groups are established by an organisation to achieve its goals,
informal groups merge spontaneously. Formal groups may take the form of
command groups, task groups and functional groups. Whereas informal groups
will include interest groups, friendship groups and reference groups.
In contrast to formal groups, informal groups are formed naturally and in
response to the common interests and shared values of individuals. They are
created for purposes other than the accomplishment of organisational goals
and do not have a specified time frame. Informal groups are not appointed by
the organisation and members can invite others to join from time to time.
Informal groups can have a strong influence in organisations that can either be
positive or negative. For example, employees who form an informal group can
either discuss how to improve a production process or how to create shortcuts
that jeopardise quality.
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Team Development Models
Through identifying how teams develop, leaders and managers can learn how
to best to support their teams and select the right interventions to drive them
to peak performance. There have been a number of team development models
used over the years. This section examines three:
• Tuckman’s Four Stages of Development
• White-Fairhurst’s TPR Life Cycle Model
• Eduardo Salas’s Eight Cs of Team Development
Tuckman’s Four Stages of Development
Bruce Tuckman identified four distinct phases of team development: forming,
storming, norming, and performing. Each has a primary purpose and a common
set of interpersonal dynamics among team members. Tuckman proposed that
all are inevitable and even necessary parts of a successful team's evolution.
Forming
In this stage, most team members are positive and polite. Some are anxious, as
they haven't fully understood what work the team will do. Others are simply
excited about the task ahead.
As leader, you play a critical role at this stage, because team members' roles
and responsibilities aren't clear. This stage can last for some time, as people
start to work together, and as they make an effort to get to know their new
colleagues.
Storming
Next, the team moves into the storming phase, where people start to push
against the boundaries established in the forming stage. This is the stage where
many teams fail.
Storming often starts where there is a conflict between team members' natural
working styles. People may work in different ways for all sorts of reasons but, if
differing working styles cause unforeseen problems, they may become
frustrated. Storming can also happen in other situations. For example, team
members may challenge the leader’s authority, or jockey for position as their
roles are clarified.
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Norming
Gradually, the team moves into the norming stage. This is when people start to
resolve their differences, appreciate colleagues' strengths and respect your
authority as a leader. Now that your team members know one another better,
they may socialise together, and they are able to ask one another for help and
provide constructive feedback. People develop a stronger commitment to the
team goal, and you start to see good progress towards it.
There is often a prolonged overlap between storming and norming, because, as
new tasks come up, the team may lapse back into behaviour from the storming
stage.
Performing
The team reaches the performing stage, when hard work leads, without
friction, to the achievement of the team's goal. The structures and processes
that you have set up support this well. As leader, you can delegate much of
your work, and you can concentrate on developing team members. It feels easy
to be part of the team at this stage, and people who join or leave won't disrupt
performance.
Forming
Build a common purpose
Clarify expectations, rewards and recognition
Leader to provide direction
Storming
Involve everyone in discussion
Seek greater clarity about
purpose
Leader raises difficult issues
and coaches team through struggles
Norming
Develop processes for information sharing and
feedback
Have open forums on tasks
and relationships
Leader to use a facilitative style
and allows others to lead
Performing
Continue to test for better
methods and approaches
Celebrate success
Leader focuses on purpose and
interdependent relationships
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Some practical tips in implementing the Tuckman model will include:
• Be Understanding: Remember you've got to go through the
"Forming", "Storming" and "Norming" stages before the team can
perform.
• Schedule Accordingly: Plan for things to take longer through the
tougher stages. If coaching is needed then time should be allocated to
this.
• Manage Expectations: Be realistic when considering how much
progress should be made by when and measure success against
realistic goals.
• Communicate Progress: The best way to help a team grow and thrive
is with good, consistent and clear communication. Poor
communication, particularly in the “Storming” phase can be
disastrous as the cracks in the communication will be exaggerated.
• Set Appropriate Targets: Having appropriate targets or 'markers'
along the way can help a team see it's progress and make the effort
worthwhile. This avoids the perception of having done lots of work or
lots of time passing by without really getting anywhere.
• Don't Abuse the Model: Use this approach, but don't try to force
situations to fit it – e.g. don't use the “Storming” stage as an excuse
for bad behaviour.
White-Fairhurst’s TPR Life Cycle Model
The White-Fairhurst TPR (Transforming, Performing, Re-forming) Model
extends upon Tuckman.
Transforming
Performing
Re-forming
The “Transforming” Stage encompasses the
“Forming”, “Storming” and “Norming” of
Tuckman and acknowledges the journey that
teams must go through to become highly
functional and effective.
The “Performing” Stages recognises that the
team members have found their comfort
zone and can work the best together.
The “Re-forming” stage occurs when
adaption is needed in a team as new
challenges arise that require different
solutions, skill sets and expertise.
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Eight Cs to Team Development
Dr. Eduardo Salas has been investigating team effectiveness for more than 20
year and has developed the Eight Cs to Team Development. The greater the
extent to which each of these Cs are present, the more effective the team.
1. Conditions: Practices – including policies and incentives – need to support
teams. Teams must have the resources that they need to be successful,
leaders must show that teamwork matters, and good team performance
must be recognised and reinforced. You can have the best team in the
world but if the conditions are not optimal for teamwork, organisations
won’t get the behaviour, cognition or attitudes needed.
2. Cooperation: Team members must like being on their team. This means
that members need to trust each other and each member needs to
contribute to the team’s work. When members fail to contribute (the
“social loafing” syndrome), teams may experience greater conflict and
reduced satisfaction and performance.
3. Coordination: Effective teams foster mutual support, adaptability and
flexibility. Effective teams coordinate their processes to match the
requirements of their tasks. For example, teams dealing with emergencies
should increase their communication by verbalising their plans and sharing
their information.
4. Communication: Communication occurs in a precise, timely and clear
manner. Effective teams have protocols in place for exchanging
information, their members communicate face-to-face as often as possible,
their members contribute equally, and contributions are succinct and to-
the-point.
5. Cognition: Team cognition is unique from individual cognition and involves
a shared understanding of tasks and member roles. Effective teams have a
shared understanding of their tasks, member roles and capabilities.
6. Coaching: Leaders promote teamwork and care about team members.
Effective team leaders facilitate their teams by building trust, establishing
norms, engaging in teambuilding, and focusing on the conditions that
promote success.
7. Conflict: Effective teams provide a climate where it is safe to deal with
conflict. This climate is called psychological safety, and is promoted by
active listening, looking for common ground, and expressing concern for the
relationships between members by focusing on problems not people.
8. Clarity: And the biggest team killer is a lack of Clarity. Team members must
know their precise roles and responsibilities. i.e. who does what, when, why
and with whom.
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5. Motivation
When you wake up in the morning, what is the passion that fuels you to start
your day? Are you living this in your work? If others asked you what drives you
to achieve, would the answer be obvious?
Motivation is the desire, drive, hunger or stimulus for action and success.
Highly motivated individuals are the ones that consistently achieve at a high
level. It is therefore vital, if you are serious about improving your performances
and reaching new heights, that you spend time learning about motivation,
discovering what works best for you, and then use it.
The triggers that motivate people to achieve are unique for everyone.
Regardless of what motivates you and drives you to reach peak performance –
it must be managed and balanced. Too much motivation in one area will
weaken other parts of your performance. Before you can achieve results
through other people you need to be able to motivate yourself.
Common workplace motivators at work include:
• Trustworthy leadership
• Being relevant
• Challenging work
• Career advancement
• Recognition
• Job security
• Compensation
• Making a difference
Motivation Theories
Motivation in the workplace has been studied for decades. Below are some of
the most celebrated theories:
• Maslow’s “Hierarchy of Needs”
• Alderfer's “ERG Theory”
• McClellan’s “Acquired Needs Theory”
• Hertzberg’s “Two-factor Theory”
• Skinner’s “Operant Conditioning Theory” (Reinforcement Theory)
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Maslow’s “Hierarchy of Needs”
Maslow's Hierarchy of Needs’ categories is the most famous example:
According to Maslow, lower needs take priority. They must be fulfilled before
the others are activated. There is some basic common sense here, it's pointless
to worry about whether a given colour looks good on you when you are dying
of starvation, or being threatened with your life. There are some basic things
that take precedence over all else.
Alderfer's “ERG Theory”
Alderfer classifies needs into three categories, also ordered hierarchically:
• Existence needs (physical well-being)
• Relatedness needs (satisfactory relations with others)
• Growth needs (development of competence and realisation of potential)
At the most basic level, people have existence needs. These map to Maslow's
physiological and safety needs. Next, we experience relatedness needs, where
we fulfill our need for satisfying interpersonal relationships. This level relates to
Maslow's social needs and to the external part of self-esteem needs – we feel
good about ourselves based on what others think about us.
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Finally, we reach the growth needs level. Here, we are looking for personal
growth and development by doing work that is of high quality, and meaningful.
This equates to the internal part of Maslow's self-esteem needs and to his self-
actualisation needs.
Alderfer’s theory is very similar to Maslow and can be seen as just collapsing
into three tiers. However, ERG theory has three key differences from Maslow's
theory:
• It suggests that people can be motivated by needs from more than one
level at the same time. There is not necessarily a strict progression from
one level to the next.
• It acknowledges that the importance of the needs varies for each person
and as circumstances change. Some people might put a higher value on
growth than relationships at certain stages of their lives.
• It has a "frustration-regression" element. This means that if needs
remain unsatisfied at one of the higher levels, the person will become
frustrated, and go back to pursuing lower level needs again.
McClellan’s “Acquired Needs Theory”
McClellan believed that some needs are acquired as a result of life experiences.
A person's motivation and effectiveness in certain job functions are influenced
by these three needs:
• Need for achievement, (e.g. to accomplish something difficult.)
• Need for affiliation, (e.g. to form close personal relationships.)
• Need for power, (e.g. to control others.)
People with a high need for achievement (nAch) seek to excel and thus tend to
avoid both low-risk and high-risk situations. Achievers avoid low-risk situations
because the easily attained success is not a genuine achievement. In high-risk
projects, achievers see the outcome as one of chance rather than one's own
effort.
High nAch individuals prefer work that has a moderate probability of success,
ideally a 50% chance. Achievers need regular feedback in order to monitor the
progress of their achievements. They prefer either to work alone or with other
high achievers.
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Those with a high need for affiliation (nAff) need harmonious relationships
with other people and need to feel accepted by other people. They tend to
conform to the norms of their work group.
High nAff individuals prefer work that provides significant personal interaction.
They perform well in customer service and client interaction situations.
A person's need for power (nPow) can be one of two types - personal and
institutional. Those who need personal power want to direct others and this
need often is perceived as undesirable. Persons who need institutional power
(also known as social power) want to organise the efforts of others to further
the goals of the organisation.
Managers with a high need for institutional power tend to be more effective
than those with a high need for personal power.
Hertzberg’s “Two-factor Theory”
According to Herzberg, two kinds of factors affect motivation, and they do it in
different ways:
• Hygiene factors.
These are factors whose absence motivates, but whose presence
has no perceived effect. They are things that when you take them
away, people become dissatisfied and act to get them back.
Examples include decent working conditions, security, pay,
company policies and interpersonal relationships. In general, these
are extrinsic items low in the Maslow/Alderfer hierarchy.
• Motivators.
These are factors whose presence motivates. Their absence does
not cause any particular dissatisfaction, it just fails to motivate.
Examples are all the intrinsic things at the top of the Maslow
hierarchy, such as achievement, recognition, responsibility and
advancement.
So hygiene factors determine dissatisfaction, and motivators determine
satisfaction. The two scales are independent and you can be high on both.
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Skinner’s “Operant Conditioning Theory” (Reinforcement Theory)
Operant Conditioning is the term used by B.F. Skinner to describe the effects of
the consequences of a particular behaviour on the future occurrence of that
behaviour.
There are four types of Operant Conditioning: Positive Reinforcement, Negative
Reinforcement, Punishment, and Extinction. Both Positive and Negative
Reinforcement strengthen behaviour while both Punishment and Extinction
weaken behaviour.
• Positive reinforcement. Strengthening a behaviour. This is the
process of getting a reward as a consequence of a behaviour.
e.g. If you make a sale, you get a commission.
• Negative reinforcement. Strengthening a behaviour. This is the
process of having a stressor taken away as a consequence of a
behaviour. e.g. Long-term sanctions are removed from countries
when their human rights records improve.
• Negative punishment (Extinction). Weakening a behaviour. This is
the process of getting no reward when you behave in a particular
way. e.g. If a person does extra effort, but gets no thanks for it, they
stop doing it.
• Positive punishment. Weakening a behaviour. This is the process of
getting a punishment as a consequence of a behaviour. e.g.
Someone having their pay docked for lateness.
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Honouring/Celebrating Individuals and Teams
Finding ways to honour and celebrate the contributions made by your people
will help to maintain their motivation.
Below are some ideas that could be used for individuals and teams:
Never underestimate the value of recognising a job well-done. When the praise
is genuine and the reward thoughtful, staff will know that you have really
noticed their efforts and this will reinforce their positive behaviour.
It is important to match the reward with the needs and wants of the team and
provide a variety of ways to celebrate success.
For Individuals
Internal Awards
Hall of Fame
Hand-written Card
Small Gift
Highlight in newsletter
A heart-felt thanks
Mentoring opportunity
Nominate for External Award
For Teams
Brag Board
Team Trophy
Company Retreat
Gift Basket
Make a meal
Social Events
PD opportunities
Nominate for Team Award
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Building Respect
Respect is something that is earned. It doesn’t just happen because you are in a
leadership position. If your subordinates respect you simply because you can
have them dismissed, you are a very poor leader.
Here are seven tips to building RESPECT:
React quickly. Don’t wait for problems to turn into something larger. Your team
will look to you to know how to handle problems as they arise, so always be on the
ball.
Earn trust. You’ll never get respect unless you earn the trust of your team and
peers. You can do this by always following through and keeping your word. Be
someone they can count on.
Support your staff. As a leader, not only is it your duty to make sure your team is
getting work done, but it’s also your job to be an advocate for them when you believe
they’re making the right decisions.
Pick your team-leaders wisely. Having a great team will really increase the respect
you get from your peers and upper management. When they succeed, you succeed.
Enjoy your time. If you aren’t having fun, chances are, not many people will have
fun doing their job either. Make sure to remain passionate and engaged with what
your team is working on.
Control conflict. People fight. It happens everywhere. But you can control it by
meeting the conflict head on and working to resolve the issues as quickly as possible.
Treat others with respect. Give respect and you’re more likely to get it back.
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Lead innovation in a team environment
6. Innovation
“Doing something different or better that
creates value.”
What is Innovation?
Innovation generally refers to changing or creating more effective processes,
products and ideas, and can increase the likelihood of an organisation
succeeding. Organisations that innovate create more efficient work processes
and have better productivity and performance.
For businesses, this could mean implementing new ideas, creating dynamic
products or improving your existing services. Innovation can be a catalyst for
the growth and success of your business, and help you adapt and grow in the
marketplace.
Being innovative does not mean inventing; innovation can mean changing your
business model and adapting to changes in your environment to deliver better
products or services. Successful innovation should be an in-built part of your
strategy, where you create a culture of innovation and lead the way in
innovative thinking and creative problem solving.
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Types of Innovation
Benefits of Innovation
Innovation activity is generally undertaken to increase profits, levels of service
or business competitiveness. Other benefits include:
• Reduction of costs • Better utilisation of space • Improvement in efficiency • Extension of product or service line • Development of fresh ideas • Identification of new business opportunities • Creation of more sustainable practices • Increase in employee satisfaction
1. Structure Model
• How you organise talent and assets to create value. e.g. 24 hour car servicing at airport locations
2. Network Model• Combining strengths with someone else to create value.
e.g. Function Centres providing catering, photography and DJ for weddings.
3. Process Model
• Using better ways to work. e.g. production line approach to assembling motor vehicles
4. Product Model
• Makes the product better or creating complementary products. e.g. McDonald's build your own burger
5. Service Model• Identifying how to support or amplify the value of what
you do. e.g. Included benefits in membership models like "free business check-up" or e-books.
6. Channel Model
• How you get your offer to different users? Using a YouTube Channel to reach a global audience.
7. Marketing Model• Changing the way that others percieve you, your product or
service which creates value. Woolworths change from budget "home brand" to premium "essentials" brand.
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Factors influencing a team becoming and remaining innovative
Internal Factors External Factors
• Team Characteristics
• Group Dynamics
• Diversity of the Group
•
•
•
• Environmental
• Regulatory Requirements
• State of the Industry
•
•
•
Keys to providing innovation
• Establish ground rules of how the team will operate
• Model behaviour that supports innovation
• Challenge/test ideas
• Celebrate success
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Leading Innovation Template
1. Task: (What is the task that you want to improve through innovation?)
2. Required
Improvement:
(What would you like to see improved in this task?)
3. Innovation
Type/s:
(What type/s of innovation would you like to use in improving this
task? Tick all that apply)
� Structure � Product � Marketing
� Network � Service � Other (list below)
� Process � Channel ________________
Describe the steps involved in implementing this innovation:
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4. Encouraging
Contributions:
(How will you encourage others to contribute to the innovations?)
5. Measurement: (How will you measure the success of the proposed innovations?)
6. Feedback: (Based on the solutions determined by the team, how effective do
you think the innovation will be?)
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Leading Innovation Template Example
1. Task: (What is the task that you want to improve through innovation?)
Clean a table.
2. Required
Improvement:
(What would you like to see improved in this task?)
Speed and quality of the clean. Essentially, we would like to find a
more time efficient way to clean the tables and provide a higher
quality clean.
3. Innovation
Type/s:
(What type/s of innovation would you like to use in improving this
task? Tick all that apply)
� Structure ���� Product � Marketing
� Network � Service � Other (list below)
���� Process � Channel ________________
Describe the steps involved in implementing this innovation:
• Research cleaning supplies available
• Analyse current cleaning process and identify most
effective wiping techniques
• Select best quality options for comparable price to
current cleaning supplies.
• Arrange cleaning supplies into easy to access holder.
• Introduce new wiping technique to increase speed of
task.
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4. Encouraging
Contributions:
(How will you encourage others to contribute to the innovations?)
• Discussions to identify areas of improvement
• Participation in demonstrations of different techniques
• Encouragement of independent research
• Feedback post implementation
5. Measurement: (How will you measure the success of the proposed innovations?)
• Speed will be measured using a stop watch and
comparing the results pre and post innovation.
• Quality will be measured using “before” and “after”
photographs and independent inspections of the tables.
6. Feedback: (Based on the solutions determined by the team, how effective do
you think the innovation will be?)
The planned innovation should be a success. Changing the cleaning
agent from XYZ Cleaner to Mr Sheen should result in a higher quality
look and feel to the clean. The added bonus of the polish and fresh
citrus smell should impress customers and make them feel like the
organisation is prepared to go “that extra mile”. In addition to this,
through better organisation of resources and the implementation of
the new, more effective wiping techniques, the average clean time
per table should decrease, thus providing greater efficiency.
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I
N
N
O
V
A
T
E
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EXTENSION
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Leadership vs Management
Leadership and management must go hand in hand. They are not the same
thing. But they are necessarily linked and complementary. Any effort to
separate the two is likely to cause more problems than it solves.
Still, much ink has been spent delineating the differences. The manager’s job is
to plan, organise and coordinate. The leader’s job is to inspire and motivate. In
his book “On Becoming a Leader,” Warren Bennis composed a list of the
differences:
– The manager administers; the leader innovates.
– The manager is a copy; the leader is an original.
– The manager maintains; the leader develops.
– The manager focuses on systems and structure; the leader focuses on
people.
– The manager relies on control; the leader inspires trust.
– The manager has a short-range view; the leader has a long-range
perspective.
– The manager asks how and when; the leader asks what and why.
– The manager has his or her eye always on the bottom line; the
leader’s eye is on the horizon.
– The manager imitates; the leader originates.
– The manager accepts the status quo; the leader challenges it.
– The manager is the classic good soldier; the leader is his or her own
person.
– The manager does things right; the leader does the right thing.
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Role-Modelling
A role-model is someone others admire and try to be like. As a leader this will
help to inspire the actions of your staff and create the behaviours necessary to
succeed. Here are some common traits of role-models:
1. Demonstrate confidence and leadership. A good role model is someone
who is always positive, calm and confident in themselves. You don’t want
someone who is down or tries to bring you down. Everyone likes a
person who is happy with how far they have come, but continues to
strive for bigger and better objectives.
2. Don’t be afraid to be unique. Whatever you choose to do with your life,
be proud of the person you’ve become, even if that means accepting
some ridicule. You want role models who won’t pretend to be someone
they are not, and won’t be fake just to suit other people.
3. Communicate and interact with everyone. Good communication means
listening as well as talking. People are energised by leaders who explain
why and where they are going. Great role models know they have to
have a consistent message, and repeat it over and over again until
everyone understands.
4. Show respect and concern for others. You may be driven, successful,
and smart but whether you choose to show respect or not speaks
volumes about how other people see you. Everyone notices if you are
taking people for granted, not showing gratitude, or stepping on others
to get ahead.
5. Be knowledgeable and well rounded. Great role models aren’t just
“teachers.” They are constant learners, challenge themselves to get out
of their comfort zones, and surround themselves with smarter people.
When team members see that their role model can be many things, they
will learn to stretch themselves in order to be successful.
6. Have humility and willingness to admit mistakes. Nobody’s perfect.
When you make a bad choice, let those who are watching and learning
from you know that you made a mistake and how you plan to correct it.
By apologising, admitting your mistake and accepting accountability, you
will be demonstrating an often overlooked part of being a role model.
7. Do good things outside the job. People who do the work, yet find time
for good causes outside of work, such as raising money for charity, saving
lives, and helping people in need get extra credit. Commitment to a good
cause implies a strong commitment to the business.
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True role models are those who possess the qualities that we would like to
have, and those who have affected us in a way that makes us want to be better
people. They help us to advocate for ourselves and take a leadership position
on the issues that we believe in.
Creating Positive Work Relationships
Building positive workplace relationships is vital for career success.
Relationships can positively or negatively affect your satisfaction with the job,
your ability to advance and gain recognition for your achievements. When you
build positive relationships, you feel more comfortable with your interactions
and less intimidated by others. You feel a closer bond to the people you spend
the majority of your time working with.
However, for a lot of people, relationship building isn’t natural or easy to do.
Most refuse to admit this is a concern because it is such a basic, common sense
concept. They assume they already know how to do it. Don’t fall into that trap.
Everyone – even the most outgoing, engaging personalities – can improve their
skills in this critical area. The seven tips listed below are for anyone who wants
to build positive workplace relationships
• Share more of yourself at meetings. One of the best ways to build
relationships is to let others know who you are. This can come by sharing
your expertise, knowledge and personality at meetings. Other people will
either get to know you, like you or want to hear more from you. They will
find you more approachable and thus the chance of building
relationships begins to occur. If you are fearful to share at meetings,
think ahead of time what you want to say so that you are more
prepared.
• Speak positively about the people you work with, especially to your
boss. Get in the habit of speaking positively to others and providing
quality feedback about the people who you work with. Many times the
information that gets shared (whether positive or negative) comes back
to the person who is being discussed. People will enjoy hearing that you
have said supportive things about them and will know that you are on
their side. That will build trust. Be careful of the workplace gossip that is
so prevalent and don’t contribute to it.
• Be supportive of other people’s work. Ask how you can get involved.
This will form a closer connection because you are working directly with
them to help them meet their goals. They will appreciate your support
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and get to know you better which is vital to creating a more connected
working relationship.
• Ask others to become involved in your projects or activities. Don’t be
afraid to ask others for help and bring them onto your projects. The
more they can participate in the activities you are working on, the better
you get to know each other. You’ll enjoy working with others in getting
more things done.
• Write thank you notes. Write notes of appreciation to the people who
are doing exemplary work, making positive contributions and going
above the call of duty. These notes can be hand-written, sent via email or
done by voice mail. Send them to people above you, below you or at the
peer level. Colleagues like to be appreciated and will feel closer to you by
having been noticed and thanked for their contributions.
• Initiate conversations by asking questions. When we first meet
someone it can be a bit intimating. We often don’t know what to say or
how to say it. Asking questions is a great way for you to listen and let the
other person share. They will feel closer to you when they have shared
about themselves and you demonstrate you’re interested in what they
have to say. Then share something about yourself so the relationship
becomes a two-way interaction that can help establish a bond.
Groups vs Teams
Command Groups: Command groups are specified by the organisational chart
and often consist of a supervisor and the employees that report to that
supervisor. An example of a command group is a market research firm CEO and
the research associates that work for them.
Task Groups: Task groups consist of people who work together to achieve a
common task. Members are brought together to accomplish a narrow range of
goals within a specified time period. Task groups are also commonly referred to
as taskforces. The organisation appoints members and assigns the goals and
tasks to be accomplished.
Examples of assigned tasks are the development of a new product, the
improvement of a production process, or designing the learning program.
Other common task groups are ad hoc committees, project groups, and
standing committees. Ad hoc committees are temporary groups created to
resolve a specific complaint or develop a process and are normally disbanded
after the group completes the assigned task.
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Functional Groups: A functional group is created by the organisation to
accomplish specific goals within an unspecified time frame. Functional groups
remain in existence after achievement of current goals and objectives.
Examples of functional groups would be a marketing department, a customer
service department, or an accounting department.
Interest Group: Interest groups usually continue over time and may last longer
than general informal groups. Members of interest groups may not be part of
the same organisational department but they are bound together by some
other common interest.
The goals and objectives of group interests are specific to each group and may
not be related to organisational goals and objectives. An example of an interest
group would be students who come together to form a study group for a
specific class.
Friendship Groups: Friendship groups are formed by members who enjoy
similar social activities, political beliefs, religious values, or other common
bonds. Members enjoy each other’s company and will often involve themselves
in social activities outside of work.
Reference Groups: A reference group is a type of group that people use to
evaluate themselves or a specific subject matter. The main objectives of
reference groups are to seek social validation and social comparison. Social
validation allows individuals to justify their attitudes and values while social
comparison helps individuals evaluate their own actions by comparing
themselves to others. Reference groups have a strong influence on members’
behaviour or actions.
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10 Tips About Motivating Employees
Here are ten tips about employee motivation and creating a work environment
for motivating employees. This is the bottom line for understanding employee
motivation.
• Every person is motivated. Whether that motivation revolves around
work, a hobby, the family, the spiritual side of life, or food, each person
has some items or issues about which he or she feels motivated to take
action in his or her life.
• You can’t motivate another person. You can only provide an
environment at work that is conducive to and supportive of employees
choosing to become motivated about issues related to work. Your
actions in the workplace either encourage motivated behaviour or they
discourage employee motivation. In some workplaces, company policies
and management behaviour actually squash motivation.
• Actions and activities in the workplace that provide an environment
supportive of motivating employees don’t have to be expensive. In fact,
they don’t have to cost money at all. They don’t need to involve
company financed events or company sponsored parties, gifts, or
monetary awards. Activities and recognition that cost money are
welcomed by employees as part of the motivation and recognition mix,
but their impact on motivating employees is short term and will not
over-ride the consequences of how people feel treated every day in the
workplace.
• Much of the workplace environment that encourages employee
motivation involves management time and commitment. Genuine
interest and caring, employee-oriented policies and procedures, and
attention from both senior managers and line managers are all
appreciated and valued.
• Motivation is prevalent in workplaces where people are treated as
valued human beings. Trust, respect, civil conversation and listening
prevail in a workplace that fosters employee motivation.
• Clear direction plays a serious role in motivating employees. Employees
want to know exactly what you expect from them. When they have the
reassurance of clear direction, motivating employees becomes easier
because you and they have created a framework for their expected
performance.
• Employee motivation is a constant challenge. What motivates one
employee is not motivating for another. Research indicates that while
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treating employees nicely is a factor in motivation and happy employees
are also a factor in employee motivation, more is needed for a successful
organisation.
• Actively solicit information from the employees who report to you and
from your co-workers about what motivates them. Employees know
what they find motivating and they can tell you if you ask. Following
through on the information you are given is key as employees test you
constantly to see if your word is good.
• Motivation at work is a choice employees make. No matter how hard
managers try or how supportive company policies are, there is a bottom
line for motivating employees. Employees choose to exhibit motivated
behaviour at work. You can know and do everything discussed here, but
employees are ultimately in charge of motivating themselves.
Innovation Strategy
Despite massive investments of management time and money, innovation
remains a frustrating pursuit in many companies. Innovation initiatives
frequently fail, and successful innovators have a hard time sustaining their
performance—as Polaroid, Nokia, Yahoo, Hewlett-Packard, and countless
others have found. Why is it so hard to build and maintain the capacity to
innovate? The reasons go much deeper than the commonly cited cause: a
failure to execute. The problem with innovation improvement efforts is rooted
in the lack of an innovation strategy.
A strategy is nothing more than a commitment to a set of coherent, mutually
reinforcing policies or behaviours aimed at achieving a specific competitive
goal. Good strategies promote alignment among diverse groups within an
organisation, clarify objectives and priorities, and help focus efforts around
them. Companies regularly define their overall business strategy (their scope
and positioning) and specify how various functions, (such as marketing,
operations and finance), will support it. But organisations rarely articulate
strategies to align their innovation efforts with their business strategies.
Without an innovation strategy, innovation improvement efforts can easily
become a grab bag of practices, with no single defining vision of what is trying
to be achieved. The problem is that an organisation’s capacity for innovation
stems from an innovation system: a coherent set of interdependent processes
and structures that dictates how the company searches for novel problems and
solutions, synthesizes ideas into a business concept and product designs, and
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selects which projects get funded. Individual best practices involve trade-offs.
Adopting a specific practice generally requires a host of complementary
changes to the rest of the organisation’s innovation system. A company
without an innovation strategy won’t be able to make trade-off decisions and
choose all the elements of the innovation system.
There is no one system that fits all companies equally well or works under all
circumstances. There is nothing wrong, of course, with learning from others,
but it is a mistake to believe that what works for, say, Google is going to work
for your organisation. An explicit innovation strategy helps you design a system
to match your specific competitive needs.
Finally, without an innovation strategy, different parts of an organisation can
easily wind up pursuing conflicting priorities.
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BSB42015 - Certificate IV in Leadership and Management (Leading Teams and Relationships) Book of Readings
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RETENTION
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ACTION ITEMS
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ACTION ITEMS
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ACTION ITEMS
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QUALIFICATION: Certificate IV in Leadership and Management
CLUSTER Leading Teams and Relationships
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TRAINING EVALUATION SHEET Version 3.2, 9 November 2015
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