FACILITATOR GUIDE

Devise and apply strategies to establish and

maintain workplace relationships

Unit Standard 252027

Level 5 Credits 6
 TABLE OF CONTENTS
TABLE OF CONTENTS..................................................................................................................................i
DOCUMENT CHECKLIST............................................................................................................................iii
YOUR ROLE AS FACILITATOR....................................................................................................................iv
Training Venue And Training Aid Compliance...............................................................................................v
The Facilitator Guide....................................................................................................................................vi
Assessment.................................................................................................................................................viii
Upon Completion Of The Programme...........................................................................................................x
PERSONAL INFORMATION........................................................................................................................1
INTRODUCTION.......................................................................................................................................2
Programme methodology..........................................................................................................................................3
What Learning Material you should have..................................................................................................................4
Different types of activities you can expect...............................................................................................................5
Learner Administration..............................................................................................................................................6
Assessments.............................................................................................................................................................. 6
How will Assessments commence.............................................................................................................................7
Learner Support.........................................................................................................................................................7
Learner Expectations.................................................................................................................................................8
UNIT STANDARD 252027...........................................................................................................................9
1. LIAISE AND NETWORK WITH STAKEHOLDERS......................................................................................13
Liaising and Networking with Stakeholders................................................................................................13
Identify or Create Opportunities for Networking....................................................................................................14
Establish New Contacts...........................................................................................................................................14
Implement Avenues for Communicating with Stakeholders....................................................................................17
Communicating with Role-Players...........................................................................................................................18
Formative Assessment 1: SO1 EEK1, 2 & 3..............................................................................................................21
2. DEVELOP RELATIONSHIPS WITH TEAM MEMBERS...............................................................................22
Developing Relationships with Team Members..........................................................................................22
Develop a Strategy through a Consultative Process................................................................................................23
Identify and Use Opportunities for Team Member Discussions..............................................................................28
Offer Feedback and Advice to Team Members........................................................................................................36
Inform Team Members about Developments and Changes....................................................................................38
Formative Assessment 2: SO4.................................................................................................................................38
3. ESTABLISH RELATIONSHIPS WITH MANAGERS.....................................................................................39
Establishing Relationships with Managers..................................................................................................39
Keep Managers Informed........................................................................................................................................41
Consult with Managers in a Unit.............................................................................................................................42

Page i
 Promote Constructive Relationships and Interaction..............................................................................................43
Raise Concerns of the Quality of Work....................................................................................................................46
Present Information to the Managers.....................................................................................................................47
Formative Assessment 3: SO2.................................................................................................................................47
4. IDENTIFY AND MINIMISE PERSONAL CONFLICT....................................................................................48
Identifying and Minimising Personal Conflict..............................................................................................49
The Conflict Cycle....................................................................................................................................................49
Promote the Orderly Resolution of Conflict............................................................................................................51
Conflict Management Techniques...........................................................................................................................53
Take Actions to Resolve Potential and Actual Conflict.............................................................................................54
Refer Conflict Situations to Appropriate Managers where Required.......................................................................55
Formative Assessment 4: SO3 EEK4.........................................................................................................................56
In closing:.................................................................................................................................................................56
FORMATIVE ASSESSMENT WORKBOOK...................................................................................................58
Formative Assessment 1: SO1 EEK1, 2 & 3..............................................................................................................58
Formative Assessment 2: SO4.................................................................................................................................61
Formative Assessment 3: SO2.................................................................................................................................63
Formative Assessment 4: SO3 EEK4.........................................................................................................................65
References and Further Reading.................................................................................................................66

Page ii
 DOCUMENT CHECKLIST

Document
/
Strategy and alignment Matrix

Learner Guides

Learner Formative Assessment Workbooks

Summative assessment guide

Facilitator Guide

Attendance Register

Name Tags

Hand-outs

Course Evaluation Forms for learners

Course/Venue Evaluation Forms for facilitator

Additional Material

Other:

Acknowledgement of receipt and preparations

 Facilitators Name and

Surname

 Facilitators Signature

 Date

Page iii
 YOUR ROLE AS FACILITATOR

You, as facilitator, need to ensure that learners have a thorough understanding of the topic presented. Learners must
be able to further learning independently and apply their knowledge and skill in the workplace once they have
completed the program.
In order to achieve this, you need to have:

Knowledge of the subject/topic

 Understand the requirements of the unit standard
 Be a Subject Matter Expert (SME) or know more than just the basics about the topic
 Be able to give examples of how to apply the content in the workplace

Knowledge of the workplace

 Be able to indicate how learners can/should apply their knowledge and skill in the workplace

Knowledge of the course content

 Be familiar with the material, layout and content of the course.
 Understand the linkage between the different guides and how they should be used.

Knowledge and understanding of the methodology

 Familiarise yourself with the content of the assessment guides and documents for this unit standard.
 Follow the assessment procedure correctly.
 Familiarise yourself with the preferred methodology that should be used.
 Prepare yourself accordingly.

Page iv
 Training Venue And Training Aid Compliance

Ensure that the following is in place:

Facilitator is in possession of:

 Facilitator Guide,
 Learner Guide,
 Assessment Guide
 Attendance Register for each training day
 Handouts, if applicable

Learners are in possession of:

 Learner Guides
 Assessment Guides

Training Venue contains:

 Dictionaries, if available
 A chair for each learner
 A desk with sufficient seating space for each learner
 Paper, pens and pencils for all learners
 A flip chart stand with flip chart sheets
 A PC for the slide shows
 Prestik
 Whiteboard and permanent markers (3 different colours each)
 Sufficient ventilation or air-conditioning
 Schedule of training and relaxation times
 Name tags for each learner
 List of classroom conduct, including:
 Smoke breaks
 Body breaks
 Cell phone etiquette

Page v
  General classroom etiquette

The Facilitator Guide

It guides you through the duration of the Learning Programme;

As a training aid it contains activities that will assist you in transferring the knowledge and skills as stipulated in the
SAQA required specific outcomes and assessment criteria

How to use your facilitator guide

The Facilitator Guide contains the essential information to cover the outcomes as stipulated for this Unit Standard. As
such, the content of the Learner Guide has to be covered completely. .
This learning programme is divided into sections. Each section is preceded by a description of the required outcomes
and assessment criteria as contained in the unit standards specified by the South African Qualifications Authority.
These descriptions will define what the learners have to know and be able to do in order to be awarded the credits
attached to this learning programme. These credits are regarded as building blocks towards achieving a National
Qualification upon successful assessment.

Programme introduction
The following introductory actions are to be taken upon commencement of the programme:
 Facilitator him/herself to the learners
 Let the delegates introduce themselves individually.
 Give a brief comment after each introduction and welcome the delegate before moving to then next
delegate. Give full attention to each delegate as they introduce themselves.
 Let the participants know what time the breaks are, and for how long. Don’t forget lunch time. Tell them
where the toilets are and what time you intend to finish.
 Ensure all administrative tasks such as completion of attendance registers, learner detail forms and the like
are completed before the programme commences.

Transition
 Begin with an appropriate activity, such as an icebreaker, a story or a statement.
 Ask learners to state their expectations of the course and write them down on a flipchart/whiteboard and put
up where visible for duration of course.

Page vi
State course outcomes
 Go through the objectives and the content before you proceed with your programme.
 This learning programme forms a part of the National Certificate Business Administration Services Level 4 and
introduces a holistic approach to written communication as an introduction to the Secretarial qualification.

Group and individual activities

A certain level of collective general knowledge can be assumed in any group. Encourage lively discussion in class
during group activities. Discussions can take the form of brainstorming if necessary.
Ensure that shy and quiet learners are also drawn into the discussion, as learners will have to learn to start thinking for
themselves and taking control of the learning process in order to achieve all the outcomes.
All the conclusions made during group activities have to be noted down by learners in order to achieve all the
outcomes. Their notes will form part of formative and summative assessments
Teamwork is important in all the unit standards. Divide the learners into groups and make it clear to them that they
have to stay in these groups for the duration of the qualification. They have to learn to cope with conflict and with
each other even if they do not get along together, since they will not have any say as to who they will be working with
when they find themselves in a working environment.

Timelines

SAQA US ID UNIT STANDARD TITLE

Devise and apply strategies to establish and maintain workplace

252027
relationships

Institutional Learning Duration Structured Workplace Learning NQF

Duration CREDITS
LEVEL

18 Hours 42 Hours Level 5 6

Course content
The course content covers all the basics required for learners to achieve the outcomes, however, at times there is
information that learners will have to obtain by themselves.
To this end, a glossary is also not included in the course material. It is expected of learners to compile their own
glossaries, which will form part of outcomes for communication unit standards. Please encourage them to start
compiling glossaries as soon as possible. The glossaries can be simple: they need only quote the word and the
meaning, as long as they understand what it means.
Learners are required to start thinking for themselves and take control of the learning process as soon as possible. To
this end, research projects will form part of some assessments.

Class Activities

Page vii
During and after the initial training the learner will be required to complete a number of class activities. These
activities will be both individual and group activities. The activities are numbered and are to be included in the
learner’s portfolio of evidence. These activities will measure the progress of the learner through the programme. For
authenticity reasons these activities must be handwritten, unless indicated otherwise.

Assessment

The process of assessment of competency should be explained in detail to learners

upon commencement of course. The following statements should be made:
Attending the training is not sufficient evidence of competence to award a certificate and the credits attached to this
programme. Learners are required to undergo assessment in order to prove competence in order to be awarded the
credits attached to this programme, eventually leading to a national qualification.

Explain the concept ‘Competence’

Competence is the ability to perform whole work roles, to the standards expected in employment, in a real working
environment.
There are three levels of competence:
 Foundational competence: an understanding of what you do and why
 Practical competence: the ability to perform a set of tasks in an authentic context
 Reflexive competence: the ability to adapt to changed circumstances appropriately and responsibly, and to
explain the reason behind the action
Generally speaking, in the past, education and training institutions became accustomed to awarding certificates based
on the amount of time spent in a classroom or training room. In addition, learners were assessed by means of an
examination that tested memory as opposed to actual competence. This meant that many learners were awarded
certificates and even whole qualifications without ever having to demonstrate that they were able to practically apply
their knowledge and skills.
Now, based on the principles of the National Qualifications Framework, in order for the learners to receive a
certificate of competence and be awarded credits, they are required to provide evidence of their competence by
compiling a portfolio of evidence, which will be assessed by a Stanford Business College assessor.

Explain the concept ‘Portfolio of Evidence’

A portfolio of evidence is a structured collection of evidence that proves the learner’s efforts, progress and
achievement in a specific learning area, and demonstrates competence.

Explain the assessment process

Assessment of competence is a process of making judgments about an individual's competence through matching
evidence collected to the appropriate national standards. That is why the evidence in the learner’s portfolio should be

Page viii
closely linked to the outcomes and assessment criteria of the unit standards against which the learners are being
assessed.
Ideally, formative assessments should minimise the need for re-assessment as the assessor and the candidate will
agree to a summative assessment only when they both feel the candidate is ready.
However, candidates who are deemed not yet competent on a summative assessment will be allowed to be re-
assessed no more than two times.
When learners have to undergo re-assessment, the following conditions will apply:
 Specific feedback will be given so that candidates can concentrate on only those areas in which they were
assessed as not yet competent
 Re-assessment will take place in the same situation or context and under the same conditions as the original
assessment
 Only the specific outcomes that were not achieved will be re-assessed
Candidates who are repeatedly unsuccessful will be given guidance on other possible and more suitable learning
avenues.
In order for the assessor to assess competence, the portfolio should provide evidence of both knowledge and skills,
and of how knowledge and skills were applied in a variety of contexts.
This Candidate’s Assessment Portfolio directs the learner in the activities that need to be completed so that
competence can be assessed and the credits attached to the programme be awarded.
 The assessment requirements for this programme are stated at the beginning of each section.
The right of the candidate to appeal against assessment decisions or practices they regard as unfair. An Appeals and
Disputes procedure is in place and communicated to all assessment candidates prior to assessment in order for them
to appeal on the basis of:
 Unfair assessment
 Invalid assessment
 Unreliable assessment
 Unethical practices
 Inadequate expertise and experience of the assessor

Page ix
Appeals have to be lodged in writing (Candidate Appeal Form) & submitted to the internal moderator within 48 hours,
following the assessment in question. The moderator will consider the appeal & make a decision regarding the
granting of a re-assessment. The learner will be informed about the appeal-outcome within 3 days of lodging the
appeal. Should the learner not be satisfied with the internal appeal outcome, the learner will be advised of the rights
to refer the matter to the Services SETA ETQA.
All the required forms and explanations are included in the assessment guide.

Upon Completion Of The Programme

The facilitator should:

 Ensure that all learners have completed all Learner Administration documentation, including the Learner
Evaluation (of the Facilitator) forms
 All attendance registers have been completed correctly
 All Learners are in possession of a:
 Learner Guide
 Assessment Guide
 Clear Instructions as to the subsequent activities leading to assessment, moderation and certification

Page x
 PERSONAL INFORMATION
NAME

CONTACT ADDRESS

Code

Telephone (H)

Telephone (W)

Cellular

Learner Number

Identity Number

EMPLOYER

EMPLOYER CONTACT ADDRESS

Code

Supervisor Name

Supervisor Contact Address

Code

Telephone (H)

Telephone (W)

Cellular

Page 1
 INTRODUCTION
Welcome to the learning programme
Follow along in the guide as the training practitioner takes you through the material. Make notes and sketches that
will help you to understand and remember what you have learnt. Take notes and share information with your
colleagues. Important and relevant information and skills are transferred by sharing!

This learning programme is divided into sections. Each section is preceded by a description of the required outcomes
and assessment criteria as contained in the unit standards specified by the South African Qualifications Authority.
These descriptions will define what you have to know and be able to do in order to be awarded the credits attached to
this learning programme. These credits are regarded as building blocks towards achieving a National Qualification
upon successful assessment and can never be taken away from you!

Page 2
 Programme methodology

The programme methodology includes facilitator presentations, readings, individual activities, group discussions and
skill application exercises.
Know what you want to get out of the programme from the beginning and start applying your new skills
immediately. Participate as much as possible so that the learning will be interactive and stimulating.
The following principles were applied in designing the course:
 Because the course is designed to maximise interactive learning, you are encouraged and required to
participate fully during the group exercises
 As a learner you will be presented with numerous problems and will be required to fully apply your mind to
finding solutions to problems before being presented with the course presenter’s solutions to the problems
 Through participation and interaction the learners can learn as much from each other as they do from the
course presenter
 Although learners attending the course may have varied degrees of experience in the subject matter, the
course is designed to ensure that all delegates complete the course with the same level of understanding
 Because reflection forms an important component of adult learning, some learning resources will be followed
by a self-assessment which is designed so that the learner will reflect on the material just completed.
This approach to course construction will ensure that learners first apply their minds to finding solutions to problems
before the answers are provided, which will then maximise the learning process which is further strengthened by
reflecting on the material covered by means of the self-assessments.

Different role players in delivery process

 Learner
 Facilitator
 Assessor
 Moderator

Page 3
 What Learning Material you should have
This learning material has also been designed to provide the learner with a comprehensive reference guide.
It is important that you take responsibility for your own learning process; this includes taking care of your learner
material. You should at all times have the following material with you:

Learner Guide This learner guide is your valuable possession:

This is your textbook and reference material, which provides you with all the
information you will require to meet the exit level outcomes.
During contact sessions, your facilitator will use this guide and will facilitate
the learning process. During contact sessions a variety of activities will assist
you to gain knowledge and skills.
Follow along in the guide as the training practitioner takes you through the
material. Make notes and sketches that will help you to understand and
remember what you have learnt. Take and share information with your
colleagues. Important and relevant information and skills are transferred by
sharing!
This learning programme is divided into sections. Each section is preceded
by a description of the required outcomes and assessment criteria as
contained in the unit standards specified by the South African Qualifications
Authority. These descriptions will define what you have to know and be able
to do in order to be awarded the credits attached to this learning
programme. These credits are regarded as building blocks towards achieving
a National Qualification upon successful assessment and can never be taken
away from you!

Formative Assessment The Formative Assessment Workbook supports the Learner Guide and
assists you in applying what you have learnt.
Workbook
The formative assessment workbook contains classroom activities that you
have to complete in the classroom, during contact sessions either in groups
or individually.
You are required to complete all activities in the Formative Assessment
Workbook.
The facilitator will assist, lead and coach you through the process.
These activities ensure that you understand the content of the material and
that you get an opportunity to test your understanding.

Page 4
 Different types of activities you can expect
To accommodate your learning preferences, a variety of different types of activities are included in the formative and
summative assessments. They will assist you to achieve the outcomes (correct results) and should guide you through
the learning process, making learning a positive and pleasant experience.

The table below provides you with more information related to the types of activities.

Types of Activities Description Purpose

 You are required to  These activities normally
Knowledge Activities
complete these test your understanding
activities on your own. and ability to apply the
information.



 You need to complete  These activities require you

Skills Application Activities
these activities in the to apply the knowledge
workplace and skills gained in the
workplace



 You need to collect  These activities ensure you

Natural Occurring Evidence
information and get the opportunity to learn
samples of documents from experts in the
from the workplace. industry.
 Collecting examples
demonstrates how to
implement knowledge and
skills in a practical way

Page 5
 Learner Administration

Attendance Register
You are required to sign the Attendance Register every day you attend training sessions facilitated by a facilitator.

Programme Evaluation Form

On completion you will be supplied with a “Learning programme Evaluation Form”. You are required to evaluate your
experience in attending the programme.
Please complete the form at the end of the programme, as this will assist us in improving our service and programme
material. Your assistance is highly appreciated.

Assessments
The only way to establish whether a learner is competent and has accomplished the specific outcomes is through the
assessment process. Assessment involves collecting and interpreting evidence about the learners’ ability to perform a
task.
To qualify and receive credits towards your qualification, a registered Assessor will conduct an evaluation
and assessment of your portfolio of evidence and competency.
This programme has been aligned to registered unit standards. You will be assessed against the
outcomes as stipulated in the unit standard by completing assessments and by compiling a portfolio of
evidence that provides proof of your ability to apply the learning to your work situation.

Page 6
 How will Assessments commence?

Formative Assessments
The assessment process is easy to follow. You will be guided by the Facilitator. Your responsibility is to complete all
the activities in the Formative Assessment Workbook and submit it to your facilitator.

Summative Assessments
You will be required to complete a series of summative assessments. The Summative Assessment Guide will assist you
in identifying the evidence required for final assessment purposes. You will be required to complete these activities on
your own time, using real life projects in your workplace or business environment in preparing evidence for your
Portfolio of Evidence. Your Facilitator will provide more details in this regard.
To qualify and receive credits towards your qualification, a registered Assessor will conduct an evaluation
and assessment of your portfolio of evidence and competency.

Learner Support
The responsibility of learning rests with you, so be proactive and ask questions and seek assistance and
help from your facilitator, if required.

Please remember that this Skills Programme is based on outcomes based education principles which implies the
following:
 You are responsible for your own learning – make sure you manage your study, research and workplace time
effectively.
 Learning activities are learner driven – make sure you use the Learner Guide and Formative Assessment
Workbook in the manner intended, and are familiar with the workplace requirements.
 The Facilitator is there to reasonably assist you during contact, practical and workplace time for this
programme – make sure that you have his/her contact details.
 You are responsible for the safekeeping of your completed Formative Assessment Workbook and Workplace
Guide
 If you need assistance please contact your facilitator who will gladly assist you.
 If you have any special needs please inform the facilitator

Page 7
 Learner Expectations
Please prepare the following information. You will then be asked to introduce yourself to the instructor as well as your
fellow learners

Your name:

The organisation you represent:

Your position in organisation:

What do you hope to achieve by attending this course / what are your course expectations?

Page 8
 UNIT STANDARD 252027
Title
Devise and apply strategies to establish and maintain workplace relationships

NQF Level
5

Credits
6

Purpose Of The Unit Standard

This Unit Standard is intended for managers in all economic sectors. These managers would typically be second level
managers such as heads of department, section heads or divisional heads, who may have more than one team
reporting to them.
The qualifying learner is capable of:
 Liaising and networking with internal and external stakeholders.
 Devising and applying a strategy to establish constructive relationships with team members in a unit.
 Devising and applying a strategy to establish constructive relationships with managers.
 Identifying and minimising personal conflict in the workplace.

Learning Assumed To Be In Place And Recognition Of Prior Learning

It is assumed that learners are competent in:
 Communication at NQF Level 4.
 Mathematical Literacy at NQF Level 4.
 Computer Literacy at NQF Level 4.

Unit Standard Range

 The learner is required to apply the learning in respect of his/her own area of responsibility.
 Unit refers to the division, department or business unit in which the learner is responsible for managing and
leading staff.
 Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit
Organisation or Non-Governmental Organisation.
 A colleague could be a team member or someone working in another unit of the entity.
 Internal and external stakeholders could include colleagues, team members, management, customers,
suppliers, associations and professional bodies.

Specific Outcomes and Assessment Criteria:

Specific Outcome 1
Liaise and network with internal and external stakeholders.
Assessment Criteria

Page 9
  Opportunities for networking are identified or created with internal and external stakeholders relevant to a
unit.
 Networking opportunities are identified, meetings are attended and new contacts established to mutual
benefit.
 Avenues for communicating with stakeholders are explored and appropriate strategies implemented to
mutual benefit of all people involved.

Specific Outcome 2
Devise and apply a strategy to establish constructive relationships with manager(s).
Outcome Range
Managers include other managers in the entity as well as managers in the unit, e.g. first line managers, supervisors or
team leaders.
Assessment Criteria
 Managers are kept informed of activities, progress and results of the unit through verbal or written feedback
in accordance with the entity's policies and procedures.
 A process for seeking and exchanging information, and seeking advice is agreed to in consultation with all
managers in a unit.
 Managers in the unit are consulted on issues that are relevant to their area of responsibility to promote
constructive relationships and interaction between units in the entity.
 Concerns over the quality of work are raised directly with relevant managers in accordance with the entity's
policies and procedures.
 Information presented to the managers is clear, accurate and timely.

Specific Outcome 3
Identify and minimise personal conflict in a unit.
Assessment Criteria
 Information on the procedures for dealing with conflict in a unit is communicated to team members to
promote the orderly resolution of conflict in accordance with the entity's policies and procedures.
 Actions taken to resolve potential and actual conflict are taken to deal promptly in accordance with the
entity's policies and procedures.
 Conflict situations are referred to appropriate managers where required in terms of the entity's policies and
procedures.

Specific Outcome 4
Devise and apply a strategy to establish constructive relationships with team members in a unit.
Assessment Criteria
 The strategy is developed through a consultative process that involved all team members in the development
of goals and objectives to obtain commitment and support.
 Opportunities for team members to discuss work-related and personal issues are identified and used when
appropriate.
 Feedback and advice to team members are offered in a positive manner to contribute towards constructive
relationships.
 Team members are informed about developments and changes that may affect them.

Page 10
Unit Standard Accreditation And Moderation Options
 Anyone assessing a candidate against this Unit Standard must be registered as an assessor with the relevant
ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
 Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a
provider through the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant
ETQA.
 Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and
the agreed ETQA procedures.

Unit Standard Essential Embedded Knowledge

 Guidelines for networking and expanding a professional network.
 Interpersonal techniques.
 Effective group techniques.
 Techniques for handling conflict.

Critical Cross-field Outcomes (CCFO):

Unit Standard CCFO Identifying
Identify and solve problems using critical and creative thinking processes in working towards establishing constructive
relationships.
Unit Standard CCFO Working
Work effectively with others as a member of a team, group, organisation or community to promote harmonious
working relationships.
Unit Standard CCFO Organising
Organise and manage oneself and one’s activities responsibly in interaction with internal and external stakeholders.
Unit Standard CCFO Collecting
Collect, analyse, organise and critically evaluate information in order to develop appropriate strategies for improving
relationships with internal and external stakeholders.
Unit Standard CCFO Communicating
Communicate effectively using visual, mathematical and/or language in the modes of oral and/or written persuasion
in communicating with team members, and with managers in the unit and in the entity.
Unit Standard CCFO Science
Use science and technology effectively and critically, showing responsibility to the environment and health of others,
in using information technology in a unit.
Unit Standard CCFO Demonstrating
Demonstrate an understanding of the world as a set of interrelated systems by recognising that challenges in terms of
establishing relationships do not exist in isolation and affect work in a unit and an entity.

Page 11
Unit Standard CCFO Contributing
 Participate as responsible citizens in the life of local, national and global communities in the establishment of
work relationships.
 Be culturally and aesthetically sensitive across a range of contexts during interactions with internal and
external stakeholders.

Page 12
 1. LIAISE AND NETWORK WITH STAKEHOLDERS

Specific Outcome 1
Liaise and network with internal and external stakeholders.

Assessment Criteria
 Opportunities for networking are identified or created with internal and external stakeholders relevant to a
unit.
 Networking opportunities are identified, meetings are attended and new contacts established to mutual
benefit.
 Avenues for communicating with stakeholders are explored and appropriate strategies implemented to
mutual benefit of all people involved.

Liaising and Networking with Stakeholders

“A huge party with killer beats, hundreds of twenty to forty-somethings, and plenty of drinks. This launch party is
ABC’s first opportunity to introduce itself to your organisation and your presence would be greatly appreciated.”
For most managers the above invitation is a nightmare that must be attended as it is part of their job portfolios to do
so. Other managers see the invitation as a wonderful opportunity to liaise, network and build new relationships.
In 1994 it was estimated that the average person would change jobs 10.3 times during his/her lifetime.
By the year 2006, it was estimated that the average person would have three to five different career changes.
Statistics from the Federal Bureau of Labour in the US indicate that 70 percent of all jobs are found through
networking (personal contacts). A mere 15 percent are through an employment agency, 10-12 percent through job
ads, 4 percent have been found by people creating their own jobs, and 2 percent by blindly sending out résumés.
More people are hired by being in the right place at the right time than for any other single reason.
These figures indicate that as a manager you need to understand that people skills, personality, the ability to
communicate, and the ability to build a network are key to keeping a job.
According to experts, “it is the most powerful way to build professional relationships, actively foster contacts and
disseminate information”.
Professional networks are not developed overnight nor do they come easily, but their value cannot be underestimated
and they should never be neglected, because they not only ensure repeat business; they bring in new clients as well.

Identify or Create Opportunities for Networking

What Is Networking?
Networking is building professional, mutually serving relationships for the purpose of helping both parties obtain
goals. The term originates in a dictionary definition: “a system of elements (as lines or channels) that cross in the
manner of the threads in a net.”
In its simplest form, networking simply means making connections to make exchanges easier. This can be social,
personal, professional, or even technical.
People have always built professional networks informally, but in recent years attention has focused on systematically
building relationships with professional friends and friends of friends.

Page 13
Networking is a reciprocal process in which you share ideas, leads, information, advice, brainstorming, laughter -- and
sometimes tickets to a ball game.
Somehow a falsehood has been spread about networking…that it is a quantifiable process that one can tally. NO, it is
not a science. Although there are academics who study social networks who are mathematicians, behaviourists and
even physicists, the reality is that day-to-day treatment of others, support and exchanges we call networking are an
ART…the art of communication.
The best networkers have savvy, common sense. It is not a work style, it's a lifestyle. Some of the best networkers
don't even know they are networking. They are just out there sharing ideas and sharing of themselves.

Value of networking
The people you meet today can become your single greatest resources for success tomorrow. No matter who you are,
or what your goals may be, there will always be somebody somewhere in a position to help you. The secret is to have
as many of those helpers as possible available to draw upon when the need arises.
You will always be coming into contact with new people. Learn to recognise these meetings as tremendous
opportunities to achieve your goals. For example, if you are looking for a new job and you have a reputation for
quality performance, your network can help you find a new job.
The principal purpose of networking for most people is to get new business, but it can be used to get just about
anything you want out of life. If someone else has it or can get it, or even is it, networking can help you to find that
person and get what you want.
Knowing people is a start. Networking allows you to build on that. It lets you profit from doing more work, and it
enables you to help other people who do quality work to profit as well.
Even if you have more work from referrals than you can handle, there are some very good reasons to network. It can
help you to build greater long term stability, enhance your reputation and help others in the process.
Start introducing yourself to people. Make it a point to meet new people whenever possible. Ask the people you know
who they know. Everyone starts somewhere when building up a network.

Establish New Contacts

Attending Networking Functions

Networking events offer an opportunity to introduce yourself and your business to a select, targeted group of people.
These people are potential clients as well as potential sources of referral. How you introduce yourself will make an
impact on them and will determine whether or not they actually remember you and your product or service.

Interpersonal Techniques
Let's look at three areas that have a huge impact on your image and how you present yourself professionally:
 Appearance
 Interpersonal interaction
 Written interaction

Professional appearance counts

The standard advice given by mentors and managers to people who want to advance their career has always been to
dress for the job you want, not the job you have currently.
Even in this day of more casual dressing for work, your professional image will serve you well when promotions,
lateral moves, choice assignments and departmental visibility are available.
A professional appearance sets you apart from co-workers who are less concerned about projecting a successful,
professional image.

Page 14
Spoken interaction
As you know, studies have demonstrated that more people claim to be afraid of public speaking than they are of
dying. Yet, public speaking, presentations at meetings and speaking eloquently in small groups can do more for your
career visibility and promotability than almost any other opportunity.
Networking and relationship building depend to a large extent on our interpersonal skills1, which refer to the mental
and communicative techniques applied during social communications and interactions in order to reach certain effects
or results.
The term 'interpersonal skills' is used often in business contexts to refer to the measure of a person's ability to operate
within business organisations through social communication and interactions.
As an illustration, it is generally understood that communicating respect for other people within the workplace will
enable one to reduce conflict and increase participation, or assistance in obtaining information or completing tasks.
For instance, in order to interrupt someone that is currently preoccupied with a task in order to obtain information
needed immediately, it is recommended that a professional utilise a respectful approach with language such as,
"Excuse me, are you busy? I have an urgent matter to discuss with you if you have the time." This allows the receiving
professional to make his/her own judgement regarding the importance of the current task versus entering into a
discussion with a colleague.
While it is generally understood that interrupting someone with an "urgent" request will often take priority, allowing
the receiver of the message to independently judge the request and agree to further interaction will likely result in a
higher quality interaction.
Following these kinds of techniques to achieve better professional results generally results in a professional in being
ranked as one with 'good interpersonal skills'.

Written interaction
The documents you produce and send out, contribute to the professional image you are trying to convey, and if they
are well-written and professional, they will enhance your image, but if they are carelessly constructed, with little
regard for your audience, they can damage a career.

Definitions of the skills that make up interpersonal skills:

Interpersonal skill Definition Background skills

Leadership The process of successfully influencing the As well as requiring strong

activities of a group towards the
achievement of a common goal. A leader
has the ability to influence others through
qualities such as personal charisma,
expertise, command of language, and the
creation of mutual respect.
Networking The ability to actively seek, identify and
create effective contacts with others, and
to maintain those contacts for mutual
benefit.
Teamwork Involves working with others in a group
towards a common goal. This requires
cooperating with others, being responsive
to others' ideas, taking a collaborative
approach to learning, and taking a
Communication Skills and Personal
Skills, leadership uses the Background
skills of mentoring, decision making,
delegation and motivating others
In addition to strong Communication
Skills and Personal Skills, Networking
uses the Background skills of network
building and motivating others.
Teamwork uses the Background skills of
collaboration, mentoring, decision
making and delegation.

1
Retrieved from "http://en.wikipedia.org/wiki/Interpersonal_skills"

Page 15
 responsibility for developing and achieving
group goals.

Diagram: How interpersonal skills relate to networking, teamwork and leadership 2

Becoming a Powerful Networker

Before attending any event or conference, it is important to plan ahead by practising a nine-second self-introduction
and reading newspapers and trade journals. When you discover that you have something in common with another
person, it becomes a totally different conversation and connection.
Decide, "What am I going there for?" Plan your route around the room. You are attending to meet and connect with
other like-minded people.
If you want to join a group's conversation, stand on the periphery. When someone nods your way, move in and
introduce yourself; but don't change the conversation to suit your agenda.
Your goal in joining a group is to make contacts, make friends and have a good time.
Do:
 Initiate conversation with attendees, exhibitors, sponsors and speakers.
 Treat spouses with grace, interest and respect (yours and theirs).
 Have a meeting plan, whether you are an exhibitor or an attendee.
Don't:
 Overindulge in liquor at meals, hospitality suites, or after hours.
 Presume that the hospitality party is purely a social event.
 Forget to follow up.
And you will connect, converse and create a network of colleagues, clients, co-workers and friends!

Implement Avenues for Communicating with Stakeholders

As a manager you will find that you need to liaise and network with both internal and external role-players to your
organisation, including:
 colleagues
 team members
 management
2
http://science.uniserve.edu.au/projects/skills/jantrial/interpersonal/interpersonal.htm

Page 16
  customers
 suppliers
 associations
 professional bodies

External role-players
Any time you run into someone you could help out with a referral that you also feel would do a good job for your
associates. Remember, there are three sides to every referral. Your side, as the person who is being trusted by both to
arrange a good match, the customer's side, since s/he is trusting you to get him/her someone to handle a problem
“the right way the first time”, and of course the other businessperson's side, since s/he is expecting that this customer
will pay on time and not create more problems than the job is worth.
Whenever you can make a good referral, find out about another person's business and ways you can help them,
appropriately let another person know about your business, or simply make a new contact that could be a business
acquaintance and/or friend, that's when you network.
Networking can be done anywhere that two or more people get together. It is important to be aware of what is
appropriate in the setting. Sometimes a direct approach is appropriate, others it is more acceptable to simply ask a
person what they do and ask them for a business card "in case I run into anyone who could use your services."

Communicating with Role-Players

Every staff member has a responsibility to maintain and enhance the company's public image. This generally accepted
rule of business becomes vital when you need to succeed in liaising with new or existing networked contacts.
When communicating with contact people in your network, keep the following in mind:

Contact by Phone
When calling to schedule an appointment, three points should be covered:
 Offer a personal introduction.
 Identify your purpose for seeking an appointment.
 Arrange a mutually convenient time.
 Write an outline or script of what you are going to say on the phone. This will decrease your anxiety and will
ensure that you obtain all the necessary information. Additionally, you will be perceived as organised and
professional.
 If you are having problems getting "past the secretary," call before 9:00 a.m. or after 4:30 p.m. Chances are,
the individual you are trying to reach may be answering his/her own telephone.
 If you are calling as the result of a referral, state that person's name early in the conversation.
 Indicate you need only 20 to 30 minutes of the person's time. (Make sure you adhere to this timetable.)
 Express the need for a personal interview as opposed to a telephone conversation.

Contact by Email
As with phoning for an interview, a letter requesting an appointment should include:
 Personal introduction.
 Purpose for seeking appointment.
 Type all correspondence in business format and double check for good grammar and spelling.

Page 17
  Always indicate in the concluding paragraph that you will be calling on a specific date (usually a few days after
sending the email) to arrange for a convenient appointment time. (Make sure you adhere to this timetable.)
 Maintain an organised file of all sent emails.

Effective Group Techniques

Networking is a marketing and business development function. You can make it enjoyable and beneficial by qualifying
prospects, creating strategic alliances and developing business relationships and mutually supportive friendships. The
following are guidelines to making the most of these networking functions.
 Join the right groups - Time and energy are as valuable as money. Seek out those organisations whose
members can help develop your business. Some groups will provide clients, some will provide support
services and some will provide strategic alliances. Ascertain what you need and then choose the specific
functions accordingly.
 Plan in advance - Don't go to a networking function unprepared. Know in advance who will be there and
what the format of the event will be. Determine how many business cards you may need to bring, what type
of conversations you might be required to join into, and who the key people at the event will be.
 Know the culture of the group - Some groups may be more rigid with regard to how much self-promotion
can be done, or what kinds of material and how much of it you might bring with you for display. Don't leave
yourself open to a business or social etiquette "faux pas". Those tend to leave lasting impressions and not the
kind of impression which works for you.
 Get organised - Bring something to write with and on. Whether you need to jot down a name or address, or
if you want to make yourself a reminder or take notes, you will need to bring the right tools. Don't bring a
spiral schoolbook either. A professional looking portfolio with paper and a place to slip in handouts would
represent a business demeanour. Or if you are technologically inclined, a PDA would be small and convenient
to bring and the information could later be downloaded onto your computer.
 Bring a business card holder - What does it say to you when someone takes your business card and shoves
it into their pocket? You know it will be crumpled up and they probably won't remember who you are. Do not
do the same to someone else.
 In Japan for example, courtesy is shown by how one receives the business card of the other, with
respect, turning it over and placing it gingerly in a place where it is kept neat and in good condition.
You don't have to bow in when receiving the business card, but show some respect for someone
else's contact information. They will remember you did so.
 Don't push your card or details on someone - You want the right people to have your card, not
necessarily everyone. Qualify those who would value having your contact information, then offer them your
business card.
 Develop a conversation, begin a relationship before introducing your "elevator speech" - A
networking function is an ideal way to have people get to know you. But in business as well as in personal
dealings, it is best to create a relaxed and personal environment in which to introduce your services. Stay
focused on what your goals are in attending the function and gear your conversations to support those goals.
 Seek out valuable contacts - Don't wait for people to come to you. If there is someone in the group with
whom you want to become acquainted, seek them out. Let them know that you are interested in their
business, perhaps as a vendor or as a strategic alliance.
 Share with them what you may have in common. Develop them as a referral source. Or if they
seem like a likely potential client, find out by asking open-ended questions and listening to them
closely.
 Debrief - Take quick notes at the networking event to remind yourself to do something you promised or as a
means to remember a specific conversation with someone. Jot down your observations for follow-up later.
You may not remember those important things if you don't jot them down.
 Follow-up - The real value of the networking event is found as much in the follow-up as in the participation.
Be sure to keep any promises you may have made to individuals at the event. Perhaps you promised to email

Page 18
 an article of interest or resource to someone. You may have invited someone to join you for a one-on-one
conversation about your business or an opportunity for collaboration. Or through your listening and
questioning you may have determined good candidates for your services. Give them a call, or write them a
note or send them an email with something of value as an attachment along with a specific, targeted
information piece.

Internal role-players
Many business situations require us to interact with fellow workers, staff members, and customers in a persuasive
manner.
Keep in mind that the old saying that "you meet the same people on the way up as on the way down" is
good counsel in today's work market. With so much downsizing, corporate restructuring, mergers and
acquisitions, it is prudent to treat people who work under you as you might those above you.
One way to look at how you treat people is to ask yourself the following 10 questions about each person
you interact with in your daily round:
 If his/her letter of recommendation determined whether I got my next job, would I get it?
 If it were his/her decision to hire me, would I get the job?
 What kind of a reference would s/he be for me?
 Would s/he describe me as being considerate?
 Would s/he say I always have a positive attitude?
 Would s/he say I was loyal to the company?
 Does s/he perceive me as totally honest and ethical?
 Would s/he be proud to introduce me to his/her family?
 Would s/he say I was a good manager or leader?
 Would s/he say s/he would want to work for me again?
One caution about networking: it should provide value not only to you, but also to the person with whom
you are networking. "There is something unpleasant about people who conspicuously network in a
calculated and noticeable manner," said one survey respondent in a survey. "Networking needs to be
mutually beneficial and based on real respect and trust."

Establishing and maintain effective relationships

We will explore how to establish and develop workplace relationships with team members and managers further on in
this learning programme.
The following article3 provides a good introduction to the rest of the programme:

How to Establish & Maintain Good Relationships in the Workplace

by Sarita Harbour, Demand Media
Establishing and maintaining good work relationships is the key to a positive workplace. Effective
businesses encourage the development of positive relationships between managers and
employees as well as amongst co-workers. All businesses can foster positive workplace
relationships by creating a strong mission statement and an upbeat team-based environment.
Strengthen workplace relationships by setting clear expectations, practicing constant
communication and offering timely responses to both positive workplace behaviour and employee
issues or concerns.
3
Source: http://smallbusiness.chron.com/establish-maintain-good-relationships-workplace-22396.html

Page 19
Step 1
Create a clear and concise company mission statement and distribute a copy of the statement to
each employee. The mission statement should outline the purpose of the business. Discuss how
the mission statement fits with employees' personal values and roles in the company. Hold regular
staff meetings to highlight recent company activities as well as discuss how employees are
working toward or upholding the business's mission.
Step 2
Encourage teamwork through formal and informal team-building activities. Arrange a company-
oriented outing, such as bowling or mini-golf, or involve the office in a team-based charitable
activity. Good relationships in the workplace thrive when individuals feel part of a team and
comfortable with their teammates. According to a 2008 study published by the University of
Florida Institute of Food and Agricultural Sciences, respect and trust amongst co-workers and
between supervisors and staff leads to greater collaboration, innovation and efficiency in the
workplace.
Step 3
Communicate group expectations immediately and regularly. Set high performance expectations
and emphasize the importance of each employee's role to the success of the business. Coach
managers on maintaining good relationships with their staff. Emphasize the need for two-way
communication, clear and precise instructions, and the need for individuals to feel respected as
both individuals and crucial contributors to the final service or product of the company.
Step 4
Set clear and measurable goals for your individual staff members. Employees must know what to
do, how to do it, how well the task must be done and where to turn for help. To that end, provide
detailed job descriptions and offer training with feedback from supervisors. Additionally,
employees must clearly understand what constitutes satisfactory work and exactly how their
performance will be measured.
Step 5
Reward great work as quickly as possible, and address problems or concerns immediately.
Acknowledge staff members publicly with written or verbal commendations when they exceed
performance expectations and provide assistance to those who are failing. Model the behaviour
of creating good workplace relationships by actively seeking opportunities to offer assistance that
will help co-workers or support staff do their jobs better.

Formative Assessment 1: SO1 EEK1, 2 & 3

Page 20
 2. DEVELOP RELATIONSHIPS WITH TEAM MEMBERS

Specific Outcome 4
Devise and apply a strategy to establish constructive relationships with team members in a unit.

Assessment Criteria
 The strategy is developed through a consultative process that involved all team members in the development
of goals and objectives to obtain commitment and support.
 Opportunities for team members to discuss work-related and personal issues are identified and used when
appropriate.
 Feedback and advice to team members are offered in a positive manner to contribute towards constructive
relationships.
 Team members are informed about developments and changes that may affect them.

Developing Relationships with Team Members

Networking within and between teams is critical to getting the job done. However in most teams, there are things
holding the team back:
 Each person has a personal barrier to networking success
 Most people think networking requires extroverts - it doesn't
 Most are networking at the wrong places yet expect positive results
 Most don't have an effective follow-up system and most companies do little to support one
 Most don't understand how to build non-sales relationships

What can you do?

 Cultivate a networking mentality among your team members, so that they know and understand how others
can help them work more efficiently by combining a multitude of skills and an abundance of knowledge.
 Help each team member see his/her own strengths and weaknesses and that s/he is an entrepreneur and
important cog in the organisation’s machinery.
 Help each member to see how teams interact and depend on one another, so that one does not find the “us”
and “them” mentality so prevalent among teams in organisations.
In order to create a strategy to establish productive relationships with colleagues in the workplace, we need to
understand effective communication.

Develop a Strategy through a Consultative Process

The way company personnel communicate with each other can make all the difference between efficiency and
uselessness, success and failure, making money or losing it.
Management must face the challenge of formulating strategies to encourage personnel to communicate effectively.
Communication is the process of sending and receiving information among people.

Page 21
All messages do not reach the receiver due to “distortion”.

The distortion or barriers to effective communication are caused by:

 perceptions;
 language;
 semantics;
 personal interests;
 emotions;
 inflections;
 environmental noise;
 pre-conceived notions or expectations;
 wordiness;
 attention span;
 physical hearing problem; and
 speed of thought.
As part of the management function, the manager is expected to set an example. In setting this example, the manager
needs to realise that successful and effective communication is not a one-way process. Communication is a matter of
creating and building human relationships and not just about transmitting facts.
A manager would communicate to achieve some of the following objectives:

Page 22
In order to achieve communication goals, the manager’s communication strategy would have to include the following:
 eliminate distractions
 concentrate
 focus on the speaker
 maintain an open mind
 look for non-verbal cues
 do not react to emotive words
 ask questions
 sit so you can see & hear
 avoid prejudices
 take notes
 ask for clarification
To communicate successfully managers and supervisors have to understand the other person and they have to work
hard to get the other person to understand them.
Before we go further, consider these two versions of an imaginary conversation between the CEO of a small company
and his work supervisor. They will give us some insight into the pitfalls, and help us to avoid them.
First Scenario
The CEO, Mr Richardson, pages Mr Smith, the work supervisor, to come to his office. When Mr Smith walks in a
minute or two later, the CEO is busy with what appears to be an unexpected but very important telephone
conversation. In due course, he replaces the receiver, but his mind, clearly, is still very much on what he had just
heard.
"Hi Mr Smith. Please sit down. This is why I called you: at the moment, we have an official lunch break lasting one
hour. As from the first of next month, I want to reduce this lunch break to 30 minutes only, and bring the afternoon
quitting time forward by a half-hour. No doubt, the staff will appreciate the opportunity to get home earlier. Will you
please inform everyone concerned? Thanks for your time."
Mr Richardson begins to examine some papers on his desk and waves with his hand to indicate that he has nothing
further to tell the supervisor.
The supervisor, in turn, opens his mouth as if starting to say something, but thinks better of it and all he utters is a
weak "OK, Mr Richardson."
Mr Smith exits.

Second Scenario
The CEO calls his supervisor into his office. He is on the telephone when Mr Smith arrives.
"Good morning Mr Smith" he whispers courteously, after excusing himself momentarily to the person on the line.
"Take a seat, won't you? I shouldn't be long."

Page 23
"Thanks for your patience," the CEO adds after putting down the phone a couple of minutes later. "That was our
landlord. He dropped quite a bombshell. They have sold this building, which means we will have to be out of here in a
few months. Oh, well. Maybe it's a blessing in disguise; we're rather cramped in these premises, aren't we?"
"Yes, Mr Richardson - but I hope we find another place in time."
"Hopefully, everything will work out. How are things by you? I hope no one is aggravating you too much. Now, this is
why I called you: two or three people have come to me with the suggestion that we shorten the lunch break, so that
everyone can knock off earlier. What do you think?"
"Well, personally I'd welcome the change, and I know that some of the office people would think the same way. On
the other hand, many of our workers do a lot of shopping during the lunch hour at the big mall over the road. They
might need a full hour for this, and after work might not be so convenient... Maybe I should canvass everybody and
come back to you with a consensus… We're pretty busy right now...Can I attend to it next week and come back to
you?"
"Excellent. I know there's a lot of pressure now. Keep me in touch and let me know how I can ease matters...Oh, I
almost forgot - Kate told me yesterday that your daughter has decided to tie the marital bond. Hearty congratulations!
Who's the lucky guy?"
"Thanks. His name's Jeff Black. I think you play golf with his father."
"Sure do. A lovely family. My warmest wishes to them both..."

You would probably agree that the Mr Richardson of the First Scenario has quite a lot to learn:
 Firstly, he has declined to give his full attention to the task at hand - dangerous.
 Secondly, he is probably still under the subconscious influence of an old fashioned teacher-student
perception, where the teacher speaks and the students are expected to only listen and take notes. Now that
he is in a management position, he has instinctively assumed the role of a teacher who knows just about
everything and expects others to passively take in his knowledge.

The Four A’s of a Communication Strategy

The vital four steps in effective communication might well help people like this Mr. Richardson to correct this distorted
view of the communication process.

1. Attention
Winning the attention of the person with whom we wish to communicate is an obvious first step. In order to achieve
this goal, we must first try to eliminate what experts in this field call "noise". This includes everything that distracts, be
it noise in the literal sense, physical or emotional discomfort, personal problems, negative attitudes, or distracting
mannerisms or dress.
Respect for the other person is an important prerequisite for attention getting. The human greeting, or inquiry about
the other person's health or personal circumstances is an effective catalyst in this process. If such introductions are
false or stereotyped they might serve little purpose. Real empathy, especially in downward communication from
superior to subordinate, leads quickly to the second step in the process.

Apprehension
Although this word usually carries the connotation of "fear", its primary meaning is "understanding". We have
preferred the term "apprehension" here primarily to retain the mnemonic of "four As" The task of the communicator
is to change the aspect of "fear" into that of "understanding".
Achieving apprehension is a critical part of the communication process, but it is a very subtle one also. Managers
sometimes defend their inability to communicate by asking, "Do you understand?" This is usually an unfair question
and even the somewhat improved "What do you understand?" is often perceived as a threat.

Page 24
On the other hand, if there is a trusting relationship between the sender and the receiver of a message, indirect ways
of establishing the degree of understanding will present themselves. As the second scenario above illustrates,
encouraging a free flow of input from the receiver is the best way of ensuring that understanding has been achieved.

Assimilation
As crucial as the function of apprehension (above) is, it is not enough. Often, a person has understood a message
perfectly, but he or she has not accepted it. Alternatively, it is accepted in a half-hearted manner, without any
conviction. Communication is still incomplete if he/she has not assimilated the information into his/her own being.
The sender has achieved an ideal result if the receiver has assimilated the message to the extent that he/she becomes
one with the sender, as it were. Assimilation of a concept presented by management, or by another worker, goes a
long way towards ensuring active participation and harmonious cooperation, in the workplace.

Action
This is the final step in our communication strategy and process. It is the ingredient which propels abstract or
theoretical knowledge into the world of reality. So often a good idea in business meets with facile (superficial)
acceptance or agreement, but is not translated into action.
If assimilation has indeed taken place, action on the part of the receiver should follow inevitably. The sender of the
message must play his/her part in ensuring action, with abundant support and encouragement.

Tips for Better Communication at the Office

 Don't fuel the rumour mill. It exists in every organisation and goes into overdrive when managers limit top-
down communication. If your staff do not hear the news from you, they will likely get it from another source.
 Hold all employees to the same performance standards. Be consistent in communicating and maintaining
your expectations for quality. Letting certain employees or situations fall under the radar can fuel speculation
of favouritism.
 Observe and listen during meetings. How do others speak to and about your staff? If people are being
questioned unfairly or criticized, speak up in their defence.
 Be accessible. Don't let emails and voicemails stack up without acknowledging them. If you can't address
questions immediately, tell your staff when you can.
 Ask questions. One-on-one, impromptu discussions with team members can give you an indication of any
political issues brewing before they escalate.

Involving Colleagues
To create effective relationships in the office environment, you need to ensure that you create a relationship building
strategy that:
 involves colleagues in the development of goals and objectives;
 involves colleagues as a potential resource, e.g. sounding board;
 creates opportunities for colleagues to discuss work-related and personal issues appropriately;
 ensures feedback and advice are offered in a positive manner and all undertakings are met as agreed;
 ensures that colleagues are informed about developments and changes that may affect them; and
 allows concerns over quality of work to be raised directly with the colleague.
Managerial responsibilities can be overwhelming - they will include handling projects, conducting meetings, hiring
staff, meeting department goals, leading a team, developing others, evaluating performance, being part of a
management team, etc.

Page 25
As the frenzy of work escalates, people don't often have the opportunity to be heard because others don't have the
time to listen. Smart managers realise they have to make listening a priority. If they don't, team members and
colleagues may become disgruntled and use other channels to communicate their messages which can send ripples
throughout an organisation.
In no time, the work environment becomes filled with tension and scepticism.
Managers who lack opportunities to listen, really listen, to the issues expressed by team members and colleagues, can
create opportunities through regular conversations. The occasional ''How's it going?'' is not enough. A fresh approach
is needed to engage team members and colleagues.

Frequent conversations
Have frequent conversations. Depending on the size of your team, have at least one or two uninterrupted
conversations a month with each team member. Having regular conversations will go a long way to establish trust and
build healthy relationships between you and your team members.
Set informal times with your colleagues to discuss goals and objectives, achievements you and your team are having,
issues and problems which might need a second opinion, etc.
These informal meetings typically last half an hour or so. They allow you to stay on top of important issues, to be more
attuned to the individual's needs and goals and to offer (and receive) ongoing support. Frequent one-on-one meetings
can also help to eliminate any surprises to you or the other person.

Focused
Keep the conversation focused. With so much going on in the workplace, it may be challenging to concentrate on the
issue that needs the most attention. Avoid unrelated issues. As a manager, your time and your colleague’s time is
limited, so make the most of it.
Being clear about the objective of the conversation will help to keep the discussion on track. Remember what may be
an important issue to a the other person may be less so to you; however, the individual may need your support
working through that issue to focus on more important goals, or vice versa.

Future oriented
Keep the discussion focused on the future -- what needs to happen and what is likely to happen. This is not the time to
get bogged down in what has happened in the past or to review performance history. Instead the conversation should
be designed to help you or your colleague move forward and take action on specific issues that are most relevant.
Take a collaborative approach to explore possibilities.

Identify and Use Opportunities for Team Member Discussions

While there are a number of ways a conversation between colleagues can be structured, here is another suggested
approach:
 Learn what's important to the person with whom you're meeting . Allow your colleague to bring
forward any work-related issues that need to be discussed. Some individuals expect the more senior person
to take the lead and may need to be encouraged to present whatever would be most helpful to discuss. Do
not voice any judgment about whatever issue the individual expresses. Simply listen, clarify and respond.
 Agree on the focus of the conversation . Think about what you and the other person want from the
discussion. Discuss challenges and opportunities related to a specific issue.

Page 26
  Collaborate. When a situation is presented to you, you might feel compelled to present a solution quickly.
After all, if you don't tell them what to do, they may never figure it out, right? Allow the individual to discover
his or her own solution. Encourage creativity and responsibility. Share your ideas.
 Help the individual identify and overcome potential obstacles. Challenge the person you're working
with to think through a number of alternatives. What might prevent him/her from doing what
needs to be done? Unreasonable deadlines, limited resources, lack of skills, information, etc.
 Make a "NOT to do" list. Sometimes it takes deciding what you won't do to reach your goals. Some
examples include: ''I will not work more than x hours a day on a regular basis,'' or ''I will not do what I can
delegate,'' or ''I will not dwell on mistakes”. That way you can focus on the more important goals.
 Recap the conversation. Agree on appropriate action that the individual will take to move forward. This is
one of the most important and most overlooked steps in the process. Too often the more experienced person
may assume the other person understands what needs to be done. Recapping helps both parties be clear
about expectations. This approach fosters partnership, development, accountability and results. These
conversations may take place in person or by phone.
 Share information. In order to create a harmonious work environment it is important to share information
with colleagues about developments and changes that may affect your colleagues.
 In sharing information with colleagues it provides you with an opportunity to test your knowledge
about the subject, e.g. a new development or a change. It is always easier to request more or
different information from a colleague, than it would be to request the same information from a
superior.
 Share concerns and issues. Concerns over the quality of work delivered by your colleague or one of his/her
team members, should be raised directly with the colleague. When you avoid sharing these concerns, trust
and the relationship are broken.

As part of the standard review / appraisal (formal / informal) process in your organisation, you could focus on the
interaction and communication criteria that can be reviewed in order to promote constructive relationships and
interaction. You could review key aspects such as:

Communication, Relationships and Self-Management

For this review period, did the employee:
 use oral and written communication skills appropriate for the demands of the role?
 use effective listening skills to understand the needs and views of others?
 develop and maintain productive and collegial work relationships?
 respond constructively to work challenges and set-backs?
 contribute to a respectful work environment?

Contribution to Unit or Team Effectiveness

For this review period, did the employee:
 effectively design and organize own work (and others’ work, as applicable) to meet operational needs and
goals?
 make good use of resources while achieving his/her outcomes (e.g. own time, talents of self and others,
technology, supplies, finances)?
 contribute constructively to meetings and shared work?
 effectively contribute to the hiring and/or orientation of new colleagues, co-workers or team members?

Leadership (formal and informal)

For this review period, did the employee:

Page 27
  discuss the purpose of shared work, the work plan, and expected outcomes with colleagues, co-workers and
team members?
 ensure others (e.g. colleagues, co-workers or team members) had the information and/or resources they
needed from the employee to do their work?
 provide others (e.g. colleagues, co-workers or team members) with appreciation, constructive feedback and
coaching?
 encourage and/or support colleagues, co-workers and team members to increase their knowledge, skills and
abilities?
The following rubric is a tool that you can use when reviewing the above listed criteria:

Page 28
Communication, Relationships, and Self-Management:
For this review period, did the employee:
Unacceptable Fair
Use oral and written communication skills appropriate for the demands of the role?
Rarely. Spoken and written Sometimes. Spoken and
messages were frequently unclear, written messages were
incomplete, or inaccurate. occasionally unclear,
incomplete, or inaccurate.
Use effective listening skills to understand the needs and views of others?
Rarely. Did not seek to understand Sometimes. Used listening
others. Often interrupted to give own skills, on occasion, to gain clarity
advice or analysis, and missed key about needs and issues.
information. Sometimes sought to
understand opinions and
feelings of others.
Develop and maintain productive and collegial work relationships?
Rarely. Did not consider the Sometimes. As necessary,
needs or work of others when consulted with others to complete
completing own work. Own choices his/her work. Made some effort to
had a negative impact on others’ understand impact when own choices
productivity. affected others’.
Respond constructively to work challenges and set-backs?
Rarely. Reacted with prolonged Sometimes. Occasionally, own
negativity; blamed challenges on stress disrupted his/her own work
external factors; did not take initiative and that of others. Often waited for
to resolve difficulties. others to take action.
Contribute to a respectful work environment?
Good
Usually. On the whole, oral and
written messages were clear,
complete, and accurate.
Usually. Used listening regularly to
gain clarity about needs and
underlying issues. Usually sought to
understand opinions and feelings of
others.
Usually. Was aware of the work of
others. Regularly communicated and
collaborated to keep others informed
and the work progressing. Made good
efforts to understand others and
clarify own views to resolve
differences.
Usually. Made an effort to control
own stress and focus productively on
solutions.
Page 29
High-Quality
Consistently. Shows particular
strength in communicating clear,
complete, and accurate oral and
written messages.
Consistently. Listened effectively to
gain clarity about needs, opinions and
feelings. Focused on others with notable
tact and sensitivity and built their trust.
Consistently. Was very mindful of the
work of others and how his/her own work
affected others’ success.
Consulted with others at an early
stage when own work affected
theirs; demonstrated interest in
different points of view to facilitate
problem resolution.
Consistently. Maintained optimism in
the face of difficulties and challenges; took
initiative to find productive ways to deal
with them.
Exceptional N/A
Demonstrated great expertise
in these dimensions of
communication that could serve as
a model to others.
Listened with empathy, acceptance
and genuineness to improve work
relationships and build trust. Modelled
exceptional skills in understanding needs
and attending to others.
Modelled exceptional skills in
pro-active relationship building
and collaboration; considered the
system wide implications of
changes in own work. Engaged
others in exploring shared issues
and opportunities. Approached
differences as an opportunity for
creativity and improved work
relationships.
Modelled great resilience and
optimism. Viewed challenges and
difficulties as a normal part of work and
an opportunity to reflect, learn, and
improve.
 Unacceptable
Rarely. Behaviours significantly
compromised others’ right to a
respectful work environment.
Remember: The leader / manager should have specific examples to support his/her ratings.
Fair Good
Sometimes. At times, was not Usually. Was considerate and
considerate of needs or feelings of respectful of others in daily
others. interactions. Took steps to improve
the work environment if issues of
respect arose as appropriate for
his/her role.
Page 30
High-Quality
Consistently. Demonstrated a
commitment to diversity, accessibility, and
respect in daily interactions and when
planning initiatives or making decisions
about work. Intervened quickly if issues of
respect arose as appropriate for his/her
role.
Exceptional N/A
Proactively engaged others to
ensure a respectful and inclusive work
environment. Modelled and promoted
standards of behaviour for
diversity, accessibility, and the
respectful treatment of others to
prevent issues from arising.
Contribution to Unit or Team Effectiveness:
For this review period, did the employee:

Unacceptable Fair Good High-Quality Exceptional N/A

Effectively design and organize own work (and others’ work, as applicable) to meet operational needs and goals?

Rarely. Work processes
involved many redundant steps
and required a lot of rework;
schedules were uncoordinated.
Sometimes. Processes were
occasionally inefficient, and
required rework; schedules
were often uncoordinated.
Usually. Used efficient Consistently. Used very efficient Showed great ability to creatively
processes; usually coordinated processes, consistently seeking better design and/or redesign local and
schedules effectively. Good ways to deliver service and manage system-wide work processes to meet
organizational skills. work; coordinated schedules very emerging needs and improve service.
effectively to manage demands.

Make good use of resources while achieving his/her outcomes (e.g. own time, talents of others, technology, supplies, finances)?

Rarely. Often used own and/or
others’ time and abilities
inappropriately. Misused
technology/supplies/ financial
resources.
Sometimes. Work choices
occasionally resulted in loss of time,
misuse of technology or a waste of
supplies or financial resources.
Usually. Made productive use of own Consistently. Made very
and other’s time and talents and made productive use of own and others’
responsible use of technology, supplies, time and talents; often found ways to
and financial resources. make better use of technology,
supplies, and financial resources to
achieve more efficient, effective
outcomes.
Modelled wise and
innovative use of resources to
achieve important gains in
effectiveness and efficiency. As
a result, others often learned
new methods by observing
his/her approach.

Contribute constructively to meetings and shared work?

Rarely. Often derailed meetings
with irrelevant comments or
disrupted progress on shared work,
or did not complete own action
items.
Sometimes. On occasion
made contributions that added
value to discussions and
projects; sometimes followed up
on own action items for shared
work.
Usually. Brought good
information/ideas to discussions
and shared work. Usually followed
up on own actions items for shared
work.
Consistently. Brought well-
researched information and very
thoughtful ideas to discussions and
shared projects. Proposed effective
follow up steps; always completed
own actions items for shared work.
Raised the level of discussion by
bringing and inspiring creative,
challenging thinking. Proposed
innovative action plans to advance
projects or shared work; followed up
quickly on own action items.

Effectively contribute to the hiring and/or orientation of new colleagues, co-workers or team members?

Rarely. Hiring decisions or
suggestions showed a poor
understanding of the role. New hires
did not have the information and
support required to make a good
start in their work.
Sometimes. Hiring decisions or
suggestions showed some
understanding of the role. New hires
sometimes had the support/
information required for a good start
in their work.
Usually. Hiring decisions or
suggestions showed a good
understanding of the role. New
hires usually had the information
and support required for a good
start in their work.
Consistently. Made or contributed to Made or contributed to
astute and effective hiring decisions; wise and strategic hiring
consistently made very good and helpful decisions that enabled the unit
contributions to new hire orientation; to achieve new outcomes;
new hires felt prepared and welcome. contributed creatively to
orientation of new hires who
felt prepared, welcome, and
inspired.

Remember: The leader / manager should have specific examples to support his/her ratings.

Page 31
Leadership (formal and informal):
For this review period, did the employee:

Unacceptable Fair Good High-Quality Exceptional N/A

Discuss the purpose of shared work, the work plan, and expected outcomes with colleagues, co-workers and team members?

Rarely. Others were often
unaware or confused about work,
the purpose of shared work, the
work plan, and the expected
outcomes, quality, and/or timing.
Sometimes. Others were
occasionally confused or unclear about
the purpose of shared work, the work
plan, and the expected outcomes,
quality, and/or timing.
Usually. Made efforts to ensure
others were clear about the purpose
of shared work, the work plan, and
the expected outcomes, quality,
and/or timing.
Consistently. Engaged others in
defining the purpose of shared
work, the work plan, and expected
outcomes; encouraged questions
and clearly stated his/her needs.
Others understood the desired
outcomes in terms of quality,
quantity and timing.
Created an exemplary climate of
open dialogue and partnership to
identify the purpose of shared work
and create a work plan. Achieved
shared ownership and understanding
of expected outcomes, quality,
and/or timing.

Ensure others (e.g. colleagues, co-workers or team members) had the information and/or resources they needed from the employee to do their work?

Rarely. Lack of information and
resources impeded others’
productivity.
Sometimes. Inconsistency in
providing information and resources
occasionally impeded others’ progress.
Usually. Others usually had the
information and resources to proceed
productively with their work.
Consistently. Often anticipated
others’ needs and provided information
and resources so that work proceeded in
a productive way.
Almost always anticipated others’
needs; the flow of appropriate
information was proactive, swift,
clear; needed resources were always
in place.

Provide others (e.g. colleagues, co-workers or team members) with appreciation, constructive feedback, and coaching?

Rarely. Harsh feedback
resulted in loss of productivity
and damaged relationships.
Sometimes. Gave some
appreciation and recognition to
others on occasion. Productivity
and/or relationships suffered
from lack of honest, constructive
feedback.
Usually. Contributed appreciative
comments and recognized others’
work. Others often benefitted from
specific feedback and helpful
suggestions or coaching.
Consistently. Improved and Helped build an environment of
sustained individual and team open dialogue, recognition, and
morale with sincere and specific support. Offered expert feedback,
appreciation. Offered wise suggestions, and coaching that
suggestions or coaching that inspired excellent work and helped
resulted in increased productivity others develop greater ability to
and commitment. manage new challenges.

Encourage and/or support colleagues, co-workers and team members to increase their knowledge, skills and abilities?

Rarely. Did not promote the
development of others.
Sometimes. On occasion,
helped others find resources to
advance their knowledge and
skills.
Usually. Encouraged
development and helped others
learn about opportunities and
access appropriate resources.
Consistently. Kept others’
development goals in mind;
identified formal and informal
learning opportunities and helped
others gain access to the necessary
resources.
Identified formal and informal
growth experiences to develop
others’ skills and careers and advance
unit’s strategic priorities. Found
creative ways to access the necessary
resources.

Remember: The leader / manager should have specific examples to support his/her ratings.

Page 32
Page 33
 Offer Feedback and Advice to Team Members
Positive feedback, when you tell people they’ve done well, is usually easy. For example:
 thanking people for doing a job well
 commending them for solving a problem for you
 discussing progress with teams and praising their commitment
 celebrating successes when everyone’s combined efforts have paid off
This is the kind of feedback that everyone likes; the kind that motivates people to perform well consistently.
Unfortunately, you also need to correct and advise your team members- and that is not so easy!

Here are some more practical strategies for improving feedback at work:

Give Feedback to Encourage Employees

Give feedback to encourage people to continue ‘putting-in’ great effort, or to help them through setbacks, or when
people lack confidence or skills. Respect people for the value of their time, their work and their commitment. Show
your respect with words that make employees feel good.
Try saying, “You’re right!” when someone successfully challenges an idea or work practice. Ask, “Can you spare a few
minutes?” when you need to interrupt someone at work. Then wait for the positive reactions.

Use Feedback to Overcome Negativity

A leader must remain optimistic at all times, but how can you convert negativity into something positive? When
someone says, “That’s a stupid idea!” you could respond, “How could we change it to make it more realistic?”

Coaching is the Best Feedback

Coaching is the best kind of feedback. Coaching is based on mutual respect, strict confidentiality and trust. A coach
believes that people are able to change the way they operate and achieve more if they are given the opportunity and
are willing to do something about it.
Questioning is a fundamental skill of coaching. A coach asks questions to:
 assess where the person might need help
 discover how s/he can best help
 help people find solutions for themselves.

Turn Criticism into Constructive Feedback

Avoid feedback that however unintentionally criticizes the employee rather than their actions. If you leave them
feeling humiliated and resentful, they will be even more reluctant to change. You can’t ignore the problem if
something is obviously wrong, but there is a difference between criticism and constructive feedback.
Talking about a “bad attitude” is unlikely to be helpful because the person won’t know what they need to change.
Telling someone they are incompetent or lazy is a personal attack on their character and will probably lead to an
emotional response.
Constructive criticism means starting from a different position. Your criticism should be factual, impersonal and timely.
The value of changing their behaviour must also be clear. You might say, “This week I’ve noticed you’ve been late to
meetings and now you want to leave early today for a dental appointment. When you behave so casually the rest of

34
the team feel resentful and tomorrow someone will have to do your work for you. So what can we do about it?” Now
here’s a chance for the person to respond.

Giving Feedback in Really Difficult Situations

Some situations may have you feeling anxious and finding the right words to say at that moment may not come easily.
So, next time you are about to face a really difficult situation, try this four-step plan:
 Prepare yourself – checking facts and positions, dealing with feelings.
 Approach the situation constructively – using the right words that you have prepared.
 Deal with excuses – respectfully.
 Make sure people can do what they say they will.

Encouraging Feedback from Others

Do you listen when your team members complain about a customer or a situation? Or do you dismiss their comments
because they haven’t happened to you? As a business owner or manager you need feedback to find out immediately if
something is wrong, or to hear what a customer has said, or if relationships are growing tense.
How do you encourage that kind of feedback? Listen to what people have to say. True listening isn’t all that easy,
however. Try listening to your staff, actively listening, even though your schedule is full and business is frantic, and see
how trust develops.

Accepting Negative Feedback

Negative feedback is a little like letting the genie out of the bottle and then finding you can’t put it back. However,
accepting negative feedback gracefully and gratefully is a skill of great leadership. Remember, though, other people
may not know how to give negative feedback diplomatically, like you do. So take a deep breath and swallow your
pride.
You may find these guidelines useful when receiving negative feedback.
 Listen without interruption – you may learn something of real value.
 If you hear something you don’t agree with, simply say, “That’s interesting!” and discuss it at the end.
 Ask questions to clarify what exactly went wrong; what you did or didn’t do.
 Acknowledge what is true, but don’t necessarily change your position – you may have good reasons for your
actions.
 Before taking any action, ask for time to think and then get back to the person.
Can feedback really help to improve working relationships and productivity? Remember, feedback doesn’t always
have to be negative. Start by looking for occasions when you can give positive feedback and remember to plan
carefully for the occasions when you have to give negative feedback – and make it constructive.

Inform Team Members about Developments and Changes

Your team members should always be informed about developments and changes that may affect them. Share the
information you have about a project or task and give them a sense of ownership.
It is their workplace and task; they should know the circumstances and limitations surrounding the project or
assignment. This can often lead to team members coming up with good suggestions of their own as well.

35
During a discussion, if there is a point that needs clearing up find the time to clarify or ask for a clarification .
Misunderstandings can lead to huge blunders and these can be detrimental to how you feel about your team
members. Avoid conflict and resolve situations before they can damage the team morale, or that of individuals.
When you face a work- related problem your team is your best resource, and one that can rise to the occasion if you
manage to motivate them. Take your problems to them ; discuss and look for ideas and ways out of trouble. Once
they feel you are a part of the team it is easier to motivate them.
All projects are divided into phases and all jobs have objectives; a good manager motivates his team by pointing out
the milestones within the project. You could also arrange for special celebrations upon reaching the targets on time
and get the team’s help in arranging the celebration.

Formative Assessment 2: SO4

36
 3. ESTABLISH RELATIONSHIPS WITH MANAGERS

Specific Outcome 2
Devise and apply a strategy to establish constructive relationships with manager(s).

Outcome Range
Managers include other managers in the entity as well as managers in the unit, e.g. first line managers, supervisors or
team leaders.

Assessment Criteria
 Managers are kept informed of activities, progress and results of the unit through verbal or written feedback
in accordance with the entity's policies and procedures.
 A process for seeking and exchanging information, and seeking advice is agreed to in consultation with all
managers in a unit.
 Managers in the unit are consulted on issues that are relevant to their area of responsibility to promote
constructive relationships and interaction between units in the entity.
 Concerns over the quality of work are raised directly with relevant managers in accordance with the entity's
policies and procedures.
 Information presented to the managers is clear, accurate and timely.

Establishing Relationships with Managers

Managers have many operational functions to deal with on a daily basis. They also have to deal with their own set of
very challenging pressures and priorities - conflicting organisational objectives, peer relations, functional challenges,
their own managers, etc.
So it's no wonder they often get distracted from:
 assisting you in prioritising your work;
 validating your assumptions;
 providing you with missing information;
 offering meaningful (and timely) feedback;
 connecting you with the rest of the organisation;
 making sure you are on the right track before it is too late; and
 helping you align the necessary organisational resources.
It's all this potential, then, that makes managing your relationship with your manager perhaps the single most
important ingredient in determining your ultimate success.
Your manager:
 is privy to the company's goals and knows what the company is looking for in future executives;
 can inform you of company direction that may affect your future aspirations;
 can put in a good word for you in the “right ears”; and

37
  is also your ally when you need back up, support or cooperation from other departments.
Your manager also needs you, performing at your best, in order to accomplish the department’s objectives. He/she
needs your feedback in order to provide realistic and useful reports to upper management. You can influence the
perception others have of your manager’s abilities (looking good or bad).

Establishing a Relationship
How does this help you establish a meaningful working relationship with your manager?
The key to establishing a meaningful working relationship is communication and includes:
 Learn and understand his/her goals and priorities . What is required of him/her and how can you help
him/her achieve that? Observe and understand your manager’s work style. If he/she has not been clear with
his/her expectations, ask!
 Ask for feedback and accept criticism gracefully . If he/she understands you do not view your job as just
something to fill the hours between 9 and 5; he/she may be more inclined to help you.
 Anticipate your manager’s needs. Know your manager’s priorities and try to anticipate his/her needs
before he/she asks. Don't think narrowly in terms of your own immediate position...try to understand that
what you do ties in with the bigger picture.
 Respect your manager’s individuality. Is he/she conservative or informal? Does he/she prefer to be
greeted as Mr, Ms, Miss or Mrs, or prefer first names?
 Respect your manager’s time. Is his/hers an "open door" policy or does he/she prefer you set
appointments with him/her? Never barge into his/her office expecting or demanding a hearing immediately.
 Provide information appropriately. Does he/she prefer to be kept informed with progress reports, or
prefer you show initiative and get on with the job?
 Try not to annoy. Discover and eliminate behaviours that would annoy your manager and never bad-mouth
him/her to others. It always gets back via office grapevines.
 Don't offer false flattery in the hope of getting somewhere . Don't be a "yes man" and don't offer false
flattery in the hope of getting somewhere. It won't work!
 Don’t become irreplaceable. Don't aim for "closeness" in the working relationship because this can also
backfire. If your manager depends upon you too much, he/she won't recommend you for promotions
because you are needed too much where you are.
 Do what you can to stay in his/her good books. Don't take sick leave unless you ARE sick! Be an
effective, cooperative, responsible and courteous employee and team player.
It is possible that you are already these things and you are working for somebody whose management style disagrees
with your needs or expectations. Maybe friction cannot be avoided. So you need to decide just how important your
career path in that particular company is, because if you can't adjust and work with it, you may be better off looking
for a new job in a new department or company.

Your manager is only human

 Like you, he/she has off days and, being human, can also make mistakes.
 Some managers are naturals, and others struggle because communication and people skills are not their
strong points.
 They may not have all the answers.
 Perhaps their own manager is hard to get along with or has unrealistic expectations!
In short, getting along with your manager entails:
 getting to know his/her likes and dislikes; and

38
  learning to work with his/her personality and management style.
The upside about mastering communication and people skills with your own manager is that one day those skills will
pay off in your own management role with your own team.

Keep Managers Informed

Work WITH your Manager
Consciously working with your superior to obtain the best possible results for you, your manager and the company, is
part of a definite Winning Strategy.
One way is to help your manager see that you are looking at issues from his or her perspective - not just from your
own. So if your manager is saying NO to your killer idea because there are insufficient funds, don't just grumble. Ask
your manager what is needed to move forward and how you can help. Whatever the manager’s concerns, address
them - meaningfully and quickly. Because by solving the manager’s concerns, you subtly influence him or her to work
more on yours.

Gain Commitment
You can also use this commitment-based approach to keep your bosses (and co-workers) in line on an ongoing basis.
Routinely:
 ask your boss to make specific commitments to you - no matter how small;
 remind your boss that he or she is making a COMMITMENT to you;
 follow-up when your boss ignores or forgets that commitment by reminding him or her of the broken
commitment and requesting an apology; and
 do all of this with a professional, respectful and responsible tone.
It's just a fact of life that "bosses will be bosses". You can lessen the probability that your manager will make decisions
that affect you negatively and increase the probability of your job satisfaction by effectively managing your
manager/employee relationship.
To be a good communicator, a manager's actions should speak louder than words, suggests a new survey. Twenty-
eight percent of workers polled said their managers could be more effective by standing up for their staff when
needed. Putting a lid on office politics was cited by 24 percent of respondents as a way for employers to improve
communication.
The poll was developed by Office Team, a leading staffing service and corporate partner of the International
Association of Administrative Professionals. It was conducted by an independent research firm and includes responses
from 571 men and women, all 18 years of age or older, and employed.
Survey respondents were asked which one of the following areas they thought their managers could communicate
more effectively. Their responses were as follows:

39
 Standing up for staff when needed 28%

Nipping office politics in the bud 24%

Talking less and listening more 22%

Encouraging people to take breaks 11%

Something else/none of the above 13%

Don't know/no answer 2%

100%

Most employees expect their managers to have solid communication skills to assign projects and keep the department
running smoothly. However, more subtle behaviours can also enhance the work experience. The majority of
employees want someone who will be their advocate.
The survey outcome notes that communicating with staff - and on their behalf - plays a vital role in building job
satisfaction. Managers, who promote employees' viewpoints, support their staff and limit the impact of office politics
show they value and respect their team members. In leading by example, they not only encourage staff to develop
similar skills, but also promote a more positive corporate culture.
You are able to manage your relationship with your manager by doing the following:
 Keeping your manager informed of activities, progress and results of the department/division as and when
the manager requires such information.
 Agreeing upfront to a process for finding and exchanging information, and an upfront process for seeking
advice.
 Presenting all information to the manager in a clear format. Check the information for accuracy and ensure
that it is presented timeously.
 Identifying and minimising personal conflict in the workplace (see next module).

Consult with Managers in a Unit

Most mid- to large-sized companies are organised into different departments. This makes it easy for companies to
keep various operations separate and handled by professionals skilled in each particular area; for example, most
companies that sell a product or service have a customer service department that handles customer issues and
concerns.
In order for a business to be successful, it must implement and maintain effective interdepartmental communication.
Interdepartmental communication is the process through which various departments send and receive messages
between themselves.
For the communication to be effective, one department must send a clear and comprehensive message to another
department, and the message must be clearly and completely understood. If it's not, there will be problems.
Ineffective communication can lead to confusion, lack of morale and frustration among employees and departments
and an “us” and “them” mentality that is unfortunately all too common in many organisations.
Effective interdepartmental communication creates a vibrant and trusting corporate culture. Employees feel
empowered and able to rely on the decisions of other departments.
Organisational leaders and business unit managers trust other departmental managers and the customer has faith in
the company's word and reputation.

40
Effective interdepartmental communication makes it possible for people to stay informed, make changes when and
where they're necessary, and feel comfortable confronting issues when they arise between departments. There's no
resentment or unwillingness to deal with members of other departments.

Promote Constructive Relationships and Interaction

Interdepartmental communication is often carried out between departmental leaders via the phone, video
conferencing and one-on-one meetings. Written communications are commonly seen interdepartmentally in the form
of emails and memos. Corporate communication, in which the overall leadership of the company sends a message -
whether by newsletter, email or other method- is another type of interdepartmental communication.
A needs assessment (an objective overview) of the effectiveness of interdepartmental communication needs to be
done. It's usually performed by communications specialists and provides a detailed outline of weaknesses and
strengths in areas of communication between departments. A communications specialist may interview members of
the organization, provide surveys and determine satisfaction among employees and areas that need to be improved.
Communication is a continual process of improving and an integral part of promoting constructive relationships and
interactions between the various managers.

The following article by Nick Heap4 provides some guidelines about creating effective relationships:

4
Source: http://homepage.ntlworld.com/nick.heap/Effectiverelatwork.htm

41
Building effective relationships that work
Relationships can often seem like fragile things – especially in the workplace where they are often
built and destroyed by the actions we take. However, as Nick Heap explains, by underpinning
those relationships with a few simple principles, they can grow into something secure and lasting.
I have been interested in how people build relationships since 1969. I went on a week’s training
event where a group of us were encouraged to look at our behaviour as it happened. My most
important insight from this experience was that we have the technical resources and material to
solve all the problems we have. What is missing is the willingness and the skills to work together.
This requires us to listen to each other; indeed, listening is the underlying skill required in all good
relationships.

WHY BUILD EFFECTIVE RELATIONSHIPS?

In society we need to build effective relationships for a number of reasons. For instance, the
health of people depends on what happens in organisations and what they do.
Alongside that, organisations only function with the co-operation of their members. We all
know that ineffective organisations can be very frustrating. We also know that effective
organisations can demand so much from their employees, that those people have nothing of
themselves left for life beyond their work environment. Either of these scenarios can result in
personal and relationship stress or breakdown.
Additionally, organisations can have a profound effect on people that do not work for
them but who depend on them for the necessities of life – for example, food, housing and clean
water.
Society is a web of relationships, requiring all parties to work together in order to create
something that is good. But what makes society work even better are relationships that are
positive, co-operative and respectful. In this way everyone works for the good of the whole and
towards a common purpose. This demands effective relationships based on mutual
understanding.
If you understand what people want and why they want it, you can usually find a way to
make progress together. The best way to understand is to listen and observe without making
premature judgements. In my experience, active listening can help you discover, remarkably, that
we want the same things.
High-quality relationships make you happy. It’s often the case that some of the happiest
people in the world live in the poorest communities. I have met people in Nepal who had almost
nothing material but who radiated contentment because they shared a life together. If your key
relationships are working, happiness is possible in most circumstances.

WHAT IS AN EFFECTIVE RELATIONSHIP?

In an effective relationship parties listen to understand others’ positions and feelings. The simplest
way to understand what is important to another person or to a group is to ask, then listen to the
answer. We all know when someone else is really interested in us. The other person is attentive,
does not interrupt, does not fidget and does not speak about him or herself. This gives us time to
think and feel accepted, rather than be judged. Listening leads to understanding; if you

42
understand someone else fully, then you know what to do to get closer and work better together.
In effective relationships, parties openly express their positions and feelings. Sometimes
we expect people – particularly those close to us at home or work – to understand what we want
and to give us what we need intuitively. This is not a realistic aspiration. People are so complicated
and react to events in such different ways that even when they have lived together for 60 years
they can still surprise each other. We need to say what we need and to express how we feel. By
doing this we are more likely to get what we want, rather than expecting someone to notice what
we want, then waiting for that person to give it to us.
In order to make our relationships more effective, we should treat ourselves and each
other with respect. Respect is the core of any good relationship. We show respect by listening to
the other person and by trying to understand how they view things. Quickly forming judgements
based on prejudice is the complete opposite of respect. You can respect people (even if you find
their behaviour difficult to understand) by acknowledging that they are doing the best they can
when their circumstances and history are taken into account.
Respect is the foundation for a strong relationship – and this means respecting yourself as
well as others. If you feel good about yourself, it is much easier to see the good in people and
treat them with respect.
Another key to forming effective relationships is to face differences directly. Differences
between people are interesting. In a conversation where each person listens to the others, you
may each discover a new truth that integrates (say) two opposing perspectives. This is more
rewarding than the alternatives – for example, withdrawing, fighting, grumbling to someone else
or plotting. Learning to face differences takes time and can be uncomfortable, but confronting and
attempting to understand them is a good, stretching discomfort.
Work towards solutions where both parties win. I believe profoundly that win–win
solutions are possible and they should always be our goal. If we both feel we have gained from
resolving a difference, then we will be more willing to co-operate again in future. This builds
exciting and satisfying relationships.

WHAT CAN HELP?

In exploring what helps us to build effective relationships, perhaps I can pass on some advice that
has been drawn from personal experience and from some of the training workshops in which I
have been involved.
1. At least one party should decide the relationship is important.
If I decide my relationship with someone is important, then I will invest time and energy to
understand that person’s needs and to deal with anything that gets in the way. (It’s easier if the
other person thinks it’s important too, but not essential.) Even if I try and fail, I will know that I
gave it my best shot and can gain comfort from that.
2. Learn to listen effectively, and without judging.
Effective and non-judgemental listening will help you to understand the other person or people.
When someone listens to you, both your own sense of worth and the worth of the listener
increases. Judging another person almost always creates distance and defensiveness.
3. Meet people informally, so they feel comfortable raising issues that are important to them.
Most people feel more relaxed in informal settings. If you are intending to meet with someone
43
 with the specific purpose of developing your relationship with that person, think about holding
the meeting in a setting in which he or she will feel comfortable. When people are relaxed they
are more able to speak about what is important to them.
4. Develop a culture whereby people can express their feelings.
We create relationships by sharing thoughts and feelings. When we express happiness, joy,
contentment, anger, irritation, sadness or fear we feel more vulnerable, but we can also feel more
connected. Unexpressed feelings can get in the way of building closeness. It is difficult for two
people to have a useful conversation if one of them is unaware that the other is angry about
something the he or she said or did. There is a good chance that this will result in a cold or
aggressive atmosphere when these two people meet, and this will get in the way. Organisational
cultures that encourage people to connect can generate a passionate commitment to achieve
wonderful things together.

From the article we can conclude the following:

 Listen to understand others’ positions and feelings.
 Allow each party to express positions and feelings openly.
 Treat yourself and others with respect.
 Face differences with others directly.
 Work towards solutions where both parties win.

Raise Concerns of the Quality of Work

Most complaints are caused by broken commitments, stated or otherwise.
Therefore, when making a complaint or raising a concern, it's essential that you are able to do the following:
 Clearly and crisply state your complaint and its impact without getting defensive or aggressive. ("We're
running into problems and looking bad in the organisation because I'm not getting the information I need to
do the job.")
 Specify the real or implied commitment that was broken. ("We haven't met in almost a week now, even
though we agreed on daily updates.")
 Articulate how the responsible person can resolve your concern, being as specific as possible. ("We really
need to meet today to debrief - even for just 15 minutes - so this project can run more smoothly.")
 Ask for their commitment to follow through as agreed. ("So you agree to meet with me at 4pm today and
based on our conversation determine how frequently it's appropriate for us to debrief? I find it very helpful
to understand how you're thinking about this matter - I can make far better decisions that way.")
If your complaint is properly addressed, be sure to say, "Thank you". If it's not, say, "Thank you for trying. Now what
else can we do about this problem?". Plus, remember, by basing your complaints on broken commitments, you're
maximising your impact and minimising everyone's discomfort.

Present Information to the Managers

An important part of building a relationship with your manager is ensuring that you present required information in a
clear, accurate and timely manner.
Whether you are presenting in oral or written format, the same basic principles apply:

44
  Be clear about the message that you are trying to convey.
 Make your presentation appropriate to the interest and concerns of your manager
 Make it relevant
 Make it easy for your manager to get the gist of your message
 Be solutions- oriented: don’t just state the problem, but also say what you have done so far

Formative Assessment 3: SO2

45
 4. IDENTIFY AND MINIMISE PERSONAL CONFLICT

Specific Outcome 3
Identify and minimise personal conflict in a unit.

Assessment Criteria
 Information on the procedures for dealing with conflict in a unit is communicated to team members to
promote the orderly resolution of conflict in accordance with the entity's policies and procedures.
 Actions taken to resolve potential and actual conflict are taken to deal promptly in accordance with the
entity's policies and procedures.
 Conflict situations are referred to appropriate managers where required in terms of the entity's policies and
procedures.

46
 Identifying and Minimising Personal Conflict
“An expressed struggle between at least two interdependent parties, who perceive incompatible goals, scarce
rewards, interference from the other party in achieving their goals. They are in a position of opposition in conjunction
with cooperation.”
J. H. Frost and W. W. Wilmot
Conflict exists whenever incompatible activities occur (Deutsch, 1973). An activity that is incompatible with another is
one that prevents, blocks, or interferes with the occurrence or effectiveness of the second activity. A conflict can be as
small as a disagreement or as large as a war. It can originate in one person, between two or more people, or between
two or more groups.
 Conflict is inevitable
 Conflict develops because we are dealing with people's lives, jobs, children, pride, self-concept, ego and
sense of mission or purpose
 Early indicators of conflict can be recognised
 There are strategies for resolution that are available and DO work
 Although inevitable, conflict can be minimised, diverted and/or resolved

The Conflict Cycle

Potential and Actual Conflict

Potential conflict situations occur when we are placed in a position where there is a great possibility of actual conflict
arising. How we react to the specific situation and people involved will determine whether or not the conflict actually
occurs.
 We know that different people have different priorities and different styles in dealing with situations that
may occur, but in general, human beings have certain characteristics that are very similar - even across
gender, racial, and socio-economic lines:
 People love to be agreed with
 People hate to be disagreed with
 People like other people who agree with them
 People dislike other people who disagree with them
 People who are good at resolving conflicts look for some point of agreement and use good people skills to get
others to see a different point of view

47
Modes of Conflict
By evaluating a conflict according to the five categories below -- relationship, data, interest, structural and value -- we
can begin to determine the causes of a conflict and design resolution strategies that will have a higher probability of
success.

Relationship Conflicts
Relationship conflicts occur because of the presence of strong negative emotions, misperceptions or stereotypes, poor
communication or miscommunication, or repetitive negative behaviours. Relationship problems often fuel disputes
and lead to an unnecessary escalating spiral of destructive conflict.
Supporting the safe and balanced expression of perspectives and emotions for acknowledgment (not agreement) is
one effective approach to managing relational conflict.

Data Conflicts
Data conflicts occur when people lack the information necessary to make wise decisions, are misinformed, disagree on
which data is relevant, interpret information differently, or have competing assessment procedures.
Some data conflicts may be unnecessary since they are caused by poor communication between the people in conflict.
Other data conflicts may be genuine incompatibilities associated with data collection, interpretation or
communication. Most data conflicts will have "data solutions".

Interest Conflicts
Interest conflicts are caused by competition over perceived incompatible needs. Conflicts of interest result when one
or more of the parties believe that in order to satisfy his or her needs, the needs and interests of an opponent must be
sacrificed. Interest-based conflict will commonly be expressed in positional terms. A variety of interests and intentions
underlie and motivate positions in negotiation and must be addressed for maximised resolution.
Interest-based conflicts may occur over:
 substantive issues (such as money, physical resources, time, etc.);
 procedural issues (the way the dispute is to be resolved); and
 psychological issues (perceptions of trust, fairness, desire for participation, respect, etc.).
For an interest-based dispute to be resolved, parties must be assisted to define and express their individual interests
so that all of these interests may be jointly addressed. Interest-based conflict is best resolved through the maximising
integration of the parties' respective interests, positive intentions and desired experiential outcomes.

Structural Conflicts
Structural conflicts are caused by forces external to the people in dispute. Limited physical resources or authority,
geographic constraints (distance or proximity), time (too little or too much), organisational changes, and so forth can
make structural conflict seem like a crisis. It can be helpful to assist parties in conflict to appreciate the external forces
and constraints bearing upon them.
Structural conflicts will often have structural solutions. Parties' appreciation that a conflict has an external source can
have the effect of them coming to jointly address the imposed difficulties.

Value Conflicts
Value conflicts are caused by perceived or actual incompatible belief systems. Values are beliefs that people use to
give meaning to their lives. Values explain what is "good" or "bad," "right" or "wrong," "just" or "unjust". Differing
values need not cause conflict. People can live together in harmony with different value systems. Value disputes arise
only when people attempt to force one set of values on others or lay claim to exclusive value systems that do not
allow for divergent beliefs.
It is of no use to try to change value and belief systems during relatively short and strategic mediation interventions. It
can, however, be helpful to support each participant's expression of their values and beliefs for acknowledgment by
the other party.

48
Principles for Handling Conflict
You should always try to follow these three principles when handling conflict:
 Respect - When teams are in conflict, respect is the most important guideline members can follow. To show
respect for team members, you should always consider their views and concerns legitimately. This respect
should apply even during heated arguments when you disagree with their opinions.
Treating your fellow team members with respect makes them less likely to become defensive. Respect also
preserves a healthy team attitude and does not drain the team’s energy through lengthy, emotional battles.
 Present/future orientation - Making a commitment to maintain a present and future orientation helps
teams stay focused on the issues at hand. Team members need to concentrate on how the conflicts they are
experiencing can be resolved for the future benefit of the team.
To achieve this commitment, team members have to be willing to leave all past conflicts out of the
discussion. Any events not relevant to accomplishing team goals that have occurred outside the team setting
should be disregarded.
 Empathic listening - While trying to reach agreement, it’s essential that team members listen
empathetically to each other. Listening empathetically requires that you try to understand the speaker’s
emotional state and his or her perspective.
To gather all the information needed to understand another person’s point of view, you should be neutral
while listening. Be open to the full meaning of the message; look for meaning beyond the words, such as non-
verbal cues.

Promote the Orderly Resolution of Conflict

How you approach resolving conflict will help determine whether the conflict is ultimately beneficial to you and the
other person. There are specific steps you can take to resolve conflict.
The following eight-step process provides a proven method by which to resolve conflict:
Acknowledge the conflict - The first step is to acknowledge that a conflict exists. Doing so as soon as the conflict
arises prevents frustration from accumulating and keeps emotional reactions to a minimum. Acknowledgement of a
conflict usually brings a sense of relief for all involved. You and the other person should commit to immediate
acknowledgement of conflict and open communication.
Clarify the conflict source - It can be difficult, but it is important to clarify the source of a conflict. If you do not
identify the correct source, it will waste time solving the wrong problem. Often, the cause is deeper than the obvious,
or is not the initial reason suggested. There is always the possibility that underlying issues are present and need to be
resolved.
When conflict stems from underlying interpersonal or emotional issues, the conflict can be intense. Feelings of
jealousy or poor self-esteem are examples of underlying issues that could cause animosity in the interaction.
Often, these underlying sources for conflict are caused by differences in background, perception, and
expectations.
Focus on team goals - The next step is to return the focus to the goal of the interaction. By evaluating how the
conflict will affect your goals, you can decide if the conflict is worth addressing as an issue. If the conflict can damage
relationships or impair decision-making, it should be important enough to address.
Commitment to your goals motivates you to discover a solution to the conflict. Focusing on the goals also helps
remind you and the other person that you are working towards the same goal, which builds a sense of unity.
Focus on the issues - While working through a conflict, you should keep your focus on the issues, not the
personality of the other person. Focusing on personalities creates defensiveness and hinders the conflict resolution
process. Focusing on the issues can keep the discussion from becoming personal and is more productive.

49
 You should try to find a resolution that progresses towards the goal of the interaction, but that does not disregard
any person’s values. Keeping the focus on the issue requires that you subscribe to the fundamental belief that the
other person is a valuable partner in the interaction.
Listen to all views - Every person in the interaction should listen and encourage each other to share views openly
and honestly. Remember that the opinions shared cannot be considered right or wrong and that conflict resolution is
not about winning or losing.
The team should discuss views in terms of facts and observations, not feelings and personalities. There should be
no blaming. Each person needs to try and understand the views of other person. However, it’s important to
differentiate between understanding and agreeing. Understanding another person’s view does not mean that you
have to agree with the other person’s view.
Look for agreement - After all the views have been heard, it is helpful to identify any issues on which you and the
other person do agree. Finding common ground provides a starting point for resolving the conflict. Agreement might
be found by looking at the differences from a new perspective or by reusing a conflict resolution plan that has worked
for you in similar situations in the past.
Discuss alternatives - At this point, you should discuss all possible alternatives for resolving the conflict. When you
and the other person have expressed the ideas and suggestions, you should both give them full consideration. Sharing
conflict resolution options provided allows you to make an informed decision. This open communication also fosters
trust between you and the other person.
Conflicts based only on the content of an interaction or discussion can sometimes be resolved at this step. If you
reach a conclusion about which possible resolution is best, the resolution can be agreed upon and you can
proceed with accomplishing the goals. All other conflict will need to be resolved by creating a plan.
Create a plan - After the best solution has been chosen, you need to create a plan. If you have a plan that has
worked in the past, then you can use it as a starting point for the new plan.
If there is no plan in place, everyone needs to be involved in creating the plan and everyone should be
comfortable with it. The responsibilities of each person need to be assigned and you should hold each other
accountable for your assigned duties.
Creating a plan is especially effective for resolving conflicts that have arisen from interpersonal issues. The plan
can then be used to prevent or manage any future conflicts that emerge from the same issues.
The plan would include:
 Who is going to do what
 When it should be done
 How it should be done

Role of Company Policies and Procedures during Conflict

In terms of their role in preventing and/or resolving conflict, the company policies and procedures are aligned to the
relevant Labour Legislation of the country.
Your company policies and procedures would provide you with information about:
 the procedures you need to follow when conflict arises;
 who the appropriate person would be to whom you can escalate the conflict in order to have it resolved; and
 what to do when the conflict is not resolved.
The company policies and procedures are there to ensure that:
 the nature of the problem is identified;
 the appropriate strategy for resolving the conflict is selected; and
 fairness to all concerned during a conflict situation is maintained.

50
 Conflict Management Techniques

Determine the nature of the problem

It is important to note that the presence of some conflict indicators may simply be signs that there is a need to
manage the performance and conduct of employees, or that there are grievances that need addressing. For this
reason, it is important that the manager asks him or herself a number of questions:
Is the problem related to the employee's work performance - i.e. is there a problem with the quality of the work, the
quantity of output, the time taken to do the job, or the costs related to the performance of the job?
 Is the problem related to how the employee behaves at work, i.e. his or her conduct?
 Is the problem related to the fact that the employee has an unresolved grievance?
 Is the problem related to the quality of the relationship between the people involved?
Select the appropriate strategy to resolve the conflict

Work Performance
Misconduct Issue Grievance Issue Relationship Issue
Issue

Counselling Handling unacceptable Handling employee One-on-one

work habits complaints interaction
Maintaining improved
performance Maintaining improved Grievance hearing
work habits
Taking follow-up action
Disciplinary hearing
Work performance
hearing

Ensure fairness
Having considered the various structures and procedures that are in place to regulate the management-employee
relationship, we come back to the point that taking corrective action when conflict exists is about relationships. Below
you will find a set of fairness principles which are applicable to handling conflict in an employment relationship where
the cause of the problem falls outside work performance, misconduct and grievances.
 Be objective
 Let the employee state his/her case
 Be procedurally and substantively fair
 Determine a fair and reasonable resolution

Take Actions to Resolve Potential and Actual Conflict

We often need to work as members of a team, or even as the team leader. During a team situation we need to ensure
that people work together in order to achieve the team’s goals. In the team environment there is a need for shared
goals and a clear understanding of the expected standards of work and performance by each team member.

Shared Goals
The foundation of cooperation in an organisational setting is the pursuit of shared goals. This is why a shared Vision,
Mission, Purpose, Goal or Values is so vital to creating an effective team. At a personal level, relationships between
people who have different and, at worst, conflicting goals and values are bound to be strained or non-existent.

51
Expected Standards of Work and Performance
Every team member must be informed of exactly what their role and responsibility in a team environment is. The
team member must understand the following:
 What needs to be done
 How it needs to be done
 To what standard/measurement criteria it needs to be done
The performances of the individual team members are vital to the success of the team. Synergy in the team only exists
when each team member contributes their expected standards of work and performance. When one team member
feels that he/she is doing too much, then resentment sets in and the relationships between the individual members
start to strain and conflict becomes inevitable.

Ensuring Beneficial Team Conflict

There are four factors that determine whether team conflict will be beneficial:
 Level of team commitment. This determines how focused members will stay on the issues. Without this
commitment, conflict might always become detrimental.
 Team attitude. This influences how well attempts at resolving conflict will work. If the attitude and style
excludes members, there will be little chance for resolution.
 Importance of relationships. Members wishing to maintain good relationships will be respectful of their
team members, helping resolve conflicts beneficially.
 Communication skills. Good communication skills allow team members to understand each other better,
which enables them to resolve conflicts more quickly and easily.
 Availability of Information. The team continually needs to be informed of changes in policy and workplace
operations that may affect them. Without this availability of up-to-date information, the team members will
continuously have conflict situations based on a lack of information/the correct information.

Consulting the Team

Conflict can be either beneficial or detrimental to the team. The way conflict affects a team depends in part upon how
it originates.
 Beneficial conflict originates from a disagreement about the content of the team’s communication. It
allows team members to find the most effective and creative solutions. Since members might have to defend
their ideas, it is possible for teams to identify the best idea from all the others. Beneficial conflict encourages
team members to explore a wider and more innovative set of solutions.
 Detrimental conflict originates from a breakdown in the process of the team’s communication or from
interpersonal conflicts within the team. Detrimental conflict impedes progress toward team goals. The focus
of the conflict becomes the individuals involved, which causes team members to become defensive and
attack each other.
Situations should be created where:
 the team is consulted on issues;
 options are discussed without ridicule; and
 team members are encouraged to air their views.
These situations could be in regular team meetings, feedback sessions, goal-setting workshops, role clarification
sessions, performance reviews, etc.

52
 Refer Conflict Situations to Appropriate Managers where Required
Communication between team members and managers can prevent conflict from occurring. Managers need to inform
team members of their responsibilities and daily expectations. If the lines of communication are open, conflict can be
handled before it fully develops. While eliminating conflict can be impossible, managers must be able to handle the
situations quickly and efficiently.

Consistency is important when dealing with team members because we cannot be biased with our decision. What is
right for one team member is right for another. Only the situations change, generally the conflicts remain the same.
Allowing team members to argue and disagree with each other can be harmful to our business.

Once management identifies the conflict, it must be handled quickly to avoid further disruptions.

When conflict escalates or cannot be resolved by the manager, the hierarchical referral approach is used. The parties
involved are referred to the executive who supervises the manager. Allowing the team members to meet with the
executive privately allows free flowing communication without the threat of reprimand.

Once the reason for the conflict is established, the executive and the team members will discuss the problem and
reach a resolution. This approach works well because both parties can agree to a solution and prevent future conflict.

Formative Assessment 4: SO3 EEK4

In closing:
As we have seen in this learning programme, effective workplace relationships are really important if you are to be a
successful in your role / function.
Relationships5 between colleagues, as well as relationships between managers and employees, are essential to
maintaining a productive and pleasant working environment. Some elements of effective workplace relationships are
integrity, candour, mutual respect and shared goals. While there are countless other elements, some basic tenets of
interpersonal relationship building and communication can make for a collegial work environment:
 Integrity - Relationships, inside the workplace or out, are built on integrity. Integrity essentially means you
trust the person you work with to be honest, trustworthy and committed to developing a professional
relationship based on those principles. Employees exhibit integrity in the workplace through demonstrating
work ethics that are congruent with the company philosophy. Managers with integrity interact with
employees in a manner that exemplifies their commitment to doing the right thing when it comes to
mentoring, training and providing guidance to employees. When employees witness managers modelling
behaviour based on their personal and professional integrity, they often emulate that behaviour.
 Candour - Honest and candid interaction throughout the workplace is an important, if sometimes overlooked,
element of effective working relationships. When managers provide constructive feedback to employees, it
should be done in as candid a manner as possible. Avoiding the tendency to sugar-coat employee feedback
benefits both the manager and her employee. Employees appreciate a direct, straightforward assessment of
their performance. They can be motivated by a manager who isn't afraid to offer candid feedback because it
clarifies the company's expectations and shows how managers can help lend their expertise to help
employees meet company expectations. Managers also appreciate candour; employees who exhibit candour
in their communications with management gain respect from supervisors and managers.

5
Source: http://www.ehow.com/info_8156653_elements-effective-workplace-relationships.html#ixzz1umQUuAQ7

53
 Mutual Respect - Paramount in workplace relationships is mutual respect. The workplace is comprised of
employees with diverse backgrounds, experiences and work styles who bring a multitude of talent to the
organization. Without the talent and skills employees use in the performance of their jobs, it's unlikely that
success would be an attainable goal. However, with the need to recognize diverse talent comes the need for
mutual respect. Mutual respect for everyone who contributes to the organizational landscape is absolutely
required for collegial relationships. Productivity can be more easily attained with collaborative teamwork
based on mutual respect.
 Shared Goals - Employees who have common goals can create effective working relationships. The concept
of shared goals is commonly used to describe lattice organizational structures, where the lines of authority
are less important to the company's success than a common goal that's shared among everyone in the
workplace. This element of effective workplace relationships can be replicated in organizations without the
lattice structure, however. Employees and managers who align their own professional goals with
organizational goals are fully engaged and enthusiastic about working together. This enthusiasm translates
into a collegial work environment where people at every level understand their role in transforming the
company's vision into their own professional vision.

54
 FORMATIVE ASSESSMENT WORKBOOK
Formative Assessment 1: SO1 EEK1, 2 & 3
Liaise and Network with Stakeholders
Complete the following in small groups / individually as per the instructions from your facilitator:

1. List your own internal and external customers:

Internal
Own examples:
e.g.
team members
manager
colleagues

Ask learners to be specific and give titles

External
Own examples:
e.g.
suppliers
walk-in customers

Ask learners to be specific and give titles

2. Identify opportunities for networking with three of your internal and three of your external customers:

Internal:
1. team members

2. manager

3. specific colleague

Examples:
1. team-building exercises, etc.

55
2. both take part in marathon, etc.

3. belong to same club, etc.

External:

Own examples
e.g. supplier

Invite him/her to office; visit his/her office, etc.

3. List at least 5 networking functions that you can or do attend on a regular basis (personal or business-related):

Own answers:

Can range from charity ball, to team braai

4. Describe how you have made a new contact which has been of mutual benefit to you both
Learner must describe mutual benefit

5. If you could choose to make one mutually beneficial contact this year, who or what would it be and how would
this contact benefit you?
Own answers; ensure that learner answers both parts of the question.

6. List 5 avenues you use for communicating with your internal customers. State whether they are effective or
ineffective and give a reason for your statement. If they are ineffective, say how you would change them:

Example:
Avenues e.g. e-mail

Effective/ ineffective
Sometimes ineffective

Reason

56
Not everyone reads the mail

Improvement
Follow up with a phone call

7. List 2 avenues you use for communicating with your external customers. State whether they are effective or
ineffective and give a reason for your statement. If they are ineffective, say how you would change them:

e.g. e-mail
Sometimes ineffective
Not everyone reads the mail
Follow up with a phone call

e.g. newsletters
Sometimes ineffective
Do not reach the customer due to ineffective postal service
e-mail

Place any extra evidence after this page, clearly marked for easy reference.

57
Formative Assessment 2: SO4
Develop Relationships with Team Members
Complete the following in small groups / individually as per the instructions from your facilitator:

Discuss the following barriers to communication in terms of how they could present in your workplace:
perceptions;
language;
semantics;
personal interests;
emotions;
inflections;
environmental noise;
pre-conceived notions or expectations;
wordiness;
attention span;
physical hearing problem; and
speed of thought.

Learners must refer to each one on the list

Describe how team members are consulted on matters where possible and opportunities to discuss work matters are
provided regularly in your work environment.

New projects, changes to tasks, etc. For example they meet to draw up team charter, daily line-up or green area
meetings, monthly meetings, etc.

In your groups, role play giving a) positive and b) constructive feedback to team members.
Write your dialogues down here:

Offer feedback and advice in a positive manner. Raise concerns over the quality of his/her work directly with the
colleague. Remember to use the sandwich method and to be very specific about the standards s/he is not meeting.
The colleague is allowed to ask questions (in fact it is recommended)

Describe how you would continually inform team members of changes in policy and workplace operations that may
affect them.
e-mail

58
face to face

Phone call , meeting

Written memo, check for understanding

Place any extra evidence after this page, clearly marked for easy reference.

59
Formative Assessment 3: SO2
Establish Relationships with Managers
Complete the following in small groups / individually as per the instructions from your facilitator:

1. List the activities in your workplace of which your immediate manager needs to be informed
Be specific

2. In which format and how often do you inform your manager of team progress and results?

Report schedule, daily e-mails, meetings in office, etc.

3. Describe barriers to communication between you and your manager and describe how they can be overcome:
Misunderstandings, perceptions, inaccessibility, etc.

4. Discuss how managers of cross-functional departments keep one another informed. Explain how and when you
can/do use your colleagues as a sounding board and involve them in the development of goals and objectives for
your team:

How: informal discussions, scheduled meetings, etc.

When: During tea breaks, staff meetings, etc.

5. Describe the kinds of information that needs to be shared between the various managers in your company

What: be specific

6. Identify shortcomings in the sharing of information and make suggestions on how to improve it
Barriers, perceptions, lack of interest, secrecy, etc.

7. In your smaller groups, devise and apply a strategy to establish productive relationships with colleagues.
Brainstorm the strategy.
Document the strategy.
Test/apply the strategy in the group.
Describe how you ensured that the devised strategy:
involves colleagues in the development of goals and objectives and as a sounding board;
identified and used opportunities for colleagues to discuss work-related and personal issues when appropriate;
60
offered feedback and advice in a positive manner and that all undertakings are met as agreed;
informed colleagues about developments and changes that may affect them; and
raised concerns over quality of work directly with the colleague.
Appoint a spokesperson from your group to provide feedback during the plenary.

Write key points on flipchart

8. How do you ensure that you keep your immediate manager informed of activities, progress and results of the
department/division clearly, accurately and in a timely manner?
Proofread documents, use most effective forms of communication, face-to-face, summarise, etc.

9. In your group, compose a typical memo, report, chart or email in which you give a progress report on a very
important task your team is working on. It is not going according to plan:

Check format and tactful wording- are they solutions-oriented?

Place any extra evidence after this page, clearly marked for easy reference.

61
Formative Assessment 4: SO3 EEK4
Resolve actual and potential conflict
Complete the following in small groups / individually as per the instructions from your facilitator:

Describe how you would identify and minimise personal conflict in the workplace with reference to the devised and
applied strategy to establish productive working relationships with your manager(s).
Be aware of person’s communication style, conflict handling style and adapt responses and approaches

Discuss company policy and procedure to resolve workplace conflict

Describe company rules

In your smaller groups, identify and list examples of potential and actual conflicts. Appoint a spokesperson from your
group to provide feedback during the plenary.
Learner identifies at least thereof each of actual and/or potential conflicts

Describe how you would deal with the listed (above) potential and actual conflicts promptly.
Step one: Accept responsibility How important is the person/ issue to you? Do you want to solve the conflict?
Step two: Set the stage Select neutral venue, appropriate time, etc.
Step three: Clarify the problem Establish the real problem, the root cause
Step four: Search for common goals What do you both want to achieve?
Step five: Collaborate in problem-solving Work on solutions together
Step six: Agree on a plan of action Agree on how to implement the solution chosen

Describe how you would identify the appropriate people in your company to whom you can refer conflict situations.
Refer to company policy and procedure on handling conflict:
Learner lists names/ positions of people, e.g. HR manager, IR expert or managers, etc.

Place any extra evidence after this page, clearly marked for easy reference.

62
 References and Further Reading
 Bolton, Dr. Robert. (1979) People Skills. Englewood Cliffs, New Jersey: Prentice-Hall.
 Boyatzis, Richard, Daniel Goleman and Annie McKee. (2002) Primal Leadership: Realizing the Power of
Emotional Intelligence. Harvard Business School Press
 Douglas Stone & others, Difficult Conversations, Penguin
 De Vito, Joseph A. (2004). The Interpersonal Communication Book. Tenth Edition. Boston: Pearson.
 Johnson, D. W., & Johnson, F. (1994). Joining together: Group theory and group skills (5th ed.). Boston, MA:
Allyn & Bacon.
 http://www.ehow.com/how_5618367_improve-interdepartmental-communication.htm l
 http://www.businessperform.com/workplace-communication/constructive_feedback.html
 http://www.basdebaar.com/motivate-your-team-members-248.html

63