Course description
Think about building the pyramids or Apollo 11; could they have been built without supervision or management? The answer, of course, is no. Management practices have been around for a very long time, however the context and environment for managers everywhere is changed as never before. Together, digitisation, the pandemic and changing patterns of work are creating new challenges for managers and employees alike.
This programme gives clarity to new managers, aligns managing with leading in a practical, effective model that everyone can understand, and lays the foundations for continuous professional development
Using the Leader-Manager Diamond model©We remove the common confusion arising from understanding management as distinct from leading. Managing without leading is process with no purpose. Leading without managing is purpose without process. Optimal management is process and performance driven, sets high standards and creates both quantity and quality of productivity.
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Suitability - Who should attend?
- Newly appointed line managers or team supervisors
- Experienced line managers who want to refresh their people management skills
- Potential line managers or team supervisors who want to develop professional management skills before being promoted.
Training Course Content
Phase 1 - Engage
Part 1 of Management Essentials engages learners to uncover:
- Their understanding of the context of their organisation
- How this context is changing the nature of the management challenge they face
- Who is most impacted by their work as managers and how they respond.
- What impacts they want to have as a result of the programme.
Having established the context and priorities of the learners, Part 1 of Management Essentials then moves on to explore:
- The Leader-Manager Diamond Model©and how to understand the complementary nature of working as a manager who leads or a leader who manages.
- Essential personal skills, including:
Management styles, critical thinking, self-management, and motivation planning, organising and coordinating, time management and prioritisation, power and personal presence. - Essential interpersonal skills and approaches, including:
Influencing and convincing, motivating and enabling others, performance management and development, communication, problem solving and conflict resolution.
Finally, an action plan is generated that aligns context and priority to their development of leadership skills, giving clear development and performance objectives for phase two of the process. This is called the Stakeholder Engagement Plan.
Phase 2 - Workplace Practice
Phase 2 sees the learner return to his/ her workplace, ready to execute on the action plan formulated in phase 1.
This will offer the chance to:
- Engage with key stakeholders to inform them of learning and action goals
- Implement and gain feedback on those learning and action goals
- Refine and improve practice, based on feedback
- Complete a PULSE learning journal to aid reflection and to use as part of Phase 3 review process.
To support learners throughout this phase, we provide online material for on a range of topics related to the programme, which we call Building Blocks. These are available to learners on demand, through their link to the Roffey Park Institute online platform.
Phase 3 - Connect and Reflect
During this phase learners focus on sharing their experiences of their learning journey with programme peers. This brings opportunities for fresh perspectives, new insights, and new energy. A Roffey Park International faculty member will facilitate the Connect and Reflect phase which is designed to create time and space for learners to reflect on, practice and make sense of their experiences to date. Learners are invited to assess the positives and the challenges they have experienced in relation to their behaviour change and organisational impact.
Sessions in this phase are active, focused and fun – bringing a mix of energy and quiet space to enable learners to maximise their thinking and planning. You will be involved in discussion and inquiry with your programme peers as well as ideation and planning. This phase closes with the refinement of the Engagement Plan for the final phase of their journey.
Gaining the most from this phase requires energy, questioning, introspection, interest in others, openness to ideas, willingness to share highs and lows of your journey, creativity and imagination.
Phase 4 - Change and Grow
The final phase is focused on helping learners create sustainable change and impact in their workplace context by embedding new behaviours, methods and thinking and add value to their organisation at different levels. This is delivered as Part 2 of the facilitated programme.
Learners can continue using their Engagement Plan to continue the learning and implementation process with their stakeholders whilst maintaining good practices including, communication, inquiry, seeking feedback and collecting evidence.
We support this process by collecting data from the learners’ stakeholders 1, 3 and 6 months after they have completed the programme. This is done electronically and is shared with learners to ensure that they have feedback to support your change and growth.
Gaining the most from this phase requires an attitude of continuous improvement, resilience, energy perspective, collaboration and an ability to share stories of success as well as challenge.