Dip Sitxmgt001 v3 DB 1-19

SIT50416 DIPLOMA OF
HOSPITALITY MANAGEMENT
CRICOS COURSE CODE: 0100892
LEARNER GUIDE
SITXMGT001
MONITOR WORK
OPERATIONS
1|Page
SITXMGT001 Monitor work operations Learner guide
Salisbury College Australia V1.0 Page |2

RTO:45062 | CRICOS:03565E
TABLE OF CONTENTS
TABLE OF CONTENTS........................................................................................................................................ 3
UNIT INTRODUCTION ....................................................................................................................................... 7
ABOUT THIS RESOURCE ................................................................................................................................... 7
ABOUT ASSESSMENT ....................................................................................................................................... 8
ELEMENTS AND PERFORMANCE CRITERIA ..................................................................................................... 10
PERFORMANCE AND KNOWLEDGE EVIDENCE ................................................................................................ 12
PERFORMANCE EVIDENCE ............................................................................................................................. 12
KNOWLEDGE EVIDENCE ................................................................................................................................. 12
ASSESSMENT CONDITIONS ............................................................................................................................ 15
PRE-REQUISITES ............................................................................................................................................. 15
TOPIC 1 – MONITOR AND IMPROVE WORKPLACE OPERATIONS .................................................................... 16
INTRODUCTION..................................................................................................................................................... 16
MONITOR EFFICIENCY AND SERVICE LEVELS THROUGH CLOSE CONTACT WITH DAY-TO-DAY OPERATIONS ... 20
ENSURE WORKPLACE OPERATIONS SUPPORT OVERALL ORGANISATIONAL GOALS AND QUALITY ASSURANCE
INITIATIVES .................................................................................................................................................... 21
CONCEPTS OF QUALITY ASSURANCE AND HOW IT IS MANAGED AND IMPLEMENTED IN THE WORKPLACE .................................. 22
IDENTIFY QUALITY PROBLEMS AND ISSUES AND MAKE APPROPRIATE ADJUSTMENTS TO PROCEDURES AND
SYSTEMS, WITH RELEVANT APPROVALS ........................................................................................................ 23
PROCEDURES AND SYSTEMS .................................................................................................................................... 24
PROACTIVELY CONSULT WITH COLLEAGUES ABOUT WAYS TO IMPROVE EFFICIENCY AND SERVICE LEVELS,
INCLUDING POTENTIAL FOR NEW TECHNOLOGIES AND OTHER INNOVATIONS ............................................. 25
PROVIDE FEEDBACK TO COLLEAGUES AND MANAGEMENT TO INFORM FUTURE PLANNING ......................... 26
MANAGER’S ROLE IN CONTINUOUS IMPROVEMENT ..................................................................................................... 26
ROLE OF THE TEAM MEMBERS IN IMPROVEMENT ........................................................................................................ 27
IDENTIFY AND TAKE OPPORTUNITIES TO EVALUATE CURRENT AND EMERGING INDUSTRY TRENDS AND
PRACTICES FOR RELEVANCE TO OWN WORK SITUATION ............................................................................... 29
TWO WAYS TO DO YOUR HOMEWORK ..................................................................................................................... 29
ASSESS AND RESPOND TO OPPORTUNITIES TO IMPROVE SUSTAINABILITY OF DAY-TO-DAY OPERATIONS .... 31
SUSTAINABILITY CONSIDERATIONS FOR FRONTLINE OPERATIONAL MANAGEMENT ............................................................... 31
SUSTAINABILITY .................................................................................................................................................... 31
Energy use and efficiency ............................................................................................................................ 32
Resource use and efficiency ........................................................................................................................ 32
Water resource management ..................................................................................................................... 32
Optimising equipment performance ........................................................................................................... 32
Re-tooling and re-engineering .................................................................................................................... 32
Energy recovery systems ............................................................................................................................. 32
Engaging workforce capabilities ................................................................................................................. 33
Relationship between operational efficiency and financial sustainability .................................................. 33
Ways of minimising waste in the relevant work context ............................................................................ 34
Social responsibilities of the operation ....................................................................................................... 35

TOPIC 2 – PLAN AND ORGANISE WORKFLOW ................................................................................................ 36

ASSESS CURRENT WORKLOADS, AND SCHEDULE WORK TO MAXIMISE EFFICIENCY AND CUSTOMER SERVICE
QUALITY WITHIN BUDGET CONSTRAINTS ...................................................................................................... 36
WORK ORGANISATION AND PLANNING METHODS APPROPRIATE TO THE INDUSTRY SECTOR................................................... 37
Workflow Planning ...................................................................................................................................... 37
TIME MANAGEMENT PRINCIPLES AND THEIR APPLICATION TO LEADERS AND MANAGERS FOR PLANNING OWN WORK AND THE WORK
OF OTHERS........................................................................................................................................................... 38
DELEGATE WORK ACCORDING TO PRINCIPLES OF DELEGATION .................................................................... 40

PRINCIPLES OF EFFECTIVE DELEGATION ...................................................................................................................... 40
DELEGATION TECHNIQUES ...................................................................................................................................... 41
Clear communication of what is required ................................................................................................... 41
Gaining commitment .................................................................................................................................. 41
No undue interference ................................................................................................................................ 41
Regular reporting ........................................................................................................................................ 41
Selecting the right person ........................................................................................................................... 42
WHEN NOT TO DELEGATE ....................................................................................................................................... 44
WHAT TO DELEGATE ............................................................................................................................................. 44
HANDLING STAFF RELUCTANCE TO ACCEPT DELEGATION .............................................................................................. 45
ASSESS WORKFLOW AND PROGRESS AGAINST AGREED OBJECTIVES AND TIMELINES ................................... 47
WORKLOAD PRIORITISATION ................................................................................................................................... 48
ASSIST COLLEAGUES IN PRIORITISING WORKLOAD THROUGH SUPPORTIVE FEEDBACK AND COACHING ....... 49
FOCUS ON SPECIFIC BEHAVIOURS .............................................................................................................................. 49
CONSIDER THE TIMING OF FEEDBACK......................................................................................................................... 50
FOCUS ON BEHAVIOUR THAT THE RECEIVER CAN DO SOMETHING ABOUT .......................................................................... 50
CONSIDER THE NEEDS OF THE PERSON RECEIVING THE FEEDBACK, AS WELL AS YOUR OWN .................................................... 51
SOLICIT FEEDBACK RATHER THAN IMPOSE IT ................................................................................................................ 51
ON JOB COACHING ................................................................................................................................................ 52
COACHING IS NOT TELLING ...................................................................................................................................... 52
Prepare for coaching ................................................................................................................................... 53
Gaps in ability .............................................................................................................................................. 53
FOR KNOWLEDGE-BASED DETAILS ............................................................................................................................. 53
Clearly ......................................................................................................................................................... 53
Systematically ............................................................................................................................................. 53
Logically ...................................................................................................................................................... 54
Slowly .......................................................................................................................................................... 54
FOR SKILL-BASED DETAILS ....................................................................................................................................... 54
Ensure the learner understands any underpinning knowledge first............................................................ 54
Demonstrate the skill twice ......................................................................................................................... 54
Allow the learner to practice the skills ........................................................................................................ 55
Identifying improvements ........................................................................................................................... 55
PROVIDE TIMELY INPUT TO APPROPRIATE MANAGEMENT REGARDING STAFFING NEEDS ............................ 57
TOPIC 3 – MONITOR AND SUPPORT TEAM MEMBERS ................................................................................... 58
MONITOR TEAM AND INDIVIDUAL PERFORMANCE AGAINST AGREED GOALS AND OBJECTIVES AND
PROACTIVELY SHARE INFORMATION, KNOWLEDGE AND EXPERIENCES WITH TEAM MEMBERS .................... 58
CHOOSE AND USE THE MOST SUCCESSFUL METHOD OF INSTRUCTION ............................................................................... 60
DIRECT AND EXPLICIT INSTRUCTIONS ......................................................................................................................... 60
REQUEST INSTRUCTIONS ......................................................................................................................................... 61
CONDITIONAL WORK INSTRUCTIONS ......................................................................................................................... 61
IMPLIED INSTRUCTIONS .......................................................................................................................................... 61

VOLUNTEER WORK INSTRUCTIONS ............................................................................................................................ 61

PERFORMANCE INDICATORS .................................................................................................................................... 61
Key Results Areas (KRA)............................................................................................................................... 61
Key Performance Indicators (KPI) ................................................................................................................ 62
COMMUNICATION................................................................................................................................................. 63
MOTIVATION ....................................................................................................................................................... 63
CONTROL ............................................................................................................................................................ 63
IMPROVEMENT ..................................................................................................................................................... 63
CHALLENGE AND TEST IDEAS WITHIN THE TEAM IN A POSITIVE AND COLLABORATIVE WAY ......................... 66
PROVIDE FEEDBACK, COACHING AND SUPPORT TO TEAM MEMBERS ........................................................... 67
COACHING AND SUPPORT ....................................................................................................................................... 67
Look at the Goal .......................................................................................................................................... 67
Examine the Current Reality ........................................................................................................................ 67
Explore the Options ..................................................................................................................................... 68
Establish the Way Forward ......................................................................................................................... 68
FEEDBACK ........................................................................................................................................................... 69
COMPLETE AND SUBMIT ORGANISATION RECORDS AS REQUIRED ................................................................ 71
TYPES OF RECORD KEEPING SYSTEMS ........................................................................................................................ 72
TOPIC 4 – SOLVE PROBLEMS AND MAKE DECISIONS ...................................................................................... 74
IDENTIFY AND ANALYSE WORKPLACE PROBLEMS FROM AN OPERATIONAL AND CUSTOMER SERVICE
PERSPECTIVE AND WHERE A TEAM MEMBER RAISES A PROBLEM, ENCOURAGE INDIVIDUAL PARTICIPATION
IN SOLVING IT ................................................................................................................................................ 74
PROBLEM-SOLVING AND DECISION MAKING ................................................................................................................ 74
PROBLEM RESOLUTION .......................................................................................................................................... 75
INITIATE SHORT-TERM ACTIONS TO RESOLVE IMMEDIATE PROBLEMS WHERE APPROPRIATE ...................... 77
SELECT AN APPROACH TO RESOLVE THE PROBLEM ........................................................................................................ 77
PLAN THE IMPLEMENTATION OF THE BEST ALTERNATIVE (THIS IS YOUR ACTION PLAN) ......................................................... 77
ANALYSE PROBLEMS FOR LONG-TERM IMPACT, AND ASSESS AND ACTION POTENTIAL SOLUTIONS IN
CONSULTATION WITH RELEVANT COLLEAGUES ............................................................................................. 79
HOW TO USE IMPACT ANALYSIS ............................................................................................................................... 79
Prepare for Impact Analysis ........................................................................................................................ 79
Brainstorm Areas Affected .......................................................................................................................... 79
Evaluate Impacts ......................................................................................................................................... 79
Manage the Consequences ......................................................................................................................... 80
TAKE FOLLOW-UP ACTION TO MONITOR EFFECTIVENESS OF SOLUTIONS ...................................................... 81
ADDITIONAL KNOWLEDGE ............................................................................................................................. 82
LEADERSHIP AND MANAGEMENT ROLES AND RESPONSIBILITIES IN THE RELEVANT INDUSTRY SECTOR ....................................... 82
OPERATIONAL FUNCTIONS IN THE RELEVANT INDUSTRY SECTOR ...................................................................................... 83
PROCEDURES AND SYSTEMS TO SUPPORT WORK OPERATIONS......................................................................................... 83
Administration ............................................................................................................................................ 83
Health and safety ........................................................................................................................................ 83
Human resources ........................................................................................................................................ 84
Service standards ........................................................................................................................................ 84
Technology .................................................................................................................................................. 84
Work practices ............................................................................................................................................ 84
INDUSTRIAL OR LEGISLATIVE ISSUES THAT AFFECT SHORT-TERM WORK ORGANISATION APPROPRIATE TO THE INDUSTRY SECTOR ... 85
Relationship of relevant industrial awards to hours and conditions of work .............................................. 85
Ensuring systems and procedures meet work health and safety requirements .......................................... 85

SUMMARY ..................................................................................................................................................... 88
REFERENCES................................................................................................................................................... 89

UNIT INTRODUCTION
This resource covers the unit SITXMGT001 – Monitor work operations.
This unit describes the performance outcomes, skills and knowledge required to
oversee and monitor the quality of day-to-day work. It requires the ability to
communicate effectively with team members, plan and organise operational functions,
and solve problems.
The unit applies to all industry sectors, and to individuals operating at a team-leading,
supervisory or frontline management level.
No occupational licensing, certification or specific legislative requirements apply to this

unit at the time of publication.
About This Resource

This resource brings together information to develop your knowledge about this unit.
The information is designed to reflect the requirements of the unit and uses headings to
makes it easier to follow.
You should read through this resource to develop your knowledge in preparation for
your assessment. At the back of the resource are a list of references you may find useful
to review.
As a student, it is important to extend your learning and to search out textbooks,

internet sites, talk to people at work and read newspaper articles and journals which
can provide additional learning material.
Your trainer may include additional information and provide activities, PowerPoint
slide presentations, and assessments in class to support your learning.

About Assessment
Throughout your training, we are committed to your learning by providing a training
and assessment framework that ensures the knowledge gained through training is
translated into practical on the job improvements.
You are going to be assessed for:
• Your performance and knowledge using written and practical activities that
apply to a workplace environment.
• Your ability to apply your learning to the workplace.
• Your ability to recognise common principles and actively use these on the job.
You will receive an overall result of Competent or Not Yet Competent for the assessment
of this unit. The assessment is a competency based assessment, which has no pass or
fail. You are either competent or not yet competent. Not Yet Competent means that you
still are in the process of understanding and acquiring the skills and knowledge required
to be marked competent.
The assessment process is made up of a number of assessment methods. You are

required to achieve a satisfactory result in each of these to be deemed competent
overall.
All of your assessment and training is provided as a positive learning tool. Your
trainer/assessor will guide your learning and provide feedback on your responses to the
assessment. For valid and reliable assessment of this unit, a range of assessment
methods will be used to assess practical skills and knowledge.
Your assessment may be conducted through a combination of the following methods:
• Written Activity
• Case Study
• Observation
• Practical tasks
• Short answer questions
• Third Party Report

The assessment tool for this unit should be completed within the specified time period
following the delivery of the unit. If you feel you are not yet ready for assessment,
discuss this with your trainer/assessor.
To be successful in this unit, you will need to relate your learning to your workplace.
You may be required to demonstrate your skills and be observed by your assessor in
your workplace environment. Some units provide for a simulated work environment,
and your trainer and assessor will outline the requirements in these instances.

ELEMENTS AND PERFORMANCE

CRITERIA
1. Monitor and 1.1. Monitor efficiency and service levels through close contact
improve workplace with day-to-day operations
operations
1.2. Ensure workplace operations support overall organisational
goals and quality assurance initiatives
1.3. Identify quality problems and issues and make appropriate

adjustments to procedures and systems, with relevant approvals
1.4. Proactively consult with colleagues about ways to improve

efficiency and service levels, including potential for new
technologies and other innovations
1.5. Provide feedback to colleagues and management to inform

future planning
1.6. Identify and take opportunities to evaluate current and

emerging industry trends and practices for relevance to own
work situation
1.7. Assess and respond to opportunities to improve

sustainability of day-to-day operations
2. Plan and organise 2.1. Assess current workloads, and schedule work to maximise
workflow efficiency and customer service quality within budget
constraints
2.2. Delegate work according to principles of delegation
2.3. Assess workflow and progress against agreed objectives and

timelines
2.4. Assist colleagues in prioritising workload through

supportive feedback and coaching
2.5. Provide timely input to appropriate management regarding

staffing needs
3. Monitor and support 3.1. Monitor team and individual performance against agreed
team members goals and objectives
3.2. Proactively share information, knowledge and experiences

with team members
3.3. Challenge and test ideas within the team in a positive and
collaborative way

3.4. Provide feedback, coaching and support to team members
3.5. Complete and submit organisation records as required
4. Solve problems and 4.1. Identify and analyse workplace problems from an
make decisions operational and customer service perspective
4.2. Initiate short-term actions to resolve immediate problems

where appropriate
4.3. Analyse problems for long-term impact and assess and

action potential solutions in consultation with relevant
colleagues
4.4. Where a team member raises a problem, encourage

individual participation in solving it
4.5. Take follow-up action to monitor effectiveness of solutions

PERFORMANCE AND KNOWLEDGE

EVIDENCE
This describes the essential knowledge and skills and their level required for this unit.
Performance Evidence
Evidence of the ability to complete tasks outlined in elements and performance criteria
of this unit in the context of the job role, and:
• Plan and organise workflow for a team operation or activity that takes into
account at least six of the following contingencies:
o Delays and time difficulties
o Difficult customer service situations
o Equipment breakdown or technical failure
o Financial resources
o Staffing levels and skill profiles
o Rostering requirements
o Staff performance
o Procedural requirements
o Product development and marketing
o Monitor and respond to team-based operational and service issues

during the above operation or activity
• Complete each of the following organisational records for the above

operation or activity:
o Performance reports
o Staff records
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and

performance criteria of this unit:
▪ Work organisation and planning methods appropriate to the

industry sector
▪ Leadership and management roles and responsibilities in the

relevant industry sector
▪ Operational functions in the relevant industry sector
• Procedures and systems to support work operations:
o Administration
o Health and safety
o Human resources
o Service standards
o Technology
o Work practices
o Concepts of quality assurance and how it is managed and implemented

in the workplace
• Sustainability considerations for frontline operational management:
o Relationship between operational efficiency and financial

sustainability
o Ways of minimising waste in the relevant work context
o Social responsibilities of the operation
o Time management principles and their application to leaders and

managers for planning own work and the work of others
• Principles of effective delegation and delegation techniques in a frontline

management context:
o Clear communication of what is required
o Gaining commitment
o No undue interference

o Regular reporting
o Selecting the right person
o Problem-solving and decision-making processes and techniques and

their application to typical workplace issues
• Industrial or legislative issues that affect short-term work organisation

appropriate to the industry sector:
o Relationship of relevant industrial awards to hours and conditions of

work
o Ensuring systems and procedures meet work health and safety

requirements

ASSESSMENT CONDITIONS
Skills must be demonstrated in a business operation or activity in any industry where
the individual can monitor work activities. This can be:
▪ An industry workplace
▪ A simulated industry environment
• Assessment must ensure access to:
▪ Organisational documents and templates:
o Performance reports
o Rosters
o Staff reports
• A team for whom the individual can plan and organise workflow; this can be:
o Teams in an industry workplace who are assisted by the individual

during the assessment process; or
o Individuals who participate in role plays or simulated activities, set up

for the purpose of assessment, in a simulated industry environment
operated within a training organisation.
Assessors must satisfy the Standards for Registered Training Organisations

requirements for assessors.
PRE-REQUISITES
This unit must be assessed after the following pre-requisite unit:
There are no pre-requisites for this unit.

TOPIC 1 – MONITOR AND IMPROVE

WORKPLACE OPERATIONS
Welcome to the unit SITXMGT001 – Monitor work operations.
This unit describes the performance outcomes, skills and knowledge required to
oversee and monitor the quality of day-to-day work. It requires the ability to
communicate effectively with team members, plan and organise operational functions,
and solve problems.
The unit applies to all industry sectors, and to individuals operating at a team leading
supervisory or frontline management level.
No occupational licensing, certification or specific legislative requirements apply to this

unit at the time of publication.
In this unit you will learn how to:
• Monitor and improve workplace operations
• Plan and organise workflow
• Monitor and support team members
• Solve problems and make decisions
Let’s begin!
Introduction
The hospitality industry aims to have a mobile, motivated and energetic workforce
engaged in a wide range of occupations such as chef, cook, kitchen hand, managers,
supervisors, front office staff, etc. As their employers may be intercontinental, the
workforce has become culturally diverse and is clearly distinguished by a heavy reliance
on part-time and casual workers.

Even the roles of leadership and management have changed to keep pace with the times,
and we have seen a movement towards “customer orientation” and more technology-
based styles of management. These styles appear to reflect the changes in organisational
culture and are certainly technology driven by trained professionals.
Basic styles of management used by managers tend to be situational based in that one
style may work in one situation but not in another. This could be caused by the traits of
the manager, the employee, the internal and external environment in which they
operate.
The leaders need to inspire people to get them to work towards organisational
objectives. This quality is currently recognised as being at least as important as the
ability to be analytic, organised, confrontational or a “get the job done” approach –
these qualities were valued in the past. However, the one quality that has become
important today is that of supportiveness which has been brought about by changes in
the workplace such as empowerment and self-managed teams. Leaders are expected to
show empathy and to establish an environment of trust and commitment within the
team.
A leader needs to have the ability to:
• Draw others through a vision

• Focus on gaining staff commitment
• Make ideas tangible and real to others
• Establish trust
• Manage self
The new leaders are listeners, communicators and educators for they give pace and
energy to work and empower the workforce. Such empowerment occurs through
leaders:
• Making all people feel that what they do has meaning and significance
• Proving that failures are only mistakes that provide feedback and establish
new directions
• Establishing a sense of community, through the medium of a team
• Creating an exciting workplace where work is stimulating, challenging and
fun

Leaders in the hospitality industry are expected to get work done through others, and at
the same time, win their confidence, respect, loyalty and willing co-operation. A leader
holds people together as a group whilst leading them in the right direction. Effective
leaders need to learn how to conceptualise, communicate, make decisions and listen.
The distinction between leadership and management is important and often not clear.
Management is the accomplishment to bring things about and to take responsibility for
them. Leading is influencing a course of action or opinion. In other words, managers are
people who do things right and leaders are people who do the right thing.
A successful leader:
• Commits himself/herself to the organisation

• Knows the job
• Is aware of current developments, trends, and theories in the industry
• Knows the staff, their strengths, weaknesses, hopes, and goals
• Shares a vision of excellence and achievement with others
• Demonstrates strength of character
If your attitude is positive and dynamic, people with whom you work will tend to reflect
your attitude by also becoming more positive and dynamic. If, however, you complain
and play the victim, you will find yourself surrounded by others in a similar mode. Your
attitude will also reflect your team’s productivity. When you develop good relationships
with your team members and consistently project a positive attitude, they will tend to
respond to that by being more productive.1
During any “down” times when you are feeling depressed or stressed you should:
• Engage in a regular exercise program

• Inject humour into your life and workplace
• Break major goals into smaller, more easily attainable ones
• Take short timeouts during the day
• Balance work and leisure more effectively
• Find someone you trust as a role model, confidante and sounding board
1 https://www.oreilly.com/library/view/leadership-skills-for/1560523255/1560523255...
Leadership Styles which you may have to adopt in the future:
Directive Who lets subordinates know what is expected of them, provides

guidelines, sets performance standards and controls behaviour
to gain compliance. Manages the change process by focusing on
the task outcome and does not tolerate criticism or scope for
self- direction
Coercive Uses position power (ability to reward or punish, and authority)
and a forcing style as the main approach to decision making.
Does not tolerate deviation from desired outcomes
Supportive Shows concern for the welfare and personal needs of team
members and concentrates on developing good interpersonal
relations and co-operation
Participative Shares information and has a consensus approach to decision
making. Manage change by consulting people who are impacted
by the change, either to use their knowledge and expertise or to
ensure commitment by involvement in decision making
Collaborative Sets challenging goals for team members emphasises excellence
in performance and shows confidence that team members will
assume responsibility and attain challenging goals. Manages
change by balancing organisational needs with those of various
stakeholders. Works hard at ensuring both concerns can be met,
often by creative solutions

Monitor efficiency and service levels through

close contact with day-to-day operations
Monitoring refers to any systematic, ongoing process of collecting information on
performance. It is in this phase of the “Quality Assurance” cycle that procedures and
processes for review are identified and subsequently monitored.
To monitor is to determine how well or how badly efficiency and service levels have
been met. This refers to not just the work itself but also staff performance, systems,
procedures and levels of service in the organisation. This is achieved by the
”performance management system”. This process establishes the means by which the
organisation’s goals are more effectively achieved. Employees of the organisation also
benefit from the process as it provides the opportunity for work recognition, feedback,
identification of skills and knowledge required, and information on suitable career
pathways.
Elements of performance management which impact on an organisation’s success

include:
• Open lines of communication between management and employees

• Effective techniques in place to assess individual and team performance
• Effective processes in place to help overcome any personal – work-related
problems that employees may have
• Motivated and energised employees
• The establishment of clear, challenging and achievable goals
• Effective processes in place to help employees to improve their performance
• The establishment of a caring, supportive work environment
One common way to monitor staff performance is the “performance appraisal”

conducted at various times throughout the year by management in consultation with
each employee. For such an appraisal to be meaningful, it is critical that both the
appraiser and the appraised make thorough preparation for the event.
The appraiser must provide the following detail for discussion:
• A clear description of the job responsibilities, roles and tasks

• Clear expectations of job performance
• Regular feedback on job performance

• A career path and development opportunities

• Assistance to improve job performance and enhance career prospects
On the other hand, the appraised will need to ensure that he/she:
• Understands job responsibilities, roles and tasks

• Undertake duties to the best of his/her ability
• Undertake strategies to improve job performance
There is potential for conflict or disagreement during the process so it may provide time
for negotiation, agreement and co-operation.
Service levels may relate to customer service feedback, late payments to staff, supplier
quality concerns and many other areas which impact on overall service. The following
table illustrates measures of quality service:
Customer’s Perception It is important that customers get what they want

when they want it, and at a standard they expect
Ease of Servicing Many people associate good service with the speed
and efficiency with which problems are addressed
Conformance All the actions necessary in servicing customers are
met. If the managers want staff to do it right the first
time, then they have to tell everyone clearly, what “it”
is. You are judged on whether you do what you say
you do
Reliability Customers expect you to provide a reliable service
Prevention Vaccination is a way to prevent disease, and the same
concept works in an organisation. Training,
discipline, exemplary leadership and clear
procedures for staff to follow, all assist with
prevention
Ensure workplace operations support overall

organisational goals and quality assurance
initiatives

Concepts of quality assurance and how it is managed

and implemented in the workplace
We are always making a judgement on quality. It is natural to compare our experiences
with what we expect. There are standards set at “International” and also “Domestic”
levels (this includes those set within a particular industry).
Quality includes the following:
• Fitness for purpose

• Availability
• Timelines
• Goal achievement
• Customer’s definition
• Characteristics of the service
• Value for money
The main factor here is meeting the customer’s wishes. In today’s competitive
environment, organisations are continually seeking increased productivity to provide
this competitive advantage and in so doing quality may suffer.
The costs of poor quality are very high; the costs of doing rework and delays caused by
unwieldy systems reduce the effectiveness of the organisation. The other cost of poor
quality is the possible loss of customers. An effective organisation continually seeks to
improve quality by managing all of its critical systems and procedures.
Quality Management includes the following points:
1. Quality is defined by the customer
o Organisations depend on their customers and, therefore, should

understand their customer’s current and future needs
o Organisations should strive to meet customer requirements and

exceed their expectations

2. Leaders provide direction, create a supportive internal environment,

establish unity of purpose and encourage staff to become fully involved in
achieving the organisation’s objectives
3. Creativity and knowledge of the staff are the most important resource
4. Improvement happens when staff work on a system
5. Continual improvement relies on continuous learning
6. Resources and activities are managed as a process thus ensuring that greater
effectiveness and efficiency are gained
7. Effective decisions are based on analysis of data and information
Quality management systems are designed to analyse current systems and procedures
to make relevant improvements. Quality goals need to be specific, obtainable and
accepted by all stakeholders. Staff commitment to quality processes may be achieved
through the following mechanisms:
• Involvement in the development stages

• External auditing
• Introduction of a rewards system
• Staff performance appraisals
In quality implementation it is necessary to gain acceptance so you will need to:
• Get everyone committed to making improvements

• Focus on the process rather than the product
• Ensure everyone knows who are the customers
• Be proactive about quality
• Eradicate fear from the business
• Train and empower all stakeholders
Identify quality problems and issues and make

appropriate adjustments to procedures and
systems, with relevant approvals

It is important to realise that in Quality Assurance (QA) it is not always problems which
are the focal point. It also enables the organisation to be pro-active.
This means that QA can be carried out on an area identified as an opportunity for
improvement, e.g. refining an existing system or identifying a potential problem. This
would be done in order to improve the systems which are already in place.
Procedures and Systems

Organisations should define their systems and processes so that they can be understood
clearly, managed and improved.
It is the job of management to collect data and to measure performance to ensure

effective operation. How do we know that we are doing a good job unless we measure,
analyse and improve our performance?

Proactively consult with colleagues about ways

to improve efficiency and service levels,
including potential for new technologies and
other innovations
Organisations can achieve continuous improvement in several areas:
• Improved quality of service

• Faster response times
• Increased flexibility which provides a greater range of choice for your
customers
In today’s environment, customer interpretation of quality extends to more than just the
service delivery. The educated customer looks at efficiencies in all aspects of service,
and value for money as well as professional competence. Thus, customer satisfaction
with your services is influenced by the response of staff to customer problems in
addition to the technical competence of staff. Therefore, every employee must be
trained to handle customer dissatisfaction at its source.
Any activity or series of activities which receives inputs and converts them to outputs is
a “process”. To function effectively, every organisation needs to identify and manage all
of the inter-linked processes and their interactions. The aim here is to control the
processes and create confidence in capability and reliability. If an organisation controls
its processes, the result is products and/or services which are guaranteed to a standard.
Customers play a significant role in identifying and defining inputs. Therefore, we need
to monitor customer satisfaction and evaluate whether their requirements have been
met.

Provide feedback to colleagues and management

to inform future planning
For your organisation to improve continuously, you need to have a range of strategies in
place to determine:
• How you can recognise poor quality in your products and services and
determine causes
• How your procedures, processes and measurement criteria (metrics) will be
reviewed
• Possible changes and the impact they would have if implemented, e.g. “cause
and effect.”
• What you intend to do, when and how you will do it
• What the employee’s role in continuous improvement should be
• How to get the maximum number of employees trained and involved in
continuous improvement
Manager’s Role in Continuous Improvement

It is the manager’s role to personalise the organisation’s quality goals for team
members. This role is to develop the improvement plan and show that higher quality
can be improved in a particular area. Managers need to serve as a role model for staff
and to demonstrate quality through examples of their own behaviour.
Within any team it is a responsibility that the quality management goals are set,
opportunities to improve quality are identified, and employees are involved in the
improvement process. Managers should try to:
• Focus on the customer

• Find out who the customers are and what they want, now and in the future
• Measure the customer’s view of performance
• Act on customer’s comments and complaints
• Promote high-quality performance
• Prevent faults, not simply correct those that occur
• Work with a team to establish high standards of quality in the team’s work
• Be pro-active

• Look for better ways to achieve organisational goals

• Be a leader
• Reward good work
• Encourage team commitment to quality
• Train staff about the importance of quality
• Communicate the role of quality
Role of the Team Members in Improvement

Implementing continuous improvement in any organisation requires the active
participation of all people at all levels in the organisation. Everyone must learn and
apply quality principles to meet continuously and exceed customer expectations, and
perform their job roles in a consistent manner.
This role includes:
• Complying with operational and system procedures and constraints

• Communicating problems together with potential solutions to management
• Accepting responsibility for the quality of their work
• Studying quality techniques and tools
• Participating in quality improvement teams as required
Measurement is a vital part of continuous improvement. To systematically improve your

processes you need to measure:
• Your customer’s needs and expectations so that you know for what you
should aim
• Your current processes so that you know from where you are starting (the
datum point)
• Your competitor’s best practice achievements, so that you know what you are
up against
• Your progress as you implement changes so that you know how you are going
in the process

These correspond to the “plan” and “check parts of the “Plan, Do, Check, Act” (PDCA)
cycle as these are the main points in the cycle where measurement can occur. For your
information, the PDCA cycle is depicted as follows in Supplement One to this session.
Developing strategies for the continuous improvement process is another key part of
the “plan” stage of the (PDCA) cycle. The actual implementation is contained in the “do”
stage.
Another well-known aid for analysing the current situation in any organisation is the
SWOT Analysis (Strengths, Weaknesses, Opportunities and Threats) shown at
Supplement Two. Some of these (current and forecast) that may be considered are:
Strengths and Weaknesses
Personnel • skills and expertise

• attitudes
• motivation
• group relations and cohesiveness
• required level of supervision
• management skills
• ability to cope with change
Finance • availability of capital
• necessary resources
• cost estimates
Structure • conducive to meeting objectives
Culture • organisational culture conducive to change

Other Elements • negative elements facing the organisation or plan
After the strengths and weaknesses have been evaluated, you should consider the
opportunities and threats both current and forecast that might have an impact. Some of
these elements both current and in the future that may have to be considered are:
• Market conditions
• Cost of capital
• Government regulations/priorities
• State of the economy
• Annual budget

Identify and take opportunities to evaluate

current and emerging industry trends and
practices for relevance to own work situation
According to an article written by Small Business BC called ‘how to evaluate your
business idea,’ evaluating current and emerging industry trends involves a process
called market research.
‘Market research is the process of discovering the common characteristics and

preferences of your customers, who your competition is, and what current and future
trends can affect your business.’2
Researching can help you become an expert about every aspect of the industry you are
in, including your organisation's products and services, the competitors to your
organisation, the demographic you are marketing to, as well as the market conditions
that will affect sales.
Two Ways to Do Your Homework

Small Business BC states that market research falls into one of two categories:
1. Primary research
You can source this kind of information yourself by creating questionnaires, and
conducting surveys, focus groups, and sample or field testing. The advantage of primary
research is that you can form questions that will address exactly what you need to know.
By conducting your own research, you’ll have a better understanding of your customers
as well. The disadvantages of primary research are that it's time-consuming and labour-
intensive.
2. Secondary research
You can also gather information from reports other than your own.
The disadvantages of secondary research are that the questions were asked by someone
else and might not directly address your needs, and you won’t get as much information
as you would by gathering opinions yourself.
2 http://smallbusinessbc.ca/starting-a-business/how-evaluate-your-business-idea
The advantages of secondary research are that it’s fast, less labour-intensive, and
relatively inexpensive.
Three Factors to Keep in Mind

Your target market
Small Business BC goes on to talk about how a target market is a group of people that
share certain common characteristics such as age, income, education, lifestyle, and
values, among others, and that are most likely to buy your product or service. When you
think of your target market, you should concentrate on the characteristics for the
majority of your customers, but not all of your customers.
You should also think about ranking the characteristics in terms of “likeliness to buy
from you”. Age may be more important than education, income may be more important
than occupation. Maybe your target customer is a post-secondary student living away
from home for the first time, or a middle-aged, upper-income homeowner. Each of these
types of customers will require a different message when you market your business.
Once you have a list of important characteristics of your target customer, you can search
for information on where they are located and what trends are happening within your
target group.
Your competition
According to Small Business BC, you will need to know about your competition to
understand how you can get your target market to buy from you and not from someone
else. For example, promising better service to your target market is not going to increase
your sales if all of your competitors are promising the same.
By researching what your competition is doing for their customers, you can work on
differentiating yourself from the rest of the pack. You can also broaden your sales by
offering products and services that your competition isn’t providing. You can use
company directories, the Internet, or licensed databases to identify who your
competitors are, where they are located, and what their advertising strategy, product
lines, and web presence are.
Industry trends
Last but not least Small Business BC advises that you need to be aware of the current
and the long-term trends that could impact your business. Visit online sources such as
Springwise or Trendhunter to research industry and societal trends. You can also search
licensed periodical indexes for relevant magazines and newspaper articles. Your local
city hall’s planning department can provide information regarding density and future
developments.3
3 http://smallbusinessbc.ca/starting-a-business/how-evaluate-your-business-idea
Assess and respond to opportunities to improve

sustainability of day-to-day operations
Sustainability considerations for frontline operational

management
Being aware of the potential environmental impact that your workplace has is an
important issue for all workers in the hospitality industry. Environmental sustainability
is the result of using resources, so they satisfy the needs and wants of society but are not
damaged or depleted, and is available to future generations. The current environmental
issues include:
• Sustainability
• Waste management
• Energy use and efficiency
• Resource use and efficiency
• Water resource management
• Recycling and re-use
These issues will need to be identified and then planned around to be made more
efficient and sustainable.
Sustainability
Sustainability can be considered in three different contexts:
• Social sustainability – this looks at how we can meet the needs of the current
generation in a way that doesn’t deplete or degrade the resources that are
available for future generations
• Economic sustainability – is achieved when an organisation has adapted ways
in which to use their resources more efficiently and effectively to reduce the
impact on the environment. This includes practices such as using renewable
energy, reducing waste, recycling, etc.
• Environmental sustainability – this is a combination of resource management
and ecosystem sustainability

Energy use and efficiency

The reduction in the use of energy is another way the business can practice
sustainability. By performing simple tasks like changing your light bulbs to be energy
efficient, turning off lights and appliances at the end of the day or when not in use, you
will contribute to reducing the amount of energy the organisation uses. You can also
make savings by switching to sustainable energy sources such as solar or wind-
generated power.
Resource use and efficiency

Another area that you can improve environmental sustainability is the maximisation of
resources such as plastic, paper, and wood. This can be done by using the process of
reducing, reusing, recycling, and treating waste to ensure that nothing is being wasted
or thrown out unnecessarily.
Water resource management

Water is a precious commodity for Australians, and as such, it should be used
appropriately. Employing water saving techniques such as installing low flow taps and
dual flush toilet systems are leading methods for water saving within businesses.
Optimising equipment performance

Optimising is the term we use to describe the process of moving towards 100%
efficiency. This is never achievable so something which has been optimised yesterday
can be optimised again tomorrow. The process of optimisation involves analysing the
process and working out where the inefficiencies are and how to reduce them. This is
usually specific to each process.
Re-tooling and re-engineering

These apply technical solutions to make process improvements. Typically they involve
significant redesign, changes and upgrades in equipment and technology which provide
opportunities to make improvements in resource efficiency and environmental
management. There may also be benefits from equipment that is easier to use or more
ergonomic and, therefore, reduces the risk of injury or can be operated by workers who
have not previously had the opportunity.
Energy recovery systems

Energy is expensive and is the major contributor to climate change and the carbon
footprint. While the goal might be 100% efficiency – so that 100% of what goes into the
process is useful output – this is never achieved. Usually, the inefficiency in energy use
shows up as heat, and heat is being recognised as a valuable by-product.
Engaging workforce capabilities

The people that do the work operate the plant are the most familiar with the operation
of the process. Typically they are a great source of ideas for improving the process. A
functioning continuous improvement process will help capture this. As the people on
the front end develop their understanding of the process, they are better able to
recognise signs of sub-optimal performance and either do something about it or make
recommendations as to what changes might be useful. This requires significant technical
knowledge about the process and the principles of its operation.4
Relationship between operational efficiency and financial

sustainability
There is a relationship between operational efficiency and financial sustainability that
frontline operational managers will need to be aware of.
Operational efficiency is the capacity of a business to ensure that it is delivering high-

quality products and services in the most cost-effective manner. Essentially, this means
that a business is giving its customers high-quality products and services while still
making a large profit by being cost-effective in its processes.
Financial sustainability is a tricky thing to define, as everyone has a different

understanding of what it means. However, a general definition would be where a
business is able to continue its core work processes without the need for external
funding.
These are related because if a business is ensuring it is operationally efficient, then it

will be gaining enough income to remain financially sustainable.
4http://sustainabilityskills.net.au/what-is-sustainability/sustainability-practice/operations/process-
improvement/
Ways of minimising waste in the relevant work context

Waste management is the collection, transport, processing, recycling or disposal, and
monitoring of waste materials. A well-made waste management plan should include all
waste control elements including collection, transportation, processing, recycling
and/or disposal of waste products. All industry sectors can improve their waste
management techniques by using resources and disposing of waste responsibly.5
The majority of waste created by a business can be recycled. With the increase of costs
for handling waste and overflowing landfills, recycling is now a necessary option. Here
are a few waste reduction techniques that can benefit every business and the
environment.
• Conduct a waste assessment. Looking into what purchasing and throwing

away will tell you the types of waste your business generates, which lets you
know what can be recycled and where changed can be made
• Implement a recycling program
• Purchase recycled products
• Send packaging back to suppliers
• Use reusable cleaning cloths and napkins
Recycling and re-use
Australian businesses and households have started to commonly become more recycling
conscious. Recycling is the process of collecting materials such as paper, plastic, and
glass, sorting and then reprocessing them to create new products.
By doing this, it helps to preserve the raw materials which allow us to make new
products, thus assisting with sustainability and resource management. Re-using
involves the reuse of materials you would otherwise throw away, such as containers,
boxes or bottles.6
Businesses can contribute to recycling by being aware of the products they use and
putting recycling and re-use policies into place.
Collection areas
5 http://enviromentalsustainability.weebly.com/sustainability-and-waste-management.html
6 http://elearning.sbta.com.au/www/content/lessons/3221/Current%20environmental%20issues.doc.
Always ensure that areas of the business which are used for the collection of waste are
kept as clean as possible and that bins are clearly marked and segregated. In a lot of
cases, businesses hang a sign-in sheet in these areas. Staff are required to list the use of
correct bins and to note the use of the compactor if one is available to them. This means
that staff are aware that these areas are under observation by senior staff members and
are required to be used correctly and kept orderly.
Segregation
Waste streaming is a highly effective way of reducing waste.
• Kitchen and bar area: bins colour coded for easy training and clear
segregation
• Accommodation staff: trolleys with two separate bags for segregated
collection
• Guest accommodation bins: bathroom bin signposted as a contaminated
waste bin and bedroom bin clearly marked with the recycle sign for paper
and plastic recyclables
• Guest books should also have information on the hotel's Reduction, Recycling
and Minimisation policies
• Clear plastic bags to be used for easy identification of the waste type
All new staff should be fully briefed in the benefits of segregation, the use of these bins
and also aware of the environmental policies.7
Social responsibilities of the operation

A business’ social responsibility is the business being responsible for the impacts that its
operations and decisions have on society and the environment, and taking action to fix
any impacts that may be causing damage to the society or environment as a result of
their operations.
7 https://www.slideshare.net/leinojlopez/waste-management-for-hotels
TOPIC 2 – PLAN AND ORGANISE

WORKFLOW
Assess current workloads, and schedule work to
maximise efficiency and customer service
quality within budget constraints
As the manager, you should ensure that in order to achieve your goals, workloads for
staff are realistic and reasonable. They must also be distributed as equitably as possible
and that the process of allocation is open and accountable. You and your staff should
have both input into the workload allocation and work planning processes.
Increasingly, Australian workplaces require staff to take on new and more varied
responsibilities so that the organisations can be more competitive.
As a result, staff are developing new skills and competencies which will contribute both
towards increasing job satisfaction and overall organisational performance.
Where an increasing workload is difficult to manage, both the employee and the
manager have the responsibility to ensure that job performance, and employee
satisfaction is not affected adversely.
Both parties need to work together to develop strategies to manage increasing and more
diverse workloads. Such workloads are a prime consideration of the performance
process.
Should staff feel that they are unable to manage their workload then, it should be
discussed with the supervisor and if necessary revisit the performance management
process.
It is important that managers monitor staff workloads. Some staff may be hesitant to
bring up the issue for fear that they may be viewed as incompetent. Other staff are high
achievers who will rarely say “no” to a task and so end up doing too much.

Work organisation and planning methods appropriate

to the industry sector
Workflow Planning
Relates to the system of ensuring that work is able to be completed in a streamlined and
efficient manner. Managers have the responsibility to ensure that the planning and
organisation of workflows in their area are efficient. This planning is very important as
it enables the team to achieve a high level of productivity by increasing the efficiency
and reduction in delays.
The main things to focus on with workflow planning are:
• Physical layout
• Job design
• Equipment
• Time management
Physical Layout - For the majority of jobs in the hospitality industry, the physical layout
of the work area is extremely important. In areas such as the kitchens, the staff cross
each other’s path constantly, with repetitive trips throughout the area. Through
improved planning, managers can reduce delays, lessen accidents and increase
efficiency.
Managers should spend some time with the staff so as to plot paths to develop efficient
workflow systems (called “simulation”). Remember that even though you may not be
able to move walls, moving furniture and equipment, moving stock, improving storage
space and improving lighting can increase efficiency.
Job Design -Managers should have input into the preparation of job descriptions for
their staff members. You will have knowledge of what types of workers are needed and
the skills they will require to ensure that they become valuable members of the team. To
do this, you will need to look at the sequence of duties and the types of tasks they will be
required to perform. There are a lot of behind the scene tasks that must be completed in
this type of industry so that all is ready prior to the customer’s arrival.
So as to work this through you need to ask both your staff and yourself who, what, how,
and in which order for each relevant job. Employee input is crucial for developing
effective workflows.

Equipment – A good manager will keep abreast of innovations in technology that create
new methods to perform in the hospitality industry. Ensure that you receive industry
magazines and register on the relevant websites to keep updated on what is being
developed that may improve workflow and operational processes.
Maintenance of relevant data is an important part of the industry. Computers are an

important part of the process and should be used to increase the efficiency of your team.
Areas such as staffing hours, stock on hand and customer numbers are all areas where
data can be collected and kept for future use.
Time Management – Once you have researched your own time management issues you
need to spend some time planning the best workflow for each staff member and his/her
jobs. As we have said before, this should be done with each staff member, but should
also be done through your observation. Plan when you are needed to work with the
team during the day, and when you are not, spend time on other important tasks.
Time management principles and their application to

leaders and managers for planning own work and the
work of others
Good time management results in tasks being completed on time. Time Management
promotes efficiency and more importantly, effectiveness in the workplace and in life. No
matter how hard we try, we always seem to be running out of time. You can’t buy or sell
time, store it up for later, stop it or recapture it once it’s spent. Time moves at exactly
the same rate at every place and belongs to all of us. Every single action or thought takes
an amount of time.
Using a time log to record all your activities for a given time period completed for a
week or more can obtain a good view of where you spend your time. The aim of a time
log is to keep track of all the things you do during your work hours.
Once you have a clear picture of how you are using your time, you can identify time
wasters and eliminate them.
These skills are important to have as it will enable you to more effectively plan both
your own work and the work of others. This work planning is used to ensure everything
that needs to be done is done on time and properly.

Using time effectively can contribute to the achievement of work objectives. Your time
management skills can help you to identify where you can make up time or use time
more effectively.

Delegate work according to principles of

delegation
Principles of effective delegation

The following points should be considered by the manager when scheduling work and
work schedules:
• You must understand the range and scope of the duties you expect staff to
perform
• You must ensure that staff have an up to date, job or position description. If it
is out of date, it should be reviewed together, and it may be possible to re-
design the position and so adjust workloads
• Ensure your staff know what is expected from them when performing the
duties. Weekly meetings may be held to discuss issues
• Timeframes must be discussed so that tasks can be re-prioritised, deleted or
reallocated
• Make sure that the “chain of command” is followed
• Institute a reward/recognition system
• Pay special attention to overtime and time off in lieu systems
• Ensure cross-training is implemented
One of the main tasks of leadership is the ability to delegate and delegate wisely.
Delegation means giving meaningful tasks to another staff member along with authority
for those tasks. This means having the knowledge of the tasks that must be done and
selecting the right person to do the job. The overall responsibility for the tasks, however,
still remains with the manager. So you must know whether the tasks are being carried
out properly.
When you delegate intelligently, you not only display leadership, you also develop the
leadership skills of the team members and develop trust. As a result, your job could
become easier and your team more productive.
Through this delegation process, your team members learn to think like leaders and the
commitment and energy of the team increases. Effective delegation takes time, patience
and follow up. It can also motivate employees by giving them greater “ownership”.

Delegation techniques
Clear communication of what is required

When delegating tasks, it will be important to ensure that you clearly communicate to
the person who you are delegating to what they are required to do. This is important
because if the person is aware of what you are expecting them to do, then they will have
some form of direction for completing the task.
Gaining commitment
Gaining the commitment of your workers through delegation is essential for ensuring
that tasks are completed the way you want them to be.
You can gain the commitment of your workers by treating them as equals, giving them
opportunities to prove themselves, and by ensuring that their voices and opinions are
heard.
If your workers are committed, they will perform better and be more likely to jump at
the chance of being delegated tasks.
No undue interference
Undue interference is when someone, particularly someone of authority such as a
supervisor, tries to interfere with the work being done by someone who has had a task
delegated to them. This could be yourself or another supervisor, manager, another
worker, etc.
Avoiding undue interference in delegated tasks is important for both ensuring the
worker is happy with receiving delegated tasks and for ensuring that the work is done
properly and efficiently.
Regular reporting
You should ensure that the person who you have delegated a task to is aware of the
need for regular progress reports. You will need to obtain these reports as a way of
tracking the timelines that are in place for the tasks you need to be completed.

This reporting will also serve as a way of having the person inform you of any issues or
problems they are having with the task.
Selecting the right person

When delegating tasks, you will need to select the right person for the task. When
choosing the right person for the delegated task, you will need to consider:
• Their experience, knowledge, and skills related to the task you are delegating
• The person’s work style, or how independent they are and what their goals
are
• The current workload of the person
All of these factors will determine whether someone is the right person for the
delegated task.
Delegation is important for the following reasons:
• People are able to work more effectively on the business, rather than in the
business
• Tasks are completed by staff who have greater expertise, and, therefore, are
able to produce a better product
• Job satisfaction is increased by undertaking different, and possibly more
demanding activities
• Less experienced staff get the chance to skill up and demonstrate their
capabilities
There are many benefits that arise from the delegation process:
A. For the company:
o Increased communication between staff and you
o Up-skilling of staff
o Use of other ways of thinking and methods to get the job done
o Real talent is nurtured

B. For the employees
o More even spread of jobs, especially the mundane tasks, amongst staff
o Planned spread of jobs
o Increased ownership by team members
o Increased authority, responsibility and authority levels
o Decreased levels of stress for the manager
o Increased time for other tasks for the manager
o Development of independence and trust amongst the staff
o Learning process for staff and manager
C. For the customers
o Jobs are completed on time
o More content staff with whom to deal
Steps in successful delegation:
A. Analyse your entire of responsibility
B. Decide on what to delegate
C. Decide on the task/s you could and should delegate. Remember that
delegation is not abdication
D. Select the person to whom delegation can be made
E. Consider the benefits required and all the factors involved before the
selection of the appropriate person:
o Does the person currently have the required skills?
o What is that person’s workload?
o Will the task be accepted willingly?
o How will the other team members react?
F. Set the deadlines
G. Specify the completion date for the overall task

H. Set the checkpoints for specific outcomes
I. Agree on acceptance of the task
J. Provide information on the task, expected outcomes, performance standards

and timelines
K. Carefully explain the task
L. Clarify the level of responsibility, authority and scope of decision making
M. Emphasise accountability
When not to Delegate

Of course, there are times when it is not appropriate to delegate jobs, and the manager
should have the skills to be able to make that decision. Such instances when you should
not delegate could be:
• Counselling and morale problems

• Using inexperienced staff
• Maintaining stock control
• Planning activities
• Motivational problems
• Highly specialised or technical areas
• Undertaking performance evaluation
• Dealing with serious complaints
• Preparing rosters
• Taking disciplinary action
• Liaising with important clients
• Dealing with confidential matters
• Briefing staff on their roles
• Preparing quotations for clients
• Organising other staff without prior explanation
What to Delegate

Given all the instances where you should not delegate, this still leaves a variety of tasks
and situations that a good manager will be able to delegate to the right staff member.
These would include:
• Any task that someone can do better than you

• Carefully planned activities
• Challenging tasks within an employee’s ability
• Greeting customers
• Dealing with minor complaints
• Research for business
• Handling telephone enquiries
• Low priority work
• Data collection and organisation
• Carrying out more manual tasks
Handling Staff Reluctance to Accept Delegation

The following table looks at reasons why an employee might be reluctant to accept
delegated work tasks and the way a good manager might deal with them:
Employee’s Concern Manager Response
Fear of criticisms and making mistakes The manager should prepare the staff
member, develop his/her self-confidence
and ensure that feedback is constructive
and encouraging when dealing with
mistakes
Lack of information and resources to A manager must provide these in
complete the job delegation and address any concerns in
this area at the time
Lack of self-confidence By delegating and encouraging, the
manager can give the staff member the
means to develop self-confidence
Laziness or disinterest By encouraging the staff member to take
on delegated tasks and providing
interesting opportunities, the manager
can overcome these barriers
Perceptions of exploitation A staff member may view delegation as
managers avoiding work by passing it on
to someone else who has enough work
already. Managers can set a good

example by being involved, energetic

and industrious. Before delegating every
effort should be made to ensure the staff
member is not being put under undue
pressure
Lack of rewards If the staff can see nothing in it for
themselves then they may be reluctant
to accept delegated duties. The manager
needs to sell the benefits and avoid
excessive delegation of unpleasant work

Assess workflow and progress against agreed

objectives and timelines
The most commonly used techniques to analyse workflow are charts and diagrams. Such
flowcharts are pictorial summaries of the flows and linkages of the various steps of the
process. They are visual displays that help you understand the process being examined.
Flowcharts can show the whole process from start to finish and can be used to help
people see where they fit in the total process. They can also be used to identify points of
control and often use the “therblig” symbols you have had explained to you in other
subjects (see also Supplement Three).
There are three main types of flowcharts:
Linear or Chain • linear flowcharts arrange items in one line, forming

a chain
• arrows indicate the order in which to read the text
Forked • forked flowcharts include at least one fork that
splits one sequence into two or more sequences
Cyclical or Loop • cyclical flowcharts (or loops) have all the items
arranged in an endless loop, showing that the
sequence may be repeated, and any of its events
may be seen as the starting point
Flowcharts are particularly useful if you are trying to simplify a process to eliminate
waste (time and distance). Even people who know the job have all the steps laid out in
front of them it is often quite easy for them to identify unnecessary steps such as waiting
times.
For easy reference during development, each stage and decision point can be numbered
from beginning to end. When the process is changed, the numbers have to be changed
accordingly. Once the flowchart is developed, the numbers can be deleted
Every flowchart should include information to identify:
• The process
• The process owner/operator
• The intention
• When the chart was completed
• The people who designed the flowchart

Workload Prioritisation
We normally categorise that which has to be done by a system of priorities such as
“immediate”, “tomorrow”, “as soon as possible”, “urgent”, “normal” etc. If we have ten
items on our agenda, we need to analyse each one according to the urgency and by using
the “Pareto Principle,” we will find that if we handle the two most urgent ones, then the
rest will soon fall into place.
Sometimes by analysing a process, we determine which must be the precursor for the
next action so that it becomes a “building block” approach.
If you are clear about your work goals, then the chances are that this will give you the
right direction to make the best use of your time and the task of prioritisation. The
following tactics are often used:
Diary – paper-based or electronic so that this will aid in the planning process such as
entering times of meetings
Weekly Objectives – it is important to establish your weekly objectives in order of

importance. Ensure that you write these down, using a “to do” list or similar system.
These must be prioritised with the date for this to be achieved as the most important
aspect of the prioritisation. MS Outlook can provide this facility.
At the start of the week or even at the end you should spend some time working out
what tasks you have for the following week and a review of the past week. If certain
tasks present challenges, you should spend some time thinking about them and trying to
work through the difficulties. A clear head will often allow you to come up with a
solution, whereas trying to sort it out while doing another job may be just too difficult.

Assist colleagues in prioritising workload

through supportive feedback and coaching
Feedback does not help resolve the causes of the problem, grievance or conflict?
Consider throwing the solution search back to the team member. Let them place the
words around what represents a satisfactory solution to the issues or matters
underpinning the problem.
Listen actively and be willing to let them navigate a way to the root cause. Be prepared
to cooperate and offer assistance within your means and capabilities, even if some
expectations cannot be fully met. If a possible solution arises, confirm what can be done
and be specific. Do not raise expectations, and do not promise to take actions and adopt
solutions that cannot be delivered.
Feedback is a vital learning tool that enables the identification of areas for improvement
and the ongoing support of learning activities. It is an important component of coaching
and in monitoring learning outcomes.
Some of the reasons why feedback is not used more effectively in organisations are that
it requires communication skills that are not always present in individuals and negative
feedback is often ignored. People are usually happy to give and receive positive
feedback but often feel uncomfortable when it comes to addressing areas for
improvement.
Focus on specific behaviours

When giving feedback try to focus on the behaviour rather than the person. Avoid value
judgements such as "You have a bad attitude." Not only is a statement like this too vague
to offer any practical suggestions for improvement, but it is also guaranteed to provoke
a defensive reaction. Even positive feedback should state how the person has done a
good job according to their clearly identifiable actions.
For example
• Good: "Frank, can you explain why you have not completed the ticketing for
your department, I am a bit concerned that you are falling behind schedule."
• Bad: "Frank, pull your finger out with your department will you, you're never
going to finish at this rate!"

Consider the timing of feedback

It is much more effective to provide feedback as soon as possible after the behaviour.
This establishes a link between the feedback and the behaviour that enables accurate
reflection. Feedback prior to the behaviour may also be effective in enabling the
manager to provide constructive advice before a mistake occurs.
For example
• Good: "Nicole, can we run over your merchandising for next week's
promotion? I think it might be good to have a run through to iron out any
wrinkles before the event."
Or, "You did a really good job on the merchandising for the promotion, you
displayed it as per the guidelines, you have the right amount of stock on
display, and it looks really eye-catching. Well done."
• Bad: "Nicole, your last promotional merchandising was a bit of a bomb, I
think I need to check this one out before you do another one."
Or, "Good job on your merchandising." (not specific enough and not timely)
Focus on behaviour that the receiver can do something

about
There is really no point giving feedback about someone's personality or other personal
issues that they cannot change. This is incredibly alienating for an individual and leads
to feelings of anger and resentment. This doesn't mean that some topics are not to be
discussed, but it is much better to focus sensitively on how the individual may improve
using the skills at their disposal. Use feedback to focus on goals rather than
personalities.
For example
• Good: "Jim, I have noticed that you get a bit nervous when addressing the
customers. Is that how you feel? It's not a big deal; most people do get
nervous when talking to strangers how can we deal with this? Would it help
to practise with me beforehand?"
• Bad: "I think you might be a bit too introverted for this job".

Consider the needs of the person receiving the

feedback, as well as your own
A previous recommendation suggested providing feedback straight after the event. This
can be dangerous sometimes when you are angry about what has happened. Do not use
a feedback opportunity to "dump" on the person. This might make you feel better, but it
will inevitably damage your relationship. As in the previous example, attempt to
understand how the other person feels and provide your perspective in a rational
manner.
For example
• Good: "Julie, I know you have a lot of work to do right now, but I would really
appreciate it if you could make this your priority. I had to stay back late to
finish the last close, and I would prefer it if we could work out some way of
managing our workload to get things done on time. Have you got any
suggestions?"
• Bad: "Julie, I had to stay back last night to finish the close and, I have to admit,
I'm not happy. When are you going to get your act together?"
Solicit feedback rather than impose it

Feedback is a two-way street; you can't expect to give it without also receiving some in
return. Almost all of the previous examples of good feedback involve a question.
Remember that questions enable you to focus the individual's attention on important
underlying issues in a productive, non-defensive manner. Your point of view is not
always the best, and you should not always try to impose your view on another. Be
prepared to work on an issue cooperatively and use feedback as a useful tool for
uncovering problems before they eventuate.
For example
• Good: "In the last team meeting you suggested that there might be a few
problems implementing some of the ideas that you have learnt. How would
you like to address these? What can I do to help out?"
• Bad: "I heard you were having problems, can you get back to me in a few
weeks if you haven't sorted them out, and I’m really busy at the moment."

On job coaching
Part of performance management is that managers often have to provide coaching to
assist employees in developing work skills.
Coaching:
• Is a non-directive form of development

• Focuses on improving performance and developing skills
• Emphasises on work performance, although the personal side can be included
• Has both organisational and individual goals
• Provides people with feedback on their strengths and weaknesses
• Is a skilled activity delivered by trained people
Coaching is just one of the many training and development interventions that an
organisation can use to overcome learning and development needs. It is important that
coaching is only used when it is the best way of helping an individual learn and develop.
Coaching usually includes the following characteristics:
• One-on-one interaction with the learner instead of group-delivery

• Coaching provided in the workplace as opposed to separate training locations
• A relationship is usually already established between the coach and the
learner as opposed to a training session where the trainer may be unknown
to the learner
Coaching may occur in conjunction with a formal training program or be a separate

development pathway for the learners.
Coaching is not telling

Coaching is an interactive process that involves both the coach and the participant in a
two-way learning situation. This means that coaches do not talk all of the time – they
facilitate and manage the employee’s learning.

Prepare for coaching

Coaches have to prepare before they coach peers or employees. This preparation
includes being able to identify the employee’s gaps in ability
Gaps in ability
Learning is considered to be a change or improvement in knowledge, skills and attitude.
These three areas are called learning domains.
Coaches need to be clear about the differences between these three domains, so they
can decide if coaching is going to be useful to improve an employee’s abilities. Coaching
focuses on knowledge and skill outcomes, as a way of influencing the employee’s
attitude towards their job and work tasks.
• Knowledge refers to the cognitive activity of the brain – the ability to process,
remember and understand. It is called the Cognitive Domain. To explain a
knowledge outcome, coaches use words including: explain, list, describe and
analyse
• Skills refer to the ability to physically perform tasks. This includes abilities
such as hand-eye coordination and physical dexterity of movement. It is
called the Psycho-Motor Domain of the brain. To explain a skill outcome,
coaches use words including demonstrate; or specific verbs such a: lift, move,
operate, and drive
For knowledge-based details

When coaches explain a point, they must remember to make the point:
Clearly
Say the information clearly, without rambling or sweeping around the same point too
many times.
Systematically
Explain: Say the details once through
Activity: Provide an example or demonstration
Summarise: Re-cap the main point if necessary
Logically
The details should follow a logical sequence that is understood by the learner. This
could relate to:
• Accepted procedures - as listed in a manual

• The progression of steps through a skill
• Timelines/deadlines for completion of tasks
• Degree of difficulty – from easy to more difficult; known to the unknown
Slowly
Talking at an appropriate speed is very important. Sometimes coaches have to slow
down their speech from normal talking speed, or the learners cannot keep up with them.
For skill-based details

Most coaching focuses on a skill or skills. When a coach is presenting a skill in a coaching
session, the following points apply:
Ensure the learner understands any underpinning knowledge first

For example, learners need to know:
• Why they have to learn the skill

• What could happen if they don’t follow the instructions
• Contingencies, such as what to do if the machine is broken or the procedure
doesn’t work
Demonstrate the skill twice

Demonstrate the skill at normal speed, so the learners can see the whole task and the
final standard that will be expected of them.
Demonstrate the skill again completing each stage slowly and with explanations. You
must also ensure that the learner can see what you are doing.
This may involve moving the learner. Ideally, right-handed instructors should place
learners in the following way:
• Right-handed learners next to the instructor

• Left-handed learners opposite the instructor
However, locating the learner will depend on the type of skill being demonstrated and
the physical layout of the location and equipment.
Allow the learner to practice the skills

Allow the learners to practice the skill slowly and then work up to an acceptable level of
speed and accuracy. This usually involves further practice in the workplace after the
initial coaching session.
Coaching follow-up is linked very closely to learners needing to apply the new
knowledge or practice the new skills.
Coaches also need to evaluate if the coaching has improved performance. This can
involve skill observations to assess the level of expertise that is being achieved. This
assessment may be an informal process, or it may be formally documented on personnel
training/development records.
Identifying improvements
This can include observing and analysing the following as appropriate:
• Comparing pre-coaching abilities to post-coaching abilities

• Changes in outputs related to the skills. This could include: sales rates;
wastage levels; accident/incident levels, merchandising standards, etc. as
identified in the performance appraisal

Provide timely input to appropriate

management regarding staffing needs
An important part of planning and organising the workflow of your team, department,
etc. will be the assessment of the workload and staffing needs.
This assessment will look at the amount of work that is to be done as well as the staff
you have already. From here you will need to determine whether you need more or less
staff for the upcoming tasks.
This is an important part of hospitality management, especially in restaurants, where it

will be important to know how many customers you will be serving and rostering an
appropriate amount of staff to cover it.
During the assessment, you will need to look at the current status of each employee that
is working under you. This status will allow you to determine who and how many staff
you can use.
Some of the main causes of needing to change staff include:
• Annual, personal, maternal, paternal, etc. leave

• Sickness
• Rostered Days Off
• Scheduled days off
• Unexpected absences
• Recently dismissed employees
If at any time throughout your assessment of your staffing needs you discover that you
need to adjust your staff levels, then you will need to provide some input with
management in a timely manner, i.e. before you need the staff, so they can assist you as
required.

TOPIC 3 – MONITOR AND SUPPORT

TEAM MEMBERS
Monitor team and individual performance
against agreed goals and objectives AND
Proactively share information, knowledge an d
experiences with team members
Prior to commencing a task, you must discuss performance expectations/standards and
goals for groups and individuals to channel their efforts toward achieving organisational
objectives.
Measures that will be used to determine whether expectations and goals are being met
need to be decided upon. Involving employees in this process helps them understand
the goals of the organisation, what needs to be done, why it needs to be done, and how
well it should be done.8
Setting Standards of Performance should:
• Define the Job in relation to Work Area and Strategic Objectives (KRAs)
• Differentiate the job from others in the Section/Team/Work Area
• Integrate the Job's Performance with the whole Section /Team/Work Area
• Be job related and realistic
• Be worded in clear and concise language and terms
• Be framed consistently with organisational culture, procedures and practices
• Reflect the performance context (location and environment)
Performance standards represent the level of performance and behaviour necessary for
the job to be done successfully.
They can be determined by management in the following ways:
• Observation
8 https://blablawriting.com/%ef%bb%bfprofessional-supervision-practice-essay
• Past performance records

• Time/work studies
• Production/technical information
• Industry standards
• Consultation with employees
• Benchmarking (best practice)
With due consideration for the team member’s experience and abilities, the manager
needs to ensure that tasks are completed with full knowledge of the standards required.
This includes an appropriate level of information about the task, including consideration
of the following:
Requirement Standards examples
Task Instructions Explicit procedure steps to be followed for the task, such as
Ticket stock
Quantity Completion of a set number of items such as:

Price mark the contents of three cartons of stock
Quality Accurate ticketing with:
correct ticket style
correct ticket details
placed in a correct location on items
Safety and risk Using correct equipment
Using equipment safely
Using safe lifting and manual handling skills
Aware of own safety and safety of others
Time Completion of the task by a defined time of day such as:
Fully completed by close of business today
The manager must also ensure that there is understanding by the team member prior to
commencing the task and commitment to meeting the identified standards and
requirements.
This may involve only a few brief words in passing conversation or may require an
extensive discussion before the task is commenced.
The manager needs to encourage feedback from the team member to ensure that he/she
understands the requirements of the task prior to its commencement.
Performance standards are targets and as such, where possible should be expressed
objectively. That means expressing the standard in quantifiable terms such as:
• The waiting time before acknowledging a customer

• The number of registers to be open at one time
• Time taken to complete a task
• Deadline for completion
Choose and use the most successful method of

instruction
Employees and work teams need to have clear guidance about the work that they are
expected to perform. In hospitality environments, managers generally issue their
instructions:
• Verbally face-to-face or via the telephone

• Using informal written communication such as memos, work diaries, emails,
etc.
Managers need to consider the most appropriate method to issue work instructions so
that team members:
• Are clear about what is expected of them

• Are not offended or de-motivated
• Remain enthusiastic and willing to participate
There are different types of work instructions that managers use to alert team members
to complete particular tasks. These include:
Direct and explicit instructions

These are instructions that are issued very directly. They normally contain very obvious
information and are very clear about what has to be done and how it is to be completed.
These are useful for issuing details to people who have limited experience with that
skill/work requirement and/or limited abilities or motivation.

Request instructions
These are usually presented as a closed question starting with words including “Can
you” or “Would you”. They are a softer approach when compared to direct instruction.
Request instructions are useful when dealing with experienced and willing team
members who have sufficient levels of experience to understand what is required.
Conditional work instructions

Conditional instructions are similar to request instructions except that they allow the
team member to manage the task without being given specific details. They are useful
for more experienced team members who are already familiar with the required
methods and standards. They are also useful to engender initiative and enterprise by
allowing employees to work out their own task completion method.
Implied instructions
These can be used to add a task to an existing workload. Implied instructions include
examples such as “We need to get the ticketing completed by the end of the day”,” or “If
you are not busy later, the stock counts need to be finished off”. Implied instructions are
softer approaches that are useful with self-motivated and experienced team members.
However, if they are used with less experienced employees, they may not be recognised
as instructions, and the task may not be completed at all.
Volunteer work instructions

This is used when the manager explains a task that must be completed and asks for
assistance to get it done. It can be useful to identify willing employees and can also
provide stimulation and change from other work tasks for employees who prefer to
complete a variety of duties.
Performance indicators
Key Results Areas (KRA)

Key results areas are the main areas of accountability and responsibility for a particular
job role. They relate to the areas of performance that are critical to the overall success of
the business.
For example, a store manager’s role may include the following Key Results Areas:
• Stock control
• Sales budgets
• Customer service
• Team management
• Management liaison
Key Performance Indicators (KPI)

Key Performance Indicators are specific targets of achievement for each Key Results
Area. They measure important aspects of a KRA and provide a way of tracking specific
performance abilities.
According to Cole (1995) measures used in KPI’s usually relate to:
• Cost
• Quality
• Quantity
• Time
• Safety
For example Job-Role: Store Manager
Key Result Area: Stock Control
Example Key Performance Indicators:
Cost:
Achieve required stock levels and percentages of aged stock reductions as identified on the
Operational Plan
Quality:
Maintain stock in good quality, so mark-downs do not exceed 3% of total sales
Quantity:
Maintain optimum display of merchandise on selling floor with less than 20% of stock holding in
stock reserves or receiving bays

Time:
Complete all stock counts and stock take exercises within set time frames as advised by Stock
Controller
Safety:
Maintain store safety compliance as identified on the Operational Plan
According to Johnston and Clark (2005:332), there are four main reasons for assessing
and managing performance. These are:
Communication
By alerting team members to targets and Key Performance Indicators (KPI’s) that will
be measured, the organisation is informing staff of the areas that are important to the
business. This provides a shared understanding of what is considered to be important.
Communication also allows for providing feedback so action can be taken if targets are
not being achieved, or rewards can be given where targets are being exceeded.
Motivation
Communication to team members of the areas where they should strive to meet and
even exceed organisational standards provides an extrinsic (external) motivation to
employees. Knowing what is required can assist people to focus on the critical points
that have to be achieved. This level of clarity can be an excellent motivator.
Control
Initiatives and actions can be aligned with the overall accomplishment of organisational
objectives.
Improvement
By linking performance measures with rewards and with punishments, team members
have some control over their future with the organisation based on their willingness to
meet and improve on measurable targets.

Rewards could include Opportunity for promotion or higher duties and

acknowledgement. Punishment could include Reduced opportunity to be promoted, less
opportunity for diverse duties as well as counselling and dismissal.
A performance management (or appraisal) system is a management tool used to ensure

each employee delivers the work agreed to the required standard, and to develop an
employee, both in the short and long term. It involves a formal discussion at least
annually, but often six monthly, on areas the employee is doing well in and areas where
improvement is required. Some managers see it only as a method or process to remove
someone from the organisation. However, its purpose is to lift the performance of every
staff member and to maximise the productivity of the organisation.
When managers do not take the process seriously, or fairly, or use a flawed system,
employees become disgruntled. This becomes more of an issue when pay rises or
bonuses are linked to the results of the performance appraisal.
Most companies design performance management systems to suit their own needs and
to fit their organisational objectives. This is very important. If the appraisal system
does not link with the organisational objectives, then there is a very real danger that
employee’s work targets will be different to the organisations. This leads to duplication
of effort and standards being different. It is also unique because different organisations
have different requirements on what they want from an individual.
Most commonly, interviews will involve a discussion of work performance against

company-wide objectives, and review of the rating system used to quantify
performance. Sometimes the employee will rate themselves first, and the manager will
follow. Usually, there will also be discussion around career development plans and
setting objectives for the coming year.
If you are involved in implementing a system, there are several points that are
worthwhile considering:
• Consult widely when designing the system. Undertake a trial run with a small
section of the organisation before undertaking a company-wide roll out. Staff
members will need training in how to use the system as part of the rollout
• Try to avoid off the shelf systems, adapt or design one to suit your needs to fit
the needs of your company. With multinational companies, local adaption

may also be required, to suit the local culture and nature of the local business.
As mentioned above, your performance management system needs to reflect
your organisation’s needs and values, nature of the business, company
culture, technology, client base and so on
• Ratings should be based, as far as possible on quantitative data. Wherever
possible, try to avoid designing a system where the ratings are based on
subjective feel rather than objective data. This should be backed up with
comments describing the reasons why ratings were given a certain way.
There should be ratings for each area and a measurement of the employee's
overall result
• An appraisal is conducted by the person’s manager. To some extent, the
rating the person receives will be determined on how well they get along.
Training managers in how to remove bias is a good idea, as is getting one one-
up manager to review the outcomes. An appeals process may be useful, as
long as the line manager is not undermined or threatened by it
• Use the same system for all employees, or at least all employees on the same
level. It enables comparisons to be more easily made. It also makes the
system simpler
• Keep your system easy to use- or it will not be used correctly, or be ridiculed
• Ensure the results are documented, and not circulated to people not requiring
the information, respecting the individual’s privacy

Challenge and test ideas within the team in a

positive and collaborative way
Working with a team can be a highly rewarding experience when they are managed
properly. Each team member should be given every opportunity to come up with ideas
and suggestions for how to improve work processes and efficiency.
These ideas and suggestions are useful for helping your team to become more team-
oriented and to come out of their shells. However, in order to help your team develop
their skills and knowledge and to help them learn more about the work, you will need to
challenge these ideas and suggestions.
What this means is when a team member offers an idea or suggestion, you are to
challenge them by asking questions about it and getting them to think through their idea
to see if it is constructive to the issue or not.
You can also challenge them by having the other team members voice their thoughts of
the suggestion in a constructive way by saying what they think about it, and any ideas
they have to improve on the original suggestion.
Once your team is happy with the ideas that have been suggested, you can then go about
testing them to determine how adequate these ideas are for improving the workflow of
the team.
You will need to get your team to collaborate on their ideas to see how it affects them all
as a team, rather than just the work processes or an individual.
It is important that throughout this process you are ensuring that everything is done in
a positive, constructive, and collaborative way.

Provide feedback, coaching and support to team

members
Coaching and support

Coaching individuals within the team is often an effective way to support members
regardless of their expertise. An important skill when coaching is the ability to ask
powerful questions, ensuring they are open questions. Avoid asking closed questions
that prompt Yes or No responses. As important in effective coaching is the use of active
listening skills and allowing the team member to do most of the talking. The coach is
often not required to fill in the silences.
Using a structure such as the GROW model can provide a foundation to coach people
towards success.
• Goal
• Current Reality
• Options (or Obstacles)
• Will (or Way Forward)
Look at the Goal

Firstly the team member and manager will examine the goal that has been set for that
individual. Some questions to ask might include:
• How will you know that you have achieved this goal?
• How will you know that the problem or issue is solved?
• Does this goal fit with the overall team objectives set out in the Team Charter?
Examine the Current Reality

Next, ask the team member to describe their current reality.
This is an important step as it asks the individual to consider their starting point and
highlight all concerns without skimming over important information that they need in
order to reach their goal effectively.

As your team member talks about the current reality, some solutions may start to
emerge. It is important here to allow for the individual to discover these through
guidance rather than interjecting with solutions.
Useful coaching questions to examine current reality may include:
• What is happening now (what, who, when, and how often)?

• What is the effect or result of this?
• What steps have you already taken towards your goal?
• Does this goal conflict with any other of yours or the teams' goals or
objectives
Explore the Options

Some ways of exploring the possible options to reaching the objectives may include
brainstorming, whereby the Team Leader encourages and guides the individual or team
to explore their ideas, offering procedural suggestions to enhance the discoveries where
relevant.
Useful coaching questions that can be used to explore options may include:
• What else could you do?

• What if this limitation were removed? What would be the impact be to you,
the team and the overall goals?
• What are the advantages and disadvantages of ………..?
• What considerations will you use to make your decision?
• What do you need to stop doing in order to achieve this goal?
• What do you need to start doing in order to achieve this goal?
• What do you need to continue doing in order to achieve this goal?
• What obstacles stand in your way?
Establish the Way Forward

After having examined the current reality and exploring various options, your team
member should now have a clearer strategy towards achieving their goal.

To ensure that your coaching provides the individual with a clear roadmap, they will
need to finally commit to specific actions towards success. This will motivate them to
move forward by providing the opportunity to act on strategies.
Some useful questions to ask may include:
• So, what will you do now, and when? What else will you do?
• What could stop you moving forward? How will you overcome this?
• How can you keep yourself motivated?
• When do you need to review progress? Daily, weekly, monthly?
An important step in defining accountability from team members is to agree on actions

that will be taken and setting a review date.
Feedback
Giving both critical and positive feedback effectively to team members is important for
continuing improvements and performance. Some guidelines towards providing a
positive experience around feedback include:
• Making it timely
• Making it regularly
• Preparing beforehand
• Being specific
• Focus on facts
• Give the feedback privately
Timely and regular feedback ensures that the individual and the team are able to use the
information provided to move forward in their work practices. Furthermore,
constructive feedback given as close to the event to address the issue can support the
development of the individual and the success of the project.
When giving constructive feedback, often the discussion can be difficult. Preparing the
approach, knowing the facts and where to show empathy will ensure that the
conversation stays on track. Preparing your discussion with specific areas of
improvement and by sticking to the facts rather than ambiguous statements gives the

individual or team a clear understanding of what change needs to be made, without

undermining their whole work ethic.
When the feedback is critical, it is best practice to take the time to hold the discussion in
private to avoid embarrassing the team members. This builds trust and fosters an
environment of respect and acknowledgement that efforts will be made to support
change rather than blame.
Remember to also give team members positive feedback on work that has been
completed well. Celebrating small wins helps motivate individuals and the team and
allows them to know their journey towards rewards. Managers may set up rewards and
recognition programs to provide motivations towards outcomes. Some rewards
programs may include:
• Financial bonus
• Time in lieu
• Gift vouchers
• Opportunities to travel

Complete and submit organisation records as

required
Management is concerned with making the correct decisions and effective decision
making requires accurate information. The cause of many business failures is that there
is a lack of relevant and required information for management decision making to be
efficient and effective. For example, a decision to expand the catering business could be
incorrect if information as to the competition could be considered.
Accurate information is essential to the decision making process and to the

development of the business. It is the end result of the system. Management information
systems are geared to the production of information required specifically for
management decision making. Such information needs to be:
• Up to date
• Appropriate to the needs of the users
• User-friendly
• Concise yet meaningful
• Accurate within the constraints of what can be obtained
• Produced economically
One key element of an information system is accurate and up to date records. The
record keeping system whether manual or computerised is the source of data that forms
the basis of financial decisions and future plans. Failure to keep adequate records is a
common reason why organisations fail. Statistics indicate that out of one hundred new
business about eighty per cent will fail.
Most records relate to financial transactions; however, a lot of other information is

worth collecting, understanding and analysing. Such would detail about customers,
suppliers, competitors, business contacts, advertising, staff and times. The only way to
make this data useful for management purposes is to analyse and summarise this
information.
Maintenance of records will help you to determine:
• How much cash you have available at any time

• Who owes money, how much and for how long
• Which accounts you need to pay

• Current costs of goods and services

• Amounts due for taxation
• Ways to keep costs under control
• Budget detail and operating position
• Effect of sales and promotion
• When and if you can afford new plant and equipment
• Seasonal patterns and trends
• Profit and loss
• Staff performance
The purpose of a record system is to record data and, at the same time, provide a
method for building a series of summaries of the records. It must do this in such a way
as to allow a path to be found through the summaries to the source of each item of data.
This provides a basis for subsequent checking of the data used in the summarised
format. It thus allows for the detection and correction of errors which may have been
made.
Any information system has three components:
• Input
• Processing
• Output
Types of Record Keeping Systems

Record keeping systems may be financial or non-financial. For example, a sales
reporting system in units is non-financial. A production reporting system in quantities
and units is also non-financial. On the other hand, financial reporting systems link the
various sectors of a business and convert quantities into dollars and cents. Major
decisions by management are therefore often based on financial management systems.
Information needs may include information for:
• Future planning
• Control of current expenditure
• The selling and marketing process

• Obligations to be met by management

• Control of business liquidity
• Investment in assets
• Owner’s equity in the business
• Comparative business performance
Delegation for record keeping will vary according to the type of business and should
accord with the delegation principles set out in your previous session (Session Three)

TOPIC 4 – SOLVE PROBLEMS AND

MAKE DECISIONS
Identify and analyse workplace problems from
an operational and customer service perspective
AND Where a team member raises a problem,
encourage individual participation in solving it
Problem-solving and decision making

Problem-solving can be described as the process by which a solution is found to a
challenging situation and put into action with a subsequent follow-up.
This challenge can be a way to resolve long standing issues in the workplace or the
opportunity to be proactive in dealing with any workplace issue.
Although staff are called upon to solve problems and make decisions, leaders and
managers are constantly involved in this as part of their day to day roles.
Some typical workplace problems may include:
• Delays and time difficulties

• Difficult customer service situations
• Equipment breakdown or technical failure
• Failure to deliver promised service to customers
• Inadequate financial resources
• Inadequate staffing
• Poor rostering
• Poor staff performance
• Procedural inadequacies or failures
• Unrealistic or impractical product development or marketing resulting in
operational difficulties

Workplaces involve systems and people, and you cannot expect it to be free of problems.
The manager is usually responsible for solving problems at the daily operational level.
Problem Resolution
It has been considered that there are six key steps to problem-solving. This problem-
solving process can be used for any workplace problem or issue, from the typical ones
that occur in normal day to day activities to the rare ones that only come up once in a
blue moon.
The problem-solving process involves:
Problem Identification Identifying problems requires skill. Choices do

not just come up.
Sometimes they need to be looked for.
Team leaders may become aware of a problem by

noticing some of the following:
• performance issues, compared to past
performance
• complaints from customers
• tension or arguments amongst staff
• failure to keep to timelines
• failure to abide by policy and procedures
Problem Definition Whatever the particular workplace problem,
often people feel threatened and may have some
difficulty to sort out their emotional responses to
the issues involved.
Rather than blaming others or rushing into a

possible solution you must closely examine all
aspects, e.g. the “flow on principle” and find out
what is really happening
Unfortunately, people spend too little time on this

stage or think they need only to do it once. As you
move through the next stages, check to see if the
problem definition remains the same
Information Gathering You need to have sufficient information to solve
the problem and to avoid false assumptions. You
can gather information from the organisation’s
records, other team leaders, or the work team
Solution Selection At this stage, you need to compare the problem
definition with each suggested solution to get the

best fit. It is important that you do this

systematically as the best solution may not be
clear
You will also need to consider the effect on the

individual, the group and the organisation
Decision Implementation Decide what you are going to do and then do it.
Use who, what, why, where and how to ensure it
really happens
Evaluation Checking results will achieve two things:
• you will know whether your original
objective has been achieved
• you can assess the effectiveness of your
analysis and subsequent action
It is important to always check that the problem has been finally settled, or that the task
is complete. Sometimes, long-term follow-up may be required.
When there are any problems, it will be important that you analyse these problems from
both an operational perspective and a customer service perspective. This means you
need to look at the problem to see what impact it may have on the workplace operations
as well as the impact it may have on customers and their needs.
It is useful to have your team members assist with the problem identification and
solving process to allow for a more comprehensive identification method and to spread
some of the burdens around your team, so it doesn’t always fall to you.
This is even more important when it is a team member who raises concerns about a
problem in the workplace, as you can encourage them to help you fix the problem.

Initiate short-term actions to resolve immediate

problems where appropriate
At this point, it's useful to keep others involved (unless you're facing a personal and/or
employee performance problem). Brainstorm for solutions to the problem. Very simply
put, brainstorming is collecting as many ideas as possible, then screening them to find
the best idea. It's critical when collecting the ideas to not pass any judgement on the
ideas -- just write them down as you hear them. (A wonderful set of skills used to
identify the underlying cause of issues is Systems Thinking.)
Select an approach to resolve the problem

When selecting the best approach, consider:
• Which approach is the most likely to solve the problem for the long term?
• Which approach is the most realistic to accomplish for now? Do you have the
resources? Are they affordable? Do you have enough time to implement the
approach?
• What is the extent of risk associated with each alternative?
(The nature of this step, in particular, in the problem-solving process, is why problem-
solving and decision making are highly integrated.)9
Plan the implementation of the best alternative (this is

your action plan)
A. Carefully consider "What will the situation look like when the problem is
solved?"
B. What steps should be taken to implement the best alternative to solving the
problem? What systems or processes should be changed in your organisation,
for example, a new policy or procedure? Don't resort to solutions where
someone is "just going to try harder."
9 https://managementhelp.org/personalproductivity/problem-solving.htm
C. How will you know if the steps are being followed or not? (these are your
indicators of the success of your plan)
D. What resources will you need in terms of people, money and facilities?
E. How much time will you need to implement the solution? Write a schedule
that includes the start and stop times, and when you expect to see certain
indicators of success
F. Who will primarily be responsible for ensuring implementation of the plan?
G. Write down the answers to the above questions and consider this as your
action plan
H. Communicate the plan to those who will involve in implementing it and, at

least, to your immediate supervisor10
10 https://managementhelp.org/personalproductivity/problem-solving.htm
Analyse problems for long-term impact, and

assess and action potential solutions in
consultation with relevant colleagues
Determining the long-term impact of a problem can seem like a tricky thing to do.
However, using a process called impact analysis, you can unearth the "unexpected"
negative effects of a change on an organisation.
Impact analysis help to provide a structured approach for looking at a problem and
proposed a change, this allows you to identify as many of the negative impacts or
consequences of the change as possible. This allows you to choose the most appropriate
response.
How to use Impact Analysis

To conduct an effective Impact Analysis, use the following steps:
Prepare for Impact Analysis

The first step is to gather your team and all of the information about the problem you
will require. You will need to brief your team on the problem and ensure that everyone
involved has a clear understanding of what it is you will be doing and the problems you
intend to address.
Brainstorm Areas Affected

Next, you will brainstorm and create a list of all of the areas affected by this problem,
and think about who or what the problem might affect. All problem will be different and
spending a little time getting this brainstorming correct can make all the difference
when it comes to adequately assessing the long-term impact of the problem.
Evaluate Impacts
Having listed all of the areas affects and all of the people involved in an appropriate level
of detail, the next step is to work through these lists identifying and listing the possible
negative and positive impacts of the problem, and all possible impacts of the proposed
solutions this will allow you to make an estimate of the size of the impact and the
consequences of the decision.

Manage the Consequences

The next step is where you will turn this information into action.
You will decide on whether the best solution with the list impact and will have extensive
research on the long-term impact that problem is going to have. This will allow for
future planning and accommodation of problem. You will need to think about things
like:
• The actions you'll need to take to manage or mitigate these consequences

• How you'll prepare the people affected so that they'll understand and
(ideally) support change rather than fighting against it
• The contingency strategy needed to manage the situation should the negative
consequences arise

Take follow-up action to monitor effectiveness

of solutions
Once a problem has been solved, and solutions have been implemented, it is vitally
important to follow up. To follow-up involves a process of monitoring to determine
whether or not the solution is operating according to plan.
An effective follow-up procedure requires that the original problem solver or decision
maker monitor the problem to determine whether or not the agreed upon plan of action
actually took place and whether or not it succeeded in solving the problem. The most
effective approach to problem-solving has little value if the solution was never fully
implemented or if it has run into some type of difficulty.
In customer service, customers remember the end of their interaction, rarely the
beginning or the middle of it. A customer may have been treated in a friendly manner,
had questions answered quickly and been highly satisfied with a solution that was
created to correct their problem; however, if for some reason the solution never took
place, the customer may not remember the friendly treatment. The customer will most
likely remember that he or she still has a problem that needs to be resolved. Anytime a
solution to a problem requires the involvement of someone other than the person
making the commitment; follow-up should occur.
It is very important to ensure that customers are updated about the status of their order
or problem throughout the entire process, even when you have no news to report. This
can be an excellent public relations tool. For example, a periodic call just to let the
customer know that you have not forgotten them or their concern can be a refreshing
change from the treatment that the customer may be accustomed to receiving. Their
response may be, “I cannot believe that you called me back! Your company really does
provide excellent customer service.” Follow-up is a safeguard to ensure that customers
continue to be satisfied with a company and its ability to meet the needs of its
customers.
Through effective problem solving and follow-up procedures in customer service, you
can ensure that the entire experience becomes an active opportunity to convey to
customers how valuable they are to the success of a business and that satisfying their
needs is a part of the accomplishment of a company’s goals.

ADDITIONAL KNOWLEDGE
Leadership and management roles and responsibilities
in the relevant industry sector
Management and leaders are important in any organisation. They are the driver of
production and efficiency, whilst also being the go-to people for problem-solving.
Management can be anyone who holds a high ranking position in the business, such as:
• Owner
• CEO
• Department Manager
• Head/Executive Chef
• Team leaders
All of these management and leadership roles will have some responsibilities that they
will need to abide by.
Some of these responsibilities for leadership and management roles in the hospitality
industry include:
• Ordering stock
• Handling business funds, paying bills, paying superannuation, paying tax, etc.
• Organising staff – this means the hiring, training, termination, etc. for staff
members
• Creating organisational policies and procedures
• Ensuring compliance with policies and procedures, as well as with legislation,
codes, regulations, etc. from all members of staff
• Organising maintenance of premises and equipment
• Being a mediator for conflicts
• Being available for customer referral when their problems can’t be resolved
by other staff
• Ensuring the workplace is kept in a safe and secure manner

Operational functions in the relevant industry sector

Operational functions are the jobs and tasks that are completed as a part of your total
business process. In the hospitality industry, these would include jobs and tasks such as:
• Preparing food
• Cleaning
• Organising and rearranging hotel rooms
• Taking bookings, for food, travel, or accommodation
• Waste disposal
• Giving customers information
• Anything else that would contribute to providing high-quality customer
service
Procedures and systems to support work operations

The work operations, tasks, and jobs can only work properly if they are effectively
supported by various systems in the organisation. If work operations are supported,
they will be far more effective at what they are meant to do.
Some of the support systems in the organisation for work operations can include:
Administration
Administration is a useful support system for work operations by giving the ability to
create and organise all documentation that is related to the work operations. This
documentation ensures complete understanding of all factors involved in the operation
and can provide information to those that need it.
Health and safety

Workplace health and safety is a major consideration in all work operations for all
businesses. Ensuring the health and safety of all people who enter the business is a top
priority for management, so there will be policies and procedures in place that show
how everyone can support WHS during workplace operations.
It is also a legal requirement for businesses to ensure high levels of workplace safety.

Human resources
Human resources are a department in the organisation that handles everything to do
with staff, from conflict resolution to hiring and termination and ensuring staff are
receiving their rights.
The way that HR is useful in supporting the work operations is through ensuring that
staff are properly supported and their rights are being upheld, which leads to staff who
are happier and more productive.
Service standards
Service standards are a set of policies that determine how an organisation will handle
customer service. These standards will be used to understand the market, provide goals,
set benchmarks, and allow for customer feedback.
They are useful support for work operations as they can guide how the staff are to
interact with customers, and also provide a goal that can be strived for.
Technology
Technology has been leading the advance for all businesses and has been giving
opportunities to organisations to grow and develop. It is also a key part of modern day
work operations.
Advances in technology are responsible for improving workplace operations by making

them more efficient, safer, etc.
Work practices
The practices that are used in the workplace will also play a part in workplace
operations. The practices are the ways that tasks are carried out.
They are used to support work operations by showing staff the accepted ways that tasks
are to be completed. This includes safety and productivity.

Industrial or legislative issues that affect short -term

work organisation appropriate to the industry sector
Relationship of relevant industrial awards to hours and conditions of

work
Awards are enforceable documents that set out the minimum terms and conditions for
employment that coincide with legislation of the same nature. These awards provide
pay rates and employment conditions, such as leave, overtime, minimum wage, etc.
Employers and employees have the same workplace rights and responsibilities,
regardless of the state they work in. Features of the national workplace relations system
include:
• A set of 10 minimum National Employment Standards (NES)

• Nationwide modern awards for specific industries and occupations that grant
all wage earners the same minimum conditions for employment
• A national minimum wage (where applicable)
• Enterprise bargaining
• Protection from unfair dismissal
Modern awards, together with the NES and the national minimum wage order, make up
a new protection system for employees covered by the national workplace relations
system.
Awards are a right that workers have. This can become an issue for short-term work if
workers do not believe that they are having their rights met, which can lead to
disgruntled workers who do not want to be there or workers who will refuse to work
unless the problem is resolved. If left alone, these problems can become long-term ones
that greatly affect the business.
Ensuring systems and procedures meet work health and safety

requirements
In an effort to make workplaces healthier and safer, the government has written
Workplace or occupational health and safety WHS (OHS) laws. All people in the
workplace have a responsibility to ensure they observe these laws.

Each of the state governments and the Australian Commonwealth has developed their
own health and safety laws, and these are set out in Occupational or Workplace Health
and Safety Acts.
Like the road rules, the acts of each state and the Commonwealth are similar to each
other and cover common ground. Under WHS (OHS) Acts, everyone at a workplace has
responsibilities for occupational health and safety. These responsibilities are known as
the ‘Duty of Care’.
Employers (and their management) have greater responsibilities. This is because they
have control of the workplace and are in the best position to make changes. Employers
and management have responsibilities to:
• Provide a safe environment to work in

• Provide information, supervision, and training to employees to ensure they
work safely
• Identify unsafe situations before problems arise, and take corrective action to
make them as safe as possible
• Take action to investigate any accidents, and to prevent them from happening
again
• Ensure that the work being done does not cause harm to any person
The safety law is the Workplace Health and Safety Act 2011 and/or Occupational Health,
Safety Act 2004. All workers, casual, part-time, full-time, contract and even students, are
protected by the safety law. Occupational Health and Safety (OHS) is everyone’s
business.
The reason OHS is so important is for a variety of reasons:
• To protect you in the workplace

• To protect everyone else in the workplace
• To ensure the productivity of the business is optimised
• To reduce claims for downtime due to injury
• But the most important reason is that everyone wants to go home safely from
the workplace to their families so that they can come to work tomorrow and
remain healthy

It is unlawful to provide an unsafe workplace, and therefore employers and supervisors

need to be well aware of their legal obligations to their workforce. Ignorance is not
acceptable and can result in unnecessary accidents and prosecution. This applies to all
areas of the business, including the premises, equipment, systems, and procedures used.
Employers have a duty of care, and the law is very clear on the requirements. Employers
have an obligation to be familiar with the Act and the Regulations.

SUMMARY
Now that you have completed this unit, you should have the skills and knowledge to
oversee and monitor the quality of day-to-day work.
If you have any questions about this resource, please ask your trainer. They will be only
too happy to assist you when required.

REFERENCES
“How to evaluate your business idea” (n.d.) Web. 20 Jan 2019.
http://smallbusinessbc.ca/starting-a-business/how-evaluate-your-business-idea
“What is sustainability” (n.d.) Web. 20 Jan 2019. http://sustainabilityskills.net.au/what-

is-sustainability/sustainability-practice/operations/process-improvement/
“Sustainability and waste management” (n.d.) Web. 20 Jan 2019.

http://enviromentalsustainability.weebly.com/sustainability-and-waste-
management.html
“Current environmental issues” (n.d.) Web. 20 Jan 2019.

http://elearning.sbta.com.au/www/content/lessons/3221/Current%20environmental
%20issues.doc.
"Waste Management For Hotels - Slideshare." n.d. Web. 20 Jan. 2019

<https://www.slideshare.net/leinojlopez/waste-management-for-hotels>.
"Theories And Models Of Professional Supervision - | Essay ..." n.d. Web. 20 Jan. 2019
<https://blablawriting.com/%ef%bb%bfprofessional-supervision-practice-essay>.
"Problem Solving And Decision Making (solving Problems And ..." n.d. Web. 20 Jan. 2019
<https://managementhelp.org/personalproductivity/problem-solving.htm>.
Companion Volume implementation guides are found in VETNet

- https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=68c40a93-e51d-4e0f-
bc06-899dff092694


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SIT50416 DIPLOMA OF

Salisbury College Australia V1.0 Page |2

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TOPIC 2 – PLAN AND ORGANISE WORKFLOW ................................................................................................ 36

DELEGATE WORK ACCORDING TO PRINCIPLES OF DELEGATION .................................................................... 40

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VOLUNTEER WORK INSTRUCTIONS ............................................................................................................................ 61

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Salisbury College Australia V1.0 Page |6

No occupational licensing, certification or specific legislative requirements apply to this

About This Resource

As a student, it is important to extend your learning and to search out textbooks,

Salisbury College Australia V1.0 Page |7

You are going to be assessed for:

The assessment process is made up of a number of assessment methods. You are

Your assessment may be conducted through a combination of the following methods:

Salisbury College Australia V1.0 Page |8

Salisbury College Australia V1.0 Page |9

ELEMENTS AND PERFORMANCE

1.3. Identify quality problems and issues and make appropriate

1.4. Proactively consult with colleagues about ways to improve

1.5. Provide feedback to colleagues and management to inform

1.6. Identify and take opportunities to evaluate current and

1.7. Assess and respond to opportunities to improve

2.2. Delegate work according to principles of delegation

2.3. Assess workflow and progress against agreed objectives and

2.4. Assist colleagues in prioritising workload through

2.5. Provide timely input to appropriate management regarding

3.2. Proactively share information, knowledge and experiences

Salisbury College Australia V1.0 Page |10

3.4. Provide feedback, coaching and support to team members

3.5. Complete and submit organisation records as required

4.2. Initiate short-term actions to resolve immediate problems

4.3. Analyse problems for long-term impact and assess and

4.4. Where a team member raises a problem, encourage

4.5. Take follow-up action to monitor effectiveness of solutions

Salisbury College Australia V1.0 Page |11

PERFORMANCE AND KNOWLEDGE

o Delays and time difficulties

o Difficult customer service situations

o Equipment breakdown or technical failure

o Staffing levels and skill profiles

o Product development and marketing

o Monitor and respond to team-based operational and service issues

• Complete each of the following organisational records for the above

Demonstrated knowledge required to complete the tasks outlined in elements and

▪ Work organisation and planning methods appropriate to the

▪ Leadership and management roles and responsibilities in the

▪ Operational functions in the relevant industry sector

• Procedures and systems to support work operations:

o Health and safety

o Concepts of quality assurance and how it is managed and implemented

• Sustainability considerations for frontline operational management:

o Relationship between operational efficiency and financial

o Ways of minimising waste in the relevant work context

o Social responsibilities of the operation

o Time management principles and their application to leaders and

• Principles of effective delegation and delegation techniques in a frontline

o Clear communication of what is required

Salisbury College Australia V1.0 Page |13

o Selecting the right person

o Problem-solving and decision-making processes and techniques and

• Industrial or legislative issues that affect short-term work organisation