operational approach

1. DEVELOP AND SUPERVISE
OPERATIONAL APPROACHES
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Element 4:
Provide feedback

3. Provide feedback
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Performance Criteria for this Element are:
• Provide clear, constructive feedback to
individuals to support achievement of
outcomes
• Monitor team and individual performances to
ensure team members are able to achieve
goals
• Identify opportunity for individual development
• Maintain clear supervisory and reporting
responsibilities in line with organisational
requirements

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5. Feedback
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Purpose of feedback
Giving feedback to staff can act as:
• Motivation
• Encourage compliance
• Recognise and reward
• Correct actions
• Demonstrate you are actively monitoring activities

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Providing feedback
• Feedback can be ‘confirming’ or ‘corrective’
• Provide feedback as close to the desired performance as possible
• Provide feedback frequently
• Be specific and use facts
• Discuss behaviours, not personalities
• Use simple, straight-forward language

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Areas of feedback
Feedback may relate to:
• Performance
• Service standards
• Skills and knowledge
• Progress

8. Providing feedback
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Providing timely feedback
• Why is it important to provide feedback in a timely manner?
• What does timely manner mean?

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From time to time you will need to provide feedback to your
staff.
This feedback and information can be:
• Positive
• Negative
• Neutral

10. Positive feedback
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Providing positive feedback
• How do you provide positive
feedback?
• What recognition or rewards can be
provided?

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Positive feedback - recognition of rewards
• Informal acknowledgment
• Formal acknowledgment
• Certificate or Award
• Incentive
• Reward

13. Negative feedback
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Providing negative feedback
• How would you deliver negative feedback?
• How can you provide negative feedback in a constructive manner?
• What further corrective action may be required?

14. Negative feedback
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Steps in providing negative feedback
• Explain undesirable behaviour
• Explain why the behaviour is undesirable
• Identify reasons for behaviour
• Explain why their performance requires improvement
• Specify the desired behaviour
• Ensure they understand what is to be achieved
• Determine how to get to desired performance

15. Monitor team and individual
performance
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• Why is it important to monitor staff?
• What are they monitored against?
• When should you monitor staff?
• How do you monitor staff?

16. Monitor team and individual
performance
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Basic techniques to monitor performance
• Visual observation of staff practice
• Analysis of documentation
• Discussions with relevant people
• Use of checklists

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Importance of performance standards
Workplace standards are important in order to:
• Meet customer expectations
• Reflect advertised standards
• Match or exceed the competition
• Comply with legal requirements
• Encourage repeat business

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Monitor against performance
standards
• What performance standards exist?
• How are staff made aware of
performance standards?

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Examples of performance standards
• The waiting time before presentation of
the menu
• The number of tables to be covered
• How a room should be cleaned
• Time taken to set up
• Deadlines for reports
• Turnover targets

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Areas of performance standards
• Productivity
• Punctuality
• Personal presentation
• Accuracy

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Areas of performance standards
• Adherence to procedures
• Customer service standards
• Team Interaction
• Response times

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Issues to monitor
• Safety
• Competency
• Appearance
• Professionalism
• Completion of tasks
• Overall ‘offering’ provided
• Customer satisfaction

23. Monitoring completion of work activities
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Use of checklists
• What is the importance of checklists?
• What should be included in checklists?
• Who should create checklists?
• How can staff use checklists?
• How can management use checklists?

24. Professional development opportunities
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One of the key characteristics of successful teams is the ability
to recognise and provide training and development opportunities
to staff.
• What training and development opportunities exist?

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Professional development opportunities
Developing the ‘skill set’
All team members must have the opportunity to improve their ‘skill set’
which aims at the development of:
• Knowledge
• Skills
• Attitudes

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Staff training and staff development
• Staff training will be applied to address a need that has some
immediacy to it
• Staff development has more of a future orientation and
relates to skills and knowledge the staff member may need at
some future date

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Professional development
Staff development is often referred to in another name:
‘Professional development’
• What are examples of ‘professional development’ activities?
• How do you select people?

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Access to professional development
‘Professional development’ activities tend to have some ‘future focus’
In many cases, professional development activities:
• Are provided for staff as a department-wide or organisation-wide
activity
• Are targeted for individual staff to prepare them for a future role

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Internal or external professional development
Professional development activities can be:
• Conducted on the premises:
– By management or the supervisor
– By an external third party provider
• Conducted off the premises

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Considerations when creating staff development
opportunities
• Identify the purpose
• Identify the need
• Establish priority for development

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Types of professional development opportunities
• Internal training and professional development
• External training and professional development
• Coaching
• Mentoring
• Supervision
• Formal or informal learning
programs

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Types of professional development opportunities
• Work experience and exchange opportunities
• Personal study
• Career planning and development
• Performance appraisals
• Workplace skills assessment
• Quality assurance assessments and recommendations
• Change in job responsibilities

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Professional development
opportunities
Types of professional development opportunities
• Opportunity for greater autonomy or responsibility
• Formal promotion
• Chance to perform in a higher position in a
caretaker mode
• Becoming a mentor for someone
• Leading a training session
• Being sent to a conference

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Mentoring
It is a relationship between two people where a more
experienced person works in collaboration with a less
experienced person to give the less experienced
person the benefit of their:
• Knowledge
• Experience
• Perspective
• Contacts
• Insight
• Wisdom

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Purpose of mentoring
• Provision of advice to the learner
• Enable personal development and growth
• Optimise staff retention
• Give the learner a sounding board for ideas
• Save the mentee from making same mistakes

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Purpose of mentoring
• Initiate a network for personal learning and contact
• Assist people in career planning
• Empower the learner
• Encourage independence of the learner
• Demonstrate support

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

38. Coaching
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Coaching options
• Demonstrations
• Discussion
• Lectures
• Case studies
• Role-plays
• Games

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Coaching options
• Exercises
• Excursions
• Guest speakers
• Presentations
• Providing explanations
• Problem-solving

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Formal and informal learning programs
Formal learning
• An externally provided course
• An internal non-accredited training course
Informal learning
• Less structured programs
• Greater flexibility
• As required

41. Other development programs
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Other professional development programs
• Personal study
• Work experience
• Job rotation

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Support materials
Support materials for professional development programs
• Manuals
• Exercises
• Take away notes
• Role plays
• Catering
• Management representatives

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Providing practice opportunities
Providing practice opportunities
• Confirm with the staff member that practice is required
• Determine their availability
• Supervise the practice
• Notify the staff member when assessment can take place

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Catering for individual needs
Practical ways in which individual differences can be accommodated include:
• Rescheduling training to a more convenient time
• Reducing the size of the group
• Changing the mix of the group
• Modifying delivery methods
• Adapting the training environment
• Modifying your personal attitudes and approaches
• Adapt training resources to suit the individual

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Keys to becoming a successful manager
• Demonstrate competence
• Embrace responsibilities
• Make meaningful contributions
• Learn to adapt
• Make a commitment
• Continue to learn
• Prioritise your loyalties
• Always do good work

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Keys to becoming a successful manager
• Present the right image
• Learn the power structure
• Gain control of organisational resources
• Stay visible
• Find a mentor
• Support your boss
• Think laterally

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Managers as role models
Influence of a role model
• Every manager, whether they like it or not, acts as a role model to their staff
– even when they don’t intend to
• Staff will view the behaviour, actions and attitudes of the manager and often
will see this as the way to act, even if they disagree with their manager’s
behaviour
• How can you be a good role model for staff?

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Manage yourself first
The first thing for you as a manager to do is to manage yourself.
This involves:
• Knowing and understanding your own job
and the responsibilities you have
• Planning your own work well
• Managing your time efficiently planning
• Managing your own stress

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Leadership
Leadership in the workplace
To be a good leader, which is a vital component of
any managerial position, experience and history
shows you need to:
• Have the trust of staff, and in turn, trust them
• Show you respect the abilities and opinions
of staff
• Have the ability to motivate staff
• Be passionate, and committed to what you do

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Leadership in the workplace
• Be prepared to delegate work
• Be able to create a cooperative team
• Have a strong and clear sense of work goals
and objectives
• Help others achieve their personal goals

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