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View Live Stats View ReviewsIntermediate Manager Skills – Part One
Manager Training Courses London and UK Wide
Face to face / Online public schedule & onsite training. Restaurant lunch included at STL venues.
(135 reviews, see all 99,474 testimonials) |
From £470 List price £650
- 1 day Instructor-led workshop
- Courses never cancelled
- Restaurant lunch
This course is an ideal follow on to any new manager training courses you may have already attended and is part of our manager training programs series.
Syllabus
Who is this course for?
This thought-provoking (part one of two) intermediate manager course has been designed for senior managers, those growing their teams, taking on increased responsibility or stepping up into a more senior role.
Objectives
You will be introduced to, discuss and gain practical experience of a full range of key leadership and management skills and gain the confidence to achieve greater professional success and personal effectiveness.
Benefits
By the end of part one of this course you will be able to- Gain a deeper understanding of your role and management style
- Discover how to successfully coach your team to increase productivity and reduce staff turnover
- Understand how building personal and team resilience can create sustainable performance by improving dynamics, efficiency, and strengthening relationships
Course Syllabus
Redefining Your Role​
What is a Manager? What is a Leader?​
Management/Leadership styles​
Become responsible for your actions and behaviours
Self-Awareness​
Personal SWOT – recognise your strengths and areas for development ​
Discover your personal values​
Accountability & Responsibility
Teamwork
Benefits of building the team​
Traits of high performing teams​
Creating a Team Vision
Resilience
Understanding and exploring the important role of resilience in today's workplace ​
Key factors in building resilience ​
Increasing resilience and performance
Prices & Dates
What you get
"What do I get on the day?"
Arguably, the most experienced and highest motivated trainers.
Face-to-face training
Training is held in our modern, comfortable, air-conditioned suites.
Lunch, breaks and timing
A hot lunch is provided at local restaurants near our venues:
- Bloomsbury
- Limehouse
Courses start at 9:30am.
Please aim to be with us for 9:15am.
Browse the sample menus and view joining information (how to get to our venues).
Refreshments
Available throughout the day:
- Hot beverages
- Clean, filtered water
- Biscuits
Online training
Regular breaks throughout the day.
Learning tools
In-course handbook
Contains unit objectives, exercises and space to write notes
24 months access to trainers
Your questions answered on our support forum.
Training formats & Services
Training Formats & Services
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Testimonials
FERROVIAL CONSTRUCTION (UK) LTD
Oliver Goodwin,
Graduate Civil Engineer
More group activities
Intermediate Manager Skills - Part One
Nucleus Global
Aaron Runkle,
Scientific Director
I thought this was another great session - really got a lot out of the coaching skills. Thank you!
Intermediate Manager Skills - Part One
Nucleus Global
Hannah P,
Scientific Director
Structure and flow great - just suggest encouraging a bit more example sharing amongst attendees by giving periodic pauses in narrative and welcoming and acknowledging input rather than reframing and expanding
Intermediate Manager Skills - Part One
Training manual sample
Below are some extracts from our Intermediate Manager Skills - Part One manual.
Redefining Your Role
The difference between management and leadership
Are you a manager or a leader? Your answer to this question will ideally be both.
Let’s consider the different competencies required:
A Manager |
A Leader |
|
|
The aim of a manager can be summarised as:Achieving results through other people
In order to achieve this, MODEL managers demonstrate the following behaviours:
Action Centred Leadership
John Adair proposes the following, much simpler,model for leadership:
We can see that the elements are interlinked, which means that efforts in any of the three aspects will impact the other two. We can then explore the manager’s responsibilities through each of these lenses:
Individual |
Task |
Team |
Understand Enable Provide feedback Develop Grow Encourage |
Set standards Define task Prioritise Monitor Control Report Review |
Create environment Resolve conflict Establish standards Encourage Keep focus Lead Build |
Situational Leadership
Situational leadership is the belief that the employees determine the leadership style of the manager. The maturity of the employees determines whether a leader is task-oriented or relationship-motivated.
There are four levels of development in the Hersey-Blanchard model, along with four corresponding leadership styles.
Development Levels
-
D1 = Low Competence, High Commitment
-
D2 = Low to some Competence and Low Commitment
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D3 = Moderate to High Competence, and Variable Commitment
-
D4 = High Competence and High Commitment
Leadership Styles
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S1 = Directing
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S2 = Coaching
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S3 = Supporting
-
S4 = Delegating
An employee in Development Stage 1 should be approached using Leadership Style 1, and as the employee progresses through the development stages the manager’s approach should change accordingly over time.
Directing Style
With this style, there is close supervision with the leader providing specific instructions on how the task should be completed. This style can be described as:
Coaching Style
The leader explains the required end result and asks the team member for their suggestions. They ask lots of questions and praise progress. The final decision on how to proceed with the task is still usually made by the leader.
Supporting Style
Here the leader listens and encourages self-reliant decision making and problem solving. The decision regarding how to tackle the task is usually a joint one – let’s decide together!
Delegating Style
With this style, the leader provides the resources and empowers the team member by allowing them to make decisions themselves and act autonomously. Over to you!
How Do Others See You?
The way we think we are perceived by those around us is irrelevant – it’s the impact your behaviour has on those around you that counts! The more self-aware you are, the better your interactions will be with those around you.
The Johari Window was developed by psychologists Joseph Luft and Harrington Ingham in 1955. It is a model which enables us to better understand our relationship with ourselves and others.
Arena
The information here is known to everyone – things you know about yourself that you have shared with others. The more you get to know someone, the more information will enter this box as you open up and share personal details, opinions, feelings etc. If you are going to build trusting relationships, then the more information here, the better!
Façade
These are the things we know about ourselves but others do not. As you get to know someone, you will tell them more about yourself, and the information will travel from this area into the Arena. You might know someone for 30 years, but even then they could reveal a hidden secret which will surprise you!
Unknown
Information about us that nobody knows – these could be for example hidden talents we possess which have not yet been discovered until we try something new. You sit down at a piano for the first time and find you have the natural ability to play it very well. Someone says ‘I didn’t know you could play the piano!’ to which you reply ‘neither did I!’ Clearly this information has now to moved to the Arena.
Blind Spot
In terms of your self-awareness, this is the main area for concern. These are the things that other people know or think about us, and we are unaware. People with low self-awareness have a lot of information contained in this area. Some people believe themselves to be assertive, but they try too hard, and everyone around them perceives them to be rude, aggressive and a bully. The only way to know how we are truly perceived by others is to ask for honest feedback! This will help you to move information from this area into the Arena, so you can improve your people skills and build better relationships.
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