SAQA ID QUALIFICATION TITLE NQF LEVEL MIN CREDITS

57824 FETC: PUBLIC ADMINSTRATION 4 146

FACILITATORS’ GUIDE
Skills Program Five (5):
Managing People

Facilitator Information:
 Details Please Complete this Section
Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:

Copyright
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protected and expressly reserved. No part of this document may be reproduced, stored in a retrievable
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otherwise without the prior permission.

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Facilitator Guide Introduction

About the Facilitator This Facilitator Guide provides a comprehensive overview of MANAGING
Guide… PEOPLE IN PUBLIC ADMINISTRATION, and forms part of a series of
Facilitator Guides that have been developed for Further Education and
Training Certificate: Public Administration Learning Programme at NQF
Level 4, worth 146 credits.

The series of Facilitator Guides are conceptualized in modular’s format, in

accordance with the Learner Guides. This guide has been designed and
developed to assist you in effectively and efficiently prepare and implement
your various training interventions.

Purpose The purpose of this Facilitator Guide is to assist facilitators in delivering

training sessions, related to Public Administration The Guide also provides
information on facilitation methodologies and strategies to be adopted during
training sessions.
US No US Title Level Credit

Manage and develop oneself in the public sector 5 10

119332
work environment

242819 Motivate and build a team 4 10

Objectives  To understand the facilitation methodology and strategy to be adopted

for this learning program

 To provide the necessary learner support and guidance during the

training session

Outcomes The qualifying learner is capable of:

 Demonstrating insight into emotional intelligence in personal
development
 Managing work relationships within the Public Sector environment
 Demonstrating an understanding of stress in order to apply strategies
to achieve optimal stress levels in personal and work situations
 Identifying and applying the skills and knowledge required for the
development of a career path
 Explaining the core ethical values and standards which apply to the
public sector.
 Outlining ethical values and standards contained in legislation and
 codes which have relevance to the conduct of employees in the public
sector.
 Describing areas of ethical conflict for public sector employees.
 Explaining the importance of ethical values and standards in relation to
the public sector workplace.
 Discussing the relevance of established professional ethics and codes
of conduct in public sector administration.
 Demonstrating an understanding of a communication process used to
coordinate selected communications programmes in the public sector
 Identifying appropriate communication tools
 Utilising information technology to enhance communications
 Overcoming barriers to communication
Resources  White board and/or Flipcharts

 Laptop & Data Projector (not compulsory)

 Facilitator & Learner Guide

 Learner Workbook

 Appendices (attached to learner guide)

Time Contact/ Facilitation Days 11 days

Theory 26 Hrs

Practical 62 Hrs

Assessments 2 Hrs

Workplace Application Days 12 Days

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 Facilitator’s Checklist & Training Aids

Learner support strategies:

Learners are supplied with all resources and aids as required by the program – including:

 Objects & devices such as equipment, protective clothing, and safety gear, etc.

 Learner Guides and Learner Workbook

 Visual aids, etc.

Use this checklist below during your preparation to ensure that you have all the equipment,
documents and training aids for a successful session.

Preparation: Yes No

Qualification Knowledge – I have familiarised myself with the content of the

applicable qualification

Unit Standard Knowledge – I have familiarised myself with the content of all
aspects of the applicable unit standard

Content Knowledge – I have sufficient knowledge of the content to enable me

to facilitate with ease

Application knowledge – I understand the programme matrix & have

prepared for programme delivery accordingly

Contextualisation – I have included information which is specific to the

commodity and practices related to the commodity

Ability to respond to learners background & experience – I have

studied the learner demographics, age group, experience & circumstances &
prepared for programme delivery accordingly

Enthusiasm & Commitment – I am passionate about my subject & have

prepared my programme delivery to create a motivating environment with real
commitment to success

Enterprise knowledge – I know & understand the values, ethics, vision &
mission of the workplace & have prepared my programme delivery, reporting &
administrative tasks accordingly.
Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proximal projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant documents

Safety gear as prescribed by unit standard and applicable legislation

Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

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Learning Program Time Frames

Total time
Theoretical learning Practical learning time Activities to
allocated
time allocated (hours) allocated (hours) be completed
(hours)

Complete Program 200 hours 44 hours 156 hours

(including
summative
assessment)

Learner Orientation 1 hour 30 minutes 30 minutes

and “Ice Breaker”

Purpose, 1 hour 30 minutes 30 minutes

Introduction and
Learner Directions

MANAGE AND 70 hours 20 hours 50 hours

DEVELOP
ONESELF IN THE
PUBLIC SECTOR
WORK
ENVIRONMENT

Motivate and lead a 60 hours 19 hours 41 hours

team

Preparation for 0.5 - - -

Assessment &
revision
 TRAINING PROGRAM

Briefing Session: Day1

1. Introduction to the Learning Units

Start with an “ice-breaker”, and eventually discuss the global outcome of

the learning units with learners and emphasize the assessment process.

Topics Time Remarks

 Ice Breaker 15 min Please refer to Learner

Guide and Assessment
 Course expectations Guide for details.

 Assessment Criteria 10 min

 Learner’s Responsibilities

5 min

2. Training Ground Rules

Discuss the training session ground rules with learners to avoid

disturbance during the session

Topics Time Remarks

 Learning Units estimated time 10 Min Write down the training

session ground rules and
 Ethical behavior keep them posted in the
classroom for the duration
 Cellular phones – (off/silent) of the session.

 Breaks – (tea, lunch….)

 Etc…

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 LEARNING UNIT 1:
MANAGE AND DEVELOP ONESELF IN THE PUBLIC SECTOR WORK ENVIRONMENT
UNIT STANDARD ID: 119332
Day 1 - 4: Session 1

Discuss the Learning Unit introduction with the learners.

Topics Time Remarks

 Demonstrating insight into 32 Hrs Ensure that all learners

emotional intelligence in participate in the
discussion by asking them
personal development relevant questions.

 Managing work relationships Ensure that learners

complete the activity in
within the Public Sector
their learner workbooks.
environment

 Demonstrating an
understanding of stress in
order to apply strategies to
achieve optimal stress levels in
personal and work situations

 Identifying and applying the

skills and knowledge required
for the development of a career
path

MOTIVATE AND BUILD A TEAM

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 UNIT STANDARD ID: 242819

Day 1: Session 1

1.
Split the class in two groups and allow the learners to complete the various
activities in a group, by following the instructions provided in each activity

Discuss the Learning Unit introduction with the learners.

Topics Time Remarks

 Explaining the importance of 8 Hrs Ensure that all learners

motivating a team. participate in the discussion
by asking them relevant
 Demonstrating an understanding questions.
of self and team members in a
workplace. Ensure that learners
complete the activity in their
 Applying theories of motivation learner workbooks.
and group dynamics.

 Implementing a plan of action to

strengthen a team.

 Providing feedback and

recognising achievements.

 Clarifying questions

WORKBOOK MEMORANDA
LEARNING UNIT 1 Manage and Develop Oneself in the Public Sector Work Environment
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UNIT STANDARD NUMBER : 119332
LEVEL ON THE NQF : 5
CREDITS : 10
FIELD : Business, Commerce and Management Studies
SUB FIELD : Public Administration

Learners working towards this standard will be working within a Public Sector environment,
specialising in Public Finance Management and Administration, where the acquisition of
PURPOSE:
competence against this standard will add value to one's job. This standard will also add
value to public officials who are seeking to develop a career pathway towards becoming an
accomplished public finance management and administration specialist.

The qualifying learner is capable of:

 Demonstrating insight into emotional intelligence in personal development

 Managing work relationships within the Public Sector environment
 Demonstrating an understanding of stress in order to apply strategies to achieve
optimal stress levels in personal and work situations
 Identifying and applying the skills and knowledge required for the development of a
career path
LEARNING ASSUMED TO BE IN PLACE:

Learners accessing this Unit Standard must be in possession of a Further Education and Training Certificate or
equivalent qualification.

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 SESSION 1.

DEMONSTRATE INSIGHT INTO EMOTIONAL INTELLIGENCE IN PERSONAL DEVELOPMENT.

 A personality assessment is conducted with a view of dealing with the behaviour of individuals and
groups.
 From personality assessment, self-awareness and the evaluation of own behaviour in authentic
situations is identified and suitable strategies and techniques are adopted to manage own behaviour
in authentic work situations.
 The knowledge of own interpersonal behaviour, and work adjustment and maladjustment is applied in
dealing with colleagues in the workplace.
 Mentoring relations are established and counselling/coaching sessions are undertaken to address any
problem areas identified self-assessment.

Complete the following questions as per instructions provided

Activities
Activity Questions Description Mark
1 Briefly describe how you would conduct a personality assessment. 5
Personality assessment is conducted through behavioral observations, paper-and-pencil tests, and
projective techniques. To be useful, such assessments must be constructed using the established criteria of
standardization, reliability, and validity. The information can be used in several areas, including clinical work,
vocational counseling, education, and research.
The approach taken by the specialist in personality assessment is based on the assumption that much of the
observable variability in behaviour from one person to another result from differences in the extent to which
individuals possesses particular underlying personal characteristics (traits).
Behavioural observations. Most people use behavioral observations to form impressions of others. Such
observations are also an important part of clinical assessments by clinical psychologists and other
professionals.
Interviews, during which subjects' behaviours are observed, may be structured or unstructured. The
examiner may ask a standardized set of questions ( structured interview) or engage in a conversational
interchange with the subject (unstructured interview). During the interview, the examiner forms an

opinion about personality characteristics (as is done, for example, also in the nonclinical setting of a job
interview).
Activity Questions Description Mark
Demonstrate knowledge of own interpersonal behavior in relation to
the three elements, namely:

2  Categorisation 7
 Identification
 Comparison
Social relation can refer to a multitude of social interactions, regulated by social norms, between two or more
people, with each having a social position and performing a social role. In sociological hierarchy, social
relation is more advanced than behavior, action, social behavior, social action, social contact and social

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interaction. Social relations form the basis of concepts such as social organization, social structure, social
movement and social system.
Interpersonal identity development is composed of three elements:
 Categorisation: Labeling others (and ourselves) into categories.
 Identification: Associating others with certain groups.
 Comparison: Comparing groups.
Interpersonal identity development allows an individual to question and examine various personality
elements, such as ideas, beliefs, and behaviors. The actions or thoughts of others create social influences
that change an individual. Examples of social influence can be seen in socialisation and peer pressure. This
is the effect of other people on a person's behavior, thinking about one's Self, and subsequent acceptance
or rejection of how other people attempt to influence the individual. Interpersonal identity development
occurs during exploratory self-analysis and self-evaluation, ending at various times with the establishment of
an easy-to-understand and consolidative sense of self or identity.

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 SESSION 2.
MANAGE WORK RELATIONSHIPS WITHIN THE PUBLIC SECTOR ENVIRONMENT.
Learning Outcomes
 A knowledge and understanding of the nature of personality is demonstrated for the purposes of
applying such knowledge toward dealing with the conduct of colleagues in the public sector context.
 Team working, relationship and conflict management and communication styles are described in
relation to the specific organisational culture and context.
 Different personality theories are applied in dealing with the behaviour of individuals and groups in
the public sector context.
 Management of working relationships are understood in the context of public sector management
processes and dynamics.

Activity Questions Description Mark

Briefly describe how you would deal with the conduct of colleagues in
3 the public sector context, in terms of conflict. 5

_______________________________________________________________________
______________
Activity Questions Description Mark
What do you understand by team working, and communication styles?
4 8

A challenge for leaders of groups of people, such as in a work department, is to get everyone to pull
together and function as a team instead of going in separate directions. One way to foster teamwork is to
engage the members in activities that require them to work together. Activities can be physical in nature or
require the use of team brain power to solve a problem. Fun activities such as sports or games can allow the
team members to relax and enjoy working with one another.
 Social Activities: Part of the challenge of developing teamwork is to get team members to become
comfortable with each other. Informal social activities allow the team members to relax and have fun
while developing the rapport necessary to function as a unit. Examples of social activities include
team sports such as volleyball or bowling or a group picnic, where everyone is responsible for a task
such as bringing food or planning a game.
 Charitable Endeavors: Working together for a charitable cause builds teamwork and gives the
participants a good feeling from working together. An example of a team charitable activity is
planning and organizing an event like a walk or run to raise money or a bake sale that promotes a
causethis is called reagde.
 Workplace Activities: Because teamwork is important to a productive and healthy work environment,
teamwork activities should be a part of the workplace. Possible activities include job swapping,
where workers swap jobs with each other to develop empathy. It also requires workers to help each
other to learn the jobs. Another idea is to start a team newsletter that provides the latest information
on activities and accomplishments of the team members.

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  Projects: Projects require that team members work together to achieve a common goal. Projects can
involve activities like putting puzzles together or cleaning up or rebuilding a property. Projects
typically involve assigning each team member a specific task that he is responsible for completing,
which helps to develop trust within the team.
 Outdoor Activities: If members of the team are relatively fit, outdoor activities are a way for the team
to get away from the "normal" environment. Activities such as camping, hiking, mountain biking or
whitewater rafting allow the team members to relax while enjoying the fresh air, and the sense of
being "away from it all" can lead to bonding within the team.

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 Activity Questions Description Mark
List the three styles of communication.
5 3

Assertive Communication
Aggressive Communication
Passive Communication
Passive-Aggressive Communication
Activity Questions Description Mark
Write a brief description of any personality theory
6 5

Trait theories
According to the Diagnostic and Statistical Manual of the American Psychiatric Association, personality traits
are "enduring patterns of perceiving, relating to, and thinking about the environment and oneself that are
exhibited in a wide range of social and personal contexts." Theorists generally assume

a) traits are relatively stable over time,

b) traits differ among individuals (for instance, some people are outgoing while others are reserved),
and
c) traits influence behavior.

The most common models of traits incorporate three to five broad dimensions or factors. The least
controversial dimension, observed as far back as the ancient Greeks, is simply extraversion and introversion
(outgoing and physical-stimulation-oriented vs. quiet and physical-stimulation-averse).

Gordon Allport delineated different kinds of traits, which he also called dispositions. Central traits are basic
to an individual's personality, while secondary traits are more peripheral. Common traits are those
recognized within a culture and thus may vary from culture to culture. Cardinal traits are those by which an
individual may be strongly recognized.
Raymond Cattell's research propagated a two-tiered personality structure with sixteen "primary factors" (16
Personality Factors) and five "secondary factors."
Hans Eysenck believed just three traits—extraversion, neuroticism and psychoticism—were sufficient to
describe human personality. Differences between Cattell and Eysenck emerged due to preferences for
different forms of factor analysis, with Cattell using oblique, Eysenck orthogonal rotation to analyze the
factors that emerged when personality questionnaires were subjected to statistical analysis. Today, the Big
Five factors have the weight of a considerable amount of empirical research behind them, building on the
work of Cattell and others.

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 SESSION 3.

DEMONSTRATE AN UNDERSTANDING OF STRESS IN ORDER TO APPLY STRATEGIES TO

ACHIEVE OPTIMAL STRESS LEVELS IN PERSONAL AND WORK SITUATIONS.
Learning Outcomes
 The causes of stress in work and personal situations are discussed and strategies for managing
stress are identified.
 Stress is categorised according to positive and negative stressors and an indication given on how to
reduce the impact of negative stress and capitalise on positive stress.
 The interrelationship between the stressors identified is discussed and strategies identified for
maintaining balance.
 Typical reactions to stress are identified and proactive and reactive stress management strategies
are conceptualised and applied.
 A stress management plan is designed to maximize optimal stress levels in order to reduce negative
stress in personal life and work situations.

Activity Questions Description Mark

List the main causes of stress in the workplace and briefly describe
7 how you would reduce, prevent, and cope with them. 10

There are many causes for stress at work and you would not believe how many factors can affect your work
performance. Perhaps this is the reason that for many people “stress” has become synonymous with “work.”
The key to successful business is strategic stress management at work that helps to increase happiness
and motivation of employees. Employees and managers have to know the causes of stress at work in order
to successfully reduce it and boost morale in the workplace.
There are just so many causes of job stress that it is hard to name them all.
Below you will find comprehensive list of possible stress causes in the workplace that are divided into
groups by type of job stressor.
Common work factors
 Excessive workload.
 Not enough rest or lunch breaks.
 Unimportant and meaningless tasks.
 Long working time and low payment.
 Unreasonable demands from managers or employers.
Workplace environment
 New technology
 Noise and overcrowding.
 Poor air quality.
 Health risks (toxic chemicals).
 Safety risks (heavy equipment).
Relationships in workplace

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  Workplace Bullying or harassment.
 Distant, unreachable supervisors.
 Poor performance from co-workers.
 Conflicts and competition among staff.
 Time spent away from family
Organizational practices
 Conflicting job demands.
 Multiple supervisors.
 Lack of individual autonomy and cooperation in decision-making.
 Inefficient interpersonal communication
Activity Questions Description Mark
What are the signs positive and negative stressors?
8 10

Signs of positive stress

1. Increased creativity: not only in making or creating things but also in developing new ways to solve
problems or finding better ways of doing things.
2. Increased productivity at work and on a personal level.
3. A general feeling of wellbeing, happiness and joy. It is your birthright to lead a happy, fulfilled live during
your stay here on earth.

4. An immune system that functions optimally and is able to resist illness, infections, and cancer. Even if you
are surrounded by people carrying all sorts of germs, you simply will not become ill.
Warning signs of negative stress.
1. Reduced productivity and creativity: nothing works the way it should. Everything is too much for you. You
struggle or cannot find solution to problems. Because you are terrified of making the wrong decision, you
end up not making any decision at all. You are unable to concentrate or remember things. Depression starts
in much the same way.
2. A reduce feeling of wellbeing, joy and happiness: you no longer enjoy anything and don't look forward to
anything. Everything is a burden. These symptoms can be precursors of depression unless you take proper
precautions in time.
3. All sort of unfortunate things happen to you. You become so preoccupied with the daily stress of living
that, you are unable to focus or concentrate. This easily lead to car accidents, you drop and break things or
lose them. You cannot remember anything; you cut yourself on a regular basis etc...
4. You start avoiding social contact. Shunning people for a long period is also a sign of depression.
Remember that socialising is one of the basic human needs.
5. Your immune system functions poorly and suffers from colds, influenza, allergies, chronic fatigue, anxiety
etc... Unless you take the necessary steps to restore your equilibrium.
6. The ageing process accelerates because of the increased metabolism associated with sustained,
unmanaged stress. Free radicals and other waste products accumulate add cell activity deteriorates
resulting in premature age.

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 Activity Questions Description Mark
Design a stress management plan to maximize optimal stress levels in
order to reduce negative stress in personal life and work situations;
9 Making use of the Personal Development Plan Template for Goals, in 10

your learner guide.

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 SESSION 4.
Identify and apply the skills and knowledge required for the development of a career path.
Learning Outcomes
 A personal development plan is developed and ways of realising it are demonstrated.
 Motivating and demotivating factors are identified to determine personal career drivers and
limitations.
 The skills and knowledge required for the development of the identified career path are identified and
skills programmes undertaken accordingly.
 Early career dilemmas and experiences are explained with reference to their influence on adjustment
to the workplace and later career success and ways to minimise obstacles for the successful
achievement of development plan are identified and implemented.
 Appropriate resources within the public sector context are utilised to enhance personal development
plan.
 Mechanisms for obtaining feedback on current levels of competence and personal growth are
identified and implemented.

Activity Questions Description Mark

List two of each of motivating and de-motivating factors within a career
10 path. 4

Motivating Factors De-Motivating Factors

Achievement Salary and benefits

Recognition Working conditions

Job interest Company policy

Responsibility Status and job security

Advancement Supervision and autonomy

Activity Questions Description Mark

What is Career Planning?
11 2

Career Planning allows individuals to set realistic, achievable goals and to design personalized, customized
achievable career goals with measurable steps.

Tools & Resources

What are the tools & resources available to me?

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  Your Work style Preferences
 Career Alignment Profile
 Your Marketable Strengths
 Your Marketable Definition

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Learning Unit 2

Motivate and build a team

UNIT STANDARD NUMBER: 242819

LEVEL ON THE NQF : 4

CREDITS : 10
FIELD : Business, Commerce and Management Studies
SUB FIELD : Generic Management

This Unit Standard introduces the junior manager to the concept of motivation. This Unit
Standard is intended for junior managers of organizations.
PURPOSE:
The qualifying learner is capable of:

 Explaining the importance of motivating a team.

 Demonstrating an understanding of self and team members in a workplace.
 Applying theories of motivation and group dynamics.
 Implementing a plan of action to strengthen a team.
 Providing feedback and recognizing achievements

LEARNING ASSUMED TO BE IN PLACE:

Learners should be competent in Communication and Mathematical Literacy at NQF Level 3.

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 “Behind every able man, there is always another able man” Chinese Proverb.

S O 1 Explain why it is important to motivate a team and how levels of motivation could be
assessed.

A C 1.1 R e a s o n s why motivation is important are explained with examples.

A team is a group of individuals working interdependently to achieve a common goal.

Teamwork is the cooperative effort by members of a team to achieve a common goal. The
effectiveness – or lack thereof – of the team can make the difference between
business success and failure.

The word “motivation “is derived from the Latin concepts:

e (meaning out) and movere (meaning to move)

9 Motivation is the key to performance improvement – there is an old saying you can take a horse to the water but
you can’t force it to drink; it will only drink if it’s thirsty – so with people. They will do what they want to do or
otherwise motivated to do. Whether it is excelling on the workshop floor or in
the ‘ivory tower’ they must be motivated or driven to it, either by themselves or through exterior stimulus.

9 All people want to be seen as successful, we all want direction and drive, and we all want to be seen as
motivated. Motivation gives a reason or incentive to achieve something. It brings the interest or
enthusiasm to make the effort to achieve something. It is the biological, emotional, cognitive or social forces
that move or direct behavior. Many people lack motivation. Reasons might be biological, psychological,
environmental etc.

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 TIPS & TRUTHS

Most managers realise that a motivated employees is more likely to take pride in their
work, thereby ensuring that they complete their given tasks quickly,
efficiently and cost effectively and in doing so, add value to the company.

Activity 1:

Exercise 1.1 &1.2; BELOW

US ID 242819: Specific Outcome 1: AC 1.1 – AC 1.2. CCFO: Identifying, Communicating, and Collecting

Place your written answers to these questions inside your Portfolio of Evidence.

EXERCISE 1.1

Answer the question in your workbook.

Write down at least 4 reasons why you believe that motivation is important for teams. Give your own
reasons.

A C 1.2 The negative impact of the demotivated team members is explained with examples.
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 The entrepreneur has to motivate his employees’ right from the start. This is necessary because
entrepreneurs will only achieve their objectives and goals if their employees are motivated to
perform at their best. The behavior of human being is sometimes complex and irrational and it is not
always easy to understand what motivates each employee. People often feel undervalued.
Depression in Western workforces has risen dramatically over the decades – a trend that has
established itself despite considerable improvements in economic prosperity. Demotivated team
members affect the whole organization and other members of the team. Workers who feel that they
don’t belong are less committed to do their work, less motivated to achieve, less loyal to their
company than those who have a sense of belonging. All these factors have negative implications for
the overall productivity and profitability of the company. Some conflict and disagreement is a normal
part of team work. However one or team members may show “unproductive” behaviors which
interfere with completing the task.

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 The following are negative behavior patters that can be displayed by the demotivated team member:

• Nitpicking

Questioning or objecting to every possible detail on the project.

• Missing details

Constantly asking questions because you were not paying attention the first time

• Possessiveness

Refusal to allow anyone to alter or critique the work you have done for the project.

• Uncompromising

Never accepting any proposed compromises.

• Lurking

Never contributing in team communications

• Nudging

Not staying in touch with other member of the team.

• Inflexible

Not allowing for changes in a plan or agenda.

9 It is the manager’s responsibility to block and offset demotivating forces. Bad apples on your team are bad
enough on their own, but they can spoil good workers. Motivation is a moving target. You will never be finished,
but you can focus on the basics for great results. When a team is conflicted or
dispirited, decision making takes a dramatic turn for the worse. The ability of the team to rise to star
performance is determined by how harmonious the team is and well the team gets along. To the extent that
people feel “nobody cares about me”, or they cannot stand the team leader, they will not contribute their best.
They won’t work well with other people; they won’t be seamless in their efforts,
and the actual performance of the team will be lowered directly.

TIPS & TRUTHS

The role of motivation in ensuring quality performance is explained and an

indication is given of the responsibility of the team leader in motivation.

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 ♣ The team leader has to motivate his employees from the start. This necessary because team leaders will
only be able to achieve their objectives and goals if their teams are motivated to perform at their best.
This behavior of human beings is complex and sometimes irrational and it is not always easy to
understand what motivates each employee. Different people are motivated by different things at work, and
it is the task of the entrepreneur to determine what motivates
each person to increase productivity.

♣ When striving to motivate team members it is important to remember that people differ and that they are
all motivated by different variables. It is the task of the team leader to discover what motivates his team
members and to use this incentive sincerely as frequently as possible. To be able to motivate team
members, the team leader must be able to answer two fundamental questions for each subordinate: What
are the person's needs, and how can these needs be satisfied within the constraints of the business? It is
obvious that all enterprises want their employees to be productive. The enterprise must however guard
against always expecting increased productivity after motivation has increased. An employee might not
have the ability to
do work expected of him.

Armstrong suggests that the following formula is more true to life:

Performance = Ability x Motivation

Answer the question in your workbook.

Read the following article that was published in The Star on September 20, 2004. Answer the
questions in your workbook.

♦ Why would motivation improve quality performance?

♦ What are the responsibilities of the team leader in motivation?

Motivation gets results

by Timothy Webster

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 The South African workplace is a highly energetic, but somewhat complex environment and as leader you
must be willing to embrace change.

There is an important constant in people that will never change. Maslow's hierarchy of needs states lower needs
must be satisfied before a person is motivated to move to higher need levels.

As a team leader it is important to recognise your employee's need to be appreciated as one of your responsibilities.
Leaders typically use disciplinary methods such as demotions and suspension floundering employees, or
conversely, sometimes promote an unworthy employee in the he improve.

Before resorting to such extremes, make sure that you have exhausted the basics of making them
important and appreciated.
Here are a few ways you can have a fulfilled and self-motivated employee.

. Recognise achievements by presenting certificates at monthly meetings;

. Instill confidence by communicating your trust in their ability;
. Simply say thank you;
. Delegate responsibilities and acknowledge progress; and,
. Get opinions before crucial decisions are made.

To starve your employee of these basic human needs will starve your company of perform.
. This article was originally published on page 1 of The Star on September 20,2004

A C 1.3 The role of motivation in ensuring quality performance is explained and an

indication is given of the responsibility of the team leader in motivation.

Why do we need motivated employees?

The answer is survival (Smith, 1994).

► Motivated employees are needed in our rapidly changing workplaces.

25 | P a g e
 ► Motivated employees help organizations survive. Motivated employees are more productive.

► To be effective, managers need to understand what motivates employees within the context of the roles they
perform.

► Of all the functions a manager performs, motivating employees is arguably the most complex. This is due, in
part, to the fact that what motivates employees changes constantly (Bowen & Radhakrishna,
1991).

For example:

Research suggests that as employees' income increases, money becomes less of a motivator
(Kovach, 1987). Also, as employees get older, interesting work becomes more of a motivator.

A C 1.5 A list is compiled of indicators that are evidence of motivation in a team.

The following are indicators of DEMOTIVATION:

• Anger
• Loss of commitment
• Depression
• Anxiousness
• Lack of common goal
• Dissonance – don’t care how other team members feel
• No connection between team members
• Team conflict
• Apathy
• No pride in the organization
• Dissatisfaction with pay and conditions
• Quality is unimportant

The following are indicators of a MOTIVATED team:

26 | P a g e
 • Harmony within the team
• Shared dreams
• Employees feel that they are making meaningful contributions to the effectiveness of their
organizations.
• Teams are successful in implementing complex plans.
• The team develops creative solutions to difficult problems.
• Positive attitude
• Awareness of other team members emotions
• Committed members
• Team want to move forward
• Team feels a challenge in their task
• Team members support each other
• An atmosphere of honesty and openness
• Working methods that flourish

Answer the question in your workbook.

Compile a list of indicators that will help you to identify a lack of motivation in a group in your workbook.

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 A C 1.6The behavior of members of a team or business unit is analyzed and an opinion is
expressed and substantiated on the level of motivation of the team.

Answer the question in your workbook.

The behaviour of members of a team or business unit is analysed, and an opinion is expressed and
sustained on the level of motivation of the team. You can choose between a team and a business unit.

S O 2 Applying the theories of motivation

A C 2.1 Two theories of motivation are researched and compared in terms of how each
maintains people are motivated to achieve both personally and in a work environment.

Answer the question in your workbook.

Choose two of the motivational theories and evaluate what you understand of how it can be applied to motivate
your employees.

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 A C 2.2 The researched theories are applied to a team and a decision is made as to which
best applies to a specific team.

Answer the question in your workbook.

Which one of the two theories will best apply to your team?

A C 2.3 An action plan is compiled to motivate a team based on the researched theories.
(Also see “Seven rules of motivation”)

Answer the question in your workbook.

Complete an action plan based on the “seven rules of motivation”.

Theories of Motivation

Overview
Ever wondered why people seem to be very successful, highly motivated individuals? Where does the
energy, the drive, or the direction come from? Motivation is an area of psychology that has gotten a great
deal of attention. The reason is because we all want to be successful, we all want direction and drive, and
we all want to be seen as motivated. There are several distinct theories of motivation. Some include basic
biological forces, while others seem to transcend concrete explanation.

Overall, the basic perspective on motivation looks something like this:

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 NEEDS → BEHAVIOUR → SATISFACTION

In other words, you have certain needs or wants (these terms will be used interchangeably), and this
causes you to do certain things (behavior), which satisfy those needs (satisfaction), and this
can then change which needs/wants are primary (either intensifying certain ones, or allowing you to move on
to other ones).

A variation on this model, particularly appropriate from an experimenter's or manager's point of view, would
be to add a box labeled "reward" between "behavior" and "satisfaction". So that subjects (or employees),
who have certain needs do certain things (behavior), which then get them rewards set up by the
experimenter or manager (such as raises or bonuses), which satisfy the needs, and so on.

Classifying Needs

People seem to have different wants. This is fortunate, because in markets this creates the very desirable
situation where, because you value stuff that I have but you don't, and I value stuff
that you have that I don't, we can trade in such a way that we are both happier as a result.

But it also means we need to try to get a handle on the whole variety of needs and who has
them in order to begin to understand how to design organizations that maximize productivity.

Part of what a theory of motivation tries to do is explaining and predicting who has which wants. This
turns out to be exceedingly difficult. Many theories posit a hierarchy of needs, in which the needs at the
bottom are the most urgent and need to be satisfied before attention can be paid
to the others.

Maslow

Maslow's hierarchy of need categories is the most famous example:

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 Need for self actualization
Need to realize our fullest potential

Esteem needs
Need for achievement, education, competence, and respect

Belonging and love needs

Need for love, acceptance and belonging

Safety needs
Needs for safety and security

Physiological needs
Need for food, water, shelter, oxygen and sleep

Specific examples of these types are given below, in both the work and home context. (Some of the
instances, like "education" is actually satisfiers of the need)

Need Home Job

training, advancement,
Self- education, religion, hobbies,
growth, creativity

actualization personal growth

approval of family, friends, recognition, high status,

esteem
responsibilities
community

teams, depts, coworkers,

family, friends, clubs clients,

belongingness supervisors, subordinates

work safety, job security,

freedom from war, poison,
health insurance

safety violence

physiological Food, water, sleep, shelter Heat, air, base salary

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 According to Maslow, lower needs take priority. They must be fulfilled before the others are
activated. There is some basic common sense here - it's pointless to worry about whether a given
color looks good on you when you are dying of starvation, or being threatened with your life. There
are some basic things that take precedence over all else.

Or at least logically should, if people were rational. But is that a safe assumption? According to the theory, if you are
hungry and have inadequate shelter, you won't go to church. Can't do the higher things until you have the lower
things; But the poor tend to be more religious than the rich. Both within a given culture, and
across nations; so the theory makes the wrong prediction here.

È According to this theory human are driven to achieve their maximum potential and will always do so
unless obstacles are placed in their way. These obstacles include hunger, thirst, financial problems,
safety issues, or anything else that takes your focus away from maximum physiological growth.
Throughout our lives, we work toward achieving the top of the pyramid, self actualization, or the
realization of all our potential. As we move up the pyramid, however things get in the way which slow
us down and often knock us backward. Imagine working towards the respect and recognition of you
colleagues and suddenly finding yourself out of work and homeless. Suddenly, you are forced
backward and can no longer focus your attention on your work due to the need for finding food and
shelter for you and
your family

È According to Maslow, nobody has ever reached the peak of the pyramid. We may all strive for it and
some may even get close, but no one has achieved full self-actualization. Self actualization means a
complete understanding of who you are, a sense of completeness, of being the best person you
could possibly be. To have achieved this goal is to stop living, for what is there to strive for if you
have learned everything about yourself, if you have experienced all that you can, and if there is no
way left for you to grow emotionally,
intellectually or spiritually.

Alderfer's ERG theory

Alderfer classifies needs into three categories, also ordered hierarchically:

• Growth needs (development of competence and realization of potential)
• Relatedness needs (satisfactory relations with others)
• Existence needs (physical well-being)

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 Aldfelder refers to the ERG needs (the first letters of the words)

È This is very similar to Maslow -- can be seen as just collapsing into three tiers. But maybe
a bit more rational; Aldfelder found that one class of needs might remain strong, whether or not
another class has been satisfied.

È Alderfer believed that as you start satisfying higher needs, they become more intense (e.g.,
the power you get the more you want power), like an addiction.

È Do any of these theories have anything useful to say for managing businesses? Well, if
true, they suggest that.

È Not everyone is motivated by the same things. It depends where you are in the hierarchy
(think of it as a kind of personal development scale)

È The needs hierarchy probably mirrors the organizational hierarchy to a certain extent: top ten
managers are likely to motivate by self-actualization/growth needs than existence
needs.

Acquired Needs Theory (Mcclellan)

Some needs are acquired as a result of life experiences:

• Need for achievement, accomplish something difficult. as kids encouraged to do things for
themselves.
• Need for affiliation, form close personal relationships. as kids rewarded for making friends.
• Need for power, control others as kids, able to get what they want through controlling others. Again

similar to Maslow and Alderfer

These needs can be measured using the TAT (Thematic Apperception Test), which is a projection-style
test based on interpreting stories that people tell about a set of pictures.

Cognitive Evaluation Theory

This theory suggests that there are actually two motivation systems: intrinsic and extrinsic that
corresponds to two kinds of motivators:

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 • Intrinsic motivators: Achievement, responsibility and competence. motivators that come from the actual
performance of the task or job - the intrinsic interest of the work.
• Extrinsic: pay, promotion, feedback, working conditions - things that come from a person's
environment, controlled by others.

One or the other of these may be a more powerful motivator for a given individual.

È Intrinsically motivated individuals perform for their own achievement and satisfaction. If
they come to believe that they are doing some job because of the pay or the working
conditions or some other extrinsic reason, they begin to lose
motivation.

È The belief is that the presence of powerful extrinsic motivators can actually reduce a
person's intrinsic motivation, particularly if the extrinsic motivators are perceived by the
person to be controlled by people. In other words, a boss who is always dangling this
reward or that stick will turn off the intrinsically motivated
people.

NOTE

Note that the intrinsic motivators tend to be higher on the Maslow hierarchy.

Two Factor theory (Herzberg)

According to Herzberg, two kinds of factors affect motivation, and they do it in different ways:

• Hygiene factors.

These are factors whose absence motivates, but whose presence has no perceived effect. They are
things that when you take them away, people become dissatisfied and act to get them back. A very
good example is heroin to a heroin addict. Long term addicts do not shoot up to get high; they shoot
up to stop being sick - to get normal. Other examples include decent working conditions, security,
pay, benefits (like health insurance), company policies, interpersonal relationships. In general, these
are extrinsic items low in the Maslow/Alderfer hierarchy.

• Motivators.

These are factors whose presence motivates. Their absence does not cause any particular
dissatisfaction, it just fails to motivate. Examples are all the things at the top of the Maslow
hierarchy, and the intrinsic motivators.

34 | P a g e
 È So hygiene factors determine dissatisfaction, and motivators determine satisfaction.
The two scales are independent, and you can be high on both.

È Use power as an example. Power involved a threat to reduce your well-being, causing
dissatisfaction. Hence, power basically works by threatening to withhold hygiene factors.
Influence was said to fundamentally be about promising improvements in well-being - when
you are influenced to do something; it is because you want to, not because you were
threatened. Influence basically works by offering
to provide motivators (in Herzberg's terms)

Suppose employee A gets a 20% raise and

Equity Theory
employee B gets a 10% raise. Will both be motivated
as a result? Will A be twice as motivated? Will be B
be negatively motivated?

È Equity theory says that it is not the actual reward that motivates, but the perception, and the perception is
based not on the reward in isolation, but in comparison with the efforts that went into getting it, and the
rewards and efforts of others. If everyone got a 5% raise, B is likely to feel quite pleased with her raise,
even if she worked harder than everyone else. But if A got an even higher
raise, B perceives that she worked just as hard as A, she will be unhappy.

In other words, people's motivation results from a ratio of ratios:

A person compares the ratio of reward to effort with the comparable ratio of
reward to effort that they think others are getting.

In terms of actually predicting how a person will react to a given motivator, this will get pretty complicated:

► People do not have complete information about how others are rewarded. So they are going on
perceptions, rumors, and inferences.
► Some people are more sensitive to equity issues than others.
► Some people are willing to ignore short-term inequities as long as they expect things to work out in the
long-term.

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 Reinforcement Theory

Operant Conditioning is the term used by B.F. Skinner to describe the effects of the consequences of a particular
behavior on the future occurrence of that behavior. There are four types of Operant Conditioning: Positive
Reinforcement, Negative Reinforcement, Punishment, and Extinction. Both Positive and Negative Reinforcement
strengthen behavior while both Punishment and Extinction weaken behavior.

♣ Positive reinforcement - Strengthening a behavior:

This is the process of getting goodies as a consequence of a behavior. You make a sale, you get a
commission. You do a good job; you get a bonus & a promotion.

♣ Negative reinforcemen - Strengthening a behavior:

This is the process of having a stressor taken away as a consequence of a behavior. Long-term sanctions
are removed from countries when their human rights records improve. (You see how successful that is!).
Low status as geek at Salomon Brothers is removed when you make first
big sale.

♣ Extinction - Weakening a behavior:

This is the process of getting no goodies when does a behavior. So if person does extra effort, but gets
no thanks for it, they stop doing it.

♣ Punishment - Weakening a behavior:

This is the process of getting a punishment as a consequence of a behavior. Example: having your pay
docked for lateness.

Apply Withhold

positive negative

reinforcement reinforcement
Reward
(raise above (raise up to

baseline) baseline)

punishment extinction (stay at

Stressor (bring down

baseline)
below baseline)

36 | P a g e
 Reinforcement schedules

The traditional reinforcement schedule is called a continuous reinforcement schedule. Each time the correct
behavior is performed it gets reinforced.

Then there is what we call an intermittent reinforcement schedule. There are fixed and variable categories.

The Fixed Interval Schedule is where reinforcement is only given after a certain amount of time has elapsed. So,
if you decided on a 5 second interval then each reinforcement would occur at the fixed time of every 5 seconds.

The Fixed Ratio Schedule is where the reinforcement is given only after a predetermined number of
responses. This is often seen in behavior chains where a number of behaviors have to occur for
reinforcement to occur.

The Variable Interval Schedule is where the reinforcement is given after varying amounts of time
between each reinforcement.

The Variable Ratio Schedule is where the reinforcement is given after a varying number of correct
responses.

È Fluctuating combinations of primary and secondary reinforcers fall under other terms in the variable ratio
schedule; For example, Reinforcers delivered intermittently in a Randomized Order (RIR) or
Variable Ratio with Reinforcement Variety (VRRV).

FIXED VARIABLE
INTERVAL Give reward after first proper response Give reward after a certain amount of
following a specified time period time with the amount changing before the
next reward
(yearly raise)
(short term)

RATIO Punishment (subtract from the Give reward after a number of

baseline) responses, with that there are no
changing before the next reward.
(team based bonus)

Commissions on piecework pay

(Long term)
(Medium term)

Expectancy Theory (Vroom)

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 This theory is meant to bring together many of the elements of previous theories. It combines the perceptual
aspects of equity theory with the behavioral aspects of the other theories. Basically, it comes
down to this "equation":

M = E*I*V

OR

Motivation = expectancy * instrumentality * valence

M (motivation) is the amount a person will be motivated by the situation they find themselves in. It is a function of
the following:

E (expectancy) = the person's perception that effort will result in performance. In other words, the
person's assessment of the degree to which effort actually correlates with
performance.

I (instrumentality) = the person's perception that performance will be rewarded/punished.

I.e., the person's assessment of how well the amount of reward
correlates with the quality of performance.
(Note here that the model is phrased in terms of extrinsic motivation,
in that it asks 'what are the chances I'm going to get rewarded if l do
good job?' But for intrinsic situations, we can think of this as asking
'how good will I feel if I can pull this off?').

V (valence) = the perceived strength of the reward or punishment that will result
from the performance. If the reward is small, the motivation will be
small, even if expectancy and instrumentality
are both perfect (high).

Read the following rticle:

(Article on http://www.analytictech.com)

Seven Rules of Motivation

#1 Set a major goal, but follow a path. The path has mini goals that go in many directions. When you learn to
succeed at mini goals, you will be motivated to challenge grand goals.
#2 Finish what you start. A half finished project is of no use to anyone. Quitting is a habit. Develop the habit of
finishing self-motivated projects.

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 #3 Socialize with others of similar interest. Mutual support is motivating. We will develop the attitudes of our five best
friends. If they are losers, we will be losers. If they are winners, we will be winners. To be a
cowboy we must associate with cowboys.
#4 Learn how to learn. Dependency on others for knowledge is a slow, time consuming processes. Man has the
ability to learn without instructors. In fact, when we learn the art of self-education we will find, if not create,
opportunity to find success beyond our wildest dreams.
#5 Harmonize natural talent with interest that motivates. Natural talent creates motivation, motivation creates
persistence and persistence get the job done.
#6 Increase knowledge of subjects that inspires. The more we know about a subject, the more we want to learn
about it. A self-propelled upward spiral develops.
#7 Take risk. Failure and bouncing back are elements of motivation. Failure is a learning tool. No one has
ever succeeded at anything worthwhile without a string of failures.

S O 3 Describe techniques that leaders can use to motivate a team.

A C 3.1 The importance of information as a motivating factor is explained with reference to

the effect of too much or too little information on a team.

9 People need direction. They need to know where they are heading and why. Let your employees or team
member know what results you expect at the end of the day. Relaying clear objectives and expectations will
help them set in motion. If the leader has a clear plan and all the information at
hand it will increase progress in and on itself. Too much information from the leaders will make the

team feel as if they can’t function without the input from the leaders. Too little information will have
the team running around not knowing what to do or where to go.

9 Many managers and team leaders don't believe that it is necessary to keep people informed. It is a very short-
sighted view. "No management activity in any organization can take place without full and open two-way
communications. That means speaking as well as listening."

9 To motivate through communication, provide people with all information they need, prevent rumours by not
being too secretive, plan some good news, cut down on meetings, and teach the power of
the negative.

Read the following article on communication from the website:

www.1000ventures.com.

Motivating through Communicating Your St rategic Focus

Motivation depends on having clear objectives. Since motivation is personal, aim to align staff's individual drives

39 | P a g e
 with the company's purposes in general and your unit's in particular.

"Most companies are filled with people who have no clue of the big picture - what the organization is really trying to
accomplish - and because they don't feel that they or their contributions are important, they do their job... and
nothing more" To unleash the power of your organization and achieve exceptional results, you must empower
employees and motivate them to follow through on your strategic focus. You business will be able to bring new
products/services to the market much faster if "everyone within the organization had their heart and soul wrapped up
in taking aim and shooting at the same target"

Communication strategy is a coherence linkage never to be overlooked. Communication needs to be

comprehensively planned and spontaneous, as well as top-down and bottom-up. Communication processes,
including the target audience, the message, the means of communication, the frequency, the rationale, and the
selection of communicators, must be tailored to each purpose and constituency.
Top organizations have a communication process that communicates the knowledge and information that people
need in a way that they understand and can apply to their job. Communication is neither a separate nor a periodic
task. Use every means available to let everyone working with you know your plans and your reasons. A manager
should provide team members with the information they require to do a good job, communicating with them
frequently, and giving them clear guidelines on the results that are expected. Communication is a two-way
relationship, so establish an enabling environment for other could give you
the information you need. Use feedback to make certain that communication has become understanding and
consensus.
Bibliography:

"The Effective Executive", Peter Drucker, 1985

"Growing Your Business", PricewaterhouseCoopers, 2001
"Motivation and Goal-Setting", Jim Cairo, 2000
"Extreme Management", Mark Stevens, 2001 "The
Basics of Leadership", Merlin Ricklefs, 2002
"It's Not the Big that Eat the Small... It's the Fast that Eat the Slow", Jason Jennings and Laurence
Haughton, 2000
"Essential Manager's Manual", Robert Heller & Tim Hindle, 1998
"The Centerless Corporation", by Bruce A.Pasternack and Albert. J. Viscio, 1998
"Essential Manager's Manual", Robert Heller and Tim Hindle, 1998

A C 3.2 The importance of recognition as a motivating factor is explained and an indication

is given of how achievement is recognized within a team, group, business unit or
organization. (Link with S O 5 -Recognise achievement)

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 Recognition is one of the most effective ways to
reinforce an organization's culture, support its
objectives, and retain top performers.

Read the following article written by Adrian Gostick on Team

Recognition:

By Adrian Gostick

We all get a little obsessed with the best and brightest. Superstars, athletes like Wayne Gretzky and business
leaders such as Bill Gates get more than their share of attention and adoration. And in the excitement, we
often tend to forget the teams that help them achieve their success.

But business is becoming more of a team game, and some of the best companies in Canada are rethinking
recognition policies that hand out rewards to just the superstars.

It makes sound business sense. Almost every study conducted on workplace effectiveness shows that the more
committed people a firm has, the better chance the organization has of breaking out of the pack.

And most workplace studies also show a direct correlation between employee commitment and rewards and
recognition.

But unfortunately, many companies still don't seem to understand the strategic need for employee recognition. And
ask most companies about how they reward their teams, and you'll receive a look as if you just stepped out of a
spaceship.

But for a performance recognition program to be successful — to drive heightened productivity, innovation and
customer service —
there should be a way to effectively recognize not only an organization's best teams, but to lead average teams
toward enhanced performance as well.

“Individuals win trophies, but teams win championships," says John McVeigh, vice-president of recognition specialists
O.C. Tann Canada. "I think all of us would agree that teams are important to a company's success, and yet most
companies have no way to strategically reward team-based performance. When done right, team recognition is a
wonderful way to advance your organization's culture and strategies — driving your best teams to perform even
better and helping under-performing teams learn what is expected of them."

41 | P a g e
 McVeigh has designed team-based award programs for some of Canada's leading companies, and has seen what
does and doesn't work. He says team-based recognition can demonstrate to employees that management actually
cares about them and their hard work on their project and in their permanent teams.

"But management must be very visible in presenting team awards and talking about how to achieve these awards,"
he says. "Management also has an important role in making sure award plans are fair, motivational and properly
aligned with corporate objectives."

Even with team-based recognition, many companies include a personal component. For example, a team's leader
could be recognized at a management level for her leadership, the team could choose its own MVP and present him
with an award. And employees who cover for team members while they are on their special assignment could be
recognized.

HR professionals designing or revamping an overall recognition program should ensure that:

"Team awards are appealing to employees and feature a symbolic tie to the company or project” — making the
awards lasting reminders of the achievement;
The reward program is communicated clearly so that every team member knows what awards are available for what
actions;
Rewards are tied to actions that are important to the organization; and
There is a method to measure the success of the recognition program

Organizations will always need to reward individual achievement, and especially their superstars. But increasingly,
companies need to find a way to not only recognize the best, but all the people who help the superstars perform so
well. As John Donne stated in 1624, "No man is an island, entire of itself; every man is a piece of a continent."
Adrian Gostick is the author of the newly released "Managing with Carrots: Using Recognition to Attract and
Retain the Best People." He may be contacted at adrian.gostick@octanner.com.
The importance of listening as a motivating factor is discussed and an indication is given of the
consequences when a team or group does not listen to the team or individual members of the group.

The ability to listen determines whether or not we learn anything from an interaction and, therefore, whether actual
communication takes place. Listening is an active rather than a passive process, requiring your full attention. Not only
do we need to listen to what the speaker is saying, but you also need to monitor your response. Next time you are
listening to one of your team members speak, ask yourself, ”Am I paying attention?” If you find that your mind has
drifted away, or that you are busy formulating a reply, you will
miss the crux of the message. Next ask yourself the question,” Am I listening with an open mind?” When
you listen openly, you suspend judgment until the speaker has explained himself.

Read the following article found on the website:

http://www.inc.com/articles/2000/03/17491.html
42 | P a g e
 Want to Be More Effective? Learn to Listen

Miscommunication may be hurting your company by lowering productivity and increasing turnover. Here's how to
improve your listening skills.

From: Ivy Sea Inc. I March 2000 By: Sarah Fenson

Are you a poor listener?

Let's hope not, but you'd be the exception, not the rule. Listening well leads to better relationships with
employees, vendors, strategic partners, and clients. And as everyone knows by now, good or bad relationships
have a direct impact on an organization's bottom line.

Why it's worthwhile to improve your listening skills

Surveys show that workplace miscommunication has high costs, including lowered productivity, increased turnover,
and higher stress. Most people want to be heard but rarely make the effort to listen to others. Effective, thoughtful
listening can help avoid troubled communications that lead to such unwanted outcomes as:

Lawsuits and claims: One study found that poor physician/patient communication - such as miscommunication or the
patient not feeling heard by the physician - showed up frequently in the details of malpractice suits. Another study
links increased harassment claims with inappropriate workplace communication.
Low morale: In a time when retaining and recruiting top-notch talent is tough, alienating your employees can be
very costly. Studies show that employees choosing to leave a company often include the poor interpersonal skills
of a supervisor and/or coworkers among chief complaints
Lost respect: A key trait of influential people is facility with listening and understanding another's perspective.
Interpersonal skills are now high on the list of the abilities that make an individual successful in the workplace
Misunderstandings: These can turn a discussion into a conflict, or sour a valued relationship. Other repercussions
include a high percentage of time lost to personality squabbles, according to several recent studies.
Reduction of fresh ideas: If people don't think their ideas are heard or accepted, they'll stop presenting them,
reducing your organization's cache of knowledge and innovative ideas. Needless to say, this hurts the bottom line
in today's knowledge society.
Poor customer service: Not listening to and understanding your customers' needs results in dissatisfied
customers who gladly turn to a competitor to fulfill their next need.

How to improve your listening skills and help reduce misunderstandings: Be

present
Resist distractions (noises, interruptions, fidgeting, prejudices, etc.).

43 | P a g e
 Don't do five things at once. Do one: listen to the person with whom you're speaking.

Demonstrate your full attention by leaning forward slightly, focusing your eyes on the speaker's face, and trying not
to fidget or glance away too frequently.
Follow the golden rule. Take a moment to realize that every person is important and deserves your attention. How
does it feel to talk with someone who doesn't seem to be listening, or be ignored or treated disrespectfully?

Bracket
Keep an open mind and be flexible to others' ideas; release your need to be right, if only temporarily. Our need to
be right can cause us to be contentious, or even inflammatory.
Don't tune out because you disagree. You just have to listen and understand, not agree. Don't
jump to conclusions before you've heard the whole message.
If you find yourself reacting to what another person says, your body language will communicate your reaction. Try
saying, "You can probably see I'm reacting a bit, but it's important to me to understand your point of view. Please
tell me more about it"

Reframe
Ensure your understanding by saying something like, "I want to make sure I understood you correctly. You're
saying it" or "So your concern (or idea) is it"

Answer the question in your workbook.

Write 1 A4 page on techniques that leaders can use to motivate a team.

A C 3.3 The importance of listening as a motivating factor is discussed and an indication is

given of the consequences when a team or group leader does not listen to the team or
individual.

44 | P a g e
 TIPS & TRUTHS

When you are a team leader the emphasis is never on the word “leader” but on
“team”.

Teams are formed to make joint contributions in solving problems and

generating ideas and therefore every person in the team must be heard.

A C 3.4 Ways of involving members in decision making as a means of obtaining commitment

to a plan.

Having generated a number of creative solutions to a problem, the next task is to choose which one to
implement. The success of the solution will depend largely upon the commitment of
those responsible for its implementation, and for this reason it is vital to reach a decision that all
the team member’s support.

One way to bring about such a consensus is to reinforce the team's shared sense of purpose. To this end,
when team members present the cases for particular solutions, request them to do so in relation to agreed
goals and values by asking questions such as: "What goals would your choice of supplier help us to achieve?"
or "We are committed to maintaining high levels of customer service - would
your proposal enable us to do this?" Such questions draw the team into areas of common ground,
directing their thoughts toward ways to achieve the best outcome for the team as a whole.

However, there is a pitfall in common ground, and that is

"groupthink", a tendency for tightly-knit teams to make
mistakes in their decision making because they are more
concerned with reaching agreement than with the quality
of the decisions made.

45 | P a g e
 This is particularly likely to occur where there is a strong leader and when debate is interpreted as personal criticism.
Another pitfall is "risky shift" - the tendency of teams to make more extreme decisions than individuals because no
one person feels responsible for the decision. "Extreme" may mean more experimental or more conservative,
depending on circumstances and the composition of the team. Managers should be aware of both pitfalls and take
corrective measures when either of them begins to
manifest itself.

An effective technique available to any team manager is the promotion of constructive controversy. In
a climate of cooperation, respect and trust, where team members focus on achieving the best
outcome for the team, critical review is seen as constructive rather than aggressive. This means that it
can be routinely applied in a neutral and productive way to the opinions of all team members - a
process that affirms rather than questions the competence of each individual. Such constructive
controversy leads to innovative decisions that are supported by the whole team. Where there is an
atmosphere of competition between members, teams find it very difficult to work together to find
mutually acceptable solutions.
This is because the competitive spirit places individual ambition before team objectives, to the extent
that members will do almost anything to prove their arguments right. Taken to extremes, such conduct
can lead team members to question the competence of their colleagues in order to assert the authority
of their argument. At this point, constructive debate breaks down as disagreements become personal
rather than professional. As team manager
you must intervene to resolve such conflict before discussions get out of hand.

È This type of conflict is based on a polarized win-lose mentality. Such logic argues that if you are right, I am
automatically wrong, so to avoid feeling inferior I cannot allow you to be right. To counteract this type of thinking,
you need to create a win-win culture within your team. In order to do this you must reward cooperative rather
than competitive behavior. You can do this quite simply by praising team members for their constructive
contributions to the discussion - making it dear that those who are skilled in winning arguments are not going to
win support through eloquence alone. Implementing
some of the team-based reward systems will further reinforce this message.

TIPS & TRUTHS

Having established the facts, you are in a position to explore the common ground
shared by opposing viewpoints. Ask the team as a whole to identify the points that are
agreed upon - these could be facts, priorities, or preferred courses of action. Building on
this foundation, you and your team can then work to integrate the opposing positions to
develop a single solution that everybody supports. One way to do this is to ask each
faction to suggest creative ways of developing their proposal in a way that would meet
or exceed the underlying
objectives of their opponents. This encourages the two sides to develop a convergent
solution - a creative combination of ideas from both sides that wins consent. Once a

46 | P a g e
 solution has been decided upon, the team is ready to put in
place a plan of implementation.

S O 4 Provide feedback to a team.

A C 4.1 Information that teams require to do its work well is identified and conveyed to team
members. (Also see S O 3, A C 3.1).

Successful companies do not accept failure but transform the problems into
opportunities to learn and grow. A key to this transformation is effective feedback
around the problem. The model below will help you provide
feedback in a way that will help people learn and change.

NOTE

Feedback may be used to reinforce a behaviour that is considered to be positive as well

as to change a behaviour that is considered to be negative. As the leader you have a
responsibility to create an environment within your team
where giving and receiving constructive feedback is considered the norm. Healthy
effective teams regularly exchange feedback between all team members. Effective
feedback is specific not general. The best feedback is sincerely and honestly provided
to help. People will know that they are receiving it for a reason.

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 The following outlines the steps to take to provide feedback effectively:

Your goal is to deliver feedback in a respectful and constructive manner, which will help the listener
hear your feedback in a positive way. Although there is no guarantee that your
message will be heard as intended, this process will maximize your probability of success.

Identify the problem clearly and specifically

Take the time to identify the problem clearly and then organize the issues that need to be addressed. Is
this an isolated problem or can this be seen in many areas of their performance? How does this issue
impact the success of the individual's performance? How does it impact the
rest of the team/organization?

Select an appropriate time and place

Pick a time and place where you will not be interrupted, and where the environment is appropriate to the
type of message you are delivering. Explain the value of feedback and that you want to give
feedback to support an individual's growth and learning.

Setting the stage

Acknowledge that it is difficult to hear feedback. The most common error is for people to take the feedback
personally, stop listening and become defensive. This does not allow for the person to easily change their
behaviour. It is therefore useful to state that the feedback is about a specific
behaviour, and not about them as a person.

Describe the behaviour

Describe the behaviour that you see. Be specific and stick to the facts. e.g. "You are consistently
late to our team meetings."

Make your case

Detail the implications of how this issue affects others, ones-self, or the success of the company e.g.
"When you are late to meetings, people do not see you as a committed team member."

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 Hold your ground

If he/she pushes back you need to listen for new information, but hold your ground and continue to be
specific until it is clear that the message is understood. e.g. "I understand that you have been very busy
recently, but you’re being late impacts the rest of the team who are also busy." Often you may only need to
go to this step for the person to get it and agree to change in which case go
to step 10. If not go further.

Explore the issue fully

Before you can develop a plan for change you need to fully understand the total context in which the
behaviour occurs. E.g. are you having difficulty managing your time effectively? At this stage the person
receiving the feedback may offer a different interpretation of the behaviour or apologize and commit to
changing their behaviour. e.g. "My tardiness is due to a medical problem that
requires time sensitive injections."

Describe the positive consequences

To build a commitment to change, describe the positive consequences of the behaviour being
addressed. e.g. "If you arrive on time to our meetings, you will be accepted by the team and
involved in the decision making." If there is now a commitment to change you can go to step 10.

Describe the negative consequences

If the individual is still pushing back you will need to describe the negative consequences of the behaviour.
E.g. "If you continue to be late you will be placed on a performance plan and risk getting demoted or fired"
(This is an example of a consequence if no new information was discovered in step 7.) This model is useful if
the person is prepared to listen and change. However not everyone is open to receive feedback and willing
to adapt their behaviour. If the person you are giving feedback to cannot use constructive feedback, you will
need to decide whether you want to accept
their behaviour or end the relationship.

Plan for Change

The outcome of this process is a commitment and a plan to change. The plan should include agreement of the
stated problem and a detailed action plan with milestones for progress reviews e.g. "As agreed we will change
your hours due to your medical condition and communicate to the team the
need to change the timing of the team meeting to include you. Let’s review if this is working in two
weeks."

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 A C 4.2 An exercise to encourage team members to reflect on the team’s performance is
designed and used with a group to agree on performance targets.

Answer the question in your workbook.

Design an exercise in your workbooks to show a teams performance.

♦ Do brainstorming and decide on a business that you could do the exercise on.

♦ Decide on performance targets and state how you will reach those targets through teamwork.

AC

4.3 Ways of measuring performance apart from formal performance management are
discussed with reference to the performance of a specific team.

In the context of performance management, elements are work assignments, responsibilities,

or dimensions of work that can address individual, team, group, or organizational
performance. Three types of elements can be used in the performance appraisal process:

• A critical element is a work assignment or responsibility of such importance that unacceptable performance
on the element would result in a determination that an employees overall performance is unacceptable.
Critical elements must address individual performance for which the employee can be held individually
accountable.

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 • A non-critical element can be a dimension or aspect of individual, team, or organizational
performance that is used in assigning a summary level.

• An additional performance element addresses a dimension or aspect of individual, team, or

organizational performance not used in determining summary levels, but used for various other
purposes, such as setting goals, providing feedback on individual or group performance, and
recognizing individual or group achievements.

TIPS & TRUTHS

By using critical elements, non-critical elements, or additional elements, team

performance can be factored into employee performance plans, and can be planned,
monitored, and rewarded through a combination of individual and group
measures.

Team-Related Performance Measurement

Measures, or 'yardsticks," should be used to determine how well each element is performed. Standards are
points or ranges on the 'yardstick" that define performance at those specific levels. Each one of the three
types of elements and their related measures and standards can address team-related performance.

È Measuring performance related to work done by a team can be approached in at least four ways – Two of
these approaches measure performance at the individual level; and
Two measure performance at the team level.

Team-Related Measures Matrix

Behaviors/Process Measures Results Measures

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 Individual Level: Whether or how well the employee: The quality of the written report, the
cooperates with team members, turnaround time for the individuals’
An employees
communicates ideas during meetings, and product, the accuracy of the advice
contribution to the
participates in the team’s decision- making supplied to the team, the status of
team
processes. the employees case backlog.

Team Level: Whether or how well the team: The customer satisfaction rate
with the teams product, the
The teams Runs effective meetings, communicates
percent decline of the case
performance well as a group; allows all opinions to be
backlog, the cycle time for the
heard, comes to
teams entire work process.
consensus on decisions.

In most cases, work assignments at the team level and their related measures and standards can only be
addressed through non-critical and/or additional performance elements, and can only be factored into the
summary level through non-critical elements. However, it is possible to develop a critical element and standard
that holds a supervisor, manager, or team leader responsible for the team’s performance- as long as that person
has the leadership responsibility for the team and can reasonably
be expected to command the resources and authority necessary to achieve the team’s results.

The Team's Processes

The team can be appraised on its internal group processes. Work assignments and
performance measures could include how well: the team works together
as a group; meetings are planned and run, and if they are on time; the team
reaches consensus; and/or the team uses successful problem-solving techniques.
Specific examples of non-critical or additional elements (work assignments) and
standards (specific points or ranges on the measurement yardstick) that address
the team’s performance on its group processes are
listed below.

Element: Open and Honest Communication

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 Fully Successful Standard: The supervisor, team leader, and team members are generally satisfied that:
• team members communicate openly and honestly with each other without fear of telling the truth;
• team members provide feedback on each others performance;
• team members express their opinions and everyone’s opinion is heard;
• the team works together to solve destructive conflicts rather than ignoring conflicts;
• the team encourages every member to be open and honest, even if people have to share
information that goes against what the team would like to hear; and

• The team recognizes that everyone on the team has something to contribute- such as
knowledge, skills, abilities, and information- that are of value to all.

Element: Effective Meetings

• Fully Successful Standard: The supervisor, team leader, and team members are generally satisfied
that:
• team meetings are planned and each meeting has an agenda;
• team members are prepared, give the meeting their full attention, and the team
accomplishes what it set out to accomplish during the meeting;
• meetings have a facilitator who is responsible for keeping the meeting focused and moving;
• designated team member takes notes of the key subjects, main points raised, and action items;
and
• At the end of the meeting, the team sets an agenda for the next meeting and conducts a 1-
minute evaluation.

Element: Team Mission

Fully Successful Standard: The supervisor, team leader, and team members are generally satisfied that:
• each person on the team knows exactly why the team exists and what it contributes to the
organization;
• members understand and can explain how the team fits into the organization;
• members know exactly why the team does what it does and agree on the teams mission, or they
work together to resolve disagreement;
• members know and understand the teams priorities and goals and they progress steadily toward
those goals; and
• Everyone on the team is working toward accomplishing the same thing.

Element: Clearly define Roles

 Fully Successful Standard: The supervisor, team leader, and team members are generally satisfied that:
• team members understand their duties and know who is responsible for specific issues and tasks;
• team members have the skills they need to accomplish their roles within the team;
• each team members role is known and makes sense to the whole team;
• team members clearly understand the teams rules of how to behave within the group;
• team members understand which roles belong to one person and which are shared, and how the
shared roles are switched;
• The team uses each member’s talents, and involves everyone in team activities so no one feels left
out or taken advantage of.

Element: Decision-making Procedures

Fully Successful Standard: The supervisor, team leader, and team members are generally satisfied that:
• the team discusses how decisions will be made, such as when to take a poll or when to decide
by consensus;
• the team explores important issues by asking members to vote or state an opinion verbally or in
writing;
• the team tests for a consensus;
• the team uses data as the basis of decisions; and
• The team can reach a decision and support that decision.

The Team's Results

The team can be appraised on the results of its work products or services. Measures
used to apprise the team’s performance could include: the number of cases
completed correctly; the ratio of satisfied customers to unsatisfied
customers; the number of customer requests for a team report; the total cost of a team
project; the percent of customer needs filled; and/or the subscription rate of a team
newsletter. Below are examples of non-critical or additional elements (work
assignments) and standards (specific points or ranges along
the measurement yardstick) that represent the teams work results.

A C 4.4 Actions that a leader can take to improve the way in which members measure their
own performance are discussed with reference to a specific team.

The team manager should know that team development is an ongoing process in which there will be
mistakes and self-correction. As the initial, obvious problems are addressed, more difficult, complex
problems emerge. These bring crisis points in which each team fears failure, but working through
theses crisis points with the team leader is a sign of successful team
 functioning. Planning and performance feedback mechanisms are necessary for high
performance, because they continuously guide performance.

The team leader can assist the team to put these mechanisms in place.

9 Teams must be able to questions assumptions and be willing ‘with the assistance of the team leader, to
break traditional patterns of behavior in order to achieve the exceptional achievements of a high
performance team. The team leader will have to set a radical goal to stimulate the
excitement and urgency necessary for peak performance and a goal for measurement of own
performance.

9 Feedback by the team leaders plays a greater role at team level than visions, missions and
strategies.
9 Teams can grow, only by the ability to solve its own problems, make its own decisions, and manage its
own activities. Leaders must demonstrate less desire to control and more desire to
lead through influence and participation.

A C 4.5 A management process that makes provision for feedback from team members to
the manager is designed for a specific business unit or a team.

Answer the question in your workbook.

Design a management process that makes provision for feedback by team members of a new venture. Include
the assignment in your portfolio of evidence.
 S O 5 Recognize achievement

A C 5.1 The importance of praise and personal recognition is explained with examples.

Negative influences surround all of us daily. If someone tells you that you cannot do
something, more often than not you believe it and in the process end up not doing it. It is
very easy to become discouraged by other people and to start
believing that you cannot do the things that you would like to do and achieve.

Example:

Our behavior is often similar to that of a flea. If put fleas in a jar and watch them carefully, you will observe
initially that all the fleas start jumping against the lid of the jar. The fleas will continue jumping against the lid
of the jar until they eventually realize that they cannot get out and then they jump just high enough not to hit
against the lid of the jar. If you then remove the lid of the jar, the fleas will be unable to escape because you
have conditioned them to jump lower than the opening of the jar.

How does the story of the fleas apply to your life?

The Importance of Praise

♦ Successful leaders use praise and recognition effectively. Praising employees for their
improvement and proper performance is even more important. Sincere and honest praise lets
employees know that you appreciate their efforts.
 ♦ Praising subordinates is a simple act that takes little time but will provide many benefits.
With a few positive, encouraging words and a pat on the back, you can recognize and reinforce
desired behavior and performance. An employee who feels that his or her best
efforts are valued by you is likely to continue in those efforts.

♦ It is important that your employees know they are viewed as valuable members of the
organization. With praise and recognition, you can create and reinforce a positive self- image
in your employees, making them feel like winners. This is most desirable in confusing or
unclear situations where the employee is trying to do the right thing but is
uncertain of the actual performance level.

For example:

New employees can be uncertain of themselves, but they feel a sense of pride when praised and recognized
by their leaders for improved performance. Employees under stress also need a few words of praise to let
them know they have done the right thing in a difficult situation. Some employees are assigned necessary
but boring and unchallenging tasks. They, too, must be praised
for their contributions to the overall

Research on Recognition and Praise

There are many benefits to giving recognition and praise:

• Give people pride in their work and in their job

• Make people feel good and appreciated for what they do
• Keep people from feeling "taken for granted"
• Provide motivation for people to "go the extra mile"
• Increase commitment to the organization
• Improve relationships between coworkers
• Make constructive criticism easier to accept because praise is also given out.
• Promote a positive atmosphere in which praise prevails
• Make work more pleasant and motivating

For all these benefits, recognition and recognition also take hardly any time and cost
little or nothing to give!
Research has also identified benefits of recognition and praise:

• Consistently and frequently applied formal and informal recognition programs provide management
with a powerful tool to influence employees to live the company's values and implement its focused
mission.
• Herzberg, F. 1966. Work and the nature of man. Cleveland, Ohio: World.
• Four-year extensive study found that effective leaders spent a majority of their time actively
managing human resources through motivating and reinforcing their employees' value- enhancing
behaviors and communication with them on a regular basis.
• Luthans, F., Hodgetts, R. M., & Rosenkrantz, S. A. 1988. Real managers. Cambridge, MA:
Ballinger.
• In a meta-analysis of behavioral management studies over the past twenty years, it was found that
social rewards (recognition and attention) had as big an impact on employee performance as did
monetary rewards.
• Stajkovic, A. D. & Luthans, F. 1997. A meta-analysis of the effects of organizational behavior
modification on task performance. 1975-95. Academy of Management Journal, 40: 1122-1149.
• 25 percent of HR executives said that a lack of recognition was the most likely factor causing a good
employee to quit his or her job.
• Wallsten, K. 1998. Targeted rewards have greater value - and bigger impact. Workforce,
November
• Hay Group study indicated factors such as recognition for a job well done, respectful treatment, and
coaching and feedback were considered more important than pay in terms of worker commitment.
• Stum, D. L 1998 Five ingredients for an employee retention formula. HRfocus, September: 59-
510.
• A study of 254 respondents from a large, public, not-for-profit service organization found (a)
employees place a high value on personalized, specific, and instant social rewards such as attention,
recognition, and sincere appreciation, (b) employees felt that more recognition was highly desirable,
and (c) a preference for recognition based upon efforts which contributed to organizational success -
not false praise or automatic length of service recognition.
• Luthans, K. 2000 Recognition: A powerful, but often overlooked, leadership tool to improve
employee performance. Journal of Leadership Studies, Winter, v7i1 p. 31.

A C 5.2 Possible systems for recognizing achievement at team level are explained and a
personal plan is devised to show recognition in own team
 The Seven Golden Rules of
Giving Recognition

1. Make it specific. It is useful to think about what, in particular, is good about what the person has done so
that you can refer to that very early in the conversation.
2. Talk about it. Starting a conversation gives you an opportunity to tell the individual why what they did was
so good. The message reinforces how what they did is important to the department.
3. No "sting in the tail." Don't ruin the recognition by saying "Well done, but If….”

4. Put it on record. This should be used in addition to delivering the message verbally, face to face and as
soon as possible. These records will be an important part of your performance discussions with your
employees.
5. Make it public. This rule is excellent advice, but be a little careful. If your department isn't in the habit of
giving recognition now, you should go gently and increase the amount of recognition steadily and
consistently.
6. Pass praise on. When someone else recognizes a person on your team, let them know.

7. Look for opportunities to praise people. It is important to go looking for good work. In particular, think
about:
• Who? Praise for your team might come from many sources so keep your eyes and ears open.
• When and Where? You should be constantly on the lookout for good work to recognize, but there
may also be particular times when and places where the search is likely to be
productive.

MBWA –

This stands for "Managing by Walking Around." It is a simple reminder that

informal, unscheduled contact with team members should be a regular part of
every leader's day. The motto for all leaders is: Try to catch them doing
something RIGHT!

Types of Recognition and Praise:

Employees are motivated by both intrinsic and extrinsic rewards. An effective reward system recognizes both
sources of motivation. Financial rewards are important, but keep in mind that other factors also motivate
 employees and influence their performance. To ensure that the reward system is effective and motivates the
desired behaviors, it is important that rewards are based on or linked to performance. Rewarding performance
fairly is a supervisory responsibility that occurs regularly,
not once a year at the time of annual performance discussions.

Praise and Acknowledgement

From supervisors/managers, this is among the most important motivators for employees.
Employees want to be recognized and valued for their contributions. It is important that you
recognize the importance of sincerely thanking employees both verbally and in writing for their
specific contributions. Recognition of positive accomplishments should also be part of regular
discussion and coaching sessions with
employees.

Challenging Work Assignments

Providing challenging work assignments for high performing employees is another way to
reward good performance. Such assignments provide opportunities to develop skills, expand
knowledge and/or increase visibility within the department and University. They also send an
important message that employees' contributions are being recognized and valued. When
considering such assignments, you should consult with employees about the types of
assignments they would value. You should also assess whether workloads need to be
redistributed to ensure that employees have sufficient time to
devote to new tasks. A job enrichment assignment is one way to reward employees who are
interested in cross training or learning a new skill.

Professional Growth and Development

You may provide employees with opportunities to participate in special educational

programs, conferences or other activities that will expand their skills and knowledge.
Employees benefit by developing new skills, and the University benefits from the
additional expertise acquired.

Promotions

Promotions and lateral moves may be long-term rewards that recognize employees'
professional growth, expertise and capacity to contribute to the University in new roles.
 Promotions are typically associated with an increase in salary. A promotion can be part of an
ongoing career development plan, such as a career ladder, or it can be a
competitive process in which the employee is invited to compete for an open position.

Quick and Easy Ideas for Recognition

Here are several simple ideas that can be taken to give recognition and rewards:

• "Sticky" praise - Use sticky notes to say thanks

• Project photo collage
• "Bravo" bulletin board
• Appreciation certificate
• Article about staff member in newsletter
• Greet employees by name when you pass by their desk or pass them in the hall
• Encourage your team to give each other spontaneous recognition

TIPS & TRUTHS

Praise and recognition should be a part of your normal day-to-day leadership action. Its
contribution to employee development cannot be overstated. Recognition and praise
are most effective for reinforcing or improving work performance when the employee
has confidence in the basis of that praise. And you, as the team leader, will be more
confident when giving recognition and praise based on information that you can support.

Answer the question in your workbook.

Write a paragraph in you workbook on how you will praise and recognise your team.

S O 6 Indicate how leaders can empower members of a team.

A C 6.1 Tasks are allocated to the team are analysed and suggestions are made as to how
individual team members can be given responsibility for their own achievement.

Answer the question in your workbook.

 Allocate tasks for the team and indicate what team members will receive what responsibilities.

A C 6.2 Aspects of team performance that are supervised by the junior manager are
analysed and an indication is given of which aspects of team performance could better be
handled by the Team

Answer the question in your workbook.

Give an indication in your workbooks of the aspects of performance that will be better handled by the
team than by a junior manager.

References and further reading:

http://www.analytictech.com/mbO21/motivation.htm http://www.d-q-
e.com http://www.artlex.com/ArtLex/m/motivation.html
http://www.pfdf.org/leaderbooks/121/summer2002/goleman.html
http://www-1.ibm.com/ibm/palisades/abinsight/issues/2002-Oct/article-3.html
http://tlt.its.psu.edu/suggestions/teams/student/responsibility.html
Nelson,B. 1001 Ways to reward employee. Workman Publishing.1994
Flippo, Edwin B. Personnel Management Mc Graw Hill. 1984
Harvey,C. Successful Motivation in a week. Hodder & Stoughton. 2004
Willcocks, G. & Morris,S. Successful Teambuilding in a week. Hodder & Stoughton .2004
West,M.The secrets of successful team management. Duncan Baird, 2004.
Deeprose,D. How to recognize and reward employees. Amacom Books. 1994.

ACCREDITATION AND MODERATION:

Assessment of this Unit Standard should be contextual and practical.

Assessors must be registered as an assessor with the Services ETQA or an ETQA that represents the sectors in
which the learner is employed.
Moderators must be registered as assessors with the Services ETQA, or with an ETQA that has a
Memorandum of Understanding with the Services ETQA.
The mechanisms and requirements for moderation should be applied in accordance with the requirements of the
relevant ETQA.
Assessment should include both formative and summative assessment.
Training providers must be accredited by the Services ETQA or with an ETQA that has a Memorandum of
Understanding with the Services ETQA.

CRITICAL CROSS-FILED OUTCOMES:

• The learner is able to work as a member of a group or team in identifying information needed by the team and
designing an activity to agree on performance targets.
• The learner is able to organise and manage him/herself in drawing up action plans.
• The learner is able to collect, organise and critically evaluate information in regarding theories of
motivation and drawing up action plans.
• The learner is able to communicate effectively researching theories of motivation and explaining
techniques leaders can use to motivate a team or group.
 APPENDIX 1

BRAINTEASER ANSWERS

Bulbs

Keep the first bulb switched on for a few minutes. It gets warm, right? So all you have to do then is ... switch it
off, switch another one on, walk into the room with bulbs, touch them and tell which one was switched on as
the first one (the warm one) and the others can be easily identified ...

Ball in a Hole

All you have to do is pour some water into the pipe so that the ball swims up on the surface.

The Man in the Elevator

The man is a midget. He can't reach the upper elevator buttons, but he can ask people to push them for him. He
can also push them with his umbrella.

Ball

Throw the ball straight up in the air.

Magnet

You can hang the iron rods on a string and watch which one turns to the north (or hang just one rod). Gardner gives

one more solution: take one rod and touch with its end the middle of the second rod. If they
get closer, then you have a magnet in your hand.

The real magnet will have a magnetic field at its poles, but not at its centre. So as previously mentioned, if you take
the iron bar and touch its tip to the magnet's centre, the iron bar will not be attracted. This is assuming that the
magnet's poles are at its ends. If the poles run through the length of the magnet, then it would be much harder to
use this method.

In that case, rotate one rod around its axis while holding an end of the other to its middle. If the rotating rod is the
magnet, the force will fluctuate as the rod rotates. If the rotating rod is not magnetic, the force is constant (provided
you can keep their positions steady).
Castle

You can put one foot-bridge over one corner (thus a triangle is created). Then from the middle of this foot- bridge lay
another foot-bridge to the edge (corner) of the castle. You can make a few easy equations confirming that this is
enough.
Biology

The saucer was half full at 11.59 - the next minute there will be twice as many of them there (so full at
12.00).

Sheikh’s Heritage

The wise man told them to switch camels.

Philosopher’s Clock

Clocks can measure time even when they do not show the right time. You just have to wind the clock up and...

We have to suppose that the journey to the friend and back lasts exactly the same time and the friend has a clock
(showing the correct time) - it would be too easy if mentioned in the riddle.

Now there is no problem to figure out the solution, is there?

Masters of Logic I. (dots)

The wisest one must have thought like this:

I see all hands up and 2 red dots, so I can have either a blue or a red dot. If I had a blue one, the other 2 guys would
see all hands up and one red and one blue dot. So they would have to think that if the second one of them (the
other with red dot) sees the same blue dot, then he must see a red dot on the first one with red dot. However, they
were both silent (and they are wise), so I have a red dot on my forehead.

Masters of Logic II (hats)

The important thing in this riddle is that all masters had equal chances to win. If one of them had been
given a black hat and the other white hats, the one with black hat would immediately have known his colour
(unlike the others). So 1 black and 2 white hats is not a fair distribution.

If there had been one white and two black hats distributed, then the two with black hats would have had advantage.
They would have been able to see one black and one white hat and supposing they had been given white hat, then
the one with black hat must at once react as in the previous situation. However, if he had remained silent, then the
guys with black hats would have known that they wear black hats, whereas the one with white hat would have been
forced to eternal thinking with no clear answer. So neither this is a fair situation. That’s why the only way of giving
each master an equal chance is to distribute hats of one color – so 3 black hats.

I hope this is clear enough☺.

Masters of Logic III (stamps)

B says: "Suppose I have red-red. A would have said on her second turn: 'I see that B has red-red. If I also have red-
red, then all four reds would be used, and C would have realized that she had green-green. But C didn't, so I don't
have red-red. Suppose I have green-green. In that case, C would have realized that if she had red-red, I would have
seen four reds and I would have answered that I had green-green on my first turn. On the other hand, if she also has
green-green [we assume that A can see C; this line is only for completeness], then B would have seen four greens
and she would have answered that she had two reds. So C would have realized that, if I have green-green and B has
red-red, and if neither of us answered on our first turn, then she must have green-red.

"'But she didn't. So I can't have green-green either, and if I can't have green-green or red-red, then I must have
green-red.'

So B continues:

"But she (A) didn't say that she had green-red, so the supposition that I have red-red must be wrong. And as my
logic applies to green-green as well, then I must have green-red."

So B had green-red, and we don't know the distribution of the others certainly.

(Actually, it is possible to take the last step first, and deduce that the person who answered YES must have a solution
which would work if the greens and reds were switched -- red-green.)

Head Bands

The first one (he did not see any head bands) thought this way:

The last one is silent, which means, he does not know, ergo at least one of head bands he sees is white. The
one in the middle is silent too even though he knows what I already mentioned. If I had a red head band, the
second one would have known that he had a white head band. However,
nobody says anything, so my head band is not red – my head band is white.

Christmas tree
there is 2 possible solutions:

1. If angels B and C had aureole of the same color, then angel A must have immediately said his own color
(other then theirs),

2. If angels B and C had different colors, then angel A must have been silent and that would have been a signal
for angel B, who could know (looking at angel C) what his own color is (the other one then C had).

Brick

There is an easy equation which can help:

1 brick = 1 kg + 1/2 brick

And so 1 brick is 2 kg heavy

Strange Coins

This was just a catch question. One of the coins is really not a nickel because nickel is the other coin.

What is Correct

Of course, adding seven to five makes twelve and not thirteen.

Trains

Of course, when the trains encounter, they will be approximately the same distance away from New York. The New
York train will be closer to New York by approximately one train length because they're coming from different
directions. That is, unless you take "meet" to mean "pefectly overlap".

Fly

There is a complicated way counting a sequence. Or simply knowing that if the fly is flying the 2 hours still at the
same speed of 75 km/h then it flies a distance of 150 km

Speeding up

This one has no solution. Unless we are complicating it with relativity theory - time and space. But to keep it simple,
you can't reach the desired average speed under the given circumstances.

Wired Equator

It is easy to subtract 2 equations (original perimeter = 2xPIxR, length of wire = 2xPIxR + 2xPIx(new R)) and find
out that the result is 10m/(2xPI), which is about 1.6 m. So a smaller man can go under it and a bigger man ducks.
Diofantos

There is an easy equation to reflect the several ages of Diofantos:

1/6x + 1/12x + 1/7x + 5 + 1/2x + 4 = x

So the solution (x) is 84 years.

Ahmes's Papyrus

2 equations give a clear answer to the given question:

5w + 10d = 100
7*(2w + d) = 3r + 9d
Where w is amount of corn for the first worker, d is the difference (amount of corn)
between two consecutive workers. So this is the solution:

1st worker = 10/6 measures of corn

2nd worker = 65/6 measures of corn
3rd worker = 120/6 (20) measures of corn
4th worker = 175/6 measures of corn
5th worker = 230/6 measures of corn

Midnight

9 p.m.

Clock

There are a few ways of solving this one. I like the following simple way of thinking. The given
situation (when the hour and minute hands overlay) occurs in 12 hours exactly 11 times after the
same time. So it’s easy to figure out that 1/11 of the clock circle is at the time 1:05:27,273 and so the
seconds hand is right on
27,273 seconds. There is no problem proving that the angle between the hours hand and the
seconds hand is 131 degrees.

Reservoir

Because there are 24 hours in one day, in one hour fills the first tap 1/48, the second tap 1/72, the third
tap
1/96 and the fourth tap fills 1/6 of the reservoir. That is all together (6+4+3+48) / 288 =
 61/288. The reservoir will be full in 288/61 hours, which is 4 hours 43 minutes and about 17
seconds.

Car

There are 4 cars needed, including the car with the important letter (which travels to the middle of
the desert). Its empty tank must be filled to the top to get to the end of desert. The way between the
military base (where the cars and petrol is) and the middle of the desert can be divided into 3 thirds.
3 cars will go in their thirds back and forth and overspilling 1/3 of their tanks. This way the tank of
the important car will be filled and the letter will be delivered.

Aeroplane

Divide the way from pole to pole to 3 thirds (from the North Pole to the South Pole 3 thirds and from the
South Pole to the North Pole 3 thirds).

2 aeroplanes to the first third, fuel up one aeroplane which continues to the second third and
the first aeroplane goes back to the airport.

2 aeroplanes fly again from the airport to the first third, fuel up one aeroplane which continues
to the second third and the first aeroplane goes back to the airport.

So there are 2 aeroplanes on the second third, each having 2/3 of fuel. One of them fuels up the
second one and goes back to the first third, where it meets the third aeroplane which comes from the
airport to support it with 1/3 of fuel so that they both can return to the airport. In the meantime, the
aeroplane at the second third having full tank flies as far as it can (so over the South Pole to the last
third before the airport).

The rest is clear – one (of the two) aeroplane from the airport goes to the first third (the opposite
direction as before), shares its 1/3 of fuel and both aeroplanes safely land back at the airport.

Belt

The original length of belt was 96 cm.

Baldyville

There can live maximum of 518 people in the town. By the way, it is clear that one inhabitant
must by baldy, otherwise there wouldn’t be a single man in the town.

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 Josephine
The two questions for scroll #1 were:
1. How many husbands were shot on that fateful night?
2. Why is Queen Henrietta I revered in

Mamajorca? The answers are:

If there are n unfaithful husbands (UHs), every wife of an UH knows of n-1 UH's while every
wife of a faithful husband knows of n UHs. This because everyone has perfect information
about everything except the fidelity of their own husband]. Now we do a simple induction:
Assume that there is only one UH. Then all the wives but one know that there is just one UH,
but the wife of the UH thinks that everyone is faithful. Upon hearing that "there is at least one
UH", the wife realizes that the only husband it can be is her own, and so shoots him. Now,
imagine that there are just two UH's. Each wife of an UH assumes that the situation is "only one
UH in town" and so waits to hear the other wife (she knows who it is, of course) shoot her
husband on the first night. When no one is shot, that can only be because her OWN husband
was a second UH. The wife of the second UH makes the same deduction when no shot is fired
the first night (she was waiting, and expecting the other to shoot, too). So they both figure it out
after the first night, and shoot their husbands the second night. It is easy to tidy up the induction
to show that the n UHs will all be shot just on the n'th midnight.

Why 1 = 2

The equation is solved the right way, apart from one little detail. There must be stated that x does not
equal y, because there would be dividing by zero, which is not defined in maths.

Open Polygon

Pears

At first, there were 2 pears on the tree. After the wind blew, one pear fell on the ground. So there
where no pears on the tree and there were no pears on the ground.

Another possible solutions: The wind blew so hard that the pears fell of the tree and blew along the
ground into the water or hovering in the air in a tornado.
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 Apples

4 kids get an apple (one apple for each one of them) and the fifth kid gets an apple with the
basket still containing the apple.

Sack

Pour the lentils into the innkeeper’s sack, bind it and turn inside out. Pour in the peas. Then
unbind the sack a pour the lentils back to your sack.

Marine

The marines were standing back to the edge of the ship so they were looking at each other. It
does not matter where the ship is (of course it does not apply to the north and South Pole).

Ship Ladder

If the tide is raising water, then it is raising the ship on water, too. So water will reach still the first rung.

Hotel Bill

This is a nice nonsense. Each guest paid $9 because they gave $30 and they were given back $3.
The manager got $25 and the difference ($2) has the bellboy. So it is nonsense to add the $2 to the
$27, since the bellboy kept the $2.

Hotel

Of course, it is impossible. Into the second room should have gone the 2nd guest, because the 13th
guest was waiting in room number 1.

Puzzling Prattle

The two children were so befogged over the calendar that they had started on their way to school on
Sunday morning!

Twins

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 The two babies are two of a set of triplets.

Photograph

I am looking at my son.
`

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 BIBLIOGRAPHY

John C. Maxwell (2002). Essential Qualities Of A Team Player - Becoming The Kind Of Person Every
Team Wants, Nelson Books

Kimball Fisher (1999). Essential Leading Self-Directed Work Teams, McGraw-Hill; 2 edition

Deborah Harrington-Mackin (1993). The Team-Building Tool Kit: Tips, Tactics, and Rules for Effective
Workplace Teams, AMACOM; 1 edition

Carol Carysforth, Maureen Rawlinson, Alison Chadwick (2006). S/NVQ Level 3 Business & Administration
Student Book, Heinemann; 1 edition

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