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BSBLDR523 Lead and Manage Effective Workplace Relationships Learning Module Learn Your Way - Take Your Studies Wherever You Go
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 2 Table of Content This Unit in Context ................................................................................................................................
3
Elements and Performance Criteria .....................................................................................................
4
Foundation Skills ....................................................................................................................................
5
Learning Objectives ...............................................................................................................................
6
1. Establish Effective Workplace Relationship Processes ................................................................
7
1.1
Identify required processes for workplace collaboration .........................................................
8
1.2 Developing consultation processes ............................................................................................
18
1.3 Develop processes for conflict management ..............................................................................
23
1.4 Develop processes for escalated issues or refer to relevant personnel .....................................
27
1.6 Section Summary ........................................................................................................................
29
2. Manage Effective Workplace Relationships .................................................................................
30
2.1 Identifying team objectives and sharing work task information ...................................................
31
2.2 Collaborate and support team to perform work tasks .................................................................
37
2.3 Identify and address issues in workplace relationships ..............................................................
41
2.4 Monitor and communicate to employees outcomes of conflict management .............................
53
2.5 Section Summary ........................................................................................................................
55
3. Review Management of Workplace Relationships .......................................................................
56
3.1 Seek feedback on management of workplace relationships from relevant stakeholders ...........
57
3.2 Evaluate feedback for improvements to leadership styles ..........................................................
61
3.3 Identify areas of improvement for future workplace relations leadership ...................................
62
3.4 Section Summary ........................................................................................................................
66
4.
References and Further Reading ..............................................................................................
67
5.
Glossary .......................................................................................................................................
69
6.
Appendices ..................................................................................................................................
70
6.1 Appendix 1: Max Lionel Realty Simulated Business ...................................................................
70
6.2 Appendix 2: Communication Plan Template ...............................................................................
76
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 3 This Unit in Context Welcome to
BSBLDR523 Lead and manage effective workplace relationships. This unit describes the skills and knowledge required to lead and manage effective workplace relationships. The unit applies to individuals in leadership or management positions who have a prominent role in establishing and managing processes and procedures to support workplace relationships. These individuals apply the values, goals and cultural diversity policies of the organisation. They use complex and diverse methods and procedures as well as a range of problem-
solving and decision-making strategies, which require the exercise of considerable discretion and judgement. No licensing, legislative or certification requirements apply to this unit at the time of publication. Unit Sector Social Competence – Leadership
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 4 Elements and Performance Criteria Element
Performance Criteria 1. Establish effective workplace relationship processes 1.1 Identify required processes for workplace collaboration according to organisational policies and procedures 1.2 Develop consultation processes for employees to contribute to issues related to their work role 1.3 Develop processes for conflict management 1.4 Develop processes for escalated issues or refer to relevant personnel 2. Manage effective workplace relationships 2.1 Delegate and confirm responsibilities for fulfilling work tasks 2.2 Collaborate and support team to perform work tasks 2.3 Identify and address issues in workplace relationships according to processes established 2.4 Monitor and communicate to employees outcomes of conflict management 3. Review management of workplace relationships 3.1 Seek feedback on the management of workplace relationships from relevant stakeholders 3.2 Evaluate feedback for improvements to leadership style 3.3 Identify areas of improvement for future workplace relations leadership
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 5 Foundation Skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance
Skills
Description
Writing •
Prepares plans and policies incorporating appropriate vocabulary, grammatical structure and conventions Self-management •
Adapts personal communication style to model behaviours, build trust and positive working relationships, and support others •
Takes responsibility for formulating, organising and implementing plans, processes and strategies that impact the workplace Initiative and enterprise •
Follows organisational policies and procedures regarding diversity and ethical conduct Teamwork •
Plays a lead role in situations requiring effective collaboration, demonstrating high level support and facilitation skills and the ability to engage and motivate others •
Evaluates outcomes to identify opportunities for improvement Planning and organising •
Systematically gathers and analyses all relevant information and evaluates options to inform decisions about organisational strategies
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 6 Learning Objectives At the end of this unit, you should be able to: Establish effective workplace relationship processes Manage effective workplace relationships Review management of workplace relationships
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 7 1. Establish Effective Workplace Relationship Processes The focus of this section is on establish effective workplace relationship processes throughout the organisation. Section 1 outlines effective communication strategies for achieving organisational objectives, consultation processes, and processes for managing feedback. This section also addresses the development of grievance and dispute resolution processes. What skills you will need? To establish effective workplace relationship processes, you must be able to:
Identify required processes for workplace collaboration according to organisational policies and procedures
Develop consultation processes for employees to contribute to issues related to their work role
Develop processes for conflict management
Develop processes for escalated issues or refer to relevant personnel
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 8 1.1 Identify required processes for workplace collaboration To lead and manage workplace relationships effectively, you need to identify the required processes that foster workplace collaboration between employees and managers. Communication is key to workplace collaboration and must be encouraged and supported across the organisation. Communication processes should give employees and managers access to the information they need to perform job tasks when they need it and in the most usable formats. Communication functions Communication in the workplace serves four crucial and partially overlapping functions. Knowledge management Communication strategies enable the effective transfer of formal knowledge and practical know-how from one person to another, from one person to many others (for example, to a work group) and from many to many (one work group to another work group, for example). For instance, senior management may need to socialise organisational strategy among staff, a department may wish to make available new work instructions, or members of a workgroup may wish to communicate process innovations, improvements or efficiency gains to others. Knowledge management includes sharing examples of “hard knowledge”, such as strategy documents and procedures. Knowledge management may also include examples of soft knowledge such as the more informal transfer of know-how or ethical practices through emulation, shared cultural practices and on-the-job team interactions. Four crucial and partially overlapping functions
Knowledge management
Facilitating, collaborative decision-
marking
Coordinating work activities
Fulfilling emotional and social needs
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 9 Facilitating sound, collaborative decision-making Communication processes should support quality decision-making. Effective top-down and bottom-up communication ensures access by decision-makers to both key technical information and the cultural or emotional context. Consultation on decisions and implementation can improve both the quality of the decision-making and buy-in by stakeholders responsible for implementing decisions. Collaborate decision-making involves: Effective workplace communication can strengthen relationships by supporting collaborative decision-
making. Coordinating work activities Effective communication strategies, such as the use of telecommunications, social networking platforms or instant messaging - facilitate greater team coordination and cohesion. Work rarely takes place in isolation; in most organisations, employee outputs are affected by or affect the work of others. Information about tasks, deadlines, quantities, errors, omissions and general issues is part of the daily communications between individuals and between teams required to “get the job done”. Knowledge builder: Daily communications Think about the tasks you complete daily, either in the workplace or in an educational setting. Make a list of all the communications you participate in during a typical day. Consider: •
Face-to-face interactions •
Electronic communication •
Written communication 1. Defining the issue
a.What is the impact of the issue?
b.Who is impacted by the issue?
c.What behaviour has to change to fix the issue?
d.Whose behaviour has to change to fix the issue.
2. Gathering information
3. Creating solutions
4. Choosing a preferred solution against set criteria.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 10
Fulfilling emotional and social needs Effective communication helps build strong internal and external relationships through building trust and loyalty, a sense of belonging and group purpose. Once employees' most basic needs of safety, shelter, and job security are reliably taken care of, they seek social acceptance and esteem (Maslow 1943). Humans determine their level of acceptance into or rejection by a group using both verbal and non-verbal communication. This means you must take care to design messes and media that relate to your audience and support social connections. Scenario: Communications at Max Lionel Realty Max Lionel Realty (MLR) manages property sales and rentals (both residential and commercial) on behalf of a range of clients. The organisation also separately engages in investment activities, such as property and land development. Senior management at Max Lionel sees effective communication and information flow as crucial to MLR's success. Its agents need to be able to collaborate with each other, sharing information on client needs; they also need to be aware of shifts in strategic direction and operational improvements. The use of business social media platforms is central to MLR's approach. Top-down and bottom-up feedback are used to facilitate consultation, identify issues, and underpin the sense that everyone has a stake in the organisation's success. More information on Max Lionel Realty is provided in the appendices of this learning module. Communication strategies and plans One of the most important tasks in managing information flow and building relationships across an organisation is developing a communication strategy or plan. To develop a communication strategy, you will need to determine your communication objectives and promotional activities and your audience characteristics and needs. Your communication strategy should also set out how you plan to craft and customise your message to meet those needs and use appropriate media to achieve your communication objectives. You will also need to consider other important aspects of planning, such as resources and budgets, and who will be responsible for delivering or managing communications. Finally, you will need to consider how you will evaluate your communication plan against communication objectives. Purpose and audience Possibly the two most important considerations in business communications are purpose and audience. The purpose of your communication plan should focus on the impact you intend to make on your audience and the organisation. Purposes for your communication strategy could be: •
Communicate and socialise the organisation's strategies and expected performance outcomes to stakeholders •
Promote a positive and effective work culture by ensuring that employees' approaches to work are aligned with the business strategy
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 11
•
Energise employees by informing them how their work is aligned with organisational objectives •
Empower employees to participate in knowledge management, consultation and to focus their efforts on the right tasks and activities to advance organisational aims •
Motivate employees by showing them how their work is crucial to the success of the organisation. To achieve the purpose of your communication strategy is to start by asking a number of questions: •
What do you want your audience to know? •
What do you want your audience to be capable of doing? •
What actions do you want your audience to take? •
What changes in attitude do you want to promote? The purpose can usually be expressed as two or three objectives or goals for communicating. Be clear about these and how your communication goals relate to overall organisational goals. In an organisational setting, it is often best to design your communications with the organisation's goals firmly in mind; your mission is to convince others to take actions or support actions to further those goals. To achieve your purpose, you will need to consider your audience's informational, social, and emotional needs. In a business setting, audience needs are likely to be needed for: Useful, relevant information for one's job role or to effect change User-friendly tools and media to participate in two-way communications and provide feedback Correct information Reassurance that risks to the organisation or the individual has been considered and minimised Clear, actionable recommendations Personal respect Respect towards the organisation: its goals, values and business culture. In designing your strategy, you may have to consider a range of approaches to meeting the needs of different audiences. For example, employees working remotely will have a greater need for collaborative online communication tools compared to employees working on-site who can meet in a conference room to resolve issues. Message/s While you may have a single clear goal for your communication plan or strategy, it can be expressed or framed in different ways depending on the audience. Consider the message you want to convey to each audience, bearing in mind their needs, role within the organisation hierarchy, level of power and influence, and level of support. For example, some audiences may require only a summary of progress on a particular project to keep them on the side, while others on the front line may need detailed action plans or procedures for new processes. In any case, the message should be clear and unambiguous and relate directly to your communication objectives. Remember to tailor the style and content of your message to suit the needs of your audience.
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Media Once you have determined your objectives, audience needs, and the message/s you wish to convey, it is time to consider the best media or means for communicating the message/s and facilitate information flow to and among your target audience. Some suggested means of communicating are as follows:
Team or organisational meeting
Word-of-mouth
Training sessions
Staff orientation and inductions
Promotional videos
Responding to enquires
Online document repositories or other knowledge management technologies
Work-related social media platforms, such as LinkedIn, Yammer, or Slack
Project management software, with facilities for alerts and set tasks
Videoconferencing and/or instant messaging software, such as Microsoft Teams or Zoom
Email
Intranet
Noticeboards
Employee handbooks
Organisational wiki
Podcasts. It is important to consider how you can use your chose media to the best effect to achieve your communication objectives. You may also consider combining media or integrating media with approaches to training and development and employee performance management. For example, job aids and written procedures, accessed through online document repositories, may help employees retain knowledge and apply it on the job. When considering media choices, you will also need to consider your organisation’s financial and budgetary needs. To determine the most effective media or a mix of communication channels, consider the following questions:
Who is the audience we are trying to reach?
Which channels reach that audience?
What is the goal or outcome we are seeking?
Which channel works best to achieve that outcome? Now that you have considered purpose, audience, message and media, let's look at an example strategy to meet a narrow set of communication objectives. The example provided is designed for a real estate agency that needs to implement a new performance management system.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 13
Example: Max Lionel Real Estate Communications strategy Communications strategy: New performance management system
Communication objectives: (Aligned to HR objectives and organisational strategic goals)
•
Inform employees of the decision to implement a new performance management framework •
Promote employee engagement and cooperation •
Provide background information necessary to implement the decision effectively Audience: (characteristics/ receptivity to
message
)
•
Real estate agents and administrative staff Message: •
Explanation of decision; how it was arrived at and who made it. •
Discussion on need, feeling and views expressed in consultation personal process. •
Organisation's objectives and positive approach to performance •
Explanation of new procedures. •
Examples and possible variations of implementation. Strategy: media, approach, rationale: (why it will communicate a message and meet
objectives)
•
Podcast form CEO to introduce decision and prepare employees for presentation •
Face-to-face presentation allowing personal interaction. •
Access to electronic versions of new policies on the organisational document management system. •
Request for ongoing feedback from affected employees to build trust and a sense of personal ownership of the decision. Resources/budget: (if applicable, estimate) N/A Person: •
CEO, HR Officer, Business Partner A blank communication plan template is located in Appendix 2 of this learning module.
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Evaluation After implementing a communication strategy, it is important to plan to evaluate its success against the original objectives. Alternatively, you could evaluate it against the four levels put forward by Donald Kirkpatrick with respect to organisational learning initiatives: Level 1 Reaction •
Did the target audience respond positively to the message? •
Were they engaged by the media? Level 2 Learning •
Were the informational objectives achieved? Did people learn? •
Did people receive timely, correct information as they needed it? Level 3 Application •
Besides learning information, did the intended audience actually use the information on the job to create value for the organisation or its customers? •
Did people provide feedback as requested? Did people take action? •
Did people actually work smarter or more safely as a result of the communication strategy? Level 4 Impact on return on investment (ROI) •
How much revenue was achieved directly or indirectly by the organisation? •
How much money was saved? •
How much risk was reduced? •
What was the percentage return on resources consumed by the communication strategy? Arguably, evaluation is the most important part of your communication strategy. Planning evaluation helps you focus on the right goals and for the organisation and individuals to learn and improve future communications performance. Knowledge builder: Develop a Communication Plan Conduct research into your organisation or an organisation you wish to research. Determine a project or organisation initiative that requires communication. Consider: •
Organisational goals •
Communication objectives •
Audience •
Media •
Resources/Budget •
Activities •
Evaluation. Use the template provided in Appendix 2 to develop a communication plan.
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Communication processes Beyond creating the communication plan, you may need to provide managers or employees with additional guidance on implementing it. Depending on organisational and communication needs, you may need to explain informal processes within communications or develop additional written procedures. You will need to facilitate: •
Usage, through o
written step-by-step processes o workflows and flow charts o
diagrams o
illustrations •
Authority to initiate communication and edits •
Resources required by the use of the procedure •
Legislative or licensing requirements. When developing processes, especially formal, written procedures, you will need to consider existing organisational practices, ethical codes and policy frameworks. Consultation and feedback Providing opportunities for consultation and feedback in your communications strategies. Consultation and feedback can be gained through mechanisms for both top down and bottom-up communication. Critical information and ideas for improvement can come from: •
Surveys, suggestion boxes and internal social media platforms •
External forums, focus groups and industry groups •
Internal task forces, focus groups and cross-functional continuous improvement teams. Managers and decision-makers often make the mistake of thinking they must provide all the new ideas for the workplace. This is an ineffective and disempowering attitude. In fact, the organisation can learn and improve from a variety of feedback, even negative feedback or feedback in the form of conflict, particularly when these are seen as opportunities to improve processes or communication and managed through effective policies and procedures. Privacy and cultural diversity policies When developing a communication strategy, plan or procedure to support internal and external communication and collaboration, you must follow other organisational policies and procedures. This can include: Culture diversity policies
Anti-discrimination policies
Privacy or confidentiality policies
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Culture diversity policies Cultural diversity relates to a person’s ancestry, their country of birth or that of their parents, the language they speak, their religious beliefs, and their lived experience. Social diversity recognises individuals' different life experiences, including their socio-economic background, sexuality, ability, and gender identification. Employees in the Australian workplace come from a wide range of social and cultural backgrounds. Cultural diversity policies support and promote workplace communication by acknowledging these differences and ensuring that steps are put in place that addresses each employee's individual needs. This includes: Identifying and eliminating unacceptable workplace conduct, including discrimination, bullying and harassment Setting out employee and management rights and responsibilities Establishing complaint handling and grievance procedures. Anti-discrimination policies Discrimination relates to the unfavourable treatment of an individual based on personal characteristics protected under Australian law. There are two forms of discrimination: Direct discrimination – is when an individual is treated less favourably than another in a similar or the same situation. For example, men and women who perform the same job are being paid different salaries. Indirect discrimination
– is when a policy or situation is supported to apply to all people equally but in effect disadvantages one group or people. For example, the only means of entering a building is by using a set of stairs, which is inaccessible for people who use wheelchairs. Under federal discrimination law, the following characteristics are protected: A disability or injury Parental or carer status Race, colour, nationality or ethnic background Age Sex Industrial activity, for example, being a member of a trade union Religion Pregnancy and breastfeeding Sexual orientation or gender identity Marital status Medical record.
It is also illegal to treat someone less favourably because they may have a personal characteristic in the future. For example, a business is not hiring a woman because she might have children. Communication strategies, plans and procedures must ensure equal treatment of all audiences. For example, when communicating with people with disabilities, you may need to provide assistive technology and supportive communication devices such as external speakers for those with hearing impairments, joysticks for people with physical impairments or software applications for handwriting alternatives.
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Privacy and confidentiality policies When planning internal and external communication, be aware of confidentiality or privacy issues relating to organisational information. Some information may be commercially or politically sensitive. In these situations, careful consideration must be given to the audience, message and medium used for communication. For example, highly confidential information should be encrypted if shared electronically or on cloud-based platforms as there is a cyber-security risk. Furthermore, personal information relating to employees, customers or suppliers cannot be shared or disseminated without the individual’s consent. Personal information is protected under the Privacy Act 1988(Cth). When developing a communication strategy, plan or procedure, consider the type of information you want to communicate. For example, a change in government policy that does not directly impact staff members may simply require email communication. Alternatively, you may need to arrange training to communicate new health and safety requirements to employees. Knowledge builder: Reflect on feedback mechanisms Review the communications plan and communication process you developed in the two previous activities and answer the following questions: 1. Did you include both top-down and bottom-up communication? 2. Did you consider all the ways in which information and feedback must travel throughout the organisation to achieve its objectives? 3. What mechanisms for feedback and consultation did you include? Why?
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 18
1.2 Developing consultation processes
In addition to planning communications from a top-down, you will need to incorporate processes for gaining feedback and consulting from the bottom up. It is important to be able to distinguish between consultation and communication. It is also important to explore some legal requirements for consultation, particularly with respect to health and safety. Consultation Determining the needs of employees, customers, suppliers, colleagues, or your manager requires consultation - not just communication. When we consult with people, we ask them what is important to them, for feedback on our performance on those key criteria and, most importantly, empower people to provide input into the decision-making process. Consultation
The process of providing stakeholders with an opportunity to contribute to the decision-making process actively. Communication
The process of sending and receiving information. Communication can be one-way, two-way or multi-lateral. Communication provides an important basis for consultation, but two-way communication is not necessarily the same as consultation. The purpose of communication is to inform and learn, while the purpose of a consultation is actually to involve stakeholders in decision-making. After consultation, the final decision might be made by a manager, but the consultation has provided the manager with an understanding of the interests of those people who have been consulted. Consultation is important to build support and ownership for decisions. It often helps implementation to go more smoothly. Consultation that seeks information and balances stakeholder interests also results in better decisions. Knowledge builder: Consulting to make decisions Consider two decisions that were recently made within your organisation or an organisation you wish to study on (either by you or another person in authority). Decision Communication Consultation 1 2 Reflect on the chart you have filled in; how do you think you or your organisation could become more consultative and involve others in decision-marking?
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 19
Facilitate feedback Once the consultation has occurred, and decisions have been made, you will need to ensure processes are in place to ensure the feedback reaches the right people. For example, a suggestion box can be used to collect feedback from customers, but there needs to be a process in place to make sure that somebody gets the feedback slips out of the suggestion box and delivers suggestions to the people that have the power to take action on those suggestions. Your communication strategy may outline specific types of media, processes or frameworks for this purpose. Consultation strategies To ensure consultation meets the needs of the organisation without wasting time and resources, you will need to consider strategic approaches. Firstly, you need to determine who the stakeholders are and the level and type of interaction and communication required for each. A useful tool to determine who needs to be consulted or communicated with is RACI. RACI describes the types of roles you will need to consult and/or communicate with when a decision is being made. RACI stands for: responsible, accountable, consulted and informed. R
- Responsible The responsible role is the role that carries out work involved in a process. There may be multiple responsible roles for a single process, or perhaps an entire team. A
- Accountable The accountable role is the one that periodically reviews the effectiveness of the process and is the only role that can make changes to the process itself. There should only ever be one accountable role for any process. C
– Consulted A role that is consulted about a process provides essential information to the decision-maker before the decision is made. The person consulted may, for example, be a subject-matter expert. The consulted person should not, however, have any authority over the process. Signing off and/or verifying work is not the job of a consulted role. Engages in two-way communication. I – Informed A role that is informed about a process only receives information. Communication is in only one direction. Determine who must be informed of a decision. Note
that the roles described in this model are not necessarily mutually exclusive. For example, you may need to consult with the people who are responsible for implementation to gather essential information and ensure the support required. Once you have determined who you need to consult with, you will need to determine what forms of communication and consultation are appropriate for each stakeholder. You will need to put in place or
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 20
adhere to existing consultation processes, structures and frameworks such as committees, regular meetings, cross-functional continuous improvement teams, forums or focus groups. Accordingly, your communication strategies should allow for: Immediate two-way communication, possibly to support consultation through consultation processes structures and frameworks Communication on consultation processes structures and frameworks Dissemination of planned messages to those that need to be informed Access to revised policies, procedures and work instructions to responsible persons Feedback through surveys on the consultation process or outcomes to gauge the effectiveness of consultation strategies and promote organisational learning. Legal and ethical requirements for consultation In addition to providing critical information on a process, a consultation can have important legal and ethical implications. Look at some key examples. Health and safety consultation When it comes to workplace health and safety, every company must consult with workers and their representatives. Safety in the workplace is improved by drawing input from as many affected people as possible and responding to that input promptly and appropriately. Under sections 46-49 of the WHS Act 2011 (Cth). For example, employers have a responsibility to consult, cooperate and coordinate health and safety activities. Employees should be consulted in activities such as: Identifying or assessing hazards or risks Making decisions about the:
measures to be taken to control risks
adequacy of facilities for the welfare of the employees
procedures for resolving health and safety issues Monitoring the health of employees and the conditions at the workplace Providing information and training Determining the membership of health and safety committees Proposing changes that may affect the health or safety of employees, such as changes to the workplace, plant, substances or the conduct of the work performed. An employer or company officer who is required to consult with employees must do so by: Sharing information with employees - which could be achieved through WHS meetings, bulletins or other means of communication Giving the employees a reasonable opportunity to express their views about the matter Taking into account those views. If you are consulting for health and safety purposes, you will need to use consultative structures that include roles defined under the Work Health and Safety Act (or your state's alternative). These roles may include work groups, health and safety representatives (HSRs), and health and safety committees. These roles define individual and collective responsibilities to identify risks to health and safety, facilitate discussion of risk control measures and approaches to safety, and provide an
BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 21
important conduit for effective cooperation and communication between workers, management and executive decision-makers. Other legal implications Involving others in decisions that directly affect them is an important principle of business ethics. In many cases, it is obviously not fair to ask people to comply with procedures or decisions that are against their interests or do not take their specific circumstances into account. Consultation is the mechanism that is used to ensure that decisions take these interests and circumstances into account. Apart from its place in health and safety legislation, consultation is essential for managing employee relations and is included in the Fair Work Act 2009. For instance, consultation forms a part of dispute resolution between individuals and enterprise bargaining - where employees have the right to negotiate directly with employers or to negotiate through a representative. Similarly, while not directly requiring consultation, anti-discrimination legislation may effectively require you to consult with others to ensure that decisions do not inadvertently discriminate against individual people or groups based on protected characteristics such as age or gender. Develop a consultation process Consultation helps provide a productive, safe and healthy workplace. A consultation process will be effective if:
Information is shared on WHS matters
Active listening skills are used, such as asking questions and seeking clarification
There is a consistent way to seeking of input and sharing of ideas
Contribute to decision making is encouraged. Here is an example of a standard consultation process. Step 5: The worker recieves feedback on the outcome
Step 4: The manager considers options and makes a dicsion
Step 3: The manager considers the views and concerns of the worker
Step 2: There is a two-way discussion between the manager and the worker
Step 1: Worker raise a concern or idea
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 22
Types of consultation A consultation process ensures all parties are clear about the means and methods by which consultation will occur. No two workplaces are the same, and the appropriate consultation methods used in one organisation or team may not suit another. Ensure the type of consultation is relevant to the nature and needs of a group and give employees a reasonable opportunity to provide input on work-related matters. Examples of different consultation methods include the following: Team meetings Regular team meetings should be scheduled with a standing agenda item for discussion and raising work-related issues. Meetings should be a forum for team members to provide updates on their work tasks. They are a platform for encouraging employees to contribute. As a manager, reward and acknowledge the collaborative and consultative behaviours you are trying to develop in your team. One-on-one discussions These range from formal discussions such as performance appraisals to informal, incidental discussions, which can occur over lunch or in a casual conversation. Use the one-on-one approach to encourage new or less confident employees to contribute their views in a secure setting. Written communication Email or other documents may be used for consultation, such as sending documents for comment. Written communication may be required where staff work remotely, when input needs to be quantified and formally reviewed, or when consulting on a legislative requirement such as WHS. WHS committees Consulting with employees on work health and safety (WHS) is a legislative requirement. Most workplaces will have a WHS committee. These meetings allow employees and their nominated representatives to provide input on how safety is promoted and protected in a workplace. After these meetings, written outcomes, including how hazards and risks are to be managed, must be shared with employees.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 23
1.3 Develop processes for conflict management
Organisations need to have conflict management policies, procedures and systems in place to ensure that any issues causing conflict and grievances can be resolved effectively, minimising the negative impact on individuals and teams. Although some workplace disputes cannot be avoided, they should not have long- term effects on individuals or the organisation. Workplace disputes and conflict can occur between employees at all levels of the organisation for a range of reasons, including: perceived inequality in treatment personality clashes between team members and/ or management poor communication, e.g., taking comments out of context or misunderstanding the intended meaning of communication failure to uphold employee rights in the workplace issues around pay and promotion inadequate conflict management processes differences in work methods and perspectives lack of involvement in decision-making processes. Processes for conflict management Successfully managing conflict in the workplace means identifying, addressing and understanding workplace disputes. While prevention is best, there will be times when you have to negotiate and facilitate conflict resolution. In these situations, it's important to understand how conflict evolves and how it can be settled promptly. From induction, it should be made clear to all staff what their rights and responsibilities are in relation to their behaviour, performance and job role. This includes informing staff about the processes used by the organisation to manage conflict. Failure to manage conflict or implement an effective process can lead to decreased productivity and performance, work disruptions, stress, mental health issues, absenteeism, staff turnover or termination. Emotional stress can contribute to workplace conflict and be a symptom of it. Policies and procedures Most organisations will have a conflict management policy and a range of procedures that support it, for example: grievance procedures dispute or conflict resolution procedures complaint handling procedures. Conflict resolution, although challenging, is an essential skill that managers need to develop and refine throughout their careers. Remembering that people and communication are at the core of this process will help organisations develop respectful, beneficial to staff and aim to create a workplace culture that supports each employee's rights.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 24
Legislative requirements In some cases, the dispute process will require immediate escalation. This is particularly relevant when the conflict or dispute may impact legislative requirements, such as discriminatory or bullying behaviour, the privacy of personal information or factors affecting the safety of workers. If the internal resolution of an issue is not possible or fails, the Fair Work Commission may become involved. The commission is Australia’s national workplace relations tribunal, and it operates under the Fair Work Act 2009 (Cth). It has a number of responsibilities, including wages and employment conditions and assisting employers and employees to resolve issues and disputes. Stages of conflict management To effectively settle a conflict, managers and supervisors need to develop strong leadership, negotiation and problem-solving skills. The approach should be 'people-centric to ensure that each party's wellbeing and interests are supported. Employees participating in this type of conflict resolution will feel satisfied they participated in a professional, respectful and efficient process. To be prepared, it is important to understand the different stages of conflict management. Before the conflict or dispute An important part of any conflict management strategy is the ability to prevent it. This starts with education. To ensure staff understand conflict management processes, use the following opportunities and strategies: You can also help prevent conflict and workplace disputes by understanding the issues that affect employees the most. For example, if conflict often occurs over issues such as miscommunication or lack of two-way communication, organisations should review internal communication channels that can be used to facilitate communication across the organisation. This might include using instant messaging applications or collaborative online technology. Communication procedures can be updated and explained to staff to ensure that communication is appropriate for each channel used. This should be done in easy-to- understand language so every employee. regardless of background. knows what they can do and what is expected of them. Lastly, to successfully pre-empt workplace conflict, keep track of staff absenteeism (if there is an increase), low levels of productivity, decreased morale and increased turnover. It is rare for conflict to Employee induction
•inductions should include a thorough overview of organisational policies and procedures. highlighting important protocols, and how seriously the organisation takes them
All-staff meetings
•where relevant, use all-staff meetings and team or department-wide emails to remind employees of your conflict management and resolution strategies
Open communication
•be open and honest with employees. Regularly seek feedback from staff and invite questions regarding conflict management and dispute resolution. Ensure staff have access to management contact details and remind them that managers and team leaders are available to answer questions.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 25
arise suddenly, and these might be indicators that the organisation's conflict management strategy needs revision and improvement. Knowledge builder: Pre-empting conflict Review the conflict management policies and induction processes of your workplace or one you are familiar with and answer the following questions: •
How is conflict management addressed during induction? •
Does the conflict management policy refer to education and communication regarding conflict or workplace disputes? If not, what changes could be made to the policy to reflect the need for pre-emptive processes? During the workplace conflict If a dispute is underway, you can ensure that it is handled swiftly and professionally by following these steps for effective conflict management:
Do not ignore it: When there is conflict in the workplace if you ignore it. It won't simply go away. Even when it seems to be resolved, be proactive and check employee welfare. Ensure that the work environment is a safe space for all employees and be aware that conflict can affect other members of the team, not just the main parties.
Negotiate:
When stepping in to resolve conflict, ensure the issues causing the conflict are the sole focus. Take attention away from specific people or personality traits and focus on positive solutions throughout the process. Ideally, conflict resolution processes should aim to achieve a win-win solution, where both parties are satisfied with the outcome. Workplace policies should also reflect this, After conflict resolution After conflict resolution, you should check in with staff, and this can help determine whether the agreed solution is being applied, whether employees remain satisfied with the outcome, or whether more can be done to improve the situation. Maintaining open and frequent communication with staff who have been through the process of conflict management will ensure that solutions are lasting, and that staff remain content and productive. In addition, all parties may need to complete documentation according to organisational policies and procedures. This can include providing a detailed summary of the resolution, with relevant staff signing an agreement of information provided. From a legal perspective, this is an important process, but it also serves as a learning tool that can be used in future conflict management. Escalated issues When conflict cannot be resolved by staff and managers alone, they need to be escalated and referred to relevant personnel - this can include personnel outside the organisation.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 26
Independent mediation An independent mediator is a qualified professional external to the organisation who can be called in to assist with conflict resolution and dispute management. Their job is to assist conflicting parties in expressing their frustrations, urging them to listen and put themselves in the other's shoes. The aim of independent mediation is to achieve an outcome where both parties are satisfied. Mediators will encourage individuals to be empathetic and to view the issue from different perspectives. These are powerful conflict management tools that help achieve meaningful solutions for staff. Mediation can also help employees feel heard and demonstrate to them how important they are to the organisation. Investigation If the issues raised by the complainant are of a serious nature, a formal response from the organisation is required; this typically involves a workplace investigation. Not handling serious allegations properly can have devastating effects on employees and the organisation. For example, employee morale can suffer, leading to increased levels of absenteeism, long-term mental health issues and WorkCover claims. There will be very few team leaders or managers who have the skills and knowledge to investigate workplace complaints. Others may not have the time to handle complicated emotional cases. Also, if an employee runs the investigation. In that case, there is always the risk of a conflict of interest or perceived bias for or against the complainant, the accused employee or the organisation itself. The best approach is to outsource workplace investigations to independent bodies that specialise in this field. In doing so. the organisation can: address the complaint promptly and with full transparency ensure procedural fairness is given to all parties comply with relevant legal and regulatory requirements reduce the likelihood of needing to take disciplinary action due to the investigation being overturned avoid taking managers away from their core duties be assured that decisions are justifiable and based on facts. External workplace investigators will review formal complaints about bullying, discrimination, harassment, sexual misconduct, fraud, or other unethical behaviour at work using an impartial approach. Their findings will identify any breaches in policy, which can inform policy improvement or the development of future support strategies.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 27
1.4 Develop processes for escalated issues or refer to relevant personnel
Allowing too much time for a problem to be resolved can worsen, escalate, and perhaps interfere with work performance, deadlines, and team harmony. As a manager, you need to monitor the situation. Ask staff to help resolve issues that affect the team. Work through problems as a group to help make these practices a common part of work life. A regular five-minute session can be scheduled in team meetings to discuss current problems or anticipated issues that might impede progress. An open communications policy is useful for resolving problems. Encourage team members to raise issues in a private setting if they prefer. People should be confident to speak freely with you about problems involving other staff members or sensitive issues that may be affecting their work. Encourage staff to first problem-solve their own issue in order to build self-sufficiency and free up your time. Staff should be familiar with processes to follow when an issue arises. If they are unable to resolve a conflict or dispute on their own, they can then come to you for advice and support. Tips for resolving problems:
Talk to your colleagues or other managers who may be experienced a similar problem to see if they have useful advice.
Do some research or read books about problem-solving and seek information on tested theories or frameworks you could apply to your workplace
If your problem is deciding between options, list the advantages and disadvantages of each. This can help clarify your thoughts and identify options to deliver the greatest benefit. Referring problems to others A hallmark of effective leadership understands when the resolution of problems may require escalation or referral to a manager or other person with relevant skills and experience. Despite your best efforts and problem resolution procedures, there will be occasions when you need an outside opinion or the problem is beyond the scope of your role or skills. For example, a resolution may require changes to the operations of the organisation or need the intervention of the human resources (HR) team, or you may be too closely involved in the issue and require third-party support. Specialists can provide support and guidance for you and your staff. They included counselling services, an Employee Assistance Program (EAP), the Fair Work Commission website, or a senior manager or external workplace relationship expert. Understanding your limitation and when to involve others is a key leadership skill. It should not be seen as failing or an inability to solve a problem, but rather a strength in understanding when external help is required.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 28
The work process for resolving or referring issues As a manager, you will need to develop a work process to resolve or refer to workplace issues. The following process flowchart can help you to evaluate, then resolve or refer issues. Knowledge builder: Identify issues that may require escalation Which of the following statements are correct, and your team may raise them to you as a manager for resolution? •
As the manager, you must resolve all problems that arise in your team. •
Issues of bullying or harassment should be resolved immediately without referral to other parties. •
Effective leaders encourage their team members to seek solutions to problems, such as handling customer complaints. •
Talking through a workplace problem with other leaders only makes a decision harder. Workplace issue is raised with team leader
Evaluate the issue, considering:
- Can it be resolved within the scope of responsibility?
- Dose the resolution require input from other teams/leaders?
- Does the policy or legislation require that it be referred?
Issue resolved within the team
Issue requires referral to the other team/managemetn /legislative authority
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 29
1.6 Section Summary This section covered the skills and knowledge required to establish effective workplace relationship processes . Section checklist Before you proceed to the next section, make sure you are able to:
Identify required processes for workplace collaboration according to organisational policies and procedures
Develop consultation processes for employees to contribute to issues related to their work role
Develop processes for conflict management
Develop processes for escalated issues or refer to relevant personnel.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 30
2. Manage Effective Workplace Relationships This section focuses on establishing effective workplace relationships to managing difficulties in work relationships such as grievances, disagreements, and other forms of workplace conflict. Outlines processes for managing conflict in accordance with relevant policies and procedures, providing guidance to colleagues, and effective planning for addressing and resolving conflicts. What skills you will need? In order to establish systems to develop trust and confidence and to manage effective networks, you must be able to:
Delegate and confirm responsibilities for fulfilling work tasks
Collaborate and support team to perform work tasks
Identify and address issues in workplace relationships according to processes established
Monitor and communicate to employees outcomes of conflict management
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 31
2.1 Identifying team objectives and sharing work task information
Team members must understand how their efforts contribute to the achievement of both team objectives and organisational objectives. Managers must establish clearly defined work objectives that align with organisational objectives. Providing teams with clear objectives gives them a baseline from which to operate, identifying how they can collaborate and contribute towards the end outcome. Objectives that are unclear or ambiguous make it difficult for individuals to come together to achieve the outcome. You should confirm that each member understands the team’s objectives, and their individual roles and responsibilities in achieving them. Objectives can contain the following elements: Milestones These mark specific points in a project's timeline and help ensure the project stays on track. They can be used to create a sense of ownership and accountability for work tasks Measurable results These determine when the goal is achieved. They give teams clearly defined goals to work towards and can be a powerful motivator. Roles and responsibilities Every team member must be able to explain what the objective is, what their contribution is, what they are responsible for, and communicate their progress. Guidelines Clear guidelines should specify how each individual needs to contribute to the team objective. They encourage mutual accountability, where one person's success is everyone's success. Knowledge builder: Identify team objectives Identify the team objectives for one team in your workplace or one you are familiar with. Record any milestones, measurable results, roles and responsibilities or guidelines that apply to these objectives.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 32
Sharing work task information Information relating to work tasks and team objectives must be shared with all team members. To drive productivity y and foster healthy working relationships, effective managers should consider the needs of all team members when choosing the best methods for communicating work task information. Employees are engaged and most productive when relevant information is shared with them, and they are included in discussions that support their organisation becoming more productive. Techniques for sharing task information You may need to employ various communication techniques to get your message across and allow team members to discuss and provide feedback. Important messages are often missed because of incorrect assumptions about staff behaviours; for example, everyone conscientiously reading their emails. Depending on circumstances, a different communication formats may be needed. Communication is not just about speaking and writing - it also provides opportunities for two-way discussions, ideas sharing, consultation, listening and negotiation. In some cases, you may want to simply pass on information about an organisational decision. In other instances, you might want input from team members on the implications of such decisions or involve team members in the decision-making process. This can lead to increased staff buy-in and commitment. How you decide to communicate will depend on your communication purpose and on the characteristics of your audience (as discussed in Section 1). Additionally, each communication technique or method has advantages and disadvantages. Individual verbal communication, e.g., phone call or one-on-one discussion Advantages Disadvantages
Delivers a clear message
Direct and instant
Allows discussion and two-way exchanges
Message may change over the course of similar exchanges
Message may be unclear or misinterpreted if speaker has poor communication skills
Time-consuming if message is to be delivered to multiple individuals Group verbal communication, e.g., team meeting Advantages
Disadvantages
Consistency - everyone receives the same message
Provides opportunity for discussion, questions, information sharing
Provides opportunity to reach consensus
Can take time or go over allocated time
Can be difficult to schedule
Certain personality types will dominate conversations; others will disengage
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 33
Digital/ electronic communication, e.g., emails, instant messaging, social media posts Advantages
Disadvantages
Instant and efficient (can reach a wide audience at once)
Audiences receive a consistent message
Visually appealing
Not always possible to OOH if the message is read
Written language can be misinterpreted, e.g., hum our or tone may not translate Public written communication, e.g., report, bulletin, workplace documentation Advantages
Disadvantages
Message is consistent Can be used as a record
Easy to understand for staff with diverse needs, e.g., disabilities, learning difficulties, language backgrounds other than English
Audience cannot respond or ask questions Impersonal
Not always possible to know if the message is read
May involve additional costs Targeted written communication, e.g., letter Advantages
Disadvantages
Allows for confidentiality
Can be drafted and corrected Direct
Can be used as a record
Audience cannot respond or ask questions
Not always possible to know if the message is read Oral presentation, e.g., speech, conference Advantages
Disadvantages
Communication is aided by visuals Engages audiences
Generally, only one-way communication
Message may be incorrectly targeted, e.g., content aimed at people with more specialist knowledge Online presentation, e.g., video conference, webinar, vlog Advantages
Disadvantages
Budget-friendly
Can record and save Participation may be anonymous Visually appealing
Can reach remote and international audiences
Audiences may experience technical issues Requires stable internet connection Limited interaction
Time limits may apply
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 34
Effective verbal communication When communicating responsibilities and work instruction to team members, you should plan what needs to be discussed. To ensure effective verbal communication:
Adapt the message to meet the needs of all audience members and their degree of familiarity with the subject.
Pitch the information at the right level - over-explaining or talking down to your audience can be seen as disrespectful and may build resentment.
Use direct and clear language people can understand. Using ambiguous words, slang, acronyms or jargon can cause audiences to feel confused and retreat or ignore you.
Use a respectful and engaging tone. Maintaining the audience's attention throughout is key to delivering effective communication.
Interpret listeners' reactions and body language. Adjust your delivery accordingly, e.g. get the audience involved, speed up or slow down delivery, ask for questions. Provide audiences with the opportunity to ask questions. When supporting your team members to perform their work tasks, whether through training or issuing instructions, your messaging must be clear and easy to understand.
Instructional material should be prepared in plain English - words, sentences and paragraphs should be short and concise, and terminology should be consistent throughout.
All the necessary information must be included and scaffolded; this involves gradually building knowledge by providing background information and allowing the audience to understand lower-level concepts before introducing more technical or complex information.
Diagrams, flow charts, and other visuals should be used to assist understanding and clarify or demonstrate information and ideas. To meet the needs of all team members, you may also need to employ more than verbal messages to convey instructions. Pictures, symbols, videos, practical demonstrations, or role-plays may be needed. Ensure that employees have understood important work instructions. Some team members may not want to volunteer that they don't understand, especially if there are language barriers or are hesitant to express concerns in front of peers. Be proactive in these instances and seek feedback by questioning all team members or by asking for practical demonstrations Misunderstanding a message or instruction can result in decreased productivity, increased safety risks and may cause conflict in workplace relationships.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 35
Taking into account interpersonal styles There are range of interpersonal communication styles, but most people typically adopt one of four common styles as befits their temperament and personality. While one of these styles might come naturally, in certain situations adopting a different interpersonal style can be beneficial. The four main interpersonal styles include: Relator As the name suggests, this style prioritises close relationships and prefers a workplace that is calm, harmonious and close- knit. Relaters like to be consulted about issues and want support for their feelings. They are conscientious workers who are considerate of others, anticipate people's needs, and demonstrate empathy and genuine concern for the problems of others. Socialiser This individual is a risk-taker and fun to be around. They thrive being the centre of attention and are eternal optimists who are great at getting people on board with their vision and goals. They like to work in a stimulating environment where they will persuade and influence others to support their views. They can be innovative, energetic, and charismatic, making them influential people; however, they can take risks and make impulsive decisions as leaders. Analyser Focused on facts and data, an analyser is a deliberate and methodical individual who likes to problem solve and prefers logic and reason. Analysers do not like change but work best when they are in a structured and organised work environment. Director Often viewed as natural leaders, these people are confident. Competitive, ambitious and results driven. They want to be challenged and are ready to take charge and accept responsibility. They are good at planning and thinking about options and alternatives. However, they can get bored easily and do not work well with imposed restrictions or limits. While each style has its own strengths, each lacks all the necessary qualities a well-rounded leader requires. When we communicate with team members whose style differs from our own, communication can be greatly improved by matching their style as much as possible. For example, suppose you want to communicate an organisational change to a team. In that case, you might want to adopt a socialiser style to build support for the change and motivate the team to adopt new methods of working. However, suppose you want to have a confidential discussion about their recent poor work performance with a team member. In that case, it may be best to adopt a relater style, expressing empathy and understanding.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 36
Taking into account cultural and social sensitivities Cultural and social sensitivity means being aware that not everyone is the same. We should constantly be learning from different people, understanding the history, experiences and background of a range of people, and collaborating and communicating without imposing our own judgements or assumptions. Cultural and social sensitivity requires us to view people beyond their physical characteristics and outward behaviours. In the workplace, teams comprised of employees from socially and culturally diverse backgrounds can be complex and challenging. Although there are laws in place to protect diversity, some people can still exclude or be hostile and aggressive towards those who look, act or think differently to themselves. These sorts of behaviours undermine collaboration both within the team and when working across departments and networks. To create a socially and culturally sensitive environment: Encourage self-reflection and self-awareness.
Change is an internal process brought on by the realisation that what you have been doing no longer works for you and you want to make an improvement.
Avoid stereotyping or making assumptions about people. Instead, have real conversations with people, get to know their history and experiences.
Listen attentively and communicate respectfully, choosing your words carefully.
Learn to pronounce colleagues' names correctly. Show an interest in their language by learning popular greetings.
Participate in or push for diversity training for all staff.
Pay attention to body language and non-verbal cues during conversations.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 37
2.2 Collaborate and support team to perform work tasks
The best way to support team members is to help them develop their skills and confidence. This can also prevent work issues or conflict from arising. When team members are working to meet objectives, the type and level of support they need will vary depending on any issues involved, the causes of issues and the learning or problem-solving preferences of the team member. Supportive actions can include: collaborating with team members consulting with employees networking recognising performance and effort delegating responsibility encouraging and motivating employees.
Collaborating with team members Collaboration is based on open two-way communication where employees discuss matters that impact their job roles. Collaboration allows employees to express their views and opinions, confident that their views are taken seriously. Effective collaboration has many benefits, including: Having access to a wider knowledge base when faced with decision-making and problem-
solving. Stronger employee ownership over decisions, as their input and contributions are valued and taken into consideration. Improved motivation, job satisfaction and individual performance. Reduced workplace stress, resulting in lower turnover and absenteeism. Greater teamwork through information and resource sharing. Collaborating on work plans An effective strategy to improve productivity and equality of work is having team members collaboratively develop a work plan. The team can cooperatively develop a work plan that: identifies the level of performance required explains how performance will be achieved provides direction regarding the achievement of identified performance establishes measures/metrics to determine progress towards performance levels. A teamwork plan will need to include: overall goals or objectives list of actions or tasks to be completed outline or definition of task roles and responsibilities associated costs (human, physical, financial resources) timeframes, milestones or deadlines risks and contingencies.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 38
Facilitating consultation Consultation should be an integral part of the team's activities - one that gives employees the confidence to contribute their ideas, share their experience and develop their skills and knowledge. Managers should encourage team members to contribute to the consultation, show initiative, provide feedback, listen to others' points of view and contribute to the team's success. Networking Networking is about identifying and using valuable relationships to achieve goals and get things done. It also involves working closely with team members to identify future needs and put in place strategies to address them. For example, an upcoming project may require new software. Considering whether existing networks and connections operate similar software can lead to a strategy that ultimately assists in your own project, for example, arranging a meeting with contact to trial the software they use. Networking also involves participation. By participating in discussions and consultations about issues in the workplace, relationships and networks are established between team members and other staff within the organisation. Networks may even be developed with employees from other organisations through participation in industry workshops or information sessions. Networks help establish a community of support when people connect over the things they have in common. Individuals with established networks strengthen the team and the organisation, as they have access to extensive knowledge and experience that can be drawn on to help overcome organisational issues. Networks can help support team members to: achieve goals establish credibility examine issues identify what similar organisations are doing and how they handle certain problems or problem areas be more productive by drawing on a more extensive knowledge base and a wider range of experiences. Recognising performance and effort It is important to acknowledge the contributions of all team members, recognising both team and individual achievements and effort. This is not only relevant in situations where team members perform beyond what is required or complete a challenging task that helps the team achieve its goals - it is equally valuable when daily contributions are acknowledged and valued. Taking credit for someone else’s work or ideas can cause major issues in a work team, leading to low staff morale, trust issues and refusal to contribute or share ideas. Instead, managers should build each team member's confidence by reinforcing messages about their individual and collective capabilities and competence. Delegating responsibilities Managers or team members who take on the majority of the work themselves may think they are helping the team: however, this is not only inefficient, but it also implies that the team doesn't have the ability to complete the tasks and that they can't be trusted with responsibility. Team members will only
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 39
become more competent and skilled when they are given a chance to learn by doing, correcting their mistakes as they learn. To effectively delegate: 5 Check the work and provide feedback Once the employee has completed the work, check it. Make sure it was completed correctly and provide them with timely feedback that acknowledges their efforts and identifies any areas requiring improvement. That way. they can take these teachings with them when they next tackle the task. 1 Choose the right person for the job Understand the strengths. weaknesses and preferences of team members. Consider going through the tasks that need to be completed with the team and allowing team members to select the tasks they're interested in taking over. 3 Communicate correct instructions Communicate the goals that need to be achieved and allow the employee to handle the 'how·. Do not micromanage or expect perfection. It's okay for someone else to approach thetas in a completely different way: all that matters is achieving the goal. 2 Explain the reason for delegation Provide context by explaining why you have allocated the team member a particular task. It may be helpful to categorise tasks. for example:
small tasks are those that only take a small amount of time to complete. e.g., scheduling meetings
time-consuming tasks can be broken up into smaller segments so that they are not so daunting. These smaller segments can be delegated to team members
mindless tasks are those that require repetition, e.g., copying and pasting information into templates. These tasks do not require high level skill and can be delegated easily
time-sensitive tasks require adherence to deadlines. It's worthwhile spending time thinking about the tasks that can be delegated and who is best suited to completing them within the required timeframe. 4 Provide adequate resources and training Ensure the team member allocated the task has all the resources and equipment needed to complete the work. Check that they have the necessary skills by demonstrating what is required, then completing the same action together and then having them complete it.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 40
Encouraging and motivating employees One of the best ways to keep staff motivated is by making the work engaging and rewarding. Rotate tasks to keep team members challenged and to add variety. There may be opportunities where entire projects can be allocated to one or more team members. In these situations, make sure they know how valuable their contributions are to achieving set team objectives. Be aware of those who may be struggling. While you want to present team members with challenges, you don't want them to lose confidence or feel overwhelmed by a task they cannot complete. Offer all team members support, training and guidance, and set achievable goals.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 41
2.3 Identify and address issues in workplace relationships
There may be a variety of reasons why teamwork tasks are not completed. As a manager, it is important to understand the organisation’s inner workings and your team's dynamic to determine whether collaborative practices obstruct or help task completion. Workplace issues that can impact work tasks Consider the following factors: Weak relationships: Even strong teams can suffer if a number of team members don't get along. This problem can be improved by implementing standards for meetings and communication. As long as everyone behaves professionally, it is reasonable that some people won't get along. Past experiences: Team members may be unable to put aside past negative experiences working in a team or with specific individuals. This should be tackled promptly by asking questions and understanding that person's perspective. Acknowledging people's experiences and hearing their points of view can help to produce a positive outcome. Pushing for collaboration: Every forcing of people to collaborate can result in resentment and withdrawal from team interactions. This may be the case when staff are asked to work together without explaining the benefits. Wherever possible, allow collaborations that come about naturally so everyone understands the value of each member and what they can contribute to the team or project. Lack of information sharing: In a group project, the work of several team members will depend on the work of others. If progress, concerns and barriers are not being shared, it becomes impossible for other team members to complete their work. Working together and sharing information requires transparency and mutual trust, something that can be addressed by setting clear timeframes and goals in a work plan. Competition: Encouraging competition in a collaborative team is counterproductive. To be competitive, people need to withhold information, look out for themselves and look for any opportunity to exploit the weakness of their competitors. Competition within a team that is meant to be collaborating is inappropriate and should be discontinued. Unequal distribution of work: Although the amount of work an individual has can vary, it is important to monitor workload regularly to ensure that it is as evenly distributed as possible. It is also important to create an environment where team members help one another during high-volume periods in a collaborative team culture, and team members feel comfortable asking for help and offering help to team members who need it.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 42
Knowledge builder: Identifying issues affecting performance Reflect on your work experience over the years and answer the following questions: 1. What workplace issues have affected your performance in the past? 2. Who was at fault? Your manager? A colleague? Yourself? 3. Would you handle the issue differently today? Why or why not? Implementing strategies to resolve issues To be an effective leader, you will need to develop and implement strategies to identify and address issues in workplace relationships. From a management point of view, most issues in workplace relationships fall broadly under conflict management - a process introduced in Section 1. There is a range of approaches to conflict management, and it is worth exploring the implications and applications of these strategies in more detail.
Ten strategies Kenneth Cloke and Joan Goldsmith outline ten strategies for conflict resolution that provide a useful starting point for dealing with a range of issues in the workplace:
Understand the culture and dynamics of conflict
- reflect on the nature of the conflict and whether it has ties to the organisational culture.
Listen empathetically and responsively - understand and respond humanely and sensitively to team members and their points of view.
Search beneath the surface for hidden meaning
s - look further and deeper than apparent problems to the potential hurt feelings, disempowerment or history of the conflict that may be at the heart of the issue.
Acknowledge and reframe emotions
- try to consider (and encourage team members to consider) the conflict from different or each other's perspectives.
Separate what matters from what gets in the way - focus on objectives and shared goals rather than on positions. When there is a deadlock, try breaking big problems down into smaller chunks. Work on small problems to generate momentum. Save remaining problems for later.
Solve problems creatively - use a variety of tools and approaches to generate options for solving problems.
Explore resistance and negotiate collaboratively
- ask questions and find out the logic behind team members' resistance. Negotiate on shared values and interests as opposed to stated positions; aim for mutual wins.
Learn from difficult behaviours
- view disputes and conflicts as necessary information about problems and as opportunities to improve processes and management skills.
Mediate and design systems for prevention
- work to design processes to address root issues and address conflict before it happens; mediate problems to build strong team relationships and highlight shared interests.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 43
Lead and coach for transformation - help team members to challenge their limitations and achieve personal and professional growth. Identifying the type and level of conflict To manage workplace relationship issues and conflicts, you will first need to identify and classify the conflict. Note that the conflict may have deeper roots in the organisational culture. This may affect the level of conflict in addition to other characteristics. Some topics are more likely to cause conflict in the workplace than others. 'Hot' topics are areas that are most likely to generate conflict, and 'cool' topics are those that are unlikely to cause conflict. Characteristics Cool topics Hot topics Information/data Accessible. objective, able to be tested against varying interpretations Controversial. inaccessible, subjective, hard to test Level of certainty High Moderate to low Stakes Low to moderate High Goals Generally shared Differ based on deeply held beliefs. Values, positions and interests Discussion Reasonable based on facts Emotional; lack of agreement on the facts and on the relative importance of the facts when agreed: veiled personal attacks common To deal with hot topics effectively. Researchers Edmondson and Smith advocate a three-step approach. First, manage yourself and emotional responses to issues- reflect on your spontaneous reactions and explore other points of view. Second, manage conversations through exploring beliefs and emotional reactions and examining the logic behind other people’s views. Finally, manage relationships through building trust. Conflict can arise over a range of workplace issues, such as: data interests values organisational and team structures relationships. Here, we break down the causes and management approaches for these conflict types. Conflicts about data
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 44
Causes Management
Data conflicts are caused by:
lack of information misinformation
differing views on what's different relevant interpretations of data different assessment procedures.
To manage data conflicts:
reach agreement on what data is important to agree on a process to collect data
develop common criteria to assess data
use third-party experts to get an outside opinion or break the deadlock. Conflicts about interests Causes Management
Interest conflicts are caused by:
perceived or actual competitive positions/interest’s unfair procedures
psychological interest. or confusion between people's positions and interests.
To manage interest conflicts:
focus on interests, not positions look for objective criteria
look for solutions that meet the needs of all parties, search for ways to expand options/resources propose trade-offs. Conflicts about values Causes Management
Value conflicts are caused by:
different criteria for evaluating ideas or behaviour mutually exclusive intrinsically valuable goals, different ways of life, ideology and religion. To manage value conflicts:
avoid defining problems in terms of values that are in conflict
allow parties to agree to disagree
create a sphere of influence in which one set of values dominates
search for an overarching goal that all parties agree to. Conflicts about organisational and team structures Causes Management
Structural conflicts are caused by:
destructive patterns of behaviour or interaction
unequal control, ownership or distribution of resources
unequal power and authority
geographical, physical or environmental factors that hinder cooperation
time constraints. To manage structural conflicts:
clearly define and change roles
replace destructive behaviour patterns reallocate ownership or control of resources
establish a fair and mutually acceptable decision-making process
change negotiations from positional to interest- based bargaining
change physical and environmental relations.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 45
Conflicts about relationships Causes Management
Relationship conflicts are caused by:
strong emotions misperceptions/stereotypes poor communication miscommunication
repetitive negative behaviour.
To manage relationship conflicts:
control negative expressions through procedures and ground rules
promote processes that legitimise feelings clarify perceptions - build positive perceptions improve quality and quantity of communication
block negative repetitive behaviour by changing structure
encourage positive problem-solving attitudes. Levels of conflict
Each type of conflict will need to be handled in a slightly different way. In addition, it is useful to determine the level of conflict to better determine the type and intensity of interventions to make. Starting from the base level (Level O), the severity of the issue increases from the bottom to the top of the pyramid diagram. When left unresolved, problems may progress through the stages from recognition through to the level of intractability, requiring outside help or mediation to resolve. However, not all issues progress through the stages - when problems are avoided for long periods, they can remain latent and cause ongoing low-level conflict. In other words, the level of the problem and the attention it generates doesn't necessarily indicate the seriousness of the problem. Chronic low-level problems can cause other problems (both directly and indirectly), contribute to a climate of conflict, reduce morale and decrease productivity. Determining the level of conflict can be important for identifying the level of response or resources that may be needed to resolve the issue. For example, a dispute that has become intractable or resulted in Level 5 - Interactability Level 4 - Open conflict
Level 3 - Contest
Level 2 - Disgreement
Level 1- Recognition of a problem
Level 0 - Avoidance
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 46
open conflict will probably require extensive reflection, mediation or coaching to understand the conflict's history and root causes and bring the involved parties together for resolution. The way conflict progresses in an organisation can indicate structural, systemic and organisational issues that may need to be addressed to truly resolve conflict. For example, organisational culture may encourage problem avoidance; alternatively, it may reward conflicts that unnecessarily escalate the conflict. Knowledge builder: Understand the Culture and dynamics of conflict Reflect on your workplace or a workplace you are familiar with and answer the following questions: 1. What are the three conflict topics? 2. What type of conflict have those hot topics caused or contributed? 3. What was the level of the conflict? 4. How was the conflict addressed and what processes were used? Listen responsively A second strategy for addressing conflict is listening responsively to the people involved. As a tool, active listening may be key to understanding and accommodating the points of view of others. Active listening comprises four processes. The four processes are: Active listening is a skill that requires practice and will develop over time if you work at it. Let's look at how you should use active listening to resolve conflict. 1
•Asking questions
2
•Paraphrasing
3
•Using verbal prompts
4
•Demonstrating commitment
Asking questions Try to engage with the person you are listening to by asking questions. Ask 'open' questions, for example: 'What are your ideas or feelings about the conflict?' To encourage expansiveness. You could also try to restrict the range of possible answers to eliminate ambiguity by asking closed questions like: 'do these results make you angry?' Show interest in what they are saying and try to build rapport. Seek clarification of any issues to find out what the root problem is. Be empathetic, not too aggressive.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 47
Active listening is key to understanding conflicts between individuals and within teams. Team problem-
solving hinges on gathering the maximum amount of information to examine the problem or issue. Sometimes, as a manager facilitating conflict resolution, you will need to draw out key emotional and technical information from individuals to make the information explicit for the team to discuss and process. You don't want to omit key information simply because the person who holds that information is shy, introverted, or otherwise reluctant to share with the team. Reframe emotions: Use emotional intelligence A third strategy for resolving conflict is to reframe emotions through the use of emotional intelligence. Early emotional intelligence theorists Peter Salovey and John Mayer defined emotional intelligence as 'the ability to monitor one's own and others' feelings and emotions, discriminate among them, and use this information to guide one's thinking and actions. Effective leaders are those leaders that are able to identify and harness emotional intelligence to understand themselves and others better; make better, more inclusive decisions; build and maintain strong relationships, and resolve conflict. The process of the exercise of emotional intelligence in social interaction at work unfolds as: 1.
Identifying
2.
Managing
3.
Understanding
Paraphrasing From time to time, summarise or recap what the person has said to you. This serves two purposes: a. to confirm to yourself that you understand what has been said and the emotional context, and b. to let the other person know that you have been listening - that they are important to you. Using verbal prompts There are five basic categories of phrases that encourage people to talk: a. Encouraging: 'Can you tell me more?' b. Clarifying: ‘When did this happen?' c. Restating (paraphrasing): 'So you would like to move rooms if we cannot fix the air-conditioning by 3 o'clock, is that right?' d. Summarising: Briefly state the main points expressed by the other person. e. Validating: ‘I appreciate your willingness to resolve this matter.' Demonstrating commitment Demonstrating commitment to the communication process serves two purposes - to show the person you are listening to that they have your full attention and model management commitment to resolving differences.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 48
Emotional intelligence allows you to recognise and reframe emotions that arise during the conflict. Instead of allowing your team the unproductive luxury of continuing to attack others and their positions, encourage them to describe their emotions and the emotions of others. Doing so allows people to separate their emotions from interests and work to find common ground with others. For example, you may ask people to refrain from making 'You do X' statements or accusations and encourage them to reframe them as 'I ...' statements such as 'I feel X when you do Y.' The overall result is a more positive interpersonal relationship, which can lead to more success with individual, team and organisational outcomes. Using tools to identify creative solutions Another useful strategy for resolving conflict is the use of tools to identify creative options for breaking impasses. Well-known techniques for generating ideas include brainstorming and variants of brainstorming, such as affinity diagrams. Two widely employed tools discussed below include Betari's Box and Johari Window techniques. Betari's Box Betari's Box is a model of conflict escalation that can help leaders identify the causes of conflict that are rooted in mutually antagonising attitudes and behaviours. Attitudes and behaviours in interpersonal conflicts may reinforce themselves in a vicious cycle of conflict in which an issue may become harder to manage the longer it is left unresolved. To break the cycle of conflict, you need to: 1. Recognition of the cycle. 2. Action to break the cycle and move towards resolution. Step 1: Identifying Leaders reflect on their own emotions and identify how they truly feel about a given situation or the person they are interacting with. Step 2: Managing Leaders manage their own emotions so that they are able to control their behaviour in ways that add positively to relationship building or at least do not interfere or undermine it. Step 3:
Understanding Leaders interpret their own feelings and those of others and blend them into a coherent and richer whole. The result is a more elaborate and realistic mental model or understanding of a social situation than would be possible without taking into account emotional information from various sources.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 49
To use the Betari Box, first, recognise the hallmarks of the cycle in the current dispute. Do attitudes lead blindly to behaviours, which, in turn, trigger retaliatory attitudes and behaviours? Second, reflect or encourage participants to reflect on their own attitudes and behaviours:
What choice do they have in how they display their emotions through attitude?
What choice do they have in relation to their behaviours? Is it true that their attitude is completely determined by what the other person does and that their behaviour is likewise predetermined? What are the other options? Let's look at an example. Example: Sam at Max Lionel Realty Sam is planning a team-building exercise for his team of three agents dedicated to servicing the needs of property investors. This will involve small work teams competing against each other in a game of paintball in order to achieve a coherent sense of purpose and mutual respect. Sam is driven and he needs the team behind him. Gerry is on Sam's team. He is generally quiet and shy. He hates team games as they drain him of energy. He resents being asked to participate in paintball and takes every opportunity to undermine and trivialise Sam's team-building efforts. Sam reacts to Gerry by feeling hurt and publicly rebukes Gerry for insubordination and negative team behaviour. Gerry, in turn, is embarrassed and complains to the HR Business Partner about workplace bullying. It is important to recognise that attitudes and behaviours are choices; making different choices does not require compromising core values or changing who we are. This recognition is the first step towards breaking the cycle and achieving reconciliation. My Attitude
My Behaviour
Your
Attitude
Your Behaviour
What choices do Sam and Gerry have in how they display their emotions? Can they change their attitudes? What choices do they have in relation to their behaviours? What would you do in Sam's position?
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 50
To reach a resolution, you need to separate what matters from what gets in the way. In some conflicts, the historical action which may have triggered the escalation of the issue may be hard to identify or agree on. but it can help to focus on shared goals, setting aside and depersonalising the attitudes and behaviours. As a manager and leader, you will need to help people to realise that their judgements may be based on how they think people 'should' behave. This attitude may be based on a range of incorrect assumptions - help people see that how they think people 'should' act or respond doesn't really matter in comparison to their shared goals. Reflect on people's behaviours and their points of view. If you are part of the conflict, own up to your part in it. Make the first move to de-escalate the conflict, apologising for your contribution to it and modelling how to recognise and work with others' needs and predispositions. The Johari Window Trust is built when we know what to expect from one another, share common experiences and have common values. The Johari Window (the word 'Johari' comes from Joseph Luft and Harry Ingham, who developed the model) is useful for building trust and promoting understanding. And lay the groundwork for identifying creative solutions to issues, particularly those with their roots in personal or cultural misunderstanding. There are two key ideas behind the tool: 1. That individuals can build trust between each other by disclosing information about themselves. 2. That they can learn about themselves with the help of feedback from others. Sharing the Johari Window with your team can help them understand the value of self-disclosure and encourage them to give and accept feedback. Handled sensitively, this technique can build more trusting relationships between team members and help them work more effectively as a team. The Johari Window model consists of a foursquare grid, as seen below. Each quadrant represents information about the person who may or may not be known to themselves or others. The four quadrants are: Know to self Not know to self Know to others Open Open area -
What is known by the person about himself/herself and is also known by others. Blind spot Blind area,
or 'blind spot' - What is unknown by the person about himself/herself, but which others know. This can be simple information or can involve deep issues. For example, feelings of inadequacy or unworthiness which are not directly accepted by an individual, and yet can be seen by others. Not know to others Hidden Hidden area -
What the person knows about himself/herself that others do not.
Unknown Unknown area
- What is unknown by the person about himself/herself and is also unknown by others. This may include unknown leadership ability through to unknown negative reactions when placed under stress.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 51
Increasing the 'open' quadrant vertically is called self-disclosure, a give-and-take process between the person and the people they interact with. As information is shared, the boundary with the 'hidden' quadrant moves downwards. As other people reciprocate, trust builds between the team. Team members can help a colleague expand their 'open' area into the 'hidden' area by asking them about themselves. Moving the 'open' boundary horizontally helps people understand themselves better by making them aware of their 'blind spots'. The individual begins to understand their hidden abilities and weaknesses and improves their ability to perform within the team. Leaders and managers play a key role here, facilitating feedback and disclosure among group members, setting expectations for boundaries and sensitivity, and providing constructive feedback to individuals about their own blind areas. The Johari Window technique can be easily applied to building teams. Established team members have larger open areas than new team members. New team members start with smaller open areas because there is little shared knowledge about the new team member. Actively listening to feedback from other group members expands the size of the open area horizontally into the blind space. Team members should strive to assist others in expanding their open area by offering constructive feedback. The size of the open area expands vertically downwards into the hidden area when the new member discloses information, feelings, etc, about themselves to the team. Using the Johari Window approach, leaders and managers can help prevent interpersonal issues from escalating and provide a basis for exploring sources of inspiration for creative solutions if problems do occur. Planning actions to address conflict To ensure that conflict is addressed, you will need to lead the planning and implementation of the resolution. Depending on the conflict and your role, your plan may take a variety of forms, and you will need to consult with those responsible for implementing the plan to ensure their agreement and support. Plans may take a number of forms. For example, in the role of manager or coach, you may develop or collaborate on the development of action plans and timelines to manage relationships between individuals or within teams. You may also address chronic organisation-wide conflicts. Activities could include one-on-one meetings, team sessions, mediation, coaching sessions, team-building sessions, communications, policy development, training, and follow-up activities. Suppose the focus is on individual development and not necessarily on addressing urgent conflicts. In that case, plans may be developed in the context of work planning, and activities such as coaching, training and networking may be included in personal development plans. Example conflict: Max Lionel Realty: Sam and Gerry It is the first week of July. Sam has come to you for advice on a conflict. He has been accused of bullying a team member, Gerry. Sam explains that the issue began with his planning a great team-building exercise for his team of agents. He had planned a paintball game for a bit of stress-free fun as well as to build up a competitive spirit in the team. Sam can't understand the resistance to the team building by Gerry and the weak attitude of some members of his team when all he wants to do is drive his team to success. Sam suspects he needs to do better as a manager. He just doesn't know-how. Consider the following action plan as a way of managing this conflict.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 52
Consider the following action plan as a way of managing Sam and Gerry's conflict. Conflict Resolution Action plan Goals: 1. Negotiate a solution to the immediate conflict. 2. Build Sam's skills as an effective manager and leader. 3. Embed team collaborative processes to build team understanding and reduce the potential for future conflict. Action/Activity Timeframe Person/s responsible Reason for action Resources, if required Coaching Session 2nd week of July Sam Identify the development goals for Sam. Identify options for Sam to try to close skills gaps None Mediation 3rd week of July HR business partner, Sam, Gerry Session to bring Sam and Gerry together to understand each other's points of view and reach an agreement on a way forward; avoid escalation HR office Team building 1st week of August Sam, his team Collaborate with team to identify team needs, goals and ways for the team to perform in ways that reduce the potential for conflict. Training room to be booked Follow-up 1st week of November HR business partner 3-month employee feedback on manager performance and team cohesion; 360° evaluation. TBC with HR, other stakeholders Some guidelines for successful action planning: identify clear goals break down all the steps needed to achieve the goa ls assign priority and order of activities identify a timeframe and milestones identify responsible people and collaborate with them to ensure their ability to carry out plans identify and communicate with stakeholders and affected people as required: •
people who are accountable •
people who need to be consulted •
people who need to be informed arrange training or coaching if required gain approval for and acquire resources. Remember to follow organisational processes such as resource procurement and approvals processes.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 53
2.4 Monitor and communicate to employees outcomes of conflict management The outcomes of conflict management should be communicated to maintain open communication, trust and confidence within the team. Effective communication means providing team members with meaningful information in an appropriate way. When communicating the outcomes of workplace issues, inform staff about the nature of the issue (if appropriate and not confidential), solutions, improvements and strategies moving forward, and opportunities presented as a result of conflict management. You should only communicate such information to team members for whom it is relevant to their job. Communicate respectfully and with empathy, demonstrating an understanding of the sensitive nature of the topic and acknowledging the interpersonal differences of your team members. Conflict resolution outcomes may need to be communicated to third parties, such as mediators, workplace investigators or lawyers. This may be beyond the scope of your role and may need to be referred to the organisation's HR department or legal team. You also need to consider the information needs of your team members. Any messages conveyed must be consistent, accurate and sensitive. You may want to develop a communication plan, as seen in Section 1, to ensure information is delivered to all relevant parties. The communication plan does not need to belong or be complicated; it just needs to address the following key areas: Progress Describe the current situation - what is being done, what has been done Objective or goal - this is the desired outcome of conflict resolution
Message The message you want to deliver to each audience. Message should be clear, simple and accurate. Different audiences may need different information. Audiences To whom does this information need to be communicated?
internal (e.g., team members. managers, HR)
external (mediator. third-
party specialists. lawyers)
Communication method Different methods may need to be used with different audiences, e.g., formal letter to mediator or lawyer
Part of the communications plan requires managers to identify a suitable channel (method) to communicate information to their stakeholders. Given the sensitive nature of the topic, the method of communication may depend on the needs of your stakeholders and their level of involvement or position of authority.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 54
The communication methods Think about the communication channels available in the workplace, The pros and cons of each, the needs of your stakeholders and the content that needs to be communicated. Face to face
Best used to communicate information of a personal, confidential or sensitive nature
Meetings Best use to deliver the same information to a group of people. Allows the audience to ask questions and clarify information. Written (paper for electronic) Best use for providing a record. Useful when needing to meet organisational or legislative requirements. Internal social media Most effective for building a culture of collaboration and rapport between dispersed team members. Bulletins Best use to communicate brief updates or progress reports. Media release Best use to announce significant progress or organisational changes to all stakeholders. Media (newspapers, community papers) To Would only be used if conflict resolution resulted in massive changes to work processes, organisational structure or had legal ramifications.
Digital media (social media platforms, websites) Similar to media – this would only be used if the organisation experienced significant change. Monitor feedback given Monitor the welfare and welling of your team members following conflict resolution, particularly if the staff member or team are having their performance monitored. Part of your role as a manager is to support staff and the relationships in your team. After a conflict has been resolved, monitor people’s reactions, their understanding of the issue and how it was handled, then address any issues that may arise. Check-in within team and members and observe their demeanour and the way they are relating to each other.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 55
2.5 Section Summary This section covered the skills and knowledge required to manage effective workplace relationships. Section checklist Before you proceed to the next section, make sure you are able to:
Delegate and confirm responsibilities for fulfilling work tasks
Collaborate and support team to perform work tasks
Identify and address issues in workplace relationships according to processes established
Monitor and communicate to employees outcomes of conflict management.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 56
3. Review Management of Workplace Relationships The focus of this section is on review the management of workplace relationships. This section outlines strategies for seeking feedback according to relevant policies and procedures, evaluating feedback from improvements and identifying areas of improvement for future workplace relationships. What skills you will need? To review management of workplace relationships successfully, you must be able to:
Seek feedback on management of workplace relationships from relevant stakeholders
Evaluate feedback for improvements to leadership style
Identify areas of improvement for future workplace relations leadership
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 57
3.1 Seek feedback on the management of workplace relationships from relevant stakeholders In the spirit of ongoing professional development, you will want to seek feedback on your own performance in managing workplace relationships. While self-assessment can be a useful tool when analysing your own skill and competency levels across different performance areas, it is not suitable for identifying your own strengths and weaknesses in the context of relationship management. You will need to actively seek feedback on your relationship management skills and performance from relevant stakeholders; these can include direct reports, other managers, senior management teams and even clients, if relevant. Gathering feedback from a range of stakeholders gives you insights into your strengths and weaknesses, the current level of competency and where your performance can improve. Without seeking input from others, you will have no way of knowing how your performance is impacting others or contributing to (or obstructing) the achievement of team and organisational objectives. Leaving problematic performance unaddressed will only make matters worse. It is only through collecting feedback, evaluating it and identifying areas for improvement that your leadership of workplace relationships can be refined. Receiving negative feedback Many people find it hard to listen to feedback about themselves at the best of times - even worse when the comments are negative or critical in nature. When seeking feedback, you need to be prepared to receive some potentially negative comments and criticisms from authority figures and other people you may respect or be close to. Comments will be based on your ability to lead your team, which places your people management skills under a microscope and your effectiveness and competence as a team leader. When asking others for feedback, it's best to prepare yourself to receive information you don't want to hear. To receive feedback in a professional manner: be receptive and welcoming display a positive attitude be courteous and respectful in your response. even if the feedback is negative show appreciation - while you may not agree with what is said, it takes courage to provide feedback (especially from those under your leadership) as conversations can be awkward and uncomfortable. By focusing on your end goal - that of being an effective manager, you can view feedback as beneficial and crucial to your professional development journey. By reframing your approach, you can develop a positive attitude to receiving feedback and set an example and expectation for your team members. Formal feedback Feedback can be received formally and informally. Formal feedback refers to the assessments you receive during organisational activities such as performance reviews, performance appraisals or professional development meetings.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 58
There is a range of other tools and mechanisms for formal feedback. Multi-source or 360° feedback Many organisations use 360° reviews to gather feedback. Stakeholders above, below and on the same level as the subject (hence “multi-source”) are asked to provide both positive and negative feedback using a rating scale. Such reviews aim to provide a balanced view of an individual's skills and contributions in areas such as teamwork, leadership, and communication, all critical skills in managing workplace relationships. The benefits of conducting a 360° review include:
revealing areas of strength never previously considered
demonstrating how others. from different roles and perspectives, see you
identifying areas for development or skill gaps
developing self-awareness
providing another method for receiving feedback on performance. The 360° feedback process does have some downsides, such as:
the feedback can be inaccurate or misleading as it is based on personal opinion, not performance data
if given anonymously, it can be confronting and emotionally damaging. as it might highlight areas of weakness not previously known
it generally focuses on negative behaviours
it is time-consuming. Many organisations outsource this process to external consultants who collect the feedback and analyse the data. In other organisations, data is collected through online entry and reporting systems to reduce the time required by all parties. Annual performance reviews Annual review meetings, also known as performance appraisals or performance reviews, are held once a year with each employee. During these meetings, an employee's performance across the previous year is evaluated and critiqued by a manager. Generally, the employee is given an opportunity to respond and provide their own feedback about their performance and areas of strength and weakness. This provides the manager and employee with an opportunity to participate in a dialogue that aims to ensure the employee's continued professional development. Together, they will develop a plan of improvement for the next 12 months that will then be reviewed at the next annual meeting. Employee engagement surveys Employee engagement surveys are formal tools used to gather feedback from team members. They provide employees with an opportunity to give honest responses and directly voice their opinions and thoughts to senior management. Employee engagement surveys generally focus on areas such as employee satisfaction, management/leadership effectiveness and working environment conditions. Survey results can then be benchmarked and compared to industry-specific data. This allows organisations to compare how
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 59
their company is performing compared to similar organisations. It also helps identify whether an issue is a team- or organisation-specific or a common problem in the industry. By assessing engagement, managers can determine areas of best practice in the organisation. For example, the customer service team might achieve a high engagement score compared to other departments, which will prompt further analysis of the survey data to gain an understanding of how they are achieving this - is it due to leadership, communication, team dynamics, work environment? This information can then lead to the implementation of best practices across other departments. Informal feedback Informal feedback can be collected during day-to-day operations. Comments and complaints made by staff can be gathered and analysed to determine a manager's effectiveness in maintaining and supporting workplace relationships. Employees want to be treated with respect and work in an environment that encourages teamwork and collaboration. However, if HR receives formal grievances or complaints, this suggests deeper issues that managers are not addressing. Managers shouldn't just be reactive to effectively manage workplace relationships, taking action only when a complaint is received. They should be proactive and take the initiative to reduce the likelihood of issues arising in the first place. After all, effective workplace relationship management is about supporting team members, communicating openly and effectively and minimising conflict. Informal feedback can be verbal or written; for example, a colleague sent you an email to thank you for the work your team did over the long weekend or having a conversation with your direct manager. You can ask for feedback as part of everyday work activities or during a discussion about performance. You can also have conversations with management peers about any workplace relationship issues they have noticed or recently dealt with. These conversations can reveal department or organisation-wide issues as well as minor ones.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 60
Quality of feedback To receive quality feedback, you need to ask quality questions. When seeking feedback about the effectiveness of workplace relationship management, you need to ask specific questions about it. This will help you determine whether you are performing at a high level or still require further development as a leader. Questions to ask your peers or team members to provide relevant feedback include:
What are my strengths and weaknesses in relationship management?
Is my approach to relationship management more effective than other managers? Why or why not?
In what ways can I improve as a relationship manager?
What can I do to improve my relationship building skills?
What communication skills do I have that are effective? And what skills need the most work?
How well do you think I manage people? How can I improve?
Am I approachable or easy to talk to? What can I do to improve this?
How well do I manage difficult people and situations? What could I do to improve my response? Knowledge builder: Forms of feedback Which form of feedback do you think is the most effective - informal or formal? Explain your response. As a manager
，
which formal feedback process do you think would shed the most insight into your performance? Explain your response.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 61
3.2 Evaluate feedback for improvements to leadership styles
Once feedback has been gathered, it needs to be evaluated. While most organisations can gather feedback from a range of sources, the challenges in sorting through the feedback, identifying what is useful and then determining how this can be applied to improve work performance. To make feedback collection a worthwhile exercise. evaluation activities should focus on: identifying and categorising trends in the feedback assessing the feedback following up. Identifying and categorising trends To identify trends, you need to look for common themes in the feedback collected. For example, do multiple sources highlight weaknesses in conflict resolution? Or is there only a single issue, which, although still relevant, may simply indicate one person's perspective? Trends will typically appear across multiple sources and in various instances. Grouping trends into key competency areas can make translating feedback into action more achievable; for example, trends can be grouped by skill areas such as communication, organisation, people management, collaboration, conflict handling, etc. Assessing feedback When assessing feedback, it is important to consider the source. Think about any bias or agenda that may be attached to the feedback. For example, is the source someone who has ambitions for your position or someone with whom you have had issues? Conversely, is the source a close friend who may see you in a very positive light? While it may be tempting to dismiss the feedback from these sources immediately, concentrate on what they are saying. Are the comments justified? You may wish to test some of the claims with other colleagues or peers for further clarification. Following up As previously mentioned, there may be instances when you need to follow up on certain feedback. This may be due to:
issues of validity
- are the comments made about performance valid?
clarification
- the feedback is confusing or too vague
more insight
- you want to explore the areas or issues raised in more detail. To follow up on feedback, it is best to schedule a time with the person and inform them of your reason for the meeting. This allows the person to gather their thoughts, prepare themselves and avoid feeling ambushed or caught off guard. People can be sensitive when it comes to discussions about feedback, especially if they dislike confrontation. During the meeting or interaction, avoid making judgements or making personal comments. Ask open ended questions to allow the person to answer in full, providing as much detail as possible. Avoid interrupting and arguing against their version of events as this is counterproductive. Your role is simply to ask questions and gather more evidence.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 62
3.3 Identify areas of improvement for future workplace relations leadership To identify areas requiring improvement, you need to self-assess and decide on the value and significance of the feedback received. Feedback and self-assessment work hand in hand: the feedback identifies areas you may not have considered problematic (or as strengths). The self-
assessment allows for an honest review of your own performance based on the new information. In this process, you need to identify areas that generally require improvement and the questions to ask yourself regarding your capability and performance. Area of feedback Description Questions Time management Your ability to plan tasks and set priorities Do I set realistic timeframes? Do I meet deadlines? Do I plan out of my day/week/month? Do I priorities tasks effectively? Leadership Your ability to lead and influence others Do I lead by example? Am I a good role model? Do I spend time mentoring or help team members? Do I involve my team in decision-making? Delegation Your ability to assign tasks to others, especially those more equipped to handle the demands of the task Do I actively listen to others? Do I speak clearly and check for understanding? Do I assign tasks to the right people – those who have the competencies to do them? Do I explain task requirements clearly? Communication Your ability to relay and receive information Do I actively listen to others? Do I speak clearly and check for understanding? Do I address issues promptly? Do I convey my needs openly? Collaboration Your ability to work with others to achieve the best possible result. Do I try to build relationships with each team member? Do I corporate with all team members? Do I include all team members? Are some team members excluded? Applying feedback Feedback will only be useful if you apply it in practice. If applied well, it can lead to significant improvements, but you must be intentional in how you apply it.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 63
The process involves the following steps: Here we look at each step in more detail. Developing an improvement plan To help set out the behaviours and actions that will lead to improvement, you can develop an improvement or performance development plan. This is formal document establishes performance goals, identifies key actions required to improve competencies and sets timeframes for their achievement. Many organisations already incorporate improvement plans into their performance management processes. These plans are also referred to as professional development plans or performance management plans. Organisations may require their employees to update these plans monthly, quarterly or annually after a performance appraisal. A performance development plan will include the following: 1
•Develop an improvement plan
2
•Seek coaching
3
•Put actions into practice
4
•Reflect on outcomes
Goals
What you hope to achive. These are typically written as measurable goals. For example, to coach all five team members in the use of the new software system os that it is fully operational from May 1.
Actions
List the steps required to achive identified goals and improve focus areas. Steps can include participating in various learning opportunities such as online courses, coaching, mentoring, job rotation, as well as organisational actions such as creating new policies, procedures and processes or updating existing ones.
Focus areas
Identifies the skills, knowledge and competencies needing improvement.
Timeframes
Sets deadlines for the completion of each goal or action.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 64
Seeking coaching Being held accountable for your actions is a prime motivator for behaviour change. Seeking help from a workplace coach or mentor can ensure that you have someone observing your behaviour and providing you with tips for improvement as well as encouragement. A coach or mentor should be someone you trust, with managerial and leadership experience, who can watch you in action and make recommendations based on their own knowledge, skills and experience. Putting actions into practice Once you have identified the steps, you need to take to reach set goals, it's time to practise these new behaviours. For example, if you are trying to improve your cross-cultural communication skills, you may need to regulate your inclination to speak at a fast pace. You might even want to set an intention - inform others that you are working on this skill and would like feedback if they don't understand what you are communicating. Example conflict: Max Lionel Realty: Evaluating feedback Sam recently received an email from Todd. one of his agents, about the way, he dealt with another team member Gabi, who had made an error with an important social media marketing task. The email from Todd asserted that Sam's actions were unprofessional and resulted in Gabi becoming extremely upset. Sam was immediately concerned about the email and decided his best course of action would be to talk to Les, the Human Resources Manager. to seek advice on how he should respond in this situation. Les discussed some options for addressing the feedback with Sam. and approached Gabi, whom the feedback was about. Sam acknowledged to Les that his treatment of Gabi was unfair and that he spoke out of frustration without thinking. Les told Sam that he needed to hold an individual meeting with Gabi and then with Todd to discuss the issue and apologise for his handling of the situation. Sam agreed to develop an action plan to help him improve his ability to better manage his stress and to communicate in a more constructive and professional manner. The plan included undertaking an online course on emotional intelligence within the next month and receiving counselling for stress management. Reflecting on outcomes Once you have put new skills and behaviours into practice, it is important to reflect on what you achieved. While you might find that some new behaviours are effective, there may be other times where you still have some improvement to do. Some skills or behaviours may come more naturally or work better for you. Applying feedback effectively is something that takes practice. Most people will improve new skills and behaviours over time - it's worth remembering that the most effective leaders were learners before they became experts.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 65
Knowledge builder: Areas for improvement List some example questions you would ask yourself in relation to improve in the following areas:
productivity
decision -making
empathy.
Knowledge builder: Finding a coach Think about three areas you want to improve. Research different learning opportunities and select the most appropriate choices. Complete the table below: Goals Focus area Actions Timeframe
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 66
3.4 Section Summary This section covered the skills and knowledge required to review the management of workplace relationships. Section checklist Before you proceed to the next section, make sure you are able to:
Seek feedback on the management of workplace relationships from relevant stakeholders
Evaluate feedback for improvements to leadership style
Identify areas of improvement for future workplace relations leadership.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 67
4. References and Further Reading ●
Cloke, K. and Goldsmith, J., 2011, Resolving conflicts at work: ten strategies for everyone on the job
, 3rd edn, Jossey-Bass, San Francisco. ●
Cole, K., 2012, Management: theory and practice
, 5th edn, Pearson Education, NSW. ●
Cowan, D., 2014, Strategic internal communication: how to build employee engagement and performance
, Kogan Page. ●
Edmondson, A. and Smith, D., 2006, Too hot to handle, How to manage relationship conflict
, California management review
, vol. 49, no. 1, pp. 6–30. ●
Goleman, D., Boyatzis, R. and McKee, A., 2013, Primal leadership: unleashing the power of emotional intelligence
, 10th anniversary edn, Harvard Business Review Press, Boston, Massachusetts, USA. ●
Hartman, J. and McCambridge, J., 2011, ‘Optimising millennials’ communication styles’, Business communication quarterly
, vol. 71, no. 1, pp. 22–43. ●
Ingram, J. and Cangemi, J., 2012, ‘Emotions, emotional intelligence and leadership: a brief, pragmatic perspective’, Education
, vol. 132, no. 4, p. 775. ●
Jones, P., 2008, Communicating strategy
, Gower, UK. ●
Ludwick, P., 2006, ‘Manage the relationships, the team will manage the work’, Journal of housing and community development
, vol. 63, no. 3, pp. 38–41. ●
Luft, J. and Ingham, H., 1955, ‘The Johari Window, a graphic model of interpersonal awareness’, Proceedings of the western training laboratory in group development, UCLA, Los Angeles. ●
McKee, A., Tilin, F. and Mason, D., 2009, ‘Coaching from the inside: building and internal group of emotionally intelligent coaches’, International coaching psychology review
, vol. 4, no. 1, pp. 59–70. ●
Mehrabian, A., 1981, Silent messages: Implicit communication of emotions and attitudes
, Wadsworth, California. ●
Robbins, S., Bergman, R., Stagg, I. and Coulter, M., 2011, Management
, 6th edn, Pearson Education, NSW. ●
Robbins, S., Judge, T., Millett, B. and Boyle, M., 2013, Organisational behaviour: leading and managing in Australia and New Zealand
, 7th edn, Pearson Education, NSW. ●
Salovey, P. and Mayer, J. D., 1990, Emotional intelligence
. Baywood Publishing, New Haven, Connecticut, USA. ●
Australian Mediation Association viewed September 2021, <
http://www.ama.asn.au/
>. ●
Artz, B., Goodall, A. and A. Oswald, 2014, ‘Boss competence and worker well-being,’ IZA discussion paper series
, IZA DP No. 8559, IZA
, viewed September 2021, <http://ftp.iza.org/dp8559.pdf>
. ●
Cotton, G., 2013, ‘Gestures to avoid in cross-cultural business: in other words, “Keep your fingers to yourself!”’, Huffington post
, viewed September 2021, <http://www.huffingtonpost.com/gayle-cotton/cross-cultural-gestures_b_3437653.html>
. ●
Dwyer, K., 2007, ‘Managing people techniques; being insistent, persistent and consistent,’ Change factory
, reviewed September 2021, <
https://www.changefactory.com.au/our-
thinking/articles/managing-peoples-performance-being-insistent-persistent-and-consistent/ >.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 68
●
Eyre, E. and Mind Tools Team, 2014, ‘Coaching for team performance: improving productivity by improving relationships,’ Mind tools
, viewed September 2021, <
http://www.mindtools.com/pages/article/newTMM_66.htm>
. ●
Goleman, D., 2004, ‘What makes a leader?’ Harvard business review
, vol. 82, no. 1, pp. 82–91. Available online, viewed September 2021, <https://hbr.org/2004/01/what-makes-a-leader>
. ●
Heathfield, S. M., 2014, ‘How to hold a difficult conversation: providing responsible feedback is difficult,’ About money
, viewed September 2021, <
https://www.thebalancecareers.com/holding-
difficult-conversation-employees-1918468>
. ●
Hill, R. and Mind Tools Team, 2014, ‘Building good work relationships: making work enjoyable and productive,’ Mind tools
, viewed September 2021, <
https://www.mindtools.com/pages/article/good-relationships.htm >. ●
Jones, P., 2010, ‘Socialising strategy (or socializing strategy),’ Communicating strategy
, viewed September 2021, <https://www.excitant.co.uk/socialising-strategy/>
. ●
Reyes, S., 2014, ‘Understanding communication styles in the workplace,’ TribeHR, viewed September 2021, <
https://humancapitalleague.com/understanding-communication-styles-in-
the-workplace/>
. ●
Safe Work Australia, 2016, Guide to the model Work Health and Safety Act, available online, Safe Work Australia
, viewed September 2021, <
https://www.safeworkaustralia.gov.au/system/files/documents/1702/guide-to-the-whs-act-at-
21-march-2016.pdf
>. ●
Segal, J., ‘Emotional intelligence toolkit: a five-step program for managing overwhelming stress and emotions,’ Helpguide
, viewed September 2021, <
https://www.helpguide.org/articles/mental-
health/emotional-intelligence-toolkit.htm
>
. Note:
Some resources used in this course may not be accessible through this handbook. For more information, please access them directly. External website links are provided as a convenience and for informational purposes only. Every effort has been made to ensure the links are up to date at the time of publication. Where links are not current, we recommend using the reference information provided to search for the source in your chosen search engine.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 69
5. Glossary Term Definition 360° evaluation or review A performance management appraisal technique that draws feedback from a variety of separate perspectives. Competency/ competencies A competency is the ability to perform a job role or function to a desired standard or level of proficiency. A job role or function may require the demonstration of a range of competencies. Competencies can include a demonstration of knowledge, skills and behaviour. Emotional intelligence The ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions.3° Grievance procedure Sets out the steps involved to resolve a conflict when it arises or is made known. Also known as grievance resolution procedure, dispute resolution procedure, and conflict management procedure. Legislation A law or body of laws which has been enacted by parliament. OHS/WHS Occupational health and safety/work health and safety. The process of maintaining a safe workplace. Also refers to laws outlining the responsibility of employers and employees to maintain a safe place of work. Performance management A management system to boost employee performance and the productivity of the organisation. Stakeholders All people who have an interest in a task or system you are completing or modifying. These may include customers, partners, employees, shareholders, owners, government, and regulators.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 70
6. Appendices 6.1 Appendix 1: Max Lionel Realty Simulated Business
From Max Lionel Realty business plan About Max Lionel Realty Max Lionel Realty was founded in 2008 by property developer Max Lionel. The company currently employs approximately 100 people. 80 of whom are licensed real estate agents. Through its agents. the organisation manages property sales and rentals (both residential and commercial) on behalf of a range of clients. The organisation also separately engages in investment activities. Such as property and land development. Max Lionel Realty has been a member of the Real Estate Institute of Victoria (REIV) since 2008 and proudly follows the REIV Code of Conduct. Mission: ●
to achieve the highest returns for our clients and to deliver a client experience that is second to none in the industry. Vision: ●
to establish, within five years, the MLR brand — the highest ethical standards with a best-in-
breed performance for clients. Values: ●
integrity ●
client-focus ●
active encouragement of excellence, innovation and continuous improvement ●
teamwork ●
recognition of the diversity and expertise of MLR employees and agents. Strategic directions: The strategic context in which Max Lionel Realty will achieve its mission and vision is through: ●
engaging with customers and clients ●
building goodwill and reputation for integrity ●
supporting innovative thinking, management and leadership skills. ●
creating a high-performing, highly profitable organisation
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 71
Max Lionel Realty Organisational Chart Max Lionel Realty management responsibilities •
Max Lionel, CEO Max is responsible for working with the Board of Directors to oversee the business, set overall strategic directions, manage risk, and authorise large financial transactions. •
Riz Mehra, Chief Financial Officer Riz is responsible for preparing quarterly financial statements and overall budgeting. Riz is also responsible for overseeing budgets for cost centres and individual projects. At the completion of financial quarters and the end of projects, Riz is responsible for viewing budget variation reports and incorporating information into financial statements and financial projections. •
Kim Sweeney, Operations General Manager Kim is responsible for the day-to-day running of the company. Kim oversees the coordination, as well as the structural separation, of the Residential, Commercial, and Investments centres. Kim is responsible for sponsoring projects which affect the operations of the organisation as a whole. Kim works with the Human Resources Manager to coordinate systems and projects in order to achieve company-wide synergy. •
Les Goodale, Human Resources Manager Les is responsible for the productive capacity and welfare of the people at MLR. With the Operations General Manager, Kim works to coordinate projects and management systems such as performance management, recruitment, and induction. Kim will need to ensure aspects of the recently launched WHS management system, such as risk assessment, Board of Directors and CEO
Max Lionel
Chief Financial Officer
Riz Mehra
Operations General Manager
Kim Sweeney
Human Resources Manager
Les Goodale
Manager Residential Realty (Sales and Rentals)
Sam Lee
Manager Commercial Realty (Sales and Rentals) Pat Mifsud
Manager Investments
Peter Mitchell
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 72
management, consulting, reporting and continuous improvement, are coordinated with all subsequent activities. •
Sam Lee, Manager Residential Realty Sam is responsible for the management of all aspects of residential realty. Sam manages the activities of residential agents. •
Pat Mifsud, Manager Commercial Realty Pat is responsible for the management of all aspects of commercial realty. Pat manages the activities of commercial agents. •
Peter Mitchell, Manager Investments Peter is responsible for the management of all aspects of investment realty. Peter manages the activities of investment agents. Peter works with the Operations General Manager to ensure separation of investment from obligations to residential and commercial clients.
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 73
Max Lionel Realty anti-discrimination policy Purpose The purpose of this policy is to ensure transactions with clients, tenants and other employees are handled fairly and transparently and in accordance with organisational and legal requirements. Generally, it is unlawful to discriminate based on the following 16 characteristics: ●
sex ●
relationship status ●
pregnancy ●
parental status ●
breastfeeding ●
age ●
race ●
impairment ●
religious belief or religious activity ●
political belief or activity ●
trade union activity ●
lawful sexual activity ●
gender identity ●
sexuality ●
family responsibilities ●
association with, or relation to, a person identified based on the above. Scope The scope of this policy covers all employees and contractors of Max Lionel Realty (MLR). Resources Specific procedures for the implementation of this policy are available below and on the company intranet. Responsibility Responsibility for the implementation of this policy rests with all employees, contractors and management of Max Lionel Realty. Relevant legislation, etc. ●
Privacy Act 1988 (Cwlth) ●
Equal Opportunity Act 2010 (Vic) ●
Age Discrimination Act 2004 (Cwlth) ●
Australian Human Rights Commission Act 1986 (Cwlth) ●
Disability Discrimination Act 1992 (Cwlth)
●
Racial Discrimination Act 1975 (Cwlth) ●
Sex Discrimination Act 1984 (Cwlth) ●
Estate Agents Act 1980 (Vic) Updated/ authorised 09/2021 – Riz Mehra, CFO
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 74
Max Lionel Realty WHS policy Max Lionel Realty recognises its responsibility to provide a healthy and safe working environment for employees, contractors. clients and visitors. Max Lionel Realty is committed to the continued wellbeing of its employees and to ensuring that all employees are safe from injury and health risks while undertaking work-related duties, including home-based work. Purpose The purpose of this policy is to ensure the acquisition of resources is carried out consistently, fairly and transparently and in accordance with organisational requirements. In order to ensure a healthy and safe working environment. Max Lionel Realty will (in accordance with the WHS management system): •
undertake risk assessments and implement procedures to adequately manage any risks in the working environment •
provide written procedures and instructions for safe working practices •
ensure compliance with all relevant legislation •
maintain safe systems of work, including the work premises and environment •
provide appropriate support. instruction. training and supervision to employees to ensure safe working practices. Scope The scope of this policy covers all employees and contractors of Max Lionel Realty (MLR). Resources Specific procedures for the implementation of this policy are available below and on the company intranet. Responsibility Max Lionel Realty management and employees are ultimately responsible for ensuring that safe systems of work are established, implemented maintained. Management is responsible for: •
the effective implementation and regular review of WHS procedures •
consultation with employees regarding health and safety issues and changes to legislation and/or working practices that may affect the health. safety or welfare of employees •
providing and maintaining a safe system of working practices •
providing support. training and supervision to employees to ensure safe and healthy workplace practices are carried out. including relevant first aid training where appropriate •
the provision of adequate resources for employees to meet the WHS commitment. including an up to date first aid kit. Individual employees are responsible for: •
following all WHS policies and procedures •
ensuring they report all potential and actual risks to partners or managers/supervisors
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 75
•
taking care to protect their own health and safety and that of their colleagues at work •
ensuring their own or others' health and safety is not adversely affected by the consumption of drugs or alcohol •
encouraging others to follow healthy and safe working practices in the workplace. Policy implementation and review his policy has been established and implemented through the human resource functions of the organisation and will be reviewed regularly in consultation with MLR management and employees to ensure compliance with legislation, industry standards and organisational changes. Relevant legislation ●
Privacy Act 1988 (Cwlth) ●
Equal Opportunity Act 2010 (Vic) ●
Estate Agents Act 1980 (Vic) ●
Occupational Health and Safety Act 2004 (Vic) ●
Dangerous Goods Act 1985 (Vic) ●
AS/NZS 4804:2001 Occupational Health and Safety Management Systems – General guidelines on principles, systems and supporting techniques.
Updated/ authorised 09/2021 – Riz Mehra, CFO
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 76
6.2 Appendix 2: Communication Plan Template Communication Plan
Title: Date: Project Team: Objectives List the relevant objectives, including relevant organisation-wide objectives and specific objectives for communication and consultation Goals and targets List the organisation's communication-specific goals and quantitative targets Audience analysis Internal audience characteristics List the organisation’s internal audience and stakeholder characteristics External audience characteristics List the organisation's external audience and stakeholder characteristics Key messages Outline key messages tailored to each audience Strategies and tactics Outline strategies and tactics associated with the communication plan, including rationale behind media channels selected
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BSBLDR523 Lead and Manage Effective Workplace Relations - Learning Module (v1.0) 77
Action Plan Action/activity Timeframe Person/s responsible Resources, if required 1. 2. 3. 4. Budget: List the costs associated with implementing the communication plan
1. 2. 3. 4. 5. 6. Evaluation:
outline the monitoring activities to determine the success of the communication plan against original objectives
Approvals:
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