Steps to Effective Management

A four day programme that may be run as a one off event or in the form of two x two day events or four, one day modules.

NB: Individual modules may be run as “one off” short, sharp events or a cropped version of the programme may be run over a shorter period made up of a combination of chosen modules.



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  • Overview
  • Exam
  • Course Requirements
  • Pricing

Learning objectives:
See learning outcomes featured at the foot of each day’s activities

Programme Content:

Day One

Setting the Scene
– Course and participant introductions
– Course objectives
– Participants aspirations – group exercise and feedback in plenary

Step One: What it takes
– Assessing the skills and qualities of an effective manager through “best/worst manager” written exercise in pairs
– Feedback of main skills/qualities and explore “what stops us”?
– Putting our roles as managers into context through use of the “PESTLE” model and five way management model (Forrest) (Managing upwards/across/downwards, self)
– Duty of care and how our roles as managers impact directly on customer satisfaction
– Recognising the financial implications of effective or poor management

Step Two: Management Styles
– Manager or leader? The distinctions
– Situational leadership questionnaire and self assessment (Adair)
– The vital importance of adapting the style to the situation – case study work
– Action Centred Leadership – group exercise to establish where individuals’ focus lies – “Task” “Team” Individual” and implications of imbalance (Adair)

Step Three: Manager as Communicator
– Communication skills exercise in three groups – communication across three differing levels
– Debrief of group communication exercise and learning points regarding the importance of clear internal communication and why breakdowns occur
– How internal and cross departmental interactions will ultimately impact on customer satisfaction – the “customer service wheel”
– How we communicate – the three “V”s – brief written exercise and feedback (Mehrabian)
– Choosing appropriate forms of communication (written/phone/face to face) for different situations – the “emotion-intellect” grid
– The nature and value of communicating with integrity
– Completion of daily action log

Learning outcomes from day one:
– Increased awareness of what makes an effective manager and of participants’ own strengths and weaknesses
– Recognition of where the manager’s role fits into the bigger picture – particularly a propos customer satisfaction and the financial management
– Appreciation of differing styles of management and the importance of flexibility and adaptability in the management role
– Understanding the impact and power of clear and appropriate forms of communication across all levels and council departments

Day Two

Review of learning points from day one

Step Four: Management Behaviours
– The assertive manager – What assertiveness actually is and how it differs from other behaviours: aggressive, passive, manipulative – group exercise/discussion
– The four behaviours and their impact on performance – internal, customer, financial
– What drives our behaviour – the judgment iceberg diagram
– Self awareness and its relationship with behaviour
– Why we manipulate
– Relationship between behaviours and “office politics”
– Brief role plays to highlight differences in behaviours
– Developing genuine confidence to manage assertively – self esteem and confidence – the distinctions. Small group exercise
– The place of emotional intelligence (Golman)
– The interpersonal skills – “LAW” model – (Listen Ask Work with) – practical listening skills exercise in pairs
– Making requests – a three step model. Brief practice
– Developing a “natural authority” and ability to influence with integrity – drawing others to your views “Pull” vs “Push”

Step Five: Dealing with Conflict and Diversity
– Handling “difficult” people – getting “difficult” behaviours in perspective and avoiding “bad person illusion” (D.Dana)
– The conflict escalation model (Conflict Resolution Network) – written exercise based on real conflict situation. Debrief in pairs/group
– Nipping conflicts in the bud
– When to negotiate. When to mediate. When to arbitrate
– Dealing with diversity and the value/importance of equal opportunities policy
– Harassment and bullying – what lies behind it and strategies for handling it
– Role plays/case studies based on real situations

Step Six: Management of Change
– Why change happens
– Guiding self and others through change
– Exploring our own relationship with change – “Your success in managing change” – written exercise
-The transition grid as a means of tracking and understanding reactions to change
– Understanding resistance to change and differing approaches to peoples’ reactions dependant on the transition phase they’re in
– Completion of daily action log

Learning outcomes from day two:
– The ability to behave and communicate in a genuinely assertive fashion with colleagues at all levels
– Developing the skills and behaviours to influence others with integrity and without a need to resort to manipulation
– Handling conflict and “difficult” situations with more genuine confidence
– A clear understanding of the need and place for equal opportunities policy and practices – living it
– Pointers for guiding self and others successfully and “painlessly” through change

Day three

Review of learning points from day two

Step Seven: “It’s About Time”
– Principles of time management – feedback and analysis of pre-course work – time logs. Assessing the challenges thrown up
– The great “time management myth”
– Our time management toolbox – getting organised
– The vital importance of prioritising – the “urgent/important” matrix (Covey)
– Using the matrix to plan for future activities and reduce stress
– Positive active and reactive tasks and dealing effectively with interruptions
– Developing an ongoing time log
– Identifying and dealing with “time stealers”
– How good time management impacts on the financial
– Successful delegation – what to/what not to delegate
– The stages of delegation
– Objective setting using the “SMART” process

Step Eight: Manager as Team Leader
– The team – the four stages of team development (Tuckman)
– Team roles – The Self Perception Inventory questionnaire – written exercise and group feedback (Belbin)
– Case study scenarios based on differing Belbin roles
– Feedback from exercise highlighting the importance of effective interplay between differing styles in team environments

Step Nine: Manager as Motivator
– Motivating the team – exploring the theories through small group exercises (Maslow, Hertzberg, McGregor et al)
– Which theories stand up? Which can apply in our role at Slough BC? Feedback from exercise and brief discussion
– Exploring individuals’ work values and their relationship with motivation – written exercise and feedback
– Extrinsic vs intrinsic motivation – striking the balance
– Completion of daily action log

Learning outcomes from day three
– Practical tools and proven approaches for managing time more effectively
– Greater appreciation on how good organisation and time management impacts on performance
– More effective delegation and objective setting
– A stronger recognition of team dynamics and how individuals’ strengths can contribute to the team performance
– Greater understanding of what truly motivates and practical strategies to employ

Day four

Review of learning points from day three

Step Ten: Problem Solving
– Exploring our attitudes to problems – denial, resistance etc
– How a considered approach may melt negative attitudes to problems
– The problem solving process and cycle
– Small group exercise in solving a work related problem
– Feedback and learning points from exercise

Step Eleven: “Decisions, Decisions”
– Seeing the impact of any decision on the bigger picture
– A process for decision making
– Communicating decisions clearly – ensuring all re in the loop
– What gets in the way of effective decision making
– The financial implications of good decision making – awareness of opportunity cost
– Group decision making case study game/activity – feedback and learning points

Step Twelve: Performance Management
– The necessity and value of monitoring performance
– Establishing criteria/competencies for effective management of performance
– Written case study exercise on individual performance criteria
– Giving and receiving feedback and criticism – small group exercise and feedback
– Coaching for optimum performance
– Coaching exercise in pairs linked to action points from the course. Using the “GROW” model, participants support each other in setting actions from the course

Review of course and completion of action plans

Farewell and close

Learning outcomes from day four
– The ability to confront and solve problems in a considered and structured way
– Making better and clearer decisions and recognition of the impact on the overall picture and “bottom line”
– Managing individuals’ performance more effectively
– Coaching for better performance and positive personal and professional development

Suitable For:
New or existing managers and those poised to move into a management role.


A room with tables and chairs suitable for a classroom layout.

This course is offered as an onsite option that can be tailored to suit your specific requirements. Price will depend on duration and number of people who require training.  Please contact us for pricing.

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