Paople and Team Management

People and Team Management
Martin Allen 21st to 23rd November 2011

Housekeeping

Delegate Slides
Peoplegrowers2006
Introductions
Professional Information:

Which department do you work for? What do you do there?
Personal Information:
What gives you a buzz...?
What / who inspires you?
Purpose:
Why are you on this course?

What do you want to get out of it?
3
Agenda

Introductions
Understanding Ourselves and Others Management and Leadership Emotional Intelligence Team Building Goal and Objective Setting Customer and Stakeholder Management

Delivering Change
Delegation & Feedback Coaching
Handling Conflict
4
Understanding Ourselves and Others
The Iceberg Model
(1)
Do
Behaviour Personality
Are
Motivational Value System
The Iceberg Model
(2)
Behaviour Non-verbal
Verbal
Knowledge Experience Attitudes Opinions Values Beliefs Personality

Character
Understanding Behaviour
STIMULUS
EVENT Belief System Thoughts Feelings
RESPONSE
Behaviour
REINFORCING
8
Learning and Development

Unconscious Incompetence
Unconscious Competence
Conscious Incompetence
Conscious Competence
Temporary incompetence is a pre-requisite for effective development

Effective Communication
What is Effective Communication? A two-way process to create an understanding of information or ideas in someone elses mind to influence an action or a desired outcome.
Faceto-Face Audio Written
Words
7%
20%
80%
Tone
Body Language
38%
70%
20%
Or
Getting the message across!
55%
10%
10
The Communication Funnel
All that I want to say

All that I am able to say All that I do say All that my customer / member of staff expects to hear All that my customer / member of staff hears All that my customer / member of staff understands All that my customer / member of staff remembers
100% 70% 50% 10-30%
11
Influencing, Inspiring and Communicating

Profiles of Preferred Thinking Styles
Visual
Code experiences in graphical form Tend to be relatively fast talkers and may be impatient when interrupted Use their hands freely to complement verbal communication Pace the floor while talking E.g. I see what you mean, looks good to me, show me more
Auditory
Interact with others through sounds, especially through words Often need to verbalise their thoughts to clarify their own ideas Strong need for working in quiet space to help as become easily distracted Tend to have a clear , resonant tonality
Kinaesthetic
Use feelings both physical and emotional to communicate Attach great importance to feelings and therefore find it difficult to make a decision based on logical reasoning Speak in slow tempo long pauses in between words E.g. I get what youre saying, I feel good about that, fill me in on the details
E.g. I hear what you say, sounds good to me, tell me more
12
Emotional Intelligence
13
Emotional Intelligence
Anyone can become angry thats easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way this isnt easy.
Aristotle The Nichomachean Ethics
14
What is Emotional Intelligence?

Emotional Intelligence is: The ability to recognise ones own and others emotions, understand them and make use of them in socially adaptable ways It is therefore the ability to read social cues and then to respond to them in a way that demonstrates an understanding of others perspectives
15
Why Does Emotional Intelligence Matter?

Intellectual intelligence is said to contribute approximately 1-20% of the factors that determine life success. That leaves approximately 80-99% to other forces, many of which relate to how we manage our emotional intelligence.
Studies indicate that emotional intelligence is twice as important as pure cognitive or technical abilities. For success at the highest levels, in leadership positions, emotional competence accounts for virtually the entire advantage
Goleman 1998
16
Emotions and Their Consequences

Anger
Enthusiasm Resentment = Leaving, revenge
= Desire to perform well, persistence

= Getting even, withdrawal of effort = Staying, wanting to help = Reduced effort, withdrawing = Focus on the fear, reduced focus on other things
Robert Brinner People Management 2002
Affection
Sadness Fear
Appreciation = Increased effort, sense of belonging

17
Emotional Intelligence: Golemans 5 Competencies
Step 5 Social Skills Step 5 Social Skills

Step 4 Empathy Step 4 - Empathy Step 3 Motivation Step 3 - Motivation Step 2 Regulation Self Regulation Step 2 Self Step 1 Awareness Self Awareness Step 1 Self
18
Self-Awareness
Self-awareness is:
The ability to recognise and understand your moods, emotions and drivers, and appreciate their effect on others Hallmarks:

Self-confidence Realistic self-assessment Self-deprecating sense of humour
19
Self-Regulation (Self-Management)
Self-Regulation (Self-Management) is:
The ability to control or redirect disruptive impulses and moods The propensity to suspend judgment: to think before acting
Hallmarks:

Trustworthiness and integrity Comfort with ambiguity Openness to change
20
Motivation (1)
Motivation is:
A passion to work for reasons that go beyond money or status A propensity to pursue goals with energy and persistence
Hallmarks:

Strong drive to achieve Optimism, even in the face of failure Organisational commitment
21
Motivation (2)
The Mazlow Hierarchy
SELF -ACTUALISATION Realising individual potential; winning; achieving ESTEEM NEEDS Being well regarded by other people; appreciation SOCIAL NEEDS Interaction with other people; having friends SAFETY NEEDS A sense of security; absence of fear PHYSIOLOGICAL NEEDS Warmth; shelter; food; a human be ings animal needs
22
Motivation (3) Hertzbergs Theory
BRAKES (Hygiene Factors)

ACCELERATORS (Satisfiers)

Poor Working Conditions Lack of Skills Low Basic Pay
Recognise Achievements Delegate Responsibility Develop Skills
Inappropriate Supervision
Cumbersome Processes
Provide Challenge
Enable Participation
Remove the Brakes Hit the Accelerator

Create Owners not Victims
23
Empathy
Empathy is:
The ability to understand other peoples emotional make-up Skill in treating people according to their emotional reactions Hallmarks:

Expertise in building and retaining talent Cross-cultural sensitivity Service to clients and customers
24
Social Skill (Relationship Management)

Social Skill (Relationship Management) is:
Proficiency in managing relationships and building networks An ability to find common ground and build rapport Hallmarks:

Effectiveness in leading change Persuasiveness Expertise in building and leading teams
25
Management Styles and
Organisational Climate
26
Leadership v Management
Leader: I can see all the mountains
Manager: I can see the mountain
Even Leaders on the same level as Managers strive to ensure that they can see beyond the mountain. What can you see?
27
Management Styles
Coercive Authoritative Affiliative Democratic Pacesetting
Coaching
People and Team Management 22
28
Coercive
The Coercive Management Style:

Ensures immediate compliance Provides clear directives without soliciting input or listening to reactions Close monitoring, corrective/negative feedback, outlines consequences Is most effective in crises; when rules must be followed to avoid danger; with problem employees Is least effective with self-motivated, talented employees
22
29
Authoritative
The Authoritative Management Style:

Provides long-term direction and vision Articulates a clear vision and expected behaviour but employees are listened to Explains whys Sets standards and controls with Motivational and Developmental Feedback Is most effective when new vision to be communicated; with new workgroups; when manager is expert
Is least effective with experienced employees and with teams who can self-manage
30
24
Affiliative
The Affiliative Management Style:

Creates harmony and promotes friendly interactions
Demotes tasks, directions and goals behind emotional needs

Accounts for needs of whole person Uses positive feedback positively. Avoids conflict Is most effective when tasks are routine; when employees effectiveness is affecting work; with diverse groups Is least effective when constructive feedback needed; with task-focused employees
31
Democratic
The Democratic Management Style:
Builds commitment and ensures employees fully participate in direction of team Relies on consensus in decision-making. Many meetings Involves the manager listening and rewarding group performance Is most effective with knowledgeable employees; when there is ample time; common interests and goals Is least effective when there is risk that ideas are not acceptable to manager; when employees are not skilled in democratic decision-making
32
26
Pacesetting
The Pacesetting Management Style:

Accomplishes tasks to high standards Leads by example. Anticipates others will watch and understand Delegates to top performers and tightly controls poor performers
Rewards individual performance

Is most effective with independent employees; when manager also a pair of hands; with poor performers who will leave
Is least effective with employees who need to develop through feedback; unclear direction
33
27
Coaching
The Coaching Management Style:

Professional develops employees Helps identify goals, strengths, weaknesses Encourages self-reliant problem-solving Has a developmental culture Is most effective with employees interested in developing career; encourages initiative Is least effective with new employees; when direction needed
34
Climate Factors
Flexibility
Responsibility
Standards Reward and Recognition Clarity Team Commitment
35
Climate Factors
Flexibility

How easy is it to get new ideas introduced into the organisation? To what extent are we constrained by procedure and rules?
Responsibility

Do people feel their role is integral to the organisations success or failure?

Do we care?
Standards
Are we working to achieve well defined targets, goals and personal standards?
36
Climate Factors
Reward and Recognition
Is this a well done! sort of place or a blame culture intent on punishing the guilty?
Clarity

Do people know what theyre doing and why theyre doing it?
Do we understand the corporate vision and ambition?
Team Commitment
Is this a place where people genuinely feel success can only be achieved by everyone pulling together or do we prefer to rely on our own personal performance as the only way forward?
37
32
Linking Management Style to Climate

Climate Factors
Flexibility Responsibility Standards Reward & Recognition Clarity Team Commitment
Management Style
Co-ercive
Authoritative
Affiliative
Democratic
Pacesetting
Coaching
38
Linking Management Style to Climate

Climate Factors
Flexibility Responsibility Standards Reward & Recognition Clarity Team Commitment
Management Style
Co-ercive Authoritative Affiliative Democratic Pacesetting Coaching

With a Good team
Short Long term term

Short Long term term
Task Long term
Short term Short term Long term
39
Transactional Analysis
40
Whenever you communicate you are entering into a transaction Transactional Analysis is a pragmatic way to categorise and understand these interactions It provides a tool to keep transactions, or communications, on a productive track
41
Sets Limits Makes Judgements Gives Permission Takes Care
PARENT
Collects Data Computes Estimates probabilities Makes rational decisions

Responds emotionally Fun, creative Is spontaneous Adapts to authority
ADULT
CHILD
42
Recognising Ego States at Work
Why might team members, peers or bosses react in a Parent / Adult / Child way? Reasons could include:

Pressure of work Personal pressures: relationship, financial, domestic Health issues: temporary or diagnosed Previous interactions: the legacy of a good / bad interaction Preferred (Instinctive) Management Style Managed (Deliberate) Management Style
43
The Rapport Model

TRUE RAPPORT EMOTIONS AND FEELINGS
Where the relationship starts to take on more of a personal feel
BELIEFS AND VALUES

INFORMATION AND FACTS RITUAL AND CLICHE
Ritual and Clich
Formal greetings and How are you?
Information and Facts What we know about the situation Beliefs and Values The standards by which we live
Emotions and Feelings How we react to a situation True Rapport When our clients / staff fully trust us always to do the best for them and when they automatically turn to us first for advice and guidance
44
The Communications Model
25%
50% 25%
Generally we have:
25% of our contacts for whom progress up the scale beyond Information and Facts is impossible 50% of our contacts for whom some progress is possible 25% of our contacts who are already at True Rapport or progressing towards it and our challenge is to increase this final 25% towhatever.
45
Team Building
46
The Stages of Team Building
Forming
Storming
Norming
Performing
Dorming Mourning Disbanding / Adjourning
47
Team Development Process

Performance Levels
FORM
STORM
Emotive Volatile
NORM / RE-FORM
Relationships Rebuilt Listening Better
PERFORM
Clear Direction Common Goals Success Creativity High Energy
Working Out Autocratic / Acquiescent Hidden Feelings Poor Listening Bureaucratic Submissive Attention Inward
Rebellious Confusion Boundaries Pushed Insecurity Assertiveness Grows Boundaries Established Objectivity Adult Behaviours
Flexibility Commitment Pride & Team Spirit

Time
48
Goal and Objective Setting
49
Performance Management
Goal Setting:
Strategic Goals
Long term goals
Goals
Tactical Objectives
Bite -size chunks and responsibilities
Objectives
Operational Objectives
Daily & weekly targets
Tasks
50
Objectives
Objectives must be SMART or even SMARTER
S M A R T E R
Specific Measurable Achievable / Attainable Relevant / Realistic / Reasonable Time-related
Exciting / Enjoyable / Entertaining Recorded

51
Types of Objectives
Quantitative
Numbers Dates
Qualitative
Reaction of Customers Satisfaction Procedural Judgement
Degree of Fit
Behaviour
Appearances Presence Demonstrate by Example Style Compliance
Volumes
Turnaround times Accuracy rates Error rates Proportion of Time Budget Expenditure
Professional Standard
52
Defining Objectives
Success Criteria
We are succeeding if
What does Success look / feel like? What will be happening if we are achieving / exceeding our objectives?
Shortfall Criteria
We are not succeeding if
What does shortfall look / feel like?

What will be happening (or will not be happening!) if we are missing our objectives?
Always use absolute measures no ambiguity Do not use measures which compare with other teams Use measures that are fair and are seen to be fair
53
Managing Performance Standards
Managers must monitor performance against company STANDARDS

If a team member fails to meet the Standards a Manager will consider:
Training or Coaching
Is performance is due to lack of competence? Is additional training or coaching required?
Counselling
Is poor performance is due to emotional problems E.g. lack of motivation, personal problems etc.?
Disciplinary action
Is poor performance is due to misconduct?
It is essential that feedback is regularly given to all team members

54
54
Performance Appraisal
Revise Objectives
Set / Agree Objectives
Observe Performance
Continuous Feedback & Coaching
Review Against Objectives
Performance Management is a continuous process throughout and not just confined to the formal sign-off meeting. There should never be any surprises at any appraisal meeting
55
55
Performance Discussions
SET THE SCENE Give specific facts Ask open questions Listen have empathy Both parties put forward solutions Obtain buy in, set objectives Agree date
GAIN INVOLVEMENT FIND OUT CAUSE

DISCUSS SOLUTIONS ACTION PLAN FOLLOW-UP
56
56
Customer / Stakeholder
Management
57
People and The Service Profit Chain

Return on Capital Employed (ROCE) Operating Profit Margin (OPM)
Good Customer Management
High (Right) Customer Retention
High Customer Satisfaction
Good Employee Management

High Employee Skill & Motivation
58
Satisfying Customers
Implicit
Explicit
Attractive
Unquestioned by the customer Assumed to be present by the customer Maintenance level of service Things you should always do
Precisely expressed by the customer no ambiguity Specifically requested by the customer Specific level of service Things you should do to deliver against specific requirements
Appealing and interesting to the customer Accepted by the customer if presented Extended level of service Things you should do to take service levels further
59
Satisfying Customers
Degree of satisfaction
Explicit
Attractive
Level of quality
--
++
Golden Rule
Implicit
Adapted from: Kano, N. (1984), Attractive quality and must-be quality, The Journal of the Japanese Society for Quality Control, April, pp. 39-48 People and Team Management
60
Stakeholder Map
B
Clients
Legend: A Normal
Boss
YOU
Stakeholder
C D
B Good (2 way) C Over-committed D Conflict E Hidden conflict
Others
61
Delivering Change
62
Delivering Great Change
A =
Quality of the change

Acceptance of the change Effectiveness of implementation
63
The Challenge of Change
At every crossroads on the path
that leads to the future, tradition has placed 10,000 men to guard the past
Maeterlinck
64
The 9 Change Principles
Compelling Reason to Change
The need for change must be understood by all those impacted so that the status quo is not seen as the best option
Clear Vision and Objectives for Change
To capture interest and support, those effected by change need to know the objectives and the advantages of achieving them
Context for Change
To understand fully the context the change is taking place in and ensure all elements are considered to ensure its long-term sustainability and success
65
Momentum
To ensure momentum is created and maintained throughout the projects lifecycle to keep energy and focus high to contribute to delivering great change
Stakeholder Engagement
Key stakeholders need to be identified and their support secured through communication and engagement
Alignment
Ensuring that the operational and organisational frameworks and processes which support the planned change are carefully considered and aligned e.g. training, reward, facilities etc
66
Embedding Change
To ensure the change delivers its true business value in the shortest possible time by becoming part of the way we work
Great Sponsorship
The right sponsor plays a critical role in the success of change initiatives
Emotional Responses to Change
To understand and appreciate the emotional responses to change and to support and lead people through these to lessen the negative impacts on both staff and performance
67
Context for Change

The Change Kaleidoscope
Stakeholders
Readiness
Time
Capacity
Continuity
CHANGE CONTEXT
Customer Scope
Risk Capability Complexity
68
Resistance to Change
The main reasons for resisting change are:

Fear:
Of
Energy involved to change Change fatigue Threat to

Competence Credibility
the unknown job security increased workload
About Of
New
skills required

Failure Of
loss of: Power Friends Working environment or conditions
Inertia (no sense of urgency) Dont believe its the right solution Lack of trust or legitimacy in project team Not allowed to participate Timing Stress
Seen change efforts fail in the past Priorities Unclear or badly communicated vision
Imposed change
69
Benefits of Resistance
Potentially a better outcome:
People who resist may be highlighting things that have been missed in the planning, particularly around the details Resistance is a critical source of innovation and can allow more possibilities to be considered and evaluated
When people resist change at least there is some energy involved. Surely apathy would be worse?
Resistance is what keeps us from attaching ourselves to every bonehead idea that comes along Maurer 1996
70
Delegation
The best Managers / Leaders have sense enough to pick good people to do what needs to be done and the self-restraint to keep from meddling with them
71
Delegation and Conflict

Its important to delegate outcomes rather than tasks. Ask: What will the end-result be? Delegating tasks leads to Unwarranted Disagreement
Disagreement on tasks / methods
Delegating outcomes leads to Warranted Disagreement
Disagreement on outcomes
72
Delegation and Stretch

Delegation goes from Comfort to Stretch but may create panic
COMFORT
STRETCH
PANIC
73
Delegation Exercise
Group 1:
As a Manager or Team Leader: what are the main reasons for delegating?
Group 2:
How might delegation create difficult situations?
Group 3:
What are the consequences of bad delegation?
74
Delegation Exercise Debrief (1)

The main reasons for delegating are:
To allow the Manager or Team Leader to concentrate on the need-to-do things: removing non-essential (for them) workload To develop the staff: giving them new and enhanced skills To create a contingency and succession plan so that all absences planned / unplanned have little or no impact on the smooth running of the team
75
Delegation Exercise Debrief (2)

Delegation might create difficult situations by:
Delegating to the wrong people: those unable to absorb the extra work Delegating at the wrong time: when everyone is fully occupied or deadlines are too short Delegating inappropriately: where a piece of work belongs to one person and no explanation is given Delegating work that should not be delegated: personal tasks; performance management; confidential information
76
Delegation Exercise Debrief

The consequences of bad delegation could be:

(3)
A perception of passing the buck A lack of clarity and a consequent lack of motivation The creation of unnecessary time pressures Frustration through allocating the wrong task to the person with the wrong skill-set Unnecessary increase in workload for certain people
77
Delegation Summary
Delegation must go alongside planning:

The lack of planning on your part does not constitute a reason for passing me an emergency!
The stages of Delegation are:

NO GO SHOW ME THEN GO GO BUT LET ME KNOW GO
78
Feedback
Giving and receiving feedback is one of an organisational leaders most important responsibilities. Teams and individuals need to be kept constantly aware of where they are in relationship to their agreed targets and goals if they are to make consistent progress
Weinholtz and Edwards
79
Feedback Do and Dont

Planning Feedback Do:
Concentrate on AID: Action Impact Do
When giving Feedback Do Not:

Make judgements state specific facts Reel off endless lists Give developmental feedback in public
Be specific Consider the venue Privacy Timing Listen actively Achieve Buy-in
Focus on the individual focus instead on performance

Make the other person feel threatened or defensive
Action Plan & Follow up

80
Nature of Feedback: Johari Window

Feedback Disclosure
Open everyone knows
Blind everyone knows but me!
Concealed I know: you dont!

Unknown nobody knows

81
Coaching
82
What is Coaching ?
Coaching is helping someone move from where they are to where they want to be...... ......and to do this more quickly and effectively than if they acted alone.
83
The Skill / Will Model

WILL Desire to Achieve Incentive Security Confidence
GUIDE HIGH WILL
EMPOWER
SKILL DIRECT LOW WILL EXCITE Training Role Perception Understanding Experience
LOW SKILL
HIGH SKILL
84
The House of Change
CONTENTMENT AND COMPLACENCY
RENEWAL AND REVITALISATION
DENIAL, EXCUSES AND DENIGRATION
CHAOS AND CONFUSION
DARK SIDE Cannot be coached their attitude is poor
BRIGHT SIDE Can be coached they want to improve
DARK SIDE
Contentment and Complacency = Comfort Zone Denial, Excuses and Denigration = Resistance Coaching is very difficult in these rooms
BRIGHT SIDE
Chaos and Confusion = Will but no Skill Renewal and Revitalisation = Delegate to them Coaching is easier: they want to improve
85
The challenge is to move staff from the Dark Side to the Bright Side
Using the GROW Model
GOAL
Agree topic for discussion Agree specific objective of session Set long-term aim, if appropriate
REALITY
Invite selfassessment Offer specific examples of feedback Avoid or check assumptions
OPTIONS
Cover full range of options Invite suggestions from learner Offer suggestions carefully Ensure choices are made
Will
Commit to action Identify possible obstacles Make steps specific & define timing Agree support
Parameters Where we need to be

Where are we going?
Current situation & Assessment of needs

Where are we now?
How we could Move forward

How do we get there?
Action and dual commitment
86 How do we measure progress?

8
Aggressive / Assertive / Passive
87
Handling a Developing Situation
Situation + Behaviour = Outcome
Situation + (Appropriate) Behaviour = (Desired) Outcome
88
Aggressive
Im OK I win
Youre not OK You lose
Expressing feelings / opinions in threatening, punishing or put down way Disregarding others rights and needs Aiming to get your own way no matter what Creating bad feeling making future relationships difficult
89
Submissive (Passive)
Im not OK I lose Youre OK You win

Not standing up for our rights Allowing others to take advantage Avoiding the responsibility of making decisions Losing control; feeling a helpless victim of unfairness and injustice Manipulating others to get what we want; playing games; making others feel guilty
90
Assertive
Im OK I win

Youre OK You win
Recognising our own needs and rights

Relating to people openly and honestly Communicating directly Taking responsibility for our actions Being in control of what we say and do Being prepared to reach a compromise Resolving differences positively
91
Advantages of Assertive Behaviour

Closer working relationships Greater confidence in yourself and in others Increased self-responsibility and self-control
Savings in time and energy

An increased chance of everyone winning
92
Managing and Resolving Conflict
93
Conflict
Conflict is: Any situation in which your concerns or desires differ from those of another person
94
Phases to Managing Conflict

Causes and Strategies
1.
Understand
conflict
Conflict Resolution Process Interpersonal Zones and Level of Awareness
3. Bridge the gap
2. Understand yourself and others
95
Understanding Conflict
Principal causes of conflict at work are:

Misunderstandings Personality clashes Differences in goals Substandard performance Differences over methods to be used Problems relating to areas of responsibility
Lack of co-operation Problems with areas of authority Frustration Competition for limited resources Non-compliance with rules and policies
96
The Five Conflict-Handling Modes
From Thomas-Kilmann Conflict Mode Instrument by K. W. Thomas and R. H. Kilmann, 1974, 2000. Palo Alto, CA: Xicom, Incorporated, subsidiary of CPP, Inc. Copyright 1974, 2000 by CPP, Inc. Used with permission.
97
Competing
My way or the highway

Taking quick action Making unpopular decisions Standing up for vital issues Protecting yourself
98
Accommodating
It would be my pleasure

Showing reasonableness Developing performance Creating goodwill Keeping the peace Retreating Maintaining perspective
99
Avoiding
Ill think about it tomorrow

Leaving unimportant issues alone Reducing tensions Buying time Knowing your limitations
Allowing others ownership

Recognising issues as symptoms
100
Collaborating
Two heads are better than one

Integrating solutions Learning
Merging perspectives
Gaining commitment Improving relationships
101
Compromising
Lets make a deal
Resolving issues of moderate importance
Reaching resolution with equal power and strong commitment

Creating temporary solutions Dealing with time constraints Backing up competing/ collaborating
102
Bridging the Gap

Competing: might makes right
Does not achieve mutual gain WIN LOSE
Accommodating: kill your enemies with kindness
1.
LOSE WIN
Does not achieve mutual gain LOSE LOSE
Avoiding: leave well alone

Does not achieve mutual gain
Compromising: split the difference
WEAK WIN WEAK WIN
Often not sustainable; conflict may resurface later
Collaborating: two heads are better than one
WIN WIN
May not work because of history of the relationship between the two parties OR lack of faith in the ability to solve the problem
103

Thank you and good luck!
104

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People and Team Management

Martin Allen 21st to 23rd November 2011

People and Team Management

People and Team Management

Which department do you work for? What do you do there?

What gives you a buzz...?

What / who inspires you?

Why are you on this course?

People and Team Management

Understanding Ourselves and Others

People and Team Management

The Iceberg Model

Motivational Value System

People and Team Management

The Iceberg Model

Knowledge Experience Attitudes Opinions Values Beliefs Personality

EVENT Belief System Thoughts Feelings

Learning and Development

Temporary incompetence is a pre-requisite for effective development

People and Team Management

The Communication Funnel

All that I want to say

100% 70% 50% 10-30%

People and Team Management

Influencing, Inspiring and Communicating

People and Team Management

People and Team Management

People and Team Management

What is Emotional Intelligence?

People and Team Management

Why Does Emotional Intelligence Matter?

Emotions and Their Consequences

= Desire to perform well, persistence

Appreciation = Increased effort, sense of belonging

Emotional Intelligence: Golemans 5 Competencies

Step 5 Social Skills Step 5 Social Skills

People and Team Management

Self-confidence Realistic self-assessment Self-deprecating sense of humour

People and Team Management

Trustworthiness and integrity Comfort with ambiguity Openness to change

People and Team Management

People and Team Management

The Mazlow Hierarchy

People and Team Management

Motivation (3) Hertzbergs Theory

BRAKES (Hygiene Factors)

Poor Working Conditions Lack of Skills Low Basic Pay

Recognise Achievements Delegate Responsibility Develop Skills

Remove the Brakes Hit the Accelerator

People and Team Management

Social Skill (Relationship Management)

Effectiveness in leading change Persuasiveness Expertise in building and leading teams

People and Team Management

Management Styles and

People and Team Management

Manager: I can see the mountain

People and Team Management

People and Team Management

People and Team Management

Creates harmony and promotes friendly interactions

Demotes tasks, directions and goals behind emotional needs

People and Team Management

Rewards individual performance

People and Team Management