D1.HML.CL10.01 D1.HRM.CL9.08 Slide 1. Subject Elements This unit comprises four Elements: 1.Communicate work roles 2.Coordinate activities 3.Maintain

DEVELOP AND SUPERVISE OPERATIONAL APPROACHES

D1.HML.CL10.01D1.HRM.CL9.08

Slide 1

Subject Elements

This unit comprises four Elements:

1. Communicate work roles

2. Coordinate activities

3. Maintain effective working relations

4. Provide feedback

Slide 2

Assessment

Assessment for this unit may include:

Oral questions

Written questions

Work projects

Workplace observation of practical skills

Practical exercises

Formal report from supervisor

Slide 3

Element 1:Communicate work roles

Slide 4

Communicate work roles

Performance Criteria for this Element are:

Identify, develop and communicate operational plans and objectives to team members

Match skills of team members to tasks and duties and develop job responsibilities in line with enterprise guidelines

Clearly communicate requirements of jobs and tasks to team members

Slide 5

Teamwork

Teamwork is classified as the collective actions towards a number of people towards a collective goal.

In a hospitality or tourism organisation, no one person can meet the needs of all customers.

It requires the collective efforts of many people to achieve success.

Slide 6

Teamwork

Whilst each business will have a range of goals, in essence the primary goal is to:

Provide an enjoyable experience for customers

For a reasonable return on investment

In a safe and lawful manner

Slide 7

Team

A team is often characterised through:

Having a common goal

Work interdependently

Independent job functions

Enjoy working

Accountability

Empowerment

Understand the importance of teams

Slide 8

Team

Factors influencing team structure

Teams are commonly created based on a number of factors including, but not limited to:

Organisational structure

Purpose of the business

Company culture

Types of departments

Degree of service provided

Service style

Slide 9

Category of teams

Whilst there are endless categories of teams, common categories include:

Project-based

Permanent teams

Paid workers

Volunteers

Work role team

Peers

Subordinates

Slide 10

Types of teams

The organisation as a whole

Individual branches

Individual work sections

Specific groups of employees assigned to complete designated tasks, or to work together

Slide 11

Operational plans and objectives

Regardless of the size, structure or dynamic of each group, they will always have a plans and objectives in which they strive to achieve.

Slide 12

Operational plans and objectives

Types of objectives

Targets, goals and objectives

Reporting deadlines

Meeting budgetary targets

Team participation

Team and individual learning goals

Professional development

Slide 13

Identify individual responsibilities

Role of teams and individuals

Each team or group will have a purpose for its existence, with a set of objectives it is trying to achieve

Naturally each group will have people who have been chosen for a reason

Each of these people will have their own strengths and weaknesses

Slide 14


Organisational requirements

Legal and organisational policy and procedures, including personnel practices and guidelines

Organisational goals, objectives, plans, systems and processes

legislation relevant to the operation, incident and/or response

Employer and employee rights and responsibilities

Slide 15


Organisational requirements

Business and performance plans

Key Performance Indicators

Policies and procedures relating to own role, responsibility and delegation

Quality and continuous improvement processes and standards

Client service standards defined resource parameters

Slide 16

Team responsibilities


Each work team, whether as a whole or as individual members, have responsibilities that must be adhered to.

What are these responsibilities?

Slide 17



Obeying lawful orders

Confidentiality and privacy requirements

Safety and care with respect to occupational health and safety requirements

Terms and conditions of own employment

Responsibility of providing a safe environment

Slide 18


Identifying individual responsibilities within a group

Organisational hierarchies

Contract

Job Description

Standard Operating Procedures (SOP)

Policies

Slide 19


Identifying individual responsibilities within a group

Procedures

Daily Task Sheets

Direct requests

Observation

Slide 20


Consulting with relevant others

There may be a need to consult with ‘relevant others’ when determining what needs to be done, either for:

A team as a whole

Individual team members

Slide 21

Clarify work allocation

The allocation of tasks can vary based on issues such as:

Expected demand

Nature of specific events

VIP’s

Staff absences

Customer feedback

Equipment problems

Unexpected events

Emergencies

Special requests

Slide 22

Clarify work allocation

Considerations

The urgency associated with the task

Staff preferences

Distribute workloads and opportunities equally

Considering staffing availability, experience, skills and work habits

Slide 23

Communicate information to team membersWhilst communication and information may primarily come from managers, it is important to remember that all colleagues within a team will communicate and share information on a daily basis.

What information do team members need?

What is the best way to communicate this information?

Slide 24

Assigning tasks

On a day-by-day basis, you may be required to allocate tasks to staff as a result of matters brought to your attention by:

Internal communications

Workplace observations

Slide 25

Communicating instructions

Primary requirements

The communication of instructions regarding task assignments must address the following three elements:

They must be clear, specific and unambiguous

They must be directed to nominated individuals

They must be explained

Slide 26

Communicating instructions

Supplementary requirements

A statement of what the desired result

A nominated deadline and timeline for completion

Accountability

Checklists

Slide 27

Communicate information to team membersTypes of information to be communicated

There are endless amounts of information that will be communicated between team members and to team members by management.

Clarifying the organisation's preferred task completion methods

Potential hazards or changing Occupational Health and Safety (OHS) requirements

Discussing concerns

Slide 28

Communication avenues

Conduct staff briefing sessions

Opportunity for the manager to pass on information to staff

Opportunity for team members to discuss:

Issues relating to role or tasks

Operational problems

Likely impacts on guest service delivery

Information that is beneficial or critical for others to know

Slide 29


Conduct staff debriefing sessions

General discussion

Thank staff for their hard work

Acknowledge areas that went well

Acknowledge good performance by staff

Acknowledge areas that did not go well

Slide 30


Conduct staff debriefing sessions

Acknowledge poor performance by staff

Gain an understanding for reasons for poor performance

Generate ideas for operational improvement

Discuss upcoming shifts or activities

Discuss operational information

Slide 31


Holding regular team meetings

Get people together

Get alignment towards a specific range of topics

Provide information

Brainstorm ideas

Exchange ideas and thoughts

Slide 32


Holding regular team meetings

Understand the topics discussed

Reach confirmation and agreement

Assign accountability and actions

Decide on further action or strategy

Slide 33


Discussions

Most communication of information is often done through informal discussions between management and staff members or between team members themselves

Slide 34

Confirm understanding and commitment

Once the tasks to be completed have been identified and allocated to the most appropriate staff, you must then:

Confirm the workers’ understanding of those tasks

Seek their commitment to getting the job done

Slide 35

Element 2:Coordinate activities

Slide 36

Coordinate activities


Develop work plans that establish appropriate targets and task objectives

Prioritise work activities to ensure completion of tasks in accordance with work requirements

Identify and incorporate training and learning opportunities into work activities

Maintain clear supervisory and reporting responsibilities in line with organisational requirements

Slide 37

Develop work plans

Importance of work plans

Proper planning and preparation are essential for the effective completion of work-based tasks.

Why are plans important?

What are the benefits of work plans?

Slide 38

Develop work plans

Purpose of plans

In short, plans are anything that aims to identify:

What is to be achieved

How it is to be achieved

Who is responsible

The timelines that apply

What resources are available can be properly

Slide 39

Develop work plans

Nature of work plans

Work plans may relate to:

Written work plans

Verbal work plans

Daily priorities

Weekly priorities

Regular duties or work tasks

Slide 40

Develop work plans

Types of work plans

Plans can include any of the following:

Sales plans

Reporting plans

Production plans

Budgetary plans

Team participation

Work schedules

Team and individual learning goals

Slide 41

Develop work plans

What to plan for

Any aspect of work operations can be planned including:

The procedures or systems that exist

The workflow

Gaps or overlaps in service provision

The workload of staff

The time it takes to do a task or job

The job design of individual staff

The level of customer satisfaction

Slide 42

Develop work plans

Keys to planning

The keys then, to workgroup plans are:

Know the goals for the business and your area/department

Match your plans to those goals

Inform, train and resource staff

Review your plans regularly and modify as required

Slide 43

Priortise work activities

General questions

In your past experience:

What work activities to you need to do on a daily basis?

How do you prioritise your work activities?

Are you good at managing your time?

If so, how do you do it?

If not, why not and how could you be better are it?

Do you procrastinate? Why?

Slide 44

Identify tasks to be completed

Ways to identify what needs to be done

Personal experience

Bookings or reservations

Directives from management

Day-to-day workplace problems

Knowledge of external factors impacting

on the business

Personal observation of what staff are

doing or not doing

Feedback from staff, customers and supervisors

Slide 45

Priortise work activities

Prioritising your tasks means that you will have to determine which tasks are the:

Most important and should be done first

Which ones can be left until later

Slide 46

Planning and prioritising in a changing environment

Changes to priorities

Reasons for this may include:

Constant interruptions

New corporate directives

Unpredictable trade

You underestimated what a task involved

You were not aware of assistance that could have been provided

You are used to doing everything yourself

Slide 47

Identify training and learning opportunities As the marketplace changes there is a need for staff

competencies to develop in order to meet those changing needs

In many organisations, this process is referred to as ‘professional development’ (PD)

Slide 48

Identify training and learning opportunities

Identifying training needs

Staff induction

Request from a staff member

A request from management

Personal observation

Customer complaint

Changes in workplace equipment

Changes in procedures

Changes in legal requirements

Slide 49


Training Needs Analysis

TNA is a way of identifying the difference that exists between:

The work which staff are performing

The standard of performance required by the business

This difference is known as ‘the training gap’

Slide 50


Further sources of information to identify training needs

Industry/enterprise or other competency standards

Endorsed components of relevant industry training packages

Industry/workplace training practices

Job descriptions

Business plans for the organisation

Standard operating or other workplace procedures

Consulting with others

Slide 51


Basic steps in developing training and learning opportunities

Step 1: Know where you’re starting from and what’s required

Step 2: Do an audit of staff

Step 3: Identify the training gap

Step 4: Determine the course of action

Step 5: Consult

Slide 52

Authority and responsibility

To assist communication, enhance internal relationships and optimise service delivery it is essential that there are clear lines of authority and responsibility within the business.

Where does this information come from?

Slide 53

Organisational chart

This document sets out the hierarchical relationship between all positions within the business and identifies:

Who is responsible to whom

The official lines of communication

Possible career paths for people

Why are organisational charts important?

Slide 54

Authority and responsibility

Authority

The power to make decisions, take action or have influence

Responsibility

The areas in which the supervisor has onus on

Slide 55

Element 3:Maintain effective working relationships

Slide 56

Maintain effective working relationshipsPerformance Criteria for this Element are:

Recognise and address problems with team members

Seek assistance of team members when difficulties arise to achieve allocated tasks

Communicate requirements of work activities using a participative approach

Manage disagreements and conflicts constructively using appropriate conflict management strategies

Slide 57

Recognise and address problems

Types of problems

The types of problems that may arise in a hospitality organisation are endless but common problems may relate to:

Conflicts in priorities

Resource constraints

Lack of information

Supplier delays

Differences in opinion

Slide 58

Recognise and address problems

Types of problems

Interpersonal conflict

Hazardous events

Time constraints

Electricity shortages

Bad weather

Shortfalls in expected outcomes

Poor staff performance

Slide 59

Sources of poor performance

Before counselling an employee on poor performance or inappropriate job behaviours it is worth considering the likely causes of work problems.

Poor performance normally results from:

Employee qualities

Organisational qualities

External sources

Slide 60


Employee qualities

These sources stem from the employee themselves and can include:

Problems of capacity, where the employee does not have the required aptitude or orientation for the tasks

Family related problems

Psychological problems, such as drug abuse gambling, irrational fears, depression, aggressive behaviour stemming from self image problems

Physical problems, such as lack of energy, restricted movement, pain or illness

Slide 61


Organisational sources

Problems with higher decisions and policies

Person placed in the wrong position

Insufficient organisational action over a grievance

Organisational over-permissiveness

Impact of supervisors

Leadership style

Slide 62



Bad communication or instruction

Inappropriate managerial standards or criteria

Discrimination

Lack of managing diversity

Harassment and bullying

Problems with team cohesion and acceptance

Slide 63



Problems from the work context

Geographic location

Bad physical work environment

Unsafe conditions and work processes

Problems with the way the job is performed

Slide 64


External sources

These are problems an employee can have that stem from society and its values.

These include situations where:

Society’s values clash with the job

Clashes with moral or religious issues

Working on certain days

Assisting guests with certain unsavoury requests

Changing economic conditions

Slide 65

Considerations

Before counselling an employee for poor performance or conducting the performance appraisal, management need to consider:

What are the symptoms and what are the likely causes

If the causes are because of something that is internal to the organisation

Identify whether you are dealing with a work performance problem or a work behaviour problem

Slide 66

Steps in handling performance related problems

Review facts surrounding performance concerns before addressing staff performance

Obtain original, first-hand evidence

Gather supplementary information

Take immediate action if required?

Slide 67

Steps in handling performance related problems

Steps

Arrange to discuss situation with employee in private

Notifying employees about performance discussion sessions

Obtain employee commitment to improvement

Outline consequences of non-compliance

Take disciplinary action if required

record and document actions

Slide 68

Seek assistance of team members

Role of support

Support is a two way street and who provides or receives support will change depending on what is required to effectively handle each situation

Slide 69

Providing support and assistance

What is the difference between providing ‘assistance’ and ‘support’?

Slide 70

Providing assistance to others

In the same way that you may need help from others, you must be similarly prepared to render assistance to others when it is called for.

What assistance can you provide?

Slide 71

Types of assistance

Assistance is a form of support which a person can give to another and include, but is certainly not limited to:

Providing back-up support

Explaining, clarifying

Problem solving

Providing encouragement

Providing feedback to another team member

Undertaking extra tasks, if necessary

Slide 72

Types of support

There are a number of resources that can be used to help support a colleague including:

Physical support

Intellectual support

Financial support

Infrastructural support

Resources support

Mentoring

Slide 73

Identifying need for support

Signs of identifying the need for support

Observation

Staff behaviour

Direct request from a person

Customer complaints

Productivity reports

New tasks or job role

Slide 74

People who provide support

There are a number of people who will provide support to others

Support is the provision of some area of assistance or expertise one person may have which can help others complete their tasks

Slide 75

People who provide support

Owners to managers

Support departments to outlets

Managers to supervisors

Managers and supervisors to staff

Staff to staff

Staff to managers and supervisors

Customers to managers, supervisors and staff

Slide 76

Timing and support

Our industry is one that is very much time oriented. Customers and other staff will rely on individuals to get nominated work finished by a set time

Customers expect service, food, drinks or rooms cleaned by a set time and when this doesn’t happen their satisfaction levels drop

At times, outlets have ‘rushes’ where support is needed

Slide 77

Support from others

Who can you ask for support?

The people you may ask to assist can vary, but will commonly include:

Others from your team

People from other, but related, departments

Managers and supervisors

Slide 78

Communicate requirements of work activities

Need for communication

When working in the hospitality industry, there is a need for supervisors and managers to communicate with both staff and fellow colleagues on a constant basis.

Slide 79

Types of communication

Basic communication options include:

Verbal

Written format

Non-verbal

Use of an interpreter

Slide 80

Communicating with colleagues

Clarity of purpose, including vision, mission, goals

Operational performance

Upcoming events

Products and services information

Promotional activities

Specific customers

Slide 81

Effective communication

To help ensure your communication is polite, professional and friendly, the following tips will assist:

Follow all establishment policies

Use a person’s name where it is known

Be honest

Use ‘please’ and ‘thank you’ a lot

Slide 82

Effective communication

Don’t interrupt

Speak at an appropriate pace and volume

Make sure your non-verbal language matches the verbal communication

Slide 83

Building trust

Ways to create and build trust

Establish and maintain integrity

Communicate vision, values, mission and goals

Consider all employees as equal partners in the organisation

Focus on team, rather than individual and personal goals

Do what's right, regardless of personal risk

Slide 84

Building trust

Ways to lose trust

Act and speak inconsistently

Seek personal rather than shared gain

Withhold information

Lie or tell half-truths

Be closed-minded

Slide 85

Conflict and misunderstanding

What is conflict and misunderstanding?

Anything that upsets another person can be regarded as a conflict or a misunderstanding.

Slide 86

Conflict and misunderstanding

People involved in conflict

Conflict can involve:

Groups

Individuals

Co-workers

Customers

Slide 87

Addressing conflict and misunderstanding

Addressing workplace conflict and misunderstanding properly and as early as possible seeks to:

Keep all conflict and misunderstanding at the ‘mild’ end of the spectrum

Clarify any perceptions that arose due to misunderstanding

Rectify the situation to the greatest extent possible

Slide 88

Conflict with colleagues

Some reasons include:

Pressure of work

Lack of, or bad communication

Prejudices

Ineffective working systems

Difference in opinions

Difference in beliefs

Misunderstanding

Team member not pulling their weight

Slide 89

Conflict warning signs

Various ‘warning signs’ which may be displayed that can indicate that a problem exists or is imminent.

What are common warning signs?

What warning signs do you personally have if you have conflict with someone else?

Slide 90

Colleague warning signs

Avoid verbal and visual contact

Indulge in negative facial expressions

Make negative remarks

Make rude gestures or remarks

Slide 91

Addressing difficulties

Tips when addressing conflict and misunderstandings

Quick identification of a misunderstanding can prevent a conflict from occurring

All possible cultural differences should be taken into consideration

Resolve the misunderstanding as quickly as possible

Follow organisational procedures

Putting yourself in the other person’s shoes

Frustration or impatience should be avoided

Focus on respect and sensitivity

Slide 92

Resolving misunderstandings

Actions that can help resolve the situation

This may involve you in:

Discussing the issue in a courteous manner

Speaking directly with the person concerned in a respectful way

Apologising for offence or misunderstanding that may have been caused

Taking time to talk with the person concerned

Asking for advice from the other party

Slide 93

Resolving misunderstandings

Actions that can help resolve the situation

This may involve you in:

Seeking advice from a supervisor or manager about the issue

Attending mediation

Enrolling in a language class

Enrolling in cultural awareness or interpersonal skills programs

Slide 94

Refer issues and problems

There may be a need in your workplace to refer:

Any issues relating to cross-cultural issues

Unresolved issues

Who do you refer issues to?

When should they be referred?

Slide 95

Refer issues and problems

Who should problems be referred to?

Depending on the establishment, and its organisational structure, the appropriate person could be:

Colleagues

Your team leader

Your supervisor

The manager

Human Resources personnel

The owner

Members of the public

Clients

Slide 96

Element 4:Provide feedback

Slide 97

Provide feedback


Provide clear, constructive feedback to individuals to support achievement of outcomes

Monitor team and individual performances to ensure team members are able to achieve goals

Identify opportunity for individual development

Maintain clear supervisory and reporting responsibilities in line with organisational requirements

Slide 98

Feedback

Purpose of feedback

Giving feedback to staff can act as:

Motivation

Encourage compliance

Recognise and reward

Correct actions

Demonstrate you are actively monitoring activities

Slide 99

Feedback

Providing feedback

Feedback can be ‘confirming’ or ‘corrective’

Provide feedback as close to the desired performance as possible

Provide feedback frequently

Be specific and use facts

Discuss behaviours, not personalities

Use simple, straight-forward language

Slide 100

Feedback

Areas of feedback

Feedback may relate to:

Performance

Service standards

Skills and knowledge

Progress

Slide 101

Providing feedback

Providing timely feedback

Why is it important to provide feedback in a timely manner?

What does timely manner mean?

Slide 102

Providing feedback

From time to time you will need to provide feedback to your staff.

This feedback and information can be:

Positive

Negative

Neutral

Slide 103

Positive feedback

Providing positive feedback

How do you provide positive feedback?

What recognition or rewards can be provided?

Slide 104

Positive feedback

Positive feedback - recognition of rewards

Informal acknowledgment

Formal acknowledgment

Certificate or Award

Incentive

Reward

Slide 105

Negative feedback

Providing negative feedback

How would you deliver negative feedback?

How can you provide negative feedback in a constructive manner?

What further corrective action may be required?

Slide 106

Negative feedback

Steps in providing negative feedback

Explain undesirable behaviour

Explain why the behaviour is undesirable

Identify reasons for behaviour

Explain why their performance requires improvement

Specify the desired behaviour

Ensure they understand what is to be achieved

Determine how to get to desired performance

Slide 107

Monitor team and individual performance

Why is it important to monitor staff?

What are they monitored against?

When should you monitor staff?

How do you monitor staff?

Slide 108


Basic techniques to monitor performance

Visual observation of staff practice

Analysis of documentation

Discussions with relevant people

Use of checklists

Slide 109


Importance of performance standards

Workplace standards are important in order to:

Meet customer expectations

Reflect advertised standards

Match or exceed the competition

Comply with legal requirements

Encourage repeat business

Slide 110


Monitor against performance standards

What performance standards exist?

How are staff made aware of performance standards?

Slide 111


Examples of performance standards

The waiting time before presentation of the menu

The number of tables to be covered

How a room should be cleaned

Time taken to set up

Deadlines for reports

Turnover targets

Slide 112


Areas of performance standards

Productivity

Punctuality

Personal presentation

Accuracy

Slide 113


Areas of performance standards

Adherence to procedures

Customer service standards

Team Interaction

Response times

Slide 114


Issues to monitor

Safety

Competency

Appearance

Professionalism

Completion of tasks

Overall ‘offering’ provided

Customer satisfaction

Slide 115

Monitoring completion of work activitiesUse of checklists

What is the importance of checklists?

What should be included in checklists?

Who should create checklists?

How can staff use checklists?

How can management use checklists?

Slide 116

Professional development opportunities

One of the key characteristics of successful teams is the ability to recognise and provide training and development opportunities to staff.

What training and development opportunities exist?

Slide 117


Developing the ‘skill set’

All team members must have the opportunity to improve their ‘skill set’ which aims at the development of:

Knowledge

Skills

Attitudes

Slide 118


Staff training and staff development

Staff training will be applied to address a need that has some immediacy to it

Staff development has more of a future orientation and relates to skills and knowledge the staff member may need at some future date

Slide 119


Professional development

Staff development is often referred to in another name: ‘Professional development’

What are examples of ‘professional development’ activities?

How do you select people?

Slide 120


Access to professional development

‘Professional development’ activities tend to have some ‘future focus’

In many cases, professional development activities:

Are provided for staff as a department-wide or organisation-wide activity

Are targeted for individual staff to prepare them for a future role

Slide 121


Internal or external professional development

Professional development activities can be:

Conducted on the premises:

By management or the supervisor

By an external third party provider

Conducted off the premises

Slide 122


Considerations when creating staff development opportunities

Identify the purpose

Identify the need

Establish priority for development

Slide 123


Types of professional development opportunities

Internal training and professional development

External training and professional development

Coaching

Mentoring

Supervision

Formal or informal learning programs

Slide 124



Work experience and exchange opportunities

Personal study

Career planning and development

Performance appraisals

Workplace skills assessment

Quality assurance assessments and recommendations

Change in job responsibilities

Slide 125



Opportunity for greater autonomy or responsibility

Formal promotion

Chance to perform in a higher position in a caretaker mode

Becoming a mentor for someone

Leading a training session

Being sent to a conference

Slide 126

Mentoring

It is a relationship between two people where a more experienced person works in collaboration with a less experienced person to give the less experienced person the benefit of their:

Knowledge

Experience

Perspective

Contacts

Insight

Wisdom

Slide 127

Mentoring

Purpose of mentoring

Provision of advice to the learner

Enable personal development and growth

Optimise staff retention

Give the learner a sounding board for ideas

Save the mentee from making same mistakes

Slide 128

Mentoring

Purpose of mentoring

Initiate a network for personal learning and contact

Assist people in career planning

Empower the learner

Encourage independence of the learner

Demonstrate support

Slide 129

Coaching

This is where you deliver on-the-job training to individuals and groups using a wide range of training options.

What training options exist?

Slide 130

Coaching

Coaching options

Demonstrations

Discussion

Lectures

Case studies

Role-plays

Games

Slide 131

Coaching

Coaching options

Exercises

Excursions

Guest speakers

Presentations

Providing explanations

Problem-solving

Slide 132

Formal and informal learning programs

Formal learning

An externally provided course

An internal non-accredited training course

Informal learning

Less structured programs

Greater flexibility

As required

Slide 133

Other development programs

Other professional development programs

Personal study

Work experience

Job rotation

Slide 134

Support materials

Support materials for professional development programs

Manuals

Exercises

Take away notes

Role plays

Catering

Management representatives

Slide 135

Providing practice opportunities

Providing practice opportunities

Confirm with the staff member that practice is required

Determine their availability

Supervise the practice

Notify the staff member when assessment can take place

Slide 136

Catering for individual needs

Practical ways in which individual differences can be accommodated include:

Rescheduling training to a more convenient time

Reducing the size of the group

Changing the mix of the group

Modifying delivery methods

Adapting the training environment

Modifying your personal attitudes and approaches

Adapt training resources to suit the individual

Slide 137

Keys to becoming a successful managerDemonstrate competence

Embrace responsibilities

Make meaningful contributions

Learn to adapt

Make a commitment

Continue to learn

Prioritise your loyalties

Always do good work

Slide 138

Keys to becoming a successful managerPresent the right image

Learn the power structure

Gain control of organisational resources

Stay visible

Find a mentor

Support your boss

Think laterally

Slide 139

Managers as role models

Influence of a role model

Every manager, whether they like it or not, acts as a role model to their staff – even when they don’t intend to

Staff will view the behaviour, actions and attitudes of the manager and often will see this as the way to act, even if they disagree with their manager’s behaviour

How can you be a good role model for staff?

Slide 140

Managers as role models

Manage yourself first

The first thing for you as a manager to do is to manage yourself.

This involves:

Knowing and understanding your own job and the responsibilities you have

Planning your own work well

Managing your time efficiently planning

Managing your own stress

Slide 141

Leadership

Leadership in the workplace

To be a good leader, which is a vital component of any managerial position, experience and history shows you need to:

Have the trust of staff, and in turn, trust them

Show you respect the abilities and opinions of staff

Have the ability to motivate staff

Be passionate, and committed to what you do

Slide 142

Leadership

Leadership in the workplace

Be prepared to delegate work

Be able to create a cooperative team

Have a strong and clear sense of work goals and objectives

Help others achieve their personal goals

Slide 143

Documents

D1.HML.CL10.01 D1.HRM.CL9.08 Slide 1. Subject Elements This unit comprises four Elements: 1.Communicate work roles 2.Coordinate activities 3.Maintain