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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
Person specification
• 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
Person specification
• 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.
Managing Time Stealers
• 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
Managing Time Stealers
• 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
Managing Time Stealers
• 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
Managing Time Stealers
• 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?
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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
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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.
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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.
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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
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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?
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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.
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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.
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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.
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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
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Personality types and stress
• 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
Personality types and stress
• 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
Personality types and stress
• 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
Personality types and stress
• 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.
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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
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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
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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.
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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?
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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
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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
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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
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