People and Behaviours Flashcards

Question

The Thomas Kilmann Conflict Mode Instrument or TKI suggests that High Assertiveness and High Cooperation are otherwise known as [blank]

Answer 1

Collaboration (I win, you win)

Answer 2

Accommodation (I loose, you win)

Answer 3

1. GOALS: vision, direction, momentum, responsible for building and retaining the vision and, through this, the direction of the project. 2. STAKEHOLDERS: feedback, influence, commitment, understand stakeholders so they remain committed and motivated to achieve the vision. 3. TEAM MEMBERS: motivate, support, develop your team through the challenges they may face in an environment of change and uncertainty.

Answer 4

Leadership focusses on motivating your team, management focusses more on the mechanics of getting things done. This involves planning, monitoring, and controlling.

Answer 5

Theory X and Theory Y (McGregor) Hygiene factors and motivators (Herzberg) Hierarchy of needs (Maslow)

Answer 6

motivational theory showing human needs in a pyramid, with lower-level needs having to be satisfied before you can address higher-level needs. Starting from the bottom, the levels in Maslow’s hierarchy of needs are: Physiological - basic needs, food, water Security - safety, job security Social - Sense of belonging, being a team Esteem - Being valued, self-respect Self-actualisation - raising your potential

Answer 7

two independent categories of need which influence team behaviour in different ways. Hygiene factors are necessary to avoid dissatisfaction, but they don't necessarily lead to high motivation. Addressing both will keep your team happy, engaged, and productive. Hygiene factors: The need to avoid unpleasantness and discomfort. These factors influence the degree of dissatisfaction of a worker without necessarily increasing their motivation. Examples of hygiene factors include company policies, direct supervision, personal life, and salary. Motivators: These factors cater for the higher-level needs of the team and should help to positively influence their behaviour, often relating to the need for personal development. Examples of motivators include achievement, recognition, increased responsibility, and career advancement.

Answer 8

Perceptions that managers hold on their employees, not the way they generally behave – it is about attitude, not attributes. For example, an inexperienced team in the early stages of a task might need to be managed using Theory X Theory X: In this theory, management assumes employees are inherently lazy, will avoid work if they can, and that they inherently dislike work. Theory Y: In this theory, management assumes employees may be ambitious and self-motivated, exercise self-control, and enjoy their mental and physical work duties.

Answer 9

(PAD) 1. Participative/democratic: Leader involves team members in decision-making process. Suitable when time to focus on development of the team, to build team relationships, collaboration is valued. Some decision-making will be passed on to suitably skilled team members. 2. Autocratic: Strong one-dimensional leadership style, where the leader has full authority. Appropriate to address an issue that threatens the achievement of objectives, where issues become critical, or where team members are new and lacking motivation. 3. Delegative/laissez-faire Self-rule, where employees are empowered to make decisions. Suitable when the team is established and working well and has the required knowledge to work independently without direction.

Answer 10

Max Landsberg coaching/leadership model When a team is first assembled, it represents a group of people with different skills, competences, and personalities. To lead your team successfully, you need to choose an appropriate management style for both the team as a whole and for the individuals in the team. Coaching/leadership model that accounts for the individuals' skill and willingness to perform the task. The model maps skill against will.

Answer 11

Matrix: Will (Y) - refers to the desire of a team member to achieve. Skill (X) refers to the experience, training, and understanding of the task allocated to a team member. Appy the matrix: 1. Identify the skill and will level of the team member to accomplish the task. 2. Use matrix to identify an appropriate style to lead the team member. 3. Discuss your approach and reasons for the approach with the team member.

Answer 12

Guide – High Will/Low Skill: an enthusiastic beginner, new to a particular task, project, or role. - Use a combination of directing & guiding/coaching, Invest time, Create a risk-free environment. Delegate - High will/high skill: a skilled worker looking for more opportunities to grow and develop. - Provide freedom to complete the work. Set the objective, not the method. Encourage. Direct – Low will/low skill Use when the team member: new to the task, project, or role, has low confidence & has tried before and failed. - Build the will & skill, sustain the will. Excite – Low will/high skill: skilled, experienced person who has hit a plateau. needs a new challenge & is being affected by some other factor. -Identify the reason for low willingness and low motivation. Monitor & provide regular feedback.

Answer 13

1. Get the team together physically early on - face2face, building relationships and fostering trust. 2. Clarify tasks and processes, not just goals and roles - Align goals, roles, and responsibilities. 3. Commit to a communication charter - clear communication plan. 4. Leverage the best communication technologies - collaborative technologies, e.g. multi-point video conferencing. 5. Agree on a shared language - magnifies the communication challenges, prevent ambiguity. 6. Create a ‘virtual water cooler' - informal interactions that share information and reinforce social bonds.

Answer 14

1. Understanding individual strengths and weaknesses: tailoring your leadership style to individual needs. - greater amount of direction for new team members & learning appetite for advancing the project. - Coach when team members become more embedded and experienced. - Engage and delegate responsibilities where skill is fully established, and motivation is high. 2. Understanding the situation: adapting your style to the situation. - In critical, urgent, or changing situations, a directive style appropriate. - Provide guidance during periods of change. - Shift to a supportive, coaching style once changes are implemented. 3. Dealing with uncertainty: - create supportive environment via coaching and engagement. - demonstrate trust in the team's ability to handle challenges. - empower team members by reducing a directive approach

Answer 15

Intrapersonal intelligence: focusses inward and includes self-management, self-awareness, and self-regard. This involves recognising and managing your own emotions, strengths, weaknesses, and motivations. Interpersonal intelligence: guides our interactions with others and includes relationship management, awareness of others, and regard for others. This means you can understand and respond to the emotions, needs, and perspectives of people around you.

Answer 16

Demonstrate via a combination of intrapersonal and interpersonal skills: Behavioural – managing our personality and directing our behaviour to be both personally and interpersonally effective. Staying calm under pressure or being able to adapt to different situations. Feelings – the practice of 'thinking about feeling’ and ‘feeling about thinking’ as a guide for our behaviour. Understanding your own emotions and recognising how your emotions might be impacting your thoughts and actions. Attitude – attitude toward yourself and others (positive or negative) will impact how you approach various situations behaviourally and emotionally.

Answer 17

Skill development: A coaching and mentoring style of leadership is essential during Phase 2 to facilitate the growth and development of less experienced team members. Unlike Phase 1, where a directive approach may have been necessary to meet tight deadlines, Phase 2 offers a more conducive environment for skill-building and knowledge transfer. Empowerment and ownership: Coaching and mentoring empower team members to take ownership of their roles and responsibilities, fostering a sense of autonomy and accountability. Long-term success: Investing in the development of less experienced team members through coaching and mentoring contributes to the long-term success of the project and the organisation as a whole.

Answer 18

Empathy and understanding: Emotional intelligence plays a crucial role in effectively implementing a coaching and mentoring approach within the team. Leaders with high emotional intelligence demonstrate empathy and understanding towards the unique needs, strengths, and challenges of each team member. By recognising and validating individual experiences and emotions, leaders can establish trust and rapport, creating a supportive environment conducive to learning and growth. Adaptability and flexibility: Emotional intelligence enables leaders to adapt their coaching and mentoring style to suit the preferences and learning styles of different team members. By recognising when to provide guidance, when to offer autonomy, and when to adjust their approach based on individual needs, leaders can tailor their interactions to maximise effectiveness and foster positive outcomes.

Answer 19

state characteristic of a Theory X worker, e.g.: Unmotivated Dislike of work Unambitious Unwilling to take responsibility Motivated by self-interest stating a management approach most suited to a Theory X worker, e.g.: Directive management style Close supervision/management/monitoring Rewards and punishment/‘carrot and stick’ approach/reward good performance and punish poor performance Checking each piece of work to ensure it’s correct

Answer 20

(COC) 1. Clear roles and responsibilities aligned to skill and experience - allows team to know expectation. 2. Open, clear, and honest communication will build trust and confidence between the leader and the team, as well as providing a platform for innovative discussion to take place. 3. Common goal and sense of community led by the project manager will develop a common focus to deliver the outputs to achieve the goal.

Answer 21

essential for project success, ensures a cohesive, motivated, and high-performing workforce dynamic. (MPP) 1. Motivation; sense of belonging and a shared sense of accomplishment within the team. 2. Problem solving through people-sharing ideas, knowledge, and experience to overcome challenges. 3. Productivity increases, because team members share workload and allocate tasks to match skill and experience.

Answer 22

1. Belbin’s team roles 2. The Margerison-McCann team management profile

Answer 23

Tool that you can use to ensure that your team members can work together effectively and efficiently. It identifies nine roles that people typically assume in teams. Each of the nine roles contributes uniquely to a team’s success, and effective teams contain a variety of roles. The key is to identify where these roles exist in the team, because by recognising these roles, you can help your team to balance their strengths and address their weaknesses.

Answer 24

1. The Plant, who is creative and solves problems 2. The Monitor Evaluator, who analyses options logically 3. The Coordinator, who focusses on the team's objectives and delegates tasks 4. The Resource Investigator, who explores opportunities and builds external contacts 5. The Implementer, who turns ideas into actions 6. The Completer Finisher, who ensures thorough, timely completion of tasks 7. The Teamworker, who promotes harmony and helps the team to work together 8. The Shaper, who drives the team forward with energy and direction 9. The Specialist, who provides in-depth knowledge of a key area

Answer 25

Margerison-McCann team management profile is all about understanding someone’s preferred role within a team. It’s a tool to identify team members’ strengths, preferences, and work styles to improve teamwork and productivity. In the Margerison-McCann model, there are eight key roles that people play in teams:

Answer 26

The Margerison-McCann roles focus on understanding individual work preferences and strengths to enhance teamwork, whereas Belbin’s roles identify specific behaviours and contributions people make.

Answer 27

1. Reporter-Adviser, who gathers and shares information 2. Creator-Innovator, who generates new ideas 3. Explorer-Promoter, who explores new possibilities and promotes them 4. Assessor-Developer, who assesses ideas and develops them further 5. Thruster-Organizer, who pushes the team to achieve goals 6. Concluder-Producer, who focuses on completing tasks efficiently 7. Controller-Inspector, who ensures standards and accuracy 8. Upholder-Maintainer, who maintains principles and stability

Answer 28

A personality assessment, the Myers-Briggs Type Indicator, which categorises people into 16 types based on four dimensions: 1. Extraversion (E) vs. Introversion (I), which describes where you get your energy 2. Sensing (S) vs. Intuition (N), which indicates how you take in information 3. Thinking (T) vs. Feeling (F), which shows how you make decisions 4. Judging (J) vs. Perceiving (P), which reveals how you approach life and work Each combination of these preferences helps explain their natural tendencies and behaviours. Understanding and reacting to them in your team can help team members integrate more easily into the project environment, thereby improving performance.

Answer 29

The Belbin and Margerison-McCann models analyse someone in the context of the roles they play within a team, Myers-Briggs’ preferences model analyses how a person approaches or reacts to situations.

Answer 30

1. Understanding which roles the members of your team fill is essential to long-term project success. 2. Used to understand and leverage the strengths and preferences of the individuals in your team. 3. Maximise the performance and effectiveness of your team. 4. Gaps in a particular focus area or an imbalance of preferred roles will likely impact negatively on your team's ability to deliver their outputs successfully.

Answer 31

1. Hackman’s five factors of team effectiveness. 2. the Katzenbach and Smith model of team effectiveness.

Answer 32

five conditions need to be put in place and maintained by the leader for the team to be effective: 1. The team must be a real team, rather than a team in name only, with a strong sense of commitment and confidence in achieving the team’s objectives. 2. The direction of work must be clear, so everyone knows the goals and why they matter. 3. The structure of the team must support team working, ensuring the right mix of skills and roles. 4. The organisation must be supportive, providing resources such as information, training, and rewards. 5. Coaching must be available within the team, to offer guidance and help team members improve.

Answer 33

1. highlights importance of balancing performance results with the personal growth and commitment of team members. 2. Model identifies key actions and requirements you need to address to create and manage an effective team. 3. According to the model, effective teams need: a small size (typically fewer than 12 people). complementary skills. a common purpose. specific goals. a clear approach. and mutual accountability. 4. Ensuring each member brings different skills and works toward shared objectives with clear strategies and responsibilities - teams can achieve high performance while also fostering strong interpersonal connections and commitment among members.

Answer 34

Centred around what you as a leader can do to improve the effectiveness of your team, common purpose, etc.

Answer 35

Use when considering the development of your team. Project team may take time to mature into a performing team. Facilitate team’s progression through stages of team development.. Teams evolve through four key stages of development: Forming: Team members get acquainted with each other and individual working styles. Storming: Conflicts may arise between team members. Norming: Establishing and maintaining team cultural ‘norms’. Performing: The team becomes fully productive. Adjourning: Team are disbanding/ breaking up

Answer 36

(FSNP) Forming: new team forms high level of initial energy and excitement. As new may show confusion /uncertainty as unfamiliar situation. Establish clear project, team, and individual objectives. This might occur during a project kick-off meeting. Storming: team might evolve to mistrust as each member eyes up the 'competition'. Team members roles may overlap/require clarity. Tensions and cliques may form. Team members may challenge authority. Deal with conflict as it arises and ensure that all team members feel that their ideas heard. Facilitation and coaching skills are crucial. Norming Understand their designated roles, build relationships, co-operate to set clear and achievable goals. Establishing team ‘norms’ to resolve their differences. Ensure team agrees WoW & clear comms before taking more responsibility. Performing team deliver results in an open, honest and productive environment. Problems are resolved Team adopts a flexible approach to working arrangements. Each team member will feel satisfaction in seeing the achievements of their colleagues

Answer 37

1. A lack of trust 2. Cultural differences 3. Lack of communication 4. Lack of contribution

Answer 38

1. Fostering trust and collaboration - Coordinate activities, meetings, team opportunities. 2. Overcoming cultural differences - clear messages about expectations, encourage listening and sharing, promote right behaviours. 3. Overcoming lack of communication - agree norms of communication and terminology, agree technology usage. 4. Facilitating contributions from all team members - ensure the team has the right training, encourage equal participation, provide opportunities to collaborate outside of meetings.

Answer 39

Forming Storming Norming Performing

Answer 40

Belbin Margerison-McCann Myers-Briggs Hackman Tuckman Katzenbach and Smith & describe the the model.

Answer 41

A shared sense of accountability

Answer 42

Open and honest communication

Answer 43

1. Belbin explains the different roles that are optimal for an effective team and identifies what roles individuals can take on within a team. Belbin identifies an individual’s preferred role within a team. 2. Margerison-McCann explores understanding an individual’s preferred role within a team/covers how individuals work within a team. 3. Myers-Briggs includes how individuals perceive a situation, along with their communication preferences and identifies individual’s personality types through four lenses. This includes where individuals put their focus and attention, how they perceive information, how they make decisions, and how they plan/structure their work. They assess four dimensions of extraversion vs. introversion, sensing/intuition, thinking vs. feeling, and judging vs. perceiving. 4. Hackman suggests that five conditions need to be put in place for the team to be effective. This includes five conditions for team effectiveness. 5. Tuckman recognises how a project team may take time to mature into a performing team, and this includes four stages of team development e.g., forming, storming, norming, and performing. 6. Katzenbach and Smith recognises that the more effective the group are as a team, the higher the performance. There are four key elements, e.g., common purpose, goals, complementary skills, and mutual accountability.

Answer 44

Covers a variety of leadership. Communication styles can foster an open, honest, and supportive work environment. Opens great opportunities for everyone in the team. Taking different perspectives, abilities, and skills into account. Empowered community spirit, means a higher performance level throughout the whole team.

Answer 45

Do people feel like they can be themselves at work? Are people encouraged to share ideas, and challenge respectfully? Do people understand and welcome differences?

Answer 46

1. Conscious bias: A deliberate thought or attitude. You are aware of your beliefs and adapt your behaviour as a result. 2. Unconscious bias: Often a subconscious response that affects your behaviour. Though usually involuntary this can be a result of societal stereotypes or learned cultural behaviour.

Answer 47

1. Create and sustain a positive, inclusive working environment, address any potential barriers. 2. Make reasonable adjustments to give everyone a fair chance. 3. Explore differences so beneficial & achieve a common purpose. 4. Meaningful communication at organisational and individual level. 5. Embrace multiple dimensions of culture to exist, incl; gender, religious beliefs, race, marital status, ethnicity, parental status, age, education, physical and mental ability, income, sexual orientation, occupation, language, geographic location, etc. 6. Demonstrate appropriate behaviours and communication - lead by example. 7. Allow for adaptations in individual and organisational working styles to encourage valuable contributions. 8. Promote inclusion and diversity, both individually and organisationally, by exploring and responding to signs of bias. 9. Learn to recognise signs of resistance in order to investigate further if necessary.

Answer 48

1. Mix teams up: share ideas, could result in new ways of working. 2. Make training available to all: Offering training and workshops, aligns all and empowers progress. 3. Teach colleagues how to hold others accountable: check in, raising concerns is encouraged without prejudice. 4. Celebrate all achievements: raise each other up and feel empowered to reach for their own goals, whether this is learning a new skill or promotion.

Answer 49

1. Establish a process: Avoid being reactive, use an established process, reassure the team that their thoughts are protected. 2. Take appropriate action: If an issue is raised, don’t ignore it. Taking action helps to solidify the culture within team or company. If unacceptable behaviour continues after a grievance and training, shows processes aren’t working. Over time will affect morale and trust. 3. Create or be a safe space: have difficult conversations, be open to challenging. Check your own behaviour to ensure you appear open and approachable. 4. Provide ongoing training: Keeping everyone aware, beyond initial training at onboarding, further solidifies the company culture. Mentorships can be a great way to promote understanding and empathy between colleagues as well as offering growth opportunities.

Answer 50

Higher performance Greater adaptability Greater creativity More perspectives Broader skills Stronger community

Answer 51

People feel they can be themselves at work. Ideas and respectful challenges are encouraged. Differences are understood and welcomed. Communication is collaborative. Team members support each other through challenging times. Success is celebrated together.

Answer 52

1. Create and sustain a positive, inclusive working environment and address any potential barriers. 2. Make reasonable adjustments to ensure that all individuals have a fair chance. 3. Explore how differences can be managed to achieve a common purpose. 3. Recognise contributions that can be made by individual team members. 4. Ensure communication at an organisational and individual level is conducted in a meaningful way. 5. Enable multiple dimensions of culture to exist - incl; gender, religion, race, ethnicity, sexual orientation etc 6. Balance priorities of any project and active acceptance of the need to treat people fairly. 7. Lead by example – demonstrate appropriate behaviours and communication. 8. Adapt individual working styles and organisational ways of working to facilitate contributions from all team members. 9. Explore and respond to signs of bias and recognise signs of resistance, either individually or organisationally, to inclusion and diversity.

Answer 53

Open communication

Answer 54

Understand and welcome difference

Answer 55

1. Decisions based on a strong moral code ensures transparency with the team and external to team, e.g clients. 2. Standing by ethically made decisions also builds and maintains integrity. 3. Being firm on set values creates a baseline for all aspects of a project, allowing it to run smoothly.

Answer 56

1. Remaining compliant with all relevant laws or regulations will ensure that the team is all on the same page and, therefore, mitigate any legal risks.

Answer 57

1. Maintaining integrity and compliance is the basis of a professional attitude. 2. Set ethical and maintain values; displaying competence, reliability, and showing respect towards both your team and stakeholders.

Answer 58

allow you to demonstrate: your capability of the standards, desire to develop further and remain compliant.

Answer 59

1. Identify current and future needs. 2. Set specific learning objectives. 3. Plan activities and tasks to support your development. 4. Record activities, tasks, and achievements.

Answer 60

1. Take responsibility - take responsibility for identifying where your own knowledge or competence gaps might be, then pursue learning. 2. Plan your approach - variety of options for learning, job/informal training, peer-peer. 3. Reflect on your skills and achievements - ‘reflection on practice’.

Answer 61

Demonstrates continual growth through developmental training will keep your skillset current and ensure that you always have the right tools for each project you work on. Planning – How can I learn? Action – Learning/implementation Evaluation – What have I learned? How is it benefitting my practice? Reflection on practice – What do I need to know or be able to do?

Answer 62

(BAD CA) Breadth: The APM Body of Knowledge defines the scope of knowledge required to manage any kind of project. Achievement: Your APM recognised qualifications. Depth: The APM Competence Framework maps levels of knowledge and experience so that you can clearly see where there is scope for progression in skills and abilities. Commitment: Maintain your CPD processes to help develop project management practices further and build on your skillset. Accountability: The ethical practice expected of a professional is to remain accountable for your own development, knowledge gaps and on-going behaviours. For further information see the APM Code of Professional Conduct where this is outlined further.

Answer 63

if ethical conduct are not being met, you have a duty to report your findings. scope of ethics within an organisation includes: Rules and regulations Values Code of practice Moral principles Ethical practices Rules of conduct

Answer 64

1. Advice set out with specific instructions that must be taken 2. Advice set out that help employers set procedures where they can decide how they control any risks identified

Answer 65

Failure to comply with regulations carries risk to you, your colleagues, and your employer. Failure to comply could result in action taken, whether that’s a recognised training requirement right through to custodial sentences for both individuals and the organisation.

Answer 66

Requirements capture Issue management Quality planning Change control Integrated planning Assurance arrangements Risk analysis and management

Answer 67

Laws and acts: The foundation of the legal framework. International directives and regulations: As laws and acts become directives and regulations, they might be more focused at an industry level. International standards: Agreed-upon protocols and practices to facilitate cooperation and consistency across borders. Organisational governance: Your organisation will use all the above steps to ensure their own policies are drafted in line with the law.

Answer 68

Legal and regulatory constraints are there to keep everyone safe and ensure projects run smoothly

Answer 69

Risk management Requirements capture Procurement Quality management Issue management Change control Assurance

Answer 70

Employee Evaluation

Answer 71

1. APM’s Code of Ethics and Professional Conduct. 2. Speak with your project sponsor and seek advice on how best to progress. 3. Consult with legal experts/lawyers. 4. Seek advice from industry-specific professional organisations. 5. Refer to relevant government regulatory bodies e.g., Charity Commission. 6. Consult organisational/industry standards e.g. the International Organisation for Standardisation (ISO).

Answer 72

Relevant CPD (Continuing Professional Development) Collaborating with industry experts/legal professionals Participate in forums Monitoring regulation updates regularly Sign up to newsletters from regulatory organisations Consult with experts within your organisation e.g. Company secretary/data protection officer

Answer 73

Give the team freedom to manage their own time, but schedule regular in-person meetings to build rapport and check in on team wellbeing.

Answer 74

Maslow's Hierarchy of Needs

Answer 75

Interpersonal friction in the team caused by a difference in background and experience

Answer 76

By assessing stakeholder needs, preferences, and dynamics

Answer 77

(low power, high interest)

People and Behaviours Flashcards

(102 cards)