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Certificate IV in Business Frontline Management

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Develop Work Priorities

BSBCMN402A

FLM – Develop Work Priorities - BSBCMN402A Version 190209

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CONTENTS

I MODULE OVERVIEW 4

I.I MODULE PURPOSE 4

I.II LEARNING OUTCOMES 4

I.III ASSESSABLE TASKS AND EVIDENCE 4

II WORK PRIORITIES 6

SESSION 1 – ESTABLISH PERSONAL WORK GOALS 7

1. PLANNING 7

1.1 THE IMPORTANCE OF PLANNING 7

1.2 WORK OBJECTIVES/OUTCOMES KRAS KPI’S 8

1.3 PLANNING CYCLE 8

1.4 THE PLANNING PROCESS 9

1. 5 PLANNING TOOLS 10

2. THE POWER OF A PARADIGM 12

2.1 FROM PARADIGMS TO VALUES 14

3. ROLE/MODELS/ORGANISATIONAL CHANGES 19

4. SEVEN HABITS TO MAXIMISE PERFORMANCE 21

4.1 HABIT 1 – BE PROACTIVE 22

4.2 HABIT 2 – START WITH THE END IN MIND 31

4.3 HABIT 3 – PUT FIRST THINGS FIRST 34

4.4 HABIT 4 – THINK WIN/WIN 51

4.5 HABIT 5 - SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD 52


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4.6 HABIT 6 - SYNERGISE PRINCIPLES OF CREATIVE COOPERATION 54

4.7 HABIT 7 – SHARPEN THE SAW 55

SESSION 2 - SET AND MEET OWN WORK SCHEDULE 60

SESSION 3 - DEVELOP AND MAINTAIN PROFESSIONAL COMPETENCE 66

RECOMMENDED READING LIST 71

SUGGESTED WEBSITES 71

BIBLIOGRAPHY 71


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i Module Overview

i.i Module Purpose This module covers the skill and knowledge required to plan our work schedules, monitor and obtain feedback on work performance and development. i.ii Learning Outcomes

• Plan and meet own work Schedule • Monitor own work performance • Co ordinate professional development

This module is graded

Distinction 83% Credit 70% Pass 50% All other cases Fail

i.iii Assessable Tasks and Evidence

1. Identify goals for the course. 2. Prepare a brief self analysis of yourself as a manager. 3. Conduct a brief environmental analysis – consider the strengths,

weaknesses, opportunities and threats impacting on you and the organisation at the moment.

4. List your career objectives. 5. Write a strategy/action plan for achieving your goals and objectives.

Submit the following evidence at your first workplace assessment.

• Performance Review (other forms of feedback or performance) • Workplace Agreements/performance agreements • Action plans • Management records


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Assessment 1 Work Priorities

Develop Work Priorities – BSBCMN402A

ELEMENT PERFORMANCE CRITERIA EVIDENCE REQUIRED Graded Module

1.1 Plan and complete own work schedule

a) Workgroup plans are prepared to reflect consideration of resources, client needs and workgroup targets.

b) Work objectives and priorities are analysed and incorporated into personal schedules and responsibilities.

c) Factors affecting the achievement of work objectives are identified and contingencies established and incorporated into work plans.

d) Business technology is used efficiently and effectively to manage and monitor planning completion and scheduling of tasks.

Performance appraisal/Report from Team Leader.

Training Plans.

Training Record.

Client Feedback.

Non-compliance reports.

Procedures, Policy documents.

Department plans.

Identify organisation’s goals and personal goals.

Identify how individual plans reflect that of the organisation. (HunterNet Values)

Identify personal goals for the next year.

Identify and list necessary actions to achieve these goals.

Identify change to organisational structure and work conditions. Identify action you will need to take.

Workplace data systems, email, intranet, electronic diaries.

Evidence of use of and use appropriate software (e.g. MS Word, Excel and Outlook).

SAP implementation.

Workplace Assessment.

Resume

OR

Projects and Interview

1.2 Monitor own work performance

a) Personal performance standards are identified and analysed through self assessment and feedback from others on the achievement of work objectives.

b) Feedback on performance is actively sought from colleagues and clients and evaluated in context of individual and group requirements.

c) Variations in the quality of service and products are routinely identified and reported in accordance with organisational requirements.

1.3 Coordinate professional development

a) Personal knowledge and skills are assessed against competency standards performance descriptions to determine development needs and priorities.

b) Opportunities for improvement and sources of learning are researched and planned in liaison with colleagues.

c) Feedback is used to identify and develop ways to improve competence within available opportunities

d) New skills are identified and professional development activities are accessed and completed to facilitate continuous learning and career development.

e) Records and documents relating to achievements and assessments are stored and maintained in accordance with organisational requirements.


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ii Work Priorities Sometimes the best way to manage others is to manage ourselves differently. Before we can become a good leader and manager we need to truly know ourselves and be able to effectively manage ourselves. To do this we need to:

• Understand who we are • Reflect on our behaviours, achievements • Know our strengths and weaknesses. • Set goals and actions to enhance strengths and improve weaknesses and

achieve our outcomes The work priorities module will be your starting point for some self analysis which will lead you to greater achievements in Frontline Management and overall leadership.


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SESSION 1 – Establish Personal Work Goals 1. Planning

Why Plan? What are the advantages of planning? To:

• You – individually • The – organisation • The – family • The – community • The industry that you work in

1.1 The Importance of Planning Those who fail to plan, plan to fail. To develop and manage your daily, weekly, monthly and yearly work priorities, it is important to use organisational skills and individual work plans.

List all of the workgroup or individual planning tools you use to plan and organise. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Reflection Activity

Activity

1.2 Work Objectives/Outcomes KRAS KPI’s The work outputs on which you and your department will be measured are called key result areas, or key performance indicators.

Discuss some of these with members of your class. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 1.3 Planning Cycle

Strategic Plan

Business (Tactical) Plan

Operational Plans

Position Summaries or Job Descriptions

Work

Activity


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1.4 The Planning Process 1. Define your objectives or the outcomes you want

• Identify any desired results you want • Know where you want to go; • Be specific • Know when you have arrived, or how far off the mark you are at various

points along the way. (Ensure measures are determined) • Determine the goals are achievable and realistic in the current climate • Consider time factors

S M A R T

2. Determine where you stand – v – objectives/outcomes

• Evaluate present accomplishments –v- desired results • Analyse strengths and weaknesses.

3. Develop Systems, Processes, Facilities, Resources

• Match systems to needs • Design new ways of doing things • Continuously improve

4. Develop People with Consideration for Future Conditions

• Plan contingencies – what if scenario’s for different situations or happenings.

• Plan for succession 5. Analyse alternatives and make a plan to accomplish objectives/outcomes.

• List and evaluate positive action • Choose the best alternative • Make a plan to achieve the objectives/outcomes

6. Implement the action plan and evaluate results.

• Implement the action plan • Evaluate results against smart objectives and outcomes • Plan and take any corrective action that may be needed (PDCA cycle –

Plan, Do, Check and Act)


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1. 5 Planning Tools Some of the planning tools you may use in doing your job include:

• Brainstorming • Ghantt charts • Cost benefit analysis • Urgency matrix

Take some time over the next week to find out more about these tools. Consider literature searches, web searches and asking mentors and supervisors. These tools will be discussed more fully in the planning module. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

What legislation, codes and other national standards are relevant to your industry and organisation? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Activity

Group Activity


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What organisational policies and processes reflect these requirements? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________


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2. The Power of a Paradigm

What is your understanding of a paradigm? Discuss with a buddy in the class. Why might the discussion of paradigms be important in this module? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Definition of Paradigm The word paradigm has its roots in the Greek word “paradeigma” meaning model, pattern or example. The American Heritage Dictionary defines a paradigm as “a set of assumptions, concepts, values and practices that constitutes a way of viewing reality for the communities that share them”. A paradigm therefore creates for us a set of rules and regulations by which we live. It established our boundaries, limitations and drives our success. At times throughout our life we have defining moments. These defining moments might be times when we challenge our own values, or those of our country or the workplace. Much of what will underpin our discussions and activities today is based on the readings and teachings of Stephen Covey. Covey says a paradigm was “originally a scientific term . . . more commonly used today to mean a model, theory, perception, assumption, or frame of reference”. Page 23, Covey, Seven Habits of Highly Effective People

Reflection Activity


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What have been some of your defining moments? List these. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ What did they teach you about yourself/others? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Defining moments can certainly shape a life and they can also cause us to have a paradigm shift. List some of our past paradigms e.g. The role of women Safety in the workplace _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Activity


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What might be some of the paradigms that need to shift in Australian workplaces today? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2.1 From Paradigms to Values

Perception is the way we see/view/interpret the people, places and situation we encounter. Based on our own sets of paradigms and our past experiences we will all perceive things differently. Perception includes filtering, arranging responding to what we share. Mind Maps Realities are the way things are, values are the way things should be. Our own individual behaviours grow out of these. Our perception drives the way we think and the way we act. What organisational values and realities exist at your organisation? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Activity


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What are priorities for your organisation? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Play first then work, work first then play? Do you live to work or work to live? What does this mean for you, your manager, your organisation and your family? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Organisation and individual values need to be consistent or congruent.

What are the consequences of these being out of sync? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Activity

Activity


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Individuals have different needs/strengths and weaknesses. Lets analyse your

• Needs • Strengths • Weaknesses

Reflect on what you want from work. 1. Think about the following. If I was your manager and I was to ask you what

motivates you, how could I reward you? What answers would you come up with? _______________________________________________________________________ 2. List your needs – what motivates you? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 3. How could I reward you? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Reflection Activity


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Have you heard of the Planning Tool of Analysis called a SWOT? Tell us about it.

Internal External Strengths Opportunities

Weaknesses Threats What are your strengths and weaknesses? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Complete the following SWOT Analysis Your SWOT Analysis STRENGTHS Don’t be modest. Be Realistic in your evaluation.

WEAKNESSES WEAKNESSES Consider both from your point of view and others

OPPORTUNITIESOPPORTUNITIES Technology, markets, career paths, social

patterns.

THREATS THREATS Job specific, products, services, barriers, budgets.

What are your

• Job tasks • Duties • Responsibilities


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SWOT ANALYSIS

INTERNAL

Strengths

Weaknesses

Opportunities

Threats

EXTERNAL Note: Use this in your first assignment.


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3. Role/Models/Organisational Changes Role models and champions within organisations, assist organisation to achieve business outcomes. Role models have knowledge and credibility and maybe influential in persuading others. They are usually analytically agile and not change adverse. They are often people who have excellent people skills, create and mentor good relationships both in and out of the organisation, they focus on both their own and others needs and enjoy coaching and mentoring others. They lead by example.

What are the characteristics of role models? Role Models They act with integrity

• Have high ethical and moral standards • Behave based on sound values and principles • Inspire trust by treating all individuals fairly • Are resilient • Show courage • Inspire • Encourage

Positive Organisational Role Model

• Who are role models for you? • What is it that they do that makes them a role model in your eyes? • Why is it important that we have consistent performance? • What sorts of issues are most important to achieve consistent outcomes?

Using the Teaching of Covey to Manage Self As previously mentioned A lot of what will be discussed today has it’s foundations in the teachings and readings of Stephen Covey. Tom Peter’s the author of In Search of Excellence says Covey gives us “the opportunity to explore ourselves and our impact on others and to do so by taking advantage of his profound insights. He says that it is a wonderful book that could change your life”. We agree. As a Frontline Manager, take care to identify role models to help in your self development and remember that you too will be a role model for others. “Walk the talk” and “practise what you preach”. Always try not to expect others to do something you would not do yourself.

Activity


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Design an effective role model. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Activity

FLM – Module 9704A Develop Work Priorities

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4. Seven Habits to Maximise Performance Habit 1 – Be Proactive Habit 2 – Begin With The End In Mind Habit 3 – Put First Things First Habit 4 – Think Win/Win Habit 5 – Seek First To Understand, Then To Be Understood Habit 6 – Synergise Habit 7 – Sharpen the Saw, Effectiveness, Maintain P/PC Balance There is also an 8th habit - Find your voice and encourage others to find theirs.


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4.1 Habit 1 – Be Proactive Habit 1 based upon

• Imagination • Conscience • Independent will • Self-awareness

Based on

• I can change Proactive Model

Stimulus

Response

Freedom To

Choose

Self-awareness

Imagination Conscience

Independent Will

Stimulus

Response


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Independent Will Independent will is that freedom to choose, that belief that you and your goals drive your destiny. Who controls your life? Who controls your destiny?

Who Controls your life? Read the following statements and indicate whether you agree more with choice A or choice B

A B 1. Making a lot of money is largely a

matter of having the right breaks.

1. Promotions are earned through hard work and persistence.

____

2. I have noticed that there is usually a direct connection between how hard I study and the marks I’m given.

2. Many times the reactions of lecturers seems haphazard to me

____

3. The number of divorces indicates that more and more people are not trying to make their marriages work.

3. Marriage is largely a gamble.

____

4. It is silly to think that we can really change another person’s basic attitude.

4. When I am right I can convince others.

____

5. Being promoted is really a matter of being a little luckier than the next person.

5. In our society a person’s future earning power is dependent upon her or his ability.

____

6. If we know how to deal with people they are really quite easily let.

6. I have little influence over the way other people behave.

____

7. The marks I make are the result

of my own efforts; luck has little or nothing to do with it.

7. Sometimes I feel that I have little to do with the marks I’m given

____

8. People like me can change the course of world affairs if we make ourselves heard.

8. It is only wishful thinking to believe that we can readily influence what happens in our society.

____

9. A great deal that happens to me is probably a matter of chance.

9. I am in charge of my own fate. ____

10. Getting along with people is a skill that must be practised.

10. It is almost impossible to figure out how to please some people

____

Source: Adapted from Julian B Router External Control & Internal Control, Psychology Today Copyright 1971 American Psychological Association.

Reading Activity – Locus of Control


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Who Controls Your Life This exercise is designed to measure your locus of control. Give yourself 1 point for each of the following selections: 1B, 2A, 3B, 4B, 5B, 6A, 7A, 8A, 9B and 10A. Scores can be interpreted as follows: 8 - 10 = High internal locus of control 8 - 7 = Moderate internal locus of control 5 = Mixed 3 – 4 = Moderate external locus of control 1 – 2 = High external locus of control The higher your internal score, the more you believe that you control your own destiny. The higher your external score, the more you believe that what happens to you in your life is due to luck or chance. Self Awareness How well do you ‘know thyself’.

Spend the whole day tomorrow tuning in to both yours and other peoples language. Keep either a mental or written list of how often people use reactive language. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Activity –

Know Thysel

f


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There is nothing I can do

That’s just the way I am

If only I can’t

4.1.1 Reactive vs Proactive The way we react to a situation or person can have huge ramifications for managers. The way you choose to respond is important. Reactive Language How can you change your negative self talk and reactive language? As a manager change mindsets? Always have a can do mentality.

Are you a “the glass is half full or half empty” person? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Take a look at the following perceptual difference of hard work. Note the difference between a reactive and proactive approach to hard work.

Reflective Activity


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NEGATIVE

Hard Showing or requiring considerable

effort or application

H A R D W O R K

Work Physical or mental effort directed

towards doing or making something happen

POSITIVE Moffatt, L., Joggers for Your Journey, Heartlight Publishing, 2000

Accomplish Contrive

Execute

Achieve

Create

Exhausting Arduous

Fatiguing Burdensome

Backbreaking


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Let’s look at the

OPTIONSalternatives

I choose

I will

I control my own feelings

Proactive Language


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Circle of Concern

Circle of Concern/Influence The HAVES and the BE’S Your Circle of Concern is filled with the haves. The haves are reactive. “If I could only have more time to myself”

What are some of the other haves in your life? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Identify an experience you might encounter in the near future where based on past experience you would probably behave reactively. Review the situation in the context of your Circle of Influence. How could you respond proactively? Take several moments and create the experience vividly in your mind, picturing yourself responding in a proactive manner. Remind yourself of the gap between stimulus and response. Make a commitment to yourself to exercises your freedom to choose. Covey S., Seven Habits of Highly Effective People, page

Activity


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Expand Your Circle of Influence

Your Circle of Influence is filled with be’s e.g. I can be more patient What are the be’s in your life? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ How can you expand this circle? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Select a problem from your work or personal life that is frustrating to you. Determine whether it is a direct, indirect or no control problem. Identify the first step you can take in your Circle of Influence to solve it and then take that step.

Circle

of Influence


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What are the be’s in your life? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Covey’s Proactivity Exercise For the next 14 days work only on your circle of influence Do this by

• Making small commitments and keeping them • Not being a judge • Not criticising • Being part of the solution • Work on YOU • Work on BE

At the end of the 14 days consider how you have changed your circle of influence.

What does this mean for you? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Personal Creed

Give me the courage to change the things which can and ought to be changed,

the serenity to accept the things which cannot be

changed,

and the wisdom to know the difference.


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4.2 Habit 2 – Start with the End in Mind What Covey means by this is to start with understanding of what is important to you. You may be very busy and very efficient but you will only be effective when you are working towards what really matters to you . Remember our paradigms and perception and consider how entrenched our own values are.

1. What really does matter to you? 2. Do you work to live or live to work? 3. Can you effectively balance your work and life? 4. What are your values ? 5. What motivates and drives you? 6. What principles do you work and live by? 7. What are the principles/values that drive your personal leadership? List these eg:

• Achievement • Caring for people • Responsibility etc

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ A good way to start with the end in mind is to write your own personal mission statement. Mission Statement A mission statement is a sequence of aims/outcomes based on values. In a business it describes what business we want to be in, the direction the business is taking and the actions to get there. A mission statement is a formal statement from the organisation which sends out a message to managers, staff and the outside world. Remember we need to plan to be effective.

Reflection Activity


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Your mission statement can do the same for your business leadership. A mission statement is a sequence of aims/outcomes based on the values you hold important to you and your team and environment. This mission statement gives you focus and guidance for the way you develop and manage your work priorities and liaise and lead your stakeholders and team members.

Consider what is important to you. Decide the 5 most important values you identified earlier? What are you passionate about? What future do you visualise for you and your team? Now pull these responses together to write your own personal mission statement. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ In organisations we set mission statements and goals based on our values and desired business outcomes. We as individuals and in our teams can also do the same.

What lies behind us and what lies before us are tiny matters compared to what lies within us.

Oliver Wendell Holmes

Please find a place to read these next few words where you can be alone and uninterrupted. Clear your mind of everything except what you will read and what I will invite you to do. Don’t worry about your schedule, your business, your family, or your friends. Just focus with me and really open your mind. In your mind’s eye, see yourself going to the funeral of a loved one. Picture yourself driving to the funeral parlour or chapel, parking the car, and getting out. As you walk inside the building, you notice the flowers, the soft organ music. You see the faces of friends and family you pass along the way. You feel the shared sorrow of losing, the joy of having known, that radiates from the hearts of the people there.

Activity

Activity


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As you walk down to the front of the room and look inside the casket, you suddenly come face to face with yourself. This is your funeral, three years from today. All these people have come to honour you, to express feelings of love and appreciation for your life. As you take a seat and wait for the service to begin, you look at the program in your hand. There are to be four speakers. The first is from your family, immediate and also extended – children, brothers, sisters, nephews, nieces, aunts, uncles, cousins, and grandparents, who have come from all over the country to attend. The second speaker is one of your friends, someone who can give a sense of what you were as a person. The third speaker is from your work or profession. The fourth is from your church or other community organisation, where you’ve been involved in service. Now think deeply. What would you like each of these speakers to say about you and your life? What kind of husband, wife, father, or mother would you like their words to reflect? What kind of son or daughter or cousin? What kind of friend? What kind of working associate? What character would you like them to have seen in you? What contributions, what achievements would you want them to remember? Look carefully at the people around you. What difference would you like to have made in their lives? Now take a few minutes to jot down your impressions. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________


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4.3 Habit 3 – Put First Things First In habit 3 Covey highlights the importance of prioritising your tasks and provides a time management matrix to help you do this. Look at the following matrix, think about where you spend most of your day? Covey encourages us to spend more time in the planning quadrant or what he describes as the prosperity quadrant. This is quadrant 2. Consider what you can do to manage the day to day important survival tasks, minimise the tasks that are not important and therefore inefficient use of your valuable time, and then plan to eliminate the wasteful non important tasks facing you each day.

DEVELOP WORK PRIORITIES

Low

IMPO

RTA

NC

E

Hig

h

I Survival

• Crises • Reactive problem solving • Deadline-driven projects,

meetings • ‘High level demands’ • Preparation

‘manage’

II Prosperity

• Preparation tasks • Prevention tasks • Values clarification • Planning • Relationship building • People management • Empowerment

‘plan’

Inefficiency

• Some phone calls • Needless interruptions • Unimportant meetings, phone

calls, mail • Unnecessary reports • Drop in visitors • Other peoples minor issues

‘minimise’ III

Waste

• Trivia, busy work • ‘Junk’ mail/calls • Time wasters • Idle gossip • Irrelevant mail • Escape activities

‘eliminate’ IV

High URGENCY Low


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1. Identify 8 of your priorities at work. Now mark each as urgent, important or not urgent.

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. What can you do to spend more time in the prosperity quadrant? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Loehr and Schwartz and Time Management Another writer/s who’s thinkings are useful in this module are Schwartz. Their foundation of thinking is that in order to manage ourselves and time more effectively we should consider how we use our energy, not our time. It is similar to the reactive vs proactive behaviours recommended by Covey. Loehr and Schwartz in their book the “Power of Full Engagement” says that “Energy, not time is the fundamental currency of high performance”. The “Measure of our lives is not in time but in energy we invest in the time.”

Loehr and Schwartz 2003

He goes on to say that ‘Performance, health and happiness are grounded in the skilful management of energy.’ The number of hours in a day is fixed – 24 (we can’t change it). How many times have you wanted 36 hours? But the quantity and quality of energy available to us is ours to change and improve. It’s a different way of thinking again. Remember our Locus of Control activity.

Activity


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If you could wake up tomorrow with significantly more positive focussed energy to invest in work and with your family, how significantly would that change your life for the better. As a leader and manager how valuable would it be to bring more positive energy and passion to the workplace. If those you lead could call on more positive energy, how would it affect their relationship with one another and the quality of service that they deliver to customers and clients? We need to be:

• Physically energised. How? • Emotionally connected. How? • Mentally focussed. How? • Spiritually aligned with a purpose related to our values. • Eager to go to work. • Happy to go home.

Are you fully engaged at work Yes/No What about your team. Yes/No How can you get people to become more engaged? Discuss feedback to group. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Bear in Mind

• Physical energy is the fundamental source of fuel in life. • Physical energy is derived from the interaction between oxygen and glucose. • The two most important regulators of physical energy are breathing and

eating. • Eating five to six low-calorie, highly nutritious meals a day ensures a steady

resupply of glucose and essential nutrients. • Drinking eight glasses of water daily is a key factor in the effective

management of physical energy. • Most human beings require seven to eight hours of sleep per night to function

optimally. • Going to bed early and waking up early helps to optimise performance.

Activity

Activity - think about the following


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• Interval training is more effective than steady-state exercise in building physical capacity and in teaching people how to recover more efficiently.

• To sustain full engagement, we must take a recovery break every 90 to 120 minutes.

HIGH

NEGATIVE (Unpleasant)

High Negative Angry Fearful Anxious

Defensive Resentful

High Positive Invigorated Confident

Challenged Joyful

Connected

POSTIVE (Pleasant) Low Negative

Depressed Exhausted Burned out Hopeless Defeated

Low Positive Relaxed Mellow

Peaceful Tranquil Serene

LOW

Loehr J., Schwartz T., The Power of Full Engagement 2003 Goal Setting/Planning "When we plan the next step and we share it with others . . . we are far more likely to make it happen." "If you don’t decide where you want to go, then you’ve got no idea of how to get there". These two quotes from an unknown source hit the mark on the importance of goal setting and planning. Know what you want or where you want to be then plan for it! What are some things you want to do in life? Think about:

• What you want to do better? • What more do you want out of life? • What do you want to have? • What do you want to achieve? • With whom do you want to spend more time?

Our goals should be realistic and challenging. Work goals should identify job responsibilities and determine the priorities among the conflicts and pressing priorities. It is important to integrate your actions with the needs of the organisation, its mission, its long term objectives and strategies. Remember when setting goals and objectives use the SMART model.

FULLY

ENGAGED


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When goals are set people are aware of their organisations expectations. It tells them "What business we want to be' and How are we going to get there.'

• Goals and objectives assist in the monitoring process • Set benchmarks • Allow for individuals to be measured against KPI’s, benchmarks and best

practice • Corrections can be made if deviations occur

Motivation is another benefit of goal setting and planning. Encouragement and a sense of achievement come out of reaching our goals. To set individual or personal goals gives us a sense of direction and purpose and helps when deciding on workgroup priorities. Remember, goals should be realistic yet challenging and always use SMART goals. When setting goals remember the planning process. Define your objectives:

• Specify desired results. • Know where you want to go. • Be specific enough that you will know when you have arrived or how far off the

mark you are at various points along the way. Determine where you stand against objectives:

• Evaluate present accomplishments versus desired results. • Analyse strengths and weaknesses in terms of being able to meet future

objectives. Develop promises regarding future conditions:

• Generate alternative scenarios for future state of affairs. • Analyse them for things that may help or hinder progress toward objectives.

Analyse action alternatives and make a “plan” to accomplish objectives:

• List and evaluate actions that may be taken. • Choose to pursue one or more of them. • Make a plan to achieve your objectives.

Implement the action plan and evaluate results:

• Do what the plan requires and carefully evaluate results to ensure accomplishment of objectives.

• Plan and take any corrective actions that may be needed. The following exert comes from Treacy – Successful Time Management, 1998, an excellent book worth reading.


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Business Goals

• What would I like to achieve by the time I retire? • What salary would I like to earn? • Would I like to be a senior manager or run my own business? • Should I remain in this country or work abroad? • Would I benefit from further education? • What business skills do I need to develop? • What industry would I really like to be working in? • What is my real job? • What professional organisations should I join?

Personal Goals

• What hobbies/special interests would I like to pursue? • Where would I like to live? • Do I need to spend more time with family/friends? • What parts of the world would I like to see? • Should I learn a new language? • Do I need to adopt a healthier diet? • Could I improve my level of fitness? • What sort of home would I like to live in?

Action Plans Benefits:

• Break down daunting goals into achievable steps • Motivate us to achieve our goals • Make implementation of ideas easier • Provide us with a useful overview • Enable us to focus on important rather than the urgent • Provide a benchmark against which we can judge progress • Help us to anticipate problems

The following flowchart is useful when setting goals.


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SET LONG TERM GOALS

Focus on what you want to be and

the results you want to achieve

ANALYSE YOUR TIME

Analyse what you are already doing that

will contribute to your long term goals

MANAGE YOUR TIME

Organise your schedule to meet your goals

REVIEW YOUR TIME

Analyse habits and attitudes that stop you from achieving your goals and think of ways to overcome them

1. What one thing could you do (you are not doing now) that if you did on a regular basis, would make a tremendous positive difference in your personal life?

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Activity – Goal Setting

for Chang

e


41

2. What one thing in your work life would bring similar results. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Consider one thing you can and should change. Here’s a list to get you started:

• Smoking – give up. • More exercise – 30 minute walk per day. • Eat better. • Swim. • Spend more time with family/significant other. • Stop and smell the roses. • Contribute to the community by joining a charity or advocacy group. • Contribute to the local community or industry by joining an association.

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Cost/Benefit Analysis – What’s in it for me? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________


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Short and Long Term SMART Goals What are your goals? Can they tie in with your training plan or the organisational goals or your performance review. (Refer to template in attachments.)

1. Set 2 goals for this course _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. Set 2 goals for this week _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 3. Set 2 goals for this year _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Activity


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Long Term Organising

Strategic Plans Strategic plans are derived from the Mission/Vision statement. They ascertain the future direction of the organisation and supply guidelines to senior management concerning the required results of all successive plans at other levels of the organisation. Long Term Plans Long term plans are established in accordance with the strategic plan. Duration depends on the stability of the external environment at the time. They usually cover activities from one to five years. Short Term Plans Short term plans cover periods of less than one year and provide the framework for the achievement of long term plans. Operation Plans Operational plans provide explicit details of what is to be done to accomplish the established objective. The supervisor is actively involved at this level of planning. Source: Bartol, K., Martin, D., Matthews, G., Tein, M., Management, A Pacific Rim Focus, McGraw-Hill Book Company, Australia, 2001

Roles

Mission

Statement

Goals


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Short Term Organising

Scheduling and Organising Having systematic structures, processes, plans and systems that support and help us organise our work, makes life easier.

What organisational systems or organising tools do you or could you use? E.g.:

• Intranet – policies/procedures • Scheduling – training, meetings, calendars, planning, training, etc.

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Roles

Goals

Plans

Delegate

Schedule

Activity


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Below are some common places where information can be accessed. Next to each place, list the information that you obtain from that particular source. Use the blank spaces to add any other locations that you use. Location Information that you obtain

from them. Do you believe you make full use of this location?

Internal computer systems

1.

2.

3.

4.

Internet, world wide web etc

Filing systems

People inside the organisation

People outside the organisation

Libraries

Professional associations

Clients

Government publications

As managers, we keep a lot in our head. So do many of the staff that report to us. One of our functions is to facilitate the ability of our staff to undertake their jobs in a streamlined manner. Sometimes this can be a problem, because the answer to the question “where would I find information on this?” is “nowhere” or “it is all in John’s head so ask him”. This is particularly true of documentation of processes, procedures and standard practices. Think about your workplace and the “information” that is in someone’s head. Or information that is just “common knowledge” to all experienced staff, but would be difficult for a new staff member to pick up.


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All of this information should be documented, verified and updated regularly. Make a list of information that you think is scarce or non existent in some type of written form. Identify “whose head it is in” or where it can be gathered from now, and then indicate the ideal location. A sample answer is provided for you.

Type of Information Current Location and Form Ideal Location/Form Procedures for reconciling petty cash.

John’s head Notes in John’s notebook/diary In his car

Step-by-step process written down, and dated, placed in cabinet with reconciliation forms.


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Delegating Responsibility Delegation is giving a portion of one’s responsibility to a selected and competent staff member, or group of staff. Abdication is to consciously or unconsciously give up a portion of one’s responsibility in the hope that a staff member will take on responsibility willingly or by default. The supervisor still holds the job title, status and benefits. Delegation involves relinquishing some control and assigning tasks to others. To delegate effectively recognise staff competencies and give them tasks that will extend their competencies.

What might be the benefits to manager/delegate?

Benefits to Manager Delegate More time Reward

Opportunity for skill development Advancement Lifelong learning

Add to the lists.

Activity

Steps to Effective Delegation

1. Decide what to delegate. 2. Decide who to delegate to. 3. Give reasons for your choice. 4. Decide the limits of authority. 5. Delegate using appropriate language that is clear and concise. 6. Inform others. 7. Monitors the employee’s performance. Always support the delegate and value their contribution - Remember our reward question? contributioncontribution


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What tasks should I delegate?

• List all your own tasks. • Start with the most routine tasks. • Get rid of the trivial tasks. • Give up the time consuming tasks that others could handle. • Look for parts of your job that could easily be taught to others.

Keys to Effective Delegation Ask:

• Who can do the task? • Can the staff member do the task required? • Is the person in agreement with the direction and purpose of the task? • What do I need to do to allow this delegation to happen? • What training does the delegate need? • Is there time for the staff member to complete task? • Is this a task you really should be doing? • How can I support, coach or mentor the delegate? • Enjoy letting go.

Remember – when delegating always give clear directions, feedback as appropriate and thank staff for a job well done. Delegation empowers staff. It gives them responsibility and ownership of work.


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List recurring and routine tasks?

Who can do it now? Who could be trained to do it?

Identify tasks which would increase or develop an employee’s skills or knowledge.


List occasional duties or tasks. Who can do it now? Who could be trained to do it?

Consider which tasks I do which are in someone’s else’s area of expertise or interest.


Activity - Work Delegation Plan


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“THAT’S NOT MY JOB”

This is the story about some people named EVERYBODY, SOMEBODY, ANYBODY and NOBODY. There was an important job To be done and EVERYBODY was sure that SOMEBODY would do it. ANYBODY could have done it, but NOBODY did. SOMEBODY got angry about that, because it was EVERYBODY’S job. EVERYBODY thought that ANYBODY could do it but NOBODY realised that EVERYBODY wouldn’t do it. It ended up that EVERYBODY blamed SOMEBODY when NOBODY did what ANYBODY could have.

Author Unknown


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4.4 Habit 4 – Think Win/Win

Do some reading on conflict. We will discuss conflict more fully in the module Managing Effective Working Relationships.

Lose / Win

Lose / Lose

Win / Win

Win / Lose

C O U R A G E Low High

Low

High

C O N S I D E R A T I O N

At Home Activity


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4.5 Habit 5 - Seek First to Understand, Then to be Understood What are the principles of empathic communication? What is empathy? Empathetic listening gets inside another person’s frame of reference. You look out through it, you see the world the way they see the world, you understand their paradigm, you understand how they feel. Empathy is a communication skill that builds rapport and creates openness and understanding between people. Empathy considers both parties needs and feelings. The best way to build empathy is to actively listen, use positive reflective nonverbal communication and to show others they are understood and valued. Dealing/Managing/Leading Others We are either task or people focussed. If we seek to understand this then we may be able to change ours and others reactions. Remember the intent is important. Task focus is about - Getting it done - Getting it right People focus is about - Getting along - Getting appreciated Dealing with Difficult People You may be one, I know I can be. Intent/know self/know other. We will explore a little of personality and interpersonal relationships using Disc/Myers Briggs in future modules. Choosing Your Approach to Managing and Leading People Differently Change your attitude – see things/people differently and don’t be reactionary. Change your behaviour – remember that sometimes the best way to change other peoples behaviour is to change your own. E.g. when you change the way you deal with difficult people they have to learn new ways to deal with you.


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Four Autobiographical Responses

1. Evaluate agree or disagree 2. Probe 20 questions from our frame of reference 3. Advise give counsel on our own experience 4. Interpret try to figure people out based on our own motives and behaviour

Better responses would be:

1. Listen to understand not to reply – EMPATHIC LISTENING. 2. Analyse and diagnose before you reply. 3. Understand the paradigm/perception (not just how you would but how they

would). 4. Understand them then seek to be understood yourself.

When to Use Active Listening

• To clarify (get a clearer picture). • To diffuse emotion and respond to attack or criticism. • To affirm and acknowledge. • To explore issues and problems.


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4.6 Habit 6 - SYNERGISE Principles of Creative Cooperation When you see only two alternatives – yours and the “wrong one” – you can look for a synergistic third alternative. There’s almost always a third alternative, and if you work with a win/win philosophy and really seek to understand, you usually can find a solution that will be better for everyone concerned.

T R U S T

COOPERATION

Defensive (Win/Lose or Lose/Win)

Respectful (Compromise)

Synergistic (Win/Win)

Low

High

High


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4.7 Habit 7 – Sharpen the Saw

• Principles of a Balanced Self – Renewal • Physical Dimension • Spiritual Dimension – your core and values (very private part of your life) • Mental Dimension – development, education • Social/Emotional Dimension

Define Stress Stress is caused by internal or external factors that require an individual to adapt. Stress

• Understand it • Know it • Identify why it happens. • Manage eliminate or control it positively

PHYSICAL Exercise, Nutrition,

Stress Management

SPIRITUAL Value Clarification

& Commitment, Study &

Meditation

SOCIAL/EMOTIONAL Service, Empathy,

Synergy, Intrinsic Security

MENTAL Reading, Visualizing,

Planning, Writing


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Knowing It When we are stressed we may experience some of the following. This is certainly not a full list.

• Can’t sleep, • Can’t eat or overeat • Feel run down • Get repeated colds, flu’s or suffer gastro problems • Experience lowered libido

So the first experiences of stress are often physical in nature. Human beings in order to survive experience either the flight or fight response when facing fear or adversity. Researchers have found that the stress response is not dissimilar to the fight or flight response. When stress or work burnout persists the symptoms may become chronic and behaviour is thwarted, people become demotivated, disillusioned and their performance may fail. The human system that is designed to help us survive can in fact also contribute to our poor performance, ill health and unfortunately for some breakdown.


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How Stressed are You Most Days Use this checklist to determine some of the symptoms of stress your exhibit.

Sleep problems q Difficulty unwinding q Fatigue q Confusion q Frequent pains in chest q Restlessness q Worry q Relationship problems q Tight forehead q Over emotional q Clenched or sore jaws q Feelings of threat q Easily startled q Increased nervousness q Rapid heart beat q Habits e.g. nail biting q Dry mouth or sore throat q Apathy q Indecisive q Impatience/intolerance q Shallow/rapid breathing q Change in appetite q Poor memory q Smoking increase q Upset stomach q Drinking increase q Indigestion q Taking more medication q Frequent need to urinate q Compulsive behaviour e.g.

gambling, binge eating q

Boredom q Mental tension q Worry q Depression q Difficulty in swallowing q Change in sex drive q Jittery/agitated q Insomnia q Increased illness q Excessive sleep q Procrastination q Sores q Increased caffeine intake q Weakness in legs q Lethargy q Skin problems q Irritability/anxiety/nerves q Difficulty concentrating q


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Some Organisational Factors That May Contribute to Stress Adapted from Macro-level organizational stressors. (Source: Adapted from Arthur P. Brief, Randall S. Schuler, and Mary Van Sell, Managing Job Stress, Little, Brown, Boston, 1981, p.66.

POLICIES

Unfair, arbitrary performance reviews with no opportunity for performance improvement Pay inequities Inflexible rules Rotating work shifts that are not managed correctly Ambiguous procedures Frequent relocation Unrealistic job descriptions

STRUCTURES

Centralisation; lack of participation in decision-making Little opportunity for advancement A great amount of formalisation High degree of specialisation Interdependence of departments Line-staff conflicts

PHYSICAL CONDITIONS

Crowding and lack of privacy Excessive noise, heat, or cold Presence of toxic chemicals or radiation Air pollution Safety hazards Inadequate lighting

PROCESSES

Poor communication Poor/inadequate feedback about performance Ambiguous/conflicting goals Inaccurate/ambiguous measurement of performance Unfair control systems Inadequate information

JOB STRESS


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Positive Thinking – A Skill for Stress Relief Is you glass half-empty or half-full? How you answer this age-old question may reflect your outlook on life and whether you’re optimistic or pessimistic. In fact, studies show that these personality traits – optimism and pessimism – can affect how well you live and even how long you live. Be Positive: Live Longer, Live Healthier Self-talk is the endless stream of thoughts that run through your head every day. These automatic thoughts can be positive or negative. If the thoughts that run through your head are mostly negative, your outlook on life is likely to be pessimistic. If your thoughts are mostly positive, you’re likely an optimist. The healthy benefits optimism may provide are:

• Decreased stress • Greater resistance to catching the common cold • A sense of well-being and improved health • Reduced risk of coronary disease • Breathing easier • Improved coping ability • Living longer • Better coping skills

It is unclear why optimists experience these health benefits. But one theory is that having a positive outlook enables you to cope better with stressful situations, which reduces the effects of stress on your body. Taken from ER News Issue No: 99, August 2005 Let’s get positive! Stress Busters

• Exercise • Relaxation • Visualisation • Yoga • Sitting quietly • Take a bath • Meditation

Refer to attachments 3 and 4 for some specific tips in shrinking your worries and learning how to break stressful habits.


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Remember

Whatever steps, however small, one can take towards learning to reduce the influence of the negative emotions can be very helpful. It can definitely help one live a happier and more satisfying life . . .

Source Unknown


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Brainstorming Activity

SESSION 2 - Set and Meet Own Work Schedule Work Expectations What are some of the expectations you face at work?

• Customers • Suppliers • Managers • Employees • Teams • Ourselves • Roles • Industry

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Balancing Work and Family Demands How do you balance work and family demands?

• Personal resources – income/health • Family resources - support • Support from employer – flexi time • Build a support network - talking with others • Cope with work/family stress - exercise


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Priorities of Demands on Your Time 1. Stack the cards in your favour.

• Use your biological rhythms to your advantage, • Optimise your work environment and • Safeguard blocks of work time.

2. Prioritise the things you wish to do.

• develop an overview of everything that you want to accomplish. • organise your goals according to their priority: • distinguish between urgent and non-urgent goals, then • separate the pile of items into important and non-important.

3. Plan ahead according to your priorities.

• Make a long range timetable, • Remember your day to day personal maintenance (personal time out), and • Plan each day and week as you go through the timetable.

4. Avoid over planning. Techniques to Manage Time Effectively What techniques do you use to manage time effectively?

• Identify your personal and work-related priorities. • Translate priorities into goals with activities. • Identify deadline to each activity. • Use monthly calendar or planning diary. • Learn to say NO to requests that take your time and don’t move you forward. • Identify your own barriers.

Refer to time management activities and readings. See attachments. Personality and Work Priorities The type of person you are, the preferences you have and the style and behaviours you exhibit also play a huge part in how you manage work priorities. One of the useful personality tools you can use to determine how you tackle work is the Type A/Type B personality traits questionnaire. If we have time we will do this now.


63

Type A/Type B Self Test To determine your Type A or Type B profile circle the number on the continuum that best represents your behaviour for each dimension Am casual about appointments 1 2 3 4 5 6 7 8 Am never late Am not competitive 1 2 3 4 5 6 7 8 Am very competitive Never feel rushed, under pressure 1 2 3 4 5 6 7 8 Always feel rushed Take things one at a time 1 2 3 4 5 6 7 8 Try to do too many things at once, think about what I am going to do next

Do things slowly 1 2 3 4 5 6 7 8 Do things fast Express feelings 1 2 3 4 5 6 7 8 ‘Sit’ on feelings Have many interests 1 2 3 4 5 6 7 8 Have few interests outside work

Total Your Score: ____________ Multiply it by 3: _____________ The interpretation of your score is as follows:

Number of Points Type of Personality Less than 90 B 90 to 99 B+ 100 to 105 A- 106 to 119 A 120 or more A+ Source: adapted from R.W.Bortner, ‘A Short Rating Scale as a Potential Measure of Pattern of Behaviour’ Journal of Chronic Diseases, vol 22 1966 up.

Type A and Type B Traits Type A Profile Type B Profile Is always moving Is not concerned about time Walks rapidly Is patient Eats rapidly Does not brag Talks rapidly Plays for fun not to win Is impatient Relaxes without guilt Does two things at once Has no pressing deadlines Cannot cope with leisure time Is mild mannered Is obsessed with numbers Is never in a hurry Measures success by quantity Is aggressive Is competitive Constantly feels under time pressure


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Meeting Work Priorities What do you do to ensure you meet your work priorities?

• Set achievable goals • Check availability of appropriate resources • Believe in your abilities • Have a feasible plan • Be committed • Practice discipline • Be willing to defer things that would be nice now, for the things you really

want • Do not spread yourself too thinly

Use technology to efficiently and effectively manage work priorities and commitments.

What technology have you used at your work place? Have you used it effectively? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Issues to consider:

• Training on equipment/software • Technical help at the time of need • User friendliness • Security • Cost • Availability • Confidentiality

Technology has many benefits, some of which are:

• Savings on time and money • Can produce up to the minute information • Can be used as a process tool • Minimises paper wastage • Improves decision making • Can distribute information to the chosen employees • Shares and manipulates information quickly

Activity


65

Re-Cap

• Work expectations • Managing work expectations • Balancing work and family demands • Priorities of demands on your time • Techniques for managing time effectively • Meeting work priorities • Technology - issues to consider • Benefits of technology


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SESSION 3 - Develop and maintain professional competence

1. Identify one change you would like to make in your work life. _______________________________________________________________________ _______________________________________________________________________ 2. Identify one change you would like to make in your own life (personal). _______________________________________________________________________ _______________________________________________________________________ 3. What barriers are or might be present? What strategies, supports can you

engage to ensure you achieve your actions and facilitate the change? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Develop and Maintain Professional Competence Key questions:

• Why is this important? • What’s changed to make it critical? • So WII-FY??? • What makes you a competent person in your job/organisation? • What is competence? • What skill gaps do you or the organisation have?

Activity


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Some Key Changes How do you encourage staff participation and empowerment? Discuss/consider.

• teams and self-management • providing career paths • quality and best practice programs • increased competition • technological changes • government and legal requirements • greater community expectations • workplace diversity

Management Skills for the 21st Century What attributes are present at your organisation? Discuss/consider.

• Technical Expertise • Management expertise • Leadership • Entrepreneurial skills • Acceptance of responsibility • Cross cultural skills • Future focused outlook • Soft Skills

Develop and Maintain Professional Competence Who sets standards for your job/job competencies?

• Assessment against standards • What standards are appropriate • Organisational requirements • Individual skills audit • Individual training plan • Personal career focus • Organisational goals focus


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Develop a Career Plan Why is this important?

• Self-analysis • Environmental analysis • Meeting career objectives • Occupational interests • Implementing action plan • Evaluating progress

Success in Your Career The following recommendations may help achieve success during your career.

• Demonstrate competence • Make meaningful contributions • Learn to adapt • Make a commitment • Continue to learn • Prioritise your loyalty

Getting Feedback How does this fit into organisational planning? Identifying ways to improve competence:

• feedback from others • performance management systems • change in work practices • results of work achievements • mentors or workplace coaches

Professional Associations

• Identifying appropriate membership • Benefits they offer • Networking

So what’s the result of all that? Creating a personal competitive advantage is the key to future security. So what do you need to do now?


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1. Use the following self management assessment tool to prepare and gather feedback on your own performance OR submit your most recent performance review.

Establish Personal

Work Goals

Assessment Criteria

Self-Rating Manager Rating Evidence Which Demonstrates

Competence in this Area

Score from 1 to 5 1 = Low, 5 = High

Personal qualities and performance serves as a positive role model in the workplace.

Personal work goals and plans reflect the organisation’s plans, personal plans, responsibilities and accountabilities.

Action is taken to achieve and extend personal work goals beyond those planned.

Consistent personal performance is measured and maintained in varying work conditions and work contexts.

Set and meet own

work priorities

Assessment Criteria

Self-Rating Manager Rating Evidence Which Demonstrates

Competence in this Area

Score from 1 to 5 1 = Low, 5 = High

Competing demands are prioritised to achieve personal, team and the organisation’s goals and objectives.

Technology is used efficiently and effectively to manage work priorities.

Activity – Performance Feedback


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2. Keep a diary for two weeks using some of the points discussed in your learning session as described by Covey. List strategies you can use/implement to move yourself more into Quadrant 2.

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________


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Recommended Reading List Alessandra, T., O’Connor, M., Van Dyke, J., People Smart Bartol, K., Martin, D., Matthews, G., Tein, M., Management, A Pacific Rim Focus, McGraw-Hill Book Company, Australia, 2001 Covey S. R., The 7 Habits of Highly Effective People, Simon and Schuster, New York 1996 Fontana, D., Learn to Meditate, Duncan Baird Publishers Ltd, Great Britain, 1999 Hay, L. L, You Can Heal Your Life, Specialist Publications, Australia, 1984 Hayward, S., Begin it Now, In-tune Books, Australia, 1987 MacGregor, S., Piece of Mind, Calm Pty Ltd, Australia 1992 Moffatt L., Joggers for Your Journey, Heartlight Publishing, Gladesville, 2000 Redfield, J., The Celestine Prophecy, Bantam, Australia, 1994 Turner, D., Crawford, M., Change Power, Business & Professional Publishing, Australia, 1998 Wilson P., The Little Book of Calm at Work, Penguin Books, Australia 1998 Suggested Web Sites (sites checked as active 2 September 2005) WIN- Win

http://nsweb.nursingspectrum.com/cfforms/guestlecture/survivingconflict.cfm

Seven Habits

http://www.profitadvisors.com/7habitlist.shtml - fantastic, easy summaries

Managing Work Expectations & Transforming Attitudes

http://www.confidencecenter.com/serv09.htm

How to Achieve More With Your Time http://www.couns.uiuc.edu/Brochures/time.htm

A better work place http://www.abetterworkplace.com/build_relationships.html

http://www.ttgconsultants.com/TrustWorkforce.html

http://www.maccoby.com/Articles/MakingValuesWork.html


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Bibliography Arthur P. Brief, Randall S. Schuler, and Mary Van Sell, Managing Job Stress, Little, Brown, Boston, 1981, p.66 Brotner, R.W., ‘A Short Rating Scale as a Potential Measure of Pattern of Behaviour’ Journal of Chronic Diseases, vol 22 1966 Covey S. R., The 7 Habits of Highly Effective People, Simon and Schuster, New York 1996 ER News Issue No: 99, August 2005 Loehr J., Schwartz T., The Power of Full Engagement 2003 Moffatt L., Joggers for Your Journey, Heartlight Publishing, Gladesville, 2000 Router, J.B., External Control & Internal Control, Psychology Today, Copyright 1971 American Psychological Association.


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ATTACHMENTS


74

Attachment 1

Personal Goal ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Time span _____________________________________________________________ Short Term Goal ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Daily Goals ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


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Attachment 2 Delegating Responsibility Delegate – to give a portion of one’s responsibility to a selected and competent staff member, or group of staff. Abdicate – to consciously or unconsciously give up a portion of one’s responsibility in the hope that a staff member will take on responsibility willingly or by default. The supervisor still holds the job title, status and benefits.


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Attachment 3 Shrinking Your Worries

ACTIONS TO TAKE

Talk it out – Share it with someone else. Others will welcome your trust.

Write it out – Put it on paper. It’s easier to see it in perspective.

Shrug it off – Raise your shoulders then drop them. Relax your whole body.

Breathe it away – Inhale deeply exhale heavily a few times. Calm your thoughts.

Sort it out – List practical options. Weigh, decide then ACT.

Delay it – Fix a 15-minute worry session and put it aside until then.

Work it off – Do something physical. Clear your head. Divert your energy.

Reverse it – Consider taking an opposite approach. Explore alternative angles.

ATTITUDES TO ADOPT

Laugh it off – Lighten it with humour. Be generous with smiles.

Distance it – Imagine a few years from now. How much will it matter then?

Balance it – Consider the good consequences and feel glad about them.

Cancel it – Think positive thoughts. Don’t let the negative pull you down.

Exaggerate it – Picture the worst that can REALLY happen. How likely is it?

Win through it – Imagine yourself being successful and feel good about it.

Hold it – Say, “Stop”, pause and steady your thoughts. Now take a fresh look.

Escape it – Notice something enjoyable around you. Get into the present.


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Attachment 4 Generators – Breaking Stressful Habits

ACTIONS TO AVOID

Stimulating your nerves – Cut down on coffee, tea, cola drinks, sugar, chocolate Rushing your day – Get up 15 minutes earlier and start the day calmly Holding your worries inside – Talk them out with a friend, or put them down on paper Burdening yourself – Cut out smoking, excessive eating, alcohol Fogging your brain – Cut out smoking, excessive eating, alcohol Lying awake at night – Try a warm milk drink and have about 7 – 8 hours sleep Overloading yourself – Lessen the unnecessary in your life (Saying “NO” can help) Scattering your energies – Try to be HERE NOW, live in the present and enjoy each moment Being absent-minded – Try to be HERE NOW, live in the present and enjoy each moment Becoming too unaware – Note your own worry habits, or ask friends about them Depressing yourself – Surround yourself with joyful colours, sound and smells Carrying unnecessary Tension – Learn to relax your body and mind at will

ATTITUDES TO AVOID Feeling like a “doormat” – Believe in YOUR rights and let others know your needs Falling into the role of – Balance work, rest and play. Take up a hobby or workaholic sport. Letting negatives take – Positive thoughts absorb anxiety. Smiling releases over tension. Becoming too – Reach out. Give out. It’s the best way to make self-involved contact. Punishing yourself – Be as fair to yourself as you are to others. Disliking yourself – Accept yourself as you are. Nobody has to be perfect. Fighting negatives – Direct energies where they will do the most. Use (your own and others) strengths. Keeping up a front – be yourself – Every person is unique and of value.


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Attachment 5 Things to Do Date _______________

Priority Activity Completed ü x


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Attachment 6 My Future Directions Use the following plan to give you future direction.

1. Set goals – share them.

2. Environmental analysis – What resources do I have to do this? What’s in it

for me? What’s in it for my world?

3. Commitment – Am I willing to put forth all the effort needed to achieve my

goal?

4. Action

First Step:

Next Step:

Follow-up:

5. Possible barriers.

6. Monitor – How do I monitor? How am I doing? Who will I tell and share it

with (mentor)?

7. Support – How can my mentor help me?

8. Review – Do I need to adjust anything to achieve my goal?

9. Self assessment – To what degree did I achieve my goal?

Documents

Develop Work Priorities BSBCMN402A - WikispacesIV+in... · ... Develop Work Priorities ... 4.5 HABIT 5 - SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD 52. FLM ... readings and teachings