Team Management Workbook Sheryl Haw Consultant Humanitarian Aid Work 2005 People In Aid Email:
[email protected] Web: www.peopleinaid.org Interactive: www.peopleinaid.net © People In Aid 2005
Disclaimer:
The information contained in this document is provided for information only and does not constitute advice. Neither the consultant nor People In Aid accepts any responsibility for how you use the information and strongly recommends seeking suitable (legal) advice before implementing employment policy, as there may be specific legal implications in the countries in which you operate.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Table of Contents COURSE OUTLINE....................................................................................................................1 SESSION ONE: LEADERS AND MANAGERS ........................................................................2 CONTENT: ................................................................................................................................2 1. Definitions..................................................................................................................2 2. Comparison between leaders and managers ...........................................................3 3. Role of a manager unpacked and prioritized ............................................................4 4. Review styles of management ..................................................................................5 5. Review styles of leadership.......................................................................................6 6. Impact of good management and leadership............................................................9 7. Profiling: qualities, skills and knowledge needed....................................................10 8. Structuring a team ...................................................................................................11 9. Possible team combinations ...................................................................................11 SESSION TWO: TEAM MANAGEMENT.................................................................................14 CONTENT: ..............................................................................................................................14 1. What it involves .......................................................................................................14 2. On Site Management ..............................................................................................18 3. Distance Management ............................................................................................18 SESSION THREE: EFFECTIVE COMMUNICATION..............................................................21 CONTENT: ..............................................................................................................................21 1. Developing a Communication Strategy...................................................................21 2. Communication Techniques....................................................................................24 SESSION FOUR: CROSS CULTURAL SENSITIVITY............................................................25 CONTENT: ..............................................................................................................................25 1. What is culture?.......................................................................................................25 2. Cross Cultural Differences ......................................................................................25 3. The Impact of Values ..............................................................................................26 4. Status vs Role .........................................................................................................26 5. Cultural Adjustment .................................................................................................27 6. Managing Conflict....................................................................................................27 SESSION FIVE: DECISION MAKING .....................................................................................31 CONTENT: ..............................................................................................................................31 1. The Process of Decision Making.............................................................................31 2. Building Commitment ..............................................................................................31 3. Unpacking a Problem (Project Cycle Management - PCM)....................................32 4. Tracking Decisions and Actions ..............................................................................34 SESSION SIX: ACCOUNTABILITY TO YOUR TEAM ............................................................36 REFERENCES / RESOURCES ...............................................................................................38
Resources There are a number of excellent resource books on the market that can be purchased and used as a fuller reference for team management. This handbook seeks to capture key elements and lay them out both as an information resource, but also as a workbook that allows the user to develop their own insight and thoughts on each topic.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 1
Course Outline Time 10:00 to 10:15 10:15 to 11:15
Session Welcome and Introduction • Workshop outline • Expectations / needs. Leaders / Managers • Definition • Differences • The types of management / teams.
Input • •
Handbook •
Output List compiled of participants expectations and questions. Practical: identifying your own style. Strengths and weaknesses.
•
Management Style Chart
•
•
Practical: listing areas of improvement in current management systems
11:15 to 11:30
Tea / Coffee Break
11:30 to 12:30
Team Management • What it involves • On site management • Distance management
•
Project cycle management Looking at what quality is within management.
12:30 to 13:00
Effective Communication • Styles and approaches
•
SWOT on methods.
•
Discussion on communication trends
•
Tips for managing conflict Decision process flow chart Problem solving handout Handout of an Action Plan
•
Role play to explore sensitive areas.
•
Practical on creating a tracking tool and problem solving
•
Peer appraisals carried out with participants.
•
Feedback given on workshop
13:00 to 13:45 13: 45 to 14:15
Lunch Cross Cultural Sensitivity • Managing Conflict
• 14:15 to 15:00
Decision Making • Problem Solving • Tracking Decisions
• •
15:00 to 15:15 15:15 to 16:00 16:00 to 16:30
Tea / Coffee Accountability to your team • Upward / downward appraisal. Expectations / needs • Feedback • Evaluations • Closure at 16:30
Team Management Workbook Prepared for People In Aid by Sheryl Haw
•
Appraisal tool
•
Questionnaire
May 2005
Page 2
Session One: Leaders and Managers Content: 1. Clarify definitions of what a leader is and what a manager is 2. Comparison between leaders and managers 3. Role of a manager unpacked and prioritized 4. Review styles of management 5. Review styles of leadership 6. Impact of good management and leadership 7. Profiling: qualities, skills and knowledge needed 8. Structuring a team 9. Review possible team combinations
1. Definitions The mistake is often made that a good manager will naturally make a good leader and visa versa. This is not the case and as one explores the characteristics of both a leader and that of a manger, you will begin to see that there are very real differences and this is why it is essential to identify what you yourself are and who those you work with are. This will also help identify where best to place people in the line of authority and management within your organisation. A leader: a leader is interpreted as someone who sets direction and influences people to follow that direction. • Inspires one to follow •
Acts as a guide
•
Leads by example
•
Directs the actions
•
Persuades
A manager: a manager is to maximise the output of the organisation through administrative implementation • Conductor •
Administrator
•
Controller
•
Organiser / regulator
•
Facilitator
Page 3
A specialist: one who devotes oneself to a particular subject, profession, discipline, branch, activity and focuses his/her learning / experience on this topic. Comparison between a leader and a specialist
• • •
Specialist Knows a lot about a little Detailed Has knowledge
•
Gets the job / task done
• •
Likes to focus on one thing Likes clarity and focus
•
Relies on facts
• • • • • • •
Leader Knows a little about a lot Keeps the bigger picture Knows where to get knowledge Mobilises the team to get the job done Multi tasker Masters paradoxes Relies of rumours, feelings, info, facts - mixture
By just using the above simple definitions it becomes clearer why certain people perform better in roles that play to their skills as a leader or a manger or a specialist. Conversely, though highly skilled they may perform poorly or not complete their full list of tasks, when wrongly assigned to a role based on years of service rather than skill base.
2. Comparison between leaders and managers Getting to know yourself is an important starting point. There are a number of useful tools to help fully analyse your personality type, as well as your style of communicating and behaving. The Influencing Styles Grid learnt in the recent People In Aid workshop Managing Individual Performance Workshop is one such tool. Below is a simple self appraisal table: Scoring: 0 = nil ; 1 = some skills; 2 = some positive feedback; 3 = skilled / recognised
Leader Competencies Inspires Motivates
Self Diagnosis 0–3
Visionary
Manager Competencies Rational Detailed
Communicator
Perfectionist Establishes strategies / policies Conformist
People follow
Administrator
Risk taker
Controller
People person Flexible
Planner Facilitator
Multi tasker
Team Management Workbook Prepared for People In Aid by Sheryl Haw
Self Diagnosis 0–3
May 2005
Page 4
3. Role of a manager unpacked and prioritized Look through the below table and identify what % of time should be spent on each task of a manager. What do you understand as the most important? Role
Priority
% time spent currently
% time appropriate
Planning • •
Organising • •
Staffing • •
Directing • •
Controlling • •
Traditional views of management associate it with four major functions: Planning, organizing, leading and controlling / co-ordinating
Page 5
4. Review styles of management The style of management can vary greatly and will depend not only on personality but also on the team make up, distance and task set. The table below illustrates the various types of styles of management. Mark off where you see yourself. Check for self
1. Management by Coaching and Development: Managers see themselves primarily as employee trainers
2. Management by Competitive edge: Individuals and groups within the organization compete against one another to see who can achieve the best results
3. Management by Consensus: Managers construct systems to allow for the individual input of employees
4. Management by Decision Models: Decisions are based on projections generated by artificially constructed situations
5. Management by Exception: Managers delegate as much responsibility and activity as possible to those below them, stepping in only when absolutely necessary.
6. Management by Information system: Managers depend on data generated within the company to help them increase efficiency and inter-relatedness.
7. Management by Interaction: Emphasizes communication and balance of male/female energy as well as integration of all human aspects (mental, emotional, physical and spiritual), creating an empowered, high-energy, highly-productive workforce
8. Management by Matrices: Managers study charted variables to discern their interrelatedness, probable cause and effect, and available options.
9. Management by Objectives: The organization sets overall objectives, then managers set objectives for each employee.
10. Management by Organisational Development: Managers constantly seek to improve employee relations and communications.
11. Management by Performance: Managers seek quality levels of performance through motivation and employee relations.
12. Management by Styles: Managers adjust their approaches to meet situational needs.
13. Management by walking around (listening): Managers walk around the company, getting a 'feel' for people and operations; stopping to talk and to listen
14. Management by work simplification: Managers constantly seek ways to simplify processes and reduce expenses
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 6
Rensis Likert’s four management systems: There were four categories of management styles distinguished in the Rensis Likert’s study, described as follows: System 1:
Exploitative - authoritative, which is the epitome of the authoritarian style. This is where power and direction come from the top downwards, where threats and punishment are employed, where communication is poor and teamwork non-existent. Productivity is mediocre.
System 2:
Benevolent - authoritative system, which is basically a paternalistic style Similar to 1, but allows some opportunities for consultation and delegation. Productivity is fair to good, but at the cost of considerable absenteeism and labor turnover.
System 3:
Consultative system, which moves towards greater democratic and teamwork Goals are set or orders issued after discussion with subordinates. Communication is both upwards and downwards, and some teamwork is encouraged. Rewards are preferred to threats. Productivity is good.
System 4:
Participative - group system, which is the ultimate democratic style This is the ideal system. The keynote is participation, leading to commitment to organizational goals. Communication is good and higher–level needs are catered for. Productivity is excellent.
5. Review styles of leadership “Leadership is a dynamic process at work in a group, whereby one individual over a particular period of time, and a particular organisational context, influences the other group members to commit themselves freely to the achievement of a group of tasks or goals.” Studies conducted over the last thirty years have suggested that there are at least four key variables, which are crucial in any analysis of leadership. These are: 1. 2. 3. 4.
The attributes (knowledge, skills and attitudes) of the leader. The nature of the task or goal. The nature of the group of team. The climate, or culture, of the organization.
Page 7
Each of the four variables is closely related to its neighbours, as indicated in the diagram below: Key leadership variables Leader Attributes
Nature of the Team
Nature of the Task
Organizational Culture
The most recent researches suggest that a contingency approach to leadership is likely to achieve the most productive balance between the needs of the team, the requirements of the task, the nature of the organization climate and the pressures exerted by the situation or context. A contingency approach is one in which the leader adapts his behaviour to suit the needs of the situation. Clearly, such a view makes leadership somewhat problematic in practice. How many people are capable of this kind of flexibility? The most important types of leaders are as follows: The charismatic leader, who gains influence mainly from strength of personality e.g. Napoleon, Hitler, Churchill, Robert Maxwell, etc. The difficulty with charismatic leadership is that few people posses the exceptional qualities required to transform all around them into willing followers. Also personal qualities or traits, of leadership cannot be acquired by training, they can only be modified by it. The traditional leader, whose position is assured by birth, e.g. kings queens and tribal chieftains. This is another category to which few people can aspire. Except in the small family business, there are a few opportunities for traditional leadership at work. The situational leader, whose influence can only be effective by being in the right place at the right time. Too temporary in nature to be of much value in a business. Someone who is capable of assuming a leadership role in a variety of situations over a period of time. The appointed leader, whose influence arises directly out of his position, e.g. most managers and supervisors. This is the bureaucratic type of leadership where legitimate power springs from the nature and scope of the position within the hierarchy. The problem here is that although powers of the position may be defined, the jobholder may not be able to implement them because of weak personality, lack of adequate training or other factors. The functional leader, who secures their leadership position by what he or she does, rather than who they are. Functional leaders adapt their behaviour to meet the competing needs of the situation.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 8
Tannebaum & Schmidt’s Model of Leadership
Area of Freedom for team members
Leader
Leader
Leader
makes
“sells”
presents
decision & Announces it.
Decision
decision & invites questions
Leader presents
Leader presents
tentative
problem,
decision subject to changes
gets suggestions, makes decision
Leader defines limits,
asks gp. to make decision
Democratic
Authoritarian
Use of Authority By the Leader
Leader
permits members to function within limits defined
1
1. Where do you see your line manager? 2. How does this affect you? 3. Where do you see yourself? 4. How could this affect your team?
Leadership Cube ™ Approach Because leadership can be understood from a number of angles one approach to classify and further understand people in leadership roles (including your self) is through the Leadership Cube.2 This approach shows at least 20 different perspectives of leadership: The cube is divided into the following dimensions: 1) 5 domains of leadership 2) 2 contexts of leadership 3) 2 orientations of leadership
1
Tannebaum and Schmidt’s model of a continuum of leadership styles, ranging from authoritarian behaviour at one end to democratic behaviour at the other end 2 From the Hersey-Blanchard situational model of leadership in "Management of Organizational Behaviour: Utilizing Human Resources", Prentice-Hall, Inc., 1982.
Page 9
Five Domains of Leadership Domain Leading yourself Leading other individuals Leading other groups Leading organizations Leading communities, societies, etc.
Relevant Leadership Skills Time management, stress management, assertiveness, etc. Coaching, mentoring, delegating, etc. Meeting management, facilitation skills, etc. Strategic planning, Balanced Scorecard, etc. Community organizing, political skills, etc.
Two Contexts of Leadership Context Roles Traits
Focus of Context Board Chair, Chief Executive Officer, executive roles, etc. Charismatic, influential, ethical, etc.
Two Orientations of Leadership Orientation Results-oriented Relationship-oriented
Leadership values Timeliness, efficiency, work direction, authority, etc. Participation, empowerment, relationships, etc.
6. Impact of good management and leadership This is the real heart of the matter as poor leadership can totally destroy a team even if the objectives are met! Effort in ensuring managers and leaders are trained and supported is crucial. The absence of teamwork at any level will limit organizational effectiveness
and can eventually kill an organization’ Robet B. Maddux A leader should work at mobilizing a team together to support one another
and to achieve a set of common goals. The ultimate test for a good leader is not what happens when they are
there, but when they are not there.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 10
7. Profiling: qualities, skills and knowledge needed. This is often one of the most under studied areas in understanding your team. Like any operational survey one needs a baseline as a starting point so as to be able to monitor improvement over time. Carrying out a baseline appraisal on oneself and on your team members will help identify areas that need support and training as well as identify strengths which could be played into. Qualities Serves
Appraisal
Skills
Communicates
Planning Strategy Communicating
Organises
Delegating
Appraisal
Evaluating Team Building
Motivating Conflict Resolution Decision Making Financial Management Communication and Fund Raising HR Management Security Reporting Legal management Vision
Knowledge
Appraisal
Organisation Mandate and history Values Future and strategy Structure, procedures and protocol Current projects Organizational Culture Security Protocol Humanitarian Aid History
Current Status LRRD3 Documents (Codes Sphere) Principles
Vision Understand: each person’s input is VITAL for the overall success = motivation. Clear Vision: sparked by imagination and strengthened by enthusiasm. What is a Project Vision? The ability to see beyond what is, to what it should be. This is what a good leader needs to see and communicate.
3
LRRD: Linking Relief, Rehabilitation and Development
Page 11
Every Leader should possess, articulate and communicate a compelling vision to their team. This will enable the team to set its sights on and invest its energy in future possibilities. Characteristics of a Visionary leader: Future-orientated: A leader should be an architect of the future, not its victim Is going somewhere Has a sense of purpose Not easily distracted: To lead a team well it is important to keep ones focus on the ‘big picture’, rather than allowing yourself to become totally submerged in the daily demands and details of life Is consistent Is courageous Works hard
8. Structuring a team One of the major impacts of the technology world we now live in is that the globe is so much smaller and the make up if a team can be fully virtual, transient or permanent. The combinations vary as seen below, and so does the cultural diversity! All this will impact the team. • Basic Field Organigram Country Director • See it as consultative Administrator Co-ordinator • Leaders should: Accountant Med, Watsan Programme Manager etc. Define each members role etc. Involve the team in setting objectives Project Manager/ Team Leader Lead by example Value individual contribution Provide information Team members Schedule regular meetings Logistician(s) Med. Staff Celebrate success etc.
Team Combinations Permanent Staff (Long term contracts) Temporary Staff (Short term contracts) Consultants (internal / external) Generalists Specialists National International Seconded Internships / Experience Visits Counterparts Partnerships with agencies Relationships (couples etc.)
Influencing Factors 1. Size 2. Cultural Mix 3. Turnover 4. Context 5. Experience level 6. Location / Spread / Distance - VIRTUAL TEAMS 7. Tasks / ToR 8. Induction / briefing / handover
9. Possible team combinations Team Management Issues: 1. Work Preference: People tend to practice what they prefer and therefore perform better in those areas that match their work preference.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 12
2. Critical Work / Tasks: Whether designing a new job or restructuring an existing one, the critical activities which the job holder will have to perform must be identified. 3. Linking Skills: The integrating of people and work processes – this is necessary to ensure high performance at work. 4. Team Performance: For high performance in teams, ongoing assessment is a requirement. 5. Obstacles / Opportunities Team Personality: How do they respond to challenge and risk. Influencing Skills enable you to: Work collaboratively in changing environments Establish rapport and gain buy-in, support, and commitment Motivate others to "do more with less" Dissolve or overcome resistance Create positive partnerships critical for success How does one achieve this – through the development of a communication strategy. Most teams fail because they have no clear picture of where they are heading or how they will get there.
Successful teams need clear expectations and a common purpose. They need open communication and trust among team members. Individuals need to understand each other's differences and what each person brings to the team that adds value. Team members need the right level of skills in order to get the job done effectively, while being adequately rewarded for their efforts.
Here is an interesting analysis tool which helps you at what types of helper, look Reporter-Adviser - Supporter, tolerant; A collector of information; Dislikes people you have in your team. being rushed; Knowledgeable; Flexible
Creator-Innovator - Imaginative; Future-
Ad vis ors
E xp lore rs
r to ea or Cr ovat Inn
Exp Pro lorer mo ter
Co n Ins troll e pe cto r r
Link
Thr Org uste aniz r er
r ude r ncl Co duce Pro
C o ntr oll ers
Margerison-McCann Team Management Wheel
Org ani ser s
r olde Uph tainer Main
r so ses er As elop v De
Re p Ad orter vis or
oriented; Enjoys complexity; Creative; Likes research work Explorer-Promoter - Persuader, "seller"; Likes varied, exciting, stimulating work; Easily bored; Influential and outgoing Assessor-Developer - Analytical and objective; Developer of ideas; Enjoys prototype or project work; Experimenter Thruster-Organizer - Organizes and implements; Quick to decide; Resultsoriented; Sets up systems; Analytical Concluder-Producer - Practical; Productionoriented; Likes schedules and plans; Pride in reproducing goods and services; Values effectiveness and efficiency Controller-Inspector - Strong on control; Detail-oriented; Low need for people contact; An inspector of standards and procedures Upholder-Maintainer - Conservative, loyal, supportive; Personal values important; Strong sense of right and wrong; Work motivation based on purpose
Page 13
Critical Skills Advising: Gathering and reporting information Innovating: Creating and experimenting with ideas Promoting: Exploring and presenting opportunities Developing: Assessing and testing the applicability of new approaches Organizing: Establishing and implementing ways of making things work Producing: Concluding and delivering outputs Inspecting: Controlling and auditing the working of systems Maintaining: Upholding and safeguarding standards and processes Linking: Co-ordinating and integrating the work of others. PEOPLE LINKING SKILLS Active Listening Communication Team Relationships Problem Solving and Counseling Participative Decision Making Interface Management TASK LINKING SKILLS Objectives Setting Quality Standards Work Allocation Team Development Delegation
LEADERSHIP LINKING SKILLS Motivation Strategy
Team Management Workbook Prepared for People In Aid by Sheryl Haw
WHAT LINKERS DO Listen before deciding Keep team members up to date on a regular basis Encourage respect, understanding, and trust among team members Are available and responsive to people's problems Involve team members in the problem solving of key issues Coordinate and represent team members WHAT LINKERS DO Set achievable targets with the team but always press them for improved performance Set an example and agree on high quality work standards with the team Allocate work to people based on their capabilities and preferences Develop balance in their team Delegate work when it is not essential to do it themselves WHAT LINKERS DO Inspires others to give their best Devises effective action plans to achieve goals
May 2005
Page 14
Session Two: Team Management Content: 1. What it involves 2. On site management 3. Distance Management 4. Cross cultural sensitivity
1. What it involves The main reasons for failing projects are: • • • • • •
Organisation and management Goals, objectives and results Scheduling and control Project surroundings Tools Other
33% 21% 15% 14% 11% 6%
Things normally go wrong because they were never thought about! As a manager you have a certain amount of control over your work. You have the authority to change things and do some things differently. You have the ability (and authority) to make a huge impact upon the way in which your team (staff) work, you can together shape your work environment. However – change is always perceived as threatening and you will meet resistance initially. The key here is to convince your team (who are the most affected) that what you are doing can only do good for them and for others it will do no harm! Organization and management Key Roles of a Manager: Planner: • A Manager has to take a long-term view; indeed, the higher you rise, the further you will have to look. • While a team member will be working towards known and established goals, the manager must look further ahead so that these goals are selected wisely.
Page 15
Provider: • The Manager has access to information and materials which the team needs: • information you hear (tit-bits about travel, meetings, etc) • information you gather (minutes of meetings, financial figures, etc) • information you infer (if this happens then my team will need...) Protector: TRUST Vision: • Vision in that the future must be seen and communicated to the team • It is a focus for the team's activity, which provides sustained long-term motivation and which unites your team. • A vision has to be something sufficiently exciting to bind your team with you in common purpose. This implies two things: • you need to decide where your team is headed • you have to communicate that vision to them Values: • Values in that the team needs a unifying code of practice which supports and enhances co-operation Verve: • Verve in that positive enthusiasm is the best way of making the work exciting and fun. • What tasks do you currently do that fall into these three categories? What task do you do that fit into the following three categories: Planner
Provider
Protector
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 16
Management Systems
Management Cycle ve pr o Im
Review / Evaluate
Monitor
Do
•
Time Frame for each phase in the cycle
•
Who is responsible for each phase / authority
•
How are the steps communicated and recorded.
Imp rov e
Imp
rove
Feedback
Im pr ov e Plan
Im pr ov e
Planning •
Mission / Mandate / Vision
•
Strategy (Organizational / Country Specific / Project Specific)
List impact of knowing and Purpose of a Strategy: working on a strategy • To provide clear direction for the leader together: and his / her team • To provide cohesion between HQ and Field • To ensure there is a clear link with the overall agency mandate and strategy • To provide a dynamic monitoring and evaluation tool in order to chart the progress and impact of the programmes • To have an historical evolution plan of the agency’s work. • To provide an opportunity to learn.
•
Activity / Implementation Plan
•
Action Plan
Monitoring and Evaluation: Monitoring Objective:
Evaluations Objective:
To collect information to improve To collect information to immediate management decisions determine general relevance, on the activity being monitored effectiveness, efficiency, impact and sustainability of a project / activity
Page 17
How often does one Monitor? Continuously throughout implementation. What does one Monitor? • Specified indicators to chart progress of the activities / objectives Budget versus actual and all financial related activity / cost analysis Project portfolio (reports expected) Activities in relation to timeplan chart Staff presence and performance Quality performance How often does one evaluate? Occasionally, during and or after implementation When to evaluate: • Trouble shooting needed when monitoring highlights a problem • Access impact (intended or unintended) • Lessons learnt exercise / seek improvement • Final report to stakeholders / accountability What does one evaluate? • Strategy • Project impact • Sector • Staff performance • Etc. List Tools used for Monitoring and Evaluation – Prioritize
Definition of Impact: Describes the effect of an intervention. • Can be negative or positive • Expected or unexpected Draw • • •
a distinction between: Operational Impact (achievement) Initial Impact (Results) Longer-term Impact (consequences)
Approaches: All three management tools (monitoring, evaluation and impact analysis) should be a part of a managers role and depending on the type of team, the objectives and the time frame, will be ideally planned well in advance.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 18
2. On Site Management This is when you are based at the same location as your team permanently or a majority of your time. Micro-management can be a hurdle to overcome and the skill to learn to delegate with authority and trust is a key one to grasp as early on as possible. However, this does not negate accountability and clear procedures should be in place to ensure team members are monitored both qualitatively and quantitatively.
3. Distance Management This is increasingly how management is occurring. The need to ensure systems are in place, tools are used correctly and training has occurred in order to establish a minimum performance expectation becomes key. Communications skills and the building up of trust are two of the greatest assets the distance manger can develop. For both situations the foundational preparation can significantly impact the output of the team. This can be enhanced by concentration on induction, briefing and good handovers:
t en pm lo e ev fD af St
Ap pl ic
at io n
In du ct io n
g in ief Br
Handover Bridge
The Heart Beat of Staff Development
Induction is the learning process by which an organization receives and familiarizes new employees with the organization, by finding out about its structure, function, norms, rules and procedures Briefing is the learning process through which the new employee builds on the information gained from the induction and focuses on their specific roles and responsibilities as well as the contextual setting of the programme they are entering “A good handover is a tailor-made consultancy, providing a coaching, briefing and training session all rolled into one, enabling the incomer to do twice as good a job as they would otherwise - at least in the crucial first few months of their assignment” Quote by Barney Mayhew on Aidworkers.net
Team Management Considerations: 1. Team set up: take time for recruitment and ensure you have put the best combination of team members together. 2. Ensure that a well planned supervision system is in place and that the job descriptions are well worked out. 3. Make sure the assignments given out are clear and well understood. 4. Always delegate with authority (to an appropriate level) 5. Consultative leadership goes down better than dictatorial leadership in the majority of cases. 6. Indifference towards discipline or failure to recognize good work both will have longer term consequences. 7. Avoid using the excuse “I am too busy now”. 8. Avoid hanging onto knowledge – always look to pass it on.
Page 19
Distance Management Concerns 1. Tension between field and headquarters 2. Depersonalised leadership titles – not using names 3. Fragmented understanding – holding onto knowledge 4. Inefficient project / team work 5. Growing subservience to paper work 6. Flourishing individual agendas Food for Thought: “My manager is the lens through which the organisation looks at me, and through which I look at the organisation”. Knowledge Management: • Supply push model – collate and distribute • Demand pull model – staff use and drive it Meeting Preparation: Questions to ask as you prepare for a meeting 1. How should the meeting be held, 2. Who can usefully contribute, 3. How will ideas be best generated, 4. What criteria are involved in the decision, 5. Is there a better way of achieving the same end, Concerns raised in distance management scenarios: 1. Tension between field and headquarters 2. Depersonalised leadership titles – not using names 3. Fragmented understanding – holding onto knowledge 4. Inefficient project / team work 5. Growing subservience to paper work 6. Flourishing individual agendas Ways to improve communication in distance management • Bonding environment – Personal contact – Induction / briefing key – Head office visits – Communication tools – “Buddie” system for mentors / handovers – Sharing key events • Communication links – Isolation fears – Decisions made – Flow chart • Supervision – Daily expectations – Clear responsibility for results – Achievable monthly goals / objectives – Accountability Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 20
– –
Policy support Check progress
Planning time for your team The greatest gift you can give your team is your undivided attention and genuinely seek to know them and support them: A. KNOW YOUR TEAM 1. Who are they? Small CV for yourself • Name • DoB – for birthdays • Start / end of contract • Experience • Current role • Key points 2. Job Description: current and correct? 3. Tasks: is there a correlation with the JD? • Daily; Weekly; Monthly; Yearly; Events 4. Reviews / Appraisals: Actions followed up? 5. Staff Development Plan B. REVIEWS / APPRAISALS 1. Review of what each person is actually doing with their time: self appraisal / mentor review. 2. Ability Review: Self appraisal / line manager. Reason for inability • No time • Does not know • Unable - reason • Refuses Avoid sweeping statements: e.g. The driver is not good at his job? To say this you must know: • what equates to good • what the driver is not doing • why. C. TERMS OF REFERENCE • Face to face meetings key: minimum once per year, preferable 2-3 times per year. • Clear and agreed ToR of expectations of trip. • Well planned itinerary • Allow time for social meetings
Page 21
Session Three: Effective Communication Content: 1. Developing a Communication Strategy 2. Communication Techniques
___________________________________________________________________
1. Developing a Communication Strategy Everyone brings former history, experience and knowledge of communication styles and approaches from their former work place, university, home. They base their way of communicating on this and hence in one organization there maybe many cultural ways of communication, with different expectations and outputs. It is therefore crucial to have a standard communication strategy, a day by day / week by week outline of what to expect in communication needs and where possible as many standard formats for crucial communication documents as possible, as this protects and ensures minimum communication is occurring in a way that quickly allows the important information to be received and acted on. Communication Strategy - Dimensions: • • • •
1st Dimensional: Verbal: face to face; group; phone; radio; video 2nd Dimensional: Written: e-mail; reports; reviews; etc. 3rd Dimensional: Visual interpretation 4th Dimensional: Attitude; history; interpretation; culture
1st Dimensional Listing what is available in this category in your organization is the first step to understanding which methods are the most appropriate under certain circumstances. List pros and cons for each method: Though ad hoc meetings are a good way of meeting the flexible requirements of an organisation, there is also a clear need to time manage and to have planned meetings throughout the year where certain topics are addressed fully and with all relevant parties involved. Timings of agenda’s, meeting notifications, AOB etc. should be down well in advance so as to allow feedback and input. This is particularly important when attendance is not possible due to distance.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 22
Key points to remember: • Be prepared • Be open • Be focused • Ensure you have made enough time available • Ensure there is opportunity for the team to have access to you • Ensure you have put in the effort. Skills to work on: • Listening / hearing • Investing • Empowering. 2nd Dimensional Standardisation is often resisted but it has many benefits and will defuse problems encountered, such as the member who rarely communicates to the one who over communicates! Step One: Decide what tools will be used and the frequency Step Two: Ensure all are trained in their use Step Three: Give feedback Step Four: Flexibility may be needed, but ensure boundaries in place.
Examples of Standard Forms: Operational: Sitreps; Monthly reports; Interim reports, Final reports; Incident reports; HR: Reviews; appraisals Financial: PR:
Because we by nature create bureaucracy we need to constantly ask ourselves what the relevance and need for each form and format is. Expectation: Who receives? Why? What are their needs? Are they being met? Is feedback occurring? Example of a communication strategy chart Report Sitrep
Person Responsible Country Director
Frequency / deadline Monthly
Submitted to / read by Desk Officer
Cc List / Shared Info HR Officer Project Officer
Summary of Contents Security Politics Programme Logistics Finances HR PR Quality Others
Feedback Required Yes: 2. By Desk Officer 3. By HR Officer
Reason
Page 23
Example of a Communication Gantt Chart
Communication Activity Plan Date Week
1
2
3
4
5
6
January
Staff Plan
9
10
February
11
12
Sitrep
data
Staff Plan
Sitrep
13
March Sitrep
data
PC
TL
8
Sitrep
CD
HRO
7
In distance management this can become a useful outline of expectations and needs. It also acts as an excellent handover tool.
data
Staff Plan
Sitrep
This can be scaled up or down depending on the need / level of management.
Sitrep
Donor
E-mail Management • Avoid sending an e-mail to pass on a problem • The use of priority flags properly can help ensure urgent issues are dealt with first • Time of sending vs expectation of reply • Pause before sending – is this really needed – is the phone a better option? • Suggestion: Try not to give an opinion in an email, nor offer debate - it’s transaction / fact / request 3rd Dimensional This takes communication and step further and begins to appeal to the personality and the need in each of us to know what we are to do, how we are to do it and whether or not we are doing it well. Areas that fall under 3rd dimensional communication: • Pictures • Action – speaks louder than words • Reward / recognition • Feedback • Inclusion / collaboration • Boundary setting • Clarity of role • Security
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 24
4th Dimensional The impact of communication affects each of us differently because we come with history, personality type, physical and emotional well being and differing cultures (and genders) Each of these issues affects how we hear and respond: Examples of 4th dimensional issues: • Attitude: Past, present will affect the future • History • Interpretation • Culture • Motivation • Morale • Stress • Health • Relationships • Recognition / Discipline
2. Communication Techniques4 •
•
•
Pacing, Inquiry and Diagnosis are shown as problem-centred skills, as they are commonly used when the discussion focuses on problems. Leading, Proposing and Directing are solution-centred skills as they are commonly used to move discussions towards solutions. Summarising is in the middle as it can be used in either situation. Communicating within the Team Learning discipline is a dynamic process which constantly moves through all seven skills.
Pacing: match style to other persons Inquiry: listening carefully and asking questions to fill in the gaps Diagnosis: find root cause of a problem - essential Leading: giving information in a way so as to lead people to talk about solutions Proposing: presenting solutions as a choice of options Directing: usually done without thinking by managers. Only do outright when:
– – –
4
The problem is known The solution is known You know that people will accept your reasoning.
Margerison-McCann Influencing Skills Model
Page 25
Session Four: Cross Cultural Sensitivity Content: 1. What is Culture? 2. Cross Cultural Differences 3. The Impact of Values 4. Status vs Role 5. Cultural Adjustment 6. Managing Conflict ___________________________________________________________________
1. What is culture? We do not recognise the extent to which our OWN culture colours (affects) all we do, feel and say. The most important decision to take at the onset is the CULTURE is NOT the enemy! Culture is the integrated system of learned patterns of behaviour, values, beliefs and world view. • •
• •
Behaviour: What is done? (leads to what is meant?) Includes: customs; languages etc. Values: What is good / best and what should happen? (Standards of conduct / judgement.) Note: Value system often overlaps with the given cultures felt needs. Thus “what is good” often relates to “what is needed”. Beliefs: What is true? Values reflect an underlying system of beliefs, ideas and thoughts. NB: Beliefs guide decisions and actions. World View: What is real? Beliefs are based on the basic assumptions people have made about the nature of reality and ultimate reality.
2. Cross Cultural Differences You will come across different cultures wherever you are in todays global environment. However, in order to prevent conflict through cultural diversity it is important to understand our reactions: • Confusion: Misunderstandings resulting from not grasping the meaning of what is said or done. • Ethnocentrism: Judging features of another culture by what characterises our own. (i.e. mine is best) • Culture Shock: Experiencing disorientation – as one does not understand the deeper realities of the other culture.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 26
3. The Impact of Values Values are concepts or beliefs that determine how we live our life. At work they are major influences on how individuals approach work. Values drive our decisions and cause us to summon up energy to preserve what we believe in or what we want to defend. As such they can be principal determinants of behavior and will impact our views about people, situations or events. When team members share the same values the team will have the energy to deliver outstanding performance. Where individual values clash, conflict will occur and teams are unlikely to reach their full potential. Self Focus: Value types that put personal goals ahead of group goals. Individualism is the core value type in this quadrant. Group Focus: Value types that put group wishes ahead of individual need. Collectivism is the core value type.
Organizational Constraint: Value types that require strictly-adhered-to guidelines to ensure the smooth running of an organization. Compliance is the core value type.
Organizational Freedom: Value types where individual behaviour is unrestricted and people are free to choose their pathways, unfettered by organizational constraints. Empowerment is the core value type Values focusing on the self, within an environment of organizational freedom are defined by the Independence value type.
Those focusing on the self within an environment of organizational constraint are defined by the Authority value type.
Values focusing on the group, within an environment of organizational freedom are defined by the Equality value type.
Those focusing on the group within an environment of organizational constraint are defined by the Conformity value type.
4. Status vs Role Titles and roles will convey expectations to people, expectations that determine how one should dress, communicate, work, live, behave etc. Status is the position in a social system. Roles are often seen as complimentary pairs: Teacher–student Relief worker-beneficiary Doctor-Patient
Page 27
Cultural Differentiations In distance management dealing with national and international staff will invariably lead to discussion over role vs status within the context of the programme. Examples of topics that may need to be discussed: Being the first, biggest or most powerful person Age gives priority Used to being told what to do – little participation Nepotism Female leadership Political links Code of dress Contracts / rewards system Motivation: job / vision Background - induction
5. Cultural Adjustment For those travelling and working in various countries there will be the need to recognize ongoing cultural adjustments that need to be recognised. For example: Away from family and friends New routine Living with “weird” people (different cultures etc.) Using your skills in a country that has no supportive technology (computer but no power, no lab.) Facing poverty, hunger and death Confronted with many demands Communication frustrations (working through translators)
6. Managing Conflict With the pot of personality types, cultural diversity and expectations there will most likely be conflict in the team at one time or another. Conflict is not inherently bad. In fact, conflict simply stems from differing viewpoints. Since no two people view the world exactly the same way, disagreement is quite normal. In fact, anyone who agrees with you all of the time is probably telling you what you want to hear, not what he or she actually believes. Unity is not conformity! The reason conflict has received such bad press is because of the emotional aspects that come along with it. When there is conflict, it means that there is strong disagreement between two or more individuals. The conflict is usually in relation to interests or ideas that are personally meaningful to either one or both of the parties involved. Unmanaged conflict can lead to violence and insubordination. The key to managing conflict effectively is to learn the skills necessary to become a good conflict manager.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 28
Where is conflict likely to occur? In interpersonal one-on-one relationships In meetings In negotiations Tips to managing conflict with your team or how to advise your team: •
Try to determine if there is a problem between you and the other person.
•
Identify any commons goals, values, assumptions.
•
Keep conversations focused on issues, not personalities.
•
If you think there is a problem, set up a private face-to-face meeting to discuss the problem with the other person.
•
In a non-confrontational manner, ask the person if there is a problem. If his/her answer is "No", inform the person that you think there is a problem and explain what you think the problem is.
•
As you talk, ask for feedback. Do not "attack" the other person with accusations.
•
Try to listen to each other with open minds.
•
Be sure to respect each other's opinions.
•
Take a few minutes to recycle the other person's opinions in your mind.
•
Try to determine why the other person felt the way they did.
•
Avoid "finger-pointing."
•
Try to work out a compromise that pleases both of you.
•
Clarify what you want/need from the other person. Distinguish between the two.
•
Watch out for old attitudes that are interfering with your current effort.
•
Make sure your body and verbal language are in agreement.
•
Keep your attitude positive
•
Don’t get sidetracked into irrelevant arguments.
•
Speak in private if a difficult issue must be addressed.
•
Don’t take their dislike personally.
•
Don’t discuss them with other people. The walls have both ears and mouths.
•
Set a limit on what you will put up with and stick to it.
•
Remember ‘Winning’ may only mean arranging a tolerable working relationship, not solving all their personality defects.
•
Treat people well. It may make them like you or it will, at worst, simply confuse them
Page 29
Tips for handling conflict in meetings: •
Find some "grain of truth" in the other person's position that you can build upon.
•
Identify areas of agreement in the two positions.
•
Defer the subject to handle later in the meeting.
•
Document the subject and set it aside to discuss in the next meeting.
•
Ask to speak with the individual after the meeting or during a break.
•
See if someone else in the meeting has a response or recommendation.
•
Present your view, but do not force agreement. Let things be and go on to the next topic.
•
Agree that the person has a valid point and there may be some way to make the situation work for both parties.
•
Create a compromise.
Tips for handling conflict in negotiations: •
Avoid defend-attack interaction: non-productive every time!
•
Seek more information: ask a lot of questions!
•
Check understanding and summarize: make sure that you are understanding everything!
•
Try to understand the other person's perspective: communication is more than just listening; try to see it their way!
Increased risk of conflict can occur in the following situations: Poor hand over Long working hours Insecurity Isolation Dramatic events (incidents) Family / friends not well back home. Poor health Finances Basic signs and symptoms of stress Behaviour: Irritable (mood swings) Seeking attention / withdrawing Crying a lot Angry / confused – forgetting things Negative speaking / talking a lot Unable to accomplish a task (lack of concentration) Physical:
Changes in sleeping patterns (esp. waking in the night) Changes in eating patterns (too much / too little) Heart burn / palpitations Headaches Panic attacks
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 30
Emotional:
Feeling inadequate / irrational pride Low self worth Negative thoughts (not wanting to start a new day) Irrational fears Distancing from responsibility
Page 31
Session Five: Decision Making Content: 1. The Process of Decision Making 2. Building Commitment 3. Unpacking a Problem 4. Tracking decisions and action
1. The Process of Decision Making
Decision Making Gather the facts Consult those involved Make the decision Explain the decision Monitor the decision
As a leader / manager you will need to take decisions almost daily. It is helpful to build trust and transparency when your team knows the process that you use – then when a decision has to come where you need a response immediately, there will be the trust that allows the team to act first and look for the back up information later.
2. Building Commitment •
Inclusive / exclusive
Consultative leadership is appreciated. Distance reduces possibilities of face to face meetings, but creative planning can ensure consultation and inclusion is still maintained. Telephone, video conferences, telephone conferences, timely e-mails etc. If there is a need for an exclusive decision – explain the reasons clearly. •
Motivating
Feedback and acknowledgement are two of the most key forms of motivation that go a long way to lift staff morale. Clear goals and strategies help set direction and give purpose. •
Delegating
Delegation is a skill of which we have all heard - but which few understand. It can be used either as an excuse for dumping failure onto the shoulders of subordinates, or as a dynamic tool for motivating and training your team to realize their full potential.5 Delegation underpins a style of management which allows your staff to use and develop their skills and knowledge to the full potential. Without delegation, you lose their full value.
5
Quote by Gerald Blair – article on delegation in not for profit internet library.
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 32
Delegation is primarily about entrusting your authority to others. This means that they can act and initiate independently; and that they assume responsibility with you for certain tasks. If something goes wrong, you remain responsible since you are the manager; the trick is to delegate in such a way that things get done but do not go (badly) wrong. The objective of delegation is to get the job done by someone else. Not just the simple tasks of reading instructions and turning a lever, but also the decision making and changes which depend upon new information. To enable someone else to do the job for you, you must ensure that: • they know what you want • they have the authority to achieve it • they know how to do it. These all depend upon communicating clearly the nature of the task, the extent of their discretion, and the sources of relevant information and knowledge. These all depend upon communicating clearly the nature of the task, the extent of their discretion, and the sources of relevant information and knowledge. This is not the case if you have shown your style of control and decision making – led by example. They will often pick up your habits. The key is to delegate gradually. If you present someone with a task which is daunting, one with which he/she does not feel able to cope, then the task will not be done and your staff will be severely demotivated. Instead you should build-up gradually; first a small task leading to a little development, then another small task which builds upon the first; when that is achieved, add another stage; and so on. This is the difference between asking people to scale a sheer wall, and providing them with a staircase. Each task delegated should have enough complexity to stretch that member of staff - but only a little. The end results of the above points will be a strengthening of team commitment
3. Unpacking a Problem (Project Cycle Management - PCM) Helpful tips to unpacking a problem and arriving at a decision and plan of action Step One: Identify the Problem and set the Goal Develop a problem statement
Develop a goal statement
Action Qualify the problem
Description Describe the problem and relevant details
Quantify the problem
Describe the problem in measurable terms
Set targets for “satisfactory” solution
Describe the level or standard that should be achieved and by when
Benefit Assures accurate and factual understanding of the problem Clarifies the problem in quantifiable terms
Prioritises work Permits selection of solutions
Example: Problem Statement: Logistics staff spend 60% of their time dealing with vehicle maintenance issues
Page 33
Goal Statement: By Nov. 1 decrease the amount of time that logistics staff spend on maintenance issues by 25% -- by changing mechanic, developing a vehicle maintenance programme, and training drivers Step Two: Do – Select solution You can cross check that you have selected the solution according to the following safe guards: No. 1 2 3 4 5
Characteristics Control: does the team control the problem / solution? Relevance: will the solution actually solve the problem? Resources: how much time, money, people, material etc., will be required and is it available? Payback: will the solution payback the cost? Buy-in: will the stakeholders agree to the solution?
Confirm
Divide the solution into easily manageable steps that can be monitored
Include everyone affected by the solution in the implementation process
Keep everyone informed about what is happening, the plan, the goal, and how effectively things are being done
Be sure everyone knows what they have to do and stay in close touch with your team
Do not take anything for granted.
Step Three: Check – Evaluate the effectiveness of the solution Check timing of actual implementation against plan 1. Check timing of actual implementation against plan 2. Evaluate whether or not goals have been achieved
a. b. c. d.
Productivity improvement Cost reduction Quality improvement Safety
3. Evaluate results and any adverse effects 4. Standardise the new method 5. Establish control devices to ensure continued use of the new standardized
method 6. Train others in the new standardized method 7. Communicate what has been learned
Step Four: Act – Ensure effectiveness and standardise 1. Modify implementation or changes if impact not achieved 2. Standardise the new method
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Page 34
3. Establish control devices to ensure continued use of the new standardised method 4. Train others in the new standardised method 5. Communicate what has been learned Summary of PCM Steps Plan: Identify problem and set goal Analyze problem • Collect data and analyze • Identify main root causes Generate potential solutions Do: Select and plan solutions Implement solutions Check: Evaluate effectiveness of solutions Act: Implement countermeasures if needed to ensure effectiveness and impact Standardise solutions Problem solving work sheet Plan: Identify problem and set goal
Do: Select and plan solution
Problem
Solutions Control
Resources
Relevance
Payback
Buy-in
Goal Key event schedule
Do: Implement solution(s) Plan: analyze problem
Evaluate: Evaluate solution(s) and standardize Planned
Actual
Issues/actions
Do: Generate potential solutions Issue
Identified root cause
Potential solution
Improve: Refine solution(s) and standardize New standard
Standard work procedures documented Supervisor and associates trained Tracking audit process in place Additional issues identified with responsibility and timing
4. Tracking Decisions and Actions Corrective and preventative actions are implemented to improve the project output or the management system you are using with your team / organisation. A preventative action is taken to eliminate the cause of a defect or potential problem and to avoid it from happening.
Page 35
A corrective action is taken to eliminate the cause of an existing defect or problem and/or to avoid its recurrence. Identification of a problem or suggestion for improvement
Identification and approval of a Corrective / Preventative Action
A problem or suggestion can be detected and communicated by several means: • Reported by staff or other stakeholders, using any of the formats used in your organisation (e.g. sitreps) • Field Trip Visit • Management Team meeting • Oral transmission, e-mail • Everyone is free to propose an action • The leader / manager must decide on which should be implemented and by when. • The line manager at each level plans the activities. • These actions are collated and followed up on by the use of an action plan.
Track Improvement Process No
Origin
Activity
External / Internal Audit Field Trip Improvement Proposition Sitrep Management Review Strategic Decision
Team Management Workbook Prepared for People In Aid by Sheryl Haw
Person
Time
Impact
Comments Resources
Cost efficiency Values Professionalism Success of Project Neutrality Long term sustainability
May 2005
Page 36
Session Six: Accountability to your Team Staff appraisal is usually the line manger appraising their team members and is in order to evaluate performance, well being, staff development, succession planning etc. However, very rarely are the team members given the opportunity to evaluate their line managers and understand what they see as a “good” manager / leader. In a sense there needs to be a contract between the team and the leader, outlining each others expectations, actions, duties and responsibilities. List what your commitment is to your team below and then draft indicators on how to measure them. Upward appraisal
Key Points:
Page 37
Tracking Decisions No.
Origin
Activity
Person Responsible
Time Frame
CA: Corrective Action PA: Preventative Action
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
Impact
Comments / Resources
Priority
Page 38
References / Resources Books: Key Management Models by Steven Ten Have (Published by Pearson Education Ltd 2003) Effective Leadership by John Adair (Published by Gower Ltd 1993, 1998) Making a Team Work by Steve Chalke (Published by Steve Chalke, 1984) Team Development Manual by M Woodcock, (Published by Gower, 1979) References: Not for Profit Management Library: http://www.managementhelp.org/ How to measure and track performance trends (A people perspective) What is Leadership? Changing Styles for the New Millennium Empowering High-Performance Teams Checklist for Team Working Articles: Distance Management Workshop Notes by People In Aid - 23 October 2003 Conversation as Communication by Gerard M Blair What makes a Great Manager by Gerard M Blair The Human Factor by Gerard M Blair The Art of Delegation by Gerard M Blair Personal Time Management for Busy Managers by Gerard M Blair Groups that Work by Gerard M Blair Making Virtual Teams Successful by Kimball Fisher Team Building by Warren Bennis, Training magazine, May 1990
Page 39
References / Resources continued How to Resolve Conflicts without Offending Anyone by Texas Centre for Women's Business Enterprise, Austin, TX, 8/97 Team Work / Team Management Systems by the Margerison-McCann Team Management Change everything at once! By Neumann J E, Holti R, Standing H, The Tavistock Institute's guide to developing Teamwork in Manufacturing, Management Books 2000 Quality – People Management Matters by Chartered Institute of Personnel Management (IPM) 1993 Motivating and rewarding employees: some aspects of theory and practice by T M Ridley, Acas Occasional Paper 51
Team Management Workbook Prepared for People In Aid by Sheryl Haw
May 2005
