Getting Things Done | People and Organisational Development

1. Achieves agreed objectives, using resources and deploying staff flexibly

Strategic thinking requires a manager to learn about the wider system in which they work, as well as the broad developments (Political, Economic, Sociological, Technological, Legal and Environmental) that may impact on their work, and to look ahead to see what different scenarios, challenges or opportunities may emerge. Managers need to consider the implications of their decisions and plans beyond their immediate effect and how they contribute to the bigger picture, e,g. how does your team or department impact other parts of the University and how do changes and plans elsewhere relate to your area of responsibility. What’s the effect now, later and in the future?

Please now complete one or two activities to further develop your skills and confidence and find ideas for reflecting on and building your practice in the selected area.

Planning cycle - Exercise A
Delegating - Exercise B

2. Thinks ahead, planning and delegating work and leading change effectively

Devises plans to achieve agreed goals, considering task, process and people. Predicting pinch points, responding to changing priorities, readiness for change (self and team), planning realistically, not becoming too attached to specific approaches. Planning for the now, next and future scenarios. Deploying your team strategically, identifying and selecting options without getting lost in the details and resisting the temptation to do it all yourself.

Please now complete one or two activities to further develop your skills and confidence and find ideas for reflecting on and building your practice in the selected area.

Planning - Exercise A
Influencing stakeholders - Exercise B

3. Influences stakeholders to achieve desired change

A stakeholder is someone who impacts your work or whose work is impacted by yours. An in-depth understanding of your stakeholders’ contexts, needs, values, preferences and goals will help you achieve change goals. Be able to put yourself in their shoes to predict support and resistance, and use the language and approaches that suit their context. Develop an understanding of the wider system inside and outside of the University to inform your work.

Please now complete one or two activities to further develop your skills and confidence and find ideas for reflecting on and building your practice in the selected area.

Influencing stakeholders during change - Exercise A
Influencing stakeholders - Exercise B

4. Makes the most of current and emerging talent

Values every team member for their strengths and their potential. Thinks about the team as a whole and sees every task as a learning opportunity for somebody. Investment in people now reaps dividends later. Understands that a team member who grows beyond their role is a success story.

Please now complete one or two activities to further develop your skills and confidence and find ideas for reflecting on and building your practice in the selected area.

Talent management - Exercise A
Stages of talent management - Exercise B

5. Shows awareness of the wider context of the university, managing risk and reputation

All managers have a responsibility to manage risks to the University and its reputation. Be mindful of implications of team actions and communications. What does the wider world see of your work and your team’s work? Spending some time thinking about what matters in this respect can indicate what needs careful attention – and what does not.

Please now complete one or two activities to further develop your skills and confidence and find ideas for reflecting on and building your practice in the selected area.

Paying attention - Exercise A
Considering wider context and managing risk - Exercise B

6. Seeks to do things better, evaluating progress, innovating and taking action where necessary

This is a way of being at work, where even under pressure a manager is looking to a better future - continually evaluating themselves and their team. Routinely building in time and processes to learn from what is working and to strengthen and improve wherever possible, applying creative thinking and learning from other organisations and new developments.

Please now complete one or two activities to further develop your skills and confidence and find ideas for reflecting on and building your practice in the selected area.

What's working? - Exercise A
Having a 'Fixed' vs a 'Growth' Mindset - Exercise B

Reflection exercise