Welcome to Team Action Management We can change the way you work

1. Welcome to Team Action Management We can change the way you work

2. Being a responsible leader What does it mean?

3. Agenda • What type of leader are you? • Defining your HR-related responsibilities • Today’s workforce and flexible working • Choosing the right team • Getting the most out of the team • Absence Management • Being up-to-date – don’t get caught out • - The Disciplinary Process • - Discrimination – what does it mean? • Grievances – getting it right • Health and Safety responsibilities • Understanding Whistleblowing • GDPR

4. What type of leader are you? • COLLABORATOR: empathetic, team-building, talent-spotting, coaching oriented • ENERGISER: charismatic, inspiring, connects emotionally, provides meaning • PILOT: strategic, visionary, adroit at managing complexity, open to input, team oriented • PROVIDER: action oriented, confident in own path or methodology, loyal to colleagues, driven to provide for others • HARMONISER: reliable, quality-driven, execution-focused, creates positive and stable environments, inspires loyalty • FORECASTER: learning oriented, deeply knowledgeable, visionary, cautious in decision making • PRODUCER: task focused, results oriented, linear thinker, loyal to tradition • COMPOSER: independent, creative, problem solving, decisive, self-reliant

5. Defining HR-Related Responsibilities

6. Key Areas • Performance Management • Work-life balance • Training and development • Communication and Involvement • Openness and conflict management • The law

7. Today’s Workforce and SupportingFlexible Working

8. Flexible Working and the Law All employees have the right to request flexible working. Employees must have worked for AESSEAL for at least 26 weeks to be eligible.

9. Flexible Working and the Law • Important Note – these rules apply to GB only; the rules in Northern Ireland and the rest of the world will be different • In the UK employers do not have to agree to flexible working arrangements; but they must deal with all requests in a “reasonable manner,” for example: • assessing the advantages and disadvantages of the application • holding a meeting to discuss the request with the employee • offering an appeal process • Employees can only make one application for flexible working a year and there is no automatic right for them to return to their previous working arrangements (unless this has been agreed at the outset).

10. Recruitment Talent attraction is critical for AESSEAL’s future success

11. Four Step Approach to Interviewing 1. Take a Professional, but Friendly Approach While it’s certainly important to present a professional front to your potential new recruits, it’s also to your benefit to put them at ease as well. The more comfortable a given person feels during the interview process, the more likely you’ll be to see the real them and get a proper picture of who the candidate really is. Greet interviewees with a warm smile and a friendly introduction. Also, make sure you’re in a position to be 100 percent attentive throughout the time slot scheduled for the interview. Limit interruptions like phone calls and other potential distractions.

12. Four Step Approach to Interviewing 2. Ask Open-Ended Questions One of the best and most effective ways to evaluate a given candidate is to make sure that most of the questions you ask are open-ended. There are some tried and true classics that are seen as such for a reason. For instance, the ever popular: “Tell me about yourself?” Also the standby: “What makes you interested in working for our company?” These questions and others like them are popular with interviewers for a reason. They allow candidates to convey information in a way that also tells you something about who they are and how they see themselves – important information for you to use in determining how a person might fit in with your company culture.

13. Four Step Approach to Interviewing But also consider rephrasing tired old questions. Everyone expects to hear “What’s your greatest weakness?” Instead try: “What was the most useful criticism you ever received?” It enables the interviewer to learn what kind of feedback candidates receive from others, at the same time as learning what others perceive as being their weaknesses. Also remove ambiguity. Open questions are good, but not if they’re so open to interpretation that the candidate doesn’t answer what you’re wanting to know. That’s your failing not theirs! Name the most common mistakes interviewers make?

14. Four Step Approach to Interviewing 3. Allow the Candidate Adequate Time to Ask Questions An extremely important part of a job interview is the section of time at the end usually reserved for questions the interviewee may have for the interviewer. Not only is this the time where you get to present yourself and your company in the best possible light to job seekers, but it’s also a valuable opportunity to continue to evaluate candidates. You can tell quite a lot by a given person by the questions they ask, including whether or not the person is likely to be a hard worker, what he or she is looking for out of a work experience, how much of a team player the person is, and so forth.

15. Four Step Approach to Interviewing Giving candidates the opportunity to ask questions will also show you their motives. Why did they really apply for this job? If, during the question portion of the interview, they ask only about salary and benefits, this may give you an inclination of why the candidate really wants the position. On the other hand, if the person asks about company culture, the role, their potential future team members and managers, this too could show you that the candidate has the right motivation for seeking a position with your company.

16. Four Step Approach to Interviewing 4. Include Concrete Follow-Up Instructions Be sure to close the interview by thanking the interviewee for their time and being clear in regards to any follow-up instructions you may have for them. While you should avoid making any promises you won’t be able to keep – such as assuring the candidate of a specific date by which a decision will be made – do be clear about how you intend to follow up with them in order to let you know your final decision. Follow up in a timely manner as well, especially if you’re seriously considering that particular candidate.

17. Pensions About pensions A pension is a way of saving for your retirement. These can be private, workplace or state ran pension scheme and the way they work can vary massively across the world. PRIVATE COMPANY WORKPLACE STATE AESSEAL Group default to the workplace pension schemes.

18. Role Play We have four role play scenarios. This is a safe environment to put into practice what we have learned about managing performance. We’ll have a group discussion after each to identify what went well and what could have been done differently.

19. Performance Management

20. Appraisals One of the major roles of a supervisor is to manage the performance of the team and of each individual team member known as an ‘appraisal. Some people find performance management to be difficult or unpleasant, but when it is done properly it is about partnership and motivation. An appraisal should be an opportunity for you and your staff to create a development plan.

21. Benefits of Performance Management • When expectations are clear, people are more likely to take ownership of their work and to commit to expected outcomes. • When goals are clear and being pursued your individual team members will be able to contribute to overall team effectiveness. • Performance management helps to develop your team members. • These benefits are attainable when you lay the foundation of a fair, consistent, clear and achievable performance management plan.

22. What do people want from their jobs? Discuss

23. What do people want from their jobs? Managers say that staff work for… High wages Job Security Promotion in the company Good working conditions Interesting work Personal loyalty of supervisor Tactful Discipline Full Appreciation for work done Help on personal problems Feeling of being in on things

24. What do people want from their jobs? What staff say they work for… Appreciation of work done Feeling of being in on things Help on personal problems Job security High wages Interesting work Promotion in the company Personal loyalty of the supervisor Good working conditions Tactful discipline FAIRNESS and CONSISTENCY

25. The (WORK!) Passion Pyramid

26. What is motivation? • The process by which the behaviour of an individual is influenced towards a desired outcome What do you do to motivate your team? Discuss.

27. Why should we be concerned about motivation in the team? • To maintain optimum performance from the team towards meeting its objectives

28. Effects of demotivation on performance • Higher Turnover of staff • Absenteeism • Poor time-keeping • Poor quality • Poor customer service • Inefficiency • High wastage • Reluctance to learn or improve • High resistance to change

29. Effects of demotivation on performance

30. Goals and Objectives • What is a Goal and an Objective and where do they come from? • Are they just made up? • Generated from the corporate plan as a cascade • High level and lower level goals and objectives

31. The Five Principles of Goal Setting Clarity: A clear goal is one that can be measured and leaves no room for misunderstanding Challenge: We are motivated by the reward we believe we will receive for completing tasks Commitment: The employee and employer must be committed to using the resources needed to complete the goal Feedback: Feedback is a chance to correct or clarify before the goal is reached. Task Complexity: Even the most motivated person can become discouraged if the complexity of the task wasn’t fully understood.

32. Ensure each goal is SMART C- • SMART goals are • Specific, Measurable, Achievable, Realistic, and Time limited. • Examples of SMART goals: • By the end of this year, reduce by 10% the number of complaints from service users that you deal with”. • “Within three months ensure everyone in the department can use the hand held technology to an error free standard” • Whether you are affirming an employee’s pre-existing goals or defining new ones, ensure that each goal is SMART. Challenging

33. Explain each goal’s importance • For each goal that you establish for an employee, clarify how the work will affect your assessment of the employee's job performance. For example, “Your performance rating will be determined according to whether you’ve met or exceeded these goals.” • Also explain how the goal supports unit and company objectives. • Finally, point out ways in which the goal will help the employee achieve his or her developmental objectives. You will also want to indicate which, if any, of the goals are more important than others. • If you can’t make a link between a goal and these criteria (performance assessment, unit and company objectives, and developmental objectives), reconsider whether the goal or task is appropriate for that employee.

34. Joined-up objectives • Linking Objectives • Ensure, from your department objectives, that sufficient contribution is made by all team members to create delivery • Build in resilience by setting the same objective for more than one person and make this a joint objective

35. How do objectives motivate? • Give people something to aim for • Give people a sense of satisfaction when achieved • Help people see the steps to success • Provide a structure to things during a period of change

36. How do objectives demotivate? • When they are: • Imposed • In conflict with each other • Unrealistic • Not understood • Not measurable

37. What is empowerment? The responsibility and authority to act The freedom to decide what to do and how to do it.

38. Understanding the coaching process • Ask effective questions • Actively listen • Give feedback • Gain agreement • Follow up!!!

39. Coaches should be… • Inspiring: by helping each employee to reach his or her true potential • Energising: by using effective communication you can help keep the levels of energy and motivation up for the individual and the team as they pursue their goals • Facilitating: you don’t do coaching on your own. It’s a partnership with the person you are coaching. Their role is just as important as yours and they are the ones with the important insights into their own situation. • Developing: there doesn’t have to be a formal “learning” programme in place. Help someone to develop their abilities, their confidence, their understanding and their awareness.

40. Use the GROW Model • Goal – not just a list of objectives that you give to a team member, it should be a mutually agreed vision or aspiration for that individual. • Reality – taking stock of where the individual is now in relation to the goals identified above. • Options – identify the various ways to move from the reality to the goal, these could include training, further coaching/mentoring, increased experience or increased responsibility. • Way Forward – agree an action plan for exactly how the chosen options will be implemented.

41. Performance Reviews • Keep it beneficial and appropriate: • Career and Succession Planning • Personal and organisational needs • Assess and agree training needs and learning desires • Identify personal strengths and direction • Resolve confusions and misunderstandings • Reinforce organisational strategies, values and priorities • Counselling and feedback

42. Performance Review Process • Prepare • Venue layout • Introduction – be positive and diffuse any negative behaviour • Review and measure • Agree an action plan • Agree specific objectives • Agree necessary resources • Invite any other points or questions • Close positively • Record main points, agreed actions and follow up

43. Role Play We have eight role play scenarios. This is a safe environment to put into practice what we have learned about managing performance. We’ll have a group discussion after each to identify what went well and what could have been done differently.

44. Absence Management

45. Short Term Absence • By definition, absence of less than seven consecutive calendar days • Things to look out for: • Accurate records • Return to work interviews • Providing appropriate support • Always follow local laws in your area.

46. Long Term Absence • By definition, absence of more than seven consecutive calendar days, although typically a period of several weeks • Things to look out for: • Accurate records • Regular contact that is appropriate to the circumstance • Return to work interviews • Providing appropriate support • Always follow local laws in your area.

47. Managing Staff Absence Sometimes employees can be absent for a host of reasons, some completely justified, others not. They may phone in claiming to be ill, when you suspect all they want is a day off. At this stage all you can do is follow the Sickness Absence Policy and attempt to uncover any underlying reasons during the Return to Work interview.

48. Managing Staff Absence They may phone in with another reason why they will not be coming into work. If it's an emergency, and they've briefly explained the basics of the situation, ask them to contact you back later. If it's a serious family or personal problem, be flexible and come to an agreement about when they'll be back at work, but if they're away more than a day also agree about how and when they'll keep in touch.

49. Managing Staff Absence Remember, in some countries employees may be entitled to unpaid time off because of dependents' problems under law. However, if when they phone in, the reason they're giving doesn't seem to warrant them being off under legislation, you can say they should come into work as soon as possible to discuss. Also advise them, that if the reason is found to be unjustified, they may have to take the time off as annual leave or could face disciplinary action over a conduct issue.

50. Absence Review Procedure Informal Absence Review – this can be held as part of a return to work interview, where absence levels have triggered the review process, or other issues of concern have been identified; however, it must be clearly identified as being part of the review process and distinct from a return to work interview. Formal Verbal Warning First Written Warning Final Written Warning Dismissal