• What constitutes effective performance (and what hopes may be in place for going beyond that point, once reached)
• The relative roles and responsibilities of managers and their staff in achieving effective performance
• The relationship between the manager and their staff member (day-to-day management and coaching opportunities), and the relationship between managers, staff and the organisation as a whole (the psychological contract)

Who should attend?
Anyone who is responsible for managing performance.

• Completion of  a Honey & Mumford Learning Styles questionnaire
• Reflection about performance and coaching opportunities

Learning method
Throughout the day, emphasis will be placed on the attending manager gaining insights into their own ways of working (via analysis of preferred learning styles, their own motivations, their preferred style of being managed), in order to reveal to them how they may impact, currently and potentially, on their staff. The workshop is fast-moving and interactive, with an expectation on attending managers to add their own notes to handouts (rather than merely to have them as potential reading for the future).

Workshop content

Discussion - what constitutes effective performance?
Input and discussion - the role and responsibilities of managers (using five-way management model), leading into discussion on alternative management styles (using Tannenbaum and Schmidt Continuum)
Input analysis and discussion - individuals' preferred learning styles and their implication for performance 

• Exploration of managers' own motivations and what may motivate their staff (emphasising the key differences between intrinsic and extrinsic motivation, touching in particular on Expectancy Theory)
• Assessing the potential of  self-development activities, on the basis that, whilst coaching by managers is a good thing, staff need to help themselves to develop as well

Initial practice in coaching, using a scenario from the organisation or similar (to be conducted in trios, with time for peer feedback), leading to preliminary analysis of the issues arising.

Input on different coaching styles and opportunities - to include seeing the opportunities presented every day for brief “on-the-hoof” problem-solving approaches, as well as more formal or long-term approaches, eg, around appraisal time or about career development, and the choice of styles of coaching available.

Further practice in coaching, using different scenarios (preferably those raised by the attending managers themselves), leading to analysis of learning points.

• The psychological contract
• Delegation
• Setting standards, goals and stretching objectives
• Opportunities for job (re)design
• Teamworking
• Powerful communication and feedback skills (particularly on organisational strategies and results)

Summary and action planning, to include attending managers “buddying up” and supporting each other.