Leadership Teamwork Manual - Version 1.pdf

Leadership and Teamwork Participant Manual | Version 1.0  Copyright © Marine Institute of Memorial University of Newfoundland Except as provided by legislation governing the use of materials for educational purposes, no part o...

Leadership and Teamwork Participant Manual | Version 1.0  Copyright © Marine Institute of Memorial University of Newfoundland Except as provided by legislation governing the use of materials for educational purposes, no part of this publication may be reproduced, stored in a database or a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission from the Marine Institute of Memorial University. Care has been taken to ensure that ownership of any copyright material contained in this publication is being traced and permission for its use obtained. The Marine institute would welcome any information that would correct any errors or omissions in assigning appropriate credit or reference in future editions.  Table of Contents Unit 1 Introduction· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 1-3 1.1 Type and Purpose:· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 1.2 Course Aims:· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 1.3 Major Topics: · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 Unit 2 Shipboard Organisation· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 2-3 Unit 3 International Maritime Conventions & National Legislation· · · · · · · · · · · · · · · · · · 3-3 3.1 International Maritime Organization (IMO) · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 3.2 International Labour Organization (ILO) · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 6 3.3 Marine Personnel Regulations · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 7 Unit 4 Cultural Awareness · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 4-3 4.1 Cultural Awareness· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 4.2 Examples of culture traits· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 4.3 What Can Happen If We Are Not Aware of Culture? · · · · · · · · · · · · · · · · · · · · · · · · · · · 4 4.4 Degrees of Cultural Awareness · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 4 4.5 How to Manage Cultural Diversity?· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 5 Unit 5 Task & Workload Management · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 5-3 5.1 Planning· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 5.2 Procedure for proper planning· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 4 5.3 Phases in Planning· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 4 5.3 Success of Planning: · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 5 5.5 Effective Delegation· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 6 5.6 Task and workload prioritization:· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 7 5.7 Levels of Workload· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 8 5.8 Recognizing High Workload: · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 8 5.9 Workload Management · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 9 5.10 Challenge and response· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 10 5.11 Checklists:· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 10 Leadership and Teamwork Participant Manual Table of Contents Unit 6 Effective Resource Management· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 6-3 6.1 Communication· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 6.2 Why is it important to communicate in a team? · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 6.3 What are the benefits of effective communication?· · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 6.4 Barriers to effective Communication· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 4 6.5 Why Ask Questions?· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 5 6.6 How to prevent communication failures?· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 5 6.7 Open and Closed Questions:· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 6 6.8 NITS – Nature, Intentions, Time, Special Instructions· · · · · · · · · · · · · · · · · · · · · · · · · · · 6 Unit 7 Teamwork & Leadership Principles · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 7-3 7.1 Team & Group· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 7.2 Team leader· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 7.6 Leadership Styles:· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 7 7.7 Inherent Traits of Successful Leader · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 8 7.8 PACE · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 9 7.9 JUST CULTURE · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 10 7.10 Situational Awareness· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 11 7.11 Error Chain · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 13 Unit 8 Decision Making· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 8-3 8.1 Hazard· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 8.2 Risk· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 8.3 Risk Assessment· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 8.4 Decision making process · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 6 8.5 Evaluation · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 8 8.6 Judgement · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 8 Unit 9 Managing Fatigue and Stress· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 9-3 9.1 Causes & Effect of Stress: · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 9.2 Signs of stress· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 9.3 Effect of stress on Decision Making· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 4 9.4 Fatigue· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 5 Unit 10 Shipboard training and Developing Human Potential· · · · · · · · · · · · · · · · · · · · · · 10-3 10.1 Continuous professional development:· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 3 10.2 Work Appraisal & Performance · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 4 10.3 Benefits of Effective Work Performance Appraisals· · · · · · · · · · · · · · · · · · · · · · · · · · · · 5 10.4 Emergency · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 5 10.5 Leadership requirements when dealing with a shipboard emergency · · · · · · · · · · · · · 6 © Marine Institute of Memorial University  Unit 1 Introduction  Unit 1 | Introduction 1.1 Type and Purpose: This course is intended to provide the student with the knowledge, skill and understanding of leadership and teamwork at the operational level on board a ship. The course is designed to meet STCW requirements for the application of leadership and team working skills, in accordance with the 2010 Manila Amendments of STCW, specifically as stated in tables A-Il/i, A-111/1 and A-111/6, A-II/1, A-III/1, and A-III/6 (operational level) of the Annex A of the STCW Code. 1.2 Course Aims: On completion of the course the student will be able to: i. demonstrate sufficient understanding and knowledge of leadership and team working ii. have knowledge of related international maritime conventions, recommendations and national legislation iii. apply task and workload management iv. have knowledge and ability to apply effective resource management v. have knowledge and ability to apply decision making techniques vi. apply elements of leadership and teamwork in a simulated environment 1.3 Major Topics: 1. Working Knowledge of Shipboard Personnel Management 2. Task and workload management 3. Effective resource management 4. Decision making techniques 5. Managing Fatigue and Stress 6. Shipboard Training and Developing Human Potential Leadership and Teamwork Participant Manual 1-3 Unit 1 | Introduction 1-4 © Marine Institute of Memorial University  Unit 2 Shipboard Organisation  SH IPBOARD ORG CH ART Unit 2 | Shipboard Organisation Master (Captain) DECK DEPARTMENT CATERING ENGINE DEPARTMENT DEPARTMENT Chief Chief Cook Chief Officer Engineer 2 nd Officer 2 nd Cook / 2nd Engineer Steward 3 rd Officer Electrical 3rdEngineer Officer Deck Cadet 4th Engineer Eng ine Engine Cadet Deck Rating s Rating s Leadership and Teamwork Participant Manual 2-3 Unit 2 | Shipboard Organisation 2-4 © Marine Institute of Memorial University  Unit 3 International Maritime Conventions & National Legislation  Unit 3 | International Maritime Conventions & National Legislation 3.1 International Maritime Organization (IMO) IMO is a specialized agency of the United Nations that is responsible for measures to improve the safety and security of international shipping and to prevent marine pollution from ships. IMO is the global standard-setting authority for the safety, security and environmental performance of international shipping. Its main role is to create a regulatory framework for the shipping industry that is fair and effective, universally adopted and universally implemented.. IMO measures cover all aspects of international shipping – including ship design, construction, equipment, manning, operation and disposal – to ensure that this vital sector for remains safe, environmentally sound, energy efficient and secure. The IMO’s objectives can be best summed up by its slogan - “Safe, secure and efficient shipping on clean oceans.” IMO has 172 member states as of 2016 and three associate members. Convention IMO came into existence in 1958; several important international conventions had already been developed, including the International Convention for the Safety of Life at Sea of 1948, the International Convention for the Prevention of Pollution of the Sea by Oil of 1954 and treaties dealing with load lines and the prevention of collisions at sea. IMO was made responsible for ensuring that the majority of these conventions were kept up to date. It was also given the task of developing new conventions as and when the need arose. IMO is now responsible for more than 50 international conventions and agreements and has adopted numerous protocols and amendments. IMO has six main bodies concerned with the adoption or implementation of conventions. The Assembly and Council are the main organs, and the committees involved are the Maritime Safety Committee, Marine Environment Protection Committee, Legal Committee and the Facilitation Committee. Developments in shipping and other related industries are discussed by Member States in these bodies, and the need for a new convention or amendments to existing conventions can be raised in any of them. In early conventions, amendments came into force only after a percentage of Contracting States, usually two thirds, had accepted them. This normally meant that more acceptances were required to amend a convention than were originally required to bring it into force in the first place, especially where the number of States which are Parties to a convention is very large. This percentage requirement in practice led to long delays in bringing amendments into force. To remedy the situation a new amendment procedure was devised in IMO. This procedure has been used in the case of conventions such as the Convention on the International Regulations for Preventing Collisions at Sea, 1972, the International Convention for the Prevention of Pollution from Ships, 1973 and SOLAS 1974, all of which incorporate a procedure involving the “tacit acceptance” of amendments by States. Leadership and Teamwork Participant Manual 3-3 Unit 3 | International Maritime Conventions & National Legislation Instead of requiring that an amendment shall enter into force after being accepted by, for example, two thirds of the Parties, the “tacit acceptance” procedure provides that an amendment shall enter into force at a particular time unless before that date, objections to the amendment are received from a specified number of Parties. 3.1.1 International Convention for the Safety of Life at Sea (SOLAS) The main objective of the SOLAS Convention is to specify minimum standards for the construction, equipment and operation of ships, compatible with their safety. Chapter I - General Provisions: Includes regulations concerning the survey of the various types of ships and the issuing of documents signifying that the ship meets the requirements of the Convention. The Chapter also includes provisions for the control of ships in ports of other Contracting Governments. Chapter II-1 - Construction - Subdivision and stability, machinery and electrical installations Chapter II-2 - Fire protection, fire detection and fire extinction Chapter III - Life-saving appliances and arrangements Chapter IV – Radio communications Chapter V - Safety of navigation Chapter VI - Carriage of Cargoes Chapter VII - Carriage of dangerous goods Chapter VIII - Nuclear ships Chapter IX - Management for the Safe Operation of Ships Chapter X - Safety measures for high-speed craft Chapter XI-1 - Special measures to enhance maritime safety Chapter XI-2 - Special measures to enhance maritime security Chapter XII - Additional safety measures for bulk carriers Chapter XIII - Verification of compliance Chapter XIII - Verification of compliance 3-4 © Marine Institute of Memorial University  Unit 3 | International Maritime Conventions & National Legislation 3.1.2 International Convention on Standards of Training, Certification and Watch keeping for Seafarers (STCW) 1978 STCW Convention was the first to establish basic requirements on training, certification and watchkeeping for seafarers on an international level. Previously the standards of training, certification and watchkeeping of officers and ratings were established by individual governments, usually without reference to practices in other countries. As a result standards and procedures varied widely, even though shipping is the most international of all industries. The Convention prescribes minimum standards relating to training, certification and watchkeeping for seafarers which countries are obliged to meet or exceed. Chapter I: General provisions Chapter II: Master and deck department Chapter III: Engine department Chapter IV: Radio communication and radio personnel Chapter V: Special training requirements for personnel on certain types of ships Chapter VI: Emergency, occupational safety, medical care and survival functions Chapter VII: Alternative certification Chapter VIII: Watchkeeping 3.1.3 International Convention for the Prevention of Pollution from Ships (MARPOL) The International Convention for the Prevention of Pollution from Ships (MARPOL) is the main international convention covering prevention of pollution of the marine environment by ships from operational or accidental causes. The Convention includes regulations aimed at preventing and minimizing pollution from ships - both accidental pollution and that from routine operations - and currently includes six technical Annexes. Special Areas with strict controls on operational discharges are included in most Annexes. Annex I Regulations for the Prevention of Pollution by Oil Annex II Regulations for the Control of Pollution by Noxious Liquid Substances in Bulk Annex III Prevention of Pollution by Harmful Substances Carried by Sea in Packaged Form Annex IV Prevention of Pollution by Sewage from Ships Annex V Prevention of Pollution by Garbage from Ships Annex VI Prevention of Air Pollution from Ships Leadership and Teamwork Participant Manual 3-5 Unit 3 | International Maritime Conventions & National Legislation 3.2 International Labour Organization (ILO) The main aims of the ILO are to promote rights at work, encourage decent employment opportunities, enhance social protection and strengthen dialogue on work-related issues. 3.2.1 Maritime Labour Convention (MLC) MLC is an international labour Convention adopted by the International Labour Organization (ILO). It provides international standards for the shipping industry. Widely known as the “seafarers’ bill of rights,” the MLC, 2006 was adopted by government, employer and workers representatives at a special ILO International Labour Conference in February 2006. It is unique in that it aims both to achieve decent work for seafarers and to secure economic interests through fair competition for quality ship owners. The Convention is comprehensive and sets out, in one place, seafarers’ rights to decent working conditions. It covers almost every aspect of their work and life on board including: minimum age seafarers’ employment agreements hours of work or rest payment of wages paid annual leave repatriation at the end of contract onboard medical care the use of licensed private recruitment and placement services accommodation, food and catering health and safety protection and accident prevention and seafarers’ complaint handling As per the MLC every seafarer has the right to: a safe and secure workplace that complies with safety standards fair terms of employment decent working and living conditions on board ship health protection, medical care, welfare measures and other forms of social protection 3-6 © Marine Institute of Memorial University  Unit 3 | International Maritime Conventions & National Legislation The titles in the MLC are: Title 1: Minimum requirements for seafarers to work on a ship Title 2: Conditions of employment Title 3: Accommodation, recreational facilities, food and catering Title 4: Health protection, medical care, welfare and social security protection Title 5: Compliance and enforcement 3.3 Marine Personnel Regulations 3.3.1 Hours of Work and Hours of Rest Application 319 (1) Sections 320, 322 and 323 apply in respect of Canadian vessels, including fishing vessels of 100 gross tonnage or more, o (a) engaged on sheltered waters voyages; or o (b) engaged on near coastal voyages, Class 1 or near coastal voyages, Class 2 while the vessels are in any waters other than those of a foreign state that has ratified the Convention. (2) Sections 321 to 324 apply in respect of o (a) Canadian vessels (i) engaged on near coastal voyages, Class 1 or near coastal voyages, Class 2 while the vessels are in the waters of a foreign state that has ratified the Convention, or (ii) engaged on unlimited voyages; and o (b) foreign vessels in Canadian waters. Minimum and Maximum Periods 320 The master of a vessel referred to in subsection 319(1) shall ensure that (a) the master and every crew member have o (i) at least six consecutive hours of rest in every 24-hour period, and o (ii) at least 16 hours of rest in every 48-hour period; and (b) not more than 18 hours but not less than six hours elapse between the end of a rest period and the beginning of the next rest period. Leadership and Teamwork Participant Manual 3-7 Unit 3 | International Maritime Conventions & National Legislation 321 (1) The master of a vessel referred to in subsection 319(2) shall ensure that the master and every crew member o (a) do not work more than 14 hours in any 24-hour period or more than 72 hours in any 7-day period; or o (b) have at least 10 hours of rest in every 24-hour period and 77 hours of rest in every 7-day period. (2) The master shall ensure that o (a) the hours of rest are divided into no more than two periods, one of which is at least 6 hours in length; and o (b) the interval between two consecutive rest periods does not exceed 14 hours. Other Considerations and Limitations 322 (1) The master of a vessel shall ensure that the danger posed by the fatigue of crew members, especially those whose duties involve navigational safety and the safe and secure operation of the vessel, is taken into account when determining the scheduled hours of work and rest. (2) Despite sections 320 and 321 and subject to subsection (1), the master may ensure that the hours of work and rest are in accordance with an applicable collective agreement that provides for hours of work and rest that are no less favourable to crew members. (3) Sections 320 and 321 and subsection (2) do not apply when the master is conducting practice musters, fire-fighting drills or survival craft drills in accordance with regulations made under the Act if the master does so in a manner that minimizes the disturbance of rest periods and does not induce fatigue. (4) Sections 320 and 321 and subsection (2) do not apply in respect of a crew member who is on call if the crew member has compensatory rest periods and the rest period required by those provisions is disturbed by calls to work. (5) The master may suspend the schedule of hours of work and rest if it is necessary to do so for the immediate safety of the vessel, persons on board or the cargo, or for the purposes of giving assistance to other vessels or persons in distress at sea. As soon as feasible, the master shall ensure that every crew member who has performed work in a scheduled rest period is provided with a compensatory rest period. Records 323 The master of a vessel shall keep a record of every crew member’s daily hours of work or hours of rest until the crew member is discharged. 3-8 © Marine Institute of Memorial University  Unit 3 | International Maritime Conventions & National Legislation Table of Shipboard Working Arrangements 324 (1) The master of a vessel shall ensure that a table with the shipboard working arrangements is posted in a conspicuous place on board the vessel. For every position on board, the table shall contain o (a) the schedule of service at sea and in port; and o (b) the maximum hours of work or the minimum hours of rest required by section 321 or any applicable collective agreement. (2) The table shall be in the working language of the vessel and in English. The above information are from http://www.imo.org, http://www.ilo.org/ and https://www.tc.gc.ca/eng/marine-menu.htm Unit 3: Self-Test 1. IMO measures cover all aspects of international shipping - including ship design, construction, equipment, manning, operation and disposal – to ensure that this vital sector for remains safe, environmentally sound, energy efficient and secure A. True B. False 2. IMO has ………….. main bodies concerned with the adoption or implementation of conventions A. Two B. Four C. Five D. Six 3. The main objective of the SOLAS Convention is A. to protect harbour authorities B. to specify how to operate and manage a ship efficiently C. to specify minimum standards for the construction, equipment and operation of ships, compatible with their safety D. to specify maximum standards for the construction, equipment and operation of ships, compatible with their safety Leadership and Teamwork Participant Manual 3-9 Unit 3 | International Maritime Conventions & National Legislation 4. Convention established for the basic requirements on training, certification and watchkeeping for seafarers on an international level is A. SOLAS B. Marine Personnel Regulations C. MARPOL D. STCW 5. As per the MLC every seafarer has the right to: A. Choosing the bridge or engine room watch B. safe and secure workplace that complies with safety standards C. fair terms of employment D. Bonus by the end of the contract 3-10 © Marine Institute of Memorial University  Unit 4 Cultural Awareness  Unit 4 | Cultural Awareness 4.1 Cultural Awareness Cultural awareness is the ability to recognize the different beliefs, values and customs that each person has based on that person’s origins. Culture can be defined as “the way things are done here”. It allows a person to build more successful personal and professional relationships especially in a diverse environment. Why do we do things in that way? How do we see the world? Why do we react in that particular way? Cultural awareness becomes central when we have to interact with people from other cultures. People see, interpret and evaluate things in a different ways. What is considered an appropriate behavior in one culture is frequently inappropriate in another one. Misunderstandings arise when one uses meanings to make sense of reality. Organizations have their own culture too, so also companies have values and beliefs that are followed in their day today operations / working. As seafarers who work on international waters with a multicultural crew, having cultural awareness is very important. If one is in a role managing people and taking decisions having an understanding of organizational culture is also important. 4.2 Examples of culture traits A culture trait is a learned system of beliefs, values, traditions, symbols and meanings that are passed from one generation to another within a specific community of people. Culture traits identify and combine a community because traits express the cohesiveness of the group. Culture traits can have one or more of seven characteristics. The first is that they can be learned, such as teaching a specific response to a sound. The students of the school respond to a bell by leaving the classroom to go to the playground for example. This is a learned behavior known as a culture trait. Other characteristics that could be culture traits include something that is transmitted from generation to generation, knowledge that is based on symbols, behavior that is changeable, traditions that can be integrated into the culture and affect future activities, knowledge that is ethnocentric and values that are adaptable to each generation. If one is in a role managing people and taking decisions having an understanding of organizational culture is also important. There are seven primary culture traits: learned behaviors, transmission of information, symbolism, flexibility, integration, ethnocentrism and adaptation. People acquire cultural traits as they grow up in environments surrounded by others with similar ideas and concepts. Cultural traits are a part of the larger system of culture that includes a network of behaviors, values, beliefs and norms. Learned behaviors are among the most important cultural traits that allow individuals to identify with certain groups. Many children learn the customs and traditions of their native ethnic groups, but children who move elsewhere at a young age typically adopt the behaviors of the second group. Children learn a variety of behaviors by watching others and listening. They may assume behaviors by interacting and communicating verbally and non-verbally with their peers and others in their group. Children also acquire learned behavior by observing others and by imitating their actions. Leadership and Teamwork Participant Manual 4-3 Unit 4 | Cultural Awareness Children learn cultural behaviors in conscious and unconscious states; in the realm of consciousness, they might learn stories and read literature about their culture, whereas unconscious learning includes absorbing culture through language. Transmission involves the passage of information from one generation to the next. This step is critical, as information that fails to pass down from the previous generation to the next essentially dies. This is true within organizations and on-board ships as well - based on information passed from one crew to another unconscious learning and culture absorption takes place. 4.3 What Can Happen If We Are Not Aware of Culture? Stereotyping (Holding preconceived ideas about any culture) Prejudice (Factualizing a stereotype into a belief about a specific person) Discrimination (A negative action directed at a member of a disliked group) 4.4 Degrees of Cultural Awareness There are several levels of cultural awareness that reflect how people grow to perceive cultural differences. My way is the only way - At the first level, people are aware of their way of doing things, and their way is the only way. At this stage, they ignore the impact of cultural differences I know their way, but my way is better – At the second level, people are aware of other ways of doing things, but still consider their way as the best one. In this stage, cultural differences are perceived as source of problems and people tend to ignore them or reduce their significance. My Way and Their Way - At this level people are aware of their own way of doing things and others’ ways of doing things, and they chose the best way according to the situation. At this stage people realize that cultural differences can lead both to problems and benefits and are willing to use cultural diversity to create new solutions and alternatives. Our Way - This fourth and final stage brings people from different cultural background together for the creation of a culture of shared meanings. People dialogue repeatedly with others, create new meanings, new rules to meet the needs of a particular situation. 4-4 © Marine Institute of Memorial University  Unit 4 | Cultural Awareness 4.5 How to Manage Cultural Diversity? Admit that you don’t know. Knowing that we don’t know everything, that a situation does not make sense, that our assumptions may be wrong is part of the process of becoming culturally aware. This is true within organizations and on-board ships as well - based on information passed from one crew to another unconscious learning and culture absorption takes place. Suspend judgments. Collect as much information as possible so you can describe the situation accurately before evaluating it. Empathy. In order to understand another person, we need to try standing in his/her shoes. Through empathy we learn of how other people would like to be treated by us. Systematically check your assumptions. Ask your colleagues for feedback and constantly check your assumptions to make sure that you clearly understand the situation. Communication - constant communication ensures renewed understanding of situations and perceptions. This ensures that teams can create a shared understanding and move forward together. Unit 4: Self-Test 1. Cultural Awareness is best described as: A. Loving all people B. Knowing and understanding cultural differences & similarities C. Teaching others that your culture is the best D. Making others aware that they are different than you are 2. Which is a demonstration of cultural awareness? A. Learning about a person’s customs B. Laughing at someone C. Making assumptions about someone D. Saying “Hello” E. Asking about a person’s nationality Leadership and Teamwork Participant Manual 4-5 Unit 4 | Cultural Awareness 3. Which of the following is NOT an example of good cultural awareness? A. Learning another language B. Talking about global politics C. Asking someone what his/her religion is D. Eating at an ethnic restaurant 4. Fill in the blank. Cultural awareness begins with __________. A. Other people B. National pride C. Paying attention to others’ perspectives D. None of the above 5. What can happen If We Are Not Aware of Culture? A. Anti-discrimination B. Discrimination and Prejudice C. Communication awareness D. Cultureless environment 4-6 © Marine Institute of Memorial University  Unit 5 Task & Workload Management  Unit 5 | Task & Workload Management 5.1 Planning Planning is a basic management function involving formulation of one or more detailed plans to achieve optimum balance of needs or demands with the available resources. The planning process identifies the goals or objectives to be achieved, formulates strategies to achieve them, arranges or creates the means required, implements, directs, and monitors all steps in their proper sequence. The four stages involved are: Appraisal - The appraisal stage consists of gathering and contemplating all information relevant. Planning - On the basis of the fullest possible appraisal, a detailed plan should be prepared which should cover the entire task. Execution - Having finalized the plan and the all go has been received the plan should be executed in accordance with the plan. Monitoring - The progress of the plan should be closely and continuously monitored. Any changes made to the plan should be made consistent with the guidelines and clearly marked and recorded. Navigational team on-board ships are used to planning every voyage during passage planning and the basic concept is really the same. Passage planning or voyage planning is a procedure of developing a complete description of a vessel’s voyage from start to finish. Leadership and Teamwork Participant Manual 5-3 Unit 5 | Task & Workload Management 5.2 Procedure for proper planning Planning usually includes the following: Goals – are specific accomplishments or targets that must be accomplished in total or in some combination. Strategies or activities – these are methods or processes required in total or in some combination to achieve the goals. Objectives – are specific accomplishments that must be accomplished or achieved in total or in some combination to achieve the goals in the plan. Objectives are usually milestones along the way when implementing the strategies. Tasks - The smallest identifiable and essential piece of a job that serves as a unit of work, and as a means of differentiating between the various components of a project. Resources – include people, material, technology, time etc. required to implement the strategies and or process. 5.3 Phases in Planning Planning is the key to successful completion of any activity or project. Planning focuses on a roadmap that everyone involved with the project / activity will follow. The first step in planning process is to identify the people to be involved and note their strengths. Involving the right people in each stage will ensure that the best out of the team is being for the success of the plan. The typical phases in planning are as follows: Identify or determine the desired result – All planning starts with the planners having in mind some overall purpose or result that the plan is to achieve. Take stock outside and inside the system – This involves considering various driving forces or major influences that will or might influence the project / activity. Analyze – Analyze the situation and conduct a SWOT analysis. SWOT analysis is a simple but useful framework for analyzing the Strength, Weakness, Opportunities and Threats for the project / activity. Establish Goals – Based on the above three Goals are set that builds on strengths to take advantage of the opportunities while building up weakness and warding off threats. Establish Strategies and Objectives to achieve the Goals Delegate responsibilities Establish Time lines for each Objective done in discussion with the delegated personnel or team. Document and communicate the Plan – all above information should be organized and documented. This is circulated within the team. 5-4 © Marine Institute of Memorial University  Unit 5 | Task & Workload Management 5.3 Success of Planning: Planning can only be effective if it is implemented. After planning is done with enthusiasm and with time it gets forgotten or is never really implemented. Following are few guidelines for ensuring that the plan is successful: Have the right people in the planning purpose: Involve key personnel who will be responsible to implement the plan during planning. Document and communicate it widely - One of the key to the success of a plan is that all the details are documented and communicated to all involved in the activity or the team. Goals and Objectives should be SMART and CLEAR - this method help ensure that the goals have been thoroughly vetted. It also provides a way to clearly understand the implications of the goal setting process. The goals and objectives also need to be CLEAR: Collaborative – The goal should encourage employees to work together. Limited – They should be limited in scope and time to keep it manageable. Emotional – Goals should tap into the passion of employees and be something they can form an emotional connection to. This can optimize the quality of work. Appreciable – Break larger goals into smaller tasks that can be quickly achieved. Refinable – As new situations arise, be flexible and refine goals as needed. Accountability – plans should specify who is responsible for what. Dates should be set for completion of each task. This has to be reviewed regularly and even the timelines of the review need to be included in the plan. Leadership and Teamwork Participant Manual 5-5 Unit 5 | Task & Workload Management Note Deviations – Deviations or changes from the initial plan are inevitable to the process and all involved should understand that the plan is a guidelines and not a set of rules. If there need to be deviations same should be documented and replanning process started as a new one. Open communication – communicate the plan as well as receive feedback from all involved at all stages of the plan. Acknowledgement and celebration of results at each stage of the progress. 5.5 Effective Delegation Delegation is when supervisors or managers give responsibility and authority to subordinates to complete a task. It is more than just a way of getting people to do things for you. It is also a powerful leadership and mentoring tool. When used properly, delegation enables you to increase productivity and profitability, improve morale and increase retention. The basic steps in delegation are as follows: Prepare in advance - When it comes to delegation, the more you prepare, the better your results. Before delegating, take the time to think through the task and decide whom you will delegate to and the outcome you want. In addition, identify a goal and purpose for the delegation. Discuss the task to be delegated - engage the person in a specific conversation about the task and then have them repeat back to you (in their own words) what they heard and understood. Make sure both of you are in agreement regarding the task being delegated and the outcome you desire. Identify the deadline for completion - Ensure deadlines are realistic and achievable, particularly when delegating a stretch goal or something the person has not done before. Outline the level of authority - Clearly outline the level of the authority you want the person to have. Then stand back and let them act. Build in checkpoints or progress reports - At the beginning of the task or project; schedule a series of checkpoint meetings. Build them in early and close together at first, and then taper off as the person begins to master the task. During the checkpoint meetings - Review the work that has been accomplished to date and give feedback on how well it is meeting the criteria established, Identify anything you would like the person to do differently, Discuss any issues or concerns, provide encouragement, coaching and feedback. Evaluate and reward progress and performance. 5-6 © Marine Institute of Memorial University  Unit 5 | Task & Workload Management 5.6 Task and workload prioritization: Workload is the amount of work assigned to a worker in a specified time period. Everyone is different in their capabilities and capabilities vary with task complexity, environmental factors, sociological factors, and personal behaviors. Workload is subjective (i.e. experienced differently by different people) and is affected by: a) The nature of the task, such as the: Physical demands it requires (e.g. strength required, etc.); Mental demands it requires (e.g. complexity of decisions to be made, etc.). b) The circumstances under which the task is performed, such as the: Standard of performance required (i.e. degree of accuracy); Time available to accomplish the task (and thus the speed at which the task must be carried out); Requirement to carry out the task at the same time as doing something else; Environmental factors existing at the time (e.g. extremes of temperature, etc.). c) The person and his state, such as: Skills (both physical and mental); Experience (particularly familiarity with the task in question); Current health and fitness levels; Emotional state (e.g. stress level, mood, etc.). Fist we need to understand that Work or activity can be classified into 3: 1. Critical – that requires immediate attention to prevent any issues 2. Important – that requires response as soon as possible or else it will become critical 3. Routine – that is encountered in normal condition but if left unattended or completed could become Important. Leadership and Teamwork Participant Manual 5-7 Unit 5 | Task & Workload Management 5.7 Levels of Workload Under load – occurs at low levels of workload. No challenge that leads to boredom, dissatisfaction and complacency. Open for mistakes since thinking is not focused on what really matters. Optimum workload – everything works great, challenges are enough to stay alert and awake. Creative, rational problem solving, progress change , satisfaction. Need to maintain so not overburdened to the point where performance breaks down. Overload – occurs at very high levels of workload when the individual workload exceeds the ability to cope well. This leads to SLOJ (sudden loss of judgment), loss of situational awareness, irrational problem solving, poor decision making, exhaustion, low self-esteem and illness. 5.8 Recognizing High Workload: Difficult adhering to normal performance standards Errors , erratic performance Uncertainty , indecision , discomfort Losing normal scan , tunnel vision , fixation Temporal distortion Hesitant , confused speech 5-8 © Marine Institute of Memorial University  Unit 5 | Task & Workload Management 5.9 Workload Management The process for determining the proper workload distributions in order to provide optimal performance and this is done by distributing work through planning, prioritizing and delegating / assigning tasks to individuals within the team. It is not just the amount of work that makes a difference in employee satisfaction and success, but also the extent to which employees have the resources (time, equipment and support) to do the work well. The 3 key elements of workload management are: Prioritize – Prioritize and schedule tasks effectively. “I have two kinds of problems: the urgent and the important. The urgent are not important, and the important are never urgent.” — Eisenhower It was this quote that created the Eisenhower Matrix; a 4-box system for organizing your tasks by urgency and importance, then getting them done. To apply the matrix to your to-do list, use tags to denote which quadrant of the matrix it falls into. Delegate – Proper allocation and delegation of tasks to individuals to distribute workload. Avoid Overload and Overload at any time for this the levels should be continuously monitored for keeping the workload optimum. Follow procedures – Always follow the procedures laid out. Leadership and Teamwork Participant Manual 5-9 Unit 5 | Task & Workload Management 5.10 Challenge and response Challenge and response is a part of the routines which has been established in many industries and once implemented has a significant effect on undetected errors by operational personnel. It started in the medical industry and became a norm in the airline industry where in the Pilots are required to read back instructions or clearances given by air traffic control to ensure that there are no errors. Use Challenge and response to: Verify Intentions Set Limits Issue a challenge when the situation exceeds limits Verify the challenge Acknowledge the challenge Leadership should encourage and create an environment where in all team members feel comfortable in raising challenges. Challenges should be made by the team member as soon as they realize a deviation however small from the plan or the norm. Emphasize that team members should challenge when there is any doubt about differences in intention. 5.11 Checklists: For an effective operations the team member shall: 1. Acknowledge or challenge concepts. 2. State and discuss his own concepts. 3. Challenge whenever limits are exceeded or there is any doubt about the situation compared to the original concept. A checklist is a standardized list of the required steps developed for a repetitive task. It was first introduced in the Airline industry and the preflight checklist has been in use from 1937. Following are some of the benefits of using a checklist: Safety is never compromised even on small activities Work in an organized manner – all steps involved and mentioned in an organized manner and ensures one does not skip any step. 5-10 © Marine Institute of Memorial University  Unit 5 | Task & Workload Management Productivity – repetitive tasks can be done more effectively, fast and efficiently increasing the efficiency. Delegation – Delegation is much easier if there is a checklist as the final outcome is guaranteed if followed. The checklists are effective if it has been created with the utmost excellence with the knowledge of the activity involved, knowing the user, properly designed , tested before put to use, amended with changes if required once in use. Unit 5: Self-Test 1. What are the stages in planning A. Appraisal , Execution , Monitoring B. Appraisal, Planning , Execution , Monitoring C. Planning , Execution , Monitoring D. Planning, Feedback , Execution , Monitoring 2. Delegation is when? A. Supervisors or managers give responsibility and authority to subordinates to complete a task B. Job is randomly given to a subordinate C. Subordinate asks for a job from a supervisor or manager D. Supervisors or managers give responsibility and no authority to subordinates to complete a task 3. Goals and Objectives should be ……… and ………….. A. LOUD & CLEAR B. SMART & DEAR C. SMART & CLEAR D. SMART & FEAR Leadership and Teamwork Participant Manual 5-11 Unit 5 | Task & Workload Management 4. During planning specific accomplishments or targets that must be accomplished or achieved are called as A. Strategy B. Objectives C. Goals D. Tasks 5. One of the key to the success of a plan is that all the details are documented and communicated to all involved in the activity or the team A. False B. True 5-12 © Marine Institute of Memorial University  Unit 6 Effective Resource Management  Unit 6 | Effective Resource Management Effective Resource management is essential while working as a team or leading it. The most important element for this is Communication. 6.1 Communication Communication is the act of expressing (or transmitting) ideas, information, knowledge, thoughts, and feelings, as well as understanding what is expressed by others. The communication process involves both sending and receiving messages and can take many forms. Verbal communication is the spoken word, while nonverbal communication involves actions, facial expressions, body position, and gestures. Communication can occur in one-on-one or group settings, and in written formats (e.g., printed materials) or in visual formats (e.g., pictures, videos, and observational learning). And it involves not only the content of a message but also its emotional impact or the effect the message has on the person receiving it. In fact, communication experts suggest that between 65% and 93% of the meaning of a message is conveyed through tone of voice and nonverbal behaviors (Johnson 2003). Thus, in addition to becoming aware of the words you use, it is essential that you become aware of your tone and nonverbal behaviors so that you understand the messages you are sending to partners. Effective communicators focus not only on message content but also on how a message might be interpreted by—and might affect—the receiver. 6.2 Why is it important to communicate in a team? Communication is important so that the team members: Are kept up to date with key information. Fully understand the role they play within the team, the company and delivery of strategy and plans Are engaged with and are actively supportive of the team and their actions Are working at optimum efficiency and within required guidelines and tolerances To achieve the goals 6.3 What are the benefits of effective communication? Engaged team – If people are communicated to regularly and in an effective manner they are much more engaged with the team. Ensures Consistency – If everyone understands what the team is trying to achieve and their role within it, you will get a much more consistent approach and less tendency for people to come up with their interpretation of what they think something means. Leadership and Teamwork Participant Manual 6-3 Unit 6 | Effective Resource Management Promotes 2 Way Feedback – Regular and effective communications invite team members to engage in discussion and provide feedback. This in turn promotes a culture of sharing ideas and knowledge. Can provide success to the “Challenge and response” system as mentioned in 5.10 Ensure Compliance with Regulatory Bodies – Effective communications and training information ensures that team are compliant with all regulatory requirements and aware of all the guidelines/policies and/or where to find them. Ensure Common Understanding of Strategy and Goals – Team understand how their work fits into the bigger picture and what the team as a whole is trying to achieve. Promotes a Positive Attitude towards Change – Team members that are communicated to effectively around change respond much more positively to it. 6.4 Barriers to effective Communication There are many reasons why interpersonal communications may fail. In many communications, the message (what is said) may not be received exactly the way the sender intended. It is, therefore, important that the communicator seeks feedback to check that their message is clearly understood. Common Barriers to Effective Communication: The use of over-complicated, unfamiliar and/or technical terms. Emotional barriers and taboos. Lack of attention, interest, distractions, or irrelevance to the receiver Differences in perception and viewpoint. Physical disabilities such as hearing problems or speech difficulties. Physical barriers to non-verbal communication. Not being able to see the non-verbal cues, gestures, posture and general body language can make communication less effective. Language differences and the difficulty in understanding unfamiliar accents. Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions. Cultural differences- The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different social settings. 6-4 © Marine Institute of Memorial University  Unit 6 | Effective Resource Management 6.5 Why Ask Questions? To Obtain Information Express an interest in the other person To help maintain control of a conversation To clarify a point To explore the personality and or difficulties the other person may have To test knowledge To encourage further thought 6.6 How to prevent communication failures? Be Authentic Be the Message Communicate with Clarity Approach Communication as a Critical Business Process Learn to use feedback well. Be sensitive to receiver’s point of view. Listen to UNDERSTAND! Use direct, simple language, or at least use language appropriate to the receiver. Use proper channel(s). Learn to use channels well. Learn to use supportive communication, not defensive communication. Leadership and Teamwork Participant Manual 6-5 Unit 6 | Effective Resource Management 6.7 Open and Closed Questions: A closed question usually receives a single word or very short, factual answer. For example, “Are you thirsty?” The answer is “Yes” or “No”; “Where do you live?” The answer is generally the name of your town or your address. Open questions elicit longer answers. They usually begin with what, why, how. An open question asks the respondent for his or her knowledge, opinion or feelings. “Tell me” and “describe” can also be used in the same way as open questions. Here are some examples: What happened at the meeting? Why did he react that way? Depending on the objective of the questions , one must choose the type of questions to be asked. 6.8 NITS – Nature, Intentions, Time, Special Instructions Is an emergency acronym to brief Leaders and team members and helps simplify the communication exchange. Again this has been used extensively in the Airline Industry. The key here are : - Ensuring that everyone involved understand what the nature of the situation is and what are the key constraints. - communicating clearly the specific actions to be taken Using a prescribed format helps avoid misunderstandings. 6-6 © Marine Institute of Memorial University  Unit 6 | Effective Resource Management Unit 6: Self-Test 1. When a person receives a message it is their responsibility to provide the sender A. Nonverbal clues B. Feedback C. Self-Concept D. Perception 2. Communicating without words is? A. All of the below B. Gestures C. Non verbal D. Body language 3. Effective communicators focus not only on the content of the message but also on how a message might be interpreted by the receiver. A. False B. True 4. Feedback in regular and effective communication promotes? A. Disagreements B. Confusion within the team C. Sharing ideas and knowledge D. Tasks 5. The main force in determining if we Listen or hear is A. Grammar B. Intent C. Importance D. Interest Leadership and Teamwork Participant Manual 6-7 Unit 6 | Effective Resource Management 6-8 © Marine Institute of Memorial University  Unit 7 Teamwork & Leadership Principles  Unit 7 | Teamwork & Leadership Principles 7.1 Team & Group A group is a collection of individuals who coordinate their individual efforts. On the other hand, a team is a group of people who share a common team purpose and a number of challenging goals. Members of the team are mutually committed to the goals and to each other. The difference between Team and Group: Task orientation: Teams require coordination of tasks and activities to achieve a shared aim. Groups do not need to focus on specific outcomes or a common purpose. Degree of interdependence: Team members are interdependent since they bring to bear a set of resources to produce a common outcome. Individuals in a group can be entirely disconnected from one another and not rely on fellow members at all. Familiarity among members: Team members are aware of the set of people they collaborate with, since they interact to complete tasks and activities. Members of a group may have personal relationships or they may have little knowledge of each other and no interactions whatsoever. 7.2 Team leader A team leader is responsible for guiding a group as they complete a project. They are responsible for developing and implementing a timeline their team will use to reach its end goal. Some of the ways team leaders ensure they reach their goals is by delegating tasks to their members, including themselves. Roles of a TEAMLEADER: Provide purpose Build a star team, not a team of stars. Establish shared ownership for the results. Develop team members to fullest potential Make the work interesting and engaging Develop a self-managing team Motivate and inspire team members Lead and facilitate constructive communication. Monitor, but don’t micromanage Leadership and Teamwork Participant Manual 7-3 Unit 7 | Teamwork & Leadership Principles As a team leader one can have different styles in the way one leads a team. Different writers have provided different models of the same. Autocratic: Manager makes all the decisions, keeping the information and decision making among the senior management. Communication is mainly downward. Decisions are quick because staffs are not consulted and work is usually completed on time. Decrease motivation and increase staff turnover. Two types of autocratic management: Directive Autocrat: Makes decisions unilaterally; closely supervises subordinates. Permissive Autocrat: Makes decisions unilaterally; gives subordinates latitude in carrying out their work Autocratic Style is Appropriate in certain situations as below: Dictatorial During emergencies or crisis When employee safety is at risk. When severe disciplinary action needs to be taken Authoritative Autocratic Style When new hires are unfamiliar with their jobs If there is constant misuse of authority 7-4 © Marine Institute of Memorial University  Unit 7 | Teamwork & Leadership Principles When company rules are broken When you are the sole person responsible for a decision Democratic Manager allows the employees to take part in decision-making; everything is agreed by the majority. Communication is extensive in both directions. Particularly useful when complex decisions need to be made. Job satisfaction and quality of work will improve. Decision-making process is severely slowed down. It can also go against a better choice of action. Can the leader be seen as being unsure of himself and that everything is a matter for group discussion and decision. Democratic Style Is Appropriate When you have a competent team In company or department planning meetings During company evaluation sessions When motivating top-performers Any time you need innovative work When you need creativity Consultative This style focuses on using the skills, experiences, and ideas of others. Manager allows employees to take part in decision-making but he still retains the final decision-making authority. To his or her credit, no major decisions will be made without first getting the input from those that will be affected. Communication is extensive in both directions. Consultative Style Is Appropriate: When needing creative problem solving. When conducting planning meetings for the organization or department. Leadership and Teamwork Participant Manual 7-5 Unit 7 | Teamwork & Leadership Principles When training people for leadership roles. When performing the day-to-day organizational tasks Laissez-faire Manager sets the tasks and gives staff complete freedom to complete the task as they see fit. This style is also called empowering or delegative. The characteristics of the laissez faire style include: Allows employees to have complete freedom to make decisions concerning the completion of their work or ask questions of the leader The leader provides the followers with the materials they need to accomplish their goals and answers questions to the follower’s questions Works well if you have highly trained and highly motivated employees but can be an ineffective style with low productivity if the team members are not fully motivated and capable. 7-6 © Marine Institute of Memorial University  Unit 7 | Teamwork & Leadership Principles 7.6 Leadership Styles: Democratic This style draws on people’s knowledge and skills, and creates a group commitment to the resulting goals. It works best when the direction the organization should take is unclear, and the leader needs to tap the collective wisdom of the group. This consensus-building approach can be disastrous in times of crisis, when urgent events demand quick decisions. Autocratic The Leader makes decisions alone without the input of others. The Leader possess total authority and impose their will on all No one challenges the decisions of the autocratic leaders. This leadership style benefits employees who require close supervision. Creative employees who thrive in group functions detest this leadership style. Leadership and Teamwork Participant Manual 7-7 Unit 7 | Teamwork & Leadership Principles Charismatic The Charismatic Leader gathers followers through dint of personality and charm, rather than any form of external power or authority. The Leader will focus strongly on making the group very clear and distinct Bureaucratic The bureaucratic leader relies on rules and regulations and clearly defined positions within organizations. This style is based on strict hierarchies and often depends on written job descriptions and organization charts to explain the hierarchy and their relationships This style is not people-oriented but more process oriented. Delegative The delegative leader is hands-off and allow group members to make the decisions. This is generally the leadership style that leads to the lowest productivity among group members This style leads to poorly defined roles and a lack of motivation. 7.7 Inherent Traits of Successful Leader i. Knows how to motivate others to speak up ii. Decision makers iii. Effective Communicators iv. Able to delegate effectively v. Positive attitude even in adversity vi. Good Learner vii. Provide feedback 7-8 © Marine Institute of Memorial University  Unit 7 | Teamwork & Leadership Principles 7.8 PACE Is a series of action that Team members take to make better understanding of what they see and hear from their Leader. Probing for a better understanding Alerting person of anomalies Challenge Emergency Warnings Probe Is a clear communication that identifies the subject to whom the question is addressed, respects the individual and is direct enough to be understood. Alert Alert can be done independently or after a probe. If an action is inappropriate or not effective then alert rather than Probe Done respectfully and clearly Challenge If a team member on completion of a probe or alert can challenge the action if not effective or inappropriate Done respectfully and clearly Emergency Intervention Team member takes a direct action Rare and usually indicates complete breakdown in communication within team or an immediate critical threat when there is no time to alert or challenge Leadership and Teamwork Participant Manual 7-9 Unit 7 | Teamwork & Leadership Principles 7.9 JUST CULTURE “Just Culture” is a culture in which front-line operators and others are not punished for actions, omissions or decisions taken by them which are commensurate with their experience and training, but where gross negligence, willful violations and destructive acts are not tolerated. www.eurocontrol.int/articles/just-cultur Person-Centered model offers us a different view Just Culture Model – coined by David Marx, an attorney and engineer Recognizes human error Helps us distinguish between mistakes and behavioral choices 7-10 © Marine Institute of Memorial University  Unit 7 | Teamwork & Leadership Principles 7.10 Situational Awareness Situational Awareness is the ability to identify, process, and comprehend the critical elements of information about what is happening to the team with regards to the mission. More simply, it’s knowing what is going on around you https://www.uscg.mil/auxiliary/training/tct/chap5 Situational awareness is the accurate perception of factors and conditions that affect the vessel during a specified period of time. The level of situational awareness needed increases proportionally with risk to the vessel’s safety and demands on the mariner. Generally, the closer to land you are, the greater the risks and demands, and thus the greater the need for situational awareness. Maintenance of situational awareness occurs through effective communications and a combination of the following actions: Recognize and make others aware when the team deviates from standard procedures. Monitor the performance of other team members. Provide information in advance. Identify potential or existing problems (i.e. equipment-related or operational). Demonstrate awareness of task performance. Communicate a course of action to follow as needed. Demonstrate ongoing awareness of mission status. Continually assess and reassess the situation in relation to the mission goal(s). Clarifying expectations of all team members eliminates doubt. Clues to loss of situational awareness Confusion. No one watching or looking for hazards. Use of improper procedures. Departure from regulations. Failure to meet planned targets. Unresolved discrepancies. Ambiguity. Fixation or Preoccupation. Leadership and Teamwork Participant Manual 7-11 Unit 7 | Teamwork & Leadership Principles Barriers to situational awareness Perception based on faulty information processing. Excessive motivation. Complacency. Overload. Fatigue. Poor communications Case Study: Runway collision of USAir Flight 1493, Boeing 737 and SkyWest Flight 5569 Fairchild Metroliner, Los Angeles International Airport On February 1, 1991, at 1807 Pacific standard time, USAir flight 1493, N388US,. a Boeing 737-300, collided with SkyWest flight 5569, N683AV, a Fairchild Metroliner (SA-227-AC) , while the USAir airplane was landing on runway 24 left at Los Angeles International Airport, Los Angeles, California. The SkyWest Metroliner was positioned on the same runway, at intersection 45, awaiting clearance for takeoff. As a result of the collision, both airplanes were ‘ destroyed. All 10 passengers and 2 crewmembers aboard the Metroliner and 20 passengers and 2 crewmembers aboard the USAir airplane were fatally injured. The main reason of this accident was attributed to the overall loss of situational awareness. Source: (https://www.fss.aero/accident-reports/dvdfiles/US/1991-02-01-US.pdf) 7-12 © Marine Institute of Memorial University  Unit 7 | Teamwork & Leadership Principles 7.11 Error Chain A series of individual mistakes, any one of which, when considered individually, would not be serious enough to cause an accident; however, when considered together, form the links of a chain of mistakes leading to an accident Investigations into major airline and maritime accidents reveals individual links of the chain, when combined, cause an accident to happen. For instance, bad weather alone might not cause of an accident, but bad weather combined with fatigue , equipment failure and the fact that the captain became lost might. The elimination of any one of these factors may prevent the mishap. Unit 7: Self-Test 1. Teams are formed when a number of people have ……………….and recognize that their personal success is dependent of others. A. Similar jobs B. A common goal C. A shared work environment D. General Manager 2. Groups that are formed as the consequence of organizational structure and work division are known as A. Formal Group B. Target Group C. Informal Group D. Operational Group Leadership and Teamwork Participant Manual 7-13 Unit 7 | Teamwork & Leadership Principles 3. Reasons for the formation of group include: A. The provision of protection of its membership B. The provision of guidelines on generally acceptable behavior C. The performance or completion of certain tasks that can only be completed by the combined efforts of individuals working together D. All of the above 4. Which of the following is not a characteristic of an effective work group? A. A sense of commitment by individual member’s to their own goals and objectives. B. A belief in shared aims and objectives. C. The resolution of conflict by members themselves. D. The open expression of feelings and disagreements 5. Which of these is a Disadvantage of Teamwork? A. More ideas may be generated B. More resources are available C. More time is taken to perform the tasks D. More networking opportunities 6. Which of these is an Advantage of Teamwork? A. Conflict may occur B. Compromises may not be best option C. Cost may be increased due to extra resources D. Can provide Support 7. What Individual or Group Behaviors might lead to an effective Team? A. Self Interest verses Group Interest B. Lack of boundaries C. Badly defined roles D. Able to listen to feedback 7-14 © Marine Institute of Memorial Unive