SITXHRM009 SITXHRM003 Learner Resource.v1.2

Learner guide
Lead and manage people

SITXHRM009, SITXHRM003
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Version number 2.0
Copyright 2016
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Contents
Overview ........................................................................................................ 3
Section 1: Model high standards of performance and behaviour ................... 3
Section 2: Develop team commitment and cooperation ............................... 21
Section 3: Manage team performance ......................................................... 41
Glossary ....................................................................................................... 57
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SITXHRM009, SITXHRM003 Lead and manage people
Overview
What kind of leader are you? What do you think makes a good leader?
Having a management title does not automatically make you a leader.
Management is a position that is given to someone based on their decision-making power

within an organisation.
Typically managers manage things, whereas leaders lead people.
Leadership is a process of social influence rather than the use of authority or power to
control others. This means understanding the people within your team and inspiring
individual commitment, as well as team cooperation to achieve organisational goals.
A leader maximises the efforts of others.
In this unit, we will delve into the skills and qualities of effective leaders and give you the
strategies to improve your own leadership ability.
We will look at how you can manage activities and build employee engagement and
commitment to achieve organisational goals.
Let’s look at what you will learn on completion of this unit.
Section 1: Model high standards of performance and behaviour
Section 2: Develop team commitment and cooperation
Section 3: Manage team performance
Section 1:
1 Model high standards of

performance and behaviour
In this section you will learn the following.
• How to act as a positive role model.

• How to show support for organisational goals.
• How to interact professionally with team members.
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What is management?
Management could be described as the process of getting activities done through other
people. This involves the organisation, decision-making and deployment of resources to
achieve organisational goals.
Resources are what you use to get the job done. This can include financial resources,
human resources, information technology and equipment.
Click on the video to find out more.
‘Hi, my name’s Meena and I’m a Leadership and Management consultant. I’m here to
assist you on your journey to becoming a successful leader and manager.
So, what do we mean when we talk about success?
Success is often measured in terms of efficiency and effectiveness.
Efficiency is about how well resources are used. It is about getting the most output from
the least input. Resources are often scarce and have to be used wisely. A carefully
constructed roster is an example of the efficient use of human resources.
Effectiveness relates to goal achievement. It is not enough to use resources well if goals
are not achieved. Managers need to direct activities and resources towards attaining
goals and display success in goal achievement.
We’ll go into these ideas in more detail throughout the unit.’
Click on the icon to find out more about managers.
The role of managers

Managers are people within the organisation who direct the activities of others. Managers
need to balance efficiency and effectiveness.
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Hierarchy of management
‘Manager’ is the title given to a position in which you have legitimate power and authority
over another person. Legitimate or positional power involves the ability to direct and
control others. This can mean giving orders, hiring staff, allocating rewards or discipline.
The degree to which a manager can do this will vary according to their level of
management.
The position of ‘manager’ can have many different titles, which can vary according to
industry and company type. Titles can help indicate the level of power and authority a
manager has.
Click on the levels in the pyramid to see some titles commonly used at each
management level.
Top level
• CEO or Chief Executive Officer
• CFO or Chief Financial Officer
• COO or Chief Operations Officer
• Owner
• General Manager
• Chairman
• President
• Principal
Senior management
• Director of Sales & Marketing
• Treasurer
• Senior Vice President
• Deputy General Manager
• Chief of Staff
Middle management
• Vice President
• Department Heads
• Executive (Housekeeper, Chef)
• Manager (Food & Beverage Manager, Events Manager)
First-line manager
• Assistant Manager
• Team Leader
• Coordinator
• Supervisor
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Note...
Front-line employees or operatives are those who have positions in the organisation
without any legitimate power or authority over others. However, they can sometimes still
be leaders! This will be explained over the following sections.
What do managers do?

It can be useful to understand what managers do in terms of the functions they perform.
Click on the functions that managers perform to learn more.
Planning &
organising
Controlling Informing
Leading Staffing
Defining goals and objectives and establishing strategies for

Planning and achieving them.
organising Thinking about how and what is involved in achieving goals.
Determining what tasks are to be done, who is to do them and how

decisions will be made.
Ensuring that the right people with the right skills and resources are
available when needed.
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Providing information to staff, colleagues and management.

Informing
• Organisation performance
• Changes in organisational policies
• Marketing information and targets
• Overall organisational objectives
• Plans for new equipment
• Rationale for management decisions
• Technology updates
• Training developments
These are the traditional human resource functions of a manager’s
Staffing role.
• Recruitment and selection
• Performance management, performance review, rewards and
succession planning.
• Induction and training
• Remuneration, employment conditions, workplace health and
safety.
Motivating employees to achieve organisational goals.
Leading Delegating duties and directing others.
Building teams: coaching, leading by example, managing conflict,
communicating effectively.
Networking, developing relationships.
This is often referred to as monitoring.
Controlling Actual performance is compared to plans. What needs to be
improved? Making adjustments and corrections, when necessary.
Continuous improvement (Kaizen). More on this in later sections.
In a nutshell
Management is a process: an ongoing set of decisions and activities performed. Click to
the next screen to learn more about what managers do in terms of the roles they perform.
What roles do managers fulfil?

It helps to understands what managers do in terms of what roles they play at work. Think
about the roles in terms of the characteristics and social behaviours expected of you.
Professor Henry Mintzberg, a prominent management researcher, developed three

categories with a total of ten roles to describe specific management behaviour.
Click on the categories to learn about roles managers fulfil.
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Interpersonal
Role Description Example

Figurehead Symbolic leader. Signing contracts.
Represents the company in social and Hosting events.
legal events.
Leader Recruiting, selecting and training staff. Includes most interactions
Inspiring and motivating and directing that managers have with their
staff. staff.
Developing commitment to company
goals.
Liaison Networking: establishing contacts within Attending conferences and
and outside the organisation, e.g. meetings.
subordinates (glossary), suppliers, clients, Responding to emails, mail
associates and trade organisations. and phone calls.
Informational

Monitor The manager is the keeper of Researching and reading from
information. variety of sources, including
Information is collected by scanning journals, newspapers and
the environment and receiving periodicals.
unsolicited information (much of it Liaising with outside contacts
verbal), such as gossip. and employees at all levels
within the organisation.
Disseminator Interprets information and decides Conducting meetings, briefings,
what is needed to be disseminated sending emails, posting updates
to employees. on online sources.
Spokesperson Shares information with those Making speeches and
outside the organisation. presentations at company
Information might include product events.
launches, plans, sustainability and Making statements to media.
financial reports.
Decisional

Entrepreneur Continually monitors the New product launches.
environment for opportunities. Marketing campaigns.
Initiates improvement projects and Upgrading facilities and services.
supervises their success.
Disturbance Responsible for managing Resolving industrial action, such
handler disturbances and conflict that can as strikes.
occur with all stakeholders Managing critical customer
(glossary). complaints.
Resource Deciding how resources will be Organising budgets.
allocator delegated. Writing rosters.
Authorising capital expenditure.
Negotiator Represents the organisation in Negotiating an enterprise
important negotiations. agreement (glossary).
Negotiating a new supplier
contract.
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Source: adapted from Mintzberg, Henry 1973.

The Nature of Managerial Work. Harper & Row, New York, USA
Why are stakeholders important?

It is increasingly important for businesses to look after the interests of their stakeholders
not just for legal and ethical reasons, but because it makes good business sense. Studies
show that businesses who successfully engage with their stakeholders and consider their
interests tend to have better organisational outcomes.
It is common for a business to categorise stakeholders according to their importance to

the business and manage them accordingly. Primary stakeholders are those most
affected by, or able to influence, your business or project. Secondary stakeholders are not
directly affected by your business or project, but still have an interest in it.
We’ll learn more about stakeholders on the next screen.
Attributes of different stakeholders

Click on the icons to learn more about different kinds of stakeholders.
Customers
Often referred to as ‘external customers’, they are the ones who purchase your goods and
services. Anticipating and meeting customer needs and expectations is critical to
business. Customers’ needs and preferences continually change. Think about how
customer trends for socially and environmentally responsible products have developed
over the past ten years.
Employees
Employees are often known as ‘internal customers’. What do employees want? Fair pay,
good working conditions, regular work, career opportunities? Balancing the needs of
employees with the goals of the organisation is an ongoing challenge.
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Unions
Unions are membership groups that represent the rights of employees, particularly job
security, safety and negotiations on pay and terms and conditions of employment.
Suppliers
Suppliers provide goods and services used in the end product for the customer. Healthy
supplier relationships can be critical to business.
Employer associations
Also known as trade associations, these represent the interests of business. They can be
a useful source of information and assistance to managers and can also lobby to
government of behalf of the industry they represent.
Government
Government is responsible for taxes and legislation that affect an array of business
activities.
Shareholders
In publically listed companies (those listed on the stock exchange) shareholders are those
who own a share of stock. In principle, by owning stock, you own a portion of the
company. As such, you have special rights, such as the right to vote on board members,
receive dividends and certain financial information.
Creditors
These are people or organisations your business owes money to. Commonly, these are
banks and financial institutions. Organisations engage regularly with creditors and provide
them with timely information on the organisation’s performance.
Competitors
Competitors are considered stakeholders too, as their actions can directly and indirectly
affect your business.
Media
Whether it is social media, newspapers or radio, media has the ability to influence your
business positively and negatively. It is important to engage positively with the media, as
you would any other stakeholder.
Local community
This could be schools, religious organisations, sporting clubs or the business in the local
street. Business can support the local community with sponsorship deals and by
considering their environmental impact in such matters as noise pollution and littering.
Social and political action groups

These groups can cause disturbance and lobby government and communities about their
cause. Groups can vary from business to business. Examples include: animal protection
societies, sustainable practices groups, charities and local grower associations.
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Environment
The general environment itself can be considered a stakeholder. Businesses today are
increasingly focused on the needs to be environmentally responsible and apply
sustainable practices, such as reducing their carbon footprint (glossary) and pollution.
Note...
Part of a manager’s role is to seek information and share it with all stakeholders and with
his/her team. This will be looked at in more depth later in the unit.
What is leadership?
By examining what managers do in terms of the functions and roles they perform, you can
see that leading is a key part of the manager’s role.
You have 30 seconds to describe some activities that you think fall under the leadership
role or function.
Click start to begin.
List as many activities as you can that fall under the leadership role or function.
How did you go? Compare your answers to these.
• Motivating and inspiring others.

• Acting as a positive role model. Leading by example.
• Establishing and communicating a clear vision and organisational goals.
• Coaching, mentoring and training.
• Developing relationships, networks and commitments.
A leader’s ability to inspire and enthuse others comes from their personal rather than their
legitimate or positional power. So what is it about a leader’s personality that makes them
stand out from others? Let’s look at this next.
Are leaders born or made?

It is a commonly held belief that some people are natural born leaders. Although being of
a certain personality type, combined with a desire to lead, can naturally steer some people
to leadership roles, research suggests that leadership capabilities can be learned.
Click on the icon to find out more.
Successful leaders don’t have to have the most expertise on a project or task. What they
need to have is the ability to recognise skills and abilities in others, to bring together the
right mix of people into a cohesive team, and to inspire them to perform. They can
influence people’s attitudes and modify behaviour to achieve common goals.
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Think of someone who has positively influenced or inspired you. It could be a teacher,
friend, sporting coach or someone you work with. Such people generally stand out
because of their natural ability to bring together groups of people and to inspire them to
achieve outstanding results. They are able to tap into emotions and energise others to
want to try harder, work harder and overcome the challenges they face.
What are some commonly held traits of effective leaders?
Bringing together the roles of ‘manager’ and ‘leader’

Quote: “Leadership is not about making people work, it’s about letting people work.” Lee
Dorricott.
There can be many people throughout an organisation, or in life in general, who can be
thought of as leaders. They may have more of an informal leadership role and be
someone you admire. So, although some leaders may not be employed in management
positions, ALL managers should possess leadership qualities. For this reason, we will
consider management as a leadership role for the remainder of this unit.
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In a nutshell
Leadership is more about interactions with people, while management is more about
operational tasks.
Building leadership skills

What can you do to build leadership skills? Well, completing this unit helps! Becoming an
effective and successful leader will always be a work in progress.
Click on the icon to learn about strategies that can help build leadership skills.
Keep a journal. Reflect on your interactions with others. What did you do well? What can
be improved upon?
Seek out a mentor. A mentor is someone who you admire, who is willing to take you under
their wing and share with you their knowledge and experience. This can be an informal or
formal arrangement. Ask your workplace if they have a mentorship program. If they don’t,
then ask someone you respect to mentor you. A good mentor should be someone
prepared to give you honest feedback.
Observe the behaviour of others you admire. What is it they do so well? Record important
observations in your journal.
Volunteer beyond your job. Be proactive and look for additional opportunities. Ask about
how you can contribute more within your company.
Build your networks. Join employer or trade associations. Attend conferences, meetings
and events. Build your LinkedIn profile. Keep contacts up to date. Communicate regularly
with people.
Leading by example
It is important to act in an ethical manner, with integrity and respect for others. Employees
look towards you for guidance and will model their own behaviour and standards on your
own.
You can’t expect from others what you don’t deliver yourself.
Click on the icon for an example.
Anna is the manager of a conference centre. Despite the fact that she regularly turns up
late, Anna insists on punctuality from her staff. She has little time to listen to staff
concerns and just wants everyone to ‘get on with the job’.
One day, after questioning an employee for arriving late, the employee yells back at Anna:
‘I couldn’t help it. The bus was late. Besides that, you’re always late and I don’t get paid
as much as you!’
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Anna replies: ‘I’m your boss. Do as I say, not as I do. If you are late again, I’ll get
someone else to work your shift.’
It’s not surprising that Anna has problems with punctuality from her staff and that her
employees probably don’t respect her.
What other qualities are important?

Consider the following words and what they mean to you: integrity, respect and empathy.
Why are they important qualities for you as a manager?
Look at these managers’ comments. How would they make you feel if your manager said
them to you?
Click on the managers to see the examples.
“You’re just the cleaner. It doesn’t matter what you think.”
“I don’t really care what you’ve got going on at the moment. I’ve asked you to do this. Now
do it!”
“It doesn’t matter that you don’t understand why. You don’t need to know why. Just get on
with it.”
“Don’t worry about it. Just get it to the customer. If they complain, we’ll fix it later.
Hopefully they won’t even notice the problem.”
These examples show a lack of respect, empathy and integrity. Click on the icon to see
what each of these terms mean.
The meaning of respect, integrity and empathy

Respect involves valuing the viewpoints and rights of other people. Respect cannot be
demanded; it is earned. If you want people to respect you, then you must respect them.
Integrity involves consistently applying values and principles, such as honesty and
adherence to high standards.
Empathy is the ability to put yourself in someone else’s shoes: the capacity to understand
the emotions of others. It is critical in building quality relationships with other people and in
having the capacity to demonstrate appropriate sympathy or compassion for others.
Click to the next section to learn some practical examples of how to manage others with
respect, integrity and empathy.
Putting qualities into action

Leaders must role model both positive attitudes and behaviours.
Click on the pictures to see some useful tips to help you lead and manage staff by
example.
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Be fair and consistent

Treat people fairly. Don’t show favourites. Be consistent with your moods and approach to
work.
Have integrity
This means being consistent with your actions and demonstrating values and principles
such as honesty, accuracy and commitment. This includes the commitment you
demonstrate to organisational goals and quality standards in customer service.
Be honest and ethical

Do not make promises or appointments that you cannot keep. Never undertake deceptive
and misleading activities or be seen to condone them.
Be open and transparent

This means being open and clear about processes and decisions, particularly when they
affect other people. For example, are staff clear on how decisions are made about
opportunities and rewards?
Be approachable
Have an ‘open door’ policy. Are you available to staff when they need you? However,
schedule appointments for important and private issues.
Have excellent communication skills

Express yourself positively and clearly. Ask questions and listen actively to others. Pay
attention to body language and voice tone.
Show empathy
This involves the ability to identify and understand another person’s feelings and thoughts.
Effective communicators demonstrate empathy.
Be at the forefront of operations

No one likes a manager who gives directions from behind their office door. To address
issues involving, staff, operations and customers you must be where the action is.
Be flexible
Different people have different needs, goals and personal commitments. Show that you
are flexible in meeting the needs of individuals and the workplace.
Keep confidences
As a manager, you are often entrusted with private information regarding employees and
customers. Don’t gossip and spread private information.
Styles of leadership
Much has been written over the years about styles of leadership and which styles are the
best to use and when. After learning about the different styles, we will look how you might
apply them.
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Click on the tabs to learn more about leadership styles.
Directive, authoritarian or command-centred

All of the above terms can be used to describe the style of leadership where the leader
holds a lot of power over their people and monitors them closely. To simplify, we will use
the term ‘directive’ leadership from now on.
Directive leadership is goal or objective-orientated, rather than people-orientated. The
leader provides instructions with little or any input by subordinates. This tends to make
followers dependent upon their leader for decisions and directions, and may cause the
team to feel ‘lost’ in the leader’s absence.
Taken to the extreme, directive leadership can become dictatorial. These are negative,
task-centred leaders who rule through fear and threats of punishment. This style is not
suitable for the workplace and can lead to claims of bullying.
Democratic, participative or collaborative leadership

Again, there are several terms used to describe the style of leadership that encourages
input and opinions from all staff through a variety of consultative approaches. We will use
the term ‘participative’.
The leader encourages employees to participate in setting goals and making decisions on
how to complete their work. This style also creates an environment of open
communication; problems and potential conflict is resolved by the group, under the
leader’s guidance. Workers under this style of leadership will generally continue to
function adequately even during the leader’s absence.
If in your absence, your department can run smoothly without you, it is a sign of good
management!
Laissez-faire or ‘hands-off’ leadership

This style of leadership is very laid back. The leader is non-directive and delegative. This
means the leader delegates tasks or projects to subordinates and leaves it up to them to
decide how they will complete the work. The leader is there for support, if required, but
otherwise doesn’t get involved.
What style of leadership is the best?

Research supports the fact that no one style is best to use all the time. A good leader can
adapt their leadership style to suit the person and the situation. Several theorists have
written about how to recognise when to use each style. It is generally agreed that when
selecting the style, you need to consider the following.
The subordinate
What is their skill level? Do they lack training; for example, are they new to the position
and/or company. How confident are they?
The task
What is the degree of difficulty and importance of the task? When does it need to be
completed by? Is it urgent? Does it involve a WH&S (glossary) risk?
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Ultimately the leader is responsible for the actions of others

The leader needs to assess how to approach each situation.
On the next screen we’ll look at when to use each leadership style.
When to use each leadership style

Click on the pictures to learn about when to use each leadership style.
Directive leadership
This style is good to use when a high level of structure is required, which is generally the
case in stressful situations.
• Situations where employees are new or lack skill and confidence in a task. Employees
then need instruction and close supervision and could feel insecure without it.
• Situations where decisions need to be made quickly, such as when there is a tight
deadline. The leader needs to clearly delegate tasks and allocate resources, while
keeping people focused on the goal.
• When there are strict WH&S requirements that must be adhered to, or in a crisis such
as in an emergency situation.
This style is great in stressful situations, but is not the preferred style of leadership for
managing day-to-day operations.
Participative leadership
This style is good to use in day-to-day leadership where you want to encourage staff to
become involved in the decision-making and planning process. However, ultimately the
manager retains final decision-making power.
• Situations where you want to encourage motivation and empowerment (glossary) in

your team. You will guide and support staff to become more involved in decisions
around how they will complete their work.
• Situations where quality is more important than quantity and you have the time to allow
for contributions from all employees.
• When a decision requires the support of all staff. Here it is important to allow the
viewpoints of everyone to be heard.
Laissez-faire leadership
This style works well when you have highly skilled and highly motivated staff. The leader
is there as a support only.
Situations where staff are experienced, skilled and motivated. These employees tend to
appreciate being left to decide their own goals and how they will achieve them.
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The leader’s role in planning

Firstly, it is important to understand what planning is and why it is important.
Planning involves thinking about where you want to be in the future. All managers
undertake some type of planning. Some of it might be informal, where the plans are not
written down or necessarily communicated with others. On the other hand, formal
planning involves setting goals (desired outcomes) for a particular time period and
communicating them clearly to all concerned. Plans not only include goals but the overall
strategy for how those goals are achieved.
The purpose of planning

Click on the headings to find out more.
Coordinates efforts Without planning, you could be working at cross-purposes:

different departments doing different things, and conflicting with
each other. Departments need to be coordinated in their efforts.
Reduces uncertainty While no one can accurately predict the future, having a plan
forces you to consider the future and to be prepared for a range
of different situations that might occur.
Minimises waste Careful planning can make the best use of resources and helps
discover inefficiencies. Without planning, the precious resource
of time can be wasted.
Helps prioritise Planning helps you focus on what is important and directs
resources to completing these tasks first.
Improves productivity Plans help you organise your resources so you have enough of
all you need to get the job done.
Demonstrating commitment to organisational goals

As defined earlier, management is about efficiency and effectiveness: managing
resources efficiently to achieve organisational goals or objectives. It is where the manager
applies leadership skills to motivate and empower staff to achieve these goals/objectives.
Click on the managers to see what they say about their role in achieving goals.
‘I see it as my role to help staff understand how their efforts align with the vision of the
company.’
‘I think it is important for my team to be involved in the goal-setting process. That way they
understand what they are working towards and feel committed to achieving targets.’
‘If I’m passionate about what we can achieve, then it rubs off on my team.’
‘I think it is important to regularly review progress towards organisational goals, or we can

lose momentum. So I see my role as providing the training, resources and support my
staff need to achieve their daily targets.’
Managers at all levels have a critical role in directing the activities of others to achieve
organisational goals. Over the next sections we will look into the different types of
planning you may be involved in and how to build cohesive teams committed to achieving
them.
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End of section
You have reached the end of section 1.
Click to the next section to continue.
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Section 2:
2 Develop team commitment
and cooperation
• How to develop and communicate plans that are consistent with organisational goals.
• How to communicate expectations, roles and responsibilities of team members.
• How to encourage people to develop innovative approaches to work.
• How to identify, encourage, value and reward individual and team efforts and
contributions. (We will look at this in section 3.)
• How to encourage open and supportive communication.
• How to seek and share information.
• How to represent team interests in the wider environment.
• How to seek feedback and implement changes.
Types of plans
There are many different types of plans an organisation might use. What plans have you
been involved in setting and/or working towards? These plans may have been short-term
or long-term, or may have involved the whole organisation, or just your department.
You have 30 seconds to list as many different types of plans you can think of.
List as many types of plans as you can.
• Strategic plans
• Operational plans
• Contingency plans
• Business plans
• Marketing plans
• Financial plans
• Event management plans
• Environmental impact plans
• Standing plans
• Schedules or rosters
• Budgets
• Key performance indicators
There are many activities within a business that could be considered part of a planning
process. Click to the next screen to learn more about different types of plans.
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The hierarchy of plans

Plans are generally defined in terms of their length and breadth. For example, strategic
plans provide direction for the whole organisation’s next five years (or longer) and take
into account stakeholder interests.
It is important to have a general understanding of the types of planning and goal setting
that can go on in an organisation.
Click on each of part of the diagram to learn more.
Values These are what the organisation holds to be important. They are the
guiding principles of the business. It is usually written in point form, or is
a short statement. For example,
‘Food with Integrity’ (Chipotle Restaurants).
Vision The vision is an overall picture of where the organisation wants to be in
the future. It is an ideal description, providing inspiration and aligns with
the organisational values.
Here’s an example of a clear vision.
‘Our vision is to make organic and healthy food yummy and affordable
to everyone.’
‘We will provide five-star service at three-star prices.’
Mission The mission statement briefly describes the company and its purpose in
a more concrete way than the vision. It generally identifies the
customers the business intends to serve.
Here’s an example of a good mission statement.
‘Our mission is to provide a superior family holiday experience by
exceeding the expectations of our customers. We will listen to our
customers and respond to their needs so they will want to keep coming
back. We will provide only the best quality accommodation and act in a
socially responsible way.’
Strategic plans Strategic plans provide direction for the whole organisation for the next
five years and take into account stakeholder needs. Strategy is
formulated by examining and analysing the external and internal
environment to better understand what the business does well and how
it can better position itself in the marketplace. Various tools can be used
to help with this process, including a SWOT analysis, which identifies
strengths and weaknesses (internal focus) and opportunities and
threats (external focus).
Strategic plans generally start with the vision and mission and then
move to creating a values statement, or a set of guiding principles.
SWOT and competitor analysis follows and then long-term goals are
created.
CSFs (Critical Critical Success Factors are used to guide the planning process. A
Success business needs to ask itself ‘what factors are critical to our success?’
Factors) Examples can include the following.
• Satisfied customers
• Superior product and service
• Controlling costs
Operational Operational plans establish the activities and budgets for key functions
plans the business performs and the resources it uses.
Operational plans contain specific goals, actions required to achieve
these goals, and use of resources including time, people and money
(budgets).
Standing plans Standing plans are ongoing plans that guide the day-to-day activities of
KPIs (Key people. Examples include Standard Operating Procedures (SOPs),
Performance rules and policies,
Indicators)
KPIs are specific targets and measures for CSFs. More on these later.
Single-use
plans Single use plans are one-off plans to guide a unique situation, for
example, a plan for the refurbishment (glossary) of your business.
Individual Employees can make individual plans for professional development
plans goals they would like to achieve to improve performance and achieve
rewards.
How are plans and goals communicated?

Some organisations communicate their objectives through a vision or mission statement.
Others may include it as part of their staff induction program or in staff handbooks.
Click on Meena to find out more.
23 2016 Edition
Hello again, how are you finding everything so far?
I wanted to talk about communicating plans and goals because all successful leadership
and management is built on a foundation of good communication.
It does not matter if your communication system is formal or informal. What is important is
that staff understand what they are working towards and are committed to achieving
organisational goals. Is everyone ‘on the same page’?
If goals are not communicated properly throughout the organisation, from upper
management to individual employees, team performance will be affected. Without
effective communication, staff can easily work towards completely different goals than
originally intended.
Hot tip
Look out for values, vision and mission statements next time you visit a company.
Businesses often frame these statements and hang them on their wall in the foyer or
entrance. Also, look at the websites of companies that interest you. In the ‘about us’ tab,
you will generally find the vision and mission statement.
Goals need to be SMART!

Whether you are setting KPI targets or goals and objectives, you are thinking about
outcomes you want to achieve. Exactly what do you want to achieve and by when? It is
important that what you set can be measured. It is useful to remember the term SMART to
help you write your outcomes.
Click on the letters to learn more about SMART goals.

What are some common features of well designed goals?

It can be up to the leader and/or team to decide how goals will be achieved, but well
designed goals share common features. They are written in terms of outcomes, and they
are measurable and quantifiable, challenging and clearly communicated.
What is wrong with this goal?

‘I want to lose weight for summer.’
Is it SMART? It is missing clearly stated, measurable outcomes.
‘Following a healthy diet and exercising three times per week for one hour, I will lose an
average of one kilogram per week, with a total of five kilograms by the 1st of December.’
What is wrong with this goal?

‘I.T. department to install computer upgrades.’
Is it SMART? Again, it doesn’t have measurable aspects.
‘I.T. department to install Microsoft Office upgrades to all back of house computers by the
25th January and front of house departments by the 5th February. System checks to be
completed to ensure upgrade checks successful at the point of each upgrade.’
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Should I develop goals with my team?

If you want employees to ‘buy-in’ or accept and support goals, it is more likely to happen if
they have participated in the goal-setting process. When employees support goals, they
are more likely to be achieved.
Click on the dot points to see how goals can be motivating.
 Employees play a key part in establishing goals.

 The goals are SMART. Importantly they must be seen as a challenge, but
achievable.
 Employees can take part in tracking their progress towards achieving goals.
 Employees are rewarded for performance that contributes to achieving goals.
 The rewards are personalised according to employee choice. Everyone is different!
Some may want money, others time off.
In later sections, we will cover motivation, recognition and rewards in more depth.
Remembering the hierarchy of plans

Earlier we looked at the hierarchy of plans and identified CSFs and KPIs as common to
planning processes.
You have 15 seconds to see if you can recall what CSFs and KPIs are short for.
Can you recall what CSFs and KPIs are short for?
CSFs = Critical Success Factors
KPIs = Key Performance Indicators
Developing plans and goals with my team

CSFs are things that must be done right, for the immediate and long-term success of the
business. CSFs are directly related to goals. KPIs are a measure of a CSF. For example,
if you are applying CSF to sales, you would ask ‘how do I measure sales?’ There may be
several ways: average customer spend, repeat business, etc. If it can be measured, it is a
KPI.
CSFs are generally determined at higher-level management, while KPIs and KPI targets
can be set at team level. Again, stakeholder interests must be considered.
Click to the next screen to find out more and see some examples of CSFs and KPIs
Examples of CSFs and their KPIs

Often the process of establishing KPIs is a motivating team-based planning process. The
manager can set KPIs in conjunction with staff. This way, employees understand the
planning process and can take responsibility for monitoring and measuring achievement
towards KPI targets.
Click on these CSFs to see their KPIs.
Customer satisfaction
Key Performance Indicator Data collection method KPI target/goal example

Customer complaints Complaint logs or data- Reduce complaints by 10%
bases by…
Customer feedback Customer surveys Achieve an overall
satisfaction rating of 80%
by…
Repeat business Customer data-bases and Increase repeat business by
profiles 5% by…
Staff satisfaction
Staff turnover New employees in a given period Reduce staff turnover by 10%
by…
Absenteeism Number of sick days for a given Reduce absenteeism by 5%
period by…
Job satisfaction Job satisfaction surveys Achieve an overall satisfaction
rating of 80% by…
Average length of Total weeks of employment (for Increase average length of
employment all employees) divided by total employment to…
number of staff
Sales
Customer numbers Can be done as a total, or Increase customer numbers

counted at periods of time by…
throughout the day
Average customer Divide the total sales by the total Increase the average customer
spend (total sales number of customers spend by…
per head)
Bookings Future reservations held in data- Increase for the December
bases, diaries and logs period by…
How do KPIs achieve targets?

There are many KPIs for a given business. If the manager facilitates the process of setting
KPI measures and targets with their team, it is a powerful way for the team to understand
their individual impact on achieving targets.
To enhance this, employees need to be able to monitor their progress. We will learn more
about how to do this over the next few screens.
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Accessing, interpreting and sharing information

Teams need to be able to access, interpret and share a wide range of operational
workplace information.
Click on the icon to find out what this can include.
 Financial information, such as revenue (glossary) figures, sales figures, cost of

goods, balance sheets and profit and loss statements.
 Policies and procedures, such as return and cancellation policies, customer service
policies and emergencies procedures.
 Marketing information, such as sales targets, customer data-bases and marketing
plans.
 Technology updates.
 Training and development plans and policies.
 Updates and amendments to company policies, procedures and plans.
 Accident and incident reports.
 Wastage figures. These could relate to products and labour.
 Customer surveys, customer profiles and data-bases.
 Complaint registers or logs.
 Social media feedback, usage figures and comments.
Note...
This information may be available in many forms, such as reports, policy and procedure
manuals, emails, data-bases, online (staff Intranet, social media sites), cashier
summaries, log books and spread-sheets.
How can teams interpret, evaluate and share information?

Whatever data is relevant to the KPI targets or goals, staff will require training on how to
access and interpret this information, evaluate it and share it with the team, other
departments and relevant stakeholders. This can involve a range of specialised
knowledge on software usage and report writing. It is the manager’s role to facilitate this.
Click on the icon to find out more.
Teams can meet regularly to review progress. Are employees clear about their roles and
responsibilities? Who collects the data, when, where and how? The manager needs to
clearly define team and individual responsibilities.
After planning, deciding and recording goals or targets, an effective way of communicating
and tracking progress is to display results in a common area.
• Notice boards in staff rooms
• Above the photocopier
• On the company Intranet
• Email
This allows not only the team, but the rest of the business to see the team goals and
progress.
Click on the icon to see an example of a layout of a KPI review sheet, ready for the
team to record their progress.
Example KPI review sheet

KPI Data collection Performance Performance Best Performance
method this week last week performance target
to date
Cost Labour cost %
performance Food cost %
Linen costs
(uniforms,
aprons, etc.)
Marketing Bookings
Function
inquiries
Sales
conversions
Response rates
to marketing
campaigns
Customer Customer
satisfaction complaints
Customer
feedback
Repeat
business
So far, we have looked at the manager’s role in planning and guiding teams to achieve
targets that fit in with organisational goals. It is now time to delve into what it really means
to be a team. Click to the next screen to learn more.
What is a team?
What most people think of as a ‘team’ is really a ‘group’ of people. Work-groups are far
more common than teams. To build a team, you start with a group and take it to a high-
functioning level. A true team can achieve exceptional things.
Group or team? Click on the icon to see the difference.
Group Team
Individual accountability Team accountability
Focus on individual goals Focus on team goals
Produces individual work products Produces collective work products
One clearly defined manager/leader Leadership can be shared
Purpose, approach and goals influenced Team discusses and decides on goals and
by the manager, who delegates does real work together
responsibilities
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Teamwork defined
Katzenbach and Smith (1993) created this commonly used definition of a team.
Click on highlighted parts of the definition for more information.
“A team is a small number of people with complementary skills who are committed to a
common purpose, a set of performance goals and approach for which they hold
themselves mutually accountable.”
Small number What happens if you have too few or too many people in a
team? Too few, and the team may lack innovation; too many,
communication and decision-making can be ineffective. The
ideal number is between four and eight people.
Complementary skills Each team member brings a different set of skills. What is a
weakness for one team member, should be the strength for
another.
Performance goals SMART goals that are decided upon by the team.
Approach A clear, coordinated method of working.
Mutually accountable The team is able to share success and failure.
Why do companies love teams?

Synergy! This is the ability of the team as a whole to achieve more than the sum of
individual efforts could.
Before we can better identify what it takes to make a team, we need to understand about
group dynamics. Click to the next screen to learn more.
Group dynamics
Group dynamics is the study of the behaviour of individuals within a group, how they
interact with each other and work together to achieve goals.
Click on the tabs to learn about the key concepts in group dynamics.
Group roles
Roles can be thought of as formal job titles, for example, consultant, receptionist, team
leader, coordinator, etc. In groups, formal roles can be leader, chairperson, treasurer and
secretary. In addition to formal roles, we also take on informal roles or work behaviours.
Earlier we examined Mintzberg’s Managerial Roles and identified that managers perform
up to ten different roles, for example: leader, figurehead, negotiator and entrepreneur.
Informal roles can be thought of as your work-style preference: your preferred way to
behave in a group. Some of us like to take a leader role, others like to sit back and think,
analyse and problem-solve. Some of us are very social and like to ensure there is team
harmony and are good at solving conflict and using humour to improve morale (glossary).
If you are interested in learning more about team roles, perform an Internet search for
Belbin’s Team Roles. Meredith Belbin identified nine roles or work-style preferences for
team members.
We all have strengths we prefer to highlight and weaknesses we wish to minimise. A good
leader understands the strengths and weaknesses of his/her employees and ensures
there is a balance of roles and skills within a group.
Group norms
Norms are the group-held beliefs about how members should behave. They are informal
rules or understandings about what is acceptable and unacceptable. Humans are social
beings and want act in ways that are acceptable to the group. Norms can vary greatly.
Let’s look at some examples.
• What are the dress standards? Are they formal, e.g., suit and tie? Can jewellery be
worn? Are visible tattoos OK?
• How hard do people work? Do they take breaks, or eat lunch at their desks? Do people
start and finish on time, or work unpaid overtime?
• How do people talk to each other? Is it respectful or sarcastic? Is it OK to swear?
• How do people treat customers? Do employees attempt to exceed customer
expectations or treat customers as an annoyance?
Example of learning norms

It is your first day at your new job. It is time for your team to take a meal break. You are
told you have 30 minutes. Keen to make a good impression, you ensure you are back five
minutes early. You continue working and notice other employees wandering back to their
jobs at least 15 minutes late. The manager doesn’t say anything. Over the first week on
your job, you notice this happens each time there is a break.
How would this affect the way you take your meal breaks? Chances are that after a short
while, you would fall in line with the rest of the employees and come back late.
We learn norms by watching and copying others. Organisations have formal standards,
rules and regulations, but they can mean nothing if they are not modelled and enforced by
the team leader.
In a nutshell
Research demonstrates that when individuals are clear about their roles and
responsibilities and see them as constructive, they will conform to the role. Roles and
norms do more to influence behaviour than written rules and regulations.
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Groupthink
While it is fantastic when team members conform to healthy group norms, leaders need to
be aware that high levels of conformity can be negative! We need people to express their
ideas and opinions. It’s good for innovation and quality decision-making.
A fault with group decision-making can occur when a leader thinks they have consensus
(glossary), but what they really have is ‘groupthink’. This term was first coined by Irving L.
Janis in 1972 and describes the process where group members supress their opinions in
order to fit in with the majority. Why does this happen?
Click on the icon for an example.
Imagine you are in a meeting with your team. The topic of discussion is how to improve
the way customer feedback data is collected.
Joseph, your team leader, thinks it would be a good idea to amend the customer survey
form so it is quicker and easier to fill out. Joseph talks in depth about his idea while the
rest of the team nods in approval.
You think it would be better to improve the business’s online presence and engage with
customers more via social media. However, you sit quietly and in the end, say nothing.
Think of all the times you’ve sat in a meeting or worked as part of a group and didn’t voice
your opinion. Why? It could be to avoid conflict, the fear of being the ‘odd one out’, or
being rejected by the group. It can also happen when there is a lot of external pressure on
the group, such as time constraints. The leader must take responsibility for ensuring
groupthink is avoided and encourage independent thinking.
Click on the icon for some suggestions for avoiding groupthink.
Avoiding groupthink
• The leader should be the last one in the group to give their opinions or ideas.
• Swap leadership roles. Have different members of the team conduct meetings.
• Appoint several teams to work on the same problem and report back to the leader with
their findings.
• Be careful of dominant group members influencing others. Pay particular attention to
non-verbal cues. For example, eye-rolling and sighing to show disapproval.
• Appoint someone to play the ‘devil’s advocate’. This person purposefully takes an
opposing viewpoint for the sake of debate.
• At times, bring outside experts into the team to work on particularly difficult or important
problems.
• Listen to ideas rather than ridiculing them. Any idea, no matter how bizarre, should be
listened to and then evaluated.
Types of teams
There are several types of teams. They can be permanent, or created to work on one
particular problem. Employees can belong to more than one team at a time.
Click on the folders to learn more about the types of teams.

Teams can be formed for any number of reasons. They may not only include full-time
permanent staff, but can include contractors, casuals and volunteers. Regardless of the
types of team or its purpose, effective teams share common characteristics.
Team definition
Earlier we looked at the definition of a team. Can you remember the key parts to this
definition?
You have 15 seconds to define the term ‘team’.
Define the term ‘team’.
How did you go? Compare your answer to this.
“A team is a small number of people with complementary skills who are committed to a
common purpose, a set of performance goals and approach for which they hold
themselves mutually accountable.”
Source: Katzenbach and Smith (1993)
Effective teams share these characteristics and more. Click to the next screen to learn
more.
Characteristics of effective teams

Research into what makes an effective team identifies that teams not only share common
goals, they communicate effectively and support each other.
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Click on the characteristics of effective teams to learn more about them.
Common purpose There needs to be a clear unity of purpose. Why has this team
formed? Does everyone understand their role and what is
expected of them?
Performance goals The team leader needs to clearly convey goals and the plan for
achieving them. To accept and strive for goals, it is better if
members have participated in setting them.
Diversity A team needs diversity. Too many people from the same
background in terms of age, gender, roles and experience can
result in a lack innovation and creativity.
Clear How will the team communicate: in person or electronically?

communication
Share information. Be open and honest, yet respectful of others.
The manager sets the foundation for effective communication and
must be the role-model.
Commitment and Commitment to team goals and to each other. Effective teams
trust have members who trust and support each other.
Beneficial team Respect, active listening, participating in discussion, seeking

behaviours opinions and ideas, clarifying for understanding, constructive
feedback and avoiding interrupting. These are some beneficial
team behaviours.
Effective review When, where and how are targets reviewed? Evaluate
process effectiveness and celebrate successes. Review each other’s
participation constructively.
Members have a high level of self-awareness. They can analyse
and evaluate their own behaviour and contributions.
Note...
As you can see, besides a commitment to shared goals, a common theme is effective
communication. A manager needs to model and encourage open and supportive
communication.
Click to the next screen to learn more about effective communication.
Building teams
How do you build a group into a team? It is useful to look at Bruce Tuckman’s Team-
Development model to understand how groups develop into teams and the leader’s role in
this process.
Click on each step to learn more about forming a team.

Tuckman’s Team-Development Model (1970).
Expectations, role and responsibilities of a team?

Every team, and the individuals within them, have roles and responsibilities. You, other
members of the management team and customers all have expectations about their
performance.
Click on the tabs to learn more.
Roles and responsibilities

Individual and team roles and responsibilities should be clearly outlined in position
descriptions, KPIs and team plans. These define and clarify the nature and scope of work
as well as standard of performance. Organisational charts indicate lines of communication
and reporting, identify relationships with others in the workplace and interdependent areas
of activity.
Expectations
While expectations should reflect the organisation’s philosophy and goals, some are
common across all businesses.
• Adherence to policies and procedures

• Commitment to individual, team and organisational goals
• Meeting of reporting and other requirements
• Use of cooperative and open communication techniques
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How do you demonstrate effective communication?

The manager needs to role-model excellent communication skills. This involves containing
negative emotions and acknowledging and respecting the opinions of others, and helping
to create an environment of trust, which is essential to open communication and the
sharing of ideas.
Click on the dot points for some other great ideas.
 Share information. Make information easily accessible by others, whether this

means posting it on the Intranet, releasing timely emails or holding regular
meetings.
 Ensure nonverbal signals match your words.
 Listen without interrupting.
 Paraphrase to clarify information.
 Speak calmly and clearly.
 Show respect for the opinions of others.
 Make appropriate eye contact.
 Use open body language gestures.
 Focus on the content of the message and try not to get personal.
 Express feelings and needs clearly and honestly appropriately.
 Empathise with the feelings of others. Even if you disagree with what they are
saying, you can still acknowledge the issue and their feelings appropriately.
In a nutshell
The foundation of effective communication is emotional awareness. Managing difficult
emotions such as anger, anxiety, sadness, fear, disgust and even surprise can be a
challenge. It starts with being able to acknowledge what you are actually feeling and what
is driving the emotion before you can contain it. Effective communication is a skill that
must be practised.
Barriers to effective communication

Barriers are things that get in the way of the message being effectively received. They can
happen anywhere in the communication process.
Click on the icon to see some common barriers.
 Use of jargon. Overcomplicated, technical language and use of abbreviations and

acronyms (glossary) can confuse and annoy people.
 Lack of attention or concentration. Many things can interfere with someone’s ability
to focus. These could be distractions such as background noise, discomfort and
thinking of other things, like ‘what’s for dinner’!
 Incorrect channel, for example, conveying lots of detail in a meeting that could be
better served by email.
 Physical disability, for example, difficulty hearing.

 Language differences, for example, difficulty understanding accents, or having
English as your second language.
 Cultural differences. Social norms and style of communication are influenced by
culture. For example, Australians tend to use a direct style of communication that
can sometimes be viewed as insensitive.
 Perception and attitude. Everyone has perceptual biases that affect our attitude.
These could be stereotyped (glossary) views and prejudices.
 Assumptions. It is common for people to assume communication is clear because
no one has said otherwise! It is important to seek feedback and ensure the message
has been received as communicated.
How do you give, receive and use feedback?

As managers, you need to give, seek and use feedback to improve not only the
performance of employees and the team as a whole, but also your own performance.
Firstly, let’s look at giving feedback. Feedback should be given with the right attitude, i.e.,
in the spirit of improvement, not about finding fault. Feedback should be given
consistently. Don’t wait for formal review processes or monthly meetings.
Click on the tabs to find out what feedback needs to be.
Specific
Collect facts and data. Whether feedback is to a group or an individual, positive or critical,
it is the facts that matter. For example, ‘I was happy with your work yesterday’. What does
this mean? What were you happy with? You need to give specific examples.
Timely
Timing is important. As close to the event or issue the better. If you are giving a staff
member feedback about their performance on shift last night, it is better not to wait until
next week.
Constructive
Feedback is not all that useful if it doesn’t provide information on how to improve. This can
be done together, for example, ask ‘What do you think needs to be improved?’ or ‘How
can I help you improve?’ Importantly, if the feedback is critical, it is important to discuss
the issue in private.
Hot tip
Avoid exaggerating to get your point across, as it can make people defensive. This means
not saying things like ‘you never’ and ‘you always’.
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How do you give feedback formally?

Receiving feedback is part of how we improve. There are many methods that can be used
to give and receive feedback. It depends on the situation and person or entity involved.
Click on the pictures to see ways to give formal feedback.
Performance appraisals
These are formal review processes that are done once or twice a year. Employees are
given an opportunity to review their own performance and get feedback from their
immediate manager. Other team members, departments, customer feedback, supplier
feedback and high management feedback can also be included (this is commonly known
as 360 degree feedback).
KPI results
As discussed earlier, tracking, recording and evaluating progress towards achieving team
targets is also important. This is a way for the team to get regular feedback on their
progress.
Every organisation differs in the types of meetings that it holds. Team meetings are a
great way to seek and give feedback. Meetings can also be used to represent the
interests of the team to the wider environment.
Who needs the feedback?

Feedback should be collected and given to/from all levels in the organisation. It is
important to consider the needs of all stakeholders.
While a lot of feedback is done informally through face-to-face discussion, at times it is

necessary to collect or give formal feedback.
Improving work processes

Innovation is about changing, creating or enhancing current work processes, products and
services, with the aim of improving performance and customer satisfaction. Innovation can
be a key competitive advantage and it is up to managers to lead the way.
Click on the tabs to learn about strategies for innovation.
Kaizen (continuous improvement)

Kaizen is the Japanese term for ‘good change’, but commonly used now to mean
‘continuous improvement’. Kaizen was first introduced to Western business practices in
the 1950s as part of the Total Quality Management (TQM) system or philosophy of
management. Notable authors in the field are W. Edwards Deming and Joseph M. Juran.
TQM or Quality Management is a customer-focused approach to management that

involves all employees in continuous improvement. We have already covered some key
parts of TQM, which include having empowered staff, teamwork (including quality circle
teams) and effective communication. Other key components include the following.
• Integrated systems. Work with other departments to develop clear systems and
procedures. Focus on micro-processes, as they add up to larger processes and
ultimately feed into the organisation’s vision and mission.
• Fact-based decision making. Collect data on performance for decision-making
accuracy.
• Use this data to continually improve systems and processes to exceed stakeholder
expectations.
• Customer focus. Internal and external customers are equally important. Continually
seek customer feedback.
Connect with customers

What do customers really want? Social media has allowed organisations to build closer
relationships with customers and engage with them in real-time. Teams can use
information gathered from the organisation’s online presence to better understand the
market, customer needs, wants and preferences and make improvements accordingly.
Collaboration with stakeholders

Earlier we identified that organisations are influenced by and responsible to a range of
stakeholders. Research shows that innovative businesses are working with relevant
stakeholders, receiving feedback and forming alliances. There is an enormous range of
possibilities for innovation here and that is only limited by your imagination. Examples of
stakeholder collaborations could include the following.
• Working with suppliers to improve food portion control.

• Contacting local government for business tools, templates and demographic data.
39 2016 Edition
• Deciding to share some performance data with competitors to gain comparisons and
insights.
• Working with a local TAFE or registered training organisation to design a training
program.
• Working with government and local environmental groups on strategies to reduce
carbon footprint and waste.
Develop a culture of innovation

Innovative organisations have leaders who are passionate about the business and create
a clear, common vision. They encourage and reward innovation. This means allowing an
element of risk-taking and experimentation and providing the necessary resources. This
could be as simple as giving time for employees to discuss new ideas.
Teamwork
Diversity in teams has been shown to improve the range and quality of ideas. Customers
have differing needs and wants and it takes a diverse group of employees to anticipate
and understand customer preferences.
Hot tip
Remember that group decision-making can be subject to groupthink. Ensure your team is
generating ideas and having quality discussion by applying strategies to avoid groupthink.
End of section
Click to the next section to continue.

3
Section 3:
Manage team performance
• How to motivate individuals and teams.

• How to recognise and reward team achievements.
• How to monitor team performance towards achievement of goals.
• How to evaluate skills and provide team members with opportunities for development.
• How to identify, encourage, value and reward individual and team efforts and
contributions.
• How to delegate tasks and responsibilities, and identify and overcome barriers.
• How to provide mentoring and coaching to support team members.
What is motivation?
The Oxford dictionary defines motivation as ‘the willingness to do something’. This is
usually talked about in terms of satisfying goals or needs. Motivation could be looked at as
an internal drive. If so, can you really motivate someone?
Click on Meena to find out.
Whether or not you can motivate someone has been considered and studied in the fields
of psychology, social sciences and business for over one hundred years. There are many
theories of motivation. We will look at a few of these shortly.
Before moving on, think for a moment about these two questions.
• What motivates you?

• Does money motivate?
Everyone is different and what works for some people won’t work for others. Motivation
levels can vary for many reasons. Think of motivation theories as a useful guide to
understanding and applying different strategies, with a view to improving motivation.
Early theories of motivation

Maslow’s Hierarchy of Needs
In 1954 psychologist Abraham Maslow published Motivation and Personality. He theorised
that all people have five levels of needs, starting at basic needs (lower-order) and moving
to higher order needs. Lower order needs were satisfied externally, i.e., by the
organisation, and higher order needs were satisfied internally.
Each level is met in ascending order. Once a need is met, then a person will be motivated
to satisfy the next need. To motivate employees, managers need to understand where a
person sits on the hierarchy to satisfy their needs.
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Click on each level of the hierarchy to look at what your organisation can do to
satisfy these needs.
Source: an interpretation of Maslow’s hierarchy from Maslow, A.,

1954 Motivation and Personality Harper & Row, New York, USA.
Self- • Opportunity and support to undertake further education and training

actualisation • Project work
• Cross-training
• Time off for study and to pursue other goals
Esteem • Reward and acknowledgement programs
• Career progression
Social • Team work
• Staff social clubs
• Celebrating and acknowledging special occasions such as birthdays,
religious holidays, anniversary of employment, etc.
• Staff sporting clubs
Safety • Provide a safe work environment for staff
• Personal, protective clothing and equipment
• Training to ensure safe work practices
• Job security through less contract and casual work
Physiological • Competitive salaries that provide finances to purchase basic needs for
living
• Good rostering to ensure for adequate rest between shifts
• Regular breaks during shift
• Encourage staff to drink water
• Leaders model and encourage healthy life-style
• Provide healthy staff meals
• Ergonomically designed furniture
• Quality lighting and air-conditioning
Applying this theory

Although studies have failed to validate Maslow’s theory as a motivation theory, it is still
very popular today. This is largely because it provides an easy-to-understand framework
of human needs, and the organisation does play a role in meeting these needs.
Rather than trying to figure out where each employee is on the hierarchy, a useful
approach is put into place strategies that provide for each need and make them available
to all employees.
Herzberg’s two-factor theory

Frederick Herzberg (1959) developed a theory of motivation that is often compared to
Maslow’s hierarchy.
Herzberg theorised that the conditions that led to job satisfaction (which he labelled
hygiene factors) such as pay, security, physical working conditions and quality supervision
needed to be satisfied, but were not motivators. They sit on a continuum of satisfaction to
dissatisfaction. If you wanted to motivate people, you had to develop the areas that were
intrinsically rewarding. These include interesting work, promotional opportunities,
recognition, responsibility and achievement.
Click on the icon to see a comparison of Maslow’s and Herzberg’s theories.
43 2016 Edition
Again, his theory hasn’t been well supported in literature, but still remains popular today
because it highlighted the importance of interesting and rewarding work for job
satisfaction.
Another issue his theory raised was the role of money in motivation. According to
Herzberg’s, money is a hygiene factor. In other words, he proposed that money doesn’t
motivate. This issue still remains debatable today. More on the issue of money later.
Getting teams involved

Earlier we looked at why it is important for leaders to set goals in conjunction with their
team. Can you recall some of the points we discussed?
You have 15 seconds to list some key points.
Why it is important for leaders to involve their team in setting goals?

• Employees will be more likely to ‘buy-in’ or accept goals they have participated in
setting.
• When employees support goals, they are more likely to be achieved.
• Goals need to be SMART.
• Employees should take part in tracking their progress towards goals.
• Employees should be rewarded for performance towards achieving goals.
• Goals need to be challenging.
Goal-setting theory
We’ve talked about the importance of goals in several sections of this unit. Let’s
summarise and emphasise the importance of goals to motivation.
Research demonstrates that those who set goals in their personal life are more likely to
achieve their dreams. Goals give direction and a sense of purpose.
Click on the tabs to see what makes a goal motivational.
Challenging
If they are too easy, why bother? If they are too hard, it can mean giving up before you
start.
They must be accepted

Difficult goals lead to higher performance, but only if they are accepted. Goals are more
likely to be accepted when they have been set by employees themselves.
Feedback
Employees need feedback on their progress to keep on track. It is even more motivating if
employees are able to generate feedback and track their own performance.
Goals are made public

This means they are discussed and displayed for everyone to see (for example, display
KPI performance). If you are reminded of goals and discuss them regularly, it helps to
keep focused.
Am I treated fairly?
‘That’s not fair!’ Whether it’s a child complaining that they should have won the race, or a
work colleague upset at not getting a promotion, it’s human nature to compare our efforts
to the rewards we get, in comparison to others. Recent research has looked into the
concepts of fairness in the workplace and their effect on motivation.
Organisational justice is the term given to the employee’s overall perception (glossary) of
what is fair in the workplace. Perception is a key term here. Perception is personal; what I
think is fair, you may not. By nature, humans tend to have a self-serving bias. This means
that if you’re given rewards, bonuses or anything else of value, you will tend to see it as
fair. However, if these rewards were given to a co-worker, you would be more likely to
look for inequity.
Organisational justice has its foundations in equity theory (J.S. Adams, 1963). Equity
theory proposes that employees are likely to compare their inputs (work effort) and
outputs (rewards received) in relation to other employees. Perceived inequities will lead
employees to adjust their behaviour.
For example, an employee who believes they are under-rewarded may reduce their efforts
and feel hostile towards the organisation and co-workers.
Organisational justice has three components. Click to the next screen to learn about
these.
What is organisational justice?

Click on each section of the diagram for more information.
Distributive
justice
Procedural Interactional
justice justice
Organisational
justice
45 2016 Edition
Organisational An employee’s overall perception of what is fair in the workplace.

justice
Distributive The perceived fairness of outcomes. Were decisions made regarding
justice the allocation of resources and rewards fair?
• I think I am paid fairly for the work I do.
• I think the budgets have been fairly allocated for each department.
Procedural The perception of fairness regarding process or procedures used to
justice determine the allocation of resources and rewards.
• I think all employees are treated the same.
• I think the decisions made about who gets resources, bonuses, etc.
are made from accurate information.
• I have an opportunity to voice my opinions about the fairness of
processes used.
Interactional The perception that management treat staff fairly, honestly and with
justice respect.
• I think my manager doesn’t play favourites.
• I think we are respected and valued for our skills and contributions.
Sources:
Adams, J.S., 1963. Toward an understanding of inequity.
Journal of Abnormal and Social Psychology. 64, pp 422-436.
Greenberg, J. (1990). Organizational justice: Yesterday, today, and tomorrow.
Journal of Management, 16, 399–432.
Bakhshi, A., Kumar, K., & Rani, E. 2009. Organizational justice perceptions as predictor of job
satisfaction and organization commitment.
International Journal of Business and Management, 4, 145–154.
What can leaders do to develop a sense of equity?

• Allow transparency. This means being open about your decision-making process and
criteria. Allow staff to question your decisions and contribute to the decision-making
process. If things are not discussed, then it is normal for people to assume the worst.
Think about your organisation. Are decisions open?
 Why are budgets different between departments?
 Why did this team receive a bonus and the other team didn’t?
 Why was that employee chosen to go interstate for a conference and I wasn’t?
• Provide clear process and procedures about how people can move up pay scales,
receive bonuses, rewards and other benefits.
• Ensure fair rostering practices. This is an area often highlighted as a problem for staff.
Why was one employee given the day off they asked for and you weren’t?
• Provide clear and open communication.
• Recognise that each employee is different. Take care to separate personal feelings
about personality from the skills and behaviours of staff. Treat everyone with respect
and courtesy.
• Deal generously with staff. Don’t dismiss people because you are too busy to hear
them out. If you can’t see them immediately, then give them an appointment time.
Note...
Research supports that the perception of fairness is strongly related to job satisfaction,
organisational commitment and the development of trust.
Does money motivate?

A recent series of experiments at MIT (Massachusetts Institute of Technology) did a lot to
clarify the role of money in motivation.
The study found the following.
1. Money is a great motivator in jobs where tasks involved routine physical skills.
When employees followed clearly defined procedures and steps with little or no
thought, then money proved to motivate.
2. If the job or task involved cognitive or thinking skills, then money ceased to
motivate. In fact, offering monetary rewards could actually decrease motivation,
commitment and outcomes!
When people achieved a satisfactory level of payment (and this is a matter of
perception), they no longer thought of money in the day-to-day functioning of their
job. Generally this meant having enough money to pay for general living expenses
and some entertainment.
On the next screen we’ll look at some other motivators.
Other motivators
In jobs that involved creativity, analysis, learning, reasoning, problem-solving and memory
(all cognitive skills), then what motivated them was mastery, autonomy and purpose.
Click on the tabs to learn about these other motivators.
Mastery
This is the sense of achievement that comes from doing something well. Humans enjoy
mastering skills. Think about why you would keep practising a sport, musical instrument,
making a complicated dessert, or anything else that you might do without expectation of
payment.
Autonomy
We don’t like being closely monitored and told what to do. People like having a say in
what they do (think about goal setting theory) and how they will go about doing it.
Autonomy means giving people the freedom to make these choices.
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Purpose
We like to see how our work impacts on the organisation and potentially the lives of
others. Do we think our work has value? Is it important to the organisation? We might see
some jobs as inherently more important than others, for example, a nurse, doctor, police
officer, etc. However, all work has value. It is important for management to help
employees see the value in their work.
Source: Daniel Pink, 2010. Drive, The surprising truth about what motivates us.
Search for this title on YouTube (As at October, 2013)
In a nutshell
Money is an effective motivator for unskilled, routine, practical work. For jobs involving
cognitive skills, motivators are autonomy, mastery and purpose.
Improving routine work

There are times when paying monetary rewards for routine work is not practical or
possible. It can be difficult to retain staff in these types of jobs, so it is important for
managers to consider other methods of enhancing the work to improve its attractiveness.
One way is to look at how jobs are designed, the way tasks are put together to form a job.
Click on the tabs to learn about how jobs are designed.
Job rotation
This means rotating the employee between a range of jobs at the same pay and skill level,
within the same department. This could be done each shift, once a week or month,
depending on the position and organisation. This helps to alleviate boredom. Here are
some examples.
• Fast food establishments

Think of all the different jobs in providing food to the customer. Employees could rotate
between drive-through, customer service, preparing food, etc.
• Housekeeping
Room attendants in a hotel might clean a different section, floor, or room type each
week. They may also rotate between rooms, laundry and public areas.
Employees may also move into other departments to learn different jobs. However, this is
generally referred to as cross-training, rather than job rotation and is done for career
enhancement.
Job enlargement
This is where narrowly defined jobs are given more scope. This is done within the same
job-level. The aim is to increase the range of tasks within the job, which uses more skills.
Here are some examples.
• Telephonist or switchboard operators

In quiet times, the telephonist could work on other tasks, such as answering online
enquiries and other office correspondence.
• Fast food establishments

Rather than each part of the service process being a separate job, some of the jobs
are combined, for example, taking and assembling the order.
Job enrichment
This is where the job involves some higher-level duties, which adds more responsibility
and interest. This often means the manager delegates some tasks (with training) to an
employee. Here are some examples.
• Tour operators
Ongoing employees are shown how to write rosters and share this task as a team.
• Bar attendant
They are delegated the responsibility of researching and creating a new beverage
promotion.
Applying motivation theories

As you can see, there are many factors that can enhance employee motivation. Just
because something motivates you, doesn’t mean it will motivate your employees.
The workforce is made up of a diverse range of people. A good manager makes an effort
to understand his/her staff and their needs. An effective arrangement is to apply a broad
range of strategies that will offer something for everyone.
Click on the checkboxes to look at some of these.
 Flexible work arrangements. This means having a say, or some sort of control over
the choice of hours you work.
 Think about improving job design.
 Link rewards to performance.
 Ensure people are paid correctly for the work they do. This means checking that pay
systems are accurate, that any allowances and penalties that apply are given, and
that there is not an expectation of unpaid overtime.
 Offer a range of rewards and incentives and ensure processes for deciding on these
are clear.
 Give feedback regularly. Acknowledge and thank staff for their contributions.
 Involve employees in setting goals.
49 2016 Edition
 Ensure goals are SMART.

 People tend to enjoy working in teams (helps meet social needs).
 Don’t forget about meeting physical needs. It is hard to stay focused and provide
excellent customer service when you are hot and hungry.
Click to the next section to learn more about performance reward and recognition
programs.
Reward and recognition programs

Motivators are different for everyone. Therefore, what is considered to be a reward will
also be different from person to person. You might appreciate extra cash, but someone
else might prefer a day off.
Rewards can be thought of as extrinsic and intrinsic.
Extrinsic (or external) are tangible rewards: things given to you by the organisation, such
as bonuses, training opportunities and promotions.
Intrinsic (or internal) are intangible rewards: the feelings of satisfaction and achievement
that come from doing a job you enjoy. Mastery, autonomy and purpose are intrinsic
motivators.
Click on the icon to see a diagram of how extrinsic and intrinsic rewards work
together.
There are many innovative ways organisations recognise and reward people. Rewards
can be individual and team-based. Usually an organisation will provide a combination of
both.
Click to the next screen to see some examples of formal reward and recognition
programs.
Formal reward and recognition programs

Click on the tabs to learn more about these rewards and programs.
Peer recognition programs

• Employee of the week, month or year.
 Staff have voting rights on who receives this award.
 Customer feedback is also used to help with decisions.
 Annual gala dinner event to celebrate employee of the year.
• Acknowledgement of period of time employed. This can be letters of appreciation and
gifts for significant timeframes like five and ten years of employment.
• Trophies and certificates of appreciation given to teams for achieving KPI targets.
Developmental
The opportunity to complete further education and training, either fully paid or partly paid
for by a company is considered by many to be a great reward. Education is expensive and
adds to skill levels, which means an opportunity to improve take-home pay and obtain
promotions.
• Financial support for completing further education, such as university degree courses.
• Scholarship programs.
• Sabbaticals. This is the term given to having time off to pursue study interests.
• In-house training programs.
• Cross-training to learn other job areas.
• Interstate and overseas exchange programs.
• Opportunities to attend conferences and join professional associations.
Financial
• Commissions.
• Monetary bonuses.
• Employee ownership plans. In essence, the employee becomes a part-owner by
receiving shares in the company.
• Profit-sharing schemes. At end of financial year, if the company has made a profit, the
business shares a portion of that profit with employees.
• Points reward systems whereby employees can use points earned to purchase
rewards of their choice from online gift sites.
Social
• Health and wellness initiatives, such as gym memberships, staff sporting clubs and
discounted health care services.
• Footy tipping competitions.
• Celebration of religious holidays and other special events throughout the year.
• Staff drinks and nibbles provided once a month, or after meetings.
51 2016 Edition
Hot tip
Don’t forget the importance of regular feedback and praise. Your acknowledgement of an
employee’s hard work does a lot to motivate and contribute to job satisfaction.
What is delegation?
Delegation is the act of giving a subordinate the authority and responsibility to complete a
task that would normally be part of your role. However, as the manager, you retain the
accountability for the task’s success.
In other words, if the task wasn’t done well, it’s not about blaming the employee, but
reflecting on how you could have improved the training and support provided.
Click on the icon to find out why delegation is so important.
 It is an effective time management strategy. There are never enough hours in the
day, and delegating helps you manage your workload.
 It fits in with motivation principles. Employees want to do interesting and rewarding
work. You can delegate challenging and rewarding tasks.
 It helps with succession planning. Delegating is partly training others to be ready for
management roles.
 It contributes to an environment of trust. Employees feel respected and valued when
you entrust them with some of your responsibilities.
Note...
Remember, a sign of a good manager is when your department can run smoothly without
you there. You should be able to take a holiday and know your staff are capable of
managing without you.
Steps to delegation
Successful delegation is something that should be carefully thought through. This is where
things often go wrong, and we hear a manager saying ‘I just should have done it myself!’
Often we see leaders delegating in a rush, without adequate coaching or thought as to

who is the best person for the job.
Click on the steps to learn more about how to delegate.

Step 1: Decide what Make a delegation plan. This is a list of tasks that you think could
to delegate be delegated. They should be tasks that will assist in employee
development and understanding of their job role.
Don’t use delegation as an opportunity to get rid of all the duties

you hate! Take care to not delegate things that are confidential,
such as pay matters, or are a core part of your role.
Step 2: Decide who Think about employees who are skilled and want to learn more.
to delegate to Employees who are bored and want new challenges are a good
choice. Ideally the person must be willing and able, with some
training, to complete the tasks.
Step 3: Delegate Clearly explain the reasons for delegating and provide training to
selected staff. Indicate what outcomes you expect in terms of
quality, standards and completion times. Ensure they know where
they can go for further support, if required.
Step 4: Inform Often, it is necessary to inform co-workers, other managers and

others even departments that an employee has the authority and
responsibility for a delegated task. This can avoid conflict and
misunderstandings.
Step 5: Monitor Don’t over supervise, as it will indicate a lack of trust. A useful
results and give strategy is to establish check-points. These are points in time
feedback where the employee reports back to you on their progress so that
you can provide constructive feedback.
Planning delegation
We have identified that the first step is to make a plan and decide what tasks could be
delegated and to whom. Setting out a formal plan is a good problem-solving strategy for
noticing skill gaps and matching tasks to the most appropriate team members.
Click on the icon to see how a plan may look.
Example of a plan
Tasks unsuitable Tasks you do Tasks you do Things no one is

to delegate yourself, but could yourself, but could doing that could be
be done by others be regularly done by others
in your absence delegated
Examples include: Examples include: Examples include: Examples include:
• Employee • Attending • Coaching new • Researching new
performance management employees product and
appraisals meetings • Writing rosters supplier information
• Counselling for • Budget analysis • Ordering, • Coming up with
poor • Compiling requisitioning new promotional
performance reports for senior and receiving concepts
• Checking management. stock. • Costing new
timesheets. equipment.
53 2016 Edition
Note...
The ‘things no one is doing that could be done by others’ is an interesting one to think
about. Often we have ideas for new projects, but we simply don’t have time to give to
them. These can be interesting tasks that can really add value not just to the employee’s
role but to the organisation.
Barriers to delegation
There are many things that can get in the way of effective delegation. These barriers can
come from you and from your team members.
Click on the checkboxes to see some examples.
 Employees may resist taking on delegated tasks because they feel uncomfortable
with the responsibility, overwhelmed, or unsure of their ability.
 Employees may think it’s not their responsibility to do ‘your’ work.
 Giving too many tasks to the one person.
 Giving the more interesting tasks to favoured employees (or the perception this is
happening).
 Failing to recognise, praise and thank the efforts of employees.
 Delegating in a hurry.
 Over delegating. Giving too much at once.
 Over monitoring. Not giving enough space for employees to learn and work on their
own.
 Worrying that an employee may do a better job than you, and you may be delegated
out of a job!
 Lack of trust, believing that you are indispensable and no one can perform as well
as you.
 Loss of control over your work, which can create fear and anxiety.
Click on the icon to learn about overcoming barriers.
Identifying barriers is the first step to overcoming them. It is common for people to feel
fear and uncertainty around doing something new. Some other strategies can include the
following.
• Taking time to delegate.
• Making a delegation plan.
• Asking subordinates for input on the delegation plan.
• Fully explaining to employees the reasons and value to them of taking on delegated
tasks.
• Matching staff to tasks according to skill set, motivation levels and desire to learn.
• Training, monitoring and coaching.
• Taking little steps. Start by delegating something simple and then move to a more
difficult task.
• Ensuring team members have the resources they need to complete the tasks.
Why is monitoring so important?

In section one, we identified that monitoring is a function of management. In section two,
we examined monitoring team performance against organisational goals and KPI targets.
In this section, we have discussed monitoring individual performance. Let’s tie these
thoughts together and summarise the importance of monitoring.
Click on the tabs to find out more.
What is monitoring about?

• Comparing actual performance against planned performance.
• Identifying, and when necessary, documenting differences between actual and planned
performance.
• Correcting differences and applying strategies to get performance back on track.
When should I monitor?

• Before an event. Try to identify and prepare for problems before they occur.
• During an event. Talk to your staff, ask questions and create check-points to monitor
progress.
• After an event. Collect facts and data. Evaluate and review performance against plans.
What do I monitor?
• The employee’s use of time.
• Use of physical resources, such as products and equipment.
• Changes to the external environment, for example, an increase in customer phone
calls, or budget cuts.
Part of effective monitoring is to be able to provide coaching to correct problems. Click to

the next section to learn more.
Coaching and mentoring

Coaching and mentoring are often discussed together.
Click on the video to find out more about them.
Coaching is the training and instructional role we provide in improving the skills of our
employees.
Mentoring is the part we play in acting as a role model to employees who look up to
experienced, knowledgeable leaders. We have discussed the importance of acting as a
positive role model in section one, so let’s now summarise some key coaching strategies.
Coaching involves many of the skills we have already discussed, such as organising,
building a rapport with employees, giving clear instructions, questioning to gather
information, monitoring performance, analysing results and providing feedback.
On the next screen we’ll look at how to demonstrate tasks clearly.
55 2016 Edition
Demonstrating clearly
One more skill that is important for leaders to have is the ability to demonstrate tasks
clearly.
Click on each step to learn about the demonstration method.
For more information about coaching refer to the unit Coach others in job skills.
End of section
Click to the next screen to read the unit summary.
Summary
Leadership is a critical element of management in any workplace. Leaders model the way.
They can convey your company’s vision and inspire high standards of performance
directed to achieving your organisational goals.
Effective leaders also have a good level of self-awareness. They understand their
strengths and weaknesses and continue to examine, evaluate and develop their skills in
leadership.
Do you think you have what it takes to be an effective leader? Maybe you do? There’s
only one way to find out. Take the opportunity if it arises and enjoy the personal fulfilment
and reward it may bring your way.
GLOSSARY
Glossary
Word Meaning
Acronym Word formed from the initials or components of a phrase or word.
Carbon footprint A measurement of how much greenhouse gas you are responsible for,
both directly and indirectly. Reducing your carbon footprint, is reducing
the amount of carbon (or greenhouse emissions) that you generate in
business or in your domestic lifestyle.
Clique An exclusive group. Informal sub-groups that naturally form because of
shared interests.
Consensus A unanimous agreement, or a decision that is commonly supported by
the group.
Empowerment The practice of giving subordinates the power to make decisions about
their work.
Enterprise A contract of terms and conditions of employment negotiated between
agreement the employer and employees and their representatives (unions), if
requested.
Morale The emotional state or spirit of a person or group.
Perception How we interpret information through our senses to understand,
interpret and make sense of the world around us.
Refurbishment The act of making improvements to the décor and facilities, such as
redecorating and repainting.
Revenue Revenue or turnover is the income received for a given period of time
for usual business activities, such as the sale of goods and services.
Stakeholder An organisation, person or entity that has an interest or concern in your
company. This can include, but is not limited to, employees, customers,
suppliers, the local community, unions and shareholders.
Stereotype To place people into categories and assume everyone in this category
is the same.
Subordinate A person under the authority or control of another within an
organisation.
WH&S Work Health & Safety.
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Learner guide

Lead and manage people

Version number 2.0

Section 1: Model high standards of performance and behaviour ................... 3

Section 2: Develop team commitment and cooperation ............................... 21

Section 3: Manage team performance ......................................................... 41

Please note the following condition

© 2016 Didasko Digital. All Rights Reserved.

Having a management title does not automatically make you a leader.

Management is a position that is given to someone based on their decision-making power

Typically managers manage things, whereas leaders lead people.

A leader maximises the efforts of others.

Let’s look at what you will learn on completion of this unit.

Section 1: Model high standards of performance and behaviour

Section 2: Develop team commitment and cooperation

Section 3: Manage team performance

1 Model high standards of

• How to act as a positive role model.

Click on the video to find out more.

So, what do we mean when we talk about success?

Success is often measured in terms of efficiency and effectiveness.

We’ll go into these ideas in more detail throughout the unit.’

Click on the icon to find out more about managers.

The role of managers

What do managers do?

Click on the functions that managers perform to learn more.

Defining goals and objectives and establishing strategies for

Determining what tasks are to be done, who is to do them and how

Providing information to staff, colleagues and management.

What roles do managers fulfil?

Professor Henry Mintzberg, a prominent management researcher, developed three

Click on the categories to learn about roles managers fulfil.

Role Description Example

Role Description Example

Role Description Example

Source: adapted from Mintzberg, Henry 1973.

Why are stakeholders important?

It is common for a business to categorise stakeholders according to their importance to

We’ll learn more about stakeholders on the next screen.

Attributes of different stakeholders

Social and political action groups

Click start to begin.

How did you go? Compare your answers to these.

• Motivating and inspiring others.

Are leaders born or made?

Click on the icon to find out more.

What are some commonly held traits of effective leaders?

Bringing together the roles of ‘manager’ and ‘leader’

Building leadership skills

Click on the icon for an example.

What other qualities are important?

Click on the managers to see the examples.

“You’re just the cleaner. It doesn’t matter what you think.”

The meaning of respect, integrity and empathy

Putting qualities into action

Be fair and consistent

Be honest and ethical

Be open and transparent

Have excellent communication skills

Be at the forefront of operations