BSBMGT401A SHOW LEADERSHIP IN THE WORKPLACE

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BSBMGT401ASHOW LEADERSHIP IN THE WORKPLACE
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WORKSHOP STRUCTURE

• SECTION 1 MODEL HIGH STANDARDS OF MANAGEMENT
  PERFORMANCE AND BEHAVIOUR
• SECTION 2 ENHANCE ORGANISATIONS IMAGE
• SECTION 3 MAKE INFORMED DECISIONS

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ASSESSMENT

• Assessment for this unit will be based on
• Your workshop participation and contribution
  levels
• The completion of the learning activities during
  the workshop
• Completion of a final assessment task which will
  be explained at the end of the training.

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UNIT OVERVIEW

• To complete this unit you must demonstrate skills
  related to
• Leadership and leadership behaviours
• The differences between leadership and management
• Role modelling of behaviours
• Organisational standards and values
• The development, monitoring and evaluation of
  performance plans
• Role responsibilities of teams and individuals
• Information collection and sharing
• Reward and recognition of team and individual
  contribution
• Decision-making processes
• Involvement of teams and individuals in
  decision-making
• Implementation, evaluation and feedback on
  decisions.

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SECTION 1MODEL HIGH STANDARDS OF MANAGEMENT
PERFORMANCE AND BEHAVIOUR

• In this section we will discuss
• The ways in which leadership behaviours can
  positively influence the organisations values,
  standards and ethics.
• Tools you will take away from this session
  include
• Understanding of the ways in which role modelling
  behaviours set standards and influence employee
  attitudes and performance
• Strategies for using Key Results Areas and Key
  performance Indicators to develop and implement
  performance plans which match the organisations
  goals and key objectives
• Methods of utilising performance evaluations to
  benefit the organisation and employees.

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SUCCESSFUL LEADERSHIP

• The chief role of the leader, at all levels, is
  to oversee the dismantling of old paradigms and
  to prepare people and organisations to deal with
  change as innovations are proposed, tested,
  rejected, modified and adopted.
• (Tom Peters 1997)

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FOR INTERACTIVE DISCUSSION
Where do you think you organisation fits with the
statements on the previous slide?
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FOR INTERACTIVE DISCUSSION

• Managers get things done by using the skills and
  knowledge of other people.

Is this a fair statement? Why?
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FOR INTERACTIVE DISCUSSION

• Management and leadership are not the same thing.

Is this a fair statement? Why?
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ACTIVITY 1

• In groups
• Discuss
• Record
• Present
• 20 mins

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FOR INTERACTIVE DISCUSSION
How can the organisations vision and mission
statement be used to build management, set
standards for organisational behaviour and build
cultures to support those standards?
Why is a vision or mission statement even
necessary? Why should employees know what the
organisations vision/mission statement is?
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ACTIVITY 2

• Participate
• 3-4 mins

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MANAGEMENT SKILLS

• Management is
• The coordination of people and processes the
  effective utilisation of human and material
  resources to achieve and organisations
  objectives.

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THE INPUT/OUTPUT PROCEDURE
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ACTIVITY 3

• Individually
• Discuss
• Record
• Discuss with whole group
• 15 minutes

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LEADERSHIP TOOLS

• 3 leadership tools for establishing direction

• Develop an inspiring vision
• Manage by example
• Lead by example
• Practice visible management

Lead by empowering people

• Pay attention more listening!
• Defer to the front line
• Delegate
• Pursue horizontal management

The bottom line Lead by encouraging change

• Evaluate everyone on their love of change
• Create a sense of urgency

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ACTIVITY 4

• In groups
• Discuss
• Respond
• Record
• Present
• 25 minutes

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LEADERSHIP/MANAGEMENT
The difference between leaders and managers can
be summarised as

• Managers are people who do things right and
  leaders are people who do the right thing
• Management and leadership are not, however,
  mutually exclusive.
• Good managers can, and should be, good leaders.

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FOR INTERACTIVE DISCUSSION
Think about your organisation, team, section or
division

• Which people demonstrate leadership abilities?

• How do they demonstrate them?
• Do they constantly act as leaders?
• Does the title Team Leader make a person a
  leader?
• How does this impact on organisational activities
  productivity, change and continuous
  improvement?

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ACTIVITY 5

• Discuss with facilitator
• 5 minutes

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LEADERSHIP STYLES

• Leadership styles can be classified under two
  broad categories

• Command-and-control leadership
• Empowerment leadership

They can come under further headings like

• Directive
• Democratic
• Non-directive
• Coaching

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SITUATIONAL LEADERSHIP

• Leadership will be most effective if a leader can
  look at a situation, decide what style of
  leadership is needed by the group, and act
  accordingly.
• Effective leaders use a combination of styles,
  suited to a particular situation needs.

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TEAM LEADERSHIP

• Effective work teams are a well organised,
  interdependent collection of individuals who
  share responsibility for specific organisational
  goals and objectives.

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FOR INTERACTIVE DISCUSSION
Interestingly, it often occurs that the real
leader of a team is not the person who carries
the title of team leader.

• Can you think of work situations where this can
  and does occur?
• Why do you think this happens?
• Is it something that should be encouraged or
  discouraged?

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ACTIVITY 6

• Individually
• Record
• 15 minutes

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LEADERSHIP AND PRODUCTIVITY

• Effective leadership augments employee
  performance and productivity by encouraging

• Employee adaptability and acceptance of change
• Innovation
• Mutual interdependence
• Employee commitment to the organisation
• Improved customer satisfaction and quality.

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FOR INTERACTIVE DISCUSSION
Why do employees of organisations such as Virgin
and the Body Shop support their organisations so
strongly?

• What other organisations can you think of where
  employee loyalty is very strong and productivity
  is high?
• Why do you think this applies in these
  organisations?

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PERFORMANCE MANAGEMENT

• The planning, monitoring and improvement process
  which ensures that processes and the work of
  individuals contribute to departmental, team and
  organisational success.
• Performance management systems harness and direct
  the energies and activities of staff, focusing on
  the achievement of organisational goals.

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APPRAISALS

• Performance evaluations are vital to productivity
  improvement.

• What should be evaluated?
• individual performance
• work group team/ sectional/ divisional
  performance
• management performance
• operations/ process performance
• the performance of the organisation as a whole.

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FOR INTERACTIVE DISCUSSION

• How and how often are performance appraisals
  conducted in your organisation?
• Who provides the assessment, appraisal and
  feedback?

From how many sources is information gathered? Is
the process fair and equitable? How do appraisals
contribute to your performance and to
productivity in the organisation as whole?
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EVALUATION SYSTEMS

• Performance monitoring and evaluations systems
  have several components

• Identify, clarify and communicate the
  ogranisations goals and objectives
• Identify and communicate goal achievement
  strategies
• Identify and establish performance requirements
  standards, KRAs, KPIs
• Clarify and communicate performance requirements
  and standards
• Compare actual performance with desired results
• Take corrective action as required.

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ACTIVITY 7

• In groups
• Discuss
• Respond
• Record
• Present
• 20 minutes

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EVALUATIONS

• Informal day-to-day performance evaluations are
  continuous.
• Formal evaluations SHOULD occur at regularly
  nominated times during the work year.
• They are used to assess performance, not
  personality.
• There should be no surprises!

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FOR INTERACTIVE DISCUSSION

• What do the last two statements on the previous
  slide mean to you?

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360 DEGREE PERFORMANCE EVALUATIONS

• 360 degree feedback taps the collective wisdom of
  your workforce, allowing you to leverage the
  potential of each employee and eliminate
  reporting bias.

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SECTION 2ENHANCE THE ORGANISATIONS IMAGE

• In this section we will discuss
• The ways in which organisations should match
  their actions to their vision.
• Tools you will take away from this session
  include
• Understanding of how an organisations standards
  and values are used in conducting business
• Strategies which leaders can use to enlist
  employee support with regard to enhancing an
  organisations image
• Understanding of how personal performance
  contributes to the development an organisation
  which has integrity and credibility.

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ORGANISATIONAL VALUES

• Values are the beliefs, expectations and
  attitudes which determine our behaviours. They
  are based on our perceptions of moral and ethical
  considerations our world view.
• Organisations also hold values. They form the
  basis of the organisations expectations with
  regard to its business outcomes, leadership and
  employee behaviours.
• Acceptance of, and adaptation to, these
  expectations occurs over time and becomes what is
  known as workplace culture.

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FOR INTERACTIVE DISCUSSION

• What can you expect to happen if the values of
  the organisation do not match those held by the
  employees?

If there are conflicts between personal and
business values how can they be overcome?
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WORKPLACE CULTURE

• Culture can be defined as
• The behaviours and beliefs characteristic of a
  particular group
• Corporate culture is
• The sum of the formal and informal behaviours
  that a company adopts as their way of doing
  business

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FOR INTERACTIVE DISCUSSION

• How would you describe your workplace culture
  is is inclusive or exclusive?

How do you, as a frontline manager, ensure the
acceptance of new workers or new team members
into the culture?
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KEY CULTURAL INDICATORS (KCIS) OF BALANCED WORK
CULTURES

• People centred cultures make a concerted effort
  to improve management of their human assets and
  to balance process controls with worker
  development.

Accountability/ Commitment Teamwork Community
Service

• Mutual trust exists in the workplace
• Worker participation is encouraged and affirmed
• Workers are held accountable for reliable
  performance and rewarded for achievement
• Management provides strong leadership
• Effective two-way communication exists
• Corporate/ organisational/ work group goals are
  clearly defined, effectively commnicated, and
  integrated into the companys mission
• Workers are led by management to participate in
  community service

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SETTING ETHICAL STANDARDS

• The most common approach to promoting ethical
  behaviour is through formalising an code of
  ethics.
• This, will, however, not work in isolation words
  by themselves are almost worthless.

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FOR INTERACTIVE DISCUSSION

• How can organisations demonstrate ethical
  behaviour?
• What constitutes unethical behaviour of employees?

What should you do if someone you work with, or
one of the people you supervise, is behaving
unethically?
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SOCIAL RESPONSIBILITY AND BUSINESS ETHICS

• Ethical business practice and sustainability mean
  up-holding, and operating within, the values and
  the principles of right and wrong, as they are
  perceived by the society in which organisations
  interact.

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FOR INTERACTIVE DISCUSSION

• What do you consider to be the benefits of
  upholding ethical business values and
  sustainability principles for the organisation
  for yourself as a member of the organisation?

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FOR INTERACTIVE DISCUSSION

• What does your organisation give back to the
  community?

Are there other things your organisation could
do suggestions you could make that would be of
benefit?
To whom and in what format would you make these
suggestions?
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LEADERSHIP AND COMMUNICATION
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ACTIVITY 8

• Group activity
• 30 minutes

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COMMUNICATION SKILLS

• No man will make a great leader who wants to do
  it all himself or to get all the credit for doing
  it. (Andrew Carnegie).

Good leaders develop their people, encourage
them to improve their skills, delegate tasks and
responsibility then allow people to do their jobs
well.
Open, honest communication is the key.
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ACTIVITY 9

• In groups
• Record
• Present
• 30 minutes

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ROLE RESPONSIBILITY

• Role and task ambiguity are responsible for much
  workplace stress, inefficiency and poor
  productivity.
• Employees need to clearly understand their own
  role and task responsibilities and those of
  others in the workplace

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FOR INTERACTIVE DISCUSSION

• When communicating with your workmates and giving
  instructions how do you know if you have been
  understood?

• What feedback/ responses will demonstrate
  understanding?
• Do you always check to ensure that you have been
  understood as intended?
• How do you make allowance for diversity and
  difference?

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MOTIVATION AND LEADERSHIP

• We are all self-motivated.
• You cannot motivate some one else.
• You can, however, inspire, influence or enthuse
  others to motive themselves.

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FOR INTERACTIVE DISCUSSION

• What do the statements on the previous slide mean
  to you?
• What motivates you? (Why do you even get out of
  bed in the morning?

• What do you think motivates other people are we
  all motivated by the same thing?
• What does this mean in terms of leadership and
  the Frontline management role?

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MASLOWS HIERARCHY OF NEEDS
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MOTIVATION

• Motivation is needs based.
• It is driven by incentives psychological
  features or reasons (needs) that give purpose and
  direction to behaviour that cause a person to
  act in response to stimuli or take action toward
  attaining a goal or objective.

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SECTION 3 MAKE INFORMED DECISIONS

• In this section we will discuss
• The processes effective business leaders use to
  make informed
• decisions.
• Tools you will take away from this session
  include
• Strategies for gathering and organising
  information relevant to issues, problems or
  conflicts
• Strategies for involving individuals and teams in
  the decision making processes
• Understanding of the options and risks associated
  with determining a preferred course of action
• Strategies for communicating and implementing
  decisions with agreement from relevant
  individuals/ teams
• The ability to use feedback processes to monitor
  the implementation and impact of decisions.

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LEADERSHIP AND DECISIONS

• Problem solving, and decision making are key
  activities in any organisation.
• A decision is a judgement, conclusion or
  resolution reached or given, in order to solve a
  problem.
• (Collins English Dictionary Fourth Australian
  Edition).

• In order to do this you
• Identify problems and issues
• Gather data
• Analyse information
• Make judgements

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FOR INTERACTIVE DISCUSSION

• What are the common problems you are faced with
  at work?

• Do managers, supervisors and work teams face the
  same problems as each other?

• Do you find that the same kinds of problems
  recur? What might this mean?
• How do you feel when there is a problem at work?
• Do improvements and changes in process or
  procedures at work constitute problems?
• What about work relationships can these be
  problematical?

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PROBLEMS AND DILEMMAS

• A problem can be defined as anything that is
  difficult to deal with, solve or overcome.

UNSOLVED PROBLEMS BECOME DILEMMAS.
A dilemma is as a situation necessitating a
choice between two equal, especially equally
undesirable, alternatives or, a problem that
seems incapable of a solution. (Collins English
Dictionary, 4th Australian Ed)
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FOR INTERACTIVE DISCUSSION

• The Frontline manager is generally responsible
  for solving problems and making decisions at the
  daily operational level.

What should be the level of involvement of both
Frontline managers and employees in solving
process and system problems within the
organisation?
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THE PROBLEM SOLVING MODEL
1. Identify problem. Define problem symptoms
and root causes.
2. Define the desired situation.
Revisit each of the steps as necessary
3. Gather and analyse data.
4. Generate alternatives. Consider potential
impact/ risks.
5. Choose an alternative. Make decision. Plan
and implement
6. Monitor and evaluate. Adjust plan.
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PERFORMANCE GAPS
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FOR INTERACTIVE DISCUSSION

• Apart from the information sources already
  discussed, what are some of the formal, informal,
  internal and external sources you could utilise
  to gather information about your organisation,
  its performance and possible problem solutions?

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DATA GATHERING TOOLS
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ALTERNATIVES

• Problem solving means making a decision about, or
  choosing between alternatives
• However, be careful to avoid the tyranny of the
  OR the view that you must choose one
  alternative OR the other.
• Consider including more than one alternative in
  the decision

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CHOOSING THE RIGHT ALTERNATIVE

• When making decision check your choices against
  what are known as the SMART criteria.
• Are they

• Specific
• Measurable
• Achievable
• Realistic and
• Time based.

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FOR INTERACTIVE DISCUSSION

• Sometimes analysis of a problem may to making a
  decision that no decision needs to be made.
• Does this make sense?

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FOR INTERACTIVE DISCUSSION

• Decision making can be a risky business. Many
  of us are much better at procrastination than
  making and implementing decisions.

What do you think are the elements of personal
risk that contribute to this? Can we learn to
overcome resistance to decision-making?
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POWER BASES

• Information, resources and support (from
  management and from employees) give leaders the
  necessary power to make and implement decisions.

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E DEMINGS PDCA CYCLE
Incremental change - continuous

• Identify customer expectations
• Identify quality requirements
• Evaluate current processes and outputs
• Identify improvement needs
• Develop problem solutions
• PLAN the improvement
• Develop action plans, monitoring and checking
  processes
• Make successful solutions a part of normal
  operating procedures
• Develop a new implementation plan to address any
  improvements that were expected but not achieved
• Identify further opportunities for improvement.

• Trial the change/s
• Test and monitor the results
• Implement the process
• Monitor and evaluate.
• Check actual outcomes against intended or
  expected outcomes
• Identify areas for further improvement/adjustment
• Identify and measure the quality improvements

PLAN D0 ACT
CHECK
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MONITORING AND EVALUATION

• Monitor
• Progress toward success/ levels of success at all
  stages
• Risks vs benefits
• The effect a change in one area of the
  organisation has on other operational functions
• Worker acceptance of and commitment ot the change
• How the change impacts quality, process outputs
  and customer satisfaction
• Impact on workplace culture
• Time frames
• Resources available or needed.

Where new problems arise re-visit the problem
solving steps to determine adjustments and/ or
new courses of action.
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ACTIVITY 10

• In groups
• Solve
• Respond/ role play
• Record
• Present
• 30 minutes

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SUMMARY

• Strong, effective leadership contributes to
  organisational success
• Leadership and management are different
  activities but are not mutually exclusive
• Leadership styles will vary according to
  situational needs
• Effective leaders communicate the organisations
  vision and involve employees in process control
  and improvement
• Healthy workplace culture motivate employees and
  contributes to organisational success
• Performance evaluations contribute to employee
  motivation, productivity and effective leadership
• Ethical leadership and ethical business practice
  equals sustainability
• Problem solving and decision making are integral
  parts of continuous improvement
• When employees are influenced by effective
  leaders and given responsibility they are more
  productive, contribute to decision making and are
  able to support organisational standards and
  values.

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ASSESSMENT

• Assessment for this unit will be based on
• Your workshop participation and contribution
  levels
• The completion of the learning activities during
  the workshop
• Completion of a final assessment task which will
  be explained at the end of the training.