managing for managers welcome - directory of social change

Managing for ManagersWelcome

Stephenie Linham

Housekeeping

Fire

Refreshment breaks

Mobile phones

Time Keeping

Respect

Confidentiality

Anything else?

2

3

Introductions

• In pairs

• Name and position

• Why you are here and your expectations

• Something interesting we couldn’t tell by

looking at you

• Practice your listening skills – you

introduce your partner

4

Expectations

• ‘If you keep doing what you do,you will keep getting what you’vegot.

• We all have responsibility• Participation– and confessions –

encouraged• Handouts, Power point and

workbook

5

Self assessments

• Self knowledge is the first step to changing and

improving

• Understand yourself before you can understand

others

• 4 main self assessments

• Management style

• Emotional Intelligence

• Leadership

• Communication

• Your style has a huge impact on others

6

7 Habits of highly effective people. They do what is right and what is important and do it

consciously- Covey

1. Be proactive - take responsibility and respond ina way you can be proud of

2. Begin with the end in mind - Vision3. Put first things first – Most important not

necessarily most urgent4. Think win win – conflict resolution

5. First understand and then be understood –Listen

both emotionally and intellectually

6. Synergize – fresh ideas, innovation, value

differences

7. Sharpen the saw – continual improvement

7

Management Checklist

• Manage from Day 1• Welcome and Induction• Clearly define tasks and agree deadlines • Listen and build a Team,• Communicate,• Support your team, include and praise them• Be approachable and create mutual respect• Delegate effectively• Resolve conflict• Get the team to give you the solution rather than

one you have imposed• Encourage positive thinking

8

Advice for Managers

• Learn to delegate

• Stop procrastinating

• Don’t take refuge in the safer task orientated parts of

your job to avoid the more threatening people related

elements

• It is people that get results and are worth

investing in

• How much of your time do you spend on your

people?

Modelling behaviour

• Turn up on time and keep appointments

• Have a good work/life balance

• Talk positively

• Listen to people

• Demonstrate enthusiasm

• Adhere to the good practice you preach

• Stay calm and positive

• Control body language – you are always on parade!

• Own up to mistakes

• Praise and acknowledge others contributions

10

Just why do they pay you?

• Why are you employed – get clarity

• You are paid to get results in 5-7 key areas

• Planning Organising Staffing

• Delegating Supervising Measuring

• Reporting

• Check it upwards –Sideways –Downwards –

• Where are you weak? What are your

strengths?

• Think -Grade yourself 1-10

11

The problems

• Your weakest areas will hold back performance in

other areas

• Do you procrastinate because you are actually not

very good at it?

• Do you avoid areas where you haven’t performed

well in the past?

• Lesson – If you are bad at something face up to it

and do something about it. Continuous learning is

the minimum requirement for success in any field

• Covey’s 7th habit of highly effective people – sharpen

the saw.

12

Emotional intelligence

• Our emotions play a huge role in thought,

decision making and success.

• Emotional intelligence is the ability to

identify, assess, control and evaluate

emotions of oneself, of others, and of

groups.

• Inborn characteristic but emotional

intelligence can be learned and

strengthened.

13

Emotional intelligence

• Self awareness

• Recognising your emotions and their effects

• Strong, realistic sense of self-worth and capabilities

• Knowing own strengths and limits

• Self-regulation-- Motivation – Social Competence –

Social Skills

• Where are you now and what improvements

could you make?

• Workbook assessment pages 2-4.

Management and Leadership

14

15

Management

• What is your approach and style?

• No style is wrong but does your style

match the needs?

• Workbook pages 5-7

Management styles

• A/B - Autocratic/ Bureaucratic? Tell people what to

do and adhere to strict procedures

• A/P - Autocratic/Participative? Consult people, sell

your ideas and you make the final decision.

• Democratic/Participative? Join the team to discuss

and make joint decisions.

• Freedom with Control? Delegate but take an

overview

• Coach? Coach and support people to become

effective.

16

17

Distinctions

• What is management?

• What is leadership?

• Group work

18

Management

• Things• Principally administrators• Keeping control• Directs the work• Quality and quantity• Communicates, delegates and

motivates• Tangible measurable things• Business plans• Budget setting

19

Leadership

• You don’t have to be a manager to be a leader but ifyou manage people you are a leader

• Focuses on people• Believe that in working with others they make a

difference• Is unique and an innovator• Questions• Inspires trust and influences others• Visionary and initiator of change• Leadership is like herding cats

20

Good Leadership

• Know the goals and mission of the

organisation

• Work out how to achieve those goals

• Take everyone with you

• Deal with obstacles that emerge

• Communicate and explain

21

Leadership tips- Dalai Lama

• Achievements involve risk

• Admit to and learn from your mistakes

• Respect – for others and for yourself

• Responsibility

• Learn the rules – so you can break them!

• Don’t let a dispute ruin a good relationship

• Spend time alone each day

• Be open to change but don’t loose your core values

• Silence is sometimes the best answer

• Share your knowledge and power

22

Situational Leadership

• No management style is always best• Style should change with the people, the task

and the situation• 4 levels of staff capability and confidence• Are they ready – or not?• Are they willing – or not?• Choose the best management style• Effective leaders adjust their style to provide

what the group or individual can’t provide foritself

23

Readiness scale- ability and willingness

• Tell/sell for employees with no idea,

• Coach for employees who know basics

but performance is below par,

• Consult for employees who know how to do

job but still needs some supervision,

• Delegate to employees who are fully

competent, willing and confident.

24

Getting it wrong

• What are the consequences of

getting it wrong and not

choosing the appropriate

leadership style?

Situational leadership

• The aim of this exercise is to give you

an opportunity to practice the concepts

of situational leadership and apply it

directly to your work.

• Work in pairs

• Workbook activity page 8

25

26

Teams

• What are the qualities and

characteristics of a good and

effective team? Group Exercise

27

Teams

• A team is stronger than just a group of

people

• None of us is as smart as all of us

• Effective groups solve more complex

problems, make better decisions and

are far more creative than individuals

alone

28

Characteristics of a high performing team

• PERFORM

• Purpose and values

• Empowerment

• Relationships and communication

• Flexibility

• Optimum performance

• Recognition and appreciation

• Morale

29

Team reality check

• Individual exercise – workbook

page 9

30

Team development

• 4 stages of team development

• Forming-Orientation – 10-30

• Storming – Dissatisfaction – 30-50

• Norming – Integration- 50-80

• Performing – Production – 80-100

Team development

• Now look at the workbook page 10

• Is this what you are seeing?

• Look at the leader’s role for your

team

• Is this the leadership you are

providing?

31

Decision making

32

33

Decision making exercise

• Probably unfamiliar territory for you all

• Decision exercises are usually based on a crisis

situation

• Process

• Yes or No? Why?

• What is the real need/main objective?

• What are the options?

• Have I got all the information I need to make an

• informed decision?

• If not, who has the information and how do I get it?

Decision making exercise

• Have I thought it through? • Think of the domino effect – what will

happen? And then what? And then what?• What is the best result and what is the worst

that can happen?• What lessons have you learned from past

decisions?• Don’t ignore your gut reaction

34

35

Decision Making

• Decision making checklist- Workbook pages 11• Consider and define context, objectives and

issues.• Communicate and consult - explore ideas,

information, opinions and feelings• Identify and commit – options, solutions and

strategies • Check and review the decisions you made. • What have you leant? • Mistakes are a powerful learning technique!

36

Sub arctic Survival

• On your own – Read carefully workbook pages 11-12• You need an overall plan to make the following

decisions • Remember – process and checklist!!!!• On your own think about an overall plan. • Stay or go? Priorities?• Move into a team. Discuss and agree plan /

priorities.• You must stay together. • Agree the ranking order for equipment on page 13

37

Experts ranking

• Stay where you are and stay together

• 1. Matches- to build a fire and dry out

• 2. Hand Axe - to build shelter

• 3. Canvas –Shelter

• 4. Sleeping bag

• 5. Maple Syrup – for energy

• 6. Rope – lash things to shelter

• 7. Snowshoes

38

Experts Ranking

• 8. Flashlight

• 9. Inner tube – for smoke signals

• 10.Shaving kit and mirror – Signalling

• 11. Rum – treat any wounds

• 12. Wind up alarm clock – establish routine

• 13. Magnetic compass

• 14. Book of Northern Star Navigation – burn it

• 15. Water purification tablets – snow is pure

39

Exercise outcomes

• Normally

• Groups with good knowledge and

leaders are more effective

• Group decisions can be better than

individual decisions but depends on who is in

the group and the larger the group the

poorer the decision quality.

• You had to have a strategy and plan inorder to rank the items

Advantages and disadvantages to group decision-making

• Advantages

• Greater pool of knowledge

• Different perspectives

• Greater comprehension

• Increased acceptance

• Training ground

• Disadvantages• Social pressure• Domination by a few

• Logrolling- you vote for me I vote for you

• Conformity rather then creativity

• Discourages individual responsibility.

40

Active listening and body language

41

Active Listening

• Is about

• Listening to try and understand, for ways to

solve a problem, for actions, possibilities,

ways to resolve conflict and to build

relationships

• It is NOT about

• Proving you are right or wrong, an

opportunity to punish, prove you know best,

make your point, let of steam or get your

story across.

Active Listening

• Are you giving them the courtesy of totally concentrating on them?

• Knowing your own communication style may help you adapt your speaking to other people’s listening

• Concentrate, listen/observe and use all your senses –remember the body language – both yours and theirs!

44

Body Language

• Beware of non verbal communication and bodylanguage - both theirs and yours

• 93% of the message is in the body language andtone

• Do not take it out of context• Shaking the head and shoulder shrug fairly

universal• Open palms – you have no weapon/

non threatening/truthful• Palm down – showing authority – Hitler salute• Palm down with closed fist pointing - aggressive

Body language

• Hand covering mouth? Finger pointing up on cheek

with fingers across mouth?

• Walking with hands behind back? One arm holding

the other?

• Frequently touching your nose?

• Folded arms?

• Legs crossed with feet pointing towards the exit?

• Fiddling with jewellery? Lint Picking?

• Want to intimidate? Power gaze at the third eye

Active listening

• Actively encourage to speak and tell

their story – ask open questions

• Do not jump to conclusions and give

solutions – let them find and own the

solutions. Counselling.

• Use silence – attentive and a useful

tool – someone has to fill the space

• Reflect/Paraphrase/Summarise

Active listening

• The 6 Es

• Ears to hear the words – watch the

tone

• Eyes to observe the body language

• Experience – it will colour what we hear

• Emotions –how we were feeling

• Expectation will be formed by our

emotions and experience

• Egos – watch out or you will stop listening

Focused discussion- workbook page 14

• The aim of this exercise is to help you toenable the person you are working with tofocus and become very specific about anissue that concerns them and to explain it indetail.

• Your job is to ask questions that enable them toexpand upon the issue.

• You listen actively, reflect back, check yourunderstanding of the issue, make observations, butdo not offer suggestions or solutions.

48

Motivation and effective feedback

49

Motivation

• How much can you be responsible for

some else’s motivation?

• It is infectious

• Have to meet fundamental needs

• Priority of need

• Take away the fear of failure

Trigger the good feelings – Maslow’s theory

• Appreciate needs• In order• Survival – basics –food and shelter• Safety – physical, emotional –not living in

fear of making a mistake, sexual or verbalharassment etc.

• Love and belonging – liked and accepted• Esteem – feel competent, self respect and

respected by others• Reach potential

Motivation

• Group exercise

• What motivates you or your staff? We

are all different.

• Does motivation change throughout

our life depending on our

circumstances?

• Remember Maslow’s theory

Fundamental needs

• Loved and able to love• Feel they belong• Efforts appreciated• Liked• In control of their lives• Have choices• They are a decent person• Good at something• Recognised for being good• Voice heard• Understood

Motivation continued

• Delegate appropriately –clear and realisticexpectations

• Show confidence in them• Support them and be available but don’t

smother them• Be patient and constructive• Inspire them with your positive enthusiasm

and energy• Be a role model• Thank, praise and be gracious

Effective feedback

• Keeps them listening

• You are solving a problem not apportioning

blame

• As non judgemental as possible to keep

relationship intact – not personal – never in

anger -it is about the behaviour

• Be clear what it is you expect –give examples

• Offer support, alternatives

Positive feedback

• Regular positive feedback encourages andmotivates

• Helps their development and growth• Makes them aware of their talents and

strengths• Makes them feel good , builds confidence in

abilities and skills • “I” statements from you make them feel

valued• Real, relevant, regular and repeated

Positive feedback

• Help them reach their potential – catch

them doing something right.

• Praise and encourage them to do more

of the same

• Respond immediately

• Be precise and clear – neither

understate or overstate your

appreciation

Negative Feedback

• A Sandwich? Start with what is going well and end

on a positive note? Is this confusing?

• Room for misconceptions or waiting for the other

shoe to drop!

• Alternatively make the message clearer and

direct – make an observation, state why this is a

problem, state what needs to happen to change it.

• Focus on the behaviour and not the individual

• Be specific and give real examples

• Be positive and constructive

One Minute Manager

• People who produce good results feel

good about themselves

• People who feel good about

themselves produce good results

• No response to good behaviour is a

negative consequence

Releasing Potential

• Supervision• Involve• Encourage• Back them• Praise 4R’s real/ relevant/regular/repeated• Appraisal• Coach• Consult• Reward

Delegation

• Some simple tips to getting it right:

• Ask yourself:

• Who and how is currently doing the task

• Is that the best way of doing it?

• Should I keep it and if I should, why?

• Who could do it instead of me?

• Who else should I be training now so

they can do it in the future?

61

Delegation

• What specific tasks can be/ should bedelegated?

• What are you aiming to achieve and why ?Development?

• What are the deadlines? Tomorrow?• What results and standards are required?• Perfect?• Who can you delegate to?

62

Delegation

• Who has the right skills and experience?

• Can the task be broken down into several

components

• Who would like to do it?

• Is it within their job description and at an

appropriate level?

• What if they are already fully committed?

63

Delegation

• Coach the team member:• Talk to the team member and gauge if they

really want to take on the task• Discuss barriers/challenges• Ensure they understands the limits of the

delegation• Advise all people affected by the delegation• Give the team member confidence by putting

your trust in them

64

Delegation

• Work out a timescale for handing over

the task

• Meet with them frequently early on to

see how things are going

• Revise their job descriptions if they are

to keep the task

65

Delegation

• Think of a sausage machine – what you put indictates what you get out at the other end

• Do you have the time to support them properly?• If it is a new task for someone who is normally

ready and willing they will need to be managed in adifferent way.

• What is their existing work load?• Do they need training and support or are you

setting them up for failure?

Delegation

• Recognise tasks that cannot be

delegated, such as:

• Matters essential to your overall

control.

• Discipline over subordinate’s own

colleagues.

• Confidential, security and policy

matters restricted to your own level.

67

Delegation

• The task itself and the authority to carry it outcan be delegated; accountability cannot.

• Effective delegation requires you torecognise the ability of your team members,to have complete trust in them, to have acontinuous desire to develop them, and toget satisfaction out of knowing that others

can do a job as well as yourself – and perhaps even better.

68

Delegation Exercise

• In small groups

• Workbook pages 15--16

69

Change Management

70

Change management

• Change is inevitable and necessary.

• It can be exciting with many new possibilities

• Acknowledge that change is threatening,

uncomfortable and stressful for many people.

• Try to think of it positively - a challenge –

rather than a problem.

• Managers job is to embrace it, be

enthusiastic, plan, communicate and provide

as much information as you can

71

Change Challenge

• What kind of change?

• Set your sights – specific objectives

• Pre-empt resistance

• Set short term achievable goals

• Prepare staff

• Communicate

• Ownership

• Domino effect

• Avoid complacency

• Allow for the unpredictable

Force Field Analysis

• Look at• Current State – where you are• Desired State – where you need to get to• Resisting Forces – things and people against• Driving Forces - – things and people for• Develop Action Plan• Agree Priorities• Involve your Team – they must buy into it• 18 month process = Roller Coaster –Denial/

Apathy, Hostility, Resistance, Exploration,Commitment

Managing remotely

74

Managing remotely

• As a Manager you still have the sameresponsibilities no matter where the staff arelocated

• They still has the same rights andexpectations no matter where they arelocated.

• Consequences for not doing it• How you do it and the frequency may differ –

but it still has to be done• Ideas on how

Managing remotely

• Recruitment – get it right.

• Person specification

• Happy to work alone?

• Self motivated

• Ask them how much management and

support they need?

• Are their requirements realistic? e.g.

geography

Communication

• Establish relationship in person initially –includepersonal time to really get to know them – lunch?

• Build on that relationship with weekly contactat least but plan face to face meetings. Minimum 6months to include monitoring and supervision.

• Induction particularly important.• Introduce them to key personnel• Clear specific work plans – regular reporting• Induct them into the organisation so they feel part of

it• Make sure they get newsletters, invites etc

Managing remotely

• Use technology? Message board for sharing adviceand ideas between peers. Skype.

• Budget implications - but don’t scrimp. – You owethem a duty of care

• Ask them what support they need• Can it be provided by contact with other lone

workers, other remote teams, other team members,mentoring, partnerships with other organisation andnetworks?

• 6 monthly get together for remote workers to bondand use each other for support and a good old moan.

• Any ideas that have worked?

Vision and planning

79

Vision

• Begin with the end in mind• ‘If you don’t know where you’re going you’ll never

get there’ • A vision is an ambitious dream, which is achievable,

memorable, inspirational and easy to communicate.• It is the ‘why’ of the activities in your organisation.• It is the thing that helps you to identify what your

priorities are when making decisions.• Everyone in the organisation should identify with the

vision.• It is the glue that holds everything and everyone

together

Vision

• Breaks down operational silos – every member ofstaff knows how their work contributes.

• Without it you can’t plan, set targets or know howto prioritise

• Management is how you go about achieving theVision –objectives and then plans and individual

targets.• You might not know how you will get there yet –

but at least you know in which direction youare going

81

Planning

• Out of the vision come plans• Plans – strategic, business, team, project and

individual work plans• Automatic planning is sufficient for many purposes

– like getting here today. • Prime requirement of Management to use

available resources effectively – that includesyour time!!!! Plan your priorities

• Pro active planning means recognising thepriorities while remaining flexible

• Remember plans are just that - plans

Planning

• If you don’t plan you don’t have a life!• Set time aside to be alone, think and plan• Consider the risks and plan to manage them.• Allow sufficient time for things to be delayed/take

longer than expected• Do you have any form of written plans for projects?

Gantt charts? End date, critical dates, activities andallocating resources. Ideal for monitoring andkeeping on target

• Hold that thought. • Cover recruitment and selection• Then do an exercise covering both planning and recruitment

Your team

• Some you inherit –

• Change is difficult

• They are probably used to a different management

leadership and communication style

• Sometimes you will inherit someone that others

couldn’t/wouldn’t manage or have allowed/accepted

poor performance

• Hopefully at some point you get to choose your own

people – and only have yourself to blame.

• Use probationary period effectively

84

Recruitment and Selection - Get it right or live

with the consequences!

• Why have a process for recruitment and selection?

• Task Analysis- what needs to be done ( jobdescription) and therefore the qualities andqualifications that are needed( person specification)

• Job description- create or review existing-learn frompast mistakes/omissions

What should be included in a job description?

• Group work

86

Job description

• a broad outline of the responsibilities

• Purpose Accountability

• Any supervisory responsibility?

• Main responsibilities of the job

• Starting date if fixed

• Permanent or fixed term contract?

• Summary of main conditions of employment –

hours, salary, increments, leave, pension,

probation period.

87

What could you include in a person specification

• Group work

88

Person specification

• Experience – previous work, voluntary

work, life experience

• Skills knowledge and abilities –

languages, driving, specialist field, use

of equipment

• Level of competence – e.g. basic and

learn on the job

89


• Qualifications –exams, certificates,

degrees, diplomas

• Personal attributes – strength, lift, work

in team, work on own, hectic busy

environment

• Personal circumstances – flexible, work

weekend and evenings, travel

90


• Ensure justifiable,

• Meets Equal Opportunities Act 2010

• Age, gender, disability, maternity,

gender reassignment, sex, race, religion

• Realistic

• Weighted – Essential – Desirable

• How can you assess?

• If you can’t assess is it worth asking?

91

Recruitment and Selection

• Where should you advertise?

• Application form or CV?

• Information Pack – what will you send?

• Asylum and Immigration Act 2006

• Rehabilitation of Offenders

• References

92

Selection

• Short listing – scoring essential and desirable

• Test, Presentation, Work sample?

• References and Checks –DBS? Medical?

• Interview –who?, how many? Scoring, questions, set

the scene, equipment, introductions

• Appointment, induction, probationary period

• Be prepared to tell unsuccessful candidates why

• Keep papers in case challenged

• Have you got the right policies in place?

• E.g. Data protection, equal opportunities

including recruitment, Recruitment policy,

Rehabilitation of Offenders, Health and

Safety, Safeguarding?

• Help and advice.

• Google Visible communities – look for pre

VISIBLE workbook

Legal issues in recruitment

What policies might you make contractual?

• Group work

95

Policies within contracts

• Compliance with

• Code of conduct also covering behavior

• Dress code, timekeeping, absence

• Confidentiality, telephones, e mail and internet use

• Equalities

• No alcohol/drugs

• Data protection

• Heath and Safety

• Safeguarding

• Anything else?

SMART

• Plans and target setting

• ALWAYS

• Specific

• Measurable

• Achievable

• Relevant

• Timed

• Exercise in workbook in small groups - page 17-18

Reasons for time management

1. To be able to do ‘more’

2. To be more in control

3. To reduce pressure

4. To have more energy

5. To feel better about ourselves

98

Time management

• Don’t confuse activity with accomplishment• 20% of the right activity can give you 80%

results if you prioritise properly• Productivity declines dramatically after 8-9

hours• There are no prizes for the length of time you

work – work smarter not longer• Think of your own body rhythm – when are

you at your best?

99

7 habits of Highly effective people

• No 2 Begin with the end in mind – Have

a clear vision of where you want to go

and what it will look like

• No 3 Put first things first – concentrate

on the most important – not necessarily

the most urgent things

Time Management

• If you have to eat a live frog each day thenstart the day by doing it –it is the worst thingyou have to do so get it over - don’t look at itall day

• Never start with the easiest tasks first – youwill be totally distracted from the main goals.

• If you have to eat 2 frogs – eat the ugliestone first

• So let’s set the table and get ready to eat thatfrog

Set the table

• Be aware of how you currently use yourtime– try a time log – may amaze you

• Go back to the Vision for priorities. • Establish and clarify goals, deadlines

and priorities – sort by importance andurgency -make a list – keep it rolling

• Plan – Proper Prior Planning PreventsPoor Performance – know what you willdo first every day

Set the Table

• Get organised or risk task taking 500%

longer

• Take action - do something – do

anything –stop procrastinating

• Develop better habits – start

immediately and persist

ABCDE method of prioritising

• A – The frog - If you had to leave towntomorrow what do you absolutely have to do?

• B – The tadpoles -Rule is never do a B task –don’t do until you have eaten the frog

• C = tasks that are nice to do but have noconsequences if you don’t

• D – Delegate – more time for A tasks• E – Eliminate – so low they are of no

significance - probably out of date

Law of enforced efficiency

• There is never enough time to do

everything, but there is time to do the

most important things.

• You can’t eat every frog and tadpole in

the pond but you can eat the ugliest

and that may be enough

Eisenhower’s Quadrant

• Urgent and Important

• Genuine Crises

• Pressing problems

• Deadlines

• Fire Fighting

• Consequences ?

• Burnt out and stressed

Important but not Urgent

• Planning• Building relationships• Creative thinking for new opportunities• Preventing crises• Professional knowledge• Consequences• Vision, perspective, control and

balance

Urgent but not important

• Interruptions

• Unprepared meetings

• Some calls, mail and reports

• Consequences ?

• Out of control

• Short Term Focus

• Feeling victimised

Not Important and Not Urgent

• Irrelevant mail and calls

• Trivia

• Unproductive activities

• Stuff we like to do

• Consequences?

• Irresponsibility

• Dependant on others – reactive not pro

active

Managing Time Stealers

• E Mails – use technology fully and

effectively –auto reply– file management.

• Is this the right form of communication?

• Paperwork –

• Act, Bin, Consult, Delegate.1-31 system

• Make a decision and act – don’t touch a

piece of paper more than 3 times

• File routinely and promptly.


• Bring forward system• Everything book. Just one.• Rolling to do list in Everything Book.• Schedule reading time. Do not hoard.

Highlight key points and thoughts asyou read

• Diary is a management tool not anappointment book


• Interruptions –

• No open door policy

• Assertive - times when you are/are not

available.

• Delegate – are their training needs for

someone to take this on?

112


• Crisis –There always are some so

diary it into your schedule

• Urgent? Important? Assess. Delegate?

• Who else can help?

• Stop it happening again.

Managing Time Stealers- Making meetings more effective

• Is your diary taken up with meetings?

• Do you often wonder why you are there?

• Are they worth the time you commit?

• Workbook page 19 – if time allows

• In groups discuss your experience of

meetings

• Individually –how could you improve your

meetings?

114


• Relationships

• Clarify responsibilities - up down and side

ways. You can delegate up!

• Use best form of communication.

• Address conflict

• Chatter less – but talk and listen more

• Make appointments and respect time

• Have more 1 -1 meetings with key personnel

Planning, thinking and creativity time

• With all the other things in place you

now have it?

• What’s holding you back? Identify it

and eliminate it

• Don’t procrastinate and wait for

rescue – it isn’t going to happen

Stress management

• Obvious links to poor time

management

• You have a duty of care

• Is stress management covered in your health and safety policy/procedures?

117

What is stress

• Changes in a person’s physical, mental

or emotional condition or in behaviour,

• Caused by constant pressure to perform

in ways which are incompatible with

perceived or actual ability, time or

resources.”

• Stressors – situations events, people

or objects that cause stress

118

What is stress

• Effects –If body perceives stress it prepares

and system takes over releasing hormones –

(adrenaline and noradrenalin)

• Fight or flight syndrome - drawing blood away

from the extremities.

• Can be positive in the short term e.g.

Thinking clearer and more energy.

• If adrenaline not used very harmful – it is a

poison.

119

Stress is

• One person’s idea of extreme stress is anotherperson’s idea of an interesting challenge

• Stress may not be a stressor if the person does notperceive the stressor as a threat but rather aspositive or even challenging.

• Stress is very personal and individual• Cumulative impact• If the person possesses or can use adequate coping

skills, then stress may not actually be a result ordevelop because of the stressor.

120

Factors required to avoid stress

• Appreciation of the need and benefits of a work/life balance.• Good governance and management • Appropriate consistent flexible managerial styles

and procedures• Clear structures and procedures for communication

and decision making• Clear job expectations and standards, providing

appropriate training and support for workers• Deal with differences and conflict• YOU can make a big difference – both positive and

negative

121

George Gawlinski and Lois Graeselle

Checklist – recognising stress.

• As a Manager what symptoms should

you be watching out for in yourself and

your staff– physical, emotional and

behavioural?

• Group work – Discuss.

• Recognise any of these?

• Any personal experience?

122

Stress symptoms

• Not sleeping well. Low energy all day. Exceptionally

tired after work. Increasing use of alcohol or drugs

lunchtimes and after work. Frequent colds, flu,

headaches stomach problems or backache. Frequent

absences. Unable to concentrate. Unable to listen

attentively. Easily upset by comments. Putting off

work, meetings or visits. Not wanting to go to work.

Suspicious of everyone’s intentions. Working to rule.

Resistance to any change. Sense of failure.

Conflict at home. Even cancer some experts say.

123

Controlling stress

• People can tolerate high levels of stress if

they feel they are doing something about the

stressor and give their bodies a break

between stressful events.

• You have a lot more control than you might

think.

• That you’re in control of your life is the

foundation of stress management.

124

Controlling stress

• Managing stress is all about taking charge:

thoughts, emotions, schedule, environment,

and the way you deal with problems.

• The ultimate goal is a balanced life, with time

for work, relationships, relaxation, and fun –

plus the resilience to hold up under pressure

and meet challenges head on.

125

How different personality types (A – B) deal with stress

• A and B personalities

• A = highly stressed exec type destined

for an early heart attack

• B = laid back and placid

• But there are many different types in

between .

• Can you recognise any of the following?

• Recruit appropriately – e.g. person spec

and interview questions

126

Personality types and stress

• Ambitious A type

• Like change, challenge and work best under

stress.

• If there are no deadlines they will create

them.

• MUST find opportunities to relax and ease

the pressure or highly likely to suffer the

physical effects of harmful stress

127


• Anxious

• Turn everything into a source of

harmful stress, constantly worrying

about what can go wrong.

• Must stop worrying and put things in

perspective or will feel effects of

harmful stress – likely emotional or

intellectual effects.

128


• Traditionalists

• Relaxed as long as they are on familiar

ground.

• Become stressed if change is beyond

their control or if routine changes.

• People centred

• Fine if get lots attention and support.

• Need to work with people and need lots and

constant recognition of their work.

129


• Isolates

• Dislike working with other people and find it stressful

to have to work with and relate to colleagues or the

public

• Placid

• Classic B.

• Do not like stress and will avoid.

• If can’t avoid will refuse to get tense.

• Highly stressed people cause them most stress.

130


• Adventurous

Extreme activities – adrenaline junkies.

Cause high level stress for other people.

• Become bored and frustrated and therefore

stressed in mundane routine work.

• So… stress often depends on our

current situation, personality type, life

style, attitude and coping mechanisms.

131

Dealing with Stressful Situations: The Four A’s

• Change the situation:

• Avoid the stressor.

• Alter the stressor.

• Change your reaction:

• Adapt to the stressor.

• Accept the stressor

132

Avoid

• Not all stress can be avoided, and it’s

not healthy to avoid a situation that

needs to be addressed

• Learn how to say “no” – Pare down

your to-do list

• Avoid people who stress you out

• Take control of your environment

• Avoid hot-button topics

133

Alter the situation

• If you can’t avoid it, try to alter it

• Express your feelings instead of

bottling them up.

• Be willing to compromise.

• Be more assertive.

• Manage your time better

134

Adapt to the stressor

• If you can’t change the stressor,

change yourself - adapt

• Reframe problems

• Look at the big picture

• Adjust your standards

• Adjust your attitude

• Focus on the positive

135

Accept the things you can’t change

• Some sources of stress are unavoidable

• Don’t try to control the uncontrollable.

• Look for the upside.

• Share your feelings

• Learn to forgive.

• Make time for fun and relaxation

136

Managers role re stress

• Recognise you could be the cause.

• Recognise stress warnings in yourself and others.

• Be approachable with good communication and

relationships so staff can talk to you openly.

• Duty of care – working time directive – work/leisure

balance

• Change and time management.

• Actively listen

• Support and supervision

• Deal with conflict

137

Managers role re stress

• Set priorities.5? Clarity – SMARTtargets

• Positive feedback • Allow people to make mistakes• Recognise training and support needs• Delegate – effectively.• Consider your environment too.

138

Intervention methods

• Taking control. Time management,

Planning, organising and decision making

• Physical activity –Sport, Gym

Gardening

• Relaxation - Reading novels, artistic

expression, spas, baths, massage,

spending time with friends, pets or with

nature. Listening to relaxing music.

Stress balls. Natural medicine. A film.

139

Unhealthy ways of dealing with stress

• Smoking and drinking too much.Zoning

out in front of the TV or computer. Over

or under eating. Using pills or drugs to

relax. Withdrawing from friends, family

and activities. Sleeping too much.

Procrastinating. Filling every minute of

the day to avoid facing things. Taking

out your stress on others

140

Stress thermometer.

• Workbook page 20

• Jelly bean men – which one are you?

Where are you now? What colour are

you? – open up communication.

• If you can talk about it you are half way

there

141

Leadership Style

• What is your dominant style?

• What does that say about you?

• How might others see you?

• Workbook page 21

YOUR LEADERSHIP STYLE

• The effectiveness of the different

leadership styles – individual exercise

• Positives

Green positives

• People Caring Supportive

• Interested in individuals

• Nurturing

• Cares about relationships

• Warm

• Like harmony

• Good Listener

• Intuitive

Blue positives

• Facts

• Practical

• Pays attention to detail

• Gets the facts right

• Makes clear logical decisions

• Authoritative

• Takes time to think

Yellow Positives

• Ideas

• Enthusiastic

• Creative – prepared to experiment

• Fun to work with

• Open minded

• Ready to challenge the status quo

• Looks for new possibilities

Red positives

• Results

• Confident

• Quick

• Gets results

• Dynamic

• Focussed

• Inspiring

Exercise

• Into groups – try to get a green, blue

yellow and red in your group

• These are the positive elements but if

you were to look at these

characteristics negatively how could

they be perceived

Green negatives

• Can be introverted and slow to change

• Misplaced loyalties Over nurturing

• Individuals before the task

• Not letting people grow or make

mistakes

• Hangs on to poor performers

• Too soft

• Avoids confrontation and conflict

Blue negatives

• self critical Too much order

• Over attention to detail

• Never gets anything done

• Always plays by the rules

• Closed mind

• Over focus on facts

• More concerned with ideas and

principle than people

Yellow negatives

• Addicted to change

• Unstructured

• Can be mischievous

• Starts things and doesn’t finish them

• Lots of initiatives all at once

• Doesn’t get results

• Doesn't see things through

Red negatives

• Action only

• Risk taker

• Not concerned about individuals

• Doesn’t listen well

• Bullying

• Doesn’t think things through - hasty

Communication assessment

• Yes – another one but this builds onthe leadership assessment

• Complete the exercise- workbook page 22• Are you still green, blue, yellow or red –

or not?• Purpose? -Understand the various

styles of communication and use it toyour advantage – know how tocommunicate with the different stylesmore effectively

How do I get their attention?

• Into groups – preferably mix the colours

again.

• If you have to communicate with each

of the colours what style gets their

attention?

Green

• Motivated by appreciation.

• They are looking for trust and security

• Feelings led

• Take interest in them as people

• Establish rapport

• Speak calmly

• Focus on people outcomes

• Talk about gut feelings

• Explain why

Blue

• Prepare – they look for data

• Motivated by procedures

• Acknowledge skills but do not condescend

• Present facts and information

• Present ideas logically

• Speak calmly

• Avoid over emotion

• Focus on benefits

Yellow

• Ideas

• Use humour

• Talk about feeling

• Be passionate

• Focus on the positive

• Explain the why

• Don’t take topic too seriously

Red

• Action led – looking for results

• Be direct and to the point

• Motivated by change and challenge –focus

on the new and exciting

• Mix facts and feelings

• Keep the hows and whys brief but be

prepared to give further details if they

bite

• Acknowledge desire for speedy results

Poor Performance

• Poor performance can occur anywhere and at

any time. Its causes are many. ‘Poor performers’

can be inherited from a previous manager or the

problem may creep up slowly.

• Sort out the facts. Be realistic. Is it personal?

• What is the person supposed to be doing?

• What is he/she actually doing?

• What is he/she doing well?

• What are his/her weaknesses?

• What has he/she not achieved?

159

Poor performance

• Separate facts from feelings - Don’t let

your personal prejudices cloud your

judgment

• Establish the reasons for the performance

Personal? Organisational? Individual?

• Always listen to the person – don’t judge

until you have the facts

160

Make sure you…..

• Give clear direction. Agree objectives. Set clear

deadlines.

• Give good guidance – Provide sufficient details, give

regular feedback, make standards clear, making sure

appropriate resources are available.• Support – Meet regularly, empathise with pressures

anxieties, look for success, give praise, when givingfeedback focus on the behaviour, not the person

• Build the team –Don’t focus on the poor performer tothe exclusion of the team, provide clear leadership tocreate a sense of team work & positive attitude

161

Face up to the reality

• At the end of the process you may have to accept that yourhope of a committed, motivated member of staff who is capableof doing the job well & to high standards is simply not realistic.

• You may have to settle for a member of staff who iscapable of doing the job, or aspects of the job, adequately, someone who contributes in a limited, but still useful manner,to the team.

• If you believe that the removal of the person is inevitablethen at an early stage look to your policies & proceduresLack of capability or unwillingness to do the job will probablymean eventual disciplinary action. Take expert advice.

162

Top tips

• Always listen

• Manage performance from day one

• Face things early on

• Managers have a responsibility to

manage

• Create a learning environment

• Remember its still a business

163

When is a risk not really a risk?

• ….. When the risk to the business is

higher if the employee stays than if

they go!!!

164

Start today

• Don’t just think about it or talk about it —stop

procrastinating and actually do it!

• Ask yourself what you need to give up doing

in order to get to where you want to be.

• Ask yourself what you need to do first to take

your first stride forwards

• Individually commit to at least two things you

will now do

165

Thank you

• Don’t forget to complete the DSC

feedback form

• Remember

• ‘If you keep doing what you do, you will

keep getting what you’ve got.’

• …and good luck being the best that

you can be

166

managing for managers welcome - directory of social change

Documents