Practical Skills for Supervisors 1

8/12/2019 Practical Skills for Supervisors 1

1/29

Practical Supervisory Skills Module 1

PRACTICAL SUPERVISORY SKILLS

Module 1

Topics to cover:

The role and functions of the Supervisor

The Supervisor as leader

Building team effectiveness

Motivation of staff

Task, role and process

Delegation

Problem solving

Decision making

The role of the Supervisor is hands on! management in the purest sense" #ery often,Supervisors have been $one of the team% and are no& responsible for colleagues andfriends" This &ill involve a very big ad'ustment" (rom $ doing % they no& have to makethings happen through other people" )elationships in the &orkplace have to change anddevelop as the transition into this key role takes place" Basic skills in team building,motivation, control, delegation, problem solving, etc" are no& essential to supervise areally happy and successful team"

This is the background and the basis for this three day programme for Supervisors"

*nternational + perts -entre for Management -onsultation Page 1 of ./


2/29


The Role !d "u!ctio!s o# the Supervisor -larifying priorities + amining the range of supervisory styles *dentifying preferred styles The supervisory cycle Demands, constraints and choices Player manager syndrome Self rating as a manager Middle management Managing performance 0 managing learning (undamental changes in the business environment

The Supervisor s Le der

hat is leadership 2eadership characteristics 2eadership style +valuating leader effectiveness +ffective communication #ision building 2eadership cycle

$uildi!% Te & E##ective!ess

hat is a team3 hy a group &on%t do +valuating team effectiveness hy do only some teams succeed Team roles 4dvantages of team &orking 5rounds rules for harmonious team relations -reating a $team charter% Building a self directed &ork team

Motiv tio!

Practical applications of dominant theories

*nternational + perts -entre for Management -onsultation Page . of ./


3/29


The human performance environment -reating a performance culture The $blame% culture The learning organisation Delegating and coaching 0 the who, why, when and how?

T s'( Role !d Process

5oal and ob'ective setting Balancing task and group needs Performance problems Performance appraisals 5iving and receiving feedback Diagnosing performance Transactional analysis 5roup dynamics 6ohari indo&

)ele% tio!

Benefits of delegation Barriers to delegation (irst steps Planning to delegate Suitable tasks for delegation Managing the delegated task Structured report &riting

Pro*le& Solvi!%

hat is a $problem%3 Problem solving techni7ues -reative thinking -ause and effect Why before How Defining performance problems 4 systems and diagramming approach Mind mapping a problem Testing and verifying $causes%



4/29


)ecisio! M 'i!%

4 logical approach Decision making ob'ectives SM4)T ob'ectives Step by step guide 9 step $resolver% Decision analysis and priorities )isk strategies in decision making

LEAR+I+, STRATE,IES

The learning strategies to be employed are based upon the concept of the instructor providing $structured facilitation% and delegates being active in their o&n learning process" This &ill be achieved by adopting a multi media approach &hich &ill be basedupon :olb%s $ Learning Cycle 0 that is that people learn from a starting point of their o&nconcrete e perience, reflecting upon and e trapolating from this, &hich in turn enablesgeneralisations in concepts and practice" *n turn, these generalisations can be tested toform $concrete e periences% and applied to their o&n 'obs and their o&n &ork environments 0 thus closing the loop" The e perience gained from this approach &ill notonly be beneficial in terms of enhancing supervisory skills, but it &ill also give supportand encouragement to delegates to use this $facilitation% style and identify and resolveissues and problems for themselves" *n doing so they &ill also become familiar &ith their o&n learning styles and preferred team roles" *n short, not only is the content important,

but also the methodology "

PRO,RAMME MET-O)

4 highly participative &orkshop &hich includes inputs by

*nternational + perts -entre for Management -onsultation Page ; of ./

Tutorial

Discussion bservation skills

?igh 7uality po&erpoint presentations@videoe tracts

Delegate presentations

The use of case studies, role play,

printed articles and te ts Management and leadership e ercises

Benchmarking activities


5/29


SOME KEY .OR)S "OR T-E SUPERVISOR/S .ORKS-OP

*nternational + perts -entre for Management -onsultation Page A of ./

2*ST+

>BS+)#+

C +ST*>

-> T)*B T+

T?* : -)+4T*#+2E

4PP2E

2+4)

+ -> )45+ 4 DS PP>)T

)+(2+-T

D+-*D+

+ 6>E


6/29


*nternational + perts -entre for Management -onsultation Page F of ./


7/29


-O. TO $E A+ E""ECTIVEPARTICIPA+T

Co&e to the course 0ith uestio!s i! &i!d

Make a note of any problems in work, or questions you wish to ask and offer them for discussion

Liste! thorou%hl2 !d critic ll2 to others

ry hard to understand the other persons point of !iew" #uestion any ideas, which appear unsound

Spe ' 2our &i!d #reel2

he course is yours $ an opportunity to say what you think in an unthreatening and unassessed en!ironment

)o!/t &o!opolise the discussio!

Make your points as briefly as you can so that others will ha!e time to offer their opinions" %ont interrupt and you can e&pect to speak uninterrupted?

T 'e p rt i! #rie!dl2 dis %ree&e!t

When you are on the other side of the fence, say so and e&plain why" 'ut do it in a friendly way" (!oid win)lose situations

Stri'e 0hile the ide is hot

*f you wait, you may forget your point or it may no longer be rele!ant to the discussion

$e Actio!3&i!ded

ry to relate the discussion to practical e&amples and realistic action plans

A*ove ll

ry to de!elop in yourself the rarest of all the communicati!e arts $ the art of listening

A#ter the course

(sk yourself +What did * contribute learn?- ry to implement the knowledge and skills that you ha!eacquired when you return to your workplace" (dopt the role of the +reflecti!e practitioner-"

*nternational + perts -entre for Management -onsultation Page G of ./


8/29


SOME RELEVA+T 4UOTATIO+S

+We trained hard . but it seemed that e!ery time we were beginning to form up intoteams we would be re)organi/ed" * was to learn later in life that we tend to meet any new

situation by reorgani/ation0 and a wonderful method it can be for creating the illusion of progress while producing confusion, inefficiency and demoralisation"-

Petro!ius Ar*iter( 561 $C

+ here is nothing more difficult to plan, more doubtful of success, nor more dangerous tomanage than the creation of a new system" 1or the initiator has the enmity of all whowould profit by the preser!ation of the old institutions, and merely lukewarm defenders inthose who should gain by the new ones"-

+icole M chi velli

+Would you tell me please, which way * ought to go from here?-, asked 4lice " hat depends a good deal on where you want to get to-, said the -at" +* dont know where.-4lice responded" + hen it doesnt matter which way you go !, the -at said &isely"

Alice/s Adve!tures i! .o!derl !d

Le0is C rroll

An organisation is a system of co-operative human activities

Ch rles I7 $ r! rd

+He who knows and knows that he knows, is wise, follow him0 He who knows not and knows that he knows not, is a child, teach him0 He who knows not and knows not that he knows not, is a fool, shun him0 He who knows and knows not that he knows, is asleep, wake him"-

A! old Ar *ic prover*

H2earning is like an umbrella, it has to be open to prove effectiveH

R 2 Ke!! rd

These uot tio!s illustr te the str te%ic ! ture o# the pro%r &&e7 I! ter&s o# supervisor2 s'ills( the #ollo0i!% uestio!s 0ill *e ddressed throu%hout8 9.here do2ou 0 !t to *e( 0here re 2ou !o0( !d ho0 re 2ou %oi!% to %et there ;



9/29


) 2 1

Module 1 The role and functions of the supervisor

Module . 0 The supervisor as leader

*nternational + perts -entre for Management -onsultation Page / of ./


10/29


Module 1

The Role !d "u!ctio!s o# the Supervisor

-larifying responsibilities

+ amining the range of supervisory styles

*dentifying preferred styles

The supervisory cycle

nderstanding the dynamics of change

It is important to remember that supervisors are responsible for the output of others

*nternational + perts -entre for Management -onsultation Page 1I of ./


11/29


I!troductio!

ffective supervisors are ones &ho get on &ith, and &ho accomplish, &hat theyought to be doing" Think of the meetings you have attended and the people &hohave chaired them" ere they effective3 The effective chair is the one &hose

meetings achieve the ob'ectives, &hich &ere set for them at the outset" The effectiveteam leader creates the conditions in &hich staff are motivated to achieve the carefullythought through and agreed team%s ob'ectives" The effective supervisor, in short, is theone &ho achieves the ob'ectives set for his team and contributes to the achievement of the corporate ob'ectives"

+

>f course, there are different &ays of being effecti!e " Some people run smoother meetings than others" Some supervisors seem to be in closer touch &ith other departments than others" Such abilities are positive and need to be cultivated" But theyare a means to an end and they do not al&ays achieve the $right% results" hat matters,first, is that you should be doing the $ right things 0 that is, achieving the ob'ectives of your supervisory position" >nly then should you think about ho& &ell you are carryingout these tasks 0 about &hether you are doing the 'ob in the right way

Performance improvement for supervisors depends upon both their effectiveness andefficiency" Effectiveness is doing the right things " Efficiency is doing things the right &ay that is making the most economical use of resources" +ffectiveness is moreimportant than efficiency, because one must be doing the right kind of &ork" >nly then

does it matter &hether the &ork is done efficiently"

The upervisors !ole " a balancing act

Activity

Think of your specific role and &hat activities you have to balance"



12/29


A#TI$IT% -larifying Priorities

M2 O*


13/29


YOUR ROLE AS A SUPERVISOR

*t is no& time to turn your attention to your o&n 'ob and to contemplate &ays of improving your o&n effectiveness" The first pre re7uisite for doing this is that you havea very clear picture of &hat your o&n supervisory 'ob is all about" 4s you &ill see, thereare several different &ays of looking at your 'ob, and each provides its o&n particular insights"

>ne important point to note is that although you may no& be a generalist supervisor, you&ould probably have been appointed originally as a supervisor because of your specialistkno&ledge and e perience" Eou are therefore likely to have a dual role to play, both as aspecialist and as a manager of people" Eou &ill need to balance these t&o roles very

carefully"

A#TI$IT%

M 'e !ote o# o!e or t0o e= &ples i! 2our 0or' th t rel2 o!:

17 Your speci list '!o0led%e !d s'ills:

57 Your & ! %eri l s'ills

>7 A co&*i! tio! o# speci list !d & ! %eri l s'ills



14/29


The Ch !%i!% Role o# Supervisio!

Tom Peters


15/29


&rganisations that dont change will disappear like the dinosaurs

The M ! %er?s Role !d "u!ctio!s

Briefly outlined belo& are the roles and functions of the manager as seen by ?enri (ayol


16/29


Activity

hat do you think &ould be the personalstyle of the (ayol supervisor3 ould he orshe be a distant and commanding figure, afriendly boss, a facilitator, etc" >nce again,discuss these points &ith your neighbour,&rite do&n your model of a $(ayol supervisor%and check the results &ith the ones given onthe ne t page

The " 2ol M ! %er

he 1ayol super!isor will be a leader, in the sense of someone who leads, by e&ample,3from the front" he super!isor will inspire his staff and will enthuse them with the goalsof the organisation" (nd notice how that effort is to be achie!ed4 by knowing thebusiness and the staff and being in continuous contact with the staff, but also by keeping a broad !iew of what is going on elsewhere in the organisation" *n sum, the 1ayol manager is a striking combination of understanding, insight, empathy and fairness, with

sound 5udgement and considerable perception"

?enry MintNberg


17/29


You( #ro& Mi!t *er% Perspective

The role The role !d &2


18/29


configuration of the different roles" 4 role &hich is prominent for you, may not be so prominent for a colleague" More to the point, for your o&n career development and planning, you may have foreseen a role that is of little significance in your present

position, but &hich &ill gain in prominence in future positions" *f you have, then therealisation delivers a clear message to youJ be sure that you are prepared for the ne& roleand plan accordingly"

The MintNberg list helps to illustrate the fragmentary nature of the managerOs 'ob" Thelist, by its range, delivers the e citing flavour of that 'ob, as the manager moves from oneissue to the ne t, constantly vulnerable to the une pected, the instantaneous" Managers,as MintNberg found them, are people &ho deal in the here and no&, people &hose &ork is grounded in the daily &ork of the organisation"

Activity

se the MintNberg list as a check on your o&n needs as a manager" )ate yourself againsteach one of the roles" *f you feel sufficiently confident, go on to ask a colleague or your o&n boss to rate you" The e ercise is an important one" Eou &ill be rating yourselfJ andyou &ill be feeling the benefits of this appraisal there may be scope for e tending the

process and the benefits to your staff" Secondly, if a colleague, your o&n boss, or anyoneelse you trust has appraised you, compare your o&n self appraisal &ith that one" Theresult are often illuminating and it is very &orth &hile discussing the differences inassessment and perception" 4ny&ay, at least, the differences &ill help you identify your strengths and &eaknesses for management and &hat further training and development isneeded"


In any day of any week) the int0berg manager passes fromone challenge to the ne1t) in an

unprogrammed as much as programmed fashion2


19/29


Your Mi!t *er% R ti!%

Loo' t the #oot o# the t *le7 Circle o!e o# the #our optio!s i! e ch c se7Your Mi!t *er% R ti!% R ti!% Yoursel# Colle %ue or *oss

*nterpersonal (igurehead 1 . 8 ; 1 . 8 ;2eader 1 . 8 ; 1 . 8 ;2iaison 1 . 8 ; 1 . 8 ;

Informational Monitor 1 . 8 ; 1 . 8 ;Disseminator 1 . 8 ; 1 . 8 ;

Spokesperson 1 . 8 ; 1 . 8 ;

+ecisional +ntrepreneur 1 . 8 ; 1 . 8 ;Disturbance handler 1 . 8 ; 1 . 8 ;)esource allocator 1 . 8 ; 1 . 8 ;

egotiator 1 . 8 ; 1 . 8 ;

1" * am@you are &ell able to handle the role ." * am@you are able to handle the role8" * have some reservations ;" *@you canOt handle this role

)e& !ds( Co!str i!ts !d Choices

So far &e have looked at &hat you do as a manager and &hy you do &hat you do"?o&ever, there are other &ays of e amining your 'ob"

1" (irst &e could look at the demands of the 'ob, for this tells us &hat the 'ob holder must do"

." Secondly, there are the constraints &hich are present in all 'obs, and these tell us &hat

the 'ob holder shouldnOt do"

8" Thirdly, &e should revie& the choices that are available to the 'ob holder, as this tellus &hat freedom 'ob holders have to &hat they &ish in the &ay that they &ish"

3hat demands does your *ob make on you4

Demands as stated above are &hat the 'ob holder must do" They can be performancedemands, re7uiring the achievement of a certain minimum standard, or they can bebeha!ioural demands , re7uiring that you undertake certain activities such as attendance atcertain meetings or preparing a budget" The sources of such demands are listed as

follo&sJ

*nternational + perts -entre for Management -onsultation Page 1/ of ./


20/29


$oss i&posed de& !ds : &ork that the boss e pects and that the manager cannotdisregard

Peer i&posed de& !ds: re7uests for services, information or help from others atsimilar levels in the organisation that can be delegated

E=ter! ll2 i&posed de& !ds: re7uests for information or action from peopleoutside the organisation that cannot be delegated and &hich must receive a response

S2ste& i&posed de& !ds: reports and budgets that can neither be ignored nor &holly delegated, meetings that cannot be missed, social functions that cannot beavoided

Su*ordi! te i&posed de& !ds : time that must be spent &ith subordinates e"g"counselling, coaching and appraisals

Sel# i&posed de& !ds: the &ork that you feel that you must do because of your personal habits or standardsJ the &ork that you feel that you must do because of thee pectations you create in others about &hat you &ill do"

3hat constraints are placed on you4

Resource li&it tio!s J the amounts and kinds of resources available

Le% l re%ul tio!s

St ##i!% %ree&e!ts

Tech!olo%ic l li&it tio!s: limitations imposed by processes and e7uipment &ith&hich the manager has to &ork

Ph2sic l loc tio! of the manager and his or her unit

Or% !is tio! l policies !d procedures

People?s ttitudes !d e=pect tio!s : their &illingness to accept or to tolerate &hatthe manager &ants to do"

.h t choices re ope! to 2ou

4ll managerial 'obs offer opportunities for choice both in &hat is done


21/29


choices are partly e ercised consciously and partly unconsciously" The main choices areusually &ith regard toJ

The Pl 2er3M ! %er S2!dro&e

A#TI$IT%

)ecall your first days as a supervisor and the help that you &ould have liked and didnOtreceive" hy didnOt you receive all the help that you &anted3

Think of the things that you &ould do differently &hen OinductingO a ne& manager intoyour unit and &ho had asked for your advice"

Eou could suggest (ayolOs five elements of management, but in all probability it might behelpful instead to focus on MintNbergOs roles" (or e ample, you might sayJ

*nternational + perts -entre for Management -onsultation Page .1 of ./

hat &ork is done

?o& it is done

hen the &ork is done

hat ne& initiatives might be developed"

The manager is like a symphony orchestraconductor trying to maintain a harmonious and melodious performance which the contributionsof the various instruments are co-ordinated and

se5uenced) patterned and paced) whilst theorchestra members are having personal

difficulties) the stage hands are moving musicstands) alternating heat and cold are creating

audience and instrument problems and thesponsor of the programme is insisting on

irrational changes 2

BAs supervisor( 2ou 0ill *e the le der o# 2our st ##( so %et to '!o0 the&( their !eeds

!d their c p *ilities7 )evelop 2our co!t cts0ith colle %ues !d 0ith & ! %ers outside theor% !is tio!7 Reco%!ise the cruci li&port !ce o# & ! %e&e!t i!#or& tio!7)ecide 0h t i!#or& tio! 2ou 0 !t !d & 'esure it co&es to 2ou i! ti&e8 %ive 2our st ##

!d 2our colle %ues ll the i!#or& tio! the2!eed7 You !d the2 0ill !eed th t i!#or& tio!i# 2ou re to decide 0isel2 o! ll the issues0hich 0ill *e put to 2ou *ec use 2ou re the& ! %er7B


22/29


Reduced to si!%le se!te!ce( 2our dvice & 2 *e8 BAct out 2our !e0role( !ot 2our previous o!e7 Th t !o lo!%er e=ists7B

Sel#3r ti!% s & ! %er

)emember the activity on page A above &here you rated yourself, and others rated you, against MintNbergOsroles" This time the roles can be used to generate a list of 7uestions &hich you can put to yourself timeafter time" 4s you ans&er the 7uestions, think about the reasons for any Onot yetO ans&ers you giveJ

Roles 4uestio!s Yes +ot 2et

Interpersonal

Le der Do * kno& &hat each of my staff seeks from the 'ob and do * kno&&hat training each needs and &ants3

Li iso! hat contacts do * have &ith managersin other organisations and are thosecontacts sufficient for my informationalneeds3

'igurehead Do * attend sufficiently seriously to the

occasional symbolic or social duties3

Mo!itor 4m * a sufficiently sensitive nerve centrefor my department, unit or team3

Informational

)isse&i! tor Do * give sufficient information tothe staff and to others &ithin theorganisation3

Spo'esperso! Do * transmit sufficient and accurate*nformation to people outside the>rganisation3

+ecisional

E!trepre!eur Do * search for opportunities to initiate*mprovements to the department, unitor team3

)istur* !ce Do * respond constructively toh !dler disturbances3

Resource lloc tor 4m * doing &hat * am supposed to bedoing is each member of my staff doing

the right 'ob3

*nternational + perts -entre for Management -onsultation Page .. of ./


23/29


+e%oti tor hen * have to negotiate on behalf of my staff, unit or department, do * preparesufficiently &ell do * conduct myselfsatisfactorily3

The ch !%i!% role o# &iddle & ! %e&e!t

Co&petitive " ctors

Much has been made of the concept of a learning culture" 4 learning culture is not an endin itself but the means by &hich initiatives such as coaching flourish" 4lthough a learningculture is an intangible, in the present business environment of rapidly increasing changeit may &ell be the key success factor of the company%s competitive advantage"

5lobal competitiveness and increased access to information of all types necessitatesemployees at every level having to move outside of &hat until no& have been traditional

'ob boundaries" Managers faced &ith increasing environmental comple ity must addressthese challenges and ensure that they gain optimum leverage out of all their resources,and especially their human resources"

-oaching and on the 'ob training becomes not 'ust a desirable component of managerialcompetence, but an imperative in the company%s strategy" -oaching, as a key aspect of the &ay the company functions can contribute to sustainable competitive advantage"

-oaching and mentoring is no& central to the management function, but it is not afunction that the ma'ority of managers perform &ell" -oaching is not &ell understood or easy to develop in others" )esearch and e perience suggests that the place to start is bymanagement having a clear understanding the key changes taking place in the businessenvironment and the implications for coaching" 4&areness must be follo&ed bymeaningful action"

*n a business &orld marked by rapid change and comple ity, the long established paradigms of management &hich &ere based on manager centred control must give &ayto employee centred self management" Making this transition, ho&ever, is for manymanagers, both difficult, and at times painful" 4t the heart of staff empo&erment lies are7uirement for an entirely different role for the manager, a role that in many instanceso&es little to traditional assumptions regarding the manager@subordinate relationship"

The organisations that &ill thrive are thosethat build sustainable competitiveness,

by establishing and environment thatstimulates learning, and provide meaningfor all of those involved in the enterprise,and not 'ust those &ho are at the ape of thecorporate triangle"


The r ise! d?etre o# ll st ## is to

co!tri*ute to the chieve&e!t o# the corpor te o*


24/29


The Ch !%i!% .orld o# Moder! M ! %e&e!t: & ! %e&e!t !d %lo* lis tio!

There &as a time, it is &idely believed, &hen middle management &as stronglyassociated &ith stability and security" Moving into middle management &as a sign thatyour career &as established" Eour merits had been recognised and re&arded and youcould sit back and en'oy the comforts and privileges of a secure position &ithin theorganisation your o&n office, nameplate on the door, nicely carpeted, access to ane ecutive cafeteria, occasional invitations for dinner &ith senior management, etc"

?ankering after a past era of peace and stability is a common response to the turmoil anduncertainty that characterises the global economy today" 4nd change and uncertaintyhave undoubtedly been the lot of the middle managers in recent years" Development andchange is no&adays at the heart of management e perience and practice" 2iving &ithchange, &orking in an environment of development and change, analysing change andactively engaging in change are not occasional or peripheral features of managementthey are central and routine re7uirements of the managerOs 'ob"

The follo&ing 7uotations typify the transition of the role of management from performer to facilitator, from autocrat to coach mentor and motivator"

The e!d o# &iddle & ! %e&e!t s 0e '!o0 it

*nternational + perts -entre for Management -onsultation Page .; of ./

BSee ho0 luc'2 I &7I & i! &iddle

& ! %e&e!t !d Ic ! t 'e it e s20 tchi!% others

0or' B

Eou had become a Ocompany manO"4s &ith all stereotypes and myths of

former golden ages of security andstability, the realities of middlemanagement &ere never 7uite likethat" *ndeed, the fact that such mythsand images of an earlier age of a&ell ordered and &ell definedmiddle management have actuallyappeared says more about the fluand turbulence besetting middlemanagers in the 1/9Is and 1//Isthan it does about the practice of management in the immediate post&ar decades"

BSo&e*od2 tell &e(0h t?s h ppe!ed to

&2 & ! %e&e!t


25/29


)o! You!% 3 You!% S &uel Ch &*er -RM Co!sult !c2

H ith the delayering thatOs going on in organisations primarily because of informationtechnology rather than the recession management is looking at middle level 'obs andasking them O&hich of them actually add valueO"H

A!dre0 M 2o 3 Europe ! )irector

H*nformation technology has enhanced the 'obs of people at the top and bottoms of organisations but has left the middle layer stranded"H

Pro#essor Peter -erriot 3 )irector o# Su!drid%e P r' M ! %e&e!t Ce!tre

HMiddle managers are the repositories of an organisationOs e perience and culture, and of that of its suppliers and customers" Their e perience is invaluable in guiding change,instead of making a corner in specialised kno&ledge, &hich is ho& some middlemanagers try to operate" They should think about lateral moves &hich reflect the realityof careers in flatter organisations"H ?e suggests that there &ill be roles for integrators

bet&een functions, for coaching and mentoring and for heading and administering team&orking"

Di& Kell2 3 M ! %e&e!t )evelop&e!t M ! %er( $ritish Air0 2s

believes the ans&er is to link a broad range of training programmes to the appraisal processes" H e help middle managers to identify the career moves they &ould like tomake and &e find out &hat skills they need to be able to do so successfully" Then &e

provide the appropriate programmes for them"H

The disappearance of many of the familiar landmarks of middle management is notrestricted to large organisations" *t applies to public and private and not for profitorganisations and the causes are not difficult to find" The turbulent global economicenvironment dictates that organisations are 7uick to respond, indeed to take proactiveaction to sustain added value and competitive advantage" The hierarchical organisationalstructures are not conducive to 7uick responses and therefore there &as a need to adopt amore fle ible managerial structure empo&erment"

This is &hat this course on Hcoaching for performance improvementH is all about"The transition from the manager as adirector to the manager as a facilitator"

*nternational + perts -entre for Management -onsultation Page .A of ./

6 7iving with change) working in anenvironment of development and change)analysing change and actively engaging in change are not peripheral features of

management8 they are central and routine - re5uirements for the *ob2


26/29


M ! %i!% per#or& !ce: & ! %i!% le r!i!%

e no& need to look more closely at &hat is actually involved in managing andimproving performance" *n particular &e &ill be concentrating on the similarities,overlaps and linkages bet&een the processes of performance management and the

processes of learning"

Eou &ill be given an article by Senge &ho concentrates on linking performance to theorganisationOs vision" Senge maintains that the links bet&een the t&o establish a form of 7creati!e tension7 &hich serve to enhance performance and contribute more effectively to

performance achievement" The follo&ing key points emerge from SengeOs approach tomanagement and learningJ

:Le r!i!% can serve a variety of purposes and take a variety of forms" (dapti!elearning is concerned &ith developing the understanding and capacity to cope &ithne& situations" *t entails reflecting on and analysing &hat one has done in the past&ith a vie& to making improvements and amendments to meet specific ne& needsand demands" This is &here the manager as 7coach7 acts as a guide, a mentor, afacilitator" This links performance to ne& and changing &orking situations"

(enerative learning is concerned &ith developing ne& &ays of looking at the &orld

and oneOs &ork and organisation in particular" *t involves speculation, creating possibilities and options, re defining oneOs performance" H hat might &e do3H,H hat is the problem3H, H hat possible &ays can &e approach it3H, H hat &ouldhappen if 3H

Le r!i!% i!volves tte!tio! to co!te=ts !d processes as &ell as tasks andoutcomes" 4s OdesignersO managers can facilitate learning and development, notsimply as charismatic leaders or competent role models, but by changing thecircumstances &hich influence and shape their o&n and their staffOs performance"+ffective learning involves the creation of shared o&nership"

Le r!i!% i!volves developi!% &ore i!si%ht#ul vie0s of current practice andrealities" 4s OtrainersO, managers need to foster and support the capacity to identifyand critically evaluate oneOs mental models i"e" oneOs underlying repertoire of beliefs,assumptions, values and theories about the organisation and the environment in &hichit operates all go into the process of learning"

*nternational + perts -entre for Management -onsultation Page .F of ./

Much 0ill *e s id i! the course o# co!cept o# le r!i!% culture7 Ale r!i!% culture is !ot ! e!d i!

itsel#( *ut &ediu& i! 0hichi!iti tives such s co chi!% thrive

!d #lourish 3 le di!% toper#or& !ce i&prove&e!t7


27/29


*nternational + perts -entre for Management -onsultation Page .G of ./


28/29


"U+)AME+TAL C-A+,ES I+ T-E$USI+ESS E+VIRO+ME+T

)apid technological change Smaller organiNations *ncreased competition (latter, less structured -hanging markets@tastes +mpo&erment 5lobalisation 2ess emphasis on middle

-hanging demographics management -hanging political climate Multiskilling )ising costs -ross functional teams

?igh uncertainty (ree market competition )ising standards@e pectations (ocus on innovation + ternal forces -ontinuous product and

- 2egislation serviceimprovement

- Deregulation Trend to outsourcing- 2itigation Do&nsiNing- employment relations 4lternative &ork forms

Drive to $(le ible (irm%

real added value is in soft&are $Shamrocking% structuresor $kno&ledge% products Decline in labour force

e& management styles

Dualism hat, not ho&

- (le ible management- 2eadership versus

management

*ncreased opennessDecline in the influence of trade unionsStrategic Management of ?uman )esources


P

S

?

(

4

-

T

>

)

S

)

+

S

2

T

*

5

T

)

+

D

S


29/29


Documents

Practical Skills for Supervisors 1