Corndel LeadershipLeadership 4 The Corndel Business School Management Diploma: LEVEL 3 UNIT 1 i Contents Chapter 1: Developing your team 01 Chapter 2: Learning styles 07 Chapter 3:

The Corndel Level 3 Diploma in ManagementUnit 1: Developing individuals and teams

CorndelLeadership

The Corndel Business School Management Diploma: LEVEL 3 UNIT 1

© 2019 Corndel Limited.

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CorndelLeadership

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ContentsChapter 1: Developing your team 01

Chapter 2: Learning styles 07

Chapter 3: Personal development plans 11

Chapter 4: The skills audit & the skills gap 17

Chapter 5: Reviewing competence 23

Chapter 6: Training 31

Chapter 7: Coaching & mentoring 37

Chapter 8: Appraisals 45

Chapter 9: Reviewing team performance 49

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Chapter 1Developing your team

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Chapter 1: Developing your team


2

Why is it important to develop my team and how should I do it?As a manager you are responsible for developing the knowledge, skills and abilities of your team for the benefit of your organisation. A team that has been developed well produces better quality work and more efficiency with fewer mistakes. This improved performance leads to happier customers, higher sales and increased profit.

Youbenefit

Developingyour team’s

knowledge skillsand abilities

Organisationbenefits

Greaterloyalty

Increasedmotivation

Targetsmet

Betterquality

Greaterefficiency

Fewermistakes

Colleaguesbenefit

Improvedskills

Promotion Higherpay



33

It is not only your business that benefits, your colleagues benefit too by improving their skills and having a better chance of being promoted so they can earn a higher pay. This reflects well on you too as their manager because a team that you have developed will feel a greater sense of loyalty and be more motivated to put in an extra effort, making you more likely to meet your targets..

Let’s look at Leroy, who manages the online sales team at Wholly Dough, a doughnut retailer. He knows that there are lots of different ways to develop his team’s knowledge, skills and abilities, not just the formal training courses that people usually think of. Leroy thinks carefully about the development needs of each member of his team, to make sure that any time they invest in improving their competencies, is well spent.



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Book formal trainingcourses

Arrange mentoring withexperienced colleagues

Delegate challengingwork

Provide opportunitiesto practise new skills

Organise work shadowingin other departments

Plan long-term routesto promotion

How to develop your team

After talking to Charles, one of his account managers, Leroy realises Charles lacks confidence and makes mistakes using their customer management software. He decides to book Charles on a training course and arranges him to be mentored by Samantha, a more experienced colleague.

It’s okay, but somebits I’m not sure of

so I have to strugglethrough and it takes

me more time...

Do you findthe customermanagement

software easy?I think it would

be helpful for youto have some more

training

By observing Samantha’ performance, Leroy sees that she always exceeds her targets and is ready for a new challenge. He delegates some of his own work to her. He gives her the project of redesigning Wholly Dough’s website so she can practice her creativity and problem-solving skills.



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He also arranges for her to shadow the product development manager in a different department so she can learn new skills and broaden her experience. In this way, he thinks about her long-term development and prepares her for a possible promotion to assistant manager one day.

When planning the development of his team, Leroy must make sure that he follows the law. So, when he puts colleagues forward for development opportunities, he must comply with the ‘Equality Act 2010’. This ensures that everyone gets a fair chance of being selected.

Age

The 2010 Equality Act makes it illegal to discriminate on grounds of:

Sex

Race

Disability

Religion orbelief

Marital status

Sexualorientation

GenderReassignment

Pregnancy andmaternity

Legal requirements

Equality Act2010

Select peoplefor development

opportunitiesbased on evidence

Avoidunconscious

bias



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It is illegal to discriminate against anyone because of their age, sex, race, disability, religion or belief, marital status, sexual orientation, gender reassignment or whether they are pregnant or on maternity leave.

When selecting development opportunities for his team, Leroy only looks at the evidence of how well team members are performing, and what they are having difficulty with. To help him do this, he has had training on how to keep unconscious bias out of his decisions.

Development opportunities are also used to help organisations comply with the ‘Health and Safety at Work Act 1974’. Businesses must protect the health, safety and welfare of their employees as well as anyone else who comes on their premises, for example customer or suppliers.

The Health and Safety at Work Act 1974:

Train team members to work safely

organisations must protectthe health, safety and welfareof everyone on their premises

As his team work long hours at their computers, Leroy gives them training on the need to take regular breaks to avoid headaches, and how to prevent repetitive strain injury when using their keyboards.

Chapter 2Learning styles

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8

Chapter 2: Learning styles

How does understanding Learning Styles help me to create my Personal Development Plan? Learning styles are all about how we all learn in different ways. Understanding that we all learn in different ways can help you not only to plan the best development activities for yourself, but can also help you to develop your team and choose the right activities for them.

One way of finding the best way for you to learn is to use the VAK theory. VAK splits learners into three distinct learning styles. Visual learners prefer seeing things to understand them, for example pictures, diagrams, videos, and charts. Auditory learners prefer information that is spoken, for example listening to an explanation, listening to a podcast, and sometimes repeating it back. Kinaesthetic learners prefer to be more hands on and have a go to experience it for themselves.

KA

• Pictures• Diagrams• Videos• Charts

• Spoken• Listening to an

explanation• Listening to a

podcast• Repeating it back

• More hands on• Feeling or

experience• Touch or feel an

object or piece of equipment

VVisual Auditory Kinaesthetic

Let’s see how we can bring this to life in a work environment. A new system to book your holidays is introduced to your department. How would you prefer to learn how to use it? Would it be to watch a demonstration or PowerPoint of how it works? This


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would make you a visual learner. How about listening to another member of the team explaining how it works? This means you are an auditory learner. Do you want to know if there is a test system available so you can have a go? In this case, you would be a kinaesthetic learner. Choosing the way that best suits your learning style will help you get the most out of the learning.

Another theory, by Honey and Mumford, splits people into having four different learning styles: Activists learn by doing; reflectors like to watch first, and then think things through; theorists focus on understanding the theory before they act; and pragmatists learn by applying what they have learned in the real world.

ActivistsGets stuck in

Work it out asthey go along

PragmatistsFinds best way to do it

Calls a friendwho knows

More practical

ReflectorsStop and consider all options, then maketheir choice

TheoristsReads instructions thoroughlyFollows instructionsto the letter

Let’s imagine you’re at home building a new wardrobe for your bedroom. People with different learning styles would build the wardrobe in different ways.

Activists would get stuck in and work it out as they went along; they would jump straight in without reading the instructions, and may have a few screws left over when they are finished.

Reflectors may stop and consider all the options before starting. They would look at all the possible ways to build the wardrobe and then make their choice on how to do it.

Activists


Reflectors



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Theorists would get the instructions out, read them through and make sure every bit was there before carefully following the instructions to the letter. If someone suggested another way to build the wardrobe that wasn’t part of the instructions, a theorist would not be happy with that.

Pragmatists might look on YouTube for practical advice on the best way to put the wardrobe together, or they might call a friend who knows about furniture. How should you really do it? Is there a quicker, more practical way to get it done.

Following instructionshelps me to complete

the task effectively

There is no right or wrong way when it comes to learning styles. We may even have more than one learning style or change our learning style depending on what we are learning. The main point is to pick activities for your personal development plan that suit you, so that you remember what you have learnt!

Pragmatists TheoristsReads instructions thoroughlyFollows instructionsto the letter

Theorists

Chapter 3Personal development plans

Promotion

Trainingcourses

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12The Corndel Business School Management Diploma: LEVEL 3 UNIT 1

Chapter 3: Personal development plans

What is a personal development plan and how can it help me? Well, let’s start with breaking down the terms. Firstly, it’s personal. This means it relates to you, to your ambitions and to your goals. So in order to create a personal development plan that works for you, you’re going to need to think about what you want to achieve. These goals could be short-term, as in over the coming weeks or months, medium-term say six months to a year, or long-term such as in the next five years.

In the comingweeks

6 months toa year

next5 years

Long-termgoals

Medium-termgoals

Short-termgoals

Secondly, a personal development plan or PDP, is about development. Where do you need to develop? What skills or knowledge do you need to gain in order to reach those goals you’ve been thinking about? How could you be better at your job, and are there areas of your work that you need to strengthen and become more competent in? Importantly, how do you identify what your development needs are?

Developing my personaldevelopment plan will

help me achievemy goals

As your manager I can help by giving

you feedback

The Corndel Business School Management Diploma: LEVEL 3 UNIT 1 The Corndel Business School Management Diploma: LEVEL 3 UNIT 1

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You can start by asking your line manager or colleagues for feedback. Then, you should set aside some time for personal reflection and self-assessment to help you to consider what direction your personal development plan should take.

Once you’ve got an idea of where you want to go and what you need to develop in order to get there, you can start creating your plan. Construct a table with five columns. The headings are:

What are my development objectives?

What activities do i need to do to achieve these objectives?

What support and resources do I need in order to achieve them?

When do I want to have reached my objectives?

Did I achieve the objective, and if not why not?



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Once you have your table set out, it’s time to write your first development objective.

Now, whilst you may have set yourself the long-term goal of getting promoted, it is much more helpful to break that goal down into smaller more, achievable development objectives. These objectives need to be SMART as in specific, measurable, achievable, relevant and time bound.

So, for example, instead of setting the vague goal of promotion one day, you may have identified a specific opportunity at your workplace. Let’s say the business has won a lucrative new client, we’ll call them Bigbux Ltd, and will be looking for someone to manage the account in six months time.

BigbuxLIMITED

This is something you feel you could do. However, you’ve identified, by doing the self-reflection exercise, that you don’t currently have good enough skills in resource planning or experience of working with big clients. Therefore your specific goals are to gain resource planning skills and experience of working with high-value clients. So you’d write these as your first two objectives in the first column. To achieve these objectives, you arrange to study a resource planning course and to shadow your colleague, Yvonne, who’s responsible for high-value-client-account management. That means you’ll need time to study and the agreement of Yvonne and your line manager.

1

2

Courses

Trainee Manager

Deputy Manager

DeMMM

DeDMMMMMMMMMM

Supervisorjob?

Speak to

Manager

PromotionArrangecourseGoals


1515


Now set realistic target dates for when you want to have met these objectives so that you can apply for the new role. Through creating SMART objectives for your plan you will have a list of achievable goals that are personal to you, and against which you can ask yourself ‘How am I progressing?’

3 January 1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

February 1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 28

March 1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

April 1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30

Manager Employee

CourseStart date

CourseEnd date

Promotionapplication

1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30

CourseStart date

To do list

Start new course

Submit coursework

Complete course

Submit application

for promotion

4 1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 28

January

MarchApril

February

So now it’s time to write your own personal development plan. List your objectives and check that they fit the SMART criteria. Identify what opportunities are out there that will help you meet those objectives. What learning and development opportunities have you seen that you think could help you achieve


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your personal development plan? They could be anything from a particular training course that you need to attend or work-based activities such as mentoring or shadowing a colleague.

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1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30

CourseEnd date

1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

January

MarchApril

February5

To do list

Start new course

Submit coursework

Complete course

Submit application

for promotion

Whatever the activity is, it’s a good idea to get it down into your plan. This way you are clear about what actions you need to take, and how they will help you to achieve your development objectives.

Finally, don’t forget to come back to your plan at regular intervals, to check how you are progressing. This should be at least every three months. You should ask yourself, ‘What have I achieved so far?’. This time will also allow you to note down if there has been anything that has prevented you from following your plan, or if your development needs have changed.

1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30

CourseStart date

1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 28

January

MarchApril

February

Submitapplication

To do list

Start new course

Submit coursework

Complete course

Submit application

for promotion

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Chapter 4The skills audit & the skills gap

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Chapter 4: The skills audit & the skills gap

How can I carry out a skills audit to identify the gaps between the skills my team has and skills we need to achieve our objectives?Every organisation requires people to have certain skills in order to meet its objectives. Imagine if one of your objectives was to increase sales in Europe, but no one in your team could speak French or German.

You’d find it difficult to communicate with your market, and struggle to provide good customer service. The aim of a skills audit is to identify the competencies (the skills, knowledge and experience) that your organisation has, and to compare them to the competencies it needs to meet its objectives.

Your organisation needs certain skills to meet its objectives.

A skills audit indentifies the competencies we haveand compares them to the competencies we need.

Linking skills to objectives

Languagesaren’t my

thing.

I can onlyspeak English.

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For example, Hattie manages the engineering team at a theme park, Funderland. She carries out a skills audit to ensure her team is able to meet their objectives.

First, Hattie analyses her team’s objectives, one of which is “to reduce the average repair time for ride breakdowns to under three hours”. She establishes the competencies she needs within her team to meet this objective. These include: working well to deadlines, being able to repair all of the rides, and conforming with all of the safety standards. She then collects data on the competencies her team has, to see if these match the competencies she needs to meet her objective, by sending her team members questionnaires.

She asks them to self-report their confidence in each competency using a traffic light system, where green represents “High – Very confident”, amber means “Medium – Room for improvement” and red is “Low – Need support”. One of her team, Todd, gave themself a red, meaning they don’t feel confident, for “conforming with all of the safety standards”. Hattie knows that Todd joined the team only three weeks ago,

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The Corndel Business School Management Diploma: LEVEL 3 UNIT 1The Corndel Business School Management Diploma: LEVEL 3 UNIT 1

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so this might be why he needs support. This is known as a skills gap; when the skills required to meet your objectives are different to those that your team actually has. It might not matter if some people in your team don’t have certain competencies, for example, being able to repair all of the rides. So long as there is at least one person who can repair each ride, the team will still be able to carry out repairs. However, some competencies are required by everyone in your team, such as conforming with safety standards. Even if just one person in the team doesn’t feel confident doing this, a ride might be unsafe, or Funderland might fail an inspection.

Skills AuditTo assess whether your team is able to meet its objectives

e.g. To repair rides in under three hours

Competency

I can work well to deadlines ✓

I can repair all of the rides ✓I can conform with all of the safety standards ✗

Skills Gap – The skills required to meet your objectives differ to

those that your team have

Some competenciesare not required by

everyone in your team,e.g. being able to repair

all of the rides

Others are needed byevery team member,e.g. conforming to all

of the safety standards

Key

= Very confident

= Room for improvement

= Need support


2121The Corndel Business School Management Diploma: LEVEL 3 UNIT 1


To address this skills gap, Hattie carries out a training needs analysis. This is where she identifies all of the training her team needs, and then finds the best way of delivering it. The aim of this is to ensure that her team has the skills it needs to achieve its objectives. So, Hattie arranges for Todd to shadow an experienced colleague so that he improves his knowledge of the safety standards. However, sometimes it might be easier to simply recruit a new employee, such as if Hattie needed someone with a Master’s degree in Engineering. A training needs analysis might also show you that your team has more competencies than you knew about. For example, by interviewing each team member, Hattie finds out that Bruno used to give presentations in a previous job.

This is useful for Hattie, because she needs someone to help her when presenting her team’s performance figures to senior management. Because Bruno can already present well, Hattie doesn’t need to pay for external training.

Identify all ofthe training yourteam needs

Ensure yourteam has theright competenciesto achieve itsobjectives


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Training Need Who? Action

Conforming with all the safety standards Todd Shadow an

experienced colleague

Having a Masters degree in Engineering Team Recruit a new member

of staff

Presenting well Hattie Get Bruno to help deliver presentations

Skills audits should not be seen as a one-off exercise, rather as an on-going process that is central to your organisation continually meeting its objectives. A training needs analysis can help you to identify how you can deliver the best training for your team’s needs. Together, skills audits and training needs analysis enable you to identify gaps in your team’s competencies, make better use of your team’s abilities, and plan more effective development and recruitment strategies.

Skills Audit Training needs analysis

Continually meeting objectives

Identify how to deliver the best training/Tailor it to your team’s needs

Not a one-off exercise/Repeat regularly to meet objectives

Identify gapsin your team’s

skills

Plan formore effectivedevelopment

and recruitment

Make betteruse of your

team’s abilities


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Documents

Corndel LeadershipLeadership 4 The Corndel Business School Management Diploma: LEVEL 3 UNIT 1 i Contents Chapter 1: Developing your team 01 Chapter 2: Learning styles 07 Chapter 3: