DEVELOP AND SUPERVISE OPERATIONAL APPROACHES

DEVELOP AND SUPERVISE OPERATIONAL APPROACHES
D1.HML.CL10.01 D1.HRM.CL9.08 Trainer welcomes students to class.

Subject Elements This unit comprises four Elements:
Communicate work roles Coordinate activities Maintain effective working relations Provide feedback Trainer advises this Unit comprises four Elements, as listed on the slide explaining: • Each Element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail • Trainees can obtain more detail from their Trainee Manual • At times the course presents advice and information about various protocols but where their workplace requirements differ to what is presented, the workplace practices and standards, as well as policies and procedures must be observed.

Assessment Assessment for this unit may include: Oral questions
Written questions Work projects Workplace observation of practical skills Practical exercises Formal report from supervisor Trainer advises that assessment for this Unit may take several forms all of which are aimed at verifying they have achieved competency for the Unit as required. Trainer indicates the methods of assessment that will be applied to them for this Unit.

Communicate work roles
Element 1: Communicate work roles Introduce topic. Class Activity – General Discussion Ask general questions: What are examples of work roles in the hospitality industry? Who decides them? How are they communicated? Who communicates them?

Communicate work roles
Performance Criteria for this Element are: Identify, develop and communicate operational plans and objectives to team members Match skills of team members to tasks and duties and develop job responsibilities in line with enterprise guidelines Clearly communicate requirements of jobs and tasks to team members Trainer identifies the Performance Criteria for this Element, as listed on the slide.

Teamwork Teamwork is classified as the collective actions towards a number of people towards a collective goal. In a hospitality or tourism organisation, no one person can meet the needs of all customers. It requires the collective efforts of many people to achieve success. Discuss the concept of a team. Class Activity – Questions What is teamwork and how is it developed?

Teamwork Whilst each business will have a range of goals, in essence the primary goal is to: Provide an enjoyable experience for customers For a reasonable return on investment In a safe and lawful manner Discuss.

Team A team is often characterised through: Having a common goal
Work interdependently Independent job functions Enjoy working Accountability Empowerment Understand the importance of teams A team is often characterised through: Having a common goal – it is important all staff not only identify the goal, but why it is important Work interdependently with each other – the actions of one person impacts other staff Independent job functions – whilst staff are working together, they perform different roles and have different activities. Staff must understand how their actions contribute to the greater good of the team Enjoy working together – this may be hard with different personalities, however in most cases people enjoy working together. Get staff involved in activities where they can find out more about each other Accountability - staff will not only have their own responsibilities, but will also have collective responsibilities Empowerment – staff have their own power to act and make decisions Understand the importance of teams.

Team Factors influencing team structure
Teams are commonly created based on a number of factors including, but not limited to: Organisational structure Purpose of the business Company culture Types of departments Degree of service provided Service style Discuss impacts of team structure Trainer to show or explain organisational structures for different styles of hospitality businesses.

Category of teams Whilst there are endless categories of teams, common categories include: Project-based Permanent teams Paid workers Volunteers Work role team Peers Subordinates Discuss categories of teams Discuss examples of teams within each category.

Types of teams The organisation as a whole Individual branches
Individual work sections Specific groups of employees assigned to complete designated tasks, or to work together Discussion Discuss the different types of teams and how they are formed.

Operational plans and objectives
Regardless of the size, structure or dynamic of each group, they will always have a plans and objectives in which they strive to achieve. Discussion What are possible plans and objectives each team will have?

Operational plans and objectives
Types of objectives Targets, goals and objectives Reporting deadlines Meeting budgetary targets Team participation Team and individual learning goals Professional development Discussion Discuss the importance of these objectives? What types of targets may exist in different departments? What team goals exist? What individual goals exist? What other ones may exist?

Identify individual responsibilities
Role of teams and individuals Each team or group will have a purpose for its existence, with a set of objectives it is trying to achieve Naturally each group will have people who have been chosen for a reason Each of these people will have their own strengths and weaknesses Discussion & Group Activity How are team members normally selected? What is the benefit of having people with different strengths and weaknesses? Group to undertake a ‘get to know each other’ game. This is designed to identify strengths of people in a group, which they may not have previously known Get each member to right three things about themselves they are good at and place in a hat Trainer to pull out and read Group must try to identify the person.

Organisational requirements Legal and organisational policy and procedures, including personnel practices and guidelines Organisational goals, objectives, plans, systems and processes legislation relevant to the operation, incident and/or response Employer and employee rights and responsibilities Discussion and review of documents What is the impact of these organisational requirements when identifying group and individual roles and responsibilities? Trainer to provide examples of these documents and discuss their impact on identifying roles.

Organisational requirements Business and performance plans Key Performance Indicators Policies and procedures relating to own role, responsibility and delegation Quality and continuous improvement processes and standards Client service standards defined resource parameters Discussion and review of documents What is the impact of these organisational requirements when identifying group and individual roles and responsibilities? Trainer to provide examples of these documents and discuss their impact on identifying roles.

Team responsibilities
Each work team, whether as a whole or as individual members, have responsibilities that must be adhered to. What are these responsibilities? Discussion What are these responsibilities?

Team responsibilities
Obeying lawful orders Confidentiality and privacy requirements Safety and care with respect to occupational health and safety requirements Terms and conditions of own employment Responsibility of providing a safe environment Discussion Discuss these responsibilities.

Identifying individual responsibilities within a group Organisational hierarchies Contract Job Description Standard Operating Procedures (SOP) Policies Discussion about how to identify individual job roles and responsibilities Trainer to provide examples of these documents for audience to review Organisational hierarchies – each organisation will have established work groups, each with their own positions Contract – outlines your job including any responsibilities and conditions of employment Job Description –most jobs will have a separate job description that will identify the activities that you need to perform as part of your role Standard Operating Procedures (SOP) – standard instructions indicating how to perform specific tasks and the order of sequence Policies – rules to follow in an organisation relating to difference circumstances.

Identifying individual responsibilities within a group Procedures Daily Task Sheets Direct requests Observation Discussion about how to identify individual job roles and responsibilities Trainer to provide examples of these documents for audience to review Procedures – step by step instruction detailing how to complete an activity Daily Task Sheets – these may allocate specific tasks to perform that may relate to a specific activity or event Direct requests – by management, colleagues or customers Observation – quite often you will have feeling when a certain task will need to take precedence over others. This is intuition.

Consulting with relevant others There may be a need to consult with ‘relevant others’ when determining what needs to be done, either for: A team as a whole Individual team members Discussion and review of documents Who should you consult with? What information can they provide?

Clarify work allocation
The allocation of tasks can vary based on issues such as: Expected demand Nature of specific events VIP’s Staff absences Customer feedback Equipment problems Unexpected events Emergencies Special requests Discussion How will these affect the allocation of work? How do you notify staff of these task allocations?

Clarify work allocation
Considerations The urgency associated with the task Staff preferences Distribute workloads and opportunities equally Considering staffing availability, experience, skills and work habits Discussion What else needs to be considered when allocating tasks to staff members?

Communicate information to team members
Whilst communication and information may primarily come from managers, it is important to remember that all colleagues within a team will communicate and share information on a daily basis. What information do team members need? What is the best way to communicate this information? Class Activity – Discussion Discuss the questions in the slide.

Assigning tasks What tasks are often assigned to staff?
On a day-by-day basis, you may be required to allocate tasks to staff as a result of matters brought to your attention by: Internal communications Workplace observations Discussion What tasks are often assigned to staff? What tasks can you not assign?

Communicating instructions
Primary requirements The communication of instructions regarding task assignments must address the following three elements: They must be clear, specific and unambiguous They must be directed to nominated individuals They must be explained Discussion Why is this important?

Communicating instructions
Supplementary requirements A statement of what the desired result A nominated deadline and timeline for completion Accountability Checklists Discussion What other requirements need to be considered when communicating instructions?

Communicate information to team members
Types of information to be communicated There are endless amounts of information that will be communicated between team members and to team members by management. Clarifying the organisation's preferred task completion methods Potential hazards or changing Occupational Health and Safety (OHS) requirements Discussing concerns Class Activity – Discussion Discuss the different types of information that would need to be communicated under each of these points.

Communication avenues
Conduct staff briefing sessions Opportunity for the manager to pass on information to staff Opportunity for team members to discuss: Issues relating to role or tasks Operational problems Likely impacts on guest service delivery Information that is beneficial or critical for others to know Class Activity – Discussion What are the activities that are undertaken during a staff briefing? What information is discussed, shared or issued?

Conduct staff debriefing sessions General discussion Thank staff for their hard work Acknowledge areas that went well Acknowledge good performance by staff Acknowledge areas that did not go well Class Activity – Discussion Discuss the importance of these de-brief topics.

Conduct staff debriefing sessions Acknowledge poor performance by staff Gain an understanding for reasons for poor performance Generate ideas for operational improvement Discuss upcoming shifts or activities Discuss operational information Class Activity – Discussion Discuss the importance of these de-brief topics What other topics are normally included in a de-brief session?

Holding regular team meetings Get people together Get alignment towards a specific range of topics Provide information Brainstorm ideas Exchange ideas and thoughts Class Activity – Discussion Discuss the importance of these meeting topics How often should meetings take place? When are they normally held?

Holding regular team meetings Understand the topics discussed Reach confirmation and agreement Assign accountability and actions Decide on further action or strategy Class Activity – Discussion Discuss the importance of these meeting topics.

Discussions Most communication of information is often done through informal discussions between management and staff members or between team members themselves Class Activity – Discussion Discuss the importance of small discussions.

Confirm understanding and commitment
Once the tasks to be completed have been identified and allocated to the most appropriate staff, you must then: Confirm the workers’ understanding of those tasks Seek their commitment to getting the job done Class Activity – Discussion How can you check their understanding? How can you get their commitment?

Coordinate activities
Element 2: Coordinate activities Introduce topic. Class Activity – General Discussion Ask general questions: What does ‘coordinate’ mean? What activities need to be coordinated in different hospitality departments? Who coordinates them? What information is helpful in deciding what needs to be done?

Coordinate activities
Performance Criteria for this Element are: Develop work plans that establish appropriate targets and task objectives Prioritise work activities to ensure completion of tasks in accordance with work requirements Identify and incorporate training and learning opportunities into work activities Maintain clear supervisory and reporting responsibilities in line with organisational requirements Trainer identifies the Performance Criteria for this Element, as listed on the slide.

Develop work plans Importance of work plans
Proper planning and preparation are essential for the effective completion of work-based tasks. Why are plans important? What are the benefits of work plans? Class Activity – Discussion Discuss questions in the slide.

Develop work plans Purpose of plans
In short, plans are anything that aims to identify: What is to be achieved How it is to be achieved Who is responsible The timelines that apply What resources are available can be properly Class Activity – Discussion What types of work plans exist?

Develop work plans Nature of work plans Work plans may relate to:
Written work plans Verbal work plans Daily priorities Weekly priorities Regular duties or work tasks Class Activity – Discussion When are each of these types of work plans used? What do they contain?

Develop work plans Types of work plans
Plans can include any of the following: Sales plans Reporting plans Production plans Budgetary plans Team participation Work schedules Team and individual learning goals Class Activity – Discussion & Show What other types of work plans can be used in the hospitality industry? What do these plans contain? Trainer to show examples of these plans to audience.

Develop work plans What to plan for
Any aspect of work operations can be planned including: The procedures or systems that exist The workflow Gaps or overlaps in service provision The workload of staff The time it takes to do a task or job The job design of individual staff The level of customer satisfaction Class Activity – Discussion What else would you plan for?

Develop work plans Keys to planning
The keys then, to workgroup plans are: Know the goals for the business and your area/department Match your plans to those goals Inform, train and resource staff Review your plans regularly and modify as required Class Activity – Discussion Why is this important?

Priortise work activities
General questions In your past experience: What work activities to you need to do on a daily basis? How do you prioritise your work activities? Are you good at managing your time? If so, how do you do it? If not, why not and how could you be better are it? Do you procrastinate? Why? Class Activity – General discussion Discuss the questions in the slide.

Identify tasks to be completed
Ways to identify what needs to be done Personal experience Bookings or reservations Directives from management Day-to-day workplace problems Knowledge of external factors impacting on the business Personal observation of what staff are doing or not doing Feedback from staff, customers and supervisors Class Activity – General discussion Discuss from personal experiences Which ways are the most effective and why?

Priortise work activities
Prioritising your tasks means that you will have to determine which tasks are the: Most important and should be done first Which ones can be left until later Class Activity – General discussion In your past experience: What work activities to you need to do on a daily basis? How do you prioritise your work activities? Are you good at managing your time? If so, how do you do it? If not, why not and how could you be better are it? Do you procrastinate? Why?

Planning and prioritising in a changing environment
Changes to priorities Reasons for this may include: Constant interruptions New corporate directives Unpredictable trade You underestimated what a task involved You were not aware of assistance that could have been provided You are used to doing everything yourself Class Activity – General discussion Discuss from personal experiences Which ways are the most effective and why?

Identify training and learning opportunities
As the marketplace changes there is a need for staff competencies to develop in order to meet those changing needs In many organisations, this process is referred to as ‘professional development’ (PD) Class Activity – General discussion How can you identify needs? What types of professional development activities exist?

Identifying training needs Staff induction Request from a staff member A request from management Personal observation Customer complaint Changes in workplace equipment Changes in procedures Changes in legal requirements Class Activity – General discussion How else can you identify training needs?

Training Needs Analysis TNA is a way of identifying the difference that exists between: The work which staff are performing The standard of performance required by the business This difference is known as ‘the training gap’ Class Activity – General discussion What are the processes associated in conducting a TNA? What documents are used (Trainer to show examples of this documentation where relevant) Who undertakes these activities?

Further sources of information to identify training needs Industry/enterprise or other competency standards Endorsed components of relevant industry training packages Industry/workplace training practices Job descriptions Business plans for the organisation Standard operating or other workplace procedures Consulting with others Class Activity – General discussion & show documents Trainer to show examples of these documentation where relevant Who would you consult with?

Basic steps in developing training and learning opportunities Step 1: Know where you’re starting from and what’s required Step 2: Do an audit of staff Step 3: Identify the training gap Step 4: Determine the course of action Step 5: Consult Class Activity – General discussion of these steps Refer to the Learner guide for questions that may be asked or need to be considered in each of these steps.

Authority and responsibility
To assist communication, enhance internal relationships and optimise service delivery it is essential that there are clear lines of authority and responsibility within the business. Where does this information come from? Class Activity – General discussion How is authority and lines of responsibility determined? Where are they documented? How are they communicated so everyone understands?

Organisational chart This document sets out the hierarchical relationship between all positions within the business and identifies: Who is responsible to whom The official lines of communication Possible career paths for people Why are organisational charts important? Class Activity – General discussion & show examples of charts Discuss question in slide Where possible show examples of organisational charts.

Authority and responsibility
The power to make decisions, take action or have influence Responsibility The areas in which the supervisor has onus on Class Activity – General discussion What authority and responsibilities does a manager have in a hotel? How does this differ from a manager?

Maintain effective working relationships
Element 3: Maintain effective working relationships Introduce topic. Class Activity – General Discussion Ask general questions: What are common ‘relationships’ in the hospitality industry? Why is it important to maintain effective working relationships? How can this be achieved?

Maintain effective working relationships
Performance Criteria for this Element are: Recognise and address problems with team members Seek assistance of team members when difficulties arise to achieve allocated tasks Communicate requirements of work activities using a participative approach Manage disagreements and conflicts constructively using appropriate conflict management strategies Trainer identifies the Performance Criteria for this Element, as listed on the slide.

Recognise and address problems
Types of problems The types of problems that may arise in a hospitality organisation are endless but common problems may relate to: Conflicts in priorities Resource constraints Lack of information Supplier delays Differences in opinion Class Activity – Questions What is the cause of these problems? What would you do to resolve these?

Recognise and address problems
Types of problems Interpersonal conflict Hazardous events Time constraints Electricity shortages Bad weather Shortfalls in expected outcomes Poor staff performance Class Activity – Questions What is the cause of these problems? What would you do to resolve these?

Sources of poor performance
Before counselling an employee on poor performance or inappropriate job behaviours it is worth considering the likely causes of work problems. Poor performance normally results from: Employee qualities Organisational qualities External sources Class Activity – Discuss points What are some examples of poor performance resulting from employee themselves? What are some examples of poor performance resulting from the organisation?

Employee qualities These sources stem from the employee themselves and can include: Problems of capacity, where the employee does not have the required aptitude or orientation for the tasks Family related problems Psychological problems, such as drug abuse gambling, irrational fears, depression, aggressive behaviour stemming from self image problems Physical problems, such as lack of energy, restricted movement, pain or illness Class Activity – Discuss points How can you handle these situations?

Organisational sources Problems with higher decisions and policies Person placed in the wrong position Insufficient organisational action over a grievance Organisational over-permissiveness Impact of supervisors Leadership style Class Activity – Discuss points How can you handle these situations?

Organisational sources Bad communication or instruction Inappropriate managerial standards or criteria Discrimination Lack of managing diversity Harassment and bullying Problems with team cohesion and acceptance Class Activity – Discuss points How can you handle these situations?

Organisational sources Problems from the work context Geographic location Bad physical work environment Unsafe conditions and work processes Problems with the way the job is performed Class Activity – Discuss points How can you handle these situations?

External sources These are problems an employee can have that stem from society and its values. These include situations where: Society’s values clash with the job Clashes with moral or religious issues Working on certain days Assisting guests with certain unsavoury requests Changing economic conditions Class Activity – Discuss points What are some examples of external sources affecting your job performance? What can you do to control this?

Considerations Before counselling an employee for poor performance or conducting the performance appraisal, management need to consider: What are the symptoms and what are the likely causes If the causes are because of something that is internal to the organisation Identify whether you are dealing with a work performance problem or a work behaviour problem Class Activity – Discuss points Why is it important to consider these points? How will it affect the way you approach the performance problem?

Steps in handling performance related problems
Review facts surrounding performance concerns before addressing staff performance Obtain original, first-hand evidence Gather supplementary information Take immediate action if required? Class Activity – Discuss points Why is it important to gather information / facts? What types of evidence should you gather? Where can it be obtained from? In what cases would immediate action need to be taken?

Steps in handling performance related problems
Arrange to discuss situation with employee in private Notifying employees about performance discussion sessions Obtain employee commitment to improvement Outline consequences of non-compliance Take disciplinary action if required record and document actions Class Activity – Discuss these steps

Seek assistance of team members
Role of support Support is a two way street and who provides or receives support will change depending on what is required to effectively handle each situation Class Activity – Questions When was a time when you provided and received support?

Providing support and assistance
What is the difference between providing ‘assistance’ and ‘support’? There is no set answer here but is a great discussion point to get the audience thinking about the concept.

Providing assistance to others
In the same way that you may need help from others, you must be similarly prepared to render assistance to others when it is called for. What assistance can you provide? Class Activity – General discussion In your past experience: When have you given assistance to someone else before? Why did they need it? How did you feel when you were asked?

Types of assistance Assistance is a form of support which a person can give to another and include, but is certainly not limited to: Providing back-up support Explaining, clarifying Problem solving Providing encouragement Providing feedback to another team member Undertaking extra tasks, if necessary Class Activity – Questions What is the difference between support and assistance?

Types of support There are a number of resources that can be used to help support a colleague including: Physical support Intellectual support Financial support Infrastructural support Resources support Mentoring Class Activity – Questions Which type of support is most common and why? Physical support – skill sets and actual physical help whether it be lifting, carrying, pushing or pulling Intellectual support – frameworks, documents, files, knowledge and advice Financial support – money needed to be able to undertake an activity Infrastructural support – physical items including buildings, equipment, furnishing, fittings and fixtures Resources support – food, beverages, uniforms, stationary and other supplies Mentoring – advice and guidance.

Identifying need for support
Signs of identifying the need for support Observation Staff behaviour Direct request from a person Customer complaints Productivity reports New tasks or job role Class Activity – Questions How else can you identify when someone needs support? Observation – viewing an inability of a person to undertake job tasks or constantly making mistakes Staff behaviour – they may be reluctant, frustrated, stressed or not motivated in starting or completing a task Direct request from a person – whether a direct request or repeating asking for help Customer complaints – customers may have complained about a person’s behaviour or performance Productivity reports – reports may show that a person is unable to perform tasks to a set quality or quantity standard New tasks or job role – new tasks and responsibilities may require staff to receive additional resources or training.

People who provide support
There are a number of people who will provide support to others Support is the provision of some area of assistance or expertise one person may have which can help others complete their tasks Class Activity – Questions Who provides support? What types of support can they provide?

People who provide support
Owners to managers Support departments to outlets Managers to supervisors Managers and supervisors to staff Staff to staff Staff to managers and supervisors Customers to managers, supervisors and staff Class Activity – Questions How is this support given to others?

Timing and support Our industry is one that is very much time oriented. Customers and other staff will rely on individuals to get nominated work finished by a set time Customers expect service, food, drinks or rooms cleaned by a set time and when this doesn’t happen their satisfaction levels drop At times, outlets have ‘rushes’ where support is needed Class Activity – Questions What ‘rushes’ occur in different departments? What times do they normally occur? Why do they normally occur? What support it required? Where can it come from?

Support from others Who can you ask for support?
The people you may ask to assist can vary, but will commonly include: Others from your team People from other, but related, departments Managers and supervisors Class Activity – Questions In a professional environment, provide examples of assistance you would get in the points identified in this slide.

Communicate requirements of work activities
Need for communication When working in the hospitality industry, there is a need for supervisors and managers to communicate with both staff and fellow colleagues on a constant basis. Class Activity – Questions What types of information is normally communicated? How is it communicated?

Types of communication
Basic communication options include: Verbal Written format Non-verbal Use of an interpreter There are a variety of communications mediums used in the industry. Some may be specific to a particular establishment or industry sector, and others are quite general across all industry types and venues. The basic communication options include: Verbal –including face-to-face communication and talking on the phone. This also embraces the use of languages other than English and the use of Indigenous languages Written format – which includes electronic mail and hard copy communications such as letters, signs, labels, posters and advertising and warning material Non-verbal – facial expressions, gestures, sign language Use of an interpreter to interpret verbal and printed language.

Communicating with colleagues
Clarity of purpose, including vision, mission, goals Operational performance Upcoming events Products and services information Promotional activities Specific customers Communication with colleagues is different to that provided to customers, however the objective is the same: to ensure each customer has an enjoyable experience at your establishment. Communication used between colleagues may come in different formats, whether through meetings, s, documentation or phone calls, but the purpose normally is ‘operationally focused’ relating to relaying information in one of the following: Operational performance – financial summary, feedback of activities or customer complaints Upcoming events – times, dates, inclusions, staffing requirements and requirements for ordering of stock Products and services – new or amended offerings Promotional activities – scheduled activities, merchandising, promotional codes, inclusions in packages or promotions, prices and availability Specific customer – VIP status, special requests, bookings or complaints. Regardless of the information communicated, the importance of having clear and concise communication channels can never be underestimated. Discuss how this happens in a normal hospitality business. Class Activity – General Discussion Provide more examples of each.

Effective communication
To help ensure your communication is polite, professional and friendly, the following tips will assist: Follow all establishment policies Use a person’s name where it is known Be honest Use ‘please’ and ‘thank you’ a lot To help ensure your communication is polite, professional and friendly, the following tips will assist: Follow all establishment policies regarding communication with customers and colleagues. These may exist for greeting customers, interacting with staff and answering the phone Use a person’s name where it is known – if you don’t know a customers’ name use ‘Sir’ or ‘Madam’ Be honest – but be sensitive, tactful, caring and respectful Use ‘please’ and ‘thank you’ a lot. Class Activity – General Discussion How can you find out a customer’s name?

Effective communication
Don’t interrupt Speak at an appropriate pace and volume Make sure your non-verbal language matches the verbal communication Don’t interrupt Speak at an appropriate pace and volume – don’t’ yell, don’t whisper Make sure your non-verbal language matches the verbal communication you are sending. This commonly means smiling when it is appropriate to do so, and displaying a serious demeanour when something serious is being discussed.

Building trust Ways to create and build trust
Establish and maintain integrity Communicate vision, values, mission and goals Consider all employees as equal partners in the organisation Focus on team, rather than individual and personal goals Do what's right, regardless of personal risk Discussion Why is trust important? Discuss these points?.

Building trust Ways to lose trust Act and speak inconsistently
Seek personal rather than shared gain Withhold information Lie or tell half-truths Be closed-minded Discussion Discuss these points?

Conflict and misunderstanding
What is conflict and misunderstanding? Anything that upsets another person can be regarded as a conflict or a misunderstanding. Class Activity – Discussion What are common conflicts you have in your private life? What causes them? How can they be solved?

Conflict and misunderstanding
People involved in conflict Conflict can involve: Groups Individuals Co-workers Customers Class Activity – Discussion What are common conflicts that affect these different people?

Addressing conflict and misunderstanding
Addressing workplace conflict and misunderstanding properly and as early as possible seeks to: Keep all conflict and misunderstanding at the ‘mild’ end of the spectrum Clarify any perceptions that arose due to misunderstanding Rectify the situation to the greatest extent possible Class Activity – Discussion What are some ways to handle a conflict quickly?

Conflict with colleagues
Some reasons include: Pressure of work Lack of, or bad communication Prejudices Ineffective working systems Difference in opinions Difference in beliefs Misunderstanding Team member not pulling their weight Class Activity – General Discussion Provide some examples for each point in this slide including suggestions for reducing the conflict.

Conflict warning signs
Various ‘warning signs’ which may be displayed that can indicate that a problem exists or is imminent. What are common warning signs? What warning signs do you personally have if you have conflict with someone else? Class Activity – General Discussion Discuss the questions in the slide.

Colleague warning signs
Avoid verbal and visual contact Indulge in negative facial expressions Make negative remarks Make rude gestures or remarks Avoid verbal and visual contact – taking breaks in physically different areas, avoiding walking down the same corridor, asking for shifts that help avoid the chance of contact, sitting so that the other person is not in the direct line of sight Indulge in negative facial expressions – the person may sneer your way, roll their eyes and shake their head slowly from side-to-side, or purse their lips Make negative remarks – this can spill over into areas that are outside the initial cause of the conflict. For example, a staff member may be annoyed that you didn’t help doing the cleaning up after a function. Their perception was that you are a slacker, you are lazy and not a team player The truth is that the boss told you to go home because you had been at work for twelve hours that day, and were required back early the following day. The negative remarks will not stop at your perceived laziness, but will usually involve unrelated areas such as your attitude, your relationships with others, your personal habits, and so on Make rude gestures or remarks – these can be offensive remarks (perhaps of a sexual nature), or finger and forearm gestures designed to convey a specific message.

Addressing difficulties
Tips when addressing conflict and misunderstandings Quick identification of a misunderstanding can prevent a conflict from occurring All possible cultural differences should be taken into consideration Resolve the misunderstanding as quickly as possible Follow organisational procedures Putting yourself in the other person’s shoes Frustration or impatience should be avoided Focus on respect and sensitivity Class Activity – Discussion What are other tips you may have when addressing conflicts and misunderstandings?

Resolving misunderstandings
Actions that can help resolve the situation This may involve you in: Discussing the issue in a courteous manner Speaking directly with the person concerned in a respectful way Apologising for offence or misunderstanding that may have been caused Taking time to talk with the person concerned Asking for advice from the other party Class Activity – Discussion Discuss points.

Resolving misunderstandings
Actions that can help resolve the situation This may involve you in: Seeking advice from a supervisor or manager about the issue Attending mediation Enrolling in a language class Enrolling in cultural awareness or interpersonal skills programs Class Activity – Discussion Discuss points.

Refer issues and problems
There may be a need in your workplace to refer: Any issues relating to cross-cultural issues Unresolved issues Who do you refer issues to? When should they be referred? Class Activity – Discussion Discuss questions in the slide.

Refer issues and problems
Who should problems be referred to? Depending on the establishment, and its organisational structure, the appropriate person could be: Colleagues Your team leader Your supervisor The manager Human Resources personnel The owner Members of the public Clients Class Activity – Discussion What is the protocol of referring issues? Is the team leader or supervisor the first contact point or can you go higher? When do you do higher?

Element 4: Provide feedback Introduce topic.
Class Activity – General Discussion Ask general questions: What is feedback? Why is feedback important? Who gives feedback? What types of feedback can be given?

Provide feedback Performance Criteria for this Element are:
Provide clear, constructive feedback to individuals to support achievement of outcomes Monitor team and individual performances to ensure team members are able to achieve goals Identify opportunity for individual development Maintain clear supervisory and reporting responsibilities in line with organisational requirements Trainer identifies the Performance Criteria for this Element, as listed on the slide.

Feedback Purpose of feedback Giving feedback to staff can act as:
Motivation Encourage compliance Recognise and reward Correct actions Demonstrate you are actively monitoring activities Class Activity – General discussion How can you give feedback? When is it best done?

Feedback Providing feedback
Feedback can be ‘confirming’ or ‘corrective’ Provide feedback as close to the desired performance as possible Provide feedback frequently Be specific and use facts Discuss behaviours, not personalities Use simple, straight-forward language Class Activity – General discussion How can you provide feedback? How is it best done?

Feedback Areas of feedback Feedback may relate to: Performance
Service standards Skills and knowledge Progress Class Activity – General discussion What else can feedback relate to? How can you gather information to ensure correct feedback is given?

Providing feedback Providing timely feedback
Why is it important to provide feedback in a timely manner? What does timely manner mean? Class Activity – General discussion Discuss the questions in the slide.

Providing feedback From time to time you will need to provide feedback to your staff. This feedback and information can be: Positive Negative Neutral Class Activity – General discussion In your past experience: What type of feedback is the most common? Why? What are some examples of each type of feedback?

Positive feedback Providing positive feedback
How do you provide positive feedback? What recognition or rewards can be provided? Class Activity – General discussion Discuss the questions in the slide.

Positive feedback Positive feedback - recognition of rewards
Informal acknowledgment Formal acknowledgment Certificate or Award Incentive Reward Class Activity – General discussion What are suitable rewards?

Negative feedback Providing negative feedback
How would you deliver negative feedback? How can you provide negative feedback in a constructive manner? What further corrective action may be required? Class Activity – General discussion Discuss the questions in the slide.

Negative feedback Steps in providing negative feedback
Explain undesirable behaviour Explain why the behaviour is undesirable Identify reasons for behaviour Explain why their performance requires improvement Specify the desired behaviour Ensure they understand what is to be achieved Determine how to get to desired performance Class Activity – General discussion and Role Play Discuss these steps Trainer to break audience into groups of two and role play providing negative feedback.

Monitor team and individual performance
Why is it important to monitor staff? What are they monitored against? When should you monitor staff? How do you monitor staff? Class Activity – General discussion Discuss the questions in the slide.

Basic techniques to monitor performance Visual observation of staff practice Analysis of documentation Discussions with relevant people Use of checklists Class Activity – Discuss basic techniques to monitor performance Visual observation of staff practice – to see if their performance matches the required standards and, if not, to what degree there is a variance Analysis of documentation – such as calculating the extent to which targets (materials cost, waste, profit, rooms serviced, labour cost etc.) have been achieved for the period in question Discussions with relevant people – these could be other staff members, other supervisors, customers, trainers, and suppliers. Anyone impacted by the employee whose performance is being monitored are possible ‘relevant people’.

Importance of performance standards Workplace standards are important in order to: Meet customer expectations Reflect advertised standards Match or exceed the competition Comply with legal requirements Encourage repeat business Class Activity – Discussion Why is it important to compare performance against standards?

Monitor against performance standards What performance standards exist? How are staff made aware of performance standards? Class Activity – General discussion Discuss the questions in the slide.

Examples of performance standards The waiting time before presentation of the menu The number of tables to be covered How a room should be cleaned Time taken to set up Deadlines for reports Turnover targets Class Activity – General discussion What are exact and measurable standards for each of these?

Areas of performance standards Productivity Punctuality Personal presentation Accuracy Class Activity – General discussion What are some examples of standards for different departments for each of these points.

Areas of performance standards Adherence to procedures Customer service standards Team Interaction Response times Class Activity – General discussion What are some examples of standards for different departments for each of these points? What other areas may you have performance standards established in?

Issues to monitor Safety Competency Appearance Professionalism Completion of tasks Overall ‘offering’ provided Customer satisfaction Class Activity – General discussion What are other areas to monitor? How can you monitor these areas?

Monitoring completion of work activities
Use of checklists What is the importance of checklists? What should be included in checklists? Who should create checklists? How can staff use checklists? How can management use checklists? Class Activity – Discussion Discuss the questions in the slide.

Professional development opportunities
One of the key characteristics of successful teams is the ability to recognise and provide training and development opportunities to staff. What training and development opportunities exist? Discussion What are the benefits of providing these for: Owners Managers Staff members themselves Customers.

Developing the ‘skill set’ All team members must have the opportunity to improve their ‘skill set’ which aims at the development of: Knowledge Skills Attitudes Discussion Trainer to discuss the difference between these Identify examples of different training sessions and how each of these points are developed What is the best way to ‘develop’ each of these points?

Staff training and staff development Staff training will be applied to address a need that has some immediacy to it Staff development has more of a future orientation and relates to skills and knowledge the staff member may need at some future date Discussion What are the benefits of each of these approaches? What are examples of development programs for each of these?

Staff development is often referred to in another name: ‘Professional development’ What are examples of ‘professional development’ activities? How do you select people? Discussion Discuss the questions in the slide.

Access to professional development ‘Professional development’ activities tend to have some ‘future focus’ In many cases, professional development activities: Are provided for staff as a department-wide or organisation- wide activity Are targeted for individual staff to prepare them for a future role Discussion What are examples of programs suited to: Whole organisation or department? Individuals or small groups? Are provided for staff as a department-wide or organisation-wide activity? – for example, all staff may be required to participate in a professional development activity on ‘time management’ Are targeted at one (or more) individual staff to prepare them for a future role? – such as promotion, to replace another staff member who is taking leave, to learn how to undertake new tasks associated with the introduction of a new product/service to the venue.

Internal or external professional development Professional development activities can be: Conducted on the premises: By management or the supervisor By an external third party provider Conducted off the premises Discussion What are the benefits of each? What are examples of each?

Considerations when creating staff development opportunities Identify the purpose Identify the need Establish priority for development Discussion What other considerations are important to you?

Types of professional development opportunities Internal training and professional development External training and professional development Coaching Mentoring Supervision Formal or informal learning programs Discussion Identify each type of professional development opportunity? When would it be beneficial?

Types of professional development opportunities Work experience and exchange opportunities Personal study Career planning and development Performance appraisals Workplace skills assessment Quality assurance assessments and recommendations Change in job responsibilities Discussion Identify each type of professional development opportunity? When would it be beneficial?

Types of professional development opportunities Opportunity for greater autonomy or responsibility Formal promotion Chance to perform in a higher position in a caretaker mode Becoming a mentor for someone Leading a training session Being sent to a conference Discussion Identify each type of professional development opportunity? When would it be beneficial?

Mentoring It is a relationship between two people where a more experienced person works in collaboration with a less experienced person to give the less experienced person the benefit of their: Knowledge Experience Perspective Contacts Insight Wisdom Discussion Why is mentoring such a popular professional development activity? What are the benefits? How long should the mentoring process last?

Mentoring Purpose of mentoring Provision of advice to the learner
Enable personal development and growth Optimise staff retention Give the learner a sounding board for ideas Save the mentee from making same mistakes Discussion What practical activities can be established to ensure these purposes can be fulfilled?

Mentoring Purpose of mentoring
Initiate a network for personal learning and contact Assist people in career planning Empower the learner Encourage independence of the learner Demonstrate support Discussion What practical activities can be established to ensure these purposes can be fulfilled?

Coaching This is where you deliver on-the-job training to individuals and groups using a wide range of training options. What training options exist? Discussion Discuss the question in the slide.

Coaching Coaching options Demonstrations Discussion Lectures
Case studies Role-plays Games Discussion Discuss the different coaching options as identified in this slide.

Coaching Coaching options Exercises Excursions Guest speakers
Presentations Providing explanations Problem-solving Discussion Discuss the different coaching options as identified in this slide.

Formal and informal learning programs
An externally provided course An internal non-accredited training course Informal learning Less structured programs Greater flexibility As required Discussion What is the different between these two approaches? What are the benefits of each? What are examples of formal and informal learning programs?

Other development programs
Other professional development programs Personal study Work experience Job rotation Discussion What are these approaches? What are the benefits of each?

Support materials Support materials for professional development programs Manuals Exercises Take away notes Role plays Catering Management representatives Discussion When are these support materials best utilised?

Providing practice opportunities
Confirm with the staff member that practice is required Determine their availability Supervise the practice Notify the staff member when assessment can take place Discussion Why is it important to provide practice opportunities after actual professional development has taken place?

Catering for individual needs
Practical ways in which individual differences can be accommodated include: Rescheduling training to a more convenient time Reducing the size of the group Changing the mix of the group Modifying delivery methods Adapting the training environment Modifying your personal attitudes and approaches Adapt training resources to suit the individual Discussion Why is it important to cater for individual needs when scheduling learning opportunities?

Keys to becoming a successful manager
Demonstrate competence Embrace responsibilities Make meaningful contributions Learn to adapt Make a commitment Continue to learn Prioritise your loyalties Always do good work Discussion Why are these keys important? How can you practically do these?

Keys to becoming a successful manager
Present the right image Learn the power structure Gain control of organisational resources Stay visible Find a mentor Support your boss Think laterally Discussion Why are these keys important? How can you practically do these?

Managers as role models
Influence of a role model Every manager, whether they like it or not, acts as a role model to their staff – even when they don’t intend to Staff will view the behaviour, actions and attitudes of the manager and often will see this as the way to act, even if they disagree with their manager’s behaviour How can you be a good role model for staff? Discussion Discuss the question in the slide.

Managers as role models
Manage yourself first The first thing for you as a manager to do is to manage yourself. This involves: Knowing and understanding your own job and the responsibilities you have Planning your own work well Managing your time efficiently planning Managing your own stress Discussion How can you do these?

Leadership Leadership in the workplace
To be a good leader, which is a vital component of any managerial position, experience and history shows you need to: Have the trust of staff, and in turn, trust them Show you respect the abilities and opinions of staff Have the ability to motivate staff Be passionate, and committed to what you do Discussion How can you do these?

Leadership Leadership in the workplace Be prepared to delegate work
Be able to create a cooperative team Have a strong and clear sense of work goals and objectives Help others achieve their personal goals Discussion How can you do these?

DEVELOP AND SUPERVISE OPERATIONAL APPROACHES

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DEVELOP AND SUPERVISE OPERATIONAL APPROACHES

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