1. PowerPoint presentation
Unit 241 (M&L 6): Principles of team leading
The aim of this session is to: To develop learner/s knowledge of techniques used to manage the work of teams Learners will be able to: 1. Explain factors to be taken into account when setting targets 2. Describe a range of techniques to monitor the flow of work of a team 3. Describe techniques to identify and solve problems within a team
Introduction to the unit aims and session objectives – LO3 assessment criteria 1–3.

2. Discuss these questions in your groups or with your tutor.
Target setting
When was the last time you set yourself a target or had to meet a target?
What was it?
Did you achieve it?
If so how did you feel?
If not why was that?
Discuss these questions in your groups or with your tutor.
Tutor to discuss this with learner/s.

3. Target setting Consider the overall aim (target) of this session:
Develop learner/s knowledge of techniques used to manage the work of team.
Now consider the objectives (steps) to fully understand that aim/target.
Explain factors to be taken into account when setting targets.
Describe a range of techniques to monitor the flow of work of a team.
Describe techniques to identify and solve problems within a team.
Revisit the aims and objectives of the session to relate them to target setting, focus and direction.

4. Target setting SMART Measurable Achievable Realistic Time-bound.
When setting targets it is common for team leaders and managers to use the following acronym to ensure the aim of that target can be met.
SMART
Specific
Measurable
Achievable
Realistic
Time-bound.
Tutor to reveal and discuss this acronym/mnemonic and how it is a common tool used in target setting.

5. Specific ̶ clear, straightforward, understandable, unambiguous.
SMART explained
Specific ̶ clear, straightforward, understandable, unambiguous.
Measurable ̶ related to quantities or quality performance outcomes, eg 10 completed on time with no errors.
Achievable ̶ with sufficient time, resources, finance and people.
Realistic ̶ linked to business needs, values, and expectations.
Time-bound ̶ completion/end dates, review points and when.
Tutor to reveal and expand on each as necessary.

6. SMART Worksheet 8 – Using SMART
Using the SMART technique consider a long or short term goal you have for yourself.
This could be a personal goal such as planning a trip to a theme park to arranging a holiday. Maybe you want to go onto further or higher education or get a new job or a promotion. Alternatively this could be a job task you want to achieve.
This can be used as knowledge evidence in your portfolio.
Distribute Worksheet 8 and discuss with learners their responses. There is a tutor answer sheet available for you to use for guidance – you can expand and discuss further.

7. Monitoring work flow of teams
Having a SMART target will require the tasks within it to be monitored.
The progress of each team will need to be checked by whatever measuring techniques the business uses.
For example, the monitoring of a call centre team could be the number of calls taken in an hour, day, week or month. Further measures may be the amount time each call takes and the nature of each call.
How might these calls be monitored?
Tutor to reveal and discuss the possible ways/tools that a call centre may use. Such as central records, display panels, listening devices and observations.

8. Monitoring the flow of work
In your groups or with your tutor consider these teams and how they might be monitored. Team What is monitored? How is monitored? Sales Complaints
Tutor to reveal and get learner/s to discuss and present their findings. Tutor can prepare a flipchart in advance for learner/s to use for this activity.

9. Monitoring the flow of work.
In your groups or with your tutor consider these teams and how they might be monitored. Team What is monitored? How is monitored? Sales Daily, weekly, monthly, Sales sheets, expenditure annual sales. Individual records, balance sheets, performances success charts/graphs observations Complaints Number of complaints Returns records, feedback Satisfaction of client Records, graph charts that monitor amounts of complaints
Tutor to reveal and expand on learners’ own experiences – if they are monitored at work, what tools are used.

10. Monitoring flow of work
What is principal feature of checking sales records?
What is the principal feature of checking data from incoming calls?
What is the principal feature of for checking pie charts and graphs?
Tutor to discuss with learner/s and assist with principal features such as daily, weekly or annual monitoring of individual sales teams so that targets can be agreed, amended or congratulated and that poor performance can be managed effectively. The features of all three types of work records have a similar outcome.

11. Monitoring flow of work
What is principal feature of checking sales records?
Monitoring individuals and teams targets, daily, weekly or annually.
What is the principal feature of checking data from incoming calls?
Monitoring call times, outcomes and satisfaction – assistance can be offered or targets altered, if individuals or teams need it.
What is the principal feature of checking pie charts and graphs?
Monitoring outcome, spending and performance, often used to help others visualise complex information when giving feedback.
Tutor to reveal these principles with learner/s.

12. Monitoring work flow
By monitoring work flow by whatever method will allow for targets to be:
Agreed
Amended.
Monitoring will also help to:
Manage poor performance
and
Celebrate success.
Tutor to reveal to summarise.

13. Monitoring team work flow activity
Activity 4 – Monitoring teams
Tutor to distribute the activity and discuss learners’ answers.

14. Problem solving
We have discussed the types of leadership styles in previous sessions and this will have an impact on how teams are managed.
All leaders will have techniques they use to help solve problems and they fall into two categories:
Rational problem solving
Creative problem solving.
Tutor to discuss the need for leaders to help solve problems and take a step back from the team so this can be done fairly and reliably. Tutor to reveal the two problem-solving categories.

15. Rational problem-solving
Root Cause Analysis (RCA) is an often-used technique that helps people answer the question of why the problem occurred in the first place. It aims to identify the origin of a problem using a specific set of steps, with associated tools, to find the primary cause of the problem.
Determine what happened.
Determine why it happened.
Figure out what to do to reduce the chance that it will happen again.
Tutor to discuss and RCA and how it helps to have a process of cause and effect.

16. Rational problem-solving (continued)
RCA involves tracing any patterns of negative effects, finding flaws in a system, and discovering specific actions that contributed to the problem. The following three techniques assist RCA:
Physical causes – Obvious, resource items that have failed in some way (eg a car’s brakes stopped working, computer system or internet connection is poor).
Human causes – Errors or adding something not required. Human causes typically lead to physical causes (eg no one filled the brake fluid, which led to the brakes failing; someone forgot to update computers or research internet providers).
Organisational causes – A policy or procedure that people use to make decisions or do their work is lacking (eg no one person is responsible for vehicle maintenance, and everyone assumes someone else has filled the brake fluid or the procedure for computer updates does not exist).
Tutor to discuss these causes with learner/s and relate experiences others may have.

17. RCA and the fishbone diagram
A fishbone diagram, also called a cause and effect diagram or Ishikawa diagram, is a visual tool for categorising the potential causes of a problem in order to identify its root causes. Dr Kaoru Ishikawa, a Japanese quality control expert, is credited with inventing the fishbone diagram to help employees avoid solutions that merely address the symptoms of a much larger problem. Source: diagram
Introduce the fishbone principle. Direct learners to internet or other research methods relevant to circumstances.

18. RCA and the fishbone diagram
Using the fishbone diagram will help to keep focus and assist in the ‘Cause and effect’ principle of solving problems
Display this basic fishbone to describe cause and effect problem-solving.

19. RCA research
Use one or more of the following websites to learn more about RCA problem-solving or use a search engine to look at others
Signpost learners to these sites to do further research.

20. Creative problem-solving
Brainstorming – Using the team to get involved in solving problems, needs careful managing and some structure. It will help the team feel part of the solution.
5 Ws and H – (Who, What, Where, When, Why and How) Used for basic information gathering. Its main feature is to look at the wider contributions to a problem.
Six Thinking Hats – Creative management game using one of six perspectives at a time to view the problem from that point of view.
Introduce team creative problem-solving.

21. Creative problem-solving
Mind mapping is a visual technique used to structure creative problem solving often using Brainstorming, 5Ws and Six Thinking Hats techniques.
Reveal to show how ‘mind mapping’ can further enhance the previous creative problem-solving techniques.

22. Problem-solving searches
YouTube – problem-solving strategies
Further signposting to research.

23. Problem-solving techniques
Worksheet 9 – Features of problem-solving techniques
Work through Worksheet 9 and discuss it with your tutor.
This can be used as knowledge evidence in your portfolio.
Distribute Worksheet 9 and discuss with learners their responses. There is a tutor answer sheet available for you to use for guidance – you can expand and discuss further. Close session with any questions.

24. End of session Any questions?
Close session. Gather feedback as organisation requires it.