This document outlines the agenda and objectives of a training course on staff management. The course will cover:
1. Explaining the role of a team leader in relation to managing individuals and teams.
2. Identifying possible causes of underperformance and discussing strategies for dealing with underperformance.
3. Recognizing the importance of developing high-performing staff and providing feedback.
Various management styles, case studies, and scenarios will be used to illustrate different approaches to staff management and influencing performance. By the end of the course, participants should be able to achieve the above objectives related to staff management, performance, and feedback.
This document discusses various coaching styles and elements of effective coaching. It describes five common coaching styles - authoritarian, business-like, 'nice guy', intense, and 'easy going' - along with their advantages and disadvantages. It emphasizes the importance of adapting one's style to suit the circumstances and athletes. The document also covers elements of an effective practice session, teaching skills, managing athlete behavior, and other coaching responsibilities and best practices. The key aspects of being a respected coach are discussed, including instilling character, effective communication and organization, and acting as a role model.
PDD 2019 One for all and all for one peer supervision - Rob Wooduopces
Peer supervision involves coaches providing feedback and support to each other in a collaborative learning environment. It aims to benefit both the coaches involved and their clients. The presenter explained definitions of supervision and peer supervision, functions of supervision, and two models for structuring peer supervision sessions. Users reported that the CLEAR model provided structure and allowed the coach to shape sessions. Challenges included scheduling meetings and including all colleagues. Peer supervision was seen as a way to discuss practice, gain reassurance and advice in a safe space.
The document discusses various aspects of mentoring including definitions, types of mentoring, roles and responsibilities of mentors, and skills needed for effective mentoring. It provides definitions of mentoring from several sources that describe mentors as experienced individuals who provide guidance, support, and advice to help mentees learn and develop. Specific types of mentoring discussed include academic, practical, task-based, technological, and accompanied mentoring. Key skills and responsibilities of mentors include active listening, role modeling, setting clear boundaries, providing honest feedback, and using reflective practices.
The document discusses how to evaluate performances in different activities. It explains that evaluations should describe positive and negative skills using appropriate terminology. Performances can be broken down into their component stages and parts. Evaluations should also provide constructive corrective procedures to improve using activity-specific terminology.
This document discusses the differences between a supervisor and other employees, and how to transform a supervisor into an effective leader. It states that a supervisor has more experience than others, knows something about everything and everything about something, and has a more mature understanding level. It provides expectations for supervisors such as being results-oriented, taking responsibility for failures, maintaining good teamwork, and establishing discipline and harmony. It then discusses qualities of good leaders, the difference between being a boss versus a leader, and tips for leaders to be both managers and good leaders such as setting goals, helping people achieve their goals, and learning from books on leadership.
This document discusses group dynamics and the role of group leaders. It defines group dynamics as the social processes and interaction between individuals in small groups. It describes the five stages of group development: forming, storming, norming, performing, and adjourning. As a group leader, understanding group dynamics is important for composing and guiding the group to successfully complete tasks. The nurse manager's role includes supervising staff performance, improving quality of care, achieving organizational goals, and addressing problems to guide the group.
This document discusses various coaching styles and elements of effective coaching. It describes five common coaching styles - authoritarian, business-like, 'nice guy', intense, and 'easy going' - along with their advantages and disadvantages. It emphasizes the importance of adapting one's style to suit the circumstances and athletes. The document also covers elements of an effective practice session, teaching skills, managing athlete behavior, and other coaching responsibilities and best practices. The key aspects of being a respected coach are discussed, including instilling character, effective communication and organization, and acting as a role model.
PDD 2019 One for all and all for one peer supervision - Rob Wooduopces
Peer supervision involves coaches providing feedback and support to each other in a collaborative learning environment. It aims to benefit both the coaches involved and their clients. The presenter explained definitions of supervision and peer supervision, functions of supervision, and two models for structuring peer supervision sessions. Users reported that the CLEAR model provided structure and allowed the coach to shape sessions. Challenges included scheduling meetings and including all colleagues. Peer supervision was seen as a way to discuss practice, gain reassurance and advice in a safe space.
The document discusses various aspects of mentoring including definitions, types of mentoring, roles and responsibilities of mentors, and skills needed for effective mentoring. It provides definitions of mentoring from several sources that describe mentors as experienced individuals who provide guidance, support, and advice to help mentees learn and develop. Specific types of mentoring discussed include academic, practical, task-based, technological, and accompanied mentoring. Key skills and responsibilities of mentors include active listening, role modeling, setting clear boundaries, providing honest feedback, and using reflective practices.
The document discusses how to evaluate performances in different activities. It explains that evaluations should describe positive and negative skills using appropriate terminology. Performances can be broken down into their component stages and parts. Evaluations should also provide constructive corrective procedures to improve using activity-specific terminology.
This document discusses the differences between a supervisor and other employees, and how to transform a supervisor into an effective leader. It states that a supervisor has more experience than others, knows something about everything and everything about something, and has a more mature understanding level. It provides expectations for supervisors such as being results-oriented, taking responsibility for failures, maintaining good teamwork, and establishing discipline and harmony. It then discusses qualities of good leaders, the difference between being a boss versus a leader, and tips for leaders to be both managers and good leaders such as setting goals, helping people achieve their goals, and learning from books on leadership.
This document discusses group dynamics and the role of group leaders. It defines group dynamics as the social processes and interaction between individuals in small groups. It describes the five stages of group development: forming, storming, norming, performing, and adjourning. As a group leader, understanding group dynamics is important for composing and guiding the group to successfully complete tasks. The nurse manager's role includes supervising staff performance, improving quality of care, achieving organizational goals, and addressing problems to guide the group.
This document discusses situational leadership theory. It explains that there is no single best leadership style and the style should depend on the maturity level of employees. It defines two dimensions of employee maturity - ability and willingness. There are four leadership styles that vary based on how directive or supportive the leader's behavior is: telling, selling, participating, and delegating. The most effective leaders can adapt their style to match the maturity level of their employees or team. The goal is to develop employees to higher maturity levels over time by shifting between leadership styles as needed.
This document discusses developing others and leading teams. It begins by outlining the premise that internal mastery (self-awareness and management) must come before external mastery (awareness of and relationship management with others). It then discusses mindfulness, resonance, authenticity, and the Johari window model for self-awareness. It also covers situational leadership styles for different team stages (forming, storming, norming, performing), describing appropriate leader behaviors and member concerns for each stage. Finally, it discusses leading teams using the DISC behavioral model to understand team/organizational dynamics.
Module 4 - HomeSPECIAL CASES IN COACHINGModular Learning Outco.docxroushhsiu
Module 4 - Home
SPECIAL CASES IN COACHING
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
Case
Wrap up your coaching session, and receive feedback from the coachee.
SLP
Create a PowerPoint presentation with a voiceover to serve as a briefing of the leadership Growth Plan to your supervisor and/or mentor.
Discussion
Compare and contrast different approaches to coaching when working with different types of professions. Evaluate your learning and progress in developing coaching skills.
Module Overview
There are two types of coaching situations that present special challenges to coaches: Coaching the high performer and coaching the problem employee. Let’s face it, top performers can sometimes be difficult people. The question is how to keep them motivated while addressing some dysfunctional behaviors. People who have a high need for success do not always handle criticism well. However, for the sake of the other employees, patterns of bluntness, impatience, condescension, and sometimes bullying must be addressed.
In this module, you will learn a four-step process of coaching top performers that relies on the DISC assessment, a tool frequently used in coaching executives and “C-suite” executives (CEO, CFO, COO, CIO, etc.). The focus of this process is on developing interpersonal skills, such as listening, showing respect, compromising, and discussion of ideas with tact and diplomacy.
At the other end of the spectrum is coaching the problem employee. This employee is generally underperforming, and the stress of trying to extract a reasonable level of performance can take a toll on the manager and the productivity and morale of an entire office or unit. Frequently, despite the best efforts of the manager, the inevitable result is termination. However, in this chapter, we will look at a 7-step process where the leader/coach may be able to forge a positive relationship and encourage motivation and performance.
Module 4 - Background
SPECIAL CASES IN COACHING
Required Reading
Special Cases in Coaching
All articles on the home page, this page and the case/SLP page are required unless otherwise noted.
Coaching Top Performers
Up until now, our focus has been on coaching employees to improve performance. However, with top performers, the goal is not to improve performance, but to improve interpersonal skills and relationships. Another goal is to help the top performer understand that established rules and procedures are important and also apply to him.
Interpersonal skills
Top performers tend to be highly driven and may resist working with others who they perceive as being less capable and less hard working. They may avoid working on teams because they feel the others will “drag them down”. Since organizations today rely heavily on interdisciplinary and cross-functional teams to get work done, top performers are going to have to be coached to be able to work ...
The document provides guidance on managing employees and building trust in the workplace. It discusses various leadership styles and situational leadership approaches. Effective leadership requires adapting one's style to both the followers and the situation. The ideal supervisor sets clear expectations, communicates openly, and involves employees in decision making.
This document provides an overview of the course "Total Quality Management". It outlines the key topics that will be covered, including various approaches to TQM, customer perceptions and needs analysis, statistical process control tools, and techniques for implementing TQM. Recommended textbooks and references are also listed. The course aims to help students understand TQM frameworks, apply quality tools, and effectively implement TQM systems within organizations.
Coaching And Mentoring Level 5 Slides Nov 2009guest13b131d
The document provides information about the ILM Level 5 Certificate in Coaching & Mentoring in Management, including its aims, objectives, assignment details and structure. It outlines the 3 units of the certificate and describes the work-based assignment involving proposing a coaching/mentoring program, undertaking coaching/mentoring sessions, and reflecting on performance. Key coaching and mentoring concepts such as GROW, MEDIC, and feedback models are also summarized.
This document summarizes a training session on situational leadership. It discusses developmental levels based on competence and commitment, different leadership styles that blend directive and supportive behaviors, and how to delegate tasks once an individual has reached a high competence level. The training involves building a 4-week plan to train someone to take on delegated tasks by defining goals and tasks, identifying behaviors at each developmental level, and determining the directive or supportive actions needed to help the learner progress.
This document provides information on building high-performance teams. It discusses defining what makes a team high-performing, the stages of team development according to Tuckman's model, and roles within teams such as coordinators, shapers, and finishers. Effective team communication, problem-solving techniques, and remote team working are also covered. The document aims to help users understand how to develop, engage, and motivate teams to maximize performance on a sustained basis.
This document provides guidance on conducting effective performance reviews through a coaching approach. It discusses that coaching can help improve employee performance, motivation, and retention. An effective coach is patient, firm, approachable and empowering. The document recommends establishing clear expectations, documenting performance issues, considering circumstances impacting performance, and providing ongoing feedback to improve performance over time. It also promotes self-reflection for the manager on their own leadership and how they may have contributed to issues. Overall, the document advocates for a coaching mindset during reviews to facilitate learning and development rather than criticism.
The document summarizes an AmeriCorps program directors meeting focused on retention. It discusses the 3C approach to retention: commitment to program goals, conflict resolution, and coaching. It provides information on leadership styles, situational leadership, managing conflict, and effective coaching techniques like providing feedback. The goal is for directors to gain strategies to motivate members and effectively manage challenges.
Directing involves leading people in a manner that achieves organizational goals through proper allocation of resources and support. Effective directing requires interpersonal skills like motivation, command, control, collaboration, and communication. A key skill is motivating people by making them feel involved and appreciated for their contributions to the team. Directing styles range from authoritarian to delegative depending on the situation and level of follower experience and autonomy. The most effective approach often involves elements of multiple styles.
This document outlines the objectives and rationale for a coaching session aimed at developing leadership skills. It defines coaching as a process focused on unlocking potential and maximizing performance through questioning, listening and establishing goals. The session explores different coaching models and gives participants opportunities to practice coaching skills and assess their own abilities.
The document discusses the shift in a leader's role from boss to partner and coach. It describes four leadership styles that vary in direction and support provided: directing, coaching, supporting, and delegating. Coaching is characterized by high direction and support, where the leader explains decisions, solicits input, provides feedback, and directs tasks while considering the individual's input.
The document discusses the key elements of effective leadership and supervision. It emphasizes that the most important element of leadership is the people. Effective department leaders demonstrate moral principles, set a personal example, and have strong administrative abilities such as good management practices. Leaders are responsible for tasks like training subordinates, providing feedback, counseling staff, and ensuring accurate evaluations are completed. The overall message is that strong leadership requires focusing on people and their needs in order to accomplish goals and promote morale.
This document provides information on coaching, mentoring, and interventions. It discusses:
1) The goals of coaching and mentoring including acting like a coach/mentor, understanding their roles and techniques, and expanding abilities.
2) Key aspects of coaching including understanding the employee, their skills/goals, and helping them achieve goals aligned with organizational goals.
3) Techniques for different types of interventions including counseling, encouraging, coaching/mentoring, and confrontation.
4) Conflict handling behaviors such as accommodation, compromise, collaboration, competition, and avoidance.
This document provides an overview of leadership training. It discusses the two types of leadership as authoritarian and persuasive, and that effective leadership is a balance of the two. It lists qualities of good leaders such as bearing, courage, decisiveness, and enthusiasm. Principles of good leadership are outlined, including knowing yourself, being technically proficient, seeking responsibility, making sound decisions, setting an example for subordinates, keeping subordinates informed, developing their sense of responsibility, ensuring tasks are understood and accomplished, building the team, and employing the unit according to its capabilities. The document emphasizes that leadership skills can be developed through application and experience rather than being innate.
The document provides information about Shamima Akter, an assistant professor and occupational therapist. It discusses her educational background and current position at the Bangladesh Health Professions Institute and Centre for the Rehabilitation of the Paralysed. The document also includes sections on leadership, with definitions and elements of effective team leadership, such as balancing attention to tasks and people, setting goals, delegating work, and addressing problems.
The document discusses different management styles including participative, delegative, coaching, and directing styles. It also discusses the situational leadership model which suggests that the appropriate leadership style depends on the situation and readiness of followers. The situational leadership model includes four types of leadership: directing for low willingness and ability; coaching for high willingness but low ability; supporting for low willingness but high ability; and delegating for high willingness and ability.
Leadership Accelerator: Unleashing Potential in Younger Employees.pptxDennis Van Aelst
We recognize that our young professionals possess immense talent, fresh perspectives, and boundless energy. We believe in their potential to become the next generation of exceptional leaders. That's why we have developed this transformative program designed specifically to harness and amplify their abilities.
The Situational Leadership Model identifies 4 levels of follower development and 4 leadership styles to match the needs of each development level. The model advocates assessing the competence and commitment of followers to determine which leadership style to apply - ranging from highly directive behaviors with low competence/commitment followers to delegating behaviors with high competence/commitment followers. The goal is to flexibly apply the right leadership approach for each situation.
The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...APCO
The Radar reflects input from APCO’s teams located around the world. It distils a host of interconnected events and trends into insights to inform operational and strategic decisions. Issues covered in this edition include:
This document discusses situational leadership theory. It explains that there is no single best leadership style and the style should depend on the maturity level of employees. It defines two dimensions of employee maturity - ability and willingness. There are four leadership styles that vary based on how directive or supportive the leader's behavior is: telling, selling, participating, and delegating. The most effective leaders can adapt their style to match the maturity level of their employees or team. The goal is to develop employees to higher maturity levels over time by shifting between leadership styles as needed.
This document discusses developing others and leading teams. It begins by outlining the premise that internal mastery (self-awareness and management) must come before external mastery (awareness of and relationship management with others). It then discusses mindfulness, resonance, authenticity, and the Johari window model for self-awareness. It also covers situational leadership styles for different team stages (forming, storming, norming, performing), describing appropriate leader behaviors and member concerns for each stage. Finally, it discusses leading teams using the DISC behavioral model to understand team/organizational dynamics.
Module 4 - HomeSPECIAL CASES IN COACHINGModular Learning Outco.docxroushhsiu
Module 4 - Home
SPECIAL CASES IN COACHING
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
Case
Wrap up your coaching session, and receive feedback from the coachee.
SLP
Create a PowerPoint presentation with a voiceover to serve as a briefing of the leadership Growth Plan to your supervisor and/or mentor.
Discussion
Compare and contrast different approaches to coaching when working with different types of professions. Evaluate your learning and progress in developing coaching skills.
Module Overview
There are two types of coaching situations that present special challenges to coaches: Coaching the high performer and coaching the problem employee. Let’s face it, top performers can sometimes be difficult people. The question is how to keep them motivated while addressing some dysfunctional behaviors. People who have a high need for success do not always handle criticism well. However, for the sake of the other employees, patterns of bluntness, impatience, condescension, and sometimes bullying must be addressed.
In this module, you will learn a four-step process of coaching top performers that relies on the DISC assessment, a tool frequently used in coaching executives and “C-suite” executives (CEO, CFO, COO, CIO, etc.). The focus of this process is on developing interpersonal skills, such as listening, showing respect, compromising, and discussion of ideas with tact and diplomacy.
At the other end of the spectrum is coaching the problem employee. This employee is generally underperforming, and the stress of trying to extract a reasonable level of performance can take a toll on the manager and the productivity and morale of an entire office or unit. Frequently, despite the best efforts of the manager, the inevitable result is termination. However, in this chapter, we will look at a 7-step process where the leader/coach may be able to forge a positive relationship and encourage motivation and performance.
Module 4 - Background
SPECIAL CASES IN COACHING
Required Reading
Special Cases in Coaching
All articles on the home page, this page and the case/SLP page are required unless otherwise noted.
Coaching Top Performers
Up until now, our focus has been on coaching employees to improve performance. However, with top performers, the goal is not to improve performance, but to improve interpersonal skills and relationships. Another goal is to help the top performer understand that established rules and procedures are important and also apply to him.
Interpersonal skills
Top performers tend to be highly driven and may resist working with others who they perceive as being less capable and less hard working. They may avoid working on teams because they feel the others will “drag them down”. Since organizations today rely heavily on interdisciplinary and cross-functional teams to get work done, top performers are going to have to be coached to be able to work ...
The document provides guidance on managing employees and building trust in the workplace. It discusses various leadership styles and situational leadership approaches. Effective leadership requires adapting one's style to both the followers and the situation. The ideal supervisor sets clear expectations, communicates openly, and involves employees in decision making.
This document provides an overview of the course "Total Quality Management". It outlines the key topics that will be covered, including various approaches to TQM, customer perceptions and needs analysis, statistical process control tools, and techniques for implementing TQM. Recommended textbooks and references are also listed. The course aims to help students understand TQM frameworks, apply quality tools, and effectively implement TQM systems within organizations.
Coaching And Mentoring Level 5 Slides Nov 2009guest13b131d
The document provides information about the ILM Level 5 Certificate in Coaching & Mentoring in Management, including its aims, objectives, assignment details and structure. It outlines the 3 units of the certificate and describes the work-based assignment involving proposing a coaching/mentoring program, undertaking coaching/mentoring sessions, and reflecting on performance. Key coaching and mentoring concepts such as GROW, MEDIC, and feedback models are also summarized.
This document summarizes a training session on situational leadership. It discusses developmental levels based on competence and commitment, different leadership styles that blend directive and supportive behaviors, and how to delegate tasks once an individual has reached a high competence level. The training involves building a 4-week plan to train someone to take on delegated tasks by defining goals and tasks, identifying behaviors at each developmental level, and determining the directive or supportive actions needed to help the learner progress.
This document provides information on building high-performance teams. It discusses defining what makes a team high-performing, the stages of team development according to Tuckman's model, and roles within teams such as coordinators, shapers, and finishers. Effective team communication, problem-solving techniques, and remote team working are also covered. The document aims to help users understand how to develop, engage, and motivate teams to maximize performance on a sustained basis.
This document provides guidance on conducting effective performance reviews through a coaching approach. It discusses that coaching can help improve employee performance, motivation, and retention. An effective coach is patient, firm, approachable and empowering. The document recommends establishing clear expectations, documenting performance issues, considering circumstances impacting performance, and providing ongoing feedback to improve performance over time. It also promotes self-reflection for the manager on their own leadership and how they may have contributed to issues. Overall, the document advocates for a coaching mindset during reviews to facilitate learning and development rather than criticism.
The document summarizes an AmeriCorps program directors meeting focused on retention. It discusses the 3C approach to retention: commitment to program goals, conflict resolution, and coaching. It provides information on leadership styles, situational leadership, managing conflict, and effective coaching techniques like providing feedback. The goal is for directors to gain strategies to motivate members and effectively manage challenges.
Directing involves leading people in a manner that achieves organizational goals through proper allocation of resources and support. Effective directing requires interpersonal skills like motivation, command, control, collaboration, and communication. A key skill is motivating people by making them feel involved and appreciated for their contributions to the team. Directing styles range from authoritarian to delegative depending on the situation and level of follower experience and autonomy. The most effective approach often involves elements of multiple styles.
This document outlines the objectives and rationale for a coaching session aimed at developing leadership skills. It defines coaching as a process focused on unlocking potential and maximizing performance through questioning, listening and establishing goals. The session explores different coaching models and gives participants opportunities to practice coaching skills and assess their own abilities.
The document discusses the shift in a leader's role from boss to partner and coach. It describes four leadership styles that vary in direction and support provided: directing, coaching, supporting, and delegating. Coaching is characterized by high direction and support, where the leader explains decisions, solicits input, provides feedback, and directs tasks while considering the individual's input.
The document discusses the key elements of effective leadership and supervision. It emphasizes that the most important element of leadership is the people. Effective department leaders demonstrate moral principles, set a personal example, and have strong administrative abilities such as good management practices. Leaders are responsible for tasks like training subordinates, providing feedback, counseling staff, and ensuring accurate evaluations are completed. The overall message is that strong leadership requires focusing on people and their needs in order to accomplish goals and promote morale.
This document provides information on coaching, mentoring, and interventions. It discusses:
1) The goals of coaching and mentoring including acting like a coach/mentor, understanding their roles and techniques, and expanding abilities.
2) Key aspects of coaching including understanding the employee, their skills/goals, and helping them achieve goals aligned with organizational goals.
3) Techniques for different types of interventions including counseling, encouraging, coaching/mentoring, and confrontation.
4) Conflict handling behaviors such as accommodation, compromise, collaboration, competition, and avoidance.
This document provides an overview of leadership training. It discusses the two types of leadership as authoritarian and persuasive, and that effective leadership is a balance of the two. It lists qualities of good leaders such as bearing, courage, decisiveness, and enthusiasm. Principles of good leadership are outlined, including knowing yourself, being technically proficient, seeking responsibility, making sound decisions, setting an example for subordinates, keeping subordinates informed, developing their sense of responsibility, ensuring tasks are understood and accomplished, building the team, and employing the unit according to its capabilities. The document emphasizes that leadership skills can be developed through application and experience rather than being innate.
The document provides information about Shamima Akter, an assistant professor and occupational therapist. It discusses her educational background and current position at the Bangladesh Health Professions Institute and Centre for the Rehabilitation of the Paralysed. The document also includes sections on leadership, with definitions and elements of effective team leadership, such as balancing attention to tasks and people, setting goals, delegating work, and addressing problems.
The document discusses different management styles including participative, delegative, coaching, and directing styles. It also discusses the situational leadership model which suggests that the appropriate leadership style depends on the situation and readiness of followers. The situational leadership model includes four types of leadership: directing for low willingness and ability; coaching for high willingness but low ability; supporting for low willingness but high ability; and delegating for high willingness and ability.
Leadership Accelerator: Unleashing Potential in Younger Employees.pptxDennis Van Aelst
We recognize that our young professionals possess immense talent, fresh perspectives, and boundless energy. We believe in their potential to become the next generation of exceptional leaders. That's why we have developed this transformative program designed specifically to harness and amplify their abilities.
The Situational Leadership Model identifies 4 levels of follower development and 4 leadership styles to match the needs of each development level. The model advocates assessing the competence and commitment of followers to determine which leadership style to apply - ranging from highly directive behaviors with low competence/commitment followers to delegating behaviors with high competence/commitment followers. The goal is to flexibly apply the right leadership approach for each situation.
The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...APCO
The Radar reflects input from APCO’s teams located around the world. It distils a host of interconnected events and trends into insights to inform operational and strategic decisions. Issues covered in this edition include:
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The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
In the recent edition, The 10 Most Influential Leaders Guiding Corporate Evolution, 2024, The Silicon Leaders magazine gladly features Dejan Štancer, President of the Global Chamber of Business Leaders (GCBL), along with other leaders.
3 Simple Steps To Buy Verified Payoneer Account In 2024SEOSMMEARTH
Buy Verified Payoneer Account: Quick and Secure Way to Receive Payments
Buy Verified Payoneer Account With 100% secure documents, [ USA, UK, CA ]. Are you looking for a reliable and safe way to receive payments online? Then you need buy verified Payoneer account ! Payoneer is a global payment platform that allows businesses and individuals to send and receive money in over 200 countries.
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[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
Best practices for project execution and deliveryCLIVE MINCHIN
A select set of project management best practices to keep your project on-track, on-cost and aligned to scope. Many firms have don't have the necessary skills, diligence, methods and oversight of their projects; this leads to slippage, higher costs and longer timeframes. Often firms have a history of projects that simply failed to move the needle. These best practices will help your firm avoid these pitfalls but they require fortitude to apply.
Industrial Tech SW: Category Renewal and CreationChristian Dahlen
Every industrial revolution has created a new set of categories and a new set of players.
Multiple new technologies have emerged, but Samsara and C3.ai are only two companies which have gone public so far.
Manufacturing startups constitute the largest pipeline share of unicorns and IPO candidates in the SF Bay Area, and software startups dominate in Germany.
Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
HOW TO START UP A COMPANY A STEP-BY-STEP GUIDE.pdf46adnanshahzad
How to Start Up a Company: A Step-by-Step Guide Starting a company is an exciting adventure that combines creativity, strategy, and hard work. It can seem overwhelming at first, but with the right guidance, anyone can transform a great idea into a successful business. Let's dive into how to start up a company, from the initial spark of an idea to securing funding and launching your startup.
Introduction
Have you ever dreamed of turning your innovative idea into a thriving business? Starting a company involves numerous steps and decisions, but don't worry—we're here to help. Whether you're exploring how to start a startup company or wondering how to start up a small business, this guide will walk you through the process, step by step.
Company Valuation webinar series - Tuesday, 4 June 2024FelixPerez547899
This session provided an update as to the latest valuation data in the UK and then delved into a discussion on the upcoming election and the impacts on valuation. We finished, as always with a Q&A
Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
Building Your Employer Brand with Social MediaLuanWise
Presented at The Global HR Summit, 6th June 2024
In this keynote, Luan Wise will provide invaluable insights to elevate your employer brand on social media platforms including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok. You'll learn how compelling content can authentically showcase your company culture, values, and employee experiences to support your talent acquisition and retention objectives. Additionally, you'll understand the power of employee advocacy to amplify reach and engagement – helping to position your organization as an employer of choice in today's competitive talent landscape.
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Digital Marketing with a Focus on Sustainabilitysssourabhsharma
Digital Marketing best practices including influencer marketing, content creators, and omnichannel marketing for Sustainable Brands at the Sustainable Cosmetics Summit 2024 in New York
2. Introduce your partner and state:
What their current role is?
Length of time in current role?
Length of time with NFOPP?
What would you do if:
◦ You won a million pounds?
3. At the end of this course you will be able to:
◦ Explain your role in relation to staff management
◦ Identify possible causes of under performance and
discuss how to deal with it
◦ Recognise the importance of developing good
performers
◦ Explain the importance of feedback
4. “An opportunity to explore how you can
use your own skills and abilities to
support your team and help them
deliver the results you need”
6. “The team leaders role and responsibilities in
relation to the individual and the team”
7. Aims
To explore different management styles
To describe the impact of management style on
performance
8. Engages in one way communication
Spells out the team members role
Tells the team member what to do, where and how
to do it
Closely supervises performance
Such behaviour can be defined in three words
Structure
Control
Supervise
9. Engages in two way communication
Listens, provides support and encouragement
Actively encourages team members to make
suggestions and allows them to be involved in the
decision making process
Such behaviour can also be defined in three words;
Praise
Listen
Discuss
10. If you had a brand new member of staff in your
team how would you manage him / her in the first
6 months ?
If you have a very experienced team that knows
what it’s doing and consistently performs well,
how would you manage them?
What influences which style should be used?
11. LEADER BEHAVIOUR
(HIGH) High Supportive Behaviour High Directive Behaviour
High Supportive Behaviour
COACHING
SUPPORTING
SUPPORTIVE BEHAVIOUR
Low Directive Behaviour
High Directive Behaviour
DELEGATING DIRECTING
Low Supportive Behaviour
Low Directive Behaviour Low Supportive Behaviour
(LOW) DIRECTIVE BEHAVIOUR (HIGH)
12. Read through the scenarios on the handouts you
have been given
Individually select your responses
Once complete, discuss in your teams and agree
a team answer for each scenario
When everyone is ready, you will be asked to
state your teams answer and explain the reasons
for this answer.
13. CASE STUDY 1
Best approach C = Directive
Good approach B = Coaching
Fair approach D = Supportive
Poor approach A = Delegating
CASE STUDY 2
Best approach A = Coaching
Good approach D = Directive
Fair approach C = Supportive
Poor approach B = Delegating
14. CASE STUDY 3
Best approach B = Supportive
Good approach D = Delegating
Fair approach C = Coaching
Poor approach A = Directive
CASE STUDY 4
Best approach C = Delegating
Good approach A = Supportive
Fair approach D = Coaching
Poor approach B = Directive
15. How would using different styles be helpful in staff
management?
What would be the effect of using the ‘wrong’ style
on an individual or team?
16. Is
leadership natural or can it be
taught/trained?
Aresports professionals and actors paid
too much?
Should the death sentence be brought
back?
17. Feedback:
◦ Emotion
◦ Body Language
◦ Communication
◦ Expression
18. To identify possible causes of under-performance.
To develop effective strategies for dealing with
under-performance.
To recognise the importance of developing high
levels of performance.
19. Team 1 – discuss and list the reasons why people
under perform
Team 2 – discuss and list the reasons why some
people are able to consistently achieve high levels
of performance
20. Case Studies
In your groups please look at your case study and
be ready to present your ideas for dealing with the
individuals.
21. What are the key things we can do to encourage a
continued high performance?
Why should we concern ourselves with high
performers?
What sort of things will help you improve under-
performance?
How can you use targets?
What might need to be clarified?
How could you use your high performers to help
improve the situation?
22. Disciplinary procedure and the procedure for
dealing with employee grievances
Absence from work
Appraisal / review procedure
23. What would you do if a member of your team is absent from work,
regularly, on Mondays and Fridays?
What should you do if a member of your team swears at a customer
whilst on site?
What should you do if a member of your team approaches you to
say some banter has gone too far and they feel bullied by their
colleagues?
24. It’s the end of this course, you should now be
able to:
◦ Explain your role in relation to staff management
◦ Identify possible causes of under performance and
discuss how to deal with it
◦ Recognise the importance of developing good
performers
◦ Explain the importance of feedback
Introduce the session and welcome all managers. Cover domestic arrangements .
Welcome & introduction Introduce facilitators Give background information on Deminos. Explain that whilst we are taking back general views and opinions – all discussions will remain confidential. Tell the group that you would like them to introduce themselves, say a little about the role and a little about their expectations – what will make this session a success for them.
Read through objectives
Explain to the group that as a starting point we are going to explore the role of the Manager and ensure that we all have a shared understanding of the role and its responsibilities in relation to staff management. Look at approach developed by prof John Adair, which clarifies the basic elements of a managers role. According to Adair there are 3 variables in any work situation: The task needs The team needs The individual needs The effective leader has to be able to balance the three sets of needs against the demands of the task or situation at the time. This known as ‘Action-centred Leadership”
Exercise – split group into pairs. Ask group to turn to Handout 1 - one side headed ‘individual’ the other ‘team’. Ask them to discuss: “ the manager’s role and responsibilities in relation to the individual and the team” Explain to the group that the sets of needs are interconnected – actions taken in relation to one set of needs will have an effect upon the others. E.g. if as a manager you concentrate on developing the performance of of 2 or 3 individuals, your actions are liable to develop the performance of the group as a whole and hence improve the accomplishment of the task. Conversely, if you fail to communicate to your team then individual levels of communication will fail and the task will be less readily or satisfactorily accomplished. What message is this giving you about staff management? – Keep a balance and focus on all three elements. If we focus on just one element, individual and collective performance will suffer and hence we will find it difficult to accomplish our tasks effectively.
Explain to the group that there is no all-purpose, “one size fits all” management style. Instead, successful managers and leaders are those who can adapt their behaviour (style to meet the demands of different situations, different teams and different individuals’ This is what is known as situational leadership. As team leaders there are two types of behaviours that we use to manage our staff.
A new starter is likely to need higher levels of directive behaviour (control, structure and supervision). The new starter needs clear understanding of the task and the structure of the job and close supervision whilst learning. An experienced team is likely to need much lower levels of directive and supportive behaviour – the team can be trusted to get on with the task. They don’t need high levels of supervision and they can be trusted to organise and accomplish the task on their own initiative. The style used will be influenced by: The level of competence of the team / individual. The level of commitment to, and motivation for, the task. The level of confidence the team / individual has. The style used is not an either / or choice, the level of supportive and directive behaviour can be adapted. By varying the degree of Directive and Supportive behaviour 4 distinctive ‘management styles’ can be identified. These styles can be used to manage individuals or teams that show different levels of competence, commitment and confidence.
Style 1 – (S1 Directing) High levels of directive behaviour and low levels of supportive behaviour. The team leader defines the role of the individual / team and tells them what, how, when and where to do various tasks. Problem solving and decision-making are initiated by the team leader. Solutions and decsions are announced, communications are largely one way and the team leader closely supervises implementation. Style 2 – (S2 Coaching) High levels of directive and supportive behaviours. With this style the leader still provides a great deal of direction and leads with his / her ideas, but also attempts to hear the individuals / teams feelings about decisions as well as their ideas and suggestions. Whilst two – way communication and support are increased, control over decision making remains with the leader. Style 3 - (S3 Supporting) Low levels of directive and high levels of supportive behaviour. The control of day-to-day decision making and problem solving solving shifts from leader to individual / team. The leaders role is to provide recognition and to actively listen and facilitate problem solving and decision making on the part of the individual team. Style 4 – (S4 Delegating) Low levels of directive and supportive behaviour. In this style the leader discusses the problems with the individual / team until there is joint agreement on problem definition and then the decision making process is delegated totally to the individual / team. Now it is they who have significant control for deciding how tasks are to be accomplished. (Handout 2 and Handout 3)
(Handout 4, Handout 5, Handout 6, Handout 7 )
Discuss with the group the impact of using different styles in different situations.
Explain that we are going to explore in more detail the different issues that under-performance and high level performance can present to the team leader and then look in more detail at how we can deal with these issues.
What is aptitude and what impacts on aptitude? – Aptitude is the basic ability to perform the task / tasks. Our strengths and weaknesses determine whether we can learn or perform a task. How important is it? – Poor aptitude could mean that the person could never learn how to do a particular task, even with all the support in the world. What is the difference between aptitude & skill ? Skills are different from aptitudes in that they can be learned – up to the limits imposed by the aptitude. How important is it for the individual to understand the task? A person must understand the nature of the task and what is expected. Clarity of role and responsibilities, objectives, targets and standards are essential. How important is motivation, what is it & what affects it? Motivation can be split into three areas: The choice an individual makes to make an effort The choice an individual makes to limit the amount of effort they put in. The choice to keep up the effort. What do we mean by the choice to make an effort ? If the person has the aptitude and skills to complete a task, and an understanding of the task required, they may still choose not to make the effort. For example they may not see the need for the task or they may not agree with the way they have been told to perform it. This motivational problem is a difficult one to diagnose. It is best explored by examining other indicators such as sickness, absence, lack of participation, etc. What do we mean by the choice to limit the amount of effort spent ? – The individual may decide only to put a limited amount of effort into accomplishing the task. For example, they may eel it is not very important. What do we mean by the choice to persist with the effort? – Performance needs effort to be sustained over time until the task is complete. If a staff member is not persisting with a task it may indicate boredom, fear of failure or may relate to a lack of skills. What outside factors can influence an individual’s performance? The Organisation may inadvertently create barriers to performance. For example: Over bureaucratic procedures Lack of resources to accomplish a task Difficulties with management style Difficulties with co-workers and colleagues Personal problems, which the individual is unable to “switch off’ from. Contributors to high performance include: High level of aptitude and skill Clear understanding of the task, its relevance and importance Clear goals and objectives Plenty of feedback High levels of motivation arising from interest, confidence and pride in their work. Desire for recognition of their achievements Higher sense of responsibility for their work A match or visible link between the role an individual is in and their ambition and career aspirations.
Handout 8 & Handout 9
Some of the things that will help keep performance high are: Stretching the employee by enriching their role. More challenging tasks, increasing responsibility level or delegating a task to them. Giving them new activities, tasks or situations to handle, which will help them to develop new skills. It is important to keep high performers motivated to prevent deterioration in performance, to retain them within the organisation and to prepare them for higher levels of work. Discussing the problem and providing feedback. Feedback needs to be based on observed behaviour. Agreeing short-term targets and deadlines that are clear and understood. Clarifying the standards you expect and monitoring these. Clarifying the role and the responsibilities within it. Coaching them. This is something you could either do yourself or something you could get one of your high performers to do.
Check that everyone is aware of / familiar with :
Director, office staff, employee handbook. Employee handbook First formal, second formal, final formal, dismissal Notify Director, advise employee that company may take this as a sign that they are terminating their own employment, make a brief note of incident. Review absence record to investigate pattern, check through / conduct ‘return to work meetings’, after investigation consider whether or not disciplinary action is appropriate. Advise Director, investigate circumstances, take witness statements from those present, if appropriate suspend employee Take it seriously, commence thorough, objective and timely investigation in a confidential manner.