UNIT 2_EVENT COORDINATION
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit Objectives Actions / Achievements Design a specific team management action plan Knowledge
Comprehensive on leadership and team management models Comprehensive on time management principles Comprehensive on corporative communication Fundamental on national regulations, codes and standards on human resources
Skills
Identify different types of leadership models naming their main characteristics Communicate effectively (using written and spoken word, non-verbal language, electronic tools, and listening skills) to develop relationships, manage conflicts, and work across differences
Competences Diagnose the degree of competence and autonomy of employees for delegating responsibilities Integrate the lived experiences into the leadership development process towards conflict resolution. Apply the most appropriate leadership style to overcome impasses and obstacles in teamwork
Use of checklists to define and manage priorities and perceive time wasters
Identify the success of teamwork, recognizing the specificities and the essential Produces maps with the aspects for success in structure of the project team teamwork, highlighting the for the organization of events advantages and underlying dynamics
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
What is coordination? “Co-ordination is orderly arrangement of group efforts to provide unity of action in the pursuit of common goals”. – Mooney and Reelay “Co-ordination is the integration of several parts into an orderly hole to achieve the purpose of understanding”. – Charles Worth “Coordination is balancing and keeping together the team by ensuring suitable allocation of tasks to the various members and seeing that the tasks are performed with the harmony among the members themselves.” – Brech
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
Unit 2
Co-ordination is the Essence of Management
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Importance of Coordination
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
Unit 2
Autocratic
Laissezfaire
Leadership Styles
Democratic
Bureaucratic
Leadership Styles This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Autocratic Leadership
Classical style Manager retains power and decision-making authority. Make unilateral decision, dictate work methods. Orders are issued to be carried out, with no questions allowed and no explanations given. It is best applied to situations where there is little time for decision-making or where the leader is the most knowledgeable person of the team.
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
Democratic Leadership
Participative style Encourage employees to involve in decision making. Let employees determine the work methods and use feedback as an opportunity for helpful coaching. Employees feel engaged in the process and are more motivated and creative. It is best applied where staff require a great deal of flexibility to complete the task or where the staff know the job well and do not require too much instruction.
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
 Everything must be done according to procedure or policy.  The company operates in a rational manner rather than relying on the feelings of the managers.  It is best applied to situation where employees are working in dangerous environment that requires a definite set of procedures to operate.
Bureaucratic Leadership This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
Unit 2
Laissez-faire Leadership
“hands-off” style Manager provides little direction and gives employees freedom to make their own decision at work. This style can be effective where employees are highly qualified in an area of expertise.
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Possible exercise
Unit 2
 Which leadership style should be adopted by the management in the following situations? Briefly explain your answer. 1. A newly recruited employee who is expected to pick up work in short time, the manager is being a coach to direct him in work. 2. The existing project team who knows their job well and does not require too much instruction. The manager simply let the team make their own decision and provide feedback when they need help. 3. An employee who is the expert of his job and knows more about the job than the manager. There is no need for the manager to give instruction and the employee is free to make his own decision at work.
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
11
Solution Situation
Leadership Style
Reason
1.
Autocratic
The employee knows little about the task assigned but the manager is the most knowledgeable person.
2.
Democratic
The team knows the job well and they can complete their works automatically with limited instruction given. Manager can allow the team to participate in decisionmaking.
3.
Laissez-faire
Employees are highly qualified in an area of expertise and manager can simply provide little direction and gives employees freedom to make their own decision at work.
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
12
Which Leadership Style is the Best?
Unit 2
Many factors such as the leader’s base of power, the difficulty of the task, and the characteristics of the employees will help determine the most appropriate leadership style in any particular circumstance. No one single leadership style is the best of all.
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
13
Motivating employees and volunteers  Motivating employees and volunteers is an intrinsic and internal drive to put forth the necessary effort and action towards work-related activities. It has been broadly defined as the "psychological forces that determine the direction of a person's behaviour in an organization, a person's level of effort and a person's level of persistence.� That is why what motivates one staff member may mean nothing to another. (Jones, 1997) This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
The principles of motivation
Recognizing individual differences Understanding the needs of employees and volunteers Demonstrating trust and delegate tasks Being aware of equity considerations Providing training and development opportunities Creating a motivating work environment Building teamwork and team spirit Managing performance effectively This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
Unit 2
Maslow’s hierarch of needs This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
The four – sides model This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
Four – sides model explained This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Check – in & check – back approach Check-in: Think Sender: What is my intention? Which information DO I want to send? Receiver: Which ear am I listening on? What information might my partner be sending? How else could I understand this message?
Check-back: Validate Sender: Make intention of message explicit! (e.g. “I’d like you to do something for me…”) Ask what your partner heard and what they make of the conversation. (e.g. after the brief chat, or within a meeting check what people will do) Receiver — Ask if you understood correctly: “So do you mean…?” “So do you want me to…?” “I want to make sure we’re on the same page, …”
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 2
Unit 2
Thank you for your attention ď Š
This project has been funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.