75571914 People Management

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PEOPLE MANAGEMENT

COURSE:INTRODUCTION


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Mater ial is copyright 1

CONTENT

CONTENT ........................................................................................................................................1

LEARNING AREAS ..........................................................................................................................2

EXPECTATIONS..............................................................................................................................2

GROUND RULES.............................................................................................................................3

DEFINING PEOPLE MANAGEMENT.................................................................................................4

CAUSES OF FAILURES AND SUCCESS IN DEALING WITH PEOPLE............... ........ ........ ........ ........ 6

ROLES OF MANAGING PEOPLE ..................................................................................................... 8

LEADERSHIP...................................................................................................................................9

SUPERVISION, DELEGATION AND FEEDBACK.............................................................................15

TEAM DEVELOPMENT .................................................................................................................. 22

HUMAN RESOURCE MANAGEMENT.............................................................................................25

OVERVIEW OF RELEVANT LEGISLATION.....................................................................................27 DEALING WITH DIFFERENT PEOPLE............................................................................................29

MOTIVATION AND ROLE OF REWARD..........................................................................................32

CONFLICT MANAGEMENT ............................................................................................................34

REFERENCES............................................................................................................................... 40


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GROUND RULES

In most group situations it is important to collectively develop ground rules ornorms of behaviour in order to create an environment that is conducive to learning

for all participants. Ground rules set the tone for future group discussions and

behaviour.

Activity

List all your expectations for this course


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DEFINING PEOPLE MANAGEMENT

Literature refers to the management of people as human resource

management. Therefore, for the purposes of this workbook, human

resource management and people management will be used synonymously.

Activity

ACTIVITY DEFINING PEOPLE MANAGEMENT

The aim of this section is to define people management relevant to Non

Profit Organization (NPO) context

Take 10 minutes to look at the following:

o Your understanding of people management

o Give reasons why it is so important to know how to deal w ith people?


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DEFINITION OF PEOPLE MANAGEMENT

Mondy and Noe regard human resource management as the utilisation of

human resources in order to achieve the objectives of the organisation.

DEFINITION OF MANAGEMENT

There are a variety of views about this term. Traditionally, the te rm

"management" refers to the activities (and often the group of people) involved

in the four general functions listed below. (Note that the four functions recur

throughout the organization and a re highly integrated):

1. Planning,

2. Organizing,

3. Coordinating a nd

4. Leading

To most employees , the term "management" probably means the group of

people (executives and other managers) who are primarily responsible formaking decisions in the organization. In a nonprofit organization, the term

"management" might refer to all or any of the activities of the board, executive

director and/or program directors.

Take notes


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CAUSES OF FAILURES AND SUCCESS IN DEALINGWITH PEOPLE

Managing a success ful organization (nonprofit or profit) requires ongoing

leadership and management, planning, coordination of different activities

and for this to happen there needs to effective management of the most

challenging aspect of the organization which is people.

People have the ability to think independently, feel and express emotions,

question issues and they have elements that make them special. However,

these are also the very factors that might make it difficult for managers tomanage people.

The success and failure factors of managing people are extremely difficult.

It depends on the different people within the organization, the nature of

projects, how people relate to each other and the leadership style of the

organization.

The following are some of the major causes of human resource

management failures categorised into internal and external factors.

Lack of political / top management commitment and support to people

development

Leadership skills and styles

Lack of Human Resources planning, skills, knowledge and experience

Financial management/ Financial constraints

Poor reward

Information and communication

Organisational culture, commitment, passion for work, work culture and

ethics, power struggles and politics High ra te of staff resignations

Lack of motivation and job satisfaction

Economy (inflation, etc)

Political factors (instability, tribal/racial tensions, etc)


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ROLES OF MANAGING PEOPLE

Effective management of people is the "life's blood" of an organization.Organizations that are highly successful have a strong leadership

element. One of the first signs that an organization is struggling is that

the organisation has failed to hire the right people. If the right people are

hired then the organization should be able to retain them by being able

to motivate, manage conflict and different types of employees , have

good supervision and delegation skills and finally be able to reward and

acknowledge good performance.

PerformanceManagement

System:

Rew ard

Manage varioustypes of

employees

Hire the rightpeople

Leadership

Motivate

Supervise anddelegate

Manage Conflict

ManagePeople


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LEADERSHIP

We all have the development of ordinary human beings into leaders

differently. Our understanding of how leaders are and the experiences we

have had with leaders say a lot about the way we define leaders, their

leadership styles and their qualities.

ACTIVITY Who OUR Leaders Are

Time: 15 minutes

Who is according to you a leader?

Why would you consider that person to be a leader?

How do you think that person became a leader?

Is there any difference between a leader and a manager? If there isplease explain


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Leadership Definitions

Despite the existence of many different definitions of leadership, there are

common elements.

The following definitions may provide a framework for our discussions.

L e a d e r s h i p is a process that takes place in groups in which one member

influences and controls the behavior of the other members toward some

common goal." Michener, DeLamater and Schwartz(1990)in(Denmark,

1993, p.343) www.latinoleadership.org/research/library/dictionary.html

The ability to lead, including inspiring others and in a shared vision.

Leaders have clear visions and they communicate these visions to

their employees. ...

Leadership:

has nothing to do with position or managing people. is the basis of innovative change

it can shift rapidly from one person to another

cannot be monopolized. It has nothing to do with climbing a hiera rchy

changes how people think

Leadership is in short the ability to influence others. Theories of

leadership attempt to explain why some individuals are moreeffective than others at influencing. Theories have focused on

differences in behaviour, style, and personal attributes. Other

theories attempt to understand different types of leaders example;

others say there are those that are born leaders while others say

leaders are made (taught).


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Leadership Styles

When developing your leadership skills, one asks an important practical

question,

"What leadership styles work best for me and my organization?" To

answer this question, it's best to understand that there are many from

which to choose and as part of your leadership development effort; you

should consider developing as many leadership s tyles as possible.

Three Classic Leadership Styles

One dimension has to do w ith control and one's perception of how much

control one should give to people. The laissez faire style implies low

control, the autocratic style high control and the participative liessomewhere in between.

ACTIVITY Leader and Manager

Time: 25 minutes

Tasks:

1. In your small teams please discuss and report back on the

following:

-Define : Leader and Manager

-Discuss the difference between a leader and a manager

-In our organizations do we need leaders or managers and why?

2. After the report backs, the rest of the group and the facilitator will

add to the contributions.


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The Laissez Faire Leadership Style

The style is largely a "hands off" view that tends to minimize the amount

of direction and face time required. Works well if you have highly trained

and highly motivated direct reports.

The Autocratic Leadership Style

The leader makes the decision and announces it without feeling

responsible to give reasons. The leader presents the decision and sells it

to members, justifying the autocratic decision. Prepares a monologue

and allows little discussion.

The leader presents discussion, invites for clarification, but keeps to

his/her decision. The task is very structured and the members may be

unclear

The Participative Leadership Style

It's hard to o rder and demand someone to be creative, perform as a

team, solve complex problems, improve quality, and provide outstanding

customer service. The style presents a happy medium between over

controlling and not being engaged a nd tends to be seen in organizations

that must innovate to prosper.

Determining the Best Leadership Style

This is a term that can be applied generically to a style of leadership, but

that also refers to a recognised, and useful, leadership model. In simple

terms, a s ituational leader is one who can adopt different leadership

styles depending on the situation.

Situational leadership style is a model that a llows you to analyse theneeds of the situation you're dealing with, and then adopt the mos t


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appropriate leadership style. It's proved popular with managers over the

years because it passes the two basic tests of such models: it's s imple to

understand, and it works in most environments for most people. The

model doesn't just apply to people in leadership or management

positions: we all lead others a t work and at home.

Surprisingly, the research discovered that there is no one best style:

leaders must adjust their leadership style to the situation as well as to

the people being led .

The Emergent Leadership Style

Contrary to the belief of many, groups do not automatically accept a new

"boss" as leader. We see a number of ineffective managers who didn't

know the behaviours to use when one taking over a new group.

The Transactional Leadership Style

The approach emphas izes getting things done within the umbrella

of the status quo; almost in opposition to the goals of the

transformational leadership. It's considered to be a "by the book"

approach in which the person works within the rules. As such, it's

commonly seen in large, bureaucratic organizations

Team Leadership.

Very important in this section is team leadership. There are differenttypes of leadership styles; this section will use the team leadership style

to help participants understand the value of teams in organizations.

South African NPOs operate to a large extent on project basis and it is

important to explore the role of team leaders in running health related

initiatives. Today, organizations recognize the role of teams, but it still

takes leadership to transform a group into a team.


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To be an effective and efficient manager one needs to have certa in skills,

for example delegation, supervision, communication skills: conflict

management, running of meetings and the ability to motivate and

reward team members and or employees.

ACTIVITY: Leadership skills and qualities

20 minutes

I n p a i r s : r e f l e ct o n t h e f o l lo w i n g :

What roles, qualities and skills do you think a leader must have?

Which roles, qualities and skills do you have and w hich do you still

need to develop?

What cha llenges do you experience when expected to lead?

(be at home or at work)

What can you do to develop and improve on your leadership skillsand qualities?


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SUPERVISION, DELEGATION AND FEEDBACK

SUPERVISION

Recent management theory prefers to use the notion of manager to

describe a person who performs a similar function to that of the supervisor.

The difference between the two notions is not so much related to roles they

perform, but more the way in which those roles are exercised. The notion

of a supervisor is currently perceived as being influenced by an old

management style of being autocratic. A manager on the other hand is

considered to be flexible, developmental, and consultative.

Another key distinction between a manager and a supervisor is that the

relationship between a manager and an employee is based on reciprocity.

The employee therefore takes as much responsibility for his/her own

developmental process as the leader. A supervisee on the other hand is

perceived to take on a more pass ive role in his/her developmental process where he/she expects or waits for the supervisor to take the initiative or

lead.

Therefore, the notion of manager will be used rather than supervisor. A

manager is tasked with the responsibility of supervision would hence be

expected to develop the capacity of staff members so that they can perform

tasks effectively, think independently, and find solutions to their problems.

Team members will ultimately become less reliant on the manager.

Instead, they have the opportunity and the skills to creatively generate

ideas and implement activities independently. In this way, employees take

more responsibility for their own developmental process.


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YOUR ROLE AS A SUPERVISOR

Ensure that team members understand their responsibilities

Co-develop clear and specific expected outcomes with each team

member Ensure that the team members possess the skills and knowledge to

pe rform the ir activities e ffectively and efficiently

Review jointly the team members performance against her/his outputs

Assess how strengths/successes can be enhanced and

weaknesses/problems overcome Develop a clear way forward and/or adjust activities to improve project

implementation

ACTIVITY: Supervision

15 minutes

In pairs: Reflect on the following:

How have you been supervised in the past? Has this influenced

the wa y in which you supervise others?

Reflect on whether you think there is a problem using the term

subordinates?


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DELEGATION

The ability to delegate effectively is one of the most important

supervision skills required of a manager. Delegation is often very difficult

for new supervisors, particularly if they have had to start the nonprofit

organization or start a major new project themselves. Many managers

want to remain comfortable, making the same decisions they have

always made. They believe they can do a better job themselves. They

don't want to risk losing any of their power and control (ironically, they

do lose these if they don't learn to delegate effectively). Often, they

don't want to risk giving authority to subordinates.

The word delegate is derived from Latin, means "to send from." When

delegating you a re sending the work "from" you "to" somebody else.

Effective de legation will not only give you more time to work on your

important opportunities , but you will also help others on your team learn

new skills.

General steps to accomplish delegation:

1. Delegate the whole task or part of the task: This gives the person the

responsibility and increases their motivation.

2. Select the right person: Assess the skills and capabilities of

subordinates and assign the task to the most appropriate one

3. Clearly specify your preferred results: Give information on what, why,

when, who, where and how. Write this information down.

4. Delegate responsibility and authority: Assign the task, not the method

to accomplish it. Let the subordinate complete the task in the manner

they choose, as long as the results are what the supervisor specifies. Let

the employee have strong input as to the completion date of the project.


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Question your motive: If your motive is to show that you are better

than the person or to put the person down, refrain from giving the

feedback

Skilful Feedback: Be descriptive, provide information that describes the behaviour

and its impact on you; restrict the feedback to what you know

(e.g., behaviour you have seen and how it has impacted you).

It is about the giver of the feedback, not the person receiving the

feedback. It is an e xploration of the effect the persons behaviour

has had on you. (note the same behaviour may not have that

effect on o thers).

Avoid exaggeration ("you always get this wrong"), labelling ("you

are stupid"), and judgment

Speak for yourself ("what I feel/experience when you .) not for

others ("Everyone gets upset when you .")

Dont press the person for any immediate response

Face to face not by e-mail

Observe the receiver's body language to assess the extent to which

the feedback is being received.

Adjust your feedback to ensure that the channels of

communication remain open.

Skilfully Receiving Feedback:

Observe and listen actively to the when receiving feedback.

Ask questions to clarify "could you give an example of that?",

"when did that happen?", "who else was there?

If others where present during the behaviour the feedback is

about; ask them to offer feedback, what was the effect on them Acknowledge valid points


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TEAM DEVELOPMENT

TEAMS VERSUS GROUPS

Most people use the words team and group inte rchangeably, but there are

actually a number of d ifferences between a team and a group in real world

applications.

Teams differ from other type of groups in that members are focused on a

joint goal or product , such as a presentation, completing in-class exercises,

taking notes , discussing a topic, writing a report, or creating starting a

project.

Here is one of the most commonly cited definitions:

"A team is a small number of people with complementary skills who are

committed to a common purpose, performance goals, and approach for

which they a re mutually accountable." (Katzenbach and Smith, 1993)

"A team is a group in which members work together intensively to

achieve a common group goa l." (Lewis-McClear & Taylor 1998)

Benefits of having high performing team in an organization

Teams are found in many workplace environments, including government

and non-governmental organizations because they allow the organization

to:

Accomplish projects an individual cannot do - Many projects in the

workplace are too large or too complex for one individual to complete

alone.

Brainstorm More Solution Options - Different people looking a t the

same problem will find different so lutions. A team can review ideas

and put together a final solution which incorporates the best individual

ideas.


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Detect Flaws in Solutions - A team looking a t different proposed

so lutions may also find pitfalls that an individual might miss . The final

solution is that much stronger.

Build a Workplace Community - Members of effective teams can form

personal bonds which are good for individual and workplace morale . Exposure to different points of view Members learn different ways of

approaching a problem.

Communication Skills - A team relies on communication among

members. Through teamwork training and practice, members can

learn how to:

o Actively and effectively listen to their tea m members to

understand their ideas and concerns.

o Effectively articulate their ideas or their concerns to others.

o Provide genuinely constructive feedback to team members .

Critical Thinking and Evaluation Skills Team members must use

these skills to evaluate the complex issues of team project goals and

to formulate appropriate solutions and plans. Conflict Resolution Skills - Yes, teams have conflicts, but, with the

right support and training in communication skills, they can learn the

skills to facilitate solutions to conflicts so that the team remains

functional.

S o u r c e : Team Technology (1995-2006) "The Basics of Team Building

Effective team members need the following three basic skills: Communication and Negotiation

Analytic and Creative Skills

Organizational skills


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Team Dynamics

Every team has its own dynamics however, functional teams share these

characte ristics (Bodwell 1996, 1999); Full Pa rticipation, Trust, Open

Communication, Clear Roles - By work function

Below are some of the roles needed in performing a certain task or

project:

Initiator - Puts ideas on the table.

Facilitator/Leader - Defines problem and sets agenda.

Recorder/"Secretary"- Records all ideas with no o ther comment. Can

also act as a timekeeper.

Devil's Advocate/Skeptic- Reviews ideas for potential problems.

Optimist - Person who keeps a positive frame of mind and facilitates -

search for solutions.

Summarizer/Clarifier - Summarizes and clarifies results. Is often the

same as the facilitator.

Liaison/Spokesperson - Maintains contact with the instructor on behalf

of the group. Could be the same as the recorder or the facilitator. Reflector - Does not participate in the group activities, but obse rves

process and reports results to the group.

Quite: Not participating, agrees to e verything sa id by other members

You can require teams to rotate roles , so each member can experience

all functions of the team.

ACTIVITY

In your small team:

Choose a topic of your interest e.g. community developmentwork in South Africa etc.

One of you should be chairing the debate You have 10 minutes to discuss your topic

Discuss with your facilitator and the whole group different roleseach team member took in the discussion


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HUMAN RESOURCE MANAGEMENT

The diagram below demonstrates the complexity of external and internal

factors of the organization. The success of a human resource manager of

tomorrow will depend on his/her awareness, knowledge, and ability to

manage successfully different components of the organization.

The diagram below shows all the components of human resource

management

HR ManagementCycle

Hiring (Advertising, Screening and Selecting)

1. Advertise the position

2. Current employees should be able to apply for the job.

3. Screen resumes/short listing

4. Interview candidates

5. Select the candidate

6. Suitable candidate

7. Offer letter

8. Start a personnel file. Include in the file, the signed offer letter,

Successionplanning

Training anddevelopment Performance

Management

Career planning andmanagement

Induction

Hiring


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contract, tax withholding forms, the job description and any benefits

forms.

ACTIVITY Hiring: Process

Time: 25 minutes

Task: 1. Make a list in your small tea ms of some of the difficulties faced

by employers and or employees in the hiring people

2. Discuss how these challenges can be solved

Present your discussion to facilitator and the whole group


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OVERVIEW OF RELEVANT LEGISLATION

Legislation comprises the laws passed by parliament.

Why do we need legislation in managing human resources? to promote the rights and dignity of individuals.

to ensure that the development of people is being continuously protected

and promoted

Understanding the human resource management legislation will reduce

human resource problems (e.g. demotivation, high absenteeism, conflict,

etc.) encountered

Below are some of the legislations with which individuals should be familiar:

New Labour Relations Act

Employment Equity Act

Skills Development Act

The Constitution

Basic Conditions of Employment Other

ACTIVITY HR MANAGEMENT: LEGISLATION

Time: 30 minutes

Task:

1. Break up into small teams.

2. In your team please discuss the following giving examples of

legislations:

How can legislation assist employers to dismiss an employee

for misconduct?

OR


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How can legislation assist an employer who has been sexually

harassed at work

3. After the report backs, the rest of the group and the facilitator will

add to the contributions.


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DEALING WITH DIFFERENT PEOPLE

Managers are faced with a challenge of not knowing for sure if they have

hired the right person.

All managers need experience and skills to deal with both under performers

and highly productive individual. Every individual needs to be motivated

regardless of their performance.

This section will explore the model on dealing with various types of

employees and how different employees can be encouraged to improve

their performance and level of motivation. This model has four categories.

Each category will be described to make sure that they are turned into

stars or high performing employees.

Please note that: the model should not be used to label people into these

categories as these could be damaging. People you work with may fall into

some of these categories.

DIFFERENT TYPES OF EMPLOYEES

Workhorse

An extremely hard working employee

Less educated

Very faithful and honest to the organization Not creative

Only follow instructions without questioning

Deadwood

Low performer and at times do not perform at all

Not creative

Enjoys taking extended tea and lunch breaks chatting to colleagues and

friends


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ACTIVITY DEALING DIFFERENT TYPES OF EMPLOYEES

Time: 25 minutes

Task:

1. Break up into 4 groups. - Team 1 workhorse

-Team 2 deadwood

- Team 3 problem employee

- Team 4 motivate a s tar

2. Develop ways to change the employee you were requested to

discuss into a star.


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MOTIVATION AND ROLE OF REWARD

Motivation determines the way in which any task is done. Without

motivation, even the most a star employee will produce poor work. The

challenge every manager is to therefore ensure that the levels o f motivation

remain high amongst all staff. However, in order to do this, it is important

to recognise that different people are motivated by different factors.

Only one method of motivating staff will therefore not work in an

organisation where employees have different needs.

ACTIVITY MOTIVATION

Time: 20 minutes

Task: In pairs please reflect on the following:

1. Are you motivated or demotivated in your job?2. Why you are motivated or demotivated.

3. Give examples o f what will motivate you in your work?

There are managers who hate their jobs. If you as a manager a re very

stressed out, it will be difficult to encourage and inspire other employees.

Also, if you're doing a good job of taking care of yourself and your own job,

you'll have much clea rer perspective on how others are doing in theirs.


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Psychologists and other authors who write about what motivate people

suggest the following:

Do you need (according to Maslows hierarchy of needs)?

Physiological: adequate salary, reasonable working hours, and

conditions Safety: insurance and retirement benefits, grievance procedures

Social: affection, belongingness, acceptance and friendship with co-

workers and management

Esteem: job title, promotions, company cars, awards for being the

best employee, e tc. Self-actualization: freedom of expression, involved in decision

making

The role of reward

The level of motivation and future performance is directly influenced by

the extent to which the employees performance is recognised and most

of all rewarded. Some organisations still reward or provide incentives

based on seniority or hours worked. The challenge with this form of

rewarding is that the system of providing rewards is structured

inequitably, which will eventually lead to demotivation.

ACTIVITY REWARDS

Time: 10 minutes

Task: In pairs please reflect on the following:

1. Do people get rewarded or receive incentives in your

organization?

2. If yes, what type of incentives or rewards do they receive?

3. What a re these incentives or rewards based on?

4. If no, why do you think people are not rewarded?

Discuss your responses with your facilitator and with the whole team


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Techniques of managing conflict

Problem Solving

Negotiation

Mediation Med-Arb

Arbitration

Litigation

Dont of resolving conflict

Confusing negotiation with

debate

Overacting to stress

Rejecting alternatives

Not using team members

effectively

Poor listening Poor use of questions

Giving too much information

at once

Explaining the issues badly

Dont of resolving conflict

Plan and prepare

Exercise communication

skills

Be able to persuade

Exercise a sense of humour

Use emotions effectively

Use and read body language

effectively

Ensure credibility

Be creative and intuitive

Exercise stamina

Be democratic

Focus on the problem, not

the person Be a good listener Be a good process observer

Be a a lert and sensitive

Understand peoples feelings

and thoughts


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How to deal with anger when resolving conflict

Make sure that the angry person is calm before you start the

discussion

Ask the person whether she/or angry with you personally

Try using empathetic listening Remain calm yourself

Accept the other persons angry feelings

Encourage the other person to ta lk about the anger

Dealing with threats

Think about the threat, take time before responding, repeat or

paraphrase

Or Choose one of these:

Be quite, ask for clarity, laugh, I cant believe what I am hearing

Redirect the threat

Express understanding and empathy

End the discussion

Make it clear that you are committed to the process of negotiation

To Manage a Conflict within yourself

It's often in the trying that we find solace, not in getting the best

so lution. The following steps will he lp you in this regard.

1. Name the conflict, or identify the issue, including what you want thatyou are not getting.

Consider:

Writing your thoughts down to come to a conclusion

Talk to someone, including asking them to help you summarize the

conflict in 5 sentences o r less.

Get perspective by discussing the issue with your friend or by puttingit down in writing.


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Consider : How important is this issue?

Does the issue seem worse because you're tired , angry at something

else, etc.? What's your role in this issue?

Pick at least one thing you can do about the conflict.

Consider:

Identify at least three courses of action For each course, write at least three pros a nd cons

Select an action - if there is no clea r course of action, pick the

alternative that

will not hurt, or be least hurtful, to yourself and others.

Briefly discuss that course of action with a friend.

Consider:

Then do something. Wait at least a day before you do anything about the conflict. This

gives you cooling off period

Then take an action.

Have in your own mind, a date when you will act again if you see no

clear improvement.


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Mondy R.W, Noe R.M and S.R Premeax (1998) Study Guide: Human Resource

Management (7 th Ed) Prentice Hall

Rahim, M. A. (1983, June). A Measure of Styles of Handling Interpersonal

Conflict. Academy of Management Journal. pp.368-76.

Robbins, S. (1993) Organisational Behaviour USA: Prentice Hall.

Shortell, S. & Kaluzny, A. (1994). Health Care Management, Organisation

Design and Behaviour. New York : Delmar Publishers.

Team Technology (1995-2006) "The Basics of Team Building"

http://www.teamtechnology.co.uk/tt/t-articl/tb-basic.htm

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