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Training aims
To provide the organisation with supervisors and managers capable of leading
the team to meet desired goals and objectives.
To ensure supervisors are able to articulate the vision, mission and values of
the organisation to team members so as to better provide direction and job
definition.
Training objectives
Upon successful completion of this program, participants should be able to:
Critically analyse their leadership style and apply variations where situations
may require it.
Display techniques that enhance team commitment and ensure team members
feel their efforts are appreciated.
A goal is a broad statement of what, overall, the aim is. This could be to be the
best, to win, to be seen as the most reliable, to be the cheapest, etc.
A goal states what you want; an objective states the target you need to reach to
know that the goal has been achieved.
From the list below indicate which would be considered as a goal (G) and which
would be an objective (O).
3. A guest will not be kept waiting at the front desk longer than two minutes
before being acknowledged ( )
Leadership is “the human factor which binds a group together and energises and
motivates it towards the achievement of group goals” or “a set of interpersonal
behaviours designed to influence employees to co-operate in the achievement of
objectives”.
can extract high levels of effort willingly from team members. They do this by
providing a vision, clear objectives, advice, guidance, encouragement, direction
and control.
Managers vs Leaders
Managers: appointed and have formal authority
Functions of managers:
Organizing: if you can not organize yourself, you can not organize others.
Your group is the complete workforce for the Paper Plane Manufacturing Corp, and
you are the manager. Your company is a leader in the manufacture of paper planes,
but recently you have some competition. The Government has issued a contract to
a number of companies for the manufacture of its latest plane, so you will be
competing against other teams for the final contract.
Your task is to make as many acceptable planes within a three minute time
period.
First you must make a bid for how many planes you think your group can make
in three minutes.
A penalty of $25,000 per plane will be subtracted for failure to meet your
quoted bid.
Cost of materials is $3,000 per plane that you bid – If you bid ten (10) but only
make eight (8), you must pay the cost of materials for those that you failed to
make or that did not pass inspection.
Calculations:
Bid: [ ] Aircraft x $20,000 per aircraft = ________________
Result:
Income: [ ] Aircraft x $20,000 per aircraft = ________________
Less $250,000 overheads: ________________
[ ] x 3,000 cost of raw materials: ________________
[ ] x 25,000 penalty: ________________
Profit: ________________
Question sheet: paper plane activity
1. In the space below, write a statement that sets out the goal of your group.
2. In the space below write a statement that sets out your objective.
Step 3
Fold the upper point over and crease.
Step 4
Next fold the new upper corners in at a 45-degree angle. Be
careful here to line these up, and do not let the flaps cross the
middle of the paper. Use the middle fold as a guide.
Step 5
Undo step 4 (We need the creases for the next step)
Step 6
Using those creases as a guide, fold the corners as shown.
What we are doing is building up an airfoil at the leading edge
of the wing.
Step 7
Using the edge of paper as a guide; fold the corners again, as
shown.
Step 8
Make the final fold for the wing leading edges.
Step 9
Fold the tip over. Look closely at the drawing, don't fold too
much, we just want to take the sharp edge off the nose.
Step 10
Fold the plane in half.
The angled lines below the picture show what the plane would
look like from the back.
Step 11
Fold the wing over to form the fuselage. Make the body nice
and even. (You can see that it's even if the trailing edge of the
wings makes a nice straight line)
Step 12
Flip the plane over, and fold the other wing.
Step 13
Lay the plane out flat.
Step 14
Fold the winglets as shown. Make them about 3/4 of an inch
(About 20 mm).
Step 15
Flip it over, and shape the wings as shown. Now take it
outside!
Leaders and power
Position power
Personal power
Technical/skills power
Social leader
Leadership styles
Leaders’ concern for team members and production
There are nine possible positions along each axis into which a leader’s style may
fall.
The grid does not show results, but rather the dominating factors in a leader’s
thinking in regards to getting results.
There are five key positions on this grid. By completing a questionnaire (which
can be found online), leaders can determine where they are placed in relation to
their concern for production and concern for people. These key positions are:
Middle of the Road - Adequate task efficiency and satisfactory morale are
the goals of this style.
Team - The leader facilitates task efficiency and high morale by coordinating
and integrating wok-related activities.
1 2 3 4 5 6 7 8 9
Concern for production
Depending on the situation, the leader will behave in one of the following ways:
telling, selling, participating or delegating.
The leader should evaluate subordinates and adopt the appropriate leadership style,
based on the following diagram.
High ability Lower ability
Lower willingness High willingness
Participate Sell
Delegate Tell
Low
Willingness
Motivation
Enthusiasm
Co-operation
High
High Low
Ability, Skill level, Knowledge, Experience, Quality
Instructions
Rate your team members on their ability and their willingness. Draw lines and
determine where they intersect. This should give you the quadrant and highlight
the appropriate leadership style you should adopt for that team member.
Case Study
CiCi is returning from her weekly management meeting. As Manager of the Hotel’s
Housekeeping Department she is concerned. Her GM has just explained that due to
budget cuts, the hours of some casuals will have to be cut across all Departments
of the hotel.
When she put it to the GM that her staff were stretched as it was, he had simply
replied; “CiCi I’m asking you managers to get behind me in this. I know we can
trade out of this trouble, and in the end we will be a better organisation for it. The
eyes of other hotels in our chain are on us and it will be beneficial to all of us if we
can get this right. Now I don’t want a drop in standards. CiCi, now more than ever I
need you to use your leadership skills in ensuring those standards are maintained
in your section.”
CiCi knows that she is going to have to find a way of reducing the clean time for
each room. But she is nervous about imposing new schedules and methods on her
workers. “What if they disagree with my plan?” she thinks, “Maybe they might even
refuse and work slowly. My boss would think I was not running my department
properly.”
Back in her office, the phone rings. It is Front Office asking her to prepare rooms on
the fifth floor even though Front Office knows that these are not scheduled until
12.00 noon. “Look, sorry about this CiCi, but as the GM says we all have to pull
together”, says Andy on the desk.”
CiCi decides that she had better handle this in such a way that she will be able to
both get the job done and keep her staff onside and motivated.
She quickly reviews which of her staff could be used to start on the fifth floor and
decides that both Alice and Candy would be available. Both staff members however,
would have to take some short cuts in what they are presently doing to get onto
the fifth floor in time.
Alice has been with the department for many years and is a knowledgeable and
enthusiastic worker. Alice can be trusted to get work done.
Candy has been with the organisation for the same amount of time as Alice but was
moved into housekeeping because of her inability to get on with customers. Her
knowledge is not strong and she likes to take many breaks. She is not really
capable of taking responsibility.
Questions
Explain a leadership style CiCi might use in implementing new work schedules and
practices other than the style used by her GM. List its advantages.
In terms of the Hersey Blanchard model, explain how you would get Alice to the
fifth floor job.
In terms of the Hersey Blanchard model, explain how you would get Candy onto the
fifth floor.
Beliefs about people and work
Check the following statements and indicate whether you agree or disagree with the
statements:
Agree Disagree
1 Most people dislike work and will avoid it if they can.
5 Most workers will slow their work rate down if they know
that their supervisor is not around.
11 Most people have more to give to their jobs than just their
time and skills. They also have creativity, innovation,
problem solving ability etc which they want to use in their
jobs.
Define what
Define who
Decide limits
Inform others
Be respectful
Ensure review and feedback are focused on “improvement” and the future
capabilities of the staff.
Developing
effective
delegation
Clarify
the
skills
Allow
the
assignm subordi
Specify Inform
ent nate to
the others
particip
range of of
ate
discreti Establis delegati
on h on
feedbac
k
controls
Delegate as a strategic use of resources, and as a strategic learning and
development process.
1. If you can possibly delegate, do so, to the person most appropriate in terms of
skills, abilities, responsibilities and developmental needs.
After reading the recording, discuss the questions and then report your answers
back to your class.
Explanation of terms
Go Around Mode/Lever: By flicking a switch the pilot can abort the landing so the
plane will automatically “go around” for another attempt.
Glidescope/path: A beam that guides the plane to the right angles for landing.
Stall: When the nose of the plane lifts too far, lift across the wings is lost and the
plane falls to the ground.
GPWS: Automatically warns the pilot when the plane is too close to the ground and
is not landing.
As they completed the Approach Checklist, Captain Wang, discussing the actual night
landing, encouraged First Officer Chuang to handle the aircraft himself at his own
discretion. “Do it by yourself,” he told the first officer. “Don’t ask me – you make the
decisions”.
The approach controller cleared the aircraft for the approach to Runway 34, and
instructed them to contact Nagoya Tower (TWR). The No. 1 autopilot was then
engaged in addition to the No. 2, and the approach continued.
With the first officer expressing his concern about wake turbulence, the captain gave
him advice on how to deal with it, then adjusted his own seat in preparation for the
approach.
8:08:35 pm CAPT Step further on the rudders…it will not sway so hard.
8:08:55pm CAPT …that one in front – you’d better kill the speed a little bit.
8:09:00 pm CAPT I can’t tell…but you’d better kill the speed a little more. Kill
it to 170…or, if we follow too closely, we’ll be turned over!
Over the next two min or so, as they continued their final approach in the dark, the
captain gave the first officer general advice on low altitude aircraft handling at night.
The go around altitude was then set in the glareshield ALT SEL (Altitude Selector)
window, shortly before the aircraft passed the Outer Marker, gradually dec speed.
At this, cpt made a further selection of the slat/flap lever from 15°/20° to 30°/40°.
8:13:21pm CAPT (Calling landing checklist) landing gear down, three greens,
anti-skid normal, slat/flaps 30/40, spoilers armed, landing
lights on – landing checklist completed!
8:13:49pm CAPT There is a small crosswind from the left – all lights are on!
(to F/O)
Ten seconds later, as the aircraft was descending through 1070ft on QNH, the engine
thrust suddenly began to increase, the Landing Capability Change warning sounded
as the Flight Mode Annunciator display changed to GO AROUND, the aircraft tended
noseup, and the Airbus began to deviate about the glide path.
The first officer immediately countered the noseup tendency by pushing forward on
the control column, but succeeded only in levelling the aircraft off at about 1040ft.
The first officer continued to push forward hard on the control column, deflecting the
elevators about 3.5° nosedown. But as he attempted to trim the aircraft nosedown to
reduce this force on the control column with his pitch trim switch, but autopilots
became engaged in the Command mode almost simultaneously. The first officer’s
action thus has no effect on the adjustable tailplane, because the pitch trim switch on
either control column is inhibited when one or both autopilots are engaged.
Furthermore, because the Flight Director was now in Go Around mode, the autopilots
also became engaged in the Go Around mode, and the adjustable tailplane began
moving noseup form minus 5.3° - directly opposite to the trimming effect the first
officer was attempting to apply.
At this stage the captain saw that the Flight Mode Annunciator was still displaying GO
AROUND.
The first officer evidently took action to change from Go Around, but for some reason
this was not achieved. The pitch trim switch was activated several times, apparently
in the nosedown direction but, as before, it has no effect. Instead, the adjustable
tailplane progressively moved to a setting of minus 12.3° (noseup).
F/O Yes!
Although the first officer apparently took some further action, again no change from
Go Around mode actually took place. With the aircraft’s pitch angle and AoA still
increasing and its speed decreasing, the first officer now increased the thrust slightly.
Whether this action was taken at the first officer’s discretion or at the captain’s
instructions remained unclear, because the CVR record was masked by another ATC
transmission just beforehand.
The aircraft’s pitch angle and its AoA were still increasing, while its speed was
continuing to decrease. When the AoA reached 11.5°, as the Airbus was continuing
to descend through about 570ft, the Alpha Floor function automatically activated,
suddenly increasing the engine thrust and airspeed. As a result, the Airbus’s descent
was checked and it began to level out.
8:15:03pm CAPT (Firmly) OK – I’ve got it, I’ve got it…I have got it!
Taking the controls, the Captain pushed his control column to its forward limit, and
retarded the thrust levers, but the aircraft continued to climb.
8:15:09pm F/O (Still apparently urging the captain to disengage the auto-
throttle) Disengage! Dis…
Nonplussed that the pitch angle was continuing to increase, the captain reapplied
thrust, at the same time using the pitch trim switch to trim the tailplane nosedown.
8:15:11pm CAPT Go Level!...damn it, how come like this? (Snd of pitch trim).
But the aircraft’s climb steepened further, and its airspeed, which had increased,
began to decrease again.
In a normal go around, the slat/flap lever would be reselected back from the 30°/40°
position to 15°/20°. But from the number of times the lever’s sound was recorded, it
could have been moved back to 15°/0° position. Seconds later, at 8.15:27, the
sound of the lever’s downward movement was again recorded on CVR, and the DFDR
shows it was reset at the 15°/15° position.
At 8.15:20, both thrust levers was retarded almost simultaneously, No1 to idle
position but No 2 only slightly.
8:15:26pm F/O Quick-push the nose down! (Sound of slat/flap lever – and
both thrust levers are pushed to their full thrust positions
again).
8:15:28pm (Sound of master caution probably caused by tripping of
pitch trim).
CAPT Ahhhhhhhh!
CAPT Ahhhhhhhh!
F/O Power!
F/O Power!
CAPT Ahhh!
You are a supervisor with a particular task that you have decided to delegate.
Below are three typical reactions to your attempts to assign the task. For each of
them check the response you feel would be the best for you to make:
1. “Why me, can’t you find anyone else to do your difficult jobs?”
a) “No. I’m asking you to do it.”
b) “Yes, but you are the best person for the job.”
c) “Why do you feel this is a difficult task?”
d) “No. Its easy once you get into it and it’s important.”