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Managing...getting things done through other people

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Jump Start

  1. 1. Jump start your Business Managers Orientation (Phase 2) 2009 Service on Sight Research & Consultancy Inc
  2. 2. MANAGEMENT Getting things done through people
  3. 3. Module 1: Planning <ul><li>Objectives </li></ul><ul><li>By the end of the module, the participant must be able to: </li></ul><ul><li>Define planning; </li></ul><ul><li>Enumerate and explain the 4 steps in the planning process (DOME); & </li></ul><ul><li>Prepare, present, & defend the Agency Business Plan. </li></ul>
  4. 4. Module 1: Planning <ul><li>Definition </li></ul><ul><li>Planning - Determining a course of action that is intended to facilitate the accomplishment of a task, work, or mission. </li></ul><ul><li>Plan – a “road map” that will take you from where you are (current situation) to where you want to go (objective). </li></ul>
  5. 5. Module 1: Planning <ul><li>Steps in the Planning Process (D.O.M.E.) </li></ul><ul><ul><ul><li>D iagnosis </li></ul></ul></ul><ul><ul><ul><li>O bjectives </li></ul></ul></ul><ul><ul><ul><li>M ethodology </li></ul></ul></ul><ul><ul><ul><li>E valuation </li></ul></ul></ul>
  6. 6. Module 1: Planning Diagnosis What is your current situation? Where are you now?
  7. 7. Module 1: Planning (Diagnosis) <ul><li>Standards of measure (KRAs) </li></ul><ul><li>First Premium – Pre Need (FP-PN) </li></ul><ul><li>First Premium – A&H (FP-AH) </li></ul><ul><li>Pre Need Price (PNP) </li></ul><ul><li>Plan Count (PC) </li></ul><ul><li>Producers (P) </li></ul><ul><li>Newly Licensed Sales Counselors (NLSC) </li></ul><ul><li>Productivity Ratio (PR = PC / P) </li></ul><ul><li>Activity Ratio (AR = Producers / Total Active Manpower) </li></ul><ul><li>Ave FP per Plan (FP / PC) </li></ul><ul><li>Ave. Payment Mode (FP / PNP) </li></ul>
  8. 9. Module 1: Planning Objectives Where do you want to go?
  9. 10. Module 1: Planning (Objectives) <ul><li>S.M.A.R.T. guide to setting objectives: </li></ul><ul><li>S – pecific </li></ul><ul><li>M – easurable </li></ul><ul><li>A – ttainable </li></ul><ul><li>R – esults Oriented </li></ul><ul><li>T – imetable </li></ul>
  10. 11. Module 1: Planning (Objectives) BUSINESS OPERATING EXPENSES MONTHLY A. Secretary and or Messenger's Salary   B. Representation Expense   C. OTHER OPERATIONAL EXPENSES          Transportation / or Car Expense          Office Supplies          Utilities   D. Others       Subtotal  
  11. 12. Module 1: Planning (Objectives) PERSONAL EXPENSES MONTHLY A. Home / Family Expenses          Food          Clothing          Rent          Utilities   B. Recreation   C. Others         Subtotal  
  12. 13. SAVINGS AND ACCUMULATIONS   A. Savings   B. Investment   C. Others   Subtotal  
  14. 17. Module 1: Planning Methodology How do I get there? What must I do to make sure I get to my destination?
  15. 18. Module 1: Planning (Methodology) <ul><li>Two (2) Major Programs to focus on: </li></ul><ul><li>People Building </li></ul><ul><li>Business Building </li></ul>
  16. 19. Module 1: Planning (Methodology) <ul><li>People Building includes the following: </li></ul><ul><li>Recruitment </li></ul><ul><li>Replacement </li></ul><ul><li>Plantilla Completion </li></ul><ul><li>Training & Development </li></ul><ul><li>Bida BOS </li></ul><ul><li>Field Coaching </li></ul><ul><li>Recognition </li></ul>
  17. 20. Module 1: Planning (Methodology) <ul><li>Business Building includes the following: </li></ul><ul><li>Institutional Contests </li></ul><ul><li>National / Divisional Drives </li></ul><ul><li>Agency Drives </li></ul>
  18. 24. MODULE 2: Organizing <ul><li>Objectives </li></ul><ul><li>At the end of the session, the participant must be able to: </li></ul><ul><li>Define organizing; </li></ul><ul><li>Explain the role of the RM, R-SEC, AM, UM, SC, A-SEC; </li></ul><ul><li>Draw a complete organization chart of the agency; </li></ul><ul><li>Explain the importance of recruitment to the agency; </li></ul><ul><li>Identify the profile of an ideal UM recruit; </li></ul><ul><li>Enumerate/explain the different recruitment techniques; & </li></ul><ul><li>Complete the Project 10 exercise. </li></ul>
  19. 25. MODULE 2: Organizing <ul><li>Definition – To form into an association for a common purpose </li></ul><ul><li>Putting all the components together to achieve a common purpose </li></ul><ul><li>“ Who does the What?” </li></ul>
  20. 26. MODULE 2: Organizing <ul><li>Who does what? </li></ul><ul><li>RM – conduit between sales organization & management & Recruitment of AMs </li></ul><ul><li>Regional Secretary – provides administrative support to RM </li></ul><ul><li>Agency Manager – manages the agency & recruitment of UMs </li></ul><ul><li>Unit Manager – Recruitment, Training, & Supervision </li></ul><ul><li>Sales Counselor – Prospecting, Selling, Servicing </li></ul>
  21. 27. MODULE 2: Organizing <ul><li>Importance of Recruitment </li></ul><ul><li>Agency depends on production, production depends on manpower, manpower depends on recruitment. </li></ul><ul><li>What is the Peso value / recruit / month in your agency? </li></ul>
  22. 28. MODULE 2: Organizing <ul><li>Profile of a Recruit </li></ul><ul><li>Current situation </li></ul><ul><ul><li>working successfully but dissatisfied </li></ul></ul><ul><ul><li>owns own business, but reached level of “diminishing returns” </li></ul></ul><ul><ul><li>spouse is gainfully employed or in business </li></ul></ul><ul><li>Sex – Female? </li></ul><ul><li>Age – 25 to 40 </li></ul>
  23. 29. MODULE 2: Organizing <ul><li>Profile of a Recruit (continued…) </li></ul><ul><li>Education – at least college level </li></ul><ul><li>Civil Status – married w/ children </li></ul><ul><li>Characteristics </li></ul><ul><ul><li>Sociable, Pleasant personality / appearance, Wide network, Entrepreneurial Mindset </li></ul></ul>
  24. 30. MODULE 2: Organizing <ul><li>Recruitment Techniques </li></ul><ul><li>Personal Methods </li></ul><ul><ul><li>Direct contact: people you know & people you meet </li></ul></ul><ul><ul><li>Referrals: people you do not know directly </li></ul></ul><ul><ul><ul><li>from sales associates </li></ul></ul></ul>
  25. 31. MODULE 2: Organizing <ul><li>from centers of influence: you know because of: </li></ul><ul><ul><li>their profession, your former employment, </li></ul></ul><ul><ul><li>your school, your hobby / sport, your contact through public / service </li></ul></ul><ul><ul><li>your neighborhood / village, the car you drive </li></ul></ul><ul><ul><li>your daily expenditures, your children </li></ul></ul><ul><ul><li>your religious activities </li></ul></ul><ul><ul><li>your spouse’s employment / business </li></ul></ul><ul><ul><li>your organizational associations </li></ul></ul>
  26. 32. MODULE 2: Organizing <ul><li>Impersonal Methods </li></ul><ul><li>Classified Ads </li></ul><ul><li>Employment Agencies, Placement Offices, Etc. </li></ul><ul><li>Direct Mail </li></ul>
  27. 33. Module 3: Leading <ul><li>Objectives </li></ul><ul><li>At the end of the module, the participant must be able to: </li></ul><ul><li>Define leadership and leadership style; </li></ul><ul><li>Enumerate and explain the 4 different leadership styles; </li></ul>
  28. 34. Module 3: Leading <ul><li>Explain the role that competence and commitment plays in job performance; </li></ul><ul><li>Enumerate & explain a person’s development levels; </li></ul><ul><li>Enumerate & explain the 5 steps needed to develop a person’s competence & commitment </li></ul>
  29. 35. Module 3: Leading <ul><li>Enumerate & explain the 3 skills needed by a situational leader; and </li></ul><ul><li>Determine the development level of each Unit Manager in the agency and prescribe the appropriate leadership style to use. </li></ul>
  30. 36. Module 3: Leading <ul><li>Definition: Leadership </li></ul><ul><li>Influencing the behavior of people (to get them to do what you want them to do) </li></ul>
  31. 37. Module 3: Leading <ul><li>Definition: Leadership Style </li></ul><ul><li>How you behave, over time, when you’re trying to influence the behavior of others </li></ul>
  32. 38. Module 3: Leading <ul><li>Traditional Leadership Styles </li></ul><ul><li>Autocratic </li></ul><ul><li>Democratic </li></ul><ul><li>Participative  </li></ul>
  33. 39. Concept of Situational Leadership
  34. 40. Situational Leadership “There is nothing so UNEQUAL as the EQUAL treatment of UNEQUALS”.
  35. 41. Module 3: Leading <ul><li>A Situational Leader needs 3 skills: </li></ul><ul><li>Flexibility </li></ul><ul><li>Diagnosis </li></ul><ul><li>Contracting </li></ul>
  36. 42. Leadership Skill: Flexibility able to use different leadership styles
  37. 43. Four Basic Leadership Styles <ul><li>Style 1 – Directing: The leader provides specific instructions and closely supervises task accomplishment. </li></ul><ul><li>Style 2 – Coaching: The leader continues to direct and closely supervise task accomplishment, but also explains decisions, solicits suggestions, and supports progress. </li></ul>
  38. 44. Four Basic Leadership Styles <ul><li>Style 3 – Supporting: The leader facilitates and supports subordinates’ efforts toward task accomplishment and shares responsibility for decision-making with them. </li></ul><ul><li>Style 4 – Delegating: The leader turns over responsibility for decision-making and problem-solving to subordinates. </li></ul>
  39. 45. Module 3: Leading <ul><li>Leadership Style is a combination of 2 behaviors </li></ul><ul><li>Directive </li></ul><ul><li>Supportive </li></ul>
  40. 46. More on Leadership Styles <ul><li>Leadership style is how you behave when you are trying to influence the performance of someone else. </li></ul><ul><li>Leadership Style is a combination of directive and supportive behavior. </li></ul>
  41. 47. More on Leadership Styles <ul><li>Directive – involves clearly telling people what to do, how to do it, where to do it and when to do it, and then closely supervising their performance. </li></ul><ul><li>Supportive – involves listening to people, providing support and encouragement for their efforts, and then facilitating their involvement in problem solving and decision-making. </li></ul>
  42. 48. There are four leadership styles, but there is NO ONE BEST leadership style.
  43. 49. Leadership Styles Chart Supportive Behavior Directive Behavior High Supportive & Low Directive Behavior S3: SUPPORTING High Supportive & High Directive Behavior S2: COACHING High Directive & Low Supportive Behavior S1: DIRECTING Low Directive & Low Supportive Behavior S4: DELEGATING
  44. 50. Leadership Skill: DIAGNOSIS determining which leadership style to use
  45. 51. What does the leader diagnose? <ul><li>Person’s past performance </li></ul>
  46. 52. Performance is a result of COMPETENCE & COMMITMENT
  47. 53. What does the leader diagnose? <ul><li>Competence: a function of knowledge & skills & can be gained from education, training, and/or experience (ABILITY to do the job) </li></ul><ul><li>Commitment : a function of confidence & motivation (WILLINGNESS to do the job) </li></ul>
  48. 54. What does the leader diagnose? <ul><li>People have varying levels of competence & commitment. </li></ul><ul><li>This determines a person’s DEVELOPMENT LEVEL </li></ul>
  49. 55. The Four Development Levels High Competence High Commitment D4 High Competence Variable Commitment D3 Some Competence Low Commitment D2 Low Competence High Commitment D1 Developed Developing
  50. 56. Styles Appropriate for Devt Levels Development Level Appropriate Leadership Style D1: Low Competence, High Commitment S1, DIRECTING Structure, control, Supervise D2: Some Competence, Low Commitment S2, COACHING Direct, support D3: High Competence, Variable Commitment S3, SUPPORTING Praise, listen, facilitate D4: High Competence, High Commitment S4, DELEGATING Turn over responsibility for day-to-day decision-making
  51. 57. Development Levels <ul><li>Development levels change over time as competence and commitment change </li></ul><ul><li>Consequently, appropriate leadership style also changes </li></ul>
  52. 58. Development Levels High Supportive & Low Directive Behavior Low Supportive & Low Directive Behavior High Supportive & High Directive Behavior High Supportive & Low Directive Behavior S3 S2 S1 S4 Delegating Supporting Coaching Directing Supportive Behavior Directive Behavior Low High Developed Developing D4 D3 D2 D1 Moderate High Low
  53. 59. Competence & Commitment <ul><li>Steps to develop competence & commitment: </li></ul><ul><li>Tell them what to do </li></ul><ul><li>Show them what to do </li></ul><ul><li>Let them try </li></ul><ul><li>Observe their performance </li></ul><ul><li>Praise progress </li></ul>
  54. 60. CONTRACTING Reaching an agreement with the person performing the task
  55. 61. “ Situational Leadership is not something you do to people BUT something you do with people.”
  56. 62. Leadership Style Game Plan 1. START ASK How will I know the job is being done (measure)? What area of responsibility or goal do I want to influence? What constitutes good performance on this goal (standard)? then… ONE MINUTE GOAL SETTING (need agreement with person performing the task) Area of Responsibility/Goal Performance Standards/Measures
  57. 63. Leadership Style Game Plan 2. DIAGNOSE then… DEVELOPMENT LEVEL (need agreement with person performing the task) Competence Commitment High Competence High Commitment D4 High Competence Variable Commitment D3 Some Competence Low Commitment D2 Low Competence High Commitment D1 Developed Developing
  58. 64. Leadership Style Game Plan 3. MATCH then… APPROPRIATE LEADERSHIP STYLE (need agreement with person performing the task) D4 Delegating S4 D3 Supporting S3 D2 Coaching S2 D1 Directing S1
  59. 65. Leadership Style Game Plan 4. DELIVER APPROPRIATE LEADERSHIP STYLE (need agreement with person performing the task) Good Performance Progress Made Proceed to More Support & Direction Directing-S1 to Coaching-S2 Or Coaching-S2 to Supporting-S3 or Eventually less support Supporting-S3 to Delegating-S4 Proceed with Success- Set New Goals Poor Performance Temporary Setback Go back to More Support Delegating-S4 to Supporting-S3 or More Direction Eventually less support If necessary, return to start – review, clarify, and agree on the goal(s) Supporting-S3 to Coaching-S2 or Coaching-S2 to Directing-S1
  60. 66. Leadership Cases <ul><li>Case No. 1 </li></ul><ul><li>Mr. G is a new unit manager. He was working with a telecommunication company as a senior engineer when he decided to venture the selling career. He is smart, good in interpersonal and communication skills. To him, he finds the selling career lucrative. What leadership style would be right for him? </li></ul>
  61. 67. Leadership Cases <ul><li>Case No. 2 </li></ul><ul><li>Ms. D has been a UM for 2 months. Her production so far is stable. However, no matter how much she tries to increase her production, the turnout remains the same. Currently, she is managing her own mini-resto managed by her husband. She needs to put up an ample amount to maintain her business. What leadership style would be right for her? </li></ul>
  62. 68. Leadership Cases <ul><li>Case No. 3 </li></ul><ul><li>Mr. T has been a unit manager for 2 years. He has earned distinctions in his performance; member of TOP 50 Achiever’s Circle for 6 times, AME awardee twice and top UM once during the Annual Awards. He is a good trainer. He has brilliant ideas that had contributed to the development of the agency. But when he is task to take on a project, he often want to test his ideas out with his agency manager first. He sometimes get disappointed when his good performance is not appreciated by his Agency Manager. What leadership style would be right for him? </li></ul>
  63. 69. Leadership Cases <ul><li>Case No. 4 </li></ul><ul><li>Ms. V is a unit manager for 4 years. She works 12 hours a day. She has been an AME awardee five times. To date, she has 10 sales counselors. Her SCs are achievers as well. She was one of the first UMs to be accredited to conduct the Basic Sales Training. She was able to conceptualize programs for her unit. It was eventually adopted by her Agency. She is not easily bothered by low production of her SCs. In fact, she likes challenges. What leadership style would be right for her? </li></ul>
  64. 70. Leadership Cases <ul><li>Problem: </li></ul><ul><li>Out of 6 agencies in the Region your agency is the lowest in terms of production. How would you resolve this problem with your Unit Managers? </li></ul>
  65. 71. WORKSHOP <ul><li>Determine development level of each UM in the agency </li></ul><ul><li>Determine the appropriate leadership style </li></ul><ul><li>Recommend activities to improve (if applicable) each UMs development level </li></ul><ul><li>Put on easel pad </li></ul><ul><li>Present to the group </li></ul>
  66. 72. Module 4: Controlling <ul><li>Objectives </li></ul><ul><li>At the end of the module, the participant must be able to: </li></ul><ul><li>Explain the importance of monitoring performance; </li></ul><ul><li>Explain the rationale for each of the control forms discussed; and </li></ul><ul><li>Implement the control forms in the agency. </li></ul>
  67. 73. Module 4: Controlling <ul><li>Definition: </li></ul><ul><li>The process of determining, at any given time, whether you are: </li></ul><ul><li>still in the right direction; and </li></ul><ul><li>still on schedule </li></ul>
  68. 74. Module 4: Controlling <ul><li>Flow chart of controlling function: </li></ul><ul><li>Set performance standards </li></ul><ul><li>Measurement of actual results </li></ul><ul><li>Evaluation of actual results vs. standards </li></ul><ul><li>Corrective action </li></ul>
  69. 75. Module 4: Controlling <ul><li>Control Tools: </li></ul><ul><li>FP Month to date & Year to date monitor </li></ul><ul><li>NLSC / Producer Weekly Monitor </li></ul><ul><li>NLSC / Producer Monthly Monitor </li></ul><ul><li>Producers’ Club Monitor </li></ul><ul><li>Bida BOS Conversion Monitor </li></ul>