MANAGEMENT SKILLS

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DEVELOPING HUMAN CAPITAL

Human capital is the most vital aspect of any business. It is also the most demanding. The programme looks at guiding a manager through the necessary aspects of developing human capital.

Module one

Personal influencing style
Understanding myself and how I manage.
Understanding the individuals in the team and how to manage them for maximum productivity
Assignment – develop a team profile and assess current management style of each team member

Module two

The performance process
Understanding the three phases of the performance process
Defining key results areas, objective, measurable
Communicating this with team members
assignment

Module three

Managing poor, marginal, high performers
12 principles of modern management
Succession planning
Assignment

Module four

Johari window
Five key principles of communication
Assignment

Module five

The art of giving and receiving feedback
Assertiveness
Time and stress management
Assignment

COMPETENCY BASED RECRUITMENT

Day One

Dimensions/competencies

What is a dimension?
What is its value in recruitment

Gathering data

Gathering of information on what the applicant has done
Behavior questions
Follow up questions

Motivational fit

Job, organisation and location fit

Interview guide

Having a structured interview

Processes to follow during an interview

Legal requirements

Evening assignment

Prepare for an interview on day two

Day Two

Practical interview session
Decision making process

TIME MANAGEMENT

Introduction to time
Assumptions of time

21 assumptions we need to change on how to manage time

Time management is changing habits
Action Plan

Setting objectives
Prioritizing
Analyse the use of your time
Deal with paper
How our behaviour affects our time
30 ways to make more time

STRESS MANAGEMENT

What is stress?
Identify personal stress symptoms
Identify your behaviours and how it contributes to stress
Know what your job requires
Stress vs. performance
Techniques for dealing with stress

Communication
Drop, change and embrace technique
“Let it go!”

PROFESSIONAL FRONTLINE SKILLS

Day one

World class professionalism

Setting reception standards

Projecting a professional image

Sound the part
Act the part
Dress the part

Customer service

Identifying our customers’ needs
Moments of truth

Call management

Professional greeting
Using clients name
Placing calls on hold
Transferring calls
Screening calls
Positive scripting – solutions for the client

Day two

Message taking
Listening skills
Dealing with difficult people
Taking responsibility

CLIENT RELATIONSHIP MANAGEMENT

Day One
Module 1 – Five Balls

To energise participants.
To demonstrate the value of breaking major projects down into small goals.
To demonstrate how positive thinking will impact upon results.
To demonstrate effective teamwork.

Module 2 – A Sign of the Times – Communication Branding

Video - Technology Revolution

To encourage participants to think about how and what they communicate to customers, using a slightly unusual perspective.
To encourage participants to think about the language they use when communicating with customers.
To show that all communication tells the customer something about the organisation and that sometimes that’s not the intended message.
To demonstrate how brand is affected by every piece of communication leaving the organisation.
To analyse a personal experience as a customer and identify the events which created a lasting impression.
To consider what influences customers’ service expectations and why expectations differ.
To discuss the impact of different expectations and experiences on Customer Relationship Management.

Module 3 – Understanding our Team

Video – Lord of the Dance
Understanding behaviour profiles
Discovering ways to interact with the different behaviour profiles
Transactional analysis

To provide participants with a way of understanding behaviour and improving communication.
To provide a very basic introduction to transactional analysis.

Module 4 – Introduction to Client Relationship Management (CRM)

Inside out principle
To define and briefly explore the concept of Customer Relationship Management.
To consider the types of data that helps organisations manage their customer relationships and where this can be found.

Day Two

Module 5 – Creating a Shared Vision

To agree what success looks like for everyone.
To establish effective working relationships within groups or teams.
To create a vision statement for the team.

Module 6 – The Sheep Trail – Effective Communication and Continuous Improvement

To test participants' planning and communication skills.
To demonstrate the importance of listening and using summary and clarification to check understanding.
To consider what makes communication effective and the dangers of getting it wrong.
To energise a group of participants.

Module 7 – Goldilocks

To test listening skills.
To illustrate the dangers of making assumptions.
To encourage participants to think about how they can check their understanding of information they receive

Module 8 – Dune Race

To identify approaches and ideas that could be used in a Customer Relationship Management (CRM) strategy.
To develop a strategy based on the information provided about Dune Races.
To share ideas and thoughts about what makes an effective CRM strategy.

Module 9 - Bring the Cows Home
Skills tested by this teambuilding game:
Analytical thinking, Attention to detail, Problem solving and Teamwork.
Background:
Bringing the Cows Home is a flexible training exercise that has been especially designed to test analytical skills and encourage clear thinking.
In the exercise, teams are provided with a map and brief, and need to work in a structured, logical way in order to identify routes available to the farmer when bringing his cows back to the farm for milking.

COACHING

Day One
Lord of the Dance - Video
Module 1 – Understanding our Team

Understanding behaviour profiles
Discovering ways to interact with the different behaviour profiles
Transactional analysis

To provide participants with a way of understanding behaviour and improving communication.
To provide a very basic introduction to transactional analysis.

Module 2 – The Sheep Trail – Effective Communication and Continuous Improvement

To test participants' planning and communication skills.
To demonstrate the importance of listening and using summary and clarification to check understanding.
To consider what makes communication effective and the dangers of getting it wrong.
To energise a group of participants.

Module 3 – Introduction to Feedback

To build an understanding of the characteristics and differences between constructive feedback, praise and criticism.
To explain the importance of constructive feedback.
To build awareness of "good practice" guidelines for providing constructive feedback.

Module 4 – Re--scripting Feedback

To encourage participants to consider the art of feedback and to ensure their feedback is appropriate and objective.
To enable participants to identify useful, helpful, constructive feedback.
To clarify what makes useful, constructive feedback.
To develop participants ability to give constructive feedback.
To consider how it feels to be on the receiving end of destructive or unhelpful feedback.

Module 5 – Remaining Neutral

To consider the pitfalls and dangers of giving advice when helping staff solve their own problems.
To consider the dangers of making judgements or assumptions about the nature of someone else's problem

Day Two
Module 6 – Introduction to Coaching

To enable participants to be able to define coaching and its purpose.
To explain the key differences between coaching and mentoring.
To enable participants to describe a basic coaching model.
To identify the core skills required by effective coaches.

Module 7 – Coaching System

Case Study
Coaching principles
Coaching process

A - Agree roles and performance standards
'A' is about making sure that the coach knows what is expected of them, in terms of:

Targets / objectives, and how they are measured
Key performance indicators
Performance standards
Quality in terms of structure and behaviours

Talk to them about how the coaching relationship will operate, to gain their commitment.

C - Collating data before meeting with a coach to give them feedback, or to review their recent performance:

What quantitative data or metrics can you use?
What qualitative information have you found through observation or feedback from other people? (e.g. customer or peer feedback).
Do it WITH them, not TO them.

S – Structure a development plan

Types of Questions to use

Procedural – 2-8%
Using statements about process, past or future.
Ordering – 3-10%
Giving instructions to ‘do’ something
Informing – 5-15%
Giving facts or offering recommendations or suggestions for change
Drawing out – 12-38%
Asking questions to obtain information, opinions and feelings and to test yours and their understanding
Confronting – 5-10%
Challenging behaviours and attitude, in a supportive way.
Supporting – 8-18%
Explicit and sincere acknowledgment of achievement or attempt at completing a task
Demonstrating – 0-5%
Showing ‘how to’ do something AND having the same task repeated back to you by the performer
Releasing tension – 0-5%
Doing something to calm any upset or anxiety in the coach.
Summarising – 5-10%
Statements that conclude a series of information without elaboration.

Listening Skills

To test listening skills.
To illustrate the dangers of making assumptions.
To encourage participants to think about how they can check their understanding of information they receive

Dealing with Attitude and Motivation
Feedback Skills

I – Implement the agreed development plan

Assist the coach to improve a skill that has been agreed for development
On-site training
Formal training etc.

S – Sign off agent’s progress and compliance

You need to evaluate your coaches’ progress

Changes in habits / new behaviour / different results?
What qualitative and quantitative evidence will you need?

Don’t forget to self-assess how YOU are doing, too!

Be objective about your coaching contribution.
Don’t be afraid to ask for feedback from others.
Assess yourself against the 5 principles.

Module 8 - Establish a suitable coaching environment

BEYOND THE BOX

Defining Creativity
The aims of this module are:

To expose any preconceived ideas about what creativity is.
To explore stereotypes relating to creativity.
To provide a clear definition of creativity that removes the mysticism associated with the word.

Creative Thinking Perceptions
The aims of this module are:

To explore personal experiences of applying creativity.
To introduce some of the barriers to creativity.
To gain an understanding of how creative participants currently feel.
To examine typical responses to creative behaviour.

Creativity Questionnaire
The aims of this module are:

To encourage participants to consider existing attitudes towards creativity.
To encourage participants to consider the culture/environment in which they work, and its impact upon creative thinking.
To encourage participants to consider the extent to which creative thinking skills exist within their organisation.

CREATIVITY TECHNIQUES
If I Were ….
The aims of this module are:

To encourage participants to think differently.
To encourage participants to consider the uses of sense other than sight.

Whole Brain Thinking
The aims of this module are:

To provide an explanation of left/right brain thinking.
To explain the importance of 'whole brain thinking'.
To explain how our development and education may have affected the way we think.

Productive Thinking
The aims of this module are:

To explain the difference between reproductive and productive thinking.
To explain the dangers of relying on reproductive thinking when solving problems.
To provide an opportunity for participants to practise productive thinking.
To get participants in the right mindset for productive idea generation.

Forced Connections
The aims of this module are:

To introduce 'Forced Connections' as an idea generation technique.
To provide participants with an opportunity to practise using the technique.

Reframing
The aims of this module are:

To introduce 'Reframe' as an idea generation technique.
To provide participants with an opportunity to practise using the technique.

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